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In Memory of Dr. King

A piece of the nation's capital honors an important leader—Dr. Martin Luther King Jr. A memorial for King was built on the National Mall in Washington, D.C. It was the first memorial on the Mall to honor an African American. A ceremony was held on November 13, [2006] to mark the start of construction. President George W. Bush and other leaders were among the thousands of people who gathered for the event. "When the work is done, the King memorial will be a fitting tribute—powerful and hopeful and poetic—like the man it honors," Bush said at the ceremony. The memorial was completed and opened to the public in 2011. It has trees, flowing water, and a 30-foot statue of King. Quotes from King's speeches are carved into a stone wall. King (1929—1968) grew up in the U.S. South. At that time, the South was segregated, or separated by race. Under the law, Black people were not allowed to attend the same schools as white people. They were forced to sit in the backseats of buses. They also had to use separate restrooms and drinking fountains. King worked to change the laws by giving speeches and leading peaceful marches. Thanks to King and other leaders, civil rights laws were passed. Those laws aim to make sure that all Americans are treated equally. On August 28, 1963, Martin Luther King Jr. gave a speech in Washington, D.C. A crowd of more than 200,000 people came to hear him. In his speech, King said, "I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character."

3

Social Studies: U.S. History

Which memorial in the National Mall was the first to honor an African American?

A. Mary McLeod Bethune’s memorial B. Frederick Douglass’ memorial C. Dr. Martin Luther King Jr.’s memorial D. Sojourner Truth’s memorial

C

How does the text describe King’s memorial in the National Mall?

A. There are stairs that lead into a large building with a 19-foot statue of King sitting on a marble chair inside. B. There is a circular dome with a bronze statue of King inside and quotes from King surrounding the inside of the dome. C. There is a statue of King sitting down next to his dog, flowing water, and another statue of his wife. D. There is a 30-foot statue of King with trees, flowing water, and quotes from his speeches carved into a stone wall.

D

Read the following sentences from the text. “King (1929—1968) grew up in the U.S. South. At that time, the South was segregated , or separated by race. Under the law, Black people were not allowed to attend the same schools as white people. They were forced to sit in the backseats of buses. They also had to use separate restrooms and drinking fountains.” What conclusion can you draw from this evidence?

A. King grew up in a time when laws were unfair for Black people. B. King was the first Black student to go to school with white students. C. King was a historian and wrote about old laws in the U.S. South. D. King wanted to become a teacher but he became a lawyer instead.

A

Memorials are built to honor important people. According to the text, why was King important?

A. He built the first memorial in the National Mall to honor an African American. B. He helped pass laws in the United States so people could be treated equally. C. He was the first African American president to be elected in the United States. D. He worked at the first school that did not separate Black and white students.

B

What is the main idea of this text?

A. Dr. Martin Luther King Jr. was honored with a memorial in the United States National Mall because of the work he did for people to be treated equally. B. Dr. Martin Luther King Jr. gave a famous speech on August 28, 1963 in Washington D.C. to a crowd of more than 200,000 people. C. The United States used to have laws that separated people by race, like forcing Black and white people to go to separate schools and use different restrooms. D. On November 13, 2006, President George W. Bush went to a ceremony to mark the start of building the Dr. Martin Luther King Jr. memorial in the National Mall.

A

A Closer Look at Thanksgiving

Many Americans today enjoy a feast for Thanksgiving. The most popular food is usually turkey. Other Thanksgiving dishes often include stuffing, mashed potatoes, cranberry sauce, and pumpkin pie. The feast is inspired by a Pilgrim and Wampanoag event from long ago. But that celebration looked very different from today's traditional feast. In 1621, people known as the Pilgrims had a huge celebration in what is now Plymouth, Massachusetts. They wanted to celebrate their successful harvest of crops and their survival in a land unfamiliar to them. The Pilgrims had arrived from Europe the year before the celebration. They arrived on Wampanoag land. Wampanoag people had been living in this area for thousands of years before the Pilgrims arrived. The Wampanoag had met other Europeans before. Those meetings had been violent. Many Wampanoag people had been captured and sold into slavery. Many others had died from diseases brought by Europeans. So, the Wampanoag thought they may be safer if they created a good relationship with this group of Europeans. After a few months, the Wampanoag tribe reached out to the Pilgrims. They wanted to protect themselves from more harm. So the Wampanoag helped the Pilgrims. They taught the Pilgrims how to grow some crops like corn. Because the Wampanoag shared their knowledge and skills, the Pilgrims were able to have a successful harvest. The celebration of the harvest lasted for three days. Some Wampanoag people joined. All of the cooking and eating happened outside. The Pilgrims and Wampanoag ate bread or porridge made from corn. They also ate a lot of deer, or venison. The Wampanoag were skilled deer hunters. There are still some details people today don’t know about this celebration. Why did the Wampanoag people join the Pilgrims? No one knows for sure. Did they eat turkey, like many Americans do today? No one knows for sure. We do know that this meal was a brief moment of peace before the relationship between the settlers and the Wampanoag and other Native American tribes turned violent. Today, some Native Americans hold a Day of Mourning on the day that many other Americans celebrate Thanksgiving. This is a day to recognize the harm and suffering that European and American settlers brought to Native Americans.

3

Social Studies: U.S. History

What is Thanksgiving today inspired by?

A. a recent meeting between Europeans and Americans B. a Pilgrim celebration in England many years ago C. a Pilgrim and Wampanoag feast long ago D. a Wampanoag harvest celebration many years ago

C

The Pilgrims arrived on Wampanoag land. What happened after this event?

A. After a few months, the Wampanoag decided to help the Pilgrims to keep their tribe safe. B. Right away, the Wampanoag talked to the Pilgrims but decided not to help them. C. Right away, the Wampanoag told the Pilgrims to leave and would not help them. D. After a few months, the Pilgrims couldn’t find any Wampanoag people, so they left.

A

The inspiration for today’s Thanksgiving feast would not have happened without the Wampanoag’s skills as farmers and hunters. What evidence from the text supports this conclusion?

A. “The feast is inspired by a Pilgrim and Wampanoag event from long ago. But that celebration looked very different from today's traditional feast.” B. “They arrived on Wampanoag land. Wampanoag people had been living in this area for thousands of years before the Pilgrims arrived. The Wampanoag had met other Europeans before.” C. “Because the Wampanoag shared their knowledge and skills, the Pilgrims were able to have a successful harvest. The celebration of the harvest lasted for three days.” D. “There are still some details people today don’t know about this celebration. Why did the Wampanoag people join the Pilgrims? No one knows for sure.”

C

What happened to the relationship between the Wampanoag and Pilgrims in the years after their shared harvest celebration?

A. The relationship turned violent and is remembered as one example of Native American suffering caused by European and American settlers. B. The relationship stayed good and helpful and is remembered today as a good example of a positive relationship. C. The relationship got better over time but later the two groups stopped helping each other and were not in contact anymore. D. The relationship turned bad for a little bit but then quickly became helpful and positive again.

A

What is the main idea of this text?

A. The Wampanoag decided to help the Pilgrims survive when they landed on Wampanoag land, and the celebration of their first harvest was the inspiration for today’s Thanksgiving feast. B. The Wampanoag have lived in the northeastern part of the United States for 12,000 years and are good at farming and hunting in that area because they know the land so well. C. The Pilgrims who came from England did not know how to farm or hunt well when they got to Wampanoag land because they were from a different part of the world. D. We don’t know if Wampanoags and Pilgrims ate turkey at their celebration of their harvest, but we do know that they ate deer because the Wampanoag brought some to the feast.

A

Computers vs. Books

Mia Murphy was tired when she got home from school last Friday. It had been a long week. She was working on a computer project and had stayed late at school to finish her work. After stepping off the bus and trudging home, she plopped onto her chair in the kitchen. “What’s up, Mia?” Mr. Murphy asked. He was making Mia her favorite after-school snack, a grilled cheese sandwich. “This project is taking me forever!” Mia replied. “I have to design a website page for my computer class.” “Wow, fancy!” Mrs. Murphy shouted from the living room. “When we were in middle school, we didn’t even know how to use computers.” She walked into the kitchen and sat down next to Mia. She asked her daughter if she had anyone to help her with her project. “We have partners—mine is named Ali,” she explained. “Today we learned how to insert pictures into our page!” Mr. and Mrs. Murphy looked at each other and smiled. Mia noticed their little exchange. “What?” she asked, wondering what they were thinking. “Well, we first met when we were working on a project together in high school,” Mr. Murphy explained. “We were assigned to do a research project on American Indian history.” Mrs. Murphy chimed in. “But we didn’t have computers back then, so we had to go to the library every day to do research!” She explained that they didn’t have online search engines to help them with their work; they could only rely on books. They didn’t have cell phones to text each other when they needed help. They had to work together at each other’s houses. “But that sounds so hard!” Mia said. “I can’t imagine completing a project without the help of a computer.” Mr. Murphy chuckled. “I know. But I have that project to thank for meeting your mom! All those countless hours in the library. We had to spend a lot of time together,” he said. Now Mia was curious. She wondered what else was different when her parents were growing up. So she asked. Mrs. Murphy started to list off things she didn’t have as a child, like an mp3 player and a flat-screen television. “Also, since I had many brothers and sisters, we had to pitch in more. I helped my mom cook dinner, and we repaired our clothes ourselves when they tore,” she said, tapping Mia on the nose. “How about you help me cook dinner tonight then?” Mrs. Murphy suggested, laughing. “Sure!” Mia exclaimed. “How about something that you used to make as a kid?” “Chicken noodle soup it is,” Mrs. Murphy said with a smile.

3

Who is Mia?

A. a girl in elementary school B. a girl in middle school C. a teacher at an elementary school D. a teacher at a middle school

B

What does Mia mainly learn about in the story?

A. how her parents met B. how her mother’s life differed from hers C. how to use computers to do homework D. how to work in pairs

B

Read the following section from the story: “[Mia’s mother] explained that they didn’t have online search engines to help them with their work; they could only rely on books. They didn’t have cell phones to text each other when they needed help—they had to work together at each other’s houses. “‘But that sounds so hard!’ Mia said. ‘I can’t imagine completing a project without the help of a computer.’” Based on this evidence, what conclusion can be made?

A. Mia thinks new technology makes homework easier. B. Mia’s parents think that her homework is too easy. C. Mia thinks it would be more fun to work with a partner. D. Mia’s parents think she should have a cell phone.

A

Read the following sentences: “Mr. Murphy chuckled. ‘I know. But I have that project to thank for meeting your mom! All those countless hours in the library...we had to spend a lot of time together,’ he said.” Based on this evidence, what conclusion can be made?

A. Mr. and Mrs. Murphy grew annoyed with each other while working on their project. B. Mr. and Mrs. Murphy began to fall in love during their long hours in the library. C. Mr. and Mrs. Murphy were first introduced by a librarian. D. Mr. and Mrs. Murphy think Mia would more easily find a boyfriend in the library.

B

What is this story mainly about?

A. a conversation about generational differences B. a conversation about the evils of technology C. a conversation about how Mia’s parents met D. a conversation about devices that are popular with teens

A

Read the following sentences: “Mrs. Murphy started to list off things she didn’t have as a child, like an mp3 player and a flat-screen television. ‘Also, since I had many brothers and sisters, we had to pitch in more. I helped my mom cook dinner, and we repaired our clothes ourselves when they tore,’ she said, tapping Mia on the nose.” As used in the passage, what does the phrase “pitch in” mean?

A. sacrifice B. help C. suffer D. cook

B

Choose the answer that best completes the sentence below. Mia and her parents think that technology has made life easier for students today as they complete their homework. _________, thanks to the lack of modern technologies during their school days, Mia’s parents were able to spend time together and fall in love.

A. Obviously B. On the other hand C. Finally D. As a result

B

Escaping Mount Pinatubo

On June 15, 1991, Mount Pinatubo erupted on Luzon, an island in the Philippines. The volcano left behind a deadly blanket of lava and volcanic ash. Casey Kline interviewed her mother, Cora Kline, who lived on Luzon. Casey Kline: What was it like to see a volcano erupt? Cora Kline: It was scary. At first, powerful earthquakes began shaking the ground. As the volcano was erupting, it was spitting thick ashes into the air. Then volcanic ashes began falling on everything. Around noon, it was dark like midnight. We didn't see the sun until 6 a.m. the next day. I heard thunder and saw lightning on that long, dark "night." Volcanic tremors shook my apartment. There was no electricity. Fortunately, we still had running water. Casey: Could you see any lava? CK: No. I lived near Subic Bay, which is about 20 miles away from the volcano. Casey: What did you see the next day? CK: I saw devastation and collapsed buildings from the thick ash on the roofs. Many people were injured. Casey: What was it like with so many volcanic ashes? CK: The ashes were knee-deep. It was hard to walk, and it was hard to breathe. The ashes would stick to your hair and your skin … everything! I asked my sister to go to the post office, and she came home covered head to toe in ashes! Motor vehicles and bicycles couldn't get through. It took months to clean up. Casey: Was it hard to buy food after the eruption? CK: Yes. Some stores were open, but the prices doubled. There were very long lines at the grocery stores! Casey: Why didn't you evacuate? CK: I believed I lived far enough away from the volcano that I wouldn't be affected that much. As long as the lava couldn't harm me, I would stay. Casey: How scared were you? CK: I was very, very scared. When it turned dark at noon, I thought it was going to be the end of the world! What Casey Learned Ashes can be very heavy! Mother Nature can be either sweet and forgiving or wild and restless, but she can also be unpredictable.

3

Science: Earth & Space Science

Which of the following correctly describes the volcanic ashes after the eruption?

A. The ashes all fell into Subic Bay. B. The ashes only blocked the streets. C. The ashes were beautiful. D. The ashes covered everything.

D

Which of the following is described first in the text?

A. how scary it is to be near a volcanic eruption B. what it is like to see a volcano erupting C. why Casey’s mother couldn’t see any lava D. why it was hard to buy food after the eruption

B

Read these sentences from the text. As the volcano was erupting, it was spitting thick ashes into the air. Then volcanic ashes began falling on everything. Around noon, it was dark like midnight. We didn't see the sun until 6 a.m. the next day. Based on this information, what conclusion can you draw about the eruption of Mount Pinatubo?

A. In order to experience a volcanic eruption you must be close to it, otherwise you may not know it's happening. B. The ashes covered up the light from the sun, making it seem like it was the middle of the night. C. Because the volcano erupted in the middle of the night, it was impossible to see the sky. D. Volcanoes can erupt at any time and there is never any warning about when they will erupt next.

B

What can be inferred from the text?

A. The volcano erupting was a big surprise to the people who lived on the island of Luzon. B. Food was very expensive on the island of Luzon after the volcano. C. The volcano did a great deal of damage to the island of Luzon. D. The citizens on the island of Luzon helped each other after the volcano.

C

What is this text mostly about?

A. ways to escape a volcanic eruption B. one person’s experiences during a volcanic eruption C. buying food after a volcanic eruption D. the excitement of seeing a volcanic eruption

B

Read these sentences from the text. Casey: Why didn't you evacuate ? CK: I believed I lived far enough away from the volcano that I wouldn't be affected that much. In these sentences, what does the word "evacuate" most nearly mean?

A. to talk very loudly B. to feel seriously hurt C. to travel a far distance D. to leave a dangerous place

D

Choose the word that best completes the sentence. The ashes were knee deep ________ it was hard to walk and breathe.

A. so B. however C. although D. but

A

The Old Stone House

On July 4, 1776, the Declaration of Independence was signed, and the Revolutionary War was about to begin. Seven weeks later, on August 22, 1776, the British Army invaded New York. The British chose to attack Brooklyn, a village across the East River from Manhattan. General George Washington’s army was located in this village. The Patriot forces were ready to fight, but they were badly outnumbered. The British had about 20,000 soldiers. The Americans had fewer than 13,000. The battle started on August 27, when British soldiers raided a watermelon patch, and were fired upon by American troops. The Americans retreated northward, fighting as they went. The British surrounded the Americans, who fled across the Gowanus Creek. To keep back the British, they left behind a group of soldiers from Maryland: just a few hundred Americans to hold off 2,000 Redcoats (British Army soldiers). The British were fighting from in front of the Old Stone House—a farmhouse built in 1699. The Marylanders attacked the house six times. Nearly all of them were killed or captured. As he watched from a nearby hill, General Washington said, “Good God! What brave fellows I must this day lose.” Because of the sacrifice of the Marylanders, the rest of the American army was able to escape. Had it not been for the fighting at the Old Stone House, the war could have been lost that morning. The Revolution survived, and so did the Old Stone House. The family home of the Vechte family was sold to the Cortelyous in 1783. In the late 19th century, it served as the clubhouse for the baseball team that would later be named the Brooklyn Dodgers. In 1897, the house was destroyed and buried. Thirty years later, it was dug up and rebuilt by the New York City Parks Department. “Eighty percent of the house,” said Old Stone House Executive Director Kimberly Maier, “is original material.” On the outside, the house looks just as it did in 1699. On the inside, there is an exhibit about the Battle of Brooklyn and the men who died there. There are uniforms like the soldiers would have worn, maps of the battle, and a diorama of the fighting around the house. Six thousand children come every year to learn about the house. Maier and her staff teach them not just about the battle, but about what life was like in the 18th century. “You couldn't just go to the grocery store,” she said. “You just had one dress, because you had to weave it and cut the cloth and sew it together. The chores were so much more than just making your bed.” Maier said that school children are most surprised when they learn what playtime was like in the 18th century. To kids today, 18th century fun looks a lot like work. “Kids would start out by helping in the garden, or helping to churn butter,” Maier said. Children would do basic weaving, or help in the kitchen. As they got better at these tasks, they would learn more advanced tasks. Eventually, they would be as good as a grown-up. When they played outside, they didn't have rubber balls. Instead, they used an inflated pig's bladder. Outside the Old Stone House is a park. A few years ago, it was rebuilt. It has swings, fountains, and jungle gyms. Children play there every day—and they don't have to use a butter churn.

3

Social Studies: U.S. History

Where is the Old Stone House?

A. Maryland B. Britain C. New York D. Washington

C

What does the author describe at the end of the passage?

A. what life was like in the 18th century B. an exhibit about the Battle of Brooklyn C. how George Washington escaped from the British D. how the Old Stone House was destroyed and rebuilt

A

The Old Stone House played an important role in the American Revolution. What evidence from the passage supports this conclusion?

A. “The British surrounded the Americans, who fled across the Gowanus Creek.” B. “Had it not been for the fighting at the Old Stone House, the war could have been lost that morning.” C. “The British chose to attack Brooklyn, a village across the river from Manhattan, where General George Washington had his army.” D. “The Marylanders attacked the house six times. Nearly all of them were killed or captured.”

B

The passage states, “Because of the sacrifice of the Marylanders, the American Army was able to escape.” What was the sacrifice of the Marylanders?

A. They risked the Old Stone House to hold off 2,000 Redcoats. B. They risked their lives fighting with the American Army. C. They risked their lives to help the 2,000 Redcoats. D. They risked their lives to hold off 2,000 Redcoats.

D

What is this passage mostly about?

A. the Old Stone House B. the Revolutionary War C. the Battle of Brooklyn D. George Washington

A

Read the following sentences: “The Patriot forces were ready to fight, but they were badly outnumbered . The British had about 20,000 soldiers. The Americans had fewer than 13,000.” What does “they were badly outnumbered” mean?

A. There were far more British soldiers than American soldiers. B. There was no way for the American soldiers to win. C. The Americans couldn’t count the number of British soldiers. D. The American soldiers were better than the British soldiers.

A

Choose the answer that best completes the sentence below. George Washington left a few hundred soldiers behind to hold off the British. _________, the American army was able to escape.

A. On the other hand B. As a result C. For example D. In particular

B

Famous African Americans - Martin Luther King, Jr.

Martin Luther King, Jr. was one of the most important figures in the United States Civil Rights Movement of the 1950s and 1960s. There is a national holiday in his honor that is celebrated every January. His famous “I Have a Dream” speech is still talked about today. He is a hero of civil rights in the U.S. King was a Baptist minister from Atlanta, Georgia. King fought for equal rights for Black people in the United States. He had an incredible ability to speak and be heard. He was expressive and powerful with his words. He encouraged people to peacefully stand up for their rights. King organized and led many marches and protests. He took part in the famous Montgomery bus boycott to protest the separation of Black and white people on public buses. He was also one of the leaders of the 1963 March on Washington for Jobs and Freedom. This march, during which 200,000 protestors gathered in Washington D.C., put pressure on the U.S. government to protect the civil rights of Black people. At the end of the march, King gave his famous "I Have a Dream" speech. King also helped get the Voting Rights Act of 1965 passed. This act said that states couldn’t make it difficult for Black Americans to vote. King was also part of many other efforts for equality. Through his work, King gained the support of Black and white people. He inspired people throughout the world. In 1964, King won the Nobel Peace Prize for his civil rights work. Ironically, his work for peace resulted in violent reactions. On several occasions, people threw rocks at King. Some even went so far as to bomb his family’s house in Montgomery, Alabama. But the worst act of violence ended King’s life. He was shot and killed at the age of 39. King was killed at a young age but his memory lives on. He still inspires all types of people to stand up for equality. On Martin Luther King, Jr. Day, we remember all the work that King did and reflect on all the work there still is to do for equality.

3

Social Studies: U.S. History

According to the text, when is the national holiday in Martin Luther King, Jr.'s honor?

A. in the 1950s and 1960s B. every January C. on the anniversary of his famous speech D. in the year 1964

B

How does the author describe King's leadership in the text?

A. King organized many holiday events for people to enjoy. B. King organized and led many marches and protests for civil rights. C. King wanted to be a governor but people did not vote for him. D. King was a strict leader who made sure everyone followed the rules.

B

Read this paragraph from the text. "Martin Luther King, Jr. was one of the most important figures in the Civil Rights Movement of the 1950s and 1960s. There is a national holiday in his honor that is celebrated every January. His famous “I Have a Dream” speech is still talked about today. He is the hero of civil rights in America." What conclusion can you draw about celebrating Martin Luther King, Jr. based on this evidence?

A. Martin Luther King, Jr. is celebrated every January only because of his famous “I Have a Dream” speech. B. Martin Luther King, Jr. has been celebrated since the 1950’s because of this work in the Civil Rights Movement. C. Martin Luther King, Jr. is celebrated every January for the contributions that he made to the Civil Rights Movement. D. Martin Luther King, Jr. created a holiday in January in order to continue to remind Americans about the Civil Rights Movement.

C

Based on the text, which of the following is most likely?

A. King believed that violence was the answer to civil rights. B. Everyone loved Martin Luther King, Jr. C. Many people believed in King's message and work. D. Not very many people have heard King’s speeches.

C

What is the main idea of this text?

A. Some people reacted violently to Martin Luther King, Jr.'s work by throwing rocks at him, bombing his family's home in Alabama, and killing him at the age of 39. B. Martin Luther King, Jr. was a civil rights leader who is celebrated every January because he was a powerful speaker and did important work in organizing marches and protests. C. Martin Luther King, Jr. helped organize the 1963 March on Washington for Jobs and Freedom and gave his famous “I Have a Dream” speech there. D. Martin Luther King, Jr. was part of the Montgomery bus boycott which protested the separation of Black and white people on public buses.

B

Read these sentences from the text. He had an incredible ability to speak and be heard. He was expressive and powerful with his words. As used in the text, what does the word "expressive" mean?

A. shy and quiet B. communicating feelings C. calmly listening D. causing sadness

B

Choose the answer that best completes the sentence. There were violent reactions to Martin Luther King, Jr.’s work, ___________ he talked about peace.

A. so B. even though C. before D. because

B

Sailing the Seas

In 1492, Christopher Columbus set sail to find a shorter way between Europe and Asia. He wanted to find a shorter trade route for Europeans to trade with people in Asia. He sailed on the Santa Maria. Columbus and his crew traveled to many places that they had never been to before. Look at some of the different tools they used to find their way. A map is a drawing of Earth's water and land. A compass has a needle that points north. This tool showed the crew the direction in which they were sailing. An astrolabe is a tool sailors used to tell how far north or south a ship was by looking at the stars.

3

Social Studies: World History

According to the text, what was the Santa Maria?

A. Columbus's astrolabe B. Columbus's compass C. Columbus's cabin D. Columbus's ship

D

What is listed in the section titled “Columbus's Ship”?

A. the different parts of Columbus’s ship, the Santa Maria B. the tools that were used by Columbus while sailing C. all of Columbus’s favorite places on the Santa Maria D. only the parts of the Santa Maria that were located on the outside

A

Read the section titled “Steering on the Sea.” What can you conclude about the tools that were used on the Santa Maria based on the information in the section?

A. The Santa Maria was the only ship that relied on a compass and an astrolabe because it was state of the art. B. Astrolabes are still used by sailors today because they are more accurate than modern GPS devices. C. There were at least two different tools that were used on the Santa Maria that helped the sailors determine their direction and location. D. The most important tool used by the sailors on the Santa Maria was the map of Earth’s water and land.

C

Based on the text, what would it have been like to be a sailor on Columbus's ship?

A. Being a sailor on the ship would have been extremely easy. B. Being a sailor on the ship would have been a well-paying job. C. Being a sailor on the ship would have involved many physical challenges. D. Being a sailor on the ship would have been very boring.

C

What would be another good title for this text?

A. The Famous Voyages of Christopher Columbus B. Columbus and the Santa Maria C. Tools to Steer on the Sea D. A Small Ship

B

Read these sentences from the text. In 1492, Christopher Columbus set sail to find a shorter way between Europe and Asia. He wanted to find a shorter trade route for Europeans to trade with Asia. As used in this sentence, what does the word "trade" mean?

A. find new things B. give things away C. give one thing and get another back D. send things to another person

C

Choose the word that best completes the sentence. Columbus wanted to find a shorter way to get from Europe to Asia, ________ he set sail on the Santa Maria.

A. after B. however C. but D. so

D

Snowy Town

Jonny took his dog, Scruffy, out for a walk on a cold day in December. He bundled up in his heavy winter coat and put on his thick wool cap and heavy mittens before he said goodbye to his mom. Outside the front door, the whole world was like a winter wonderland: there were icicles hanging from tree branches and snow banks that rose all the way up to Jonny’s knees. Scruffy was excited to be outside and scampered around, digging in the snow and jumping into drifts. Jonny was also glad to be out in the cold air. The blizzard that left all this snow had raged for two days, and he hadn’t been allowed to go outside, even just to catch some air! They walked through Jonny’s neighborhood, passing people who looked glad to be outside, too. A few blocks down, Jonny saw his friend Marcus building a snowman with his big sister, Marie. “Hi, Marcus!” Jonny called out. He walked over to the snowman. “Hey, Jonny. You want to help?” Marcus was patting the bottom part of the snowman with his glove, while Marie was rolling together the second section of the snowman, packing the snow together to make sure it stayed in a round shape. Jonny walked over and wrapped Scruffy’s leash around Marcus’s mailbox. Together, Jonny, Marcus, and Marie built an amazing snowman. They fashioned a long pointy nose out of many small twigs pulled together in a tent shape, and eyes out of bruised green apples Marie found in the house. They made the snowman’s arms out of two longer sticks, setting them up to make it look like he was waving. Sometimes Jonny would look over and Scruffy would be digging again, but he mostly sat patiently, watching Jonny, Marcus, and Marie work. When they were all done, Marcus and Marie’s mom came outside to see their work. “This is an amazing snowman!” she said. “Does anyone want hot chocolate?” All three kids and Scruffy ran into the house and warmed up. After about an hour, Jonny decided it was probably time to go home—the sun was beginning to set, and it was starting to get very cold. As he was saying goodbye to Marcus, Marie, and their mom, Scruffy ran out into the yard, ignoring all of their calls to stop and come back. All of a sudden, Scruffy jumped up and gave the snowman a big bear hug. “Oh no!” Jonny yelled, and ran out to the snowman, which was now a pile of snow and sticks on the ground. Marie and Marcus ran out behind him. All three looked down at the remains of the snowman and then at Scruffy, who was staring up at them, panting and smiling. “Oh well,” Marcus said. “We can build another one tomorrow.” Jonny apologized for Scruffy and clipped the leash back onto his collar. Marcus was right. Tomorrow was a new day and could mean another snowman. Jonny walked Scruffy home as the sun set. Maybe tomorrow he would build a snow-dog.

3

What is Scruffy?

A. the snowman Jonny, Marcus, and Marie build B. a snow-dog that Jonny wants to build C. Jonny’s cat D. Jonny’s dog

D

What is the climax of the action in this story?

A. Scruffy jumps up and knocks over the snowman. B. Jonny sees Marcus and Marie building a snowman. C. Marie finds two bruised green apples in her house. D. Jonny takes his dog outside for a walk.

A

Marcus is not upset after Scruffy knocks over the snowman that he, Jonny, and Marie built. What evidence from the story supports this statement?

A. When Marcus first sees Jonny walk by, he invites Jonny to help him and Marie build a snowman. B. Marcus, Marie, and Jonny make a long pointy nose for their snowman by putting small twigs together in a tent shape. C. When Marcus sees the remains of the snowman, he says, “Oh well. We can build another one tomorrow.” D. As the sun sets, Jonny walks Scruffy home and thinks about building a snow-dog on the following day.

C

Based on the events of the story, what can be concluded about Scruffy?

A. Scruffy is probably a black dog. B. Scruffy is probably a brown dog. C. Scruffy is probably a small dog. D. Scruffy is probably a big dog.

D

What is a theme of this passage?

A. making friends after moving to a new place B. having fun outdoors on a cold day C. saying sorry after making a big mistake D. saving money for going on vacation in the winter

B

Read the following sentence from the passage: “Outside the front door, the whole world was like a winter wonderland : there were icicles hanging from tree branches and snow banks that rose all the way up to Jonny’s knees.” What does the phrase “a winter wonderland” mean?

A. a place where temperatures were once very cold during the winter but are now slowly rising B. a place where imaginary creatures like unicorns, witches, and elves live and get into fights with each other C. a place that has been changed so much by snow and ice that it looks strange and magical D. a place where snowmen come to life and take part in winter activities with children, such as sledding and snowball fights

C

Choose the answer that best completes the sentence below. Marcus, Marie, and Jonny build a snowman; _______, Scruffy knocks it over.

A. initially B. later on C. for example D. in summary

B

Chicken Soup for Nicole

"Hello?" said Elizabeth. "Are you there?" "Ahhhhhhh-choo!" "Nicole?" "Ahh-choo!" "Gesundheit." "Ahh-choo!" "If you don't stop sneezing, how are we ever going to have a conversation?" "I'm sorry," said Nicole, finally. Her voice sounded thick and tired. "I think I have a little cold." "Oh no, you don't. Uh-uh. Not today. Today we are going to the beach." "I don't know. I feel pretty awful. My nose is runny and my eyes are itchy, and my head feels like someone stuffed it full of boiled cabbage." "Beeswax!" said Elizabeth, which is what she always told her best friend when she was talking nonsense. "Absolute beeswax. Who ever heard of someone getting a cold in July?" "I guess I'm some kind of medical miracle." Elizabeth chewed her fingernail and looked down at her bathing suit. It was an adorable one—the most adorable she had ever owned—with pale pink stripes that nicely accented her blue eyes. She had bought it in April, and had spent the last months of school looking forward to the first day she could wear it at the beach. Today was meant to be the day. Each summer, Elizabeth's brother and his friends spent every day, from lunchtime to sunset, lounging on the sand. By the end of June they were as red as lobsters, and by halfway through July they were as tan as beech nuts. (Elizabeth wasn't sure what a beech nut was, but she knew it must be very brown.) Every summer, she and Nicole begged him to take them along, but he always refused. "You guys are too young," David would say. "Maybe next year." Finally, next year was here. Two days before, their mother had said to David over dinner, "Why don't you take Elizabeth to the beach with you on Friday?" "I can't, Mom. She's just a kid." "Oh, come on. She's too old to spend another summer sitting around the house. Take her with you! It will be fun." And because in their family, you simply didn't argue with Mom, that was it. Elizabeth and Nicole had their ticket to the beach. "Until you had to get sick and spoil it!" exclaimed Elizabeth. "I'm sorry," sniffled Nicole. "Why don't you just go without me?" "Did your cold rot your brain? You really think I would go to the beach alone with David and his friends? It would be more boring than school. You're coming, and that's it." "I can't. I have a fever." And that was that. In Nicole's family, you simply didn't argue with a fever. "Beeswax," said Elizabeth. "Positively beeswax." David was loading the cooler into his car when his sister stomped out of the house. "Hurry up," he said. "It's a beautiful day, and I don't want to miss a minute. I'm getting paler by the second—do you see?" Elizabeth scowled at him. "Where's your suit?" "I'm not coming to the beach today." "Okay. Your loss." He started the car. "Could you get out of the way? I have to back out, and Mom would be mad at me if I squished you." "Mom said you need to take me to the grocery store. It's for Nicole." David looked at his sister in the rearview mirror. She was trying to smile at him, but it wasn't working. She was trying to look sweet. Something was definitely up. "You're lying," he said. He revved his engine, startling her, and she jumped out of the driveway. "Mom didn't tell you a thing, which means that I don't have to take you anywhere, which means that I'm going to the beach. So long!" He drove away, and Elizabeth wondered if there was anywhere on the Internet that explained how to melt older brothers with your mind. She had been lying, and he knew. He always knew. She would have to ride her bike. David was right. It was a beautiful day—just hot enough to go to the beach, but far too hot to be riding a bike. Elizabeth felt like her skin was going to sweat off, and only made it to the store by imagining how good the air conditioning would feel inside. She parked her bike, locked it, and inhaled sharply when the icy air hit her chest. "Spectacular," she murmured. If only Nicole had been there to appreciate it. At the butcher's counter, she rang the bell for service, and the butcher appeared: a pimply-faced young man who was really too old to have pimples. "May I help you?" he asked. "I need to buy a chicken." "What cut do you want? Thighs, drumsticks, breasts?" "I don't know. Just give me the whole thing." "Broiling Chickens are over there. See?" She had seen. In the poultry aisle, there were all sorts of pale bits of chicken, sealed tightly under plastic, shimmering in the harsh white light. To one side were whole chickens, plucked bare and sad-looking. It made her skin lurch to look at them. She picked up the least disgusting one, and grimaced when it squelched through the plastic. "Think of Nicole," Elizabeth said. "Just think of poor, sick, sniffly, selfish, beach day-ruining Nicole!" Failing to contain her anger, she marched up and down the store, grabbing all sorts of things she thought she might need: avocados, noodles, some pineapple, teriyaki sauce and mayonnaise. (Mayo was Nicole's favorite.) The clerk at the checkout line gave her a funny look. "What are you making, little girl?" he asked. "Jeez," she said. "Duh. Jeez. Obviously, I'm making chicken soup." Step one: get the biggest pot you can find. Elizabeth nearly toppled off the counter as she lifted her mother's largest stock pot, which slipped through her fingers and crashed to the floor. The pot was unharmed, but the floor was pretty badly nicked. It didn't matter—there was no time to waste. Elizabeth filled the pot with water, but it was too heavy to pick up and out of the sink. She dumped it out, sloshing only a little onto the floor, and put it on the stove. She poured cup after cup of water into it, managing to fill it after twenty minutes or so, when she turned the heat on high. Now, the chicken. She unwrapped the bird carefully, and lowered it into the pot with her mother's tongs. "No way am I touching that," she said. The chicken plopped into the water, sending a wave over the side of the pot, where it hissed away on the flame. Along with the chicken, Elizabeth added all the soup stuff she could think of: carrots, onion, celery, potatoes, radishes, Brussels sprouts, broccoli and a banana. She wasn't allowed to use the knife, so she couldn't chop any of the vegetables, but she did the best she could with what she had: prying the broccoli apart with her teeth, and mashing the potatoes and banana with her elbow. Now she just had to wait. "This is going to be awesome," she said. "This will be the best chicken soup Nicole has ever tasted, and she's going to be so thankful that she'll feel just awful that she spoiled our day. That will show her!" The water was not boiling. She stuck her finger in it. It was barely even warm. While she waited, she added a few handfuls of pineapple, noodles, teriyaki sauce and mayonnaise. (The avocado she ate while she waited, because avocado makes an excellent snack.) After what seemed like nine or ten hours, but was actually just eight minutes, she checked the water again. It still wasn't bubbling. "Beeswax," she said, and sipped her broth. It tasted like watered down mayonnaise with teriyaki sauce in it. It tasted terrible. "Double, triple, quadruple, infinity beeswax!" Elizabeth's mother was gardening when she heard her daughter shouting. "Hmm," she said, and popped her head in the kitchen door. "It looks like a tornado came in here." "Mom—I think your oven is broken. This soup tastes terrible." "That's soup?" "Obviously. I'm making chicken soup for Nicole because she's a jerk." "I see," said Mom, who didn't see at all. "Why all the teriyaki sauce and pineapple?" "It's Hawaiian-inspired." "Let me see if I can help." *** Nicole was blowing her nose when the doorbell rang. "One second!" she shouted. When she opened it, Elizabeth thrust a Thermos in her face. "Here," said Elizabeth. "I made you some soup. I made it out of spite." "Out of what?" "It means that I'm mad that you got sick, and so I made you soup. Well, really my mom made it. And actually, it's out of a can. But I opened the can!" Nicole gave Elizabeth a big hug. "Thank you! That was so sweet. My throat is sore, and I'm just dying for some soup." As her friend hugged her, Elizabeth realized that she wasn't mad at Nicole. She was just hungry. They were just pouring the soup into bowls when they heard the thunderclap. Sheets of rain whipped against the window, and they watched from the kitchen, safe and dry.

3

What does Elizabeth decide to make for Nicole?

A. beeswax B. avocado soup C. chicken soup D. chicken drumsticks

C

Who is the main character of this story?

A. David B. Elizabeth C. Elizabeth’s mom D. the young man at the butcher counter

B

Elizabeth is upset at Nicole. What evidence from the passage supports this statement?

A. “In the poultry aisle, there were all sorts of pale bits of chicken, sealed tightly under plastic, shimmering in the harsh white light.” B. “Elizabeth filled the pot with water, but it was too heavy to pick up and out of the sink.” C. “Along with the chicken, Elizabeth added all the soup stuff she could think of: carrots, onion, celery, potatoes, radishes, Brussels sprouts, broccoli and a banana.” D. “‘Think of Nicole,’ Elizabeth said. ‘Just think of poor, sick, sniffly, selfish, beach day-ruining Nicole!’”

D

What might be a reason that Elizabeth does not bring Nicole the chicken soup she makes herself?

A. The chicken soup Elizabeth makes herself tastes terrible. B. Elizabeth likes the chicken soup she made too much to share it. C. Elizabeth wants to save the chicken soup she made for her mother. D. The chicken soup Elizabeth makes will taste better in a couple days.

A

What is a theme of this story?

A. Going to the beach is never a good idea. B. Making chicken soup is so easy that anyone can do it. C. Things in life do not always work out as planned. D. Brothers and sisters should always be nice to each other.

C

Read the following sentence: “He drove away, and Elizabeth wondered if there was anywhere on the Internet that explained how to melt older brothers with your mind.’ Why does the author describe Elizabeth wondering if there was anywhere on the Internet that explained how to melt older brothers with your mind?

A. to make the reader wonder why Elizabeth spends so much time on the Internet B. to make the reader afraid of young people who like to use the Internet C. to make the reader laugh and understand how Elizabeth feels D. to make the reader cry and feel sorry for Elizabeth’s brother

C

Choose the answer that best completes the sentence below. At first the weather seems great for a trip to the beach; _________, it starts to rain.

A. later on B. for example C. in particular D. previously

A

Pakistani Nihari

Nihari, a stew of meat and spices, is the national dish of Pakistan. It is extremely heavy, so many people agree that it should only be eaten in the winter. The cooking time ranges between six and eight hours. This slow cook allows the meat to become tender and flavorful. Because it would not be realistic for a chef to spend eight hours in the kitchen, nihari is often left on the stove overnight. By the early morning, the dish is ready to be consumed. In fact, the word nihari stems from the Arabic word nahaar, which means day. As a heavy dish, it is the perfect meal for an empty stomach. Around 96% of the population in Pakistan is Muslim, so many practicing Muslims eat nihari after the morning prayer. Nihari's origin is a subject of debate. Some people believe that it was invented in the 18th century in Old Delhi, India. Others argue that it was originally concocted in the palace kitchens of Awadh, India. So why is it the national dish of Pakistan then? After India's independence from British colonialism, it was partitioned into two countries, India and Pakistan. Many Muslim chefs migrated from Hindu-majority India to Muslim-majority Pakistan, and they brought the recipe along with them.

4

Social Studies: Geography, Societies & Culture

What is the national dish of Pakistan?

A. nahaar B. Awadh C. nihari D. Old Delhi

C

What is the effect of cooking nihari for six to eight hours?

A. The meat becomes extremely heavy. B. The meat becomes ready for winter. C. The meat becomes tender and flavorful. D. The meat becomes fully cooked.

C

Read these sentences from the text. [Nihari] is extremely heavy, so many people agree that it should only be eaten in the winter. The cooking time ranges between six and eight hours. This slow cook allows the meat to become tender and flavorful. Because it would not be realistic for a chef to spend eight hours in the kitchen, nihari is often left on the stove overnight. . . . As a heavy dish, it is the perfect meal for an empty stomach. Around 96% of the population in Pakistan is Muslim, so many practicing Muslims eat nihari after the morning prayer. Based on the text, when do most people likely eat nihari in Pakistan?

A. mornings anytime of the year B. overnight anytime of the year C. mornings in winter D. overnight in winter

C

Read these sentences from the text. Around 96% of the population in Pakistan is Muslim, so many practicing Muslims eat nihari after the morning prayer. Nihari's origin is a subject of debate. Some people believe that it was invented in the 18th century in Old Delhi, India. Others argue that it was originally concocted in the palace kitchens in Awadh, India. So why is it the national dish of Pakistan then? After India's independence from British colonialism, it was partitioned into two countries, India and Pakistan. Many Muslim chefs migrated from Hindu-majority India to Muslim-majority Pakistan, and they brought the recipe along with them. Based on the text, how do Muslims in Pakistan view nihari?

A. Nihari is a very important dish to Muslim chefs. B. Nihari is an important dish to Hindu chefs. C. Nihari has a difficult recipe. D. Nihari is a dish for rich people.

A

What is the main idea of the text?

A. Nihari's meat is tender and flavorful because it is slowly cooked for six to eight hours, usually by being left overnight on the stove so that it's ready in the morning. B. Nihari is a very important dish in Pakistan that is often cooked overnight, making a heavy and flavorful stew especially good for an empty stomach in winter. C. There are some people who believe nihari was invented in Old Delhi, India, but there are other people who believe it was created in the palace of Awadh, India. D. Although nihari was created in India, it is the national dish of Pakistan because many chefs brought the recipe with them when they migrated from India to Pakistan.

B

Aksum

In northern Ethiopia, there lie the ruins of an ancient city called Aksum. Dating back to the first century AD, these ruins were once grand monuments of the Aksumite Kingdom. This kingdom was in power for thousands of years, specifically between the 1st and 8th centuries AD. The longevity of its power can be tied to its location at the crossroads between Africa, Arabia, and the Greco-Roman World. During this time, trade was extremely important for the international economy and as a centrally-located city, Aksum benefited from the passage of goods and capital. What remains of this former kingdom provides evidence of its wealth. One of the most impressive structures is a 23-meter tall obelisk, a stone column. The Aksum obelisk is covered in carvings that depict a nine-storied building. There is another 33-meter long obelisk that did not remain standing, and instead lies fallen on the ground. Other structures can be found in the ruins of Aksum, including royal tombs and the ruins of a palace. This palace dates back to the 6th century AD.

4

Social Studies: Geography, Societies & Culture, World History

What is Aksum?

A. An ancient church B. A modern city C. An ancient city D. An ancient trade route

C

What does this text describe?

A. This text describes the different religions present in Aksum during the Aksumite Kingdom. B. This text describes the history of the Aksumite Kingdom and what remains of it today. C. This text describes the story of the 33-meter long fallen obelisk. D. This text describes the history of the Aksumite Kingdom between the 1st and 8th centuries AD.

B

The ancient inhabitants of Aksum were familiar with various ideologies. What evidence from the text supports this statement?

A. What remains of this former kingdom provides evidence of its wealth. One of the most impressive structures is a 23-meter tall obelisk, a stone column. B. The Aksumite kingdom was in power for thousands of years, specifically between the 1st and 8th centuries AD. C. In northern Ethiopia, there lies the ruins of an ancient city called Aksum. Dating back to the first century AD, these ruins were once grand monuments of the Aksumite Kingdom. D. The remains of a church can be found among the ruins of Aksum, which implies that some early Aksumite people were Christians.

D

Read these sentences from the text: The longevity of the Aksumite Kingdom's power can be tied to its location as the crossroads between Africa, Arabia, and the Greco-Roman World. During this time, trade was extremely important for the international economy and as a centrally-located city, Aksum benefited from the passage of goods and capital. What can be concluded from this information?

A. No one from Africa ever came to Aksum. B. Aksum did not participate in any trade. C. People from many different places came to Aksum. D. Aksum did not benefit from trading.

C

What is the main idea of this text?

A. There are two very impressive obelisk structures that remain from the Aksumite Kingdom. One stands at 23-meters tall and the other lies fallen over on the ground at 33-meters tall. B. Even though the city of Aksum no longer exists, the impressive remains of the Aksumite Kingdom can give us some insight into the structures that once stood and the lives people once lived in this city. C. The remains of a church was found among the ruins of Aksum. People believe this is because Aksum was a crossroad for international trade and that ideas and beliefs spread quickly to this city. D. While very little remains of the powerful Aksumite Kingdom, we know that t his kingdom was in power for thousands of years, specifically between the 1st and 8th centuries AD.

B

The Diving Initiation

Have you ever wanted to go bungee jumping? In the South Pacific, there is an island country called Vanuatu where bungee jumping is a coming-of-age ritual. Their style of bungee jumping is very dangerous. While a typical bungee cord is used to ensure that the jumper does not hit the ground below, frayed vines are the only source of protection the Vanuatu jumpers have from falling to their deaths. The difference between bungee cords and vines are their elasticity. Bungee cords are created to stretch without breaking. Vines, on the other hand, can easily split if they cannot withhold the stretch. If the vine length is too long, the jumper will make direct impact with the solid ground. If the vine length is too short and happens to split, the jumper will fall head-first. A fall like this would likely be fatal, or at the very least, leave the jumper immobilized. The structure from which the Vanuatu men jump is a hundred-foot wooden tower. The wood must be strong, so old wood is often replaced with freshly cut wood. Young boys start jumping off of shorter towers. As they grow up, they start to jump off higher towers. Each time the boys complete a jump, their mothers throw away an item associated with childhood. In this way, these jumps symbolize their gradual entrance into adulthood.

4

Social Studies: Geography, Societies & Culture

When jumping off a wooden tower, what do the people of Vanuatu use to protect themselves from falling to their deaths?

A. parachutes B. frayed vines C. bungee cords D. nets

B

What does this text describe?

A. This text describes the joy one gets from bungee jumping. B. This text describes the differences between Vanuatu and the United States. C. This text describes the Vanuatu coming-of-age ritual. D. This text describes the way one can become paralized.

C

Bungee jumping in Vanuatu is very dangerous. What evidence from the text supports this statement?

A. While a typical bungee cord is used to ensure that the jumper does not hit the ground below, frayed vines are the only source of protection the Vanuatu jumpers have from falling to their deaths. B. Each time the boys complete a jump, their mothers will throw away an item associated with childhood. In this way, these jumps symbolize their incremental entrance into adulthood. C. The structure from which the Vanuatu men jump off is an hundred foot wooden tower. The wood must be strong, so old wood is often replaced with freshly cut wood. D. Young boys start jumping off of shorter towers. As they grow up, they start to jump off of the higher towers.

A

Based on the information in the text, how would you describe the coming-of-age ritual in Vanuatu?

A. pathetic B. risky C. safe D. relaxing

B

What is the main idea of this text?

A. In Vanuatu, people do not use bungee cords to bungee jump. They instead use frayed vines that can easily split if they cannot withhold the stretch. B. When bungee jumping in Vanuatu, i f the vine length is too long, the jumper will make direct impact with the solid ground. If the vine length is too short and happens to split, the jumper will fall head-first. C. In Vanuatu, there is a wooden tower that is a hundred feet tall. The tower must be strong for men that jump off of it, so the old wood is often replaced with freshly cut wood. D. In Vanuatu, there is a coming-of-age ritual that requires young boys to jump off wooden towers with nothing but frayed vines. Each jump signifies a step towards adulthood.

D

Bar and Bat Mitzvahs

Bar and bat mitzvahs are important ceremonies that mark the transition from childhood to adolescence within Judaism. A bar mitzvah occurs when a boy turns thirteen, and a bat mitzvah occurs when a girl turns twelve or thirteen. Both of these ceremonies formally establish that the child is now expected to follow the Jewish commandments. There are a total of 613 commandments! Following his or her mitzvah, the child is allowed to participate in religious services too. Not only is this a happy time for the celebrants, it is a joyous time for the parents. The mitzvah marks the time when the child's parents are no longer held responsible for the child's sin. The mitzvah finally releases the parents from this burden. The ceremony begins at the synagogue and the child often recites parts of the Haftarah, which is a collection of books written by the prophets of Judaism. Following the religious ceremony, many modern mitzvahs have a reception, where the child's family and friends socialize and celebrate. Dancing is a popular activity during these receptions. Have you ever attended a bar or a bat mitzvah?

4

Social Studies: Geography, Societies & Culture

What are bar and bat mitzvahs?

A. dance parties B. Jewish commandments C. religious ceremonies D. a speech

C

What does this text describe?

A. This text describes the weeks leading up to bar and bat mitzvah ceremonies. B. This text describes what happens during and after bar and bat mitzvah ceremonies. C. This text describes the dancing that occurs after the bar and bat mitzvah ceremonies. D. This text describes the 613 Jewish commandments.

B

Not only are bar and bat mitzvah's happy times for the celebrants, they are also joyous times for the parents. What evidence from the text supports this statement?

A. The mitzvah marks the time when the celebrant's parents are no longer held responsible for the sinful acts of the child. B. The ceremonies begin at the synagogue and the celebrants often recite portions of the Haftarah, which is a collection of books written by the prophets of Judaism. C. Bar and bat mitzvahs are important ceremonies that mark the celebrant's transition from childhood to adolescence within Judaism. D. These ceremonies formally establish that the celebrant is now expected to fulfill and adhere to the Jewish commandments.

A

Based on the information in this text, what word would you use to describe the atmosphere of a bar and bat mitzvah?

A. dull B. hateful C. funny D. exciting

D

What is the main idea of this text?

A. After the bar or bat mitzvah, the celebrant is now expected to fulfill and adhere to the 613 Jewish commandments. B. Parents are very happy after their child's bar or bat mitzvah, because this ceremony finally releases the parents from being held responsible for the sinful acts of their children. C. Bar and bat mitzvahs are ceremonies that mark the celebrant's transition from childhood to adolescence within Judaism. They begin in a synagogue and proceed to a reception for celebration. D. The most popular activity that people partake in at the reception following the religious ceremony is dancing.

C

The Shahnama

The Shahnama, or Book of Kings, is an epic poem written by the Persian poet Firdawsi more than one thousand years ago. This poetic masterpiece tells the story of Iran’s history, from its inception to its conquest by Arabs in the seventh century. The Shahnama is structured into fifty “chronicles,” which coincide with the reigns of fifty monarchs. It is not simply a detailed historical record, however. In fact, there are many mythical and fantastical elements to this poem! Dragons are among the many creatures that appear in this epic. A popular character in the Shahnama is Rustam. Stories of his bravery and his devotion to Iran’s monarchy are among the most famous from this epic. Rustam is a figure of protection; not only is he extremely strong, but he is also intelligent. He is also regarded as a character of great humanity. Rustam is always willing to help out an underdog against his or her more powerful enemy. Rustam’s horse Rakhsh shares similar qualities to his owner. Just as Rustam is loyal to Iran, Raksh is loyal to Rustam. If anyone attempts to hurt Rustam, Raksh will retaliate quickly and with a vengeance. For example, when Rustam falls asleep after a long and tiresome journey, a lion tries to attack him in his slumber. This attack, however, is blocked by Rakhsh, who breaks the lion’s neck in a swift and deliberate act of protection.

4

Social Studies: Geography, Societies & Culture

What is the Shahnama?

A. a play B. a history book C. an epic poem D. a shortstory

C

What does this text describe?

A. This text describes one of Shahnama's most popular characters, Rustam, and his loyal horse, Raksh. B. This text describes the writing process for the Shahnama , which was written over one thousand years ago. C. This text describes the many different epic poems that the Persian poet, Firdawsi, wrote. D. This text describes the detailed historical record of the Shahnama .

A

The Shahnama is not simply a detailed historical record. What evidence from the text supports this sentence?

A. This poetic masterpiece tells the story of Iran’s history. B. The Shahnama is structured into fifty “chronicles,” which coincide with the reigns of fifty monarchs. C. The Shahnama was written by the Persian poet Firdawsi more than one thousand years ago. D. Dragons are among the many creatures that appear in this epic.

D

Read these sentences from the text: "If anyone attempts to hurt Rustam, Raksh will retaliate quickly and with a vengeance. For example, when Rakhsh falls asleep after a long and tiresome journey, a lion tries to attack him in his slumber. This attack, however, was blocked by Rakhsh, who breaks the lion’s neck in a swift and deliberate act of protection." Based on the information in this text, what can you conclude about Raksh?

A. Raksh is a lazy horse. B. Raksh does not like Rustam. C. Raksh is a loyal and strong horse. D. Raksh is a weak horse.

C

What is the main idea of this text?

A. Rakhsh, Rustam's horse, broke a lion's neck in a swift and deliberate act of protection when Rakhsh accidentally falls asleep after a long and tiresome journey. B. Shahnama , a poem that tells the story of Iran's history in fifty "chronicles," has a popular character named Rustam, who alongside his horse, are loyal and strong figures of protection. C. Shahnama i s an epic poem written by the Persian poet Firdawsi more than one thousand years ago and details life back in ancient times. D. The Shahnama , or Book of Kings, has many fantastical elements. Dragons are among the many creatures that appear in this epic.

B

The Initiation of Stinging Ants

Have you ever been stung by a bee? If so, you know that it is an unpleasant feeling. But can you imagine if the bee sting had been thirty times more painful? This kind of pain is experienced by the boys of the Satere-Mawe tribe during their coming-of-age ritual. The Satere-Mawe tribe, native to the Brazilian Amazon, expects all 13-year-old boys to participate in a very painful ritual, during which their hands are exposed to the wrath of bullet ants. There are multiple steps to preparing for this ritual. First, the ants have to be found. Once a sufficient number of these ants are collected, they are sedated by the tribe's medicine man. The medicine man does this by immersing the ants in an herbal solution. The ants are drugged so that they will not sting peoples' hands as they prepare the gloves. The ants do not remain drugged for long, however. When the drugs wear off, the ants grow agitated because they cannot escape from the glove. This is when the boy puts the gloves on. The boy must keep the gloves on for at least ten minutes. In order to distract the boy from his pain, the medicine man leads a dance. The boy must try hard not to cry out in pain. Even when the ten minutes is up and the gloves can be taken off, the pain continues. In fact, the ants' stings are so toxic that the boy's hands remain paralyzed and in pain for up to 24 hours. This day of pain is only one of twenty that the boy must undergo. To be considered an adult in this tribe, the boy must wear the ant gloves nineteen more times. So the next time you get stung by a bee, think about this coming-of-age ritual. Perhaps that sting won't feel quite so painful!

4

Social Studies: Geography, Societies & Culture

What happens when a person's hand is stung by bullet ants?

A. The hand gets sweaty. B. The hand becomes paralyzed. C. The hand feels better. D. The hand feels nothing.

B

What does this text describe?

A. This text describes the difference between a bee sting and a bullet ant sting. B. This text describes the way that the tribe's medicine man tracks down and finds bullet ants for the Satere-Mawe coming-of-age ritual. C. This text describes the dance that the 13 year old boys do with the medicine man after they are stung by bullet ants during the Satere-Mawe coming-of-age ritual. D. This text describes the Satere-Mawe coming-of-age ritual of wearing gloves filled with bullet ants and enduring the pain afterwards.

D

The Satere-Mawe tribe coming of age ritual is a test of pain tolerance and determination. What evidence from the text supports this sentence?

A. "The boy must keep the bullet ant gloves on for at least ten minutes . . . Even when the ten minutes is up and the gloves can be taken off, the pain continues." B. "The ants are drugged so that they will not sting peoples' hands as they prepare the gloves." C. "There are multiple steps to preparing for this ritual. First, the ants have to be found. Once a sufficient number of these ants are collected, they are sedated by the tribe's medicine man." D. "Have you ever been stung by a bee? If so, you know that it is an unpleasant feeling."

A

Based on the evidence from the text, what word best describes the 13 year old boys in the Satere-Mawe tribe?

A. smart B. brave C. wealthy D. stuck up

B

What is the main idea of this text?

A. The medicine man has a very dangerous job because he needs handle and sedate the bullet ants before they are given to the 13 year old boys for the ritual. B. When Satere-Mawe tribe boys are wearing gloves with bullet ants in them, they dance with the medicine man to distract themsleves from the pain they are experiencing. C. During the Satere-Mawe tribe coming-of-age ritual, 13 year old boys put gloves on that are filled with bullet ants. D. A bullet ant's stings are so toxic that a person's hand remains paralyzed and in pain for up to 24 hours after the sting occurs.

C

Portuguese Bacalhau

The national dish of Portugal is bacalhau, which is salted cod that soaks in water for twelve hours. It is often prepared with tomatoes, onions, sweet peppers, and butter. As you can see in the picture, this dish is simple but colorful, especially with the red of the pepper contrasting the white of the fish meat. During the Middle Ages, bacalhau was a popular dish among the poor because it was cheap to make. Although Portugal was involved in the thriving spice trade, spices were expensive. Bacalhau was simple to make, so it was very popular for those people who couldn’t afford to add spices to their cooking. Because of its association with the lower classes, bacalhau was unpopular among the wealthiest people at first. Over time, however, bacalhau became a popular dish across the country. Would you like to try bacalhau?

4

Social Studies: Geography, Societies & Culture, World History

What is bacalhau?

A. tomatoes B. expensive spices C. salted cod D. onions

C

How does the text describe bacalhau?

A. salty and spicy B. simple and popular C. expensive and colorful D. cheap and spicy

B

Read these sentences from the text. During the Middle Ages, bacalhau was a popular dish among the poor because it was cheap to make. Although Portugal was involved in the thriving spice trade, spices were expensive. Bacalhau was simple to make, so it was very popular for those people who couldn’t afford to add spices to their cooking. What conclusion can you make about traditional bacalhau?

A. It has a lot of spices. B. It has cheap spices. C. It has spices from Portugal. D. It has no spice.

D

Read these sentences from the text. The national dish of Portugal is bacalhau, which is salted cod that soaks in water for twelve hours. It is often prepared with tomatoes, onions, sweet peppers, and butter. . . . During the Middle Ages, bacalhau was a popular dish among the poor because it was cheap to make. Although Portugal was involved in the thriving spice trade, spices were expensive. Bacalhau was simple to make, so it was very popular for those people who couldn’t afford to add spices to their cooking. Based on the text, what was a quality of bacalhau's ingredients in the Middle Ages?

A. The ingredients were expensive. B. The ingredients were cheap. C. The ingredients were old. D. The ingredients were special.

B

What is the main idea of the text?

A. Bacalhau is a Portuguese dish made of a white fish called cod, which is salted and soaked in water for twelve hours. B. In the Middle Ages, bacalhau was a popular dish for Portugal's poor people to make because it was cheap to make. C. Bacalhau was unpopular with Portugal's wealthiest people because it was associated with poorer people. D. Bacalhau is a simple, colorful, and cheap dish that rose to popularity to become the national dish of Portugal.

D

Moroccan Couscous

Couscous is made from crushed semolina wheat and water. Because couscous has a mild taste, people like to flavor it with spices. Meat and vegetables are often paired with couscous, too! It is, therefore, not surprising that couscous has been a kitchen staple for hundreds of years. For instance, a cookbook from the 13th century describes couscous as internationally popular. Even Leo Africanus, a famous explorer, wrote that “of all things to be eaten once a day, it’s alcuzcucu” (a translation of 'couscous'). With its popularity across different countries, many people debate the origin of couscous. Most scholars believe that hard wheat couscous was invented in the 12th century by the Berbers. The Berbers are an ethnic group native to the Maghreb region in northern Africa. Some scholars disagree with this theory, however. These scholars believe that hard wheat couscous was invented either in western Africa or in Spain.

4

Social Studies: Geography, Societies & Culture, World History

What is couscous made from?

A. meat and vegetables B. wheat and water C. spices and water D. wheat and spices

B

What argument does the author present in the text?

A. the taste of couscous B. the popularity of couscous C. the translation of couscous D. the origin of couscous

D

Read these sentences from the text. With its popularity across different countries, many people debate the origin of couscous. Most scholars believe that hard wheat couscous was invented in the 12th century by the Berbers. The Berbers are an ethnic group native to the Maghreb region in northern Africa. Some scholars disagree with this theory, however. These scholars believe that hard wheat couscous was invented either in western Africa or in Spain. What can you conclude about the popularity of couscous after it was invented?

A. Couscous was popular only in northern Africa. B. Couscous was popular only in western Africa and Spain. C. Couscous was popular only in northern and western Africa. D. Couscous was popular in northern Africa, western Africa, and Spain.

D

Read these sentences from the text. Because couscous has a mild taste, people like to flavor it with spices. Meat and vegetables are often paired with couscous, too! It is, therefore, not surprising that couscous has been a kitchen staple for hundreds of years. For instance, a cookbook from the 13th century describes couscous as internationally popular. Based on the text, why might couscous be a popular food?

A. Couscous goes well with different foods. B. Couscous has been around for a long time. C. Couscous was described in a cookbook. D. Couscous could be found in different places.

A

What is the main idea of the text?

A. Couscous is popular in different countries and goes well with different foods, but no one truly knows its origin. B. Couscous has a mild taste, so it is often flavored with spices or paired with meat and vegetables. C. By the end of the 13th century, couscous was already described in a cookbook as being internationally popular. D. Most scholars think hard wheat couscous was invented by the Berbers in northern Africa, but some scholars disagree.

A

Vietnamese Pho

Pho is one of the most popular dishes in Vietnam. It is a soup made of beef or chicken broth. Usually meat, noodles, and vegetables are added. Food carts dedicated to serving pho are everywhere on the streets of metropolitan areas in Vietnam. The love of pho is not exclusive to Vietnam, however. Pho is enjoyed by people from all around the world. It is undeniable that pho has made its mark on the international food scene. Pho was invented in the early 1900s. It is believed that its birthplace was in the northern Vietnamese city of Hanoi during the French occupation. Because many of the French people living in Vietnam enjoyed eating steak, there was an increased demand for beef. This meant that more cows were slaughtered. As a result, there were a lot of cow bones. People discovered that these bones could be boiled to make a delicious soup: pho. Over the course of the twentieth century, pho also came to symbolize national pride in Vietnam. In fact, a pho shop named Pho Binh in southern Vietnam played a very important role in the Vietnam War. In addition to being a pho shop, Pho Binh was used as a place where Vietnamese Communist fighters would secretly meet or receive secret orders. Pho Binh still exists, and people can still get a bowl of pho there today. Would you like to try pho?

4

Social Studies: Geography, Societies & Culture, World History

Where is believed to be the birthplace of pho?

A. metropolitan areas in Vietnam B. metropolitan areas in France C. the Vietnamese city of Hanoi D. the pho shop named Pho Binh

C

What does the text mostly describe?

A. the history and importance of Vietnam in the world B. the history and importance of pho in Vietnam C. the geography and importance of Hanoi in Vietnam D. the geography of Hanoi and the importance of pho

B

Pho is a very important dish for people in Vietnam. What evidence from the text best supports this conclusion?

A. "[Pho] is a soup made of beef or chicken broth. Usually meat, noodles, and vegetables are added." B. "It is undeniable that pho has made its mark on the international food scene." C. "People discovered that these [cow] bones could be boiled to make a delicious soup: pho." D. "Over the course of the twentieth century, pho also came to symbolize national pride in Vietnam."

D

Read these sentences from the text. Food carts dedicated to serving pho are everywhere on the streets of metropolitan areas in Vietnam. [. . .] Over the course of the twentieth century, pho also came to symbolize national pride in Vietnam. In fact, a pho shop named Pho Binh in southern Vietnam played a very important role in the Vietnam War. . . . Pho Binh still exists, and people can still get a bowl of pho there today. Where can people eat pho in Vietnam?

A. only in the city of Hanoi B. only on city streets C. only in pho shops D. on city streets and in pho shops

D

What is the main idea of the text?

A. Pho is a popular Vietnamese soup dish important to Vietnam and its history. B. Pho is made of beef or chicken broth and usually with meat, noodles, and vegetables. C. Pho first appeared in the early twentieth century during the French occupation. D. Pho Binh is a pho shop with a lot of importance in the history of Vietnam.

A

Wangari Muta Maathai

Wangari Muta Maathai was born on April 1, 1940, in Nyeri, Kenya. She was a student for many years and attended a total of four undergraduate and graduate schools. In fact, Wangari was the first woman to earn a doctorate in biology within the region of East and Central Africa. Her studies focused on biological sciences, and she eventually started teaching veterinary anatomy. In addition to her interest in animals, Wangari was passionate about the environment. In 1977, she developed an organization called the Green Belt Movement, a movement in which organized groups of women would plant trees. This movement was very successful. Over 20 million trees were planted on church compounds and school grounds! The campaign's goal was to combat the rampant deforestation that was hurting Kenya's agricultural industry and its workers. On a more symbolic level, this campaign was also made to unite women together under a common cause. Maathai was also involved in Kenyan politics. She was active in opposing Daniel arap Moi's regime, which became increasingly authoritarian over time. She actively fought for democracy. In 2004, Maathai was awarded the Nobel Peace Prize "for her contribution to sustainable development, democracy, and peace."

4

Social Studies: World History

What did Wangari Muta Maathai develop?

A. a total of four undergraduate and graduate schools B. an organization called the Green Belt Movement C. many church compounds and school grounds D. Kenya's agricultural industry and its workers

B

What was the cause of Maathai getting the Nobel Peace Prize?

A. She focused on Biological Sciences and started teaching veterinary anatomy. B. She developed a successful organization called the Green Belt Movement. C. She actively opposed Daniel arap Moi's regime and fought for democracy. D. She made contributions to sustainable development, democracy, and peace.

D

Read these sentences from the text. In 1977, [Maathai] developed an organization called the Green Belt Movement, a movement in which organized groups of women would plant trees. This movement was very successful. Over 20 million trees were planted on church compounds and school grounds! The campaign's goal was to combat the rampant deforestation that was hurting Kenya's agricultural industry and its workers. Based on the text, what conclusion can you make about the efforts of the Green Belt Movement?

A. The movement hurt Kenya's agricultural industry and its workers more. B. The movement created Kenya's agricultural industry and its workers. C. The movement helped Kenya's agricultural industry and its workers. D. The movement ended Kenya's agricultural industry and its workers.

C

Read these sentences from the text. In 1977, [Maathai] developed an organization called the Green Belt Movement, a movement in which organized groups of women would plant trees. This movement was very successful. Over 20 million trees were planted on church compounds and school grounds! The campaign's goal was to combat the rampant deforestation that was hurting Kenya's agricultural industry and its workers. . . . Maathai was also involved in Kenyan politics. She was active in opposing Daniel arap Moi's regime, which became increasingly authoritarian over time. She actively fought for democracy. Based on the text, what did Maathai likely want to do?

A. Maathai wanted to start many movements. B. Maathai wanted to help Kenya and its people. C. Maathai wanted to become Kenya's president. D. Maathai wanted to fight Kenya's businesses.

B

What is the main idea of the text?

A. Maathai had many passions and acted on them, which greatly helped Kenya and its people. B. Maathai studied biological sciences for many years and then taught veterinary anatomy. C. Maathai started the Green Belt Movement through which over 20 million trees were planted. D. Maathai was involved in the politics of Kenya by opposing Daniel arap Moi's regime.

A

The Mbira

Native to Africa, the mbira is a type of lamellophone, an instrument constructed of metal and bamboo. As you can see in the picture, the instrument can be played by pressing down on the protruding tongues, known as the lamellae. The lamellae vary in size and are connected to a soundboard. Similar to playing guitar strings, the bamboo tongues must be plucked by the player. Every time a lamella is plucked, vibrations will be released into the soundboard. This will lead to greater resonance. There are between 22 to 28 lamellae on the instrument, with each lamellae producing a different sound depending on how they have been tuned. The mbira is a very important instrument in Zimbabwe, especially for the Shona people who live there. The religion practiced by the Shona relies heavily on the mbira during religious rituals and ceremonies. Not only is the mbira used as a tool for communicating with the dead, but this instrument is also used to drive away evil. In addition to its spiritual significance, the mbira was once played for the Shona royalty. To this day, the mbira is played to welcome prosperity and good luck.

4

Social Studies: Geography, Societies & Culture

What is the mbira?

A. a type of lamellae B. a type of lamellophone C. a type of guitar D. a type of bamboo tongue

B

What does the text describe?

A. how the mbira is played and how it is important to the Shona people B. how the mbira was created and how it is usually constructed C. how the mbira sounds and how it is similar to other instruments D. how the mbira is similar to other lamellophones and how it is used

A

Read these sentences from the text. The religion practiced by the Shona relies heavily on the mbira during religious rituals and ceremonies. Not only is the mbira used as a tool for communicating with the dead, this instrument is also used to drive away evil. . . . To this day, the mbira is played to welcome prosperity and good luck. Based on the text, what can you conclude about the Shona people?

A. The Shona people believe the mbira has a supernatural power. B. The Shona people believe the mbira has an evil power. C. The Shona people believe the mbira has a funny power. D. The Shona people believe the mbira has a weak power.

A

Read these sentences from the text. [The mbira] can be played by pressing down on the protruding tongues, known as the lamellae. The lamellae vary in size and are connected to a soundboard. Similar to playing guitar strings, the bamboo tongues must be plucked by the player. Every time a lamella is plucked, vibrations will be released into the soundboard. . . . . . . The religion practiced by the Shona relies heavily on the mbira during religious rituals and ceremonies. Not only is the mbira used as a tool for communicating with the dead, this instrument is also used to drive away evil. Based on the text, how do the Shona people drive away evil?

A. They press and pluck a guitar's strings. B. They press and pluck a mbira's soundboard. C. They press and pluck a guitar's lamellae. D. They press and pluck a mbira's lamellae.

D

What is the main idea of the text?

A. The mbira is played by pressing and plucking its lamellae, and it is very important for the rituals and ceremonies of Zimbabwe's Shona people. B. The mbira, a type of instrument made of metal and bamboo, was created in Africa, and it is very important in the country of Zimbabwe. C. The mbira can make a set of different sounds when its 22 to 28 bamboo tongues of varying sizes called lamellae are tuned differently. D. The Shona people use the mbira as a tool for communicating with the dead, driving away evil, and welcoming prosperity and good luck.

A

The Bagpipe

The bagpipe is a popular wind instrument in European countries. Prior to the 15th century, bagpipes were used as folk instruments. They were later used in the court and on the battlefield. Although people debate the origin of the bagpipe, everyone agrees that the bagpipe is important to Scotland. In fact, the bagpipe is the national instrument of Scotland! A bagpipe's structure is very unique. Rather than the instrument immediately using blown air to produce sound, the air is stored in a bag. Because the bagpipe uses the stored air to produce sound, it is able to produce a constant sound. One part of the bagpipe is the blowstick or blow pipe. A player uses the blowstick to blow air into the instrument's bag. As the bagpipe uses the stored air, the player needs to continue blowing into the blowstick to replace the air that has been used. After the bag has been filled with air, the player can start to play a song with the chanter, which is a pipe that produces different notes. Holes are drilled along the chanter, and the player uses these holes to control the notes produced by the bagpipe.

4

Arts: Music & Performing Arts

What is the national instrument of Scotland?

A. the bagpipe B. the blowstick C. the blow pipe D. the chanter

A

According to the text, what is the effect of the bagpipe using stored air?

A. The bagpipe is important to Scotland. B. The bagpipe immediately uses blown air. C. The bagpipe stores air in a bag. D. The bagpipe produces a constant sound.

D

The bagpipe needs stored air to play music. What evidence from the text best supports this conclusion?

A. "A bagpipe's structure is very unique. Rather than the instrument immediately using blown air to produce sound, the air is stored in a bag." B. "As the bagpipe uses the stored air, the player needs to continue blowing into the blowstick to replace the air that has been used." C. "After the bag has been filled with air, the player can start to play a song with the chanter, which is a pipe that produces different notes." D. "Holes are drilled along the chanter, and the player uses these holes to control the notes produced by the bagpipe."

C

Read these sentences from the text. Rather than the instrument immediately using blown air to produce sound, the air is stored in a bag. Because the bagpipe uses the stored air to produce sound, it is able to produce a constant sound. . . . A player uses the blowstick to blow air into the instrument's bag. As the bagpipe uses the stored air, the player needs to continue blowing into the blowstick to replace the air that has been used. What happens as the bagpipe stores more air?

A. It produces a much louder sound. B. It produces a much softer sound. C. It produces sound for a longer time. D. It stops producing sound completely.

C

What is the main idea of the text?

A. The bagpipe was used in the court and on the battlefield after it was used as a folk instrument. B. The bagpipe, an important instrument to Scotland, makes sound by using the bagpipe player's stored air. C. One of the parts of the bagpipe is the chanter, which a player can use to make different notes. D. The bagpipe is Scotland's national instrument, but no one knows exactly where the bagpipe was created.

B

The 'Ohe Hano Ihu

The 'ohe hano ihu, or hano for short, is an ancient Hawaiian nose flute made of bamboo. Can you guess what a nose flute is? If you guessed that it is an instrument you play with your nose, you were right! As opposed to the traditional flute, which plays notes with each controlled breath from the mouth, the nose flute plays notes with each blow from the nostril. (To put it bluntly, it would probably be wise to blow your nose before practicing this instrument.) Blowing too hard into a nose flute produces an undesirable sound, while a gentler blow produces a beautiful, soft sound. In fact, it is such a pleasant noise that the hano was used during courtship in Hawaii. The hano’s length ranges from 10 to 20 inches. Its length depends on the personal preference of the player or the carver. There are three holes on the flute where the player should place his or her fingers. Each flute is handmade, and the holes are often drilled based on the player’s hand size and hand placement. While the hano only plays four notes, there are many different techniques for producing unique sounds. Some of these techniques include players rolling the flute between their palms or placing one palm at the bottom of the flute to block air flow.

4

Arts: Music & Performing Arts

According to the text, how do you play a nose flute like the 'ohe hano ihu?

A. with your eyes B. with your nose C. with your ears D. with your mouth

B

What does the text describe?

A. who plays and makes the hano B. where the hano is played and made C. how the hano is played and made D. why the hano is played and made

C

Read these sentences from the text. The hano’s length ranges from 10 to 20 inches. It depends on the personal preference of the player or the carver. There are three holes on the flute where the player should place his or her fingers. Each flute is handmade, and the holes are often drilled based on the player’s hand size and hand placement. Based on the text, what can you conclude about the hano?

A. One hano fits all carvers. B. One hano fits all players. C. One hano fits some players. D. One hano best fits one player.

D

Read these sentences from the text. Blowing too hard into a nose flute produces an undesirable sound, while a gentler blow produces a beautiful, soft sound. . . . . . . While the hano only plays four notes, there are many different techniques for producing unique sounds. Some of these techniques include players rolling the flute between their palms or placing one palm at the bottom of the flute to block air flow. What best describes the sound of the hano's four notes?

A. The hano's four notes have the same loudness. B. The hano's four notes can sound different. C. The hano's four notes sound beautiful and soft. D. The hano's four notes have an undesirable sound.

B

What is the main idea of the text?

A. The hano is a handmade nose flute with three holes, which can make different sounds by the player's blowing strength and techniques. B. Hano players use their noses to play the instrument, while traditional flute players use controlled mouth breaths. C. The hano is 10 to 20 inches long with holes drilled into it based on the player's hand size and hand placement. D. Different techniques are used to make unique sounds on the hano, with one technique involving players rolling the hano between their palms.

A

The Lyre

The lyre is a curved stringed instrument that is often played as accompaniment for a poetry recitation or to a solo singer. It was a very popular instrument in ancient Greece and was used in many contexts, ranging from grief-stricken funerals to wild festivals. The lyre was also used as a tool for educating the young. There are accounts of famous Greeks, like Plato, applauding the lyre as the best teaching instrument. There is also a famous tale of Achilles, a hero from Greek mythology, taking lyre lessons from a character named Cheiron. Another story in Greek mythology describes how the lyre was invented. According to Greek mythology, the lyre was invented by Hermes, the god whose responsibilities included travel, luck, and commerce. The origin story of the lyre recounts when Hermes used the shell and gut of a tortoise, as well as tall reeds, to create this instrument. Rather than using a tortoise, ancient Greeks were thought to have constructed their lyres out of wood, ivory, and bone, depending on the parts of the instrument. Instead of the reed strings of Hermes's lyre, most ancient Greek lyres had strings made of stretched sheep gut! The body of the lyre is U-shaped, and multiple strings run between the bottom of the lyre and the top of the cross bar. In the pictures above and to the side, you can see what a lyre looks like. Does this instrument remind you of any others?

4

Social Studies: Geography, Societies & Culture

What is a lyre?

A. a wild festival B. a solo singer C. a poetry recitation D. a curved stringed instrument

D

What does the text describe?

A. how ancient Greeks used and made the lyre B. how people today use and make the lyre C. how ancient Greeks learned to play the lyre D. how people today learn to play the lyre

A

Read these sentences from the text. [The lyre] was a very popular instrument in ancient Greece and was used in many contexts, ranging from grief-stricken funerals to wild festivals. The lyre was also used as a tool for educating the young. There are accounts of famous Greeks, like Plato, applauding the lyre as the best teaching instrument. Based on the text, who was the lyre played for in ancient Greece?

A. young people B. students C. old people D. people of all ages

D

Read these sentences from the text. According to Greek mythology, the lyre was invented by Hermes, the god whose responsibilities included travel, luck, and commerce. The origin story of the lyre recounts when Hermes used the shell and gut of a tortoise, as well as tall reeds, to create this instrument. Rather than using a tortoise, ancient Greeks were thought to have constructed their lyres out of wood, ivory, and bone, depending on the parts of the instrument. Instead of the reed strings of Hermes's lyre, most ancient Greek lyres had strings made of stretched sheep gut! How does the ancient Greek lyre compare to Hermes's lyre?

A. The ancient Greek lyre had the same parts as Hermes's lyre, and it was made of the same materials. B. The ancient Greek lyre had the same parts as Hermes's lyre, but it was made of different materials. C. The ancient Greek lyre had different parts from Hermes's lyre, but it was made of the same materials. D. The ancient Greek lyre had different parts from Hermes's lyre, and it was made of different materials.

B

What is the main idea of the text?

A. In ancient Greece, the lyre was a very popular instrument made of various materials. B. The lyre is a U-shaped instrument with some strings running from top to bottom. C. In ancient Greece, the lyre was very useful in educating young people. D. There is a story about how the lyre was invented by Hermes, a god in Greek mythology.

A

The Taj Mahal

Located in Agra, India, The Taj Mahal was built in 1628 by Shah Jahan, the leader of the Mughal dynasty. Shah Jahan was inspired to build the Taj Mahal following the death of one of his wives, Mumtaz Mahal. She passed away after giving birth to his fourteenth child. Shah Jahan wanted to make a beautiful burial tomb for his late wife that would serve as a comfortable final resting place. And he certainly did. The Taj Mahal is one of the most impressive architectural structures in the world. In fact, it has been named one of the Seven Wonders of the World, along with sites like the Colosseum and the Great Wall of China. There are multiple reasons why the Taj Mahal is so famous and attracts an estimated 7 to 8 million people per year. The first, and arguably biggest reason, is what it stands for. As a tangible representation, a symbol, of the Shah’s mourning for his wife, the Taj has become associated with the idea of enduring love. There are some critics who argue that the Taj was instead built purely as a religious gesture or perhaps as a project to fuel his ego, but the most commonly-held belief is that this structure was built in response to the death of his wife. The second reason for the structure's fame is that, from a purely aesthetic standpoint, the Taj Mahal is absolutely breathtaking in its scale and design. Its exterior is made of white marble and is intricately decorated with verses from the Quran, as well as with gemstones and carvings of flowers. The third reason is its inventive relationship with symmetry. Not only is the building complex symmetrical, with every structure on the right side repeated on the left side, but the building itself is reflected in the long strip of water in front of the Taj Mahal. Regardless of the reasons for its fame, the Taj Mahal is undoubtedly one of the most stunning and recognizable structures in the world.

4-5

Social Studies: Geography, Societies & Culture, World History

What kind of building is the Taj Mahal?

A. It is a burial tomb. B. It is a concert hall. C. It is a large apartment building. D. It is an ampitheater.

A

The text says that many people see the Taj Mahal as a symbol of enduring love. What caused the Taj Mahal to come to represent this idea?

A. Shah Jahan built the Taj Mahal because of his love for his wife who passed away. B. Shah Jahan wrote many love poems and had them inscribed into the walls of the building. C. The architect of the Taj Mahal fell in love with the designer of the buidling. D. The building is shaped like a heart and has many small hearts in its design.

A

It took a lot of energy and craftmanship to build the Taj Mahal. What evidence from the text supports this conclusion?

A. "In fact, it has been named one of the Seven Wonders of the World, along with sites like the Colosseum and the Great Wall of China. B. "There are multiple reasons why the Taj Mahal is so famous and attracts an estimated 7 to 8 million people per year." C. "Its exterior is made of white marble and is intricately decorated with verses from the Quran, as well as with gemstones and carvings of flowers. D. "Located in Agra, India, The Taj Mahal was built in 1628 by Shah Jahan, the leader of the Mughal dynasty."

C

How does the Taj Mahal use symmetry in its design?

A. Its exterior is made of white marble and it is intricately decorated with verses from the Quran. B. Every structure is repeated inside and outside and it reflects the sunlight that shines on it. C. Every structure is repeated on both sides and it is also reflected in the long strip of water in front of it. D. There are two identical Taj Mahals built on either side of the long strip of water that connects them.

C

What is the main idea of this text?

A. The Taj Mahal was built to be very symmetrical, so the left side of the building has structures that are repeated exactly on the right side of the building. B. The Taj Mahal is an impressive architectural structure in India built by Shah Jahan as a sign of his love for his wife, and is known for its intricate designs and symmetry. C. The Taj Mahal is one of the strongest architectural structures in India built by Mumtaz Mahal and is recognized for its gemstones, carvings of horses, and beautiful location. D. Shah Jahan was the leader of the Mughal dynasty in India in the 1600, and he was married to a woman named Mumtaz Mahal.

B

Saint Hildegard

Hildegard von Bingen was born in 1098 and died in 1179. She was famous for being a "sybil." A sybil is a prophetess. People called her a sybil because she had spiritual visions as a young girl. These visions prompted her parents to send her to a monastery at the age of seven. Hildegard lived in this monastery for thirty years and was eventually promoted to head the monastery. When religious authorities found out about her visions, they asked Hildegard to write down what she saw during her visions. Over her lifetime, Hildegard recorded 26 visions. The recorded visions focused on three themes: the church, the connection between man and God, and salvation. Most of her recorded visions took the form of a mandala, which is a circular or geometric symbol of the universe. Although Hildegard was a very important person in the Roman Catholic Church, it took a long time before she was recognized as a saint. It was not until 2012 that Hildegard was officially sainted by Pope Benedict. She earned the title of 'Saint' for her role as an advocate for the church.

4

Arts: Visual Arts

According to the text, what was Hildegard famous for being?

A. a saint B. a mandala C. a sybil D. a monastery head

C

What was the cause of Hildegard's parents sending her to a monastery?

A. Hildegard had spiritual visions. B. Hildegard was promoted to head the monastery. C. Hildegard recorded 26 visions. D. Hildegard earned the title of 'Saint.'

A

Read these sentences from the text. [Hildegard] was famous for being a "sybil." A sybil is a prophetess. People called her a sybil because she had spiritual visions as a young girl. These visions prompted her parents to send her to a monastery at the age of seven. Hildegard lived in this monastery for thirty years and was eventually promoted to head the monastery. Who knew about Hildegard's spiritual visions?

A. Hildegard only B. her parents only C. the people in the monastery only D. many, many people

D

Read these sentences from the text. People called [Hildegard] a sybil because she had spiritual visions as a young girl. These visions prompted her parents to send her to a monastery at the age of seven. Hildegard lived in this monastery for thirty years and was eventually promoted to head the monastery. When religious authorities found out about her visions, they asked Hildegard to write down what she saw during her visions. Over her lifetime, Hildegard recorded 26 visions. Based on the text, when did Hildegard have her spiritual visions?

A. She had them at the age of seven, but then they stopped after a year. B. She had them only when she was living in the monastery for thirty years. C. She had them at a young age, and they continued until her death. D. She had them until she was promoted to head the monastery she lived in.

C

What is the main idea of the text?

A. Hildegard was important in the Roman Catholic Church for her spiritual visions and life in the monastery. B. Hildegard's visions focused on three themes, and she recorded most of her visions as mandalas. C. Hildegard lived in a monastery for thirty years, where she also eventually became the head of it. D. Hildegard was finally officially sainted by Pope Benedict in 2012 because she was an advocate for the church.

A

Cimabue

Bencivieni di Pepo, commonly known as Cimabue, was an Italian artist born sometime before 1251. Cimabue was one of the last artists who practiced the Byzantine style of painting. The subject of Byzantine art was almost always religious. This style of art could also be very formal and formulaic, but Cimabue made his art unique in a few ways. First, he painted his human subjects with emotion. Second, he used color and detail to make the architecture and people in his paintings seem real. Finally, Cimabue added drama to his paintings in a way no other artist had done before. It's not surprising that Cimabue liked to paint dramatically. His nickname, Cimabue, translates to “bullheaded,” which implies that he was a very stubborn person. In fact, a written record from 1333 or 1334 claims that Cimabue would destroy his own work if he felt there was anything slightly wrong with it. But his stubbornness paid off! He is often called the father of European painting because he inspired so many European artists in later years.

4

Arts: Visual Arts

What was Cimabue one of the last artists to practice?

A. the Italian style of painting B. the Byzantine style of painting C. the bullheaded style of painting D. the European style of painting

B

What is listed in the text?

A. the ways Cimabue made his art unique B. the styles of painting in Europe C. the painters of the Byzantine style D. the human subjects in Cimabue's art

A

Read these sentences from the text. Cimabue was one of the last artists who practiced the Byzantine style of painting. The subject of Byzantine art was almost always religious. This style of art could also be very formal and formulaic, but Cimabue made his art unique in a few ways. What can you conclude about Cimabue's paintings?

A. They were older than many Byzantine style paintings. B. They were similar to many Byzantine style paintings. C. They were different from many Byzantine style paintings. D. They were prettier than many Byzantine style paintings.

C

Read these sentences from the text. The subject of Byzantine art was almost always religious. This style of art could also be very formal and formulaic, but Cimabue made his art unique in a few ways. First, he painted his human subjects with emotion. Second, he used color and detail to make the architecture and people in his paintings seem real. . . . . . . a written record from 1333 or 1334 claims that Cimabue would destroy his own work if he felt there was anything slightly wrong with it. Based on the text, when might Cimabue destroy his own work?

A. when he felt the artwork was religious B. when he felt the artwork was formulaic C. when he felt the human subjects had emotion D. when he felt the architecture seemed real

B

What is the main idea of the text?

A. Most Byzantine art is religious, with many paintings in the Byzantine style being very formal and formulaic. B. The architecture and human subjects in Cimabue's paintings seemed real because of how he used color and detail. C. Although Cimabue practiced the Byzantine style, his paintings were unique, inspiring many later European artists. D. The claim that Cimabue would destroy his own work if he felt there was anything slightly wrong with it shows how stubborn he was.

C

Fra Angelico

Guido di Pietro, also known as Fra Angelico (which translates to the “Angelic Brother”), was born around 1400 in Vicchio, Italy, and died on February 18, 1455, in Rome, Italy. Fra Angelico is praised for his innovative approach to perspective. Perspective is the artistic method used to make the art seem three-dimensional. Fra Angelico used light and shadow in his paintings in new ways. He was able to make objects in his paintings seem like they had dimension and depth. His new techniques inspired many artists in his time. In addition to being a painter, Fra Angelico was also a friar. A friar is a religious figure within the Catholic Church. His religious background had a huge influence on his art. In fact, most of his paintings were of biblical figures. One of his most famous paintings is The Annunciation (pictured below). This painting shows an interaction between Mary and the angel Gabriel in a convent. In this painting, the angel Gabriel is telling her that she will soon be the mother of Jesus. Scholars believe Fra Angelico used paintings like The Annunciation to teach people about what happened in the Bible and why these events were significant.

4

Social Studies: Geography, Societies & Culture

What was Guido di Pietro also known as?

A. The Annunciation B. the mother of Jesus C. the angel Gabriel D. Fra Angelico

D

How does the author describe Fra Angelico's approach to perspective?

A. Fra Angelico's paintings used light and shadow in new ways to create perspective. B. Fra Angelico followed the ideas of other artists about how to paint with perspective. C. Fra Angelico never quite figured out how to use perspective well in his paintings. D. Fra Angelico is known for the beautiful colors in his paintings.

A

Read these sentences from the text. [Fra Angelico's] religious background had a huge influence on his art. In fact, most of his paintings were of biblical figures. One of his most famous paintings is The Annunciation . . . . This painting shows an interaction between Mary and the angel Gabriel in a convent. In this painting, the angel Gabriel is telling her that she will soon be the mother of Jesus. Scholars believe Fra Angelico used paintings like The Annunciation to teach people about what happened in the Bible and why these events were significant. What can you conclude about Mary and Gabriel?

A. They were friars like Fra Angelico. B. They were in other paintings by Fra Angelico. C. They are figures from the Bible. D. They are figures created by Fra Angelico.

C

Read these sentences from the text. Fra Angelico is praised for his innovative approach to perspective. Perspective is the artistic method used to make the art seem three-dimensional. . . . His religious background had a huge influence on his art. In fact, most of his paintings were of biblical figures. One of his most famous paintings is The Annunciation . . . Scholars believe Fra Angelico used paintings like The Annunciation to teach people about what happened in the Bible and why these events were significant. Based on the text, what does The Annunciation likely look like?

A. It looks like other paintings by Fra Angelico. B. It looks like it is three-dimensional. C. It looks like other art from its time. D. It looks like it is worn and very old.

B

What is the main idea of the text?

A. Fra Angelico was born around the year 1400 with the name Guido di Pietro. B. Fra Angelico used perspective and biblical figures in a lot of his art. C. Fra Angelico was a friar, which is a religious figure in the Catholic Church. D. Fra Angelico painted The Annunciation , which shows an interaction in a convent.

B

Giotto di Bondone

Giotto di Bondone was born sometime between 1266 and 1267 in the small town of Vespignano, Italy, and died in 1337 in the city of Florence. In his 70 years of life, Giotto had an enormous impact on the Italian art world. His revolutionary approach to painting paved the way for the future of Renaissance art. Giotto's art was revolutionary because it depicted human subjects as people full of life and emotion. Giotto is also famous for his fresco paintings. A fresco painting is a type of painting that is usually painted on a freshly plastered wall. The paint dries with the plaster and is therefore resistant to wear and tear. Because fresco painting is resistant to wear and tear, some of Giotto’s work is still in good shape. One of his best-preserved fresco paintings is located in a church called Scrovegni Chapel. In this church, Giotto had painted a series of fresco paintings depicting the life of Christ, from his birth to his death. He painted in multiple churches across Italy. The painting shown below is from a church in Assisi, Italy. This painting, estimated to have been painted in 1311, shows the scene of Christ's crucifixion. It is famous for its vivid color.

4

Social Studies: World History

Where is fresco painting usually painted?

A. in the small town of Vespignano B. on a freshly plastered wall C. in a church called Scrovegni Chapel D. in a church in Assisi, Italy

B

According to the text, what is an effect of fresco painting being resistant to wear and tear?

A. Human subjects are depicted full of life and emotion. B. Paint is painted on a freshly plastered wall. C. The paint dries with the plaster it's painted on. D. Some of Giotto's work is still in good shape.

D

Giotto is an important figure in the history of art. What evidence from the text best supports this conclusion?

A. "Giotto di Bondone was born sometime between 1266 and 1267 in the small town of Vespignano, Italy . . . ." B. "[Giotto's] revolutionary approach to painting paved the way for the future of Renaissance art." C. "Because fresco painting is resistant to wear and tear, some of Giotto’s work is still in good shape." D. "In this church, Giotto had painted a series of fresco paintings depicting the life of Jesus Christ . . . ."

B

Read these sentences from the text. In his 70 years of life, Giotto had an enormous impact on the Italian art world. His revolutionary approach to painting paved the way for the future of Renaissance art. Giotto's art was revolutionary because it depicted human subjects as people full of life and emotion. [. . .] One of his best-preserved fresco paintings is located in a church called Scrovegni Chapel. In this church, Giotto had painted a series of fresco paintings depicting the life of Christ, from his birth to his death. How did Giotto likely paint the character of Jesus Christ?

A. as someone with an enormous impact B. as someone with a revolutionary approach C. as someone full of life and emotion D. as someone who goes to Scrovegni Chapel

C

What is the main idea of the text?

A. Giotto di Bondone was born in the 1260s in a small town in Italy called Vespignano, and after having lived for 70 years, he died in 1337 in Florence. B. Giotto di Bondone was famous for his freso paintings, which are a type of painting resistant to wear and tear because of how it's painted on walls. C. Giotto di Bondone is important in art history because of his revolutionary approach to painting, with some of his fresco paintings still surviving today. D. Giotto di Bondone painted fresco paintings in different churches in Italy, with one of his best-preserved fresco paintings in Scrovegni Chapel.

C

Taoism and Taoist Art

Native to China, Taoism is an important part of Chinese culture. It is a religion that is practiced by around 20 million people in China. Initially, Taoism was secular. It was a way of thinking and approaching the world. It originated from a sixth-century BCE text called the Tao Te Ching. It was written by the famous sage Lao-Tzu. In the Tao Te Ching, Lao-Tzu writes about the idea that there is a fine balance to the universal order. According to this text, the path to happiness comes in the acceptance of change. Because there is such an emphasis on accepting the world as it is, Taoist philosophy is tied to nature and specifically, the human relationship to nature. In fact, Taoism helped in the birth of art forms that focused on nature like landscape paintings. Taoism became an organized religion around 1,000 years after its inception. After it became an organized religion, the people who practiced Taoism began to incorporate different styles of art into the religious services. Paintings of Lao-Tzu and the supreme gods of Taoism, the Three Purities, were the most popular types of Taoist art. The painting above shows Cao Guojiu, who was a Taoist mythological figure. He was responsible for performance arts, such as acting. This painting was most likely the artist Zhang Lu's way of honoring Cao Guojiu.

4

Social Studies: Geography, Societies & Culture

Where did Taoism originate from?

A. the Tao Te Ching B. the path to happiness C. landscape paintings D. the Three Purities

A

What does the text describe?

A. the differences between Taoism and Taoist art B. the people who practice Taoism and make Taoist art C. the philosophy of Taoism and its connection to Taoist art D. the importance of Taoism and Taoist art in the world

C

Read these sentences from the text. After [Taoism] became an organized religion, the people who practiced Taoism began to incorporate different styles of art into the religious services. Paintings of Lao-Tzu and the supreme gods of Taoism, the Three Purities, were the most popular types of Taoist art. The painting above shows Cao Guojiu, who was a Taoist mythological figure. He was responsible for performance arts, such as acting. This painting was most likely the artist Zhang Lu's way of honoring Cao Guojiu. What conclusion can you make about the paintings of Lao-Tzu and the Three Purities?

A. The paintings were incorporated into different styles of art. B. The paintings were used to honor Lao-Tzu and the Three Purities. C. The paintings were sold to many people who practiced Taoism. D. The paintings showed people who were friends with Cao Guojiu.

B

Read these sentences from the text. Because there is such an emphasis on accepting the world as it is, Taoist philosophy is tied to nature and specifically, the human relationship to nature. In fact, Taoism helped in the birth of art forms that focused on nature like landscape paintings. Taoism became an organized religion around 1,000 years after its inception. After it became an organized religion, the people who practiced Taoism began to incorporate different styles of art into the religious services. Paintings of Lao-Tzu and the supreme gods of Taoism, the Three Purities, were the most popular types of Taoist art. What kinds of art are connected to Taoism?

A. Only art forms that focused on nature are connected to Taoism. B. Only paintings in Taoist religious services are connected to Taoism. C. Only paintings of Lao-Tzu and the three Purities are connected to Taoism. D. There are various kinds of art that are connected to Taoism.

D

What is the main idea of the text?

A. An important part of Chinese culture is Taoism, which is a religion practiced by around 20 million people in China. B. Ever since Taoism originated from Lao-Tzu's Tao Te Ching , it has become an organized religion connected to various kinds of art. C. Taoism is tied to nature, so it has helped in the birth of art forms that focused on nature like landscape paintings. D. The most popular types of Taoist art were paintings of Lao-Tzu and the supreme gods of Taoism, also known as the Three Purities.

B

Strangler Figs

If plants starred in movies, the strangler fig would be the main character in a horror film. The strangler fig is known in Spanish as matapalo, the “killer tree.” It can be found in rainforests and other humid environments all over the world. It has an unusual and interesting way of growing because it is an epiphyte. An epiphyte is an air plant that grows on the surface of another plant. This epiphyte can grow figs that many species of birds enjoy. Once birds eat the figs of the epiphyte, they clean their bills and drop fig seeds on high tree branches. Strangler fig seeds then germinate in the rainforest canopy, where there is plenty of sunlight. As a strangler fig seed matures, it begins sending down long roots to the forest ground. Once the roots reach the ground and enter the soil, they weave together and slowly wrap around their host tree. The host tree now must compete with the strangler fig for sunlight and nutrients in the soil. Usually, this process kills the host and only the fig tree is left. The “trunk” of the fig tree is actually a giant web of roots. These trees are immune from forest clearing by humans because loggers do not like their knotted and twisted wood. According to historians, the strangler fig played a role in destroying Mayan cities in Central America. Seeds dropped by birds and bats germinated high on the walls of buildings. The roots would force their way between the stone bricks of the walls and would eventually destroy the entire wall. Although this killer tree may seem like an enemy, it is also an incredible shelter for a diverse group of animals such as bats, birds, rodents, reptiles, and amphibians. Its hollow openings provide protection for many of these organisms. At certain points of the year, fig trees are the only trees producing fruit, and they provide necessary nutrients for primates and birds. Although these python-like trees may seem menacing, their ability to adapt illustrates how necessary it is for plants to compete successfully in order to survive in the rainforest.

4

Science: Life Science

What is an epiphyte?

A. any plant that kills other plants by sucking out their nutrients B. a plant that can be found in rainforests all over the world C. a plant that grows well in humid climates D. an air plant that grows on the surface of other plants

D

This passage describes strangler figs and their role in the rainforest. What is one way strangler figs are good for the rainforest?

A. Strangler figs’ trunks are actually a tangled web of roots. B. Strangler figs block their host tree from getting sunlight and nutrients. C. Strangler figs provide food and shelter for many rainforest animals. D. Strangler figs’ seeds germinate in the top of the rainforest canopy.

C

The text says, “The host tree now must compete with the strangler fig for sunlight and nutrients in the soil. Usually, this process kills the host and only the fig tree is left.” What conclusion can be drawn about strangler figs based on this evidence?

A. Strangler figs are very good at competing for sunlight and nutrients. B. Strangler figs squeeze their host trees just like a python squeezes its prey. C. Strangler figs’ host trees need a huge amount of water to survive. D. Strangler figs choose weak host trees to grow on.

A

Strangler figs do not rely on nutrients directly from the surface they are growing on. What evidence from the text best supports this conclusion?

A. “Usually, this process kills the host and only the fig tree is left. The “trunk” of the fig tree is actually a giant web of roots.” B. “According to historians, the strangler fig played a role in destroying Mayan cities in Central America. Seeds dropped by birds and bats germinated high on the walls of buildings.” C. “Once birds eat the figs of the epiphyte, they clean their bills and drop fig seeds on high tree branches.” D. “Although these python-like trees may seem menacing, their ability to adapt illustrates how necessary it is for plants to compete successfully in order to survive in the rainforest.”

B

What is the main idea of this passage?

A. Strangler figs played a role in destroying Mayan cities in Central America, by growing on and through the walls of buildings. B. Strangler figs can be dangerous to other rainforest trees, but they provide food and shelter for rainforest animals. C. Strangler figs are the most important food source for rainforest birds who drop their seeds high in the branches of other trees. D. Strangler figs are unusual trees that cannot grow on their own; they need the support of other trees to hold them up.

B

Please read the following sentences from the text. “The ‘trunk’ of the fig tree is actually a giant web of roots. These trees are immune from forest clearing by humans because loggers do not like their knotted and twisted wood.” As used in these sentences, what does the word immune mean?

A. a main cause of something B. twisted around something C. destroyed by something D. protected from something

D

Choose the answer that best completes the sentence below. Strangler figs destroyed some buildings in ancient Mayan cities ________ their roots grew between the bricks in stone walls, eventually destroying the walls.

A. meanwhile B. because C. although D. instead

B

China's Terracotta Army

The Terracotta Army is a vast collection of terracotta sculptures that was constructed more than 2,000 years ago by the Chinese Emperor Qin Shi Huang. Beginning at the age of thirteen, Emperor Qin ordered the development of a guarded city in his future tomb. He wanted an army of warriors, along with their sturdy horses and sharpened weapons, to protect him in death. In his underground fortress, there were even stables made for the terracotta horses! In addition to the terracotta figures, the tomb was filled with valuable possessions like gold, silver, and jade jewelry. This construction project was estimated to have lasted 38 years, which is actually not that long considering the amount of detail put into all 8,000 terracotta figures. One of the most impressive things about the Terracotta Army is that each warrior’s face is unique, conveying personality and emotion. This tomb site was discovered by farmers in 1974 and, immediately following this amazing discovery, archaeologists began carefully excavating the tomb. The excavation has been a continuous process, and archaeologists continue to discover new things. One of the more recent discoveries is the existence of terracotta court performers, including acrobats. Experts believe the tomb was never fully completed! Can you imagine what else Emperor Qin might have wanted in his burial place?

4

Social Studies: Geography, Societies & Culture, World History

When was the Terracotta Army constructed?

A. 38 years ago B. the year 1974 C. more than 2,000 years ago D. about 8,000 years ago

C

What does the text describe?

A. groups of figures and objects in Emperor Qin's tomb B. the Chinese Emperor Qin Shi Huang C. the farmers who discovered Emperor Qin's tomb D. the plans for the rest of Emperor Qin's tomb

A

No one knows the size of Emperor Qin's tomb site. What evidence from the text best supports this conclusion?

A. "The Terracotta Army . . . was constructed more than 2,000 years ago by the Chinese Emperor Qin Shihuang." B. "Beginning at the age of thirteen, Emperor Qin ordered the development of a guarded city in his future tomb." C. "Immediately following this amazing discovery [of the tomb], archaeologists began excavating the tomb carefully." D. "The excavation has been a continuous process, and archaeologists continue to discover new things."

D

Read these sentences from the text. Beginning at the age of thirteen, Emperor Qin ordered the development of a guarded city in his future tomb. He wanted an army of warriors, along with their sturdy horses and sharpened weapons, to protect him in death. In his underground fortress, there were even stables made for the terracotta horses! . . . . . . The excavation has been a continuous process, and archaeologists continue to discover new things. One of the more recent discoveries is the existence of terracotta court performers, including acrobats. Based on the text, what did Emperor Qin want in his tomb?

A. statues of warriors and their weapons only B. statues of horses and their stables only C. statues of court performers and acrobats only D. statues of different groups of people and animals

D

What is the main idea of the text?

A. Emperor Qin wanted to be protected in death by an army of thousands of warriors, which include horses and sharpened weapons. B. Emperor Qin's tomb contains thousands of various detailed terracotta figures, with archaeologists continuing to discover new things. C. The face of each warrior statue of the Terracotta Army is unique, so each statue conveys a different personality and emotion. D. Since the tomb was discovered by farmers in 1974, the excavation of Emperor Qin's tomb has been a process filled with new discoveries.

B

Jade in China

Jade is a green gemstone that is extremely difficult to carve. This did not stop the Chinese from creating beautiful objects and art pieces out of this material, however. In fact, the durability of jade actually added to the gemstone's value. Because it was so durable, some people believed that jade contained mystic powers. People also thought it had mystic powers because it produced a beautiful noise when struck. In the past, Chinese people used jade as the material for chimes. These chimes would play notes with every gust of wind. Especially in imperial China, jade was also used to accessorize outfits. Jade jewelry was probably popular because people knew that it would not break. Jade was also used in ritual ceremonies, and jade objects were often placed in tombs. For the wealthy members of the Han Dynasty, the dead were even placed in suits of jade because people believed that this stone would protect the dead from outside forces. Because jade was such a difficult material to carve, these suits usually took a few years to complete.

4

Social Studies: Geography, Societies & Culture

According to the text, what did jade produce when struck?

A. beautiful objects B. mystic powers C. a beautiful noise D. a gust of wind

C

How does the text describe jade?

A. difficult to carve and weak B. difficult to carve and durable C. easy to carve and weak D. easy to carve and durable

B

Read these sentences from the text. Jade is a green gemstone that is extremely difficult to carve. This did not stop the Chinese from creating beautiful objects and art pieces out of this material, however. In fact, the durability of jade actually added to the gemstone's value. Because it was so durable, some people believed that jade contained mystic powers. What can you conclude about the objects and art pieces made of jade?

A. They were easy to break. B. They were difficult to break. C. They contained mystic powers. D. They increased jade's value.

B

Read these sentences from the text. Jade is a green gemstone that is extremely difficult to carve. . . . In fact, the durability of jade actually added to the gemstone's value. Because it was so durable, some people believed that jade contained mystic powers. . . . For the wealthy members of the Han Dynasty, the dead were even placed in suits of jade because people believed that this stone would protect the dead from outside forces. Because jade was such a difficult material to carve, these suits usually took a few years to complete. Why did people believe jade suits protected the dead?

A. People believed that jade suits protected the dead because jade was so durable. B. People believed that jade suits protected the dead because the suits took years to complete. C. People believed that jade suits protected the dead because the gemstone's value was high. D. People believed that jade suits protected the dead because jade is a green gemstone.

A

What is the main idea of the text?

A. Jade produces beautiful noise when struck, so some people believed that the gemstone contained mystic powers. B. Chinese people in the past wore jade jewelry, used jade in ritual ceremonies, and placed jade objects in tombs. C. Even though jade is difficult to carve, Chinese people have valued it for its durability by making various things out of it. D. Some of the dead during the Han Dynasty were placed in jade suits because the suits were believed to protect the dead.

C

The Sahara and the Sahel

The Sahara, in Africa, is the largest desert on Earth. It is larger than the United States! It stretches south from the Atlas Mountains to the Sahel region of Africa. It extends east from the Atlantic Ocean to the Red Sea. The Sahara experiences large changes in temperature. During the day, the temperature can reach 120°F. At night, the temperature can drop to 32°F. It rarely rains in the Sahara. However, when it does, the rain can be so heavy that it causes flash floods. Some people imagine the Sahara as bands of golden sand. In fact, only about 20 percent of the Sahara is sand. The rest is rock and gravel. Some parts of the Sahara look like a rolling sea of sand. Other parts are hard, flat plains. The Sahara is dotted with oases. The water at these oases allows people to grow fig, olive, and date trees. They also grow other fruits and vegetables. Even today, travelers across the Sahara stop at oases to refill their water containers and get food. In the eastern Sahara, people use the Nile River for transportation and water. Although life in the Sahara can be harsh, nearly 2.5 million people live there today. Most of these people live in oases or near the Nile River. The desert is also home to many animals, including gazelles, scorpions, lizards, antelope, jackals, foxes, and hyenas. Below the western Sahara is a strip of land called the Sahel. The Sahel separates the western Sahara from the more fertile lands to the south. The word Sahel means shore. It is like the shoreline between the “sea of sand” of the Sahara and the grasslands of the savanna. The Sahel is a semi-dry rolling plain that stretches eastward across Africa from the Atlantic Ocean to the Indian Ocean. The region is an area of gradual change between the desert to the north and the savanna regions to the south. Most of the Sahel receives ten to twenty inches of rain each year. Most rain tends to fall during the rainy season of June, July, and August. Various grasses and other types of plants that can survive with very little rain grow in the Sahel. The land is used mainly for grazing animals such as goats, sheep, and cattle. Some crops, such as peanuts, are raised there. To the south of the Sahel lies a large grassland called the savanna.

4

Social Studies: Geography, Societies & Culture

What is the Sahara?

A. the largest planet in the galaxy B. the largest city in Australia C. the largest continent on Earth D. the largest desert on Earth

D

How does the text describe the land in the Sahara?

A. The land in the Sahara is covered with water. B. The land in the Sahara can be sand, rock, or gravel. C. The land in the Sahara can be covered in snow all year. D. The land in the Sahara is rich with nutrients for farming.

B

Read the following sentences from the text. “The Sahara is dotted with oases. The water at these oases allows people to grow fig, olive, and date trees. They also grow other fruits and vegetables. Even today, travelers across the Sahara stop at oases to refill their water containers and get food….Although life in the Sahara can be harsh, nearly 2.5 million people live there today. Most of these people live in oases or near the Nile River.” What conclusion can you draw from this evidence?

A. People live or gather near oases in the Sahara because the oases have water, unlike much of the rest of the desert. B. Oases are where people go to hunt for animals because most desert animals live there for the water. C. Oases are the driest, hottest part of the Sahara and so there are almost no plants, animals, or people there. D. Oases are the shoreline between desert and savanna, gradually changing between the north and the south.

A

Why does the author compare the Sahel to a shoreline?

A. The Sahel is like a border between two different types of land, and has its own characteristics. B. The Sahel borders the Sahara Desert, which is like an ocean due to its watery land and rainy weather. C. The Sahel is dry and sandy, like a beach, but borders a large body of water that is like an ocean. D. The Sahel is filled with tall grasses that wave like an ocean and borders a sandy desert that is similar to a beach.

A

What is the main idea of this text?

A. People are surprised to learn that some areas of the Sahara are covered with golden sand, but most of it is covered with rock and gravel. B. Oases in the Sahara allow for people to grow fruit and vegetables trees like fig, olive, and date trees, and to refill their water containers as they travel. C. The Sahara is a large desert with harsh temperature and water conditions, and the Sahel is an area of gradual change between the desert and savanna. D. The Sahara is the world’s second largest desert, the Sahel is the world's second largest savanna, and the Nile is the world’s second longest river.

C

African Rivers

Some of the world’s greatest rivers slice through the African continent. The Niger and Senegal rivers flow through the savanna of West Africa. Some of the great kingdoms and empires of medieval Africa developed along these rivers. Among these were Ghana, Mali, and Songhai. The powerful Congo River flows through the hot rainforest region of Africa. The Congo is the second-longest river in Africa. It is about 2,720 miles long and flows from central Africa to the Atlantic Ocean. Africa’s most famous river is the Nile River. The Nile is the longest river in the world. The Nile starts at Lake Victoria in east-central Africa. It flows north to the Mediterranean Sea, for a total of more than 4,130 miles. The geography of Africa played a big role in the development of early and medieval kingdoms and empires. The oldest of these kingdoms was Egypt. Egyptian civilization stretches back more than five thousand years, to about 3100 BCE. The Nile River, which runs through Egypt, helped this ancient civilization succeed. A Greek historian once called Egypt “the gift of the Nile.” In ancient times, the Nile flooded its banks once a year. The flood water deposited rich, black soil nearby. Egyptian farmers planted their crops in this soil. They were able to grow more food than they needed. Grain raised along the Nile was sent to many places, including Rome. Growing this surplus of food allowed some Egyptians to do other things aside from farming. They became the craftsmen, soldiers, officials, and other specialized workers who helped make civilization grow and prosper. The Nile River also played an important role in the development of the ancient kingdoms of Kush and Aksum. Since the 1970s, the huge Aswan High Dam in Egypt controls the flooding of the Nile. A large lake, called Lake Nasser, has formed behind the dam. The waters from this lake are used to make electricity and to water farmlands.

4

Social Studies: Geography, Societies & Culture, World History

What is the Nile River considered to be?

A. the fastest river in the world B. the oldest river in the world C. the longest river in the world D. The shortest river in the world.

C

What does this passage describe?

A. every single river in Africa and how each one has contributed to African society B. an average day for an ancient Egyptian farmer living along the Nile river during flooding season C. the way that the Aswan High Dam was built and how it supports the people who live near the Dam today D. different African rivers that have been important to Africa's history and the way the Nile River supported ancient Egyptian civilization

D

Read these sentences from the text: " In ancient times, the Nile flooded its banks once a year. The flood water deposited rich, black soil nearby. Egyptian farmers planted their crops in this soil. They were able to grow more food than they needed. Grain raised along the Nile was sent to many places, including Rome." What can be concluded about the importance of the Nile River?

A. The Nile river was only important to Egyptians. B. The Nile river was not important to anybody. C. The Nile river was important to people in different parts of the world. D. The Nile river was important to men only.

C

Based on the information in the passage, why was it important for Egyptians to grow a surplus of food?

A. It allowed Egyptians to eat a lot of food and become overweight. B. It allowed Egyptians to become craftsmen, soldiers, officials, and other specialized workers. C. It allowed Egyptians to become hunter-gatherers. D. It allowed Egyptians to experiement growing different kinds of food brought in from other countries.

B

What is the main idea of this text?

A. Some of the world's greatest rivers, such as the Nile, run through the African continent and have played important roles in the development of great kingdoms and empires. B. The Nile river, the greatest river in Africa and the longest river in the world, used to flood its banks once a year until a dam was built in 1970. C. In ancient times, the Nile flooded its banks once a year, helping ancient Egyptians to grow more food than they needed. D. There are two very long rivers that flow through Africa. One of them is the Congo River, at 2,720 miles long, and the longest one is the Nile River, at 4,130 miles long.

A

Inventing Paper

The Han dynasty in China, founded by Liu Bang, lasted from 206 BCE to 220 CE, roughly the same period as the mighty Roman Empire. But in many ways the Han culture was far more advanced than that of Rome. The Chinese themselves look upon this dynasty as a kind of golden time. They still call themselves the sons of Han. One of the great achievements of the Han dynasty was the invention of paper. The Chinese made paper by mashing together a variety of ingredients including tree bark, hemp, rags, and fish nets. Can you imagine not having any paper? What would you write on? Before paper was invented, the Chinese used the bones of animals, strips of bamboo, or even precious silk. The invention of paper was a huge advance. It would be another one thousand years before paper would appear in Europe.

4

Social Studies: Geography, Societies & Culture, World History

How do the Chinese today see the Han dynasty?

A. as a terrible time B. as a time of struggle C. as a peaceful time D. as a golden time

D

What does the text list as the ingredients the Chinese used to make paper?

A. paraffin, beeswax, and carnauba wax B. wood, graphite, rubber, and aluminum C. cornstarch, baking soda, and water D. tree bark, hemp, rags, and fish nets

D

Read the following sentences from the text. “One of the great achievements of the Han dynasty was the invention of paper….Can you imagine not having any paper? What would you write on? The invention of paper was a huge advance. It would be another one thousand years before paper would appear in Europe.” What conclusion can you draw from this evidence?

A. The invention of paper did not make it anywhere outside of China and is still only used there. B. The Han dynasty created things that people around the world had never seen before. C. The invention of paper was only useful from 206 BCE to 220 CE and was not used after. D. The invention of paper caused conflicts between China and Europe and led to war between them.

B

According to the text, how did the invention of paper change writing for the Chinese?

A. Before the invention of paper, the Chinese would write on animal bones, bamboo, and silk. B. The Chinese liked paper but chose to type everything on computers and smartphones instead. C. Every Chinese household had custom paper made with their family name for writing letters. D. The invention of paper also allowed the Chinese to create fabric for clothing that they could write on.

A

What is the main idea of this text?

A. Paper was invented during the Han dynasty in China, which was a golden era in Chinese history. B. The Han dynasty is seen by the Chinese as a golden time in China that lasted from 206 BCE to 220 CE. C. The Han dynasty lasted roughly during the same period as the Roman Empire and was more advanced in many ways. D. After the Han dynasty invented paper, it took one thousand years before the invention made it to Europe.

A

The Constitution Tells the States Who Has the Right to Vote

The United States is a “Federal Republic.” This means that power, like the power to pass laws, is shared between the Federal Government in Washington, D.C., and the governments of each of the 50 states. The Federal Government has certain powers, and the states (and their local governments, like cities and towns) have certain powers. The Constitution of the United States sets out which powers belong to the Federal Government, and which powers belong to the states. The United States Constitution is the highest law of the land. One of the things it does is to tell the 50 states what they must do, and also what they are not permitted to do. The Constitution gives the states the power to conduct elections and to make their own rules about how they do it, and it also tells them what they are not allowed to do in conducting elections. For example, states are not allowed to reject people who have the right to vote in an election. The Constitution says that to be allowed to vote, a person must be a citizen of the United States. You are a U.S. citizen automatically if you are born in the United States. There are also ways to become a U.S. citizen if you were not born there. One of the ways is a process called “naturalization.” Not all citizens are allowed to vote. For example, a ten-year-old may not vote. For much of early U.S. history mostly white men who were at least 21 years old had the right to vote. Other groups, such as women, were not allowed to vote. Since then, the rules about who has the right to vote for president and other elected officials have changed, with more groups of American citizens being given this right. These changes were the result of additions, or “amendments,” to the Constitution. Twenty-seven amendments have been added to the Constitution, and three of them have to do with who has the right to vote. These three Amendments prohibit the states from denying the right to vote to some groups of citizens. These three groups are African Americans, women, and people who are 18 to 20 years old. Over time, each of these groups was given the right to vote. In addition, elected officials in Congress have passed laws so that citizens with voting rights can vote. One law makes it illegal for the states to do anything that prevents or makes it especially difficult for these citizens to vote. But some of the states found ways to prevent some citizens from voting, even though they had the Constitutional right to do so. For example, after former African American slaves were allowed to vote, some states did not want them to vote. So they required voters to be able to read and write. They knew that recently freed slaves were prevented from learning to read and write by their former owners.

4-5

Social Studies: Civics & Government, U.S. History

According to the text, what does the federal government of the United States share with the 50 state governments?

A. power B. money C. voting rights D. companies

A

What does the text list and describe?

A. powers the president has B. what the Constitution say about voting rights C. the Bill of Rights of the Constitution D. facts about the creation of the Constitution

B

The rights of African American voters have been threatened in the United States. What evidence from the text best supports this statement?

A. The Constitution says that to be allowed to vote, a person must be a citizen of the United States. B. The Constitution gives the states the power to conduct elections and to make their own rules about how they do it. C. Some states required voters be able to read and write to prevent former African American slaves from voting. D. The voting rights of African Americans have been addressed in the Constitution.

C

Based on the text, to whom did the Constitutition give voting rights when it was first written?

A. white men and women who were at least 21 years old B. black men who were at least 21 years old C. Native American males who were at least 21 years old D. white men who were at least 21 years old

D

What is the main idea of the text?

A. The federal government of the United States has certain powers, and the 50 states have certain powers. B. The United States Constitution includes laws about who can vote but gives states the power to conduct elections. C. Some of the 50 states have found ways to prevent some citizens from voting, even though they had the Constitutional right to do so. D. Twenty-seven amendments have been added to the Constitution, and three of them have to do with who has the right to vote.

B

Read the following sentences from the text. " The Constitution gives the states the power to conduct elections and to make their own rules about how they do it, and it also tells them what they are not allowed to do in conducting elections. For example, states are not allowed to reject people who have the right to vote in an election." Based on the text, what does the word "conduct" most nearly mean?

A. to lead or manage B. to carry electricity C. to stop or prevent D. to make popular

A

Choose the answer that best completes the sentence below. The Constitution The United States Constitution tells the 50 states what they must do, and also what they are not permitted to do. _______, the Constitution gives the states the power to conduct elections and to make their own rules about how they do it

A. However B. In conclusion C. On the other hand D. For example

D

The Fight for Women's Suffrage

At the time the United States became a nation, women citizens did not share the same rights as men, including the right to vote. While some people had pushed for women's rights for many years, it was not until 1848 that women began to organize on a large scale. They worked to create a movement to give women rights they did not have, including suffrage. Suffrage is the right to vote. The women who organized and fought for the passage of the 19th Amendment were called "suffragists." They were called this because they were fighting to get suffrage for women. Some of the most prominent activists for women's suffrage were Susan B. Anthony, Elizabeth Cady Stanton, and Alice Paul. Elizabeth Cady Stanton was an activist for equality between men and women. During her lifetime, most married women were not able to do certain things because of the general belief that "a woman's place is in the home," and that only men should govern. She wanted women to be allowed to work outside the home, to participate in politics, and to be able to vote. In 1848, Stanton and another suffragist, Lucretia Mott, created the Seneca Falls Convention, where 240 women and men met to make a plan of action to fight for new rights for women, especially the right to vote. Many other women's groups joined them, and eventually these groups established a new organization, "The National Woman Suffrage Association." These women fought to have Congress and the states pass an amendment to the United States Constitution that would give women citizens of voting age the right to vote, a "universal suffrage" amendment. Some supporters of the universal suffrage amendment notably did not support another important suffrage amendment – the 15th amendment. That amendment guaranteed Black men the right to vote, and was debated and ultimately passed after the Civil War ended. Elizabeth Cady Stanton and Susan B. Anthony were both in the faction of suffragists that did not support the 15th amendment, and pushed for a universal suffrage amendment instead. Other suffragists did not want to risk not passing the 15th amendment. They took their fight for women’s suffrage to the state level, rather than pushing for a constitutional amendment. Eventually, after the 15th amendment passed, these two factions laid their differences aside. In 1890, they merged to form a single group – the National American Woman Suffrage Association, led by Stanton. Although some members of this group still held prejudiced views, African American activists like Mary Church Terrell and Coralie Franklin Cook joined and influenced the organization, reminding suffragists that they could not ignore Black women in their quest for the vote. The new group used tactics like organizing campaigns and suffrage organizations all around the country to build support for women’s suffrage. They fought for states to give all women the right to vote, while also pushing for a constitutional amendment. In 1913, on the day that Woodrow Wilson became the president of the United States, women and men held a huge parade in front of his new home, the White House, to rally for women's right to vote. Some women were arrested and went to jail. Some were even beaten in jail. This got many citizens angry, and many men and women began to support the suffragists' cause. In 1916, a woman named Alice Paul founded the “National Women’s Party” to take new and bold action towards getting new rights for women, especially the right to vote. From 1916 to 1920 they did things to get public attention and support for their cause. They marched in the streets with signs saying things like, “Help us to get the Vote.” They gave out flyers to people on the streets explaining why this amendment should be passed. They pointed out that during World War I women proved that they were just as patriotic and deserving of being able to vote as men were. World War I started in 1914 and ended in 1918. In 1917, the United States joined the war that was being fought in Europe. American women did many of the jobs that men could not do because men were away from home, fighting in the war. Some women worked in factories that made war weapons. Others were firefighters, railroad and bus conductors, bank tellers, farm workers, and government workers. As part of her efforts, Alice Paul went on a hunger strike, which gained lots of public attention and support. She refused to eat until the 19th Amendment was passed. When news of her hunger strike became known, more people joined the movement for women's suffrage. Finally, in 1919, seventy years after the Seneca Falls Convention of 1848, Congress voted to pass the 19th Amendment. It was ratified, or approved, by three-fourths of the states and became law in 1920. All women in every state who were 21 years old or older would now have the right to vote! Before the 19th Amendment was passed, many states had already given women the right to vote, and also the right to hold political positions, such as governor of their state. After the amendment became law, women in every state could now vote and also hold political office. We now have many women who hold high positions in state governments and the Federal Government.

4-5

Social Studies: Civics & Government, U.S. History

Who were "suffragists"?

A. men who prevented women from voting B. women who helped in American war efforts C. women who organized and fought for the right to vote D. women who ran for political office

C

What does the text describe?

A. the presidency and leadership of Woodrow Wilson B. a sequence of events leading up to the passage of the 19th Amendment C. the causes and effects of World War I D. people who were against the women's suffrage movement

B

Read the following sentences from the text. " In 1913, on the day that President Woodrow Wilson became the president of the United States, women and men held a huge parade in front of his new home, the White House, to rally for women’s right to vote in the United States. Some women were arrested and went to jail. Some were even beaten in jail. This got many citizens angry, and many men and women began to support the suffragists’ cause." Which conclusion does this information support?

A. The fight for suffrage was difficult. B. The fight for suffrage was ineffective. C. The fight for suffrage was easy. D. The fight for suffrage did not get national attention.

A

Why did the suffragists go on hunger strikes and do other things to get public attention?

A. to discourage people from supporting women's right to vote B. to get more people to support women's right to vote C. to show that women are physically strong D. to help more women realize they can be politically active

B

What is the main idea of the text?

A. In 1848, Stanton and Lucretia Mott created the Seneca Falls Convention, where 240 women and men met to make a plan of action to fight for new rights for women. B. During World War I, American women did many of the jobs that men could not do because men were away from home, fighting in the war. C. Suffragists fought hard to increase support for women's right to vote by organizing, holding parades, and going on hunger strikes. D. Before the 19th Amendment was passed, many states had already given women the right to vote, and also the right to hold political positions.

C

Read the following sentences from the text. " Many other women’s groups joined them, and eventually these groups established a new organization, 'The National Woman Suffrage Association.' These women fought hard to have Congress and the states pass an amendment to the United States Constitution that would give women citizens of voting age the right to vote." Based on the text, what does the word "establish" most nearly mean?

A. destroy B. form C. make faster D. grow

B

Choose the answer that best completes this sentence below. The National Women's Party took bold actions to get more support for women's right to vote. ________, they marched and gave out flyers to people on the streets.

A. Therefore B. However C. Furthermore D. Specifically

D

Iranian Food

Chelo-kebab is the national dish of Iran, which comes as no surprise. Not only is this dish extremely popular throughout Iran, but also its flavors are absolutely delicious. Chelo kabab is made up of tender meat, saffron rice, and juicy grilled tomatoes. There are many variations of this dish. One variation is called koobideh, which is a kebab of ground meat with onion and spices. Another variation is joojeh, which is a kebab of marinated chicken. In Tehran, there are hundreds of restaurants that serve these variations of chelo-kebab. Is there a specific variation you would like to try? Another famous dish in Iran is tahdig. This dish refers to a type of rice preparation. Relative to the traditional preparation of rice, which simply requires boiling the rice in water, preparing tahdig is very time-consuming. Before cooking the rice, the chef needs to let it sit in water for one hour. Soaking the rice guarantees that the individual grains of rice will be separate. This separation is required for a good tahdig. After soaking, the rice is cooked in a pot. If the tahdig rice is prepared correctly, then the rice should be crispy and golden at the bottom of the pot. In addition to being delicious, some types of Iranian food serve as symbols. Ash e Reshteh is a noodle and bean soup that signifies good luck. The noodles in this soup represent the different paths a person can take in life. The reason it holds this meaning is that the noodles were initially transported along a path from China to Iran. This soup is often served before a person leaves the country or goes off on a journey. Ash e Reshteh is also served during the Persian new year.

4

Social Studies: Geography, Societies & Culture

What do Chelo-kebab, tahdig, and Ash e Reshteh all have in common?

A. They are all symbols. B. They are all ingredients. C. They are all Iranian dishes. D. They are all types of kebabs.

C

What does this text describe?

A. This text describes three popular Iranian dishes, Chelo-kebab, tahdig, and Ash e Reshteh. B. This text describes the step-by-step instructions of how to make Ash e Reshteh. C. This text describes the healthiest and most unhealthy dishes you can order at restaurants in Iran. D. This text describes the many different types of food served during the Persian new year.

A

Preparing tahdig is very time-consuming. What evidence from the text supports this sentence?

A. The rice should be crispy and golden at the bottom of the pot. B. Separation is required for a good tahdig. C. In addition to being delicious, some types of Iranian food serve as symbols. D. Before cooking the rice, the chef needs to let it sit in water for one hour.

D

Based on the information in the text, what dish would be good to eat before someone traveled to a new country?

A. tahdig B. Chelo-kebab C. Ash e Reshteh D. koobideh

C

What is the main idea of this text?

A. This text is about the different types of kebabs that are variations of Chelo-kebab, the national dish of Iran. B. This text is about the taste and process of cooking some of the most popular and delicious Iranian dishes. C. This text is about the many types of Iranian food that can serve as symbols, such as good luck. D. This text is about tahdig and the best way to get the perfect crispy and golden rice at the bottom of a pot.

B

Rumspringa

The Amish are a traditional Christian group that lives in isolation from modern society. The Amish people live simply and do not use modern technology. As a result, their way of life is very unique. Instead of using cars as their central means of transportation, they use horse-drawn buggies. Amish communities do not rely on electricity either, which drastically affects how they execute daily activities. For instance, Amish people cannot use freezers to prevent their food from going bad. Televisions, which are typically powered by electricity, are also not a source of entertainment for these communities. There is a period of time where Amish teenagers are given the opportunity to experience life in modern society. This period is referred to as Rumspringa, which is a coming-of-age tradition that lasts for ten years. When Amish teenagers turn sixteen, they begin their Rumpsringa. During this ten-year period, they can leave their Amish homes on the weekends. Watching television and driving cars are finally permitted for these Amish teenagers. Rumpspringa is a way for the Amish youth to see what life is like outside of their immediate community. Once they turn twenty-six, they have to choose whether or not to return and fully immerse themselves in Amish life. When someone decides to leave the Amish community, they are often shunned by their families. The Amish believe that if people do decide to return home, they will be stronger and more faithful members of the church.

4

Social Studies: Geography, Societies & Culture

What is Rumspringa?

A. a traditional Christian group that lives in isolation from modern society B. the process of getting shunned by your family if you decide to leave the Amish community C. a time when Amish teenagers can experience life in modern society D. the process of becoming stronger and more faithful members of church

C

What does this text describe?

A. This text describes the reason Amish people chose to live without modern conveniences. B. This text describes the Amish lifestyle and the 10-year period after Amish teenagers turn sixteen, called Rumspringa. C. This text describes the difficulty that 26-year-old people face when deciding whether to leave the Amish community or go home. D. This text describes the way people in modern society treat the Amish people.

B

The Amish people live simply and do not use modern technology. What evidence from the text supports this statement?

A. Instead of using cars as their central means of transportation, the Amish use horse-drawn buggies. B. The Amish way of life is very unique. C. The Amish believe that if people do decide to return home, they will be stronger and more faithful members of the church. D. When someone decides to leave the Amish community, they are often shunned by their families.

A

Based on the information in the text, how would someone expect to feel if he or she were forced to live in an Amish community at age 16?

A. comfortable B. challenged C. normal D. wealthy

B

What is the main idea of this text?

A. Amish people believe that if someone decides to return home to the Amish community, then he or she will be a stronger and more faithful member of the church. B. The Amish way of life is very unique. Instead of using cars as their central means of transportation, they use horse-drawn buggies. Amish communities do not rely on electricity either, which drastically affects how they execute daily activities. C. Amish teens can finally watch television, drive cars, and do other things in modern society when they turn 16. D. For the Amish people, Rumspringa occurs from the ages of 16 to 26. This is when they are given the opportunity to experience modern society. However, if they do not return at 26, they are often shunned for life.

D

Sadeq Hedayat

Sadeq Hedayat was born on February 17, 1903, in Tehran, Iran. He was born into a very wealthy family and had the opportunity to travel abroad. For his secondary education, Hedayat studied French and attended a French school. After graduating from this school, he went on to study dentistry and later engineering in Europe. When he was in Europe, he became familiar with literature from around the world. Kafka, a novelist from Prague, was one of his favorite authors. Kafka’s works, which are known for creating nightmarish worlds with absurd characters, definitely had an influence on Hedayat’s own writing. He enjoyed reading Kafka so much that he began translating some of his works into Persian. Hedayat was also influenced by Rainer Maria Rilke, an intense poet who frequently wrote about death. The Blind Owl, published in 1937, is arguably Hedayat’s most famous work. The narrator, who is also the protagonist of this novella, is a painter who experiences nightmares about death. The narrator reveals his nightmares to a shadow on his wall. This shadow looks like an owl. The absurd nature of this novella reflects Hedayat’s pessimistic and absurd outlook on the world. Hedayat was plagued by the idea that he could not bring about positive change in Iran. Hedayat was upset with the political system in Iran and his stories often reflected his frustration with the lack of outrage in Iran. Likewise, his stories were also rooted in a sense of loneliness and deep sadness.

4

Social Studies: Geography, Societies & Culture, World History

What was Sadeq Hedayat's outlook on the world?

A. happy and positive B. hesitant and fearful C. annoyed and impatient D. pessimistic and absurd

D

What does this text describe?

A. This text describes the transition Sadeg Hedayat made from being a student in France to studying dentistry and engineering in Europe. B. This text describes the way Sadeg Hedayat was influenced by other authors and how he would use this influence in his writing. C. This text describes the process Sadeg Hedayat went through to translate Kafka's work into Persian. D. This text describes the life of Rainer Maria Rilke, an intense poet who frequently wrote about death and greatly influenced Sadeg Hedayat.

B

Kafka, a novelist from Prague, was one of Sadeq Hedayat's favorite authors. What evidence from the text supports this statement?

A. Kafka’s works are known for creating nightmarish worlds with absurd characters. B. Kafka was an author born in prague. C. Hedayat enjoyed reading Kafka so much that he began translating some of his works into Persian. D. Hedayat was also influenced by Rainer Maria Rilke, an intense poet who frequently wrote about death.

C

Read these sentences from the text: "Hedayat was plagued by the idea that he could not bring about positive change in Iran. Hedayat was upset with the political system in Iran and his stories often reflected his frustration with the lack of outrage in Iran." What can be concluded about how Hedayat felt living in Iran based on this text?

A. okay B. excited C. scared D. unhappy

D

What is the main idea of this text?

A. Sadeq Hedayat's writing was influenced by authors who wrote about nightmarish worlds and death. Hedayat mostly wrote stories rooted in loneliness and sadness that reflected his pessimistic outlook on the world. B. Sadeq Hedayat became an author only after first traveling abroad, studying French while attending a French school, and studying dentistry and engineering in Europe. C. Sadeq Hedayat's most famous work, The Blind Owl, was published in 1937 and discusses a protagonist who is a painter that experiences nightmares about death. The narrator revelas his nightmares to a shadow on his wall. D. One of Sadeq Hedayat's favorite authors was Kafka. Kafka was extremely influencial to Hedayat's writing. He enjoyed reading Kafka so much that he began translating some of his works into Persian.

A

Rock Art

Imagine a painting. What do you think of? You most likely thought of a canvas painting. Canvas is a cloth material, and it is stretched across wooden frames to make a surface to paint on. You probably did not think of a rock painting, but this type of painting is a very important form of art. Most art historians believe that the invention of rock art was a transition point in the history of art. As one of the earliest known art forms, rock art may have been a way for prehistoric people to communicate through symbols and pictures. It also shows that these early artists tried to record their ways of life. Some of the earliest rock art is located in Africa. Some of these rock art paintings were painted around 10,000 years ago! Pictures of humans and animals decorate the walls of these caves. These rock art paintings often depict hunting scenes. This has helped historians understand what hunting may have been like for prehistoric peoples.

4

Social Studies: Geography, Societies & Culture, World History

According to the text, what is one of the earliest known art forms?

A. canvas paintings B. rock art C. sculptures D. pencil drawings

B

What does the text describe?

A. rock art paintings in Africa B. rock art paintings in Australia C. rock art paintings in Asia D. rock art paintings in Europe

A

Read the following sentences from the text. " Some of these rock art paintings were painted around 10,000 years ago! Pictures of humans and animals decorate the walls of these caves. These rock art paintings often depict hunting scenes. This has helped historians understand what hunting may have been like for prehistoric peoples." What conclusion about people who lived 10,000 years ago does this information support?

A. They bought food in stores. B. They didn't make rock art. C. They made canvas paintings. D. They hunted.

D

The text contains a photograph of rock art at Twyfelfontein, Namibia. Based on the text and photograph, what does this photograph most likely show?

A. emotions felt by prehistoric people in that area B. societies formed by prehistoric people in that area C. animals hunted by prehistoric people in that area D. the inspiration for the first canvas painting

C

What is the main idea of this text?

A. Hunting scenes are a common theme in rock art found around the world. B. Rock art, one of the earliest forms of art, may have been a way for prehistoric people to communicate and record their ways of life. C. Africa has rock art that may have been painted as early as 10,000 years ago. D. There have been several major transitional points in art history, and the invention of rock art was one of these points.

B

Russian Folklore: Baba Yaga

Baba Yaga is one of the most famous characters in Russian folklore. Her origin is debated, but many people believe that she comes from ancient Slavic storytelling. During this pre-Christian period, her character was thought to have symbolized a type of evil being that had godly power and the ability to control fate. In recent Russian history, Baba Yaga is used in stories to emphasize the importance of polite manners and respect for elders. If you approach her in an impolite fashion, then she can be evil and dangerous. Baba Yaga is most often portrayed as an old woman who lives deep in the forest in a rickety cottage. Most tales describe her cottage as sitting on four hen’s legs and surrounded by a fence of skulls. Other tales describe the cottage as extremely unstable, spinning around with every gust of wind. Baba Yaga’s appearance is just as odd. Her teeth are pointed, sharp, and often so long that they cover her lips. Despite her ferocious-looking teeth, Baba Yaga usually looks like she hasn’t eaten anything in years. She is often described as looking like skin and bones. But her skinny body hides her amazing power. Not only does she control time, but Baba Yaga also has the power to change the weather. She can even decide if the sun will shine during the day or if the moon will appear during the night! In most tales, Baba Yaga is pictured with a mortar and pestle, kitchen tools that are used to grind and crush food. Baba Yaga does not follow this tradition. Instead, she flies through the sky in the mortar and uses the pestle to steer. If she’s not traveling in her mortar and pestle, Baba Yaga can sometimes be found riding her fire-breathing horse!

4

Who is Baba Yaga?

A. one of the most famous characters in Russian folklore B. one of the most famous people in Russian history C. one of the most famous characters in western European folklore D. one of the most famous characters in Chinese folklore

A

What does the text describe?

A. how Baba Yaga compares to other characters in Russian folklore B. different themes reflected in Russian folklore C. how Baba Yaga compares to characters in American folklore D. how Baba Yaga is portrayed in Russian folklore

D

Read the following sentences from the text. Her teeth are pointed, sharp, and often so long that they cover her lips. Despite her ferocious-looking teeth, Baba Yaga usually looks like she hasn’t eaten anything in years. She is often described as looking like skin and bones. Which statement about Baba Yaga's appearance does this information support?

A. She looks kind and beautiful. B. She looks normal and friendly. C. She looks peaceful and wise. D. She looks odd and scary.

D

Based on the text, how might Baba Yaga stories probably make kids feel?

A. happy B. fearful C. funny D. bored

B

What is the main idea of this text?

A. Baba Yaga is a famous character in Russian folklore who is often portrayed as an odd, old woman with amazing power. B. In ancient Slavic storytelling, Baba Yaga symbolized a type of evil being that had godly power and the ability to control fate. C. In Russian folklore, the character Baba Yaga can control time and change weather. D. The portrayal of Baba Yaga's cottage changes from tale to tale in Russian folklore.

A

Jazz

Jazz is a famous and beloved style of music that rose with the Harlem Renaissance. It was a very innovative form of music. It was not quite like any music form that came before it. However, it did rely on earlier music styles. African American musicians mixed elements of European music and African music to create jazz. One of the most famous characteristics of jazz music is improvisation. Improvisation is when musicians make up the music as they play it. Since improvisation is a characteristic of jazz music, jazz musicians often have the freedom to change up the music they are playing. In fact, jazz music is free to be changed in the middle of a performance! A strong jazz musician must, therefore, be able to think and create music quickly. There were many jazz musicians during the 20th century. One of the most popular jazz artists was Louis Armstrong. Have you ever heard of the song "What a Wonderful World"? Well, that was once sung by Louis Armstrong! He is also famous for his ability to improvise on the trumpet. Another famous jazz performer was Billie Holiday. She was a singer who could improvise with her voice. She is remembered for singing with emotion and passion.

4-5

Social Studies: World History

According to the text, what is a famous style of music that rose with the Harlem Renaissance?

A. Rock B. Jazz C. Hip-hop D. Salsa

B

What does the text describe?

A. improvisation in jazz music B. different instruments used to make jazz music C. the career of Billy Holiday D. the history of the Harlem Renaissance

A

Read the following sentences from the text. " Improvisation is when musicians make up the music as they play it. Since improvisation is a characteristic of jazz music, jazz musicians often have the freedom to change up the music they are playing. In fact, jazz music is free to be changed in the middle of a performance!" Based on this information, what can be concluded about who would make a good jazz musician?

A. someone who has a deep, passionate voice B. someone who is shy and loves writing music C. someone who prefers to perform alone D. someone who can think and create music quickly

D

Why does the author describe jazz as "innovative"?

A. because jazz music can be made by musicians playing instruments and singing B. because it's not quite like any music form that came before it C. because it was inspired by earlier music styles D. because it can have slow and fast rhythms

B

What is the main idea of this text?

A. Jazz was an innovative music form that rose with the Harlem Renaissance and that features improvisation. B. African American musicians mixed elements of European music and African music to create jazz. C. Billy Holiday was a singer who could improvise with her voice and sing with emotion and passion. D. Jazz musicians have the freedom to change up the music they are playing, so they must be able to think and create music quickly.

A

Ivory Art

Do you know what material makes up elephant tusks? It is called ivory. Ivory is an extremely valuable material and is in high demand. One of the reasons it is so valuable is that there are only so many elephants in the world. People who seize ivory from elephant tusks usually kill the elephant in the process, but recent laws have made it illegal to murder elephants in some African countries. If too many people participated in this type of behavior, elephants would eventually go extinct. As the supply of ivory decreases, however, the demand for it goes up. This means that people who illegally kill elephants for ivory end up making a lot of money. But between the seventeenth century and the twentieth century, ivory trade was legal. Ivory was used to make piano keys, so the demand for ivory rose as the piano became more popular in Europe. Ivory art objects, such as tusks carved with geometric patterns, also played a large role in the trade between African and Western markets.

4

Social Studies: Geography, Societies & Culture

What material makes up elephant tusks?

A. gold B. silver C. bronze D. ivory

D

The text describes the effect of the piano's growing popularity in Europe on the demand for ivory. What was this effect?

A. The demand for ivory decreased. B. The demand for ivory increased. C. The demand for ivory stayed the same. D. The demand for ivory decreased then increased.

B

Read the following sentences from the text. " People who seize ivory from elephant tusks usually kill the elephant in the process, but recent laws have made it illegal to murder elephants in some African countries. If too many people participated in this type of behavior, elephants would eventually go extinct. As the supply of ivory decreases, however, the demand for it goes up." Based on this information, what can be concluded about the effect of laws banning the murder of African elephants on the ivory business?

A. They may increase the ivory supply. B. They may decrease the ivory demand. C. They may decrease the ivory supply. D. They may increase both the ivory supply and demand.

C

Based on the text, what might threaten African elephants?

A. a decrease in popularity of objects made from ivory B. an increase in popularity of objects made from ivory C. an increase in popularity of objects made from wood D. a decrease in popularity of objects made from metal

B

What is the main idea of this text?

A. Ivory is a very valuable material made from elephant tusks that is in very high demand. B. Recent laws have made it illegal to murder elephants in some African countries C. Between the seventeenth century and the twentieth century, ivory trade in Africa was legal. D. Ivory art objects played a large role in the trade between African and Western markets.

A

Rainforests in Guatemala

Guatemala is famous for its amazing biodiversity. Many exotic species of animals and plants live in this biodiverse country. The Peten region in Guatemala is known world-wide for its tropical rainforests. Its rainforests are so dense and thick that it is extremely difficult to move through. The Mayans, who lived in these rainforests for many years, were able to adapt to these rainforests however. In fact, these rainforests provided many natural resources for the Mayans, which helped them survive and grow as a society. Over the years, many people have tried to make money off of Guatemala's natural resources. In the 20th century, the slash-and-burn technique was used to clear out the forest. When the trees were burned down, the ash would be used as a fertilizer to help plants grow. This technique has hurt Guatemala's biodiversity. Because of techniques like slash-and-burn, Guatemalan leaders set up some national parks. National parks are protected from outside tampering, so people cannot cut down trees or use the slash-and-burn technique to clear the forest. Guatemalan leaders hope that by setting up national parks, the rainforest's biodiversity will be preserved.

4

Social Studies: Geography, Societies & Culture, World History

What is the Peten region in Guatemala known for?

A. coastal deserts B. temperate forests C. tropical rainforests D. subtropical savannas

C

How did the natural resources in the Peten rainforests affect Mayans?

A. They made it hard for Mayans to survive there. B. They helped Mayans survive and grow. C. They inspired delicious and healthy recipes. D. They helped Mayans become doctors.

B

Read the following sentences from the text. “Over the years, many people have tried to make money off of Guatemala's natural resources. In the 20th century, the slash-and-burn technique was used to clear out the forest. When the trees were burned down, the ash would be used as a fertilizer to help plants grow. This technique has hurt Guatemala's biodiversity.” What conclusion can you draw from this evidence?

A. Although slash-and-burn created fertilizer for plants, it hurt Guatemala’s rainforests overall. B. The slash-and-burn technique is good for Guatemala’s rainforests to grow even more biodiversity in the dense rainforests. C. Guatemalans must have beautiful gardens in their neighborhoods because they have some of the best fertilizer. D. Fertilizer can’t be used in rainforests because it doesn’t work well on the plants that grow there.

A

According to the text, why are Guatemala’s national parks important?

A. They help attract tourists to visit Guatemala and spend money there so businesses can grow and succeed. B. They are open for field trips so Guatemalan children can learn all about Guatemala’s rainforests and biodiversity. C. The Guatemalan government spent a lot of money to build the parks so that Mayans could live in a protected place. D. They help preserve the biodiversity of Guatemala’s rainforests so they can continue to be used in the future.

D

What is the main idea of this text?

A. Guatemala is famous for its rainforests and its biodiversity, and the government is trying to protect these rainforests from slash-and-burn techniques by creating national parks. B. People who wanted to make money from Guatemala’s natural resources used the slash-and-burn technique and used the ashes as fertilizer, but this technique can hurt Guatemala’s biodiversity. C. Mayans were able to adapt over time to live in the dense, thick rainforests of Guatemala so that the rainforest’s natural resources helped them survive and grow as a society. D. The Guatemalan government has set up national parks that are protected from people who want to cut down trees in order to help restore Guatemala’s biodiversity.

A

From Tsardom to Communism

From 1547 to 1917, Russia was ruled by tsars. A tsar was the head monarch, a leader who possessed unparalleled power. The first official tsar of Russia was Ivan IV. He is referred to as ‘Ivan the Terrible’ because he ruled with violence and was ruthless to his opponents. Ivan’s goal was to create a central government, and he was prepared to do anything to reach that goal. He did this by introducing new laws, raising taxes, and most importantly, weakening the Russian nobility, a class of wealthy citizens that had a great deal of political control and authority. While Ivan the Terrible was able to centralize his power, his policies were detrimental to the livelihood of most Russians. As a result of his reign, Russia entered into an age called “The Time of Troubles.” During this period, starvation and civil war plagued Russia. “The Time of Troubles” came to a close with the establishment of the Romanov dynasty, the ruling royal family. The first Romanov ruler, Mikhail the First, was crowned on July 22nd, 1613. As opposed to Ivan the Terrible, Tsar Mikhail was known to be a gentle leader. Although he passed away at 49 years old, his reign marked a new era of prosperity. In fact, the Romanovs were in power for 300 years and are remembered as being a strong dynasty. Some citizens did not agree with this opinion and sought to end Romanov rule. These people felt that the Russian dynasty was only beneficial for the rich, and they were tired of working for such small wages. This discontentment boiled over in 1917 when there was a revolution that overthrew the last tsar, Nicholas II. With this revolution, the communist group, called the Bolsheviks, took power and tried to implement a communist form of government. The Bolshevik’s leader was Vladimir Lenin, and he went on to create the Union of Soviet Socialist Republics, which is commonly known as the USSR. Lenin and the Bolsheviks believed that there should be no private property. Instead, every citizen would work for the government which would reward each worker with fair wages.

4

Social Studies: Civics & Government, World History

Who ruled Russia from 1547 to 1917?

A. Ivan IV B. Communists C. tsars D. Russian nobility

C

This text describes a sequence of events. Which of these events happened first?

A. Some citizens decided to overthrow the Russian tsar. B. Ivan the Terrible centralized his power with a violent reign. C. Mikhail the First was crowned as Tsar of Russia. D. A communist group called the Bolsheviks took power in Russia.

B

The rules of different tsars of Russia had different impacts on the people who lived there. What evidence from the text supports this conclusion?

A. Ivan the IV’s goal as tsar was to centralize power, while Mikhail the First had different goals for his reign. B. Ivan the IV’s reign led to a time of great trouble in Russia, while Tsar Mikhail’s reign led to an era of prosperity. C. Ivan the IV was the very first tsar of Russia, while Mikhail the First was the first Romanov tsar of Russia. D. Ivan the IV was a violent and ruthless leader, while Mikhail the First was a gentle leader.

B

Why might people in Russia have supported the communist Bolsheviks in trying to overthrow the Romanov dynasty?

A. They wanted to start their own dynasty of tsars in order to have as much power as possible. B. They were unhappy with the violent and ruthless rule of their tsar and the period of starvation and civil war that it caused. C. They were happy with the rule of the Romanovs, but thought it was time for another group of people to have a chance at ruling the country. D. They did not believe they were getting the benefits and prosperity that wealthy people in Russia were getting under the rule of the Romanovs.

D

What is the main idea of this text?

A. Ivan the IV and Mikhail the First were both important tsars in Russia who possessed unparalleled power in the country. B. Russia was ruled by tsars for a long time until a communist group overthrew the last tsar and put a communist government in place. C. Under the communist government in the USSR, every worker received fair wages from the government. D. The tsars who ruled Russia caused long periods of trouble, including periods of starvation and civil war.

B

Quinceañeras

Quinceañeras, large celebrations dedicated to girls’ 15th birthdays, are popular in Latin America, the Caribbean, and Mexico. Quinceañeras are more than just glorified birthday parties, however. These celebrations also have religious and familial significance. In fact, quinceañeras begin with a mass that the family attends. There is a reception following the mass, where festive music, dancing, and food abound. One of the most important dances of the reception is a waltz-style dance that the birthday girl usually choreographs before the reception. In addition to family members, there are many friends present at the reception. The birthday girl is accompanied by her damas, or maids of honor, and chambelanes, or chamberlains. They usually take many photographs together, with the birthday girl as the central focal point of most photos. After all, she is the most important girl at the party! As you can see in the provided photos, the entourage's outfits are often color-coordinated and the birthday girl's dress is often elaborate.

4

Social Studies: Geography, Societies & Culture

What is a quinceañera?

A. a dance B. a party dress C. a holiday D. a birthday celebration

D

What does this text describe?

A. This text describes the birthday girl's damas and chambelanes. B. This text describes a waltz-style dance . C. This text describes what happens at a quinceañera. D. This text describes the dress girls wear at their quinceañeras.

C

In addition to family members, there are many friends present at the reception. What evidence from the text supports this statement?

A. "There is a reception following the mass, where festive music, dancing, and food abound." B. "The birthday girl is accompanied by her damas , or maids of honor, and chambelanes , or chamberlains." C. "Quinceañeras begin with a mass that the family attends." D. "Quinceañeras are more than just glorified birthday parties, however. These celebrations also have religious and familial significance."

B

Based on evidence from the text, what word would you use to describe the atmosphere of a quinceañeras?

A. exciting B. slow C. boring D. simple

A

What is the main idea of this text?

A. The birthday girl at a quinceañera is accompanied by her damas , or maids of honor, and chambelanes , or chamberlains. B. During quinceañeras, the birthday girl has to be the central focal point of most photos taken because she is the most important girl at the party. C. A quinceañera is a large celebration for a girl's 15th birthday where family first gathers for mass, and then friends join later for a reception. D. A quinceañera begins with a mass with family members because it has religious and familial significance.

C

Geography of Southern Africa

Southern Africa has a variety of climates and land features. Much of the land is rolling savannas. Other areas have mountains. The southwestern tip of Africa has a climate similar to that of northwest Africa, with warm, rainy winters and hot, dry summers. Southern Africa is also home to Africa’s second major desert (with the first being the Sahara). The Kalahari Desert is located in the present-day countries of Namibia, Botswana, and South Africa. It is covered with red soil and dry grasses. It is difficult to grow anything in the Kalahari because there is so little water. Still, wild animals such as meerkats, wildebeests, zebras, giraffes, and elephants live there. Some Khoikhoi and San peoples still survive in the Kalahari Desert by hunting, gathering, and herding. Others have been forced to move to villages. Most of the land east of Africa’s central rainforests is savanna. However, the highest mountain in Africa is also found here. This mountain, Mount Kilimanjaro, is located in the country of Tanzania. Mountains are also found along Africa’s southern coast.

4

Social Studies: Geography, Societies & Culture

What makes up much of the land in southern Africa?

A. savannas B. glaciers C. deserts D. rainforests

A

How does the text describe the Kalahari Desert?

A. as home to Mount Kilimanjaro, the continent's tallest mountain B. as covered with red soil and dry grasses, and with little water C. as having many tall trees and a high amount of rain each year D. as home to starfish, crabs, shrimp, lobster, and jellyfish

B

Read the following sentences from the text. “It is difficult to grow anything in the Kalahari because there is so little water. Still, wild animals such as meerkats, wildebeests, zebras, giraffes, and elephants live there. Some Khoikhoi and San peoples still survive in the Kalahari Desert by hunting, gathering, and herding. Others have been forced to move to villages.” What conclusion can you draw from this evidence?

A. If you live in the Kalahari Desert, you must live in a village. B. The San peoples had to leave the Kalahari Desert for food. C. It is difficult for people to live in the Kalahari Desert. D. Only animals, like zebras, can survive in the Kalahari Desert.

C

What kinds of land features could you find if you traveled east from the rainforests in central Africa?

A. Africa’s two major deserts, the Sahara and Kalahari Deserts B. the countries of Namibia, Botswana, and South Africa C. grassy plains, tropical forests, and alpine forests D. savannas and Mount Kilimanjaro, the continent's tallest mountain

D

What is the main idea of this text?

A. The Sahara Desert is the first major desert and the Kalahari Desert is the second major desert in the continent of Africa. B. Thousands of tourists visit southern Africa each year to climb Mount Kilimanjaro, the highest mountain on the African continent. C. Southern Africa is mostly rolling savannas and has a climate that is warm and rainy in the winters and hot and dry in the summers. D. The geography of southern Africa has a variety of land features, including savannas, the Kalahari Desert, and some mountains.

D

How Animals Survive on Mountains

An old tall tale says that mountain animals, such as goats, are born with the legs on one side of their bodies longer than the ones on the other side. The idea is that this would make it easier for them to walk along steep mountain slopes. If you think about it, though, there would be one big drawback to such an arrangement. The animal could only move in one direction! If it turned around so that its short legs were on the downhill side, it would tip over and tumble down the mountain! Animals such as mountain goats and sheep have bodies that make it easier for them to get around. For example, their hooves have sharp edges that help them grip the steep mountainside. Mountain goats are probably the most surefooted of the mountain animals. Goats sometimes walk out onto a narrow ledge. When the ledge ends, the goats rise up on their back legs, turn around, and walk back. Cool Facts About Mountain Animals: Mountains can get very cold, especially in winter. Mountain animals need a way to survive the cold weather. Animals can deal with that problem in four ways: 1. They can move down the mountain to where it is warmer and there is more shelter. 2. They can grow heavy coats to keep them warm. 3. They can find shelter underground or under the snow. 4. They can hibernate. Most large mountain animals spend the winter lower down the mountain. In the Rockies, elk and bighorn sheep move farther down. There, they find shelter from the cold and wind among trees and bushes. Mountain goats, on the other hand, stay high up. They have two layers of fur to keep them warm. One is a soft, woolly undercoat. The other layer is a longer, shaggy outer coat. In the spring and summer, they shed large parts of these coverings. They end up looking rather untidy. The meadow vole also stays high up in the mountains. A vole is a small animal similar to a mouse. The vole digs tunnels under the snow. It lives underground during the winter. The snow keeps the wind and cold away. Some animals, such as ground squirrels, survive by hibernating. They spend the summer and fall eating lots of food. The food is stored as fat in their bodies. In the late fall, they go into their holes and sleep. Slowly their bodies cool off until they are the same temperatures as the hole, about 45°F (7°C) to 50°F (10°C). Their heartbeats and breathing slow down. Their bodies need less energy and can live off their stored body fat.

4

Science: Earth & Space Science, Life Science

What animals have hooves with sharp edges to help them grip steep mountainsides?

A. sheep and mountain goats B. horses and cows C. deer and mountain goats D. sheep and gazelles

A

What does the author list in the section "Surviving the Cold?"

A. different places that animals live B. different types of birds that hibernate C. different styles of bird nests D. different ways that animals stay warm

D

Read the following sentences from the text. "Most large mountain animals spend the winter lower down the mountain. In the Rockies, elk and bighorn sheep move farther down. There, they find shelter from the cold and wind among trees and bushes. Mountain goats, on the other hand, stay high up. They have two layers of fur to keep them warm. One is a soft, woolly undercoat. The other layer is a longer, shaggy outer coat. In the spring and summer, they shed large parts of these coverings. They end up looking rather untidy." What can you conclude based on this information?

A. All animals need to move down the mountain in the winter, whether they have one or two coats of fur. B. Small are usually best at staying warm during mountain winters, so larger animals are always cold. C. Animals that have two layers of fur in the winter don't need to move down the mountain to stay warm. D. It's safest for most animals to try to hibernate for the whole winter even if they have a winter fur layer.

C

What is different about the ways that ground squirrels and voles survive the cold in the winter?

A. Ground squirrels have a winter fur layer, while voles do not. B. Ground squirrels hibernate, while voles live in tunnels underground. C. Ground squirrels live in tunnels underground, while voles hibernate. D. Ground squirrels move farther down the mountain, while voles have a winter fur layer.

B

What is the main idea of this text?

A. Animals that live on mountains have special features that help them survive the cold and get around on steep mountainsides. B. Ground squirrels are one animal that hibernates during the winter, meaning they sleep underground. C. Some animals like mountain goats have two layers of fur, one of which is designed to keep them extra warm. D. In the Himalayas, the ways that animals survive the winter are very different than in other mountains.

A

Polynesian Mythology

Polynesia, a region in the Pacific Islands, has a very interesting tradition of mythology. Although the Polynesian islands are geographically spread out, there are a few gods and goddesses who were once worshipped across these islands. The most important and most powerful of the Polynesian gods are Father Sky and Mother Earth. It is believed that both gods were the original creators. Father Sky and Mother Earth were the sources of all life. Another famous god in Polynesian mythology is Maui, a trickster known for his strength and wisdom. He always carries around his magic hook, which he uses to slow down the sun's arc. This means that the sun shines for longer. People believe that Maui was also able to create the Polynesian islands with his hook. Maui continues to enjoy a great deal of popularity, and a recent blockbuster movie made him world famous. Can you think of the movie? It's Moana!

4

Social Studies: Geography, Societies & Culture, World History

Where is the region of Polynesia located?

A. in the Mediterranean Sea B. in the Caribbean Sea C. in the North Pole D. in the Pacific Islands

D

The text describes different gods in Polynesian mythology. How does the text describe the god named Maui?

A. He is an original creator who is a source of life. B. He is a trickster known for his strength and wisdom. C. He is wise and very kind to others. D. He is strong yet cruel.

B

Father Sky and Mother Earth are important figures in Polynesian mythology. What information from the text best supports this statement?

A. It is believed that both gods were the original creators and sources of all life. B. There are a few gods and goddesses who were once worshipped across the Polynesian islands. C. Maui always carries around his magic hook, which he uses to slow down the sun's arc. D. Polynesia, a region in the Pacific Islands, has a very interesting tradition of mythology.

A

What does the story of Maui reveal about Polynesian mythology?

A. It is very realistic. B. It is fantastical. C. It is very dark. D. It is very scientific.

B

What is the main idea of this text?

A. Maui is a famous god in Polynesian mythology slows down the sun's arc with a magic hook. B. Polynesian mythology features gods and goddesses people in the Pacific Islands once worshipped. C. The most important and most powerful of the Polynesian gods are Father Sky and Mother Earth. D. The Polynesian god Maui continues to enjoy a great deal of popularity.

B

Mosques in Iran

A mosque is the place where Muslims, people who practice the religion of Islam, go to worship. Like the Christian church or the Jewish synagogue, the Islamic mosque is the building that serves as the public gathering place where worshipers can come together and pray. Since it is estimated that 99.4% of Iran’s population is Muslim, mosques can be found throughout the country. As a result, many people believe that Iran is home to some of the world’s most beautiful mosques. Sheikh Lotfallah Mosque, located in Isfahan, is arguably the most famous mosque in Iran. It was constructed between the years 1590 and 1602, which is a short time considering how awe-inspiring and intricate the structure is. The walls of the mosque are decorated with detailed mosaics. In addition to its beauty, the mosque is in a central location. The mosque sits in the middle of the maydan, which used to be the royal square of Isfahan. At the time of the mosque's construction, Isfahan was a major force in the country's economy and politics, so the fact that the mosque is located in the most visible and important location in the city indicates that this building held great importance.

4

Social Studies: Geography, Societies & Culture, World History

What is a mosque?

A. a school B. the place christians go to worship C. the place muslims go to worship D. a museum

C

What does this text describe?

A. This text describes the city of Isfahan when the Sheikh Lotfallah Mosque was being constructed. B. This text describes Islamic mosques and particularly focuses on the Sheikh Lotfa llah Mosque, the most famous mosque in Iran. C. This text describes how the mosaics on the Sheikh Lotfa llah Mosque were properly placed to create beautiful designs. D. This text describes the differences between an Islamic mosque, a Christian church, and a Jewish synagogue.

B

The Sheikh Lotfa llah Mosque held great importance. What evidence from the text supports this sentence?

A. The Sheikh Lotfa llah Mosque was constructed between the years 1590 and 1602. B. In addition to its beauty, the Sheikh Lotfa llah Mosque was located in a central location. C. The walls of the Sheikh Lotfa llah Mosque are decorated with detailed mosaics. D. The Sheikh Lotfa llah Mosque was located in Isfahan.

B

Read these sentences from the text: "At the time of the mosque's construction, Isfahan was a major force in the country's economy and politics, so the fact that the mosque is located in the most visible and important location in the city, indicates that this building held great importance." Based on the information in this text what can you conclude about Isfahan?

A. Isfahan was never an important city. B. Isfahan is a future city still being constructed. C. Isfahan used to be a large component of Iran's economy. D. Isfahan is a mosque.

C

What is the main idea of this text?

A. Mosques are found all over Iran because 99.4% of the population is Muslim. The Sheikh Lotfa llah Mosque is particularly beautiful and significant because it was built in the middle of a once powerful city. B. The walls of the Sheikh Lotfa llah Mosque are decorated with detailed mosaics, which is very awe-inspiring because the building only took twelve years to construct. C. The Islamic mosque is very similar to the Christian church or the Jewish synagogue because the building serves as the public gathering place where worshipers can come together and pray. D. At the end of the 1500s, the royal square of Isfahan was a major force in Islam's economy and politics. This is where the Sheikh Lotfa llah Mosque was built.

A

Mountain Animals

Many different animals live in the mountains. The mountain lion is the largest wild cat in North America. The mountain lion is also known as the puma, panther, cougar, or catamount. Once the mountain lion roamed all over North America. As more and more people moved into the lowlands and built towns and cities, the mountain lion was driven away. Unable to survive in the lowlands, the lions were forced to mostly live in the mountains. Guanacos (/gwah*nah*koez/) live in the Andes of South America. Guanacos are related to llamas (/lah*muz/). Guanacos are very shy. As they graze, one member of the herd stands guard on higher ground. If they are in danger, the guard gives a signal. The herd then runs away. The ibex has lived in the Alps for a long time. Its image appears in cave drawings made thousands of years ago. Its horns can grow as long as three feet (0.9 meters). Its horns are so long, it can scratch an itch on its rump with the tip of a horn! Mountain animals come in many sizes and shapes. The tiny wolf spider lives in the mountains of North America. The much bigger giant panda makes its home in the mountains of China. Many birds, such as eagles and condors, fly through the air above mountains all around the world. Some mountain animals are probably myth. Local people in the Himalayas tell stories of a huge apelike creature called the Yeti (/yet*ee/). No one has been able to prove that the Yeti is real.

4

Science: Earth & Space Science, Life Science

What is the largest wild cat in North America?

A. the mountain lion B. the tiger C. the lion D. the bobcat

A

What caused the mountain lion to mostly live in the mountains?

A. More plants were growing in the mountains. B. More people were moving to the mountains. C. There were more people living in the lowlands. D. They got too warm in the lowlands.

C

Read the following sentences from the text. "As [guanacos] graze, one member of the herd stands guard on higher ground. If they are in danger, the guard gives a signal. The herd then runs away." What can you conclude about guanacos based on this information?

A. They are usually independent animals. B. They survive by working together as a herd. C. They survive by fighting predators. D. They are not very happy animals.

B

How does this text describe the kinds of animals that live in the mountains?

A. as coming in all shapes and sizes B. as all being a type of bird C. as being very shy and hard to find D. as being myths

A

What is the main idea of this text?

A. Many different types of animals live in the mountains, including ibexes, guanacos, ibexes, and more. B. Ibexes have long horns that curl backwards from their heads. C. The most powerful kind of mountain animal is the mountain lion, which lives in North America. D. Guanacos are always in groups because that's how they stay safe in their mountain habitats.

A

Oxcarts in Costa Rica

Can you guess what an oxcart is? It’s a cart carried by an ox! In Costa Rica, it’s also a rich source of artistic tradition. The oxcart was originally used to transport crops from central Costa Rica to its coast. In addition to serving as a vehicle for transporting crops, oxcarts were often the only means of transportation for lower-income families. While the original oxcart was wooden and simple, they eventually transformed into painted artistic pieces. As a result, painted oxcarts became a source of pride for many families and communities. In fact, many regional communities in Costa Rica developed their own designs and patterns for their oxcarts. A specific design would often signify a specific region. By the early 1900s, painted oxcarts became so popular that there were national competitions dedicated to evaluating oxcarts for the quality of their construction and design. With the invention of faster and more convenient vehicles like cars, the oxcart lost its function as a means of transport. However, the oxcart’s significance as a symbol of Costa Rica and its cultural past remains.

4

Social Studies: Geography, Societies & Culture, World History

What is one way the oxcart was used in Costa Rica?

A. People used it to transport crops from central Costa Rica to the coast. B. Rich, upper-class families used it to get from one place to another. C. People used it to transport farm animals from one place to another. D. People used it to carry important works of art around.

A

What does the text describe?

A. how oxcarts were first invented B. different artistic works created throughout Central America C. the lives of lower-income families in Costa Rica D. the artistic significance of oxcarts in Costa Rica

D

Read the following sentences from the text. " As a result, painted oxcarts became a source of pride for many families and communities. In fact, many regional communities in Costa Rica developed their own designs and patterns for their oxcarts. A specific design would often signify a specific region." What can be concluded about oxcarts during this time based on this text?

A. They symbolized different historical events of Costa Rica. B. Their artistic significance decreased. C. They reflected the culture and regions of Costa Rica. D. They caused deep divisions among different regions in Costa Rica.

C

The text includes two photographs of oxcarts. What do these photographs show?

A. Oxcarts of Costa Rica can have very beautiful and complex designs. B. Oxcarts of Costa Rica can have very simple and dull designs. C. Oxcarts of Costa Rica may show people from the region they were created. D. Oxcarts of Costa Rica reflect the diversity of people around the world.

A

What is the main idea of this text?

A. The oxcart was originally used to transport crops from central Costa Rica to the coast and to transport lower-income families from one location to another. B. Oxcarts in Costa Rica were once used to transport people and crops, but eventually were transformed into art pieces that symbolize the country and its culture. C. With the invention of faster and more convenient vehicles like cars, the oxcart lost its function as a means of transport in Costa Rica. D. By the early 1900s, painted oxcarts became so popular that there were competitions in Costa Rica dedicated to evaluating oxcarts for the quality of their construction and design.

B

One Way to Find a Planet

We say that planets orbit stars, but that’s not the whole truth. Planets and stars actually orbit around their common center of mass. This common center of mass is called the barycenter. Barycenters also help astronomers search for planets beyond our solar system! Every object has a center of mass. It is the exact center of all the material an object is made of. An object's center of mass is the point at which it can be balanced. Sometimes the center of mass is directly in the center of an object. For example, you can easily find the center of mass of a ruler. Try holding your finger under the middle of a ruler in a few different spots. You'll find a spot where you can balance the whole ruler on just one fingertip. That's the ruler's center of mass. The center of mass is also called the center of gravity. But sometimes the center of mass is not in the center of the object. Some parts of an object may have more mass than other parts. A sledge hammer, for example, has most of its mass on one end, so its center of mass is much closer its heavy end. In space, two or more objects orbiting each other also have a center of mass. It is the point around which the objects orbit. This point is the barycenter of the objects. The barycenter is usually closest to the object with the most mass. Where is the barycenter between Earth and the sun? Well, the sun has lots of mass. In comparison, Earth's mass is very small. That means the sun is like the head of the sledgehammer. So, the barycenter between Earth and the sun is very close to the center of the sun. Jupiter is a lot larger than Earth. It has 318 times more mass. As a result, the barycenter of Jupiter and the sun isn’t in the center of the sun. It’s actually just outside the sun's surface! Our entire solar system also has a barycenter. The sun, Earth, and all of the planets in the solar system orbit around this barycenter. It is the center of mass of every object in the solar system combined. Our solar system’s barycenter constantly changes position. Its position depends on where the planets are in their orbits. The solar system's barycenter can range from being near the center of the sun to being outside the surface of the sun. As the sun orbits this moving barycenter, it wobbles around. If a star has planets, the star orbits around a barycenter that is not at its very center. This causes the star to look like it’s wobbling. Planets around other stars—called exoplanets—are very hard to see directly. They are hidden by the bright glare of the stars they orbit. Detecting a star's wobble is one way to find out if there are planets orbiting it. By studying barycenters—and using several other techniques—astronomers have detected many planets around other stars!

4

Science: Earth & Space Science

What is a barycenter?

A. a common center of mass around which planets and stars orbit B. a center of gravity for one object like a ruler or a sledgehammer C. a black hole in space that pulls other objects into its orbit D. the point on the sun where it has the most gravitational pull

A

What does the author compare the sun to, when describing the barycenter between Earth and the sun?

A. a ruler B. a black hole C. a boat D. a sledgehammer head

D

Scientists can figure out which object has more mass by finding the barycenter of two objects. What evidence from the passage supports this conclusion?

A. “In space, two or more objects orbiting each other also have a center of mass.” B. “Our entire solar system also has a barycenter.” C. “The barycenter is usually closest to the object with the most mass.” D. “Our solar system’s barycenter constantly changes position.”

C

Why does our solar system’s barycenter constantly move?

A. The planets in our solar system have different masses, so when they move it affects the barycenter. B. The planets in our solar system sometimes migrate to other solar systems, so the barycenter follows them. C. The sun moves once every few years, which affects the barycenter position. D. The solar system’s barycenter moves every few years for reasons scientists do not understand.

A

What is the main idea of this passage?

A. The barycenter between the Earth and the sun is very close to the sun’s center because the sun is so large. B. Every object has a center of mass, which is the point at which the object can be perfectly balanced. C. Objects in space orbit around their barycenter, and scientists use barycenters to learn more about the universe. D. Jupiter has 318 times the mass of Earth, so its barycenter with the sun is in a different place than Earth’s is.

C

Persepolis

One of the largest and most fascinating sites in Iran is the ancient ruins of Persepolis. Construction of Persepolis began in 518 BC, which means that the city is now over 2,500 years old. It is no surprise that this grand city, once famed for its enviable riches, has not remained grand. After all, such a significant amount of time has passed between its inception and its current state. Time was, however, not the only factor that contributed to its ruinous state. In 330 BC, Alexander the Great sacked this great city with his powerful army. Many scholars claim that Alexander was motivated by revenge, for around 150 years earlier, the Persians had sacked Athens, Greece, the country where Alexander was born. Other scholars are not convinced by this theory. Regardless of his initial motive, Alexander is said to have deeply regretted his destructive actions. After all, he was responsible for the ruin of Persepolis, which afterwards became known as ‘the place of the forty columns.’ Can you guess why? The only remaining structures were forty columns. It was not until 1931 that people even became aware of this site's former glory. Archaeologists soon realized that the place of forty columns had not always been a simple set of columns. In fact, golden palaces covered in beautiful engravings had once graced these grounds. Would you want to visit what now remains?

4

Social Studies: Geography, Societies & Culture, World History

What remains of Persepolis today?

A. golden palaces B. nothing C. forty columns D. twenty columns

C

What does this text describe?

A. This text describes the many places Alexander the Great's army sacked. B. This text describes why only forty columns remain in Persepolis. C. This text describes the beautiful engravings that covered the golden palaces. D. This text describes different fascinating tourist attractions in Iran.

B

A significant amount of time has passed between Persepolis's inception and its current state. What evidence from the text supports this statement?

A. Golden palaces covered in beautiful engravings had once graced these grounds. B. Construction of Persepolis began in 518 BC, which means that the city is now over 2,500 years old. C. One of the largest and most fascinating tourist attractions in Iran is the ancient ruins of Persepolis. D. Persepolis is known as ‘the place of the forty columns.’

B

Read these sentences from the text: "Many scholars claim that Alexander was motivated by revenge, for around 150 years earlier, the Persians had sacked Athens, a city in Greece, the country where Alexander was born. Other scholars are not convinced by this theory. Regardless of his initial motive, Alexander is said to have deeply regretted his destructive actions." Based on this information what can you conclude about what scholars think?

A. Scholars do not care about Persepolis. B. All scholars agree that Alexander was motivated by revenge. C. Some scholars believe Persepolis never existed. D. Scholars disagree on Alexander the Great's motive for destruction.

D

What is the main idea of this text?

A. Many people come to 'the place of the forty columns' every year to admire what was once was a grand and beautiful city. B. In 330 BC Alexander the Great's army was extremely powerful. It was powerful enough to sack the entire city of Persepolis and leave it in ruins. C. Persepolis was once a grand city with golden palaces, however, in 330 BC, Alexander the Great sacked the city with his army and now only forty columns remain. D. Construction of the golden palace filled Persepolis began in 518 BC, which means that what remains of the city is now over 2,500 years old.

C

Oceans and Seas around Africa

Africa is surrounded by water. The Mediterranean Sea borders Africa on the north. It provides the continent with an important water route to Europe and western Asia. The ancient Greeks, Romans, and North Africans used the Mediterranean Sea for trade. In the Middle Ages, Muslims from North Africa traded with people in Europe and western Asia. The stormy Atlantic Ocean borders Africa on the west. It kept Europeans away from western Africa for centuries. In the late 1400s, Europeans adapted Arab ships and technology to be able to sail the Atlantic. European explorers began to explore western and southern Africa. The Indian Ocean borders Africa on the east. It is the third largest ocean in the world. It stretches about 4,500 miles from east to west from eastern Africa to Australia. It is about 6,000 miles north to south from India to Antarctica. The Indian Ocean linked people in Africa and Asia for centuries. Traders sailed between Africa, the Arabian Peninsula, and India. In the 1400s, Chinese fleets even reached the east African coast. Madagascar is the world’s fourth largest island. It lies in the Indian Ocean about 200 miles east of the African continent. The island is almost as big as Arizona and New Mexico combined. Africans and visitors from Asia explored the island thousands of years ago. The Indian and Atlantic Oceans meet at the southern tip of Africa. It is a dangerous place for ships. The west coast of the southern part of Africa experiences many storms. Originally, Europeans called it the Cape of Storms. Later its name was changed to the Cape of Good Hope to make it sound more peaceful. The Red Sea lies off the northeastern coast of Africa. It separates the continent from Asia. The Red Sea extends northwest for about 1,200 miles from the southern edge of the Arabian Peninsula to the Sinai Peninsula in Egypt. For centuries, the Red Sea served as a major trade route between East Africa and Asia. Today, the Suez Canal links the Red and Mediterranean seas.

4

Social Studies: Geography, Societies & Culture

What body of water borders Africa on the north?

A. the Atlantic Ocean B. the Mediterranean Sea C. the Indian Ocean D. the Caspian Sea

B

West Africa is bordered by the Atlantic Ocean. How did that affect European visitors to Africa?

A. Since the Atlantic Ocean was difficult to cross, Europeans would stay in Africa for many months after they made it through on ships. B. European visitors were able to travel back and forth between Africa and their homes frequently, often visiting for a few hours before returning. C. The Atlantic Ocean kept Europeans away from Africa for many years until they were able to develop boats that could sail the stormy seas. D. It was impossible for European visitors to travel to western Africa through the Atlantic Ocean so they used airplanes for centuries.

C

Read the following sentences from the text. “The Indian Ocean linked people in Africa and Asia for centuries. Traders sailed between Africa, the Arabian Peninsula, and India. In the 1400s, Chinese fleets even reached the east African coast. Madagascar is the world’s fourth largest island. It lies in the Indian Ocean about 200 miles east of the African continent…. Africans and visitors from Asia explored the island thousands of years ago.” What conclusion can you draw from this evidence?

A. The Indian Ocean caused a war between Africa and India that was fought on Madagascar. B. Fleets from Asia would have to sail past Madagascar to reach the eastern coast of Africa. C. Madagascar is the world’s fourth largest island because it is bigger than the African continent. D. There must have been a lot of animals in Madagascar because people liked to explore it.

B

Why might Cape of Good Hope be a more peaceful name than Cape of Storms?

A. Cape of Good Hope is longer which seems more polite, while Cape of Storms is shorter and seems rushed. B. Cape of Good Hope is understood in more languages than Cape of Storms, so it feels more welcoming to other cultures. C. Cape of Good Hope was a peaceful African empire, therefore it reminds people of peace more than Cape of Storms. D. Cape of Good Hope signals a positive emotion, while Cape of Storms signals something that can be unpredictable and scary.

D

What is the main idea of this text?

A. Africa is surrounded by many different bodies of water that all had different impacts on Africa’s trade and relations with other continents. B. Today, the Suez Canal connects the Red Sea to the Mediterranean Sea and is located on the northeastern coast of Africa. C. Madagascar is an island near Africa that is the world’s fourth largest island and is almost as big as New Mexico and Arizona together. D. The water around Africa makes it a beautiful vacation spot for water sports, such as surfing, scuba diving, white water rafting, and fishing.

A

What's the Big Idea about Water?: The Amazing Water Molecule

Water may not seem special. It's clear. It has no taste. It doesn't smell like anything. But if it couldn't do the things it does, life on Earth would not exist. Water is a tiny molecule. It consists of three atoms: two of hydrogen and one of oxygen. Water molecules cling to each other because of a force called hydrogen bonding. It's the reason why water can do amazing things. Water is a shape-shifter. It exists in three states on Earth: liquid, gas, and solid:

4

Science: Earth & Space Science

What three atoms are in a water molecule?

A. two nitrogen and one hydrogen B. one carbon and two oxygen C. two hydrogen and one oxygen D. two helium and one hydrogen

C

What does the second half of the text describe?

A. how water molecules behave when they are warm or cold B. how water molecules behave in different climates C. how water molecules behave in solid, liquid, and gas form D. how water molecules behave under different lights

C

Water is a special substance because it acts differently than other substances do. What information from the passage supports this conclusion?

A. “When water freezes into a solid, it does a strange thing: it floats! (Most other solids become denser and sink.)” B. “When water molecules escape from liquid water and float into the air, they turn into an invisible gas called water vapor.” C. “Water may not seem special. It's clear. It has no taste. It doesn't smell like anything.” D. “Water molecules cling to each other because of a force called hydrogen bonding. It's the reason why water can do amazing things.”

A

What might happen on Earth if the hydrogen bonds between water molecules were too weak for water to exist as a liquid, solid, and gas?

A. Life on Earth would be better. B. Life on Earth would not exist. C. Life on Earth would be harder. D. Life on Earth would be easier.

B

What is the main idea of this passage?

A. Water molecules consist of three atoms, two hydrogen and one oxygen. B. Water molecules work in special ways that are important to life on Earth. C. The molecules in water vapor have huge spaces between them. D. Water molecules in solid water are arranged in crystal patterns.

B

The Middle Ages

If you know anything about knights, castles, or Robin Hood, then you already know something about the Middle Ages in Europe. The Middle Ages may seem to be an unusual name for a historical period—especially one that lasted for more than 1,000 years. People in the Middle Ages did not know they were in the middle of anything. They thought they were modern—just as you and I do today. In fact, the Middle Ages was not a phrase used by the people who lived during that time period. It is a term modern historians use today to refer to that time period between ancient and modern times. Life in the Middle Ages was not the same as it is now. For one thing, people who lived back then probably thought about time differently. Many people measured time by the rising and setting of the sun and the passing of the seasons. For this reason, life likely had a slower, steadier pace. In addition, there was a strong desire to honor God that appeared to transcend time. As a result, people undertook impressive, long-term projects such as building magnificent cathedrals that took centuries to complete. Language and location helped shape people’s lives, too. Because travel was so difficult, many people didn’t do it. Generally, only rich, educated people in Europe traveled. Almost everyone else stayed close to home. Although Latin was the language of both the Church and government, only select members of society could understand that language. Most people lived an isolated existence. They did not travel far from home. As a result, most people communicated using the language, or dialect, spoken in the place of their birth. As strange as it may seem to us, in certain parts of Europe villagers from places just 30 miles apart could not easily understand each other. For this reason, most people during the Middle Ages were concerned with the affairs of their village, what they owed the local lord in the way of payment, and how to ensure their place in heaven. There was another force that had a huge impact on western European society during the Middle Ages. This force came in the form of a deadly disease. The disease, called the Black Death or plague, certainly made its mark upon medieval Europe. This dreadful plague first appeared in the 500s. In the second half of the 1300s it swept through Europe once again. Spread by infected fleas that lived on rodents, the Black Death probably killed one-third of the population of western Europe. Despite conflicts and hardships, this period in history was also a time when people created impressive and inspiring architecture. Great castles and churches began to adorn the landscape. Kings, queens, and noblemen held jousts, and court jesters entertained noble families.

4

Social Studies: Geography, Societies & Culture, World History

How long did the Middle Ages last?

A. 1,000 years B. 1,000 days C. 1,000 centuries D. 1,000 hours

A

The text compares the life people live today with the life people lived during the Middle Ages. According to the text, what is one difference between life today and life during the Middle Ages?

A. Life likely had a faster pace during the Middle Ages than it does now. B. Life likely was more fun during the Middle Ages than it is now. C. Life likely had a slower, steadier pace during the Middle Ages than it does now. D. Life likely was more peaceful during the Middle Ages than it is now.

C

Most people during the Middle Ages lived an isolated existence. What information from the text best supports this statement?

A. " The disease, called the Black Death or plague, certainly made its mark upon medieval Europe." B. " They did not travel far from home. As a result, most people communicated using the language, or dialect, spoken in the place of their birth." C. " Great castles and churches began to adorn the landscape. Kings, queens, and noblemen held jousts, and court jesters entertained noble families." D. " Many people measured time by the rising and setting of the sun and the passing of the seasons. For this reason, life likely had a slower, steadier pace."

B

Examine the diagram in the text. Based on the information in the diagram and the text, what can be concluded about the lives of freemen and serfs?

A. Freeman and serfs most likely lived exciting lives. They most likely traveled to different places, learning different languages and meeting different people along the way. B. Freeman and serfs most likely lived lives filled with luxury. They most likely owned churches and built buildings with impressive architectures. C. Freeman and serfs most likely lived mysterious lives. Historians have very little information about how they lived. D. Freeman and serfs most likely lived isolated existences. They most likely did not travel far from home and were mainly concerned about the affairs of their village.

D

What is the main idea of this text?

A. Because travel was so difficult, many people didn’t travel during the Middle Ages. Generally, only rich, educated people in Europe traveled. B. Many people's lives during the Middle Ages were isolated and threatened by disease. However, this period was also a time when people built impressive architecture. C. Although Latin was the language of both the Church and government during the Middle Ages, only select members of society could understand that language. D. In certain parts of Europe during the Middle Ages, villagers from places just 30 miles apart could not easily understand each other.

B

The Night Rider

By the year 1775, tensions were high between Britain and its American colonists. Some colonists had already begun preparing for war. In Massachusetts, special troops were created to be ready to fight at a moment’s notice. The men in these units were called minutemen. The British government knew that these preparations were underway. In April 1775, the British tried to capture some weapons that members of the patriot movement had hidden in Concord, west of Boston. Approximately 700 British soldiers marched out of Boston on the night of April 18, hoping to surprise the militia in Concord. But the patriots were watching every move the British soldiers made. One of the men keeping an eye on the British was Paul Revere. He had heard that the British soldiers were getting ready to march out to Concord. He knew there were only two ways to get to Concord from Boston. One was to march there on foot. The other was to cross the Charles River in boats and then march the rest of the way. It was not possible to tell which way the British would go until they set out. Revere came up with a clever plan. He told a friend to hang lanterns in the belfry of the North Church in Boston. If the soldiers left Boston on foot, Revere’s comrade was to hang one lantern; if they set off in boats, he was to hang two lanterns. On the night of April 18, 1775, Revere’s friend ran up to the belfry and hung two lanterns. Then, Revere and several other patriots jumped into action. Revere got into a rowboat and rowed across the Charles River—right past a British warship! Once he made it across, he jumped onto a horse and set off along the same road the soldiers would be taking. Paul Revere and other riders, including William Dawes and Samuel Prescott, rode through the night to awaken the sleeping colonists. Paul Revere, well-known for the popular cry, “The British are coming!” never actually spoke those words, let alone yelled them into the darkness. Today, historians believe it is more likely he quietly warned colonists, “The regulars are coming out!” Paul Revere never made it to Concord that night. But he did ride to Lexington to warn Samuel Adams and John Hancock, who were wanted by the British and in hiding there. Because of Revere and the other riders, people who lived along the road knew the British soldiers were headed toward Concord. Hundreds of minutemen grabbed their guns and prepared to defend their homeland. The Revolutionary War was about to begin.

4

Social Studies: U.S. History

Where did the British soldiers try to march to in April 1775?

A. Lexington B. Concord C. Boston D. New York

B

This text describes a sequence of events. What event happened right before Paul Revere got into a rowboat and rowed across the Charles River?

A. Paul Revere jumped onto a horse and set off down a road. B. Paul Revere's friend hung two lanterns in the belfry of a church. C. Paul Revere woke up all the sleeping colonists to warn them. D. Hundreds of minutemen grabbed their guns and prepared to fight.

B

Please read these sentences from the text. " Revere got into a rowboat and rowed across the Charles River—right past a British warship! Once he made it across, he jumped onto a horse and set off along the same road the soldiers would be taking. Paul Revere and other riders... rode through the night to awaken the sleeping colonists." Based on this evidence, what conclusion can you draw about Paul Revere?

A. He felt that awakening the other colonists was important enough for him to put himself in danger. B. He felt more loyalty toward the British soldiers than toward the other colonists. C. He did not believe that the British soldiers would hurt anyone they met on the road to Concord. D. Awakening the colonists did not take much effort from Paul Revere and the other riders.

A

What might have happened if Paul Revere had not warned the colonists that the British were coming?

A. The colonists might have succeeded in defeating the British soldiers. B. The British may not have traveled to Concord. C. The colonists may have tried to march from Concord to Boston. D. The British might have succeeded in taking the colonists' weapons.

D

What is the main idea of this text?

A. The Revolutionary War began when minutemen in Concord grabbed their guns to fight British soldiers who were marching towards them. B. While people believe that Paul Revere yelled "The British are coming!" he more likely quietly warned colonists in a different way. C. When Paul Revere learned how British soldiers were planning to march on Concord, he warned the colonists in time for them to prepare. D. Paul Revere depended on his friend hanging lanterns in a Boston church to warn the colonists how the British would be marching to Concord.

C

The Panama Canal

The Panama Canal is a man-made waterway that cuts through the Isthmus of Panama to connect the Atlantic and Pacific Oceans. An isthmus is a very narrow strip of land that is situated between two larger landmasses. The two land masses that Panama connects are North and South America. Prior to the construction of the Panama Canal, boats trying to travel between the Atlantic and Pacific Oceans had to travel around the entire continent of South America. Because a sea route between these oceans was extremely desirable for transporting cargo via ships, the construction of this artificial canal promised to be profitable. While construction of the canal officially began in 1881 by the French, it was not until 1904, under the direction of American engineers, that the construction truly launched off. Many people were involved in building the canal, and at its peak, there were around 45,000 people working on the canal. The construction lasted for ten years, which is very quick considering the fact that the canal extends a length of 48 miles and was built during a time of limited technological capabilities. In addition to the innovative engineering required for this project, the workers needed to brave difficult conditions like poisonous snakes and treacherous mudslides. Fortunately, their work paid off. The Panama Canal turned out to cut travel time and expenses significantly. In fact, it is estimated that the construction of the Panama Canal shaved five months off the travel time required for a ship to go from New York to northern California. It drastically reduced the distance such ships needed to travel. And today, the Panama Canal remains crucial for international trade, with an estimated 12,000 ships crossing through the canal every year.

4

Social Studies: Geography, Societies & Culture, World History

The Panama Canal is a man-made waterway. Which two oceans does it connect?

A. the Atlantic and Pacific Oceans B. the Pacific and Indian Oceans C. the Atlantic and Arctic Oceans D. the Southern and Pacific Oceans

A

The text describes some effects of the construction of the Panama Canal. What is one of these effects?

A. It increased the travel time of cargo ships moving between the Atlantic and Pacific Oceans. B. It increased the expenses involved with moving cargo ships between the Atlantic and Pacific Oceans. C. It cut down the travel time of cargo ships moving between the Atlantic and Pacific Oceans. D. It decreased the number of people who moved from North America to South America.

C

The Panama Canal is important to different countries. Which information from the text best supports this conclusion?

A. The Panama Canal was built during a time of limited technological capabilities. B. An isthmus is a very narrow strip of land that is situated between two larger landmasses. C. The Panama Canal's construction required 45,000 workers at its peak. D. The Panama Canal remains crucial for international trade.

D

It is estimated that a cross continental trip from New York to northern California took 5 months longer prior to the Panama Canal. Why did it take so much longer?

A. because the boats had to be dragged over the Isthmus of Panama B. because the boats were not well made C. because the boats had to sail around the entire South American continent D. because the boats had to sail around Africa first

C

What is the main idea of this text?

A. The Panama Canal is a waterway that was constructed to connect the Atlantic and Pacific Oceans, cutting travel time and expenses. B. The construction of the Panama Canal required innovative engineering and involved dangers such as poisonous snakes and mudslides C. It is estimated that a cross continental trip from New York to northern California took 5 months longer prior to the Panama Canal. D. An isthmus is a very narrow strip of land that is situated between two larger landmasses.

A

Food Resources in the Pacific Islands

There are more than 20 countries located in the southern Pacific Ocean. These countries are known as the Pacific Island countries. These island nations have some important natural resources, with a lot of jobs based around these resources. As island nations, these countries are surrounded by a major resource—fish. Many of these countries have fishing industries. Fishers mostly catch tuna. They also catch other fish, shellfish, and crabs. Fishing is very important to a lot of these countries. It provides food and jobs for people living there. Agriculture is also very important in the Pacific Islands. Some local crops include coconut, taro, yam, and pineapple. These are all crops that grow well in the weather there. Agriculture, too, is a source of food and livelihood for local people. In fact, fishing, agriculture, and forest management are the biggest industries in the region. About 80% of Pacific Island workers have jobs in these industries! These resources and industries also benefit people beyond the Pacific Islands. The Pacific Island countries export goods like coconut products, banana, sugar products, cocoa, and frozen or canned fish around the world. These exports are especially important to Australia, France, Japan, and the United States. The Pacific Island countries are small. While they have important resources, they have just a few kinds of resources. Because of this, they import a lot of goods. Their main imports are fossil fuels, machines, transportation equipment, and food. These imports mostly come from Australia, France, Japan, and the United States. Imported food products have become popular in the Pacific Islands. Sometimes they are even cheaper than locally grown fruits and vegetables. A lot of the imported food products are less healthy, though. They are usually loaded with sugar, salt, and fat. These unhealthy imported products have become a problem in the Pacific Islands, and many people have become overweight or obese. The governments of Pacific Island countries have been encouraged to make locally grown food cheaper or easier to get. This would help fight obesity. In 2017, a region in the Pacific Island country of Vanuatu wanted to figure out a way to ban unhealthy imported food. Local authorities there have the goal of people switching to a diet of healthy options grown or sourced locally and organically. They believe this would improve the overall health of the population.

4

Social Studies: Geography, Societies & Culture

According to the text, what resource are the Pacific Island countries surrounded by?

A. jobs B. fish C. coconut D. fossil fuels

B

What does the text describe about the Pacific Island countries?

A. exported and imported food resources B. exported and imported jobs C. exported and imported unhealthy products D. exported and imported sugar, salt, and fat

A

Read these sentences from the text. As island nations, [the Pacific Island countries] are surrounded by a major resource—fish. Many of these countries have fishing industries. Fishers mostly catch tuna. They also catch other fish, shellfish, and crabs. Fishing is very important to a lot of these countries. What can you conclude based on this information?

A. Island nations are likely to have major fishing industries. B. The Pacific Island countries are mostly surrounded by shellfish. C. The Pacific Island countries have stronger agriculture than fishing industries. D. The Pacific Island countries are surrounded by water.

A

Read these sentences from the text. Imported food products have become popular in the Pacific Islands. Sometimes they are even cheaper than locally grown fruits and vegetables. A lot of the imported food products are less healthy, though. They are usually loaded with sugar, salt, and fat. These unhealthy imported products have become a problem in the Pacific Islands, and many people have become overweight or obese. . . . In 2017, a region in the Pacific Island country of Vanuatu wanted to figure out a way to ban unhealthy imported food. Local authorities there have the goal of people switching to a diet of healthy options grown or sourced locally and organically. They believe this would improve the overall health of the population. Based on this information, how much sugar, salt, and fat does locally grown or sourced food probably have?

A. Locally grown or sourced food probably does not have any sugar, salt, and fat. B. Locally grown or sourced food and the unhealthy imported products probably have the same amount of sugar, salt, and fat. C. Locally grown or sourced food probably has more sugar, salt, and fat than the unhealthy imported products. D. Locally grown or sourced food probably has less sugar, salt, and fat than the unhealthy imported products.

D

What is the main idea of the text?

A. Fishers in the Pacific Island countries often catch tuna, but they also catch other fish, shellfish, and crabs. B. The Pacific Island countries have some important natural food resources like fish and certain crops, but the countries also import many goods, including different food products. C. About 80% of Pacific Island workers have jobs in the fishing, agriculture, and forest management industries. D. Authorities in a region of Vanuatu want the people there to switch to a diet of healthy options locally grown or sourced instead of eating unhealthy imported food products.

B

Complaints, Grievances, and Preparations

In 1774, in response to rebellious acts in the American colony of Massachusetts, the British Parliament approved a series of new laws. These laws, called "the Intolerable Acts" by colonists, punished the people of Massachusetts. The colonists were very angry about these new laws. So in September, 1774, representatives from twelve of the thirteen colonies went to Philadelphia, Pennsylvania, for a meeting known as the First Continental Congress. The 56 members of the First Continental Congress drafted a list of complaints and grievances against the king and his government. They agreed that all 13 colonies would stop importing goods from Great Britain—not just tea and other items that were taxed, but all British goods. They also agreed that, unless Parliament repealed the Intolerable Acts, the colonies would stop exporting colonial goods to Great Britain. Some colonists began to think a war was unavoidable. They thought it was time to start stockpiling muskets and gunpowder. Others believed that it was not too late to patch up relations with the king and his government. Representatives from Virginia debated this issue in March 1775. Several representatives argued that Virginia should do whatever it could to keep the peace and restore good relations with the king. But others felt that it was too late for that. A country lawyer named Patrick Henry proposed that it was time to stop talking about peace and to start fighting for liberty: “Gentlemen may cry, Peace, Peace—but there is no peace. The war is actually begun! … Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish? … Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death!” —Patrick Henry Many people in Massachusetts agreed with Patrick Henry. They were organizing militias, stockpiling guns, and preparing to fight. Some of the Massachusetts militiamen were known as minutemen. These special troops were created to be ready to fight at a moment’s notice! The British government knew that these preparations were underway. In response, they sent a large army to Boston. British generals were told to confiscate any weapons they could find. They were also told to find and arrest the biggest troublemakers among the Sons of Liberty—Samuel Adams and John Hancock.

4

Social Studies: U.S. History

What did the 56 members of the First Continental Congress draft?

A. a list of ways to prepare for the war that they felt they couldn't avoid B. a list of complaints and grievances against the king and his government C. a list of reasons why the colonies should go to war with Britain D. a list of reasons why the colonies should keep the peace with Britain

B

What was one effect of Britain's approval of the Intolerable Acts?

A. Colonists decided to stop exporting colonial goods to Britain unless the acts were repealed. B. Colonists met to discuss ways to keep peace with Britain's king and government. C. Britain sent a large army to the colonies to enforce the Intolerable Acts. D. Colonists decided to only import British goods until the acts were repealed.

A

Some people in the colonies felt that there was no way to avoid a war with Britain. What is one piece of evidence from the text that supports this statement?

A. Some people at the Continental Congress argued that Virginia should work to keep peace with Britain. B. A militia formed in Massachusetts that was created to be ready to fight at a moment's notice. C. British army generals came to Boston and were told to take away any weapons they found there. D. The members of the First Continental Congress listed their complaints against the king.

B

Some people at the Continental Congress believed that war could be avoided. What evidence from the text supports this statement?

A. Some colonists began to think a war was unavoidable and thought it was time to start stockpiling muskets and gunpowder. B. Several representatives argued that Virginia should do whatever it could to keep the peace and restore good relations with the king. C. The members of the Continental Congress wanted to stop importing all goods from Great Britain. D. The members of the Continental Congress agreed that the colonies would stop exporting goods to Great Britain.

B

What is the main idea of this text?

A. Many colonists were prepared to go to war, including the minutemen in Massachusetts, a special militia meant to be ready to fight at a moment's notice. B. Representatives from twelve of the colonies went to a meeting called the First Continental Congress because they were angry about the Intolerable Acts. C. War between Britain and the colonies could have been avoided, but members of the Continental Congress pushed for it to happen. D. At the First Continental Congress, representatives from the colonies drafted their complaints against the British government and debated whether to prepare for war.

D

Christian Art

Christianity was the dominant religion in Europe during the Middle Ages, and it was the main source of inspiration for European artists during that period. There are multiple reasons why European artists depicted religious scenes. First, the Church liked art that was religious. Second, patrons paid artists for their work and these patrons decided what the artist should depict. Can you guess who was one of the largest patrons of Christian art during the Middle Ages? If you guessed the Church, you would be right! Since there was a great demand for Christian art, European artists had the chance to practice drawing, painting, and sculpting human forms. Their job was to depict Christ and other Biblical figures in as realistic a way as possible. This meant that artists had to pay a lot of attention to the facial features, the emotional expressions, and the physical proportions of each figure. In the piece of art below, are the religious figures depicted in a realistic way?

4

Social Studies: Geography, Societies & Culture, World History

What was the dominant religion in Europe during the Middle Ages?

A. Islam B. Judaism C. Buddhism D. Christianity

D

What does the text describe?

A. reasons why Christianity was a main source of inspiration for European artists of the Middle Ages B. the relationship between European governments and Christian churches in the Middle Ages C. how patrons have impacted the development of art throughout history D. how European art differed from Asian art during the Middle Ages

A

Read the following sentence from the text. " Since there was a great demand for Christian art, European artists had the chance to practice drawing, painting, and sculpting human forms." What conclusion does this information best support about Christian art?

A. It generally features animals. B. It generally features nature scenes. C. It generally features people. D. It generally features buildings.

C

The author of this text provides a photograph of a Christian piece of art. Why might the author of this text have decided to include this photograph?

A. to provide an example of Christian art from the Middle Ages B. to show that Christian art was very easy to make C. to provide an example of Christian art from today D. to show that Christian art was very hard to understand

A

What is the main idea of this text?

A. During the Middle Ages, artists made the facial features and the physical proportions of the figures they depicted very realistic. B. During the Middle Ages, patrons paid artists for their work and these patrons decided what the artist should depict. C. One of the l argest patrons of Christian art during the Middle Ages was the Church. D. Christianity, the dominant religion in Europe during the Middle Ages, was the main source of inspiration for European artists during that period.

D

Clues About the Continents

As early as the 1400s, 1500s, and 1600s, people studying maps noticed something interesting. They saw that several continents looked as if they might fit together like pieces of a jigsaw puzzle. Later, during the 1800s and early 1900s, geologists studied rock layers on the continents. They made additional intriguing discoveries. For example, rock layers along the northern and eastern coasts of South America match rock layers along Africa’s western coast. Also, deposits of coal and salt in eastern North America are similar to those in southern Europe. Geologists found fossils of an ancient fern called Glossopteris in similar rock layers in Africa, India, Australia, and South America. They found fossils of an ancient reptile, Lystrosaurus, in both southern Africa and India. In South America and Africa, fossils of another ancient reptile, Cynognathus, turned up directly across the Atlantic Ocean from each other. All of these discoveries seemed to indicate that the continents had once been joined—but how? Furthermore, how had they become separated? Several scientists proposed explanations, but they were quite far-fetched. One involved a gigantic eruption from the center of the earth that ripped all the land apart. Another suggested that part of Earth’s land broke away to become the moon and what was left became the continents. Few people paid much attention to these ideas. A better explanation was needed, one with evidence to support it. In the early 1900s, Alfred Wegener provided just that. Born and educated in Germany, Alfred Wegener was interested in many scientific subjects, including weather, astronomy, and cold, polar regions. Around 1910, Wegener read a scientific paper about similar fossils and rock formations found on different continents. He was intrigued by the mystery of the matching continents and he wanted to solve this mystery. Wegener gathered evidence. He pulled together discoveries made by many other scientists about rock formations, fossils, and mountain ranges. Polar explorers had recently unearthed fossils of Glossopteris in Antarctica. Similar fossils had previously been found in other parts of the world. This seemed to indicate that ice-covered Antarctica might once have been joined to South America, Africa, India, and Australia. It also meant that Antarctica had once had a climate warm enough for ferns to grow. From this evidence, Wegener concluded that all the present-day continents had been joined as one huge landmass long ago. He understood, as with any new discovery, that his conclusions might be altered or challenged in the future by more evidence. Nonetheless, he believed that the existing evidence supported his conclusions.

4

Science: Earth & Space Science

Long ago, when people studied maps, what did they notice?

A. The continents all looked as though they were the same shape and size. B. Fossils of the same kind of lizard could be founde in India and Africa. C. Rock layers from Eastern South America matched rock from Western Africa. D. The continents looked as though they could fit together, like a puzzle.

D

This text lists and describes the evidence scientists used to conclude that the continents were once joined. What is one piece of evidence scientists used to prove this idea?

A. There was a gigantic volcanic eruption that caused the continents to split apart across the Atlantic Ocean. B. Fossils of an ancient reptile called Lystrosaurus , were found in Southern Africa and India. C. Parts of Earth’s land broke off to become the moon and the land that was left became the continents. D. Scientists discovered fossils of ancient ferns that could survive in the freezing temperatures.

B

The text says, “In South America and Africa, fossils of another ancient reptile, Cynognathus, turned up directly across the Atlantic Ocean from each other.” What conclusion can be drawn based on this evidence?

A. Long ago, the place where the fossils were found in South America was connected to the part of Africa where the fossils were found. B. Long ago, the ancient lizard Cynognathus was able to swim across entire oceans and survive in vastly different lands. C. Long ago, South America and Africa were connected, but they separated before the time that Cynognathus lived. D. Long ago, the separation of the continents caused the death of many ancient animals, like Cynognathus .

A

Antarctica once had a climate warm enough for ferns to grow there. What evidence from the text best supports this conclusion?

A. “…ice-covered Antarctica might once have been joined to South America, Africa, India, and Australia.” B. “Polar explorers had recently unearthed fossils of [the ancient fern] Glossopteris in Antarctica.” C. “Similar fossils had previously been found in other parts of the world.” D. “…Wegener read a scientific paper about similar fossils and rock formations found on different continents.”

B

What is the main idea of this text?

A. Alfred Wegener was obsessed with learning the truth about the continents, dinosaurs and ancient plants. B. Scientists have been studying ancient plants and animals that can survive both tropical and Antarctic climates. C. Alfred Wegener gathered evidence from many scientists’ discoveries to conclude that the continents were one landmass long ago. D. Several ancient lizard species were excellent swimmers and crossed the Atlantic Ocean several times.

C

Please read the following sentences from the passage. “All of these discoveries seemed to indicate that the continents had once been joined—but how? Furthermore, how had they become separated? Several scientists proposed explanations , but they were quite far-fetched. […] Few people paid much attention to these ideas. A better explanation was needed, one with evidence to support it.” Based on the text, what does the word explanation most closely mean?

A. an idea about why something is a certain way B. an exploration of a new or unfamiliar land C. a mystery that cannot be solved D. evidence that supports a certain idea

A

Please choose the answer that best completes the sentence below. Alfred Wegener wanted to solve the mystery of the matching continents, ______ he gathered evidence.

A. however B. until C. so D. but

C

Ethiopian Food

Injera: Injera is a bread made from a type of grass called teff. For a few days, the teff is fermented with water before it is used to make the bread. After fermentation, the teff is baked into round, thin shapes like crepes. The injera has a slightly sour taste. It is extremely healthy, and is full of nutrients. It is also gluten free, which is great for people with gluten intolerance. Injera is more than just healthy bread, however. It serves as a utensil for eating other foods. Since the injera is thin and soft, it is easy to rip apart and grab food with. People roll the injera around the food into an edible ball. Because it is both delicious and easy to make, injera is arguably the most important food staple in Ethiopian cooking. Berbere: Many Ethiopian dishes rely heavily on berbere spice for flavor. Berbere is a blend of spicy chiles and spices, that range from bitter to sweet. The resulting blend is full of flavor and is often used to season meat. Dry berbere can be used in cooking, as well as berbere that has been mixed with oil. This oil mixture forms a paste that can be used to marinate meat.

4

Social Studies: Geography, Societies & Culture

What is Injera?

A. a bread made from berbere spice B. a bread made from teff C. a meatsauce D. a wooden spoon

B

What does this text describe?

A. This text describes the types of meat that Berbere can best season. B. This text describes two Ethiopian foods - Injera, a bread made from a grass called teff, and Berbere, a blend of spicy chiles and spices. C. This text describes the many kinds of utensils that Ethiopians use when they eat their food. D. This text describes the nutritious value of Injera and why teff needs to be fermented in water before it is used to make Injera.

B

Injera is great for people with gluten intolerance. What evidence from the text supports this statement?

A. Injera has a slightly sour taste. B. Injera is a healthy bread. C. Injera is gluten free. D. Injera serves as a utensil for eating other foods.

C

Read this sentence from the text: Because it is both delicious and easy to make, injera is arguably the most important food staple in Ethiopian cooking. Based on the information in this text, what do you think "food staple" means?

A. a type of Ethiopian bread B. a mixture of spices C. an uncommon and rare type of food D. a food eaten frequently in a person's diet

D

What is the main idea of this text?

A. Ethiopians like to make food with teff and berbere spice. The most important food staple in Ethiopian cooking is made from teff, while many meats are seasoned with berbere spice. B. Even though Ethiopians like making food with both teff and berbere spice, most people prefer to eat food made with teff. C. Dry berbere is full of flavor and can often be used to season meat. When it is mixed with oil, it forms a paste that can be used for marinating meret D. Teff is extremely versitile. Because not only is it food that is delicous and easy to make, it also serves as a utensil when eating.

A

Columbus and the Taíno in the Caribbean

The Caribbean is an area of ocean that contains more than 700 islands. All of these islands have unique and complicated histories. The impact of colonialism, however, was felt by people on almost every island in the Caribbean region. On October 12th 1492, Christopher Columbus landed upon the shores of the Bahamas by accident. He had wanted to find a passage to Asia so that Spain would have easier access to spices for trading. Instead, he landed upon the shores of the Caribbean islands. From that time on, the Caribbean became known to Europeans as ‘The New World.’ There had been navigators and explorers in the Caribbean region before 1492, but Columbus had by far the largest effect on the lives of the local people. Columbus was cruel and violent to the native people of the Caribbean islands. One of the largest groups impacted by Columbus was the Taíno people. The Taíno people lived on many Caribbean islands, including the Bahamas, Puerto Rico, the Dominican Republic, and Haiti. During Columbus’ settlement of the Caribbean, the Taíno population dropped dramatically. Many of them died in enslavement working under cruel conditions. The European settlers also brought over foreign diseases. Many of the Taíno had not been exposed to these diseases before. Their bodies couldn’t fight off the diseases as well, so many of them died. Many people today mistakenly think of Christopher Columbus as the person who “discovered” North America. In reality, Christopher Columbus never even entered North America! He remained in South America and the Caribbean islands. So why do we remember Columbus today? Well, for European settlers, Columbus’ journey introduced a new area of the world as a good place to settle and make money. However, for the many Native people living on the Caribbean islands that he settled, Columbus’ journey brought pain and suffering. As people think about what Columbus means today, just as his journey to the 'New World' changed the course of world history, the violence he enabled against millions of people is also an important part of his legacy.

4

Social Studies: Geography, Societies & Culture, World History

Where did Christopher Columbus land accidentally when he was trying to find a passage to Asia?

A. Brazil B. the Bahamas C. China D. Canada

B

How does the author describe Columbus' attitude toward the Taíno people?

A. as friendly and helpful B. as shy and uncertain C. as happy and excited D. as cruel and violent

D

Read the following sentences from the text. "During Columbus’ settlement of the Caribbean, the Taíno population dropped dramatically. Many of them died in enslavement working under cruel conditions. The European settlers also brought over foreign diseases. Many of the Taíno had not been exposed to these diseases before. Their bodies couldn’t fight off the diseases as well, so many of them died." What can you conclude based on this information?

A. Columbus tried to help the Taíno people, but the European settlers were cruel to them. B. Both Columbus and the larger groups of European settlers hurt the Taíno people. C. The Taíno moved to the mainland of the United States to escape Columbus. D. Columbus decided to leave the Caribbean after a few years there.

B

What is one popular idea about Columbus that the author proves false?

A. the idea that Columbus was the first European to reach North America B. the idea that Columbus was cruel to the Taíno people C. the idea that Columbus was supposed to reach Asia D. the idea that Columbus was a European explorer

A

What is the main idea of this text?

A. Christopher Columbus was a European navigator who landed in the Caribbean and had a negative impact on the Taíno people living there. B. Christopher Columbus made his way to Asia later in his life and set up a trading route there. C. Many European settlers brought over diseases that the Taíno people had not experienced before, which meant the diseases were dangerous for them. D. Christopher Columbus never reached his goal of sailing to Asia, and he also did not reach North America, as many people think today.

A

Captain Cook Encounters Hawaii

James Cook was an English explorer. He was the first European to encounter the Hawaiian islands. Cook and his crew were looking for a passage from the Pacific to the Atlantic Ocean for traders. Cook spotted Hawaii while on this voyage. He and his crew landed on the shores of a Hawaiian island on January 20, 1778. Cook was very interested in learning about the local customs, culture, and language. In fact, he was the first European explorer to try to learn the local language, or at least its basics. Because of this, Cook was able to communicate with the locals. He was able to find out how their ancestors had originally settled on the islands — by sailing from other islands. Cook also had the help of a Tahitian guide, Tupa’ia. Tupa’ia helped Cook communicate about more complex topics. Tupa’ia told him that the locals used their knowledge of astronomy to help them navigate at sea. But Cook's travels were not always smooth sailing. He received a mixed reception from the native Hawaiians of different islands. At first, some islanders thought that James Cook and his crew were gods. Because of this, Cook’s reception was very positive at first. However, there were also instances of fighting and conflict between native Hawaiians and the newcomers. Cook and his crew spread diseases among the native Hawaiians, hurting the native population. And eventually, Cook was killed in a conflict between the native Hawaiians and his crew. There are different accounts of exactly what happened during this conflict. For Cook and his crew, Hawaii seemed like an interesting stop on their exploration of the Pacific Ocean. However, their trip there was harmful for the native populations who lived on the islands… and in the end, for Cook, too.

4

Social Studies: Geography, Societies & Culture, World History

Who was Captain James Cook?

A. an English explorer who went to the Pacific islands B. an English explorer who went to the Caribbean islands C. an English explorer who went to the Hawaiian islands D. an English explorer who went to North America

C

What does the text describe in the second paragraph?

A. how James Cook communicated with the people of the Hawaiian islands B. what James Cook's life was like before he became a captain and explorer C. the effects of European exploration on the people of the Hawaiian islands D. the relationship between James Cook and his Tahitian guide

A

Read the following sentences from the text. "At first, some islanders thought that James Cook and his crew were gods. Because of this, Cook's reception was very positive at first. However, there were also instances of fighting and conflict between native Hawaiians and the newcomers." What can be concluded about the reaction of the Hawaiian people to James Cook based on this information?

A. The reaction was always positive. B. The reaction changed over time. C. The reaction was always negative. D. The reaction was disappointed.

B

What is one way that Captain Cook and his crew negatively affected the native Hawaiians?

A. They spread diseases among the native people. B. They beat the native people in a sports match. C. They kidnapped many native people. D. They decided to stay in Hawaii forever.

A

What is the main idea of this text?

A. James Cook was an English explorer who was able to communicate with the locals of the places he visited with the help of guides, but in Hawaii he could not find a guide who could help him communicate with the local people. B. When James Cook, an English explorer, went to the Hawaiian islands, he learned the basics of the local language to communicate with the Hawaiian people, but he also negatively impacted the native people. C. James Cook was an English explorer who received a mixed reception from the locals of different islands he visited in the Pacific Ocean. D. The people of the Hawaiian Islands were skeptical about European explorers who visited their shores, but they grew to love James Cook and his crew because they were so kind to them and brought them food.

B

Easter Island Statues

Easter Island, an island in the South Pacific Ocean, provides a look into ancient Polynesian history. Eight hundred eighty-seven stone statues, built by the Rapa Nui people, stand tall and decorate the island. Most statues have a human head and a torso. It has been discovered that, at one time, these statues also had a full body. With an average height of thirteen feet and an average weight of 14 tons, these statues must have been extremely difficult to carve and move. So, why would the Rapa Nui people put in all of that effort? There is little evidence for what these statues meant to the Rapa Nui people but most scholars believe that they were carved as a tribute to their ancestors. If this was the reason, then it means that the Rapa Nui people honored the dead. While scholars aren't completely sure why the statues were built, they do know what the statues were built with. The statues were constructed with volcanic rock from Rano Raraku. The carvers probably used rock from Rano Raraku because there was a lot of tuff around the volcano. Tuff is volcanic ash that is packed into a solid form. Tuff is very easy to carve and, since the Rapa Nui were building these statues sometime between the years 1400 and 1650, they did not have the machinery to help them carve harder stone.

4

Social Studies: Geography, Societies & Culture, World History

Where is Easter Island?

A. in the Atlantic Ocean B. in the Indian Ocean C. in the South Pacific Ocean D. in the Arctic Ocean

C

What does the text describe?

A. statues built by the Rapa Nui people on Easter Island B. the eruptions of Rano Raraku on Easter Island C. different ceremonies in Polynesian culture D. different groups of people from the South Pacific Ocean

A

Rapa Nui had to put in a lot of effort to build the statues discovered on Easter Island. What information from the text best supports this statement?

A. The statues have an average height of 13 feet and an average weight of 14 tons. B. The statues were carved as a tribute to the ancestors of the Rapa Nui people. C. The statues were constructed with volcanic rock from Rano Raraku. D. These statues have a head and a torso.

A

Based on the text, why were the Easter Island statues built with tuff?

A. There was a lot of tuff available and it was very cheap. B. It was very cheap and very strong. C. It was very beautiful and very strong. D. There was a lot of tuff available and it was easy to carve.

D

What is the main idea of this text?

A. The Easter Island statues have an average height of thirteen feet and an average weight of 14 tons. B. The Rapa Nui built statues sometime between the years 1400 and 1650 without the help of machinery. C. The Rapa Nui people of Easter Island built hundreds of statues made of tuff probably as a tribute to their ancestors. D. People build statues using tuff, a volcanic ash that is packed into a solid form, because it is very easy to carve.

C

The Taj Mahal

Located in Agra, India, The Taj Mahal was built in 1628 by Shah Jahan, the leader of the Mughal dynasty. Shah Jahan was inspired to build the Taj Mahal following the death of one of his wives, Mumtaz Mahal. She passed away after giving birth to his fourteenth child. Shah Jahan wanted to make a beautiful burial tomb for his late wife that would serve as a comfortable final resting place. And he certainly did. The Taj Mahal is one of the most impressive architectural structures in the world. In fact, it has been named one of the Seven Wonders of the World, along with sites like the Colosseum and the Great Wall of China. There are multiple reasons why the Taj Mahal is so famous and attracts an estimated 7 to 8 million people per year. The first, and arguably biggest reason, is what it stands for. As a tangible representation, a symbol, of the Shah’s mourning for his wife, the Taj has become associated with the idea of enduring love. There are some critics who argue that the Taj was instead built purely as a religious gesture or perhaps as a project to fuel his ego, but the most commonly-held belief is that this structure was built in response to the death of his wife. The second reason for the structure's fame is that, from a purely aesthetic standpoint, the Taj Mahal is absolutely breathtaking in its scale and design. Its exterior is made of white marble and is intricately decorated with verses from the Quran, as well as with gemstones and carvings of flowers. The third reason is its inventive relationship with symmetry. Not only is the building complex symmetrical, with every structure on the right side repeated on the left side, but the building itself is reflected in the long strip of water in front of the Taj Mahal. Regardless of the reasons for its fame, the Taj Mahal is undoubtedly one of the most stunning and recognizable structures in the world.

4-5

Social Studies: Geography, Societies & Culture, World History

What kind of building is the Taj Mahal?

A. It is a burial tomb. B. It is a concert hall. C. It is a large apartment building. D. It is an ampitheater.

A

The text says that many people see the Taj Mahal as a symbol of enduring love. What caused the Taj Mahal to come to represent this idea?

A. Shah Jahan built the Taj Mahal because of his love for his wife who passed away. B. Shah Jahan wrote many love poems and had them inscribed into the walls of the building. C. The architect of the Taj Mahal fell in love with the designer of the buidling. D. The building is shaped like a heart and has many small hearts in its design.

A

It took a lot of energy and craftmanship to build the Taj Mahal. What evidence from the text supports this conclusion?

A. "In fact, it has been named one of the Seven Wonders of the World, along with sites like the Colosseum and the Great Wall of China. B. "There are multiple reasons why the Taj Mahal is so famous and attracts an estimated 7 to 8 million people per year." C. "Its exterior is made of white marble and is intricately decorated with verses from the Quran, as well as with gemstones and carvings of flowers. D. "Located in Agra, India, The Taj Mahal was built in 1628 by Shah Jahan, the leader of the Mughal dynasty."

C

How does the Taj Mahal use symmetry in its design?

A. Its exterior is made of white marble and it is intricately decorated with verses from the Quran. B. Every structure is repeated inside and outside and it reflects the sunlight that shines on it. C. Every structure is repeated on both sides and it is also reflected in the long strip of water in front of it. D. There are two identical Taj Mahals built on either side of the long strip of water that connects them.

C

What is the main idea of this text?

A. The Taj Mahal was built to be very symmetrical, so the left side of the building has structures that are repeated exactly on the right side of the building. B. The Taj Mahal is an impressive architectural structure in India built by Shah Jahan as a sign of his love for his wife, and is known for its intricate designs and symmetry. C. The Taj Mahal is one of the strongest architectural structures in India built by Mumtaz Mahal and is recognized for its gemstones, carvings of horses, and beautiful location. D. Shah Jahan was the leader of the Mughal dynasty in India in the 1600, and he was married to a woman named Mumtaz Mahal.

B

The Sitar

The sitar is very popular in Bangladesh, Pakistan, and India, and it is used most frequently in the classical music of northern India. The sitar is a type of lute, a stringed instrument that usually has a long neck. The average length of a sitar neck is four feet long, and along its neck run strings for plucking and 20 frets for tuning. While all of the sitar’s strings are composed of metal, they differ in purpose. There are three types of strings: the melody string, the drone string, and the sympathetic string. The melody string is, of course, in charge of the melody. Although there are variations among the types of sitar, there are typically four melody strings, and these strings can play between three and four octaves. An octave is a measuring unit for eight notes on a musical scale. The second type of string, the drone string, essentially determines the base rhythm of the melody. With their capacity for low pitches, drone strings provide a foundation underneath the higher-pitched melody. While there are only one or two drone strings on a sitar, the number of sympathetic strings can reach up to 13. These strings are located underneath the frets, which are thin metal strips that run horizontally across the neck. These frets can be tuned so that the sympathetic strings only play a certain musical scale, which is called a raga. At the end of the neck, the gourd serves as the base of the instrument and helps to accentuate the resonance of the notes being played. The sitar can be heavy, so the gourd offsets the weight of the long neck.

5

Social Studies: Geography, Societies & Culture

What is the sitar?

A. a type of scale B. a type of fret C. a type of string D. a type of lute

D

What does the text list and describe?

A. the popular instruments in India B. the types of strings on the sitar C. the different types of sitar D. the different musical scales

B

Read these sentences from the text. While there are only one or two drone strings on a sitar, the number of sympathetic strings can reach up to 13. These strings are located underneath the frets, which are thin metal strips that run horizontally across the neck. These frets can be tuned so that the sympathetic strings only play a certain musical scale, which is called a raga. What can you conclude about sympathetic strings based on the text?

A. They always play the same musical scale. B. They can play different musical scales. C. They can play only two musical scales. D. They can play exactly 13 musical scales.

B

Read these sentences from the text. The melody string is, of course, in charge of the melody. Although there are variations among the types of sitar, there are typically four melody strings, and these strings can play between three and four octaves. . . . The second type of string, the drone string, essentially determines the base rhythm of the melody. With their capacity for low pitches, drone strings provide a foundation underneath the higher-pitched melody. Based on the text, when are melody strings and drone strings played?

A. Melody strings are played more often than drone strings. B. Melody strings are played when drone strings are not played. C. Melody strings are not played when drone strings are played. D. Melody strings and drone strings are played at the same time.

D

What is the main idea of the text?

A. The sitar is used mostly in the classical music of northern India, but it's also very popular in Bangladesh and Pakistan. B. The sitar is made of the gourd, which is the instrument's base, and a long neck with an average lenth of four feet. C. The sitar is a type of lute with three types of strings, which are melody strings, drone strings, and sympathetic strings. D. The sitar has up to 13 sympathetic strings and many frets, which can be tuned so that the strings only play one musical scale.

C

Gabriela Mistral

Gabriela Mistral was born on April 7, 1889, in Vicuña, Chile. At three years old, Gabriela’s father abandoned her family, leaving Gabriela’s mother to raise her despite health issues. Gabriela began teaching at the age of fifteen out of financial necessity. She developed into such an effective and respected teacher that she was awarded the “Teacher of the Nation” award from the government of Chile. Throughout her time as an educator, she was also writing poetry. Following the death of her first love, Gabriela composed and published Sonnets on Death. She continued to write about topics like death, love, jealousy, and heartbreak. For example, two of her most notable books of poems are titled Desolation and Tenderness. Gabriela's deeply emotional poetry and her unique style of writing earned her many awards. In fact, at the age of 56, Gabriela Mistral was awarded with the Nobel Prize in Literature. It is considered the highest literary honor in the world. Gabriela Mistral was the first writer from South America to win this award.

5

Social Studies: Geography, Societies & Culture

Who was awarded the "Teacher of the Nation" award from the government of Chile?

A. Gabriela Mistral B. Gabriela's father C. Gabriela's mother D. Gabriela's first love

A

What was the cause of Gabriela composing and publishing Sonnets on Death?

A. Gabriela was awarded with a Nobel Prize. B. Gabriela wrote Desolation and Tenderness . C. Gabriela's first love died. D. Gabriela began teaching.

C

Read these sentences from the text. Gabriela's deeply emotional poetry and her unique style of writing earned her many awards. In fact, at the age of 56, Gabriela Mistral was awarded with the Nobel Prize in Literature. It is considered the highest literary honor in the world. What conclusion can you make about Gabriela based on the text?

A. Gabriela is considered one of the oldest writers in the world. B. Gabriela is considered one of the best writers in the world. C. Gabriela is considered one of the youngest writers in the world. D. Gabriela is considered one of the most emotional writers in the world.

B

Read these sentences from the text. Gabriela began teaching at the age of fifteen out of financial necessity. She developed into such an effective and respected teacher that she was awarded the “Teacher of the Nation” award from the government of Chile. Throughout her time as an educator, she was also writing poetry. Following the death of her first love, Gabriela composed and published Sonnets on Death . She continued to write about topics like death, love, jealousy, and heartbreak. . . . Gabriela's deeply emotional poetry and her unique style of writing earned her many awards. In fact, at the age of 56, Gabriela Mistral was awarded with the Nobel Prize in Literature. Based on the text, when was Gabriela considered one of the best teachers and one of the best writers?

A. Gabriela was recognized as one of the best teachers and one of the best writers right after she started to teach and write. B. Gabriela was recognized as one of the best teachers right after she started to teach and one of the best writers after developing her writing. C. Gabriela was recognized as one of the best writers right after she started to write and one of the best teachers after developing her teaching. D. Gabriela was recognized as one of the best teachers and one of the best writers after developing her teaching and writing.

D

What is the main idea of the text?

A. Gabriela Mistral started to teach at the age of fifteen years old, but she became an effective and respected teacher, even getting the "Teacher of the Nation" award from Chile's government. B. Gabriela Mistral has been recognized as one of the best teachers in Chile and one of the best writers in the world, having written emotional poetry about topics like death, love, and heartbreak. C. Gabriela Mistral wrote and published Sonnets on Death after the death of her first love, and she continued to write about various topics, including death, love, jealousy, and heartbreak. D. When Gabriela Mistral was 56 years old, she became the first writer from South America to receive the Nobel Prize in Literature, which is considered the highest literary honor in the world.

B

Buddhism: The Open Mind

Imagine yourself standing before a Buddhist master. He asks you a question and tells you that by answering you will better understand the ways of the Buddha. The master says, “You have climbed to the top of a ten-foot pole. How can you climb the rest of the way?” How would you answer that question? Would you think that no one can climb higher than the top? If so, the Buddhist master would probably suggest that you meditate. That is, sit quietly and open your mind to all possibilities. To understand the master’s advice, it will help to learn a little about the founder of Buddhism, Siddhartha Gautama (/sih*dar*tuh/ gow*tuh*muh/). He was a young prince who lived in India in the 500s BCE. He asked searching questions about life. Eventually, he became known as the Buddha, or the “Enlightened One.” One day while sitting and meditating for a long time under a giant fig tree, he believed he became “enlightened.” He believed that he had gained knowledge of the true path in life. Gautama spent the rest of his life teaching others what he had learned. The Buddha’s followers carried his teachings from India to other parts of the world, including China, Korea, and Japan. What were those thoughts about life that the Buddha had under the fig tree? In his first sermon, the Buddha spoke of Four Noble Truths. These Truths are the foundation of Buddhism. The Four Noble Truths of Buddhism: All life, from birth to death, is filled with suffering. This suffering is caused by wanting worldly things. Suffering will stop when one learns to overcome desire. We can learn to overcome desire by following the eightfold path. You probably noticed that the fourth Truth refers to an “eightfold path” that a person should follow. According to Buddha, there are eight things that one must do to achieve enlightenment. A person has achieved enlightenment when he or she has no desire or suffering. The dharma wheel is the symbol for this eightfold path. By getting rid of greed, anger, and fear, people can gain happiness and serenity and eventually achieve enlightenment. Buddhism took root in Japan after 500 CE. Different groups tried to understand exactly what the Buddha had meant when he talked about achieving enlightenment. Some believed that the ideal of Buddhism was to follow the Buddha’s focus on meditation. Other groups believed that the Buddha also wanted people to stay in touch with the world and help others follow the right path. Zen Buddhism followed the second school of thought. Zen masters focus on teaching their students the way to peace. Zen does teach that people can find happiness through meditation, but it also teaches that through doing orderly tasks people can find happiness. These tasks include ordinary daily work, the ritual tea ceremony, and even martial arts. Therefore, Zen Buddhism focuses on both discipline and meditation. Do you remember the question about climbing above the top of the pole? It was a Zen master who encouraged students to open their minds. What he meant was that Buddhists should allow their minds to climb higher than the top of the pole. That is, even if clearly their bodies could go no farther, their minds could. Zen Buddhist teachers today still encourage their students to meditate and let their minds go beyond the limits of normal thought. Zen teachers help people to open their minds to all possibilities. For a Zen Buddhist, “climbing above the pole” means giving the mind freedom to rise above the things of this world and reach true understanding.

5

Social Studies: World History

Who was Siddhartha Gautama?

A. a powerful politician B. the founder of Buddhism C. the founder of Islam D. a famous scientist

B

The author says that the Buddha became enlightened from meditating. What happened after this?

A. He kept his knowledge a secret. B. He only told one person what he learned. C. He used this knowledge to become powerful. D. He taught others what he had learned.

D

Read the Four Noble Truths of Buddhism. What can you conclude based on these four points?

A. Suffering and desire are connected in Buddhism. B. Suffering can never be overcome in Buddhism. C. The most important virtue is kindness in Buddhism. D. The Buddha didn’t want to share the Four Noble Truths.

A

Read the author’s description of Zen Buddhism. What is one way that Zen Buddhism practices the eightfold path?

A. Zen Buddhists practice Right Thought by focusing on only thinking positive things. B. Zen Buddhists practice Right Work by working as doctors. C. Zen Buddhists practice Right Meditation by meditating often. D. Zen Buddhists practice Right Action by being vegetarian or vegan.

C

What is the main idea of this text?

A. Zen Buddhism is one branch of Buddhism that focuses on meditation and discipline in everyday actions. B. Right Understanding, or understanding Buddha’s teachings, is important to the eightfold path to enlightenment. C. The Four Noble Truths have to do with suffering, desire, and enlightenment, and are central to the teachings of Buddhism. D. Buddhism, a religion founded by the Buddha, works to expand people’s minds and help them achieve enlightenment through meditation.

D

The Roots of Russia

Imagine a giant standing with his left foot in one world and his right in another. The giant takes a little from one world and a little from the other world, and tries to get along with both. That giant is the huge country of Russia, standing with one foot in Europe and the other in Asia. Russia is a big country. In fact, it is the biggest in the world. Russia is nearly twice the size of the United States. Russia is so wide that it stretches from Eastern Europe across northern Asia to the Pacific Ocean. It spans not only two continents, but also eleven time zones. That means someone living in western Russia is waking up in the morning just as someone living in eastern Russia is eating dinner in the evening. Russia was not always as large as it is today. What we now call Russia first began as a series of small villages along the rivers in Eastern Europe. In the early years of the country’s history, various groups of people spread throughout this area. Sometimes these people came to trade. Sometimes they came to conquer. But always they brought new ideas and customs. Among the earliest groups of people in Russia were the Slavs. The Slavs probably came from the area of present-day eastern Poland, western Ukraine, and the Czech (/chek/) Republic. For the most part, these people were farmers. Some became merchants who traded with people in other countries. The Slavs spread throughout central Europe and Russia. By 800 CE, the Slavs had built a number of towns along the rivers in southern Russia, including along the Dnieper (/dne*pur/) River. The Slavs used the rivers as trading routes. They developed contacts with many different groups of people and sometimes went to war against them. As the Slavs were settling into the lands now called Russia, they collided with the Vikings, who were moving south from Scandinavia. Scandinavia includes the lands we now call Sweden, Norway, and Denmark. The Vikings are also called the Norse or the Norsemen. They were great warriors and traders. As they pressed south, the Vikings sought trading partners. They wanted to trade their products from Scandinavia for products they did not make at home. Beginning in the 800s, the Vikings followed several of the long river routes into central Europe. These rivers carried Viking war and trading ships through the lands of the Slavs. The Slavs called the Vikings “Rus (/roos/),” a term for Swedish Vikings. The Vikings liked the lands they explored on their voyages throughout central Europe and along the Dnieper River. The Dnieper River flows mainly through what is now Ukraine. Some Vikings decided to make their homes among the Slavs already living there. Many Slavs lived in what became the city of Kiev (/kee*ev/). The Vikings were more powerful than the Slavs. They forced the Slavs to trade with them, whether the Slavs wanted to or not. The Vikings often threatened the Slavs if the Slavs did not give the Vikings goods or money every year. This payment made by the Slavs to the more powerful Vikings was called tribute. Over the years, however, the Slavic and Viking peoples blended together. They began to adopt each other’s customs. They became the first people we call Russians today.

5-6

Social Studies: Geography, Societies & Culture, World History

What two continents is Russia in?

A. Europe and Asia B. North and South America C. Europe and Africa D. Antarctica and Australia

A

How does the text describe the beginnings of what we call Russia today?

A. Russia began as a blend of the Slavs and Vikings, who had lived together for a long time. B. Russia used to be many small villages in Eastern Europe, each with different cultures and goals. C. Russia began with the Vikings, who were great warriors and traders from Scandinavia. D. Russia began when a group of people from Poland wanted a new government and started the country.

B

Read the following sentences from the text. “By 800 CE, the Slavs had built a number of towns along the rivers in southern Russia, including along the Dnieper (/dne*pur/) River. The Slavs used the rivers as trading routes. They developed contacts with many different groups of people and sometimes went to war against them...The Vikings liked the lands they explored on their voyages throughout central Europe and along the Dnieper River. The Dnieper River flows mainly through what is now Ukraine. Some Vikings decided to make their homes among the Slavs already living there. Many Slavs lived in what became the city of Kiev (/kee*ev/).” What conclusion can you draw from this evidence?

A. The Slavs built and used canoes out of wood from birch trees to travel along trading routes using the rivers in southern Russia. B. The Dnieper River was named after a heroic Slavic leader who led the Slavs in a battle against the Vikings and won. C. The Slavs arrived in Russia in 800 CE and developed relationships with other groups that benefited them for years. D. The Dnieper River was a valuable trading network that brought different ethnic groups to live together.

D

According to the text, how would you describe the early relationship between the Slavs and Vikings?

A. as friendly, because the Vikings and Slavs lived together in the same towns and shared food, medicine, and traditions B. as protective, because the Vikings and Slavs formed a strong bond and helped each other defend against other groups C. as comfortable, because the Vikings and Slavs lived alongside one another with no conflict and started families together D. as forceful, because the Vikings used their power to make the Slavs trade with them and pay tribute

D

What is the main idea of this text?

A. Russia, the biggest country in the world today, started as many small villages of different peoples and was later settled by Slavs and Vikings who eventually blended to become the Russian people we know today. B. The country of Russia is the biggest country in the world today, part of both the European and Asian continents, twice the size of the United States, and covers eleven time zones. C. The Vikings, also known as the Norse or the Norsemen, were a people from Scandinavia who were great warriors and traders and used their power to force the Slavs to trade with them and pay tribute. D. The Slavs were a group of people who probably came from the present-day countries of Poland, Ukraine, and the Czech Republic and built many towns along the rivers in southern Russia.

A

Labor and Enslavement in the Thirteen Colonies

During the 1500s and 1600s, Europeans were establishing colonies throughout the Americas. In the 1600s, the first English settlers arrived and established the Thirteen Colonies in North America. These colonies would later become the United States. As the settlers claimed more land in the Americas, they used much of the land to plant cash crops. Cash crops are crops that are planted to sell for money. Two cash crops that were common during that time were tobacco and sugar. Cash crops created a bigger need for landowners, also known as plantation owners, to find labor. Plantation owners especially wanted cheap labor, because that would create more profits for them. Settlers tried to fill the demand for labor in different ways. One solution to this demand for labor was to pay for indentured servants. Plantation owners paid for indentured servants to come to the Thirteen Colonies from Europe. They paid for the workers’ travel. In return, the workers agreed to work for a certain number of years to pay back the travel costs. Once the indentured servants completed their time working, they were granted their freedom. They were also granted “freedom dues” for completing their contract. Freedom dues could include things like food, clothing, money, and livestock. A steady supply of indentured servants could be brought from Europe. However, the work was very hard and the conditions were bad. As a result, many indentured servants did not survive long. They died before they finished their contracts, never receiving their freedom or dues. For the indentured servants who survived, eventually, their contracts ended and they got their freedom dues. In both cases, plantation owners needed to keep paying for new servants to come across the ocean in order to continue making money. Over time, things changed for indentured servants. Many workers in Europe heard about the poor working conditions. They no longer wanted to come to the Americas as indentured servants. The cost of travel also decreased, so they didn’t need someone else to pay for them. Indentured servitude was also costly for landowners. Because of these and other factors, over time, the use of indentured servants for labor declined in the Thirteen Colonies. Another way European settlers in the Thirteen Colonies tried to fill the demand for labor was by enslaving Native American peoples. These were peoples who had lived in the Americas for generations and generations, and whose land European settlers had claimed as their own. Enslaved people were treated differently than indentured servants. They were treated like property and did not have rights. They received no payment for their labor. Also, they were enslaved for their entire lives. Any children they had became enslaved too. There were also many instances when European settlers traded with Native peoples for enslaved Native peoples. However, it was much more common for European settlers to capture and enslave Native American people by force. European settlers, however, found that they could not rely on enslaving Native people for free labor. Enslaved Native American people were able to escape because they knew the land very well. After all, their people had been living on it for thousands of years. Their communities also lived nearby and could help individuals escape slavery. In some places, European settlers wanted to keep peaceful relationships with their Native neighbors. They did not want to risk the negative consequences of enslaving Native people. Overall, landowners in the Thirteen Colonies felt that enslaving Native American people was not reliable and profitable enough for them. In search of ways to keep their cash crops profitable and their costs low, landowners in the Thirteen Colonies looked to enslave African people. By this time, the transatlantic slave trade had already begun. Some historians believe enslaved African people were brought to the Thirteen Colonies through European settlers in other parts of the Americas. Others identify a later date, in 1619, as the first time a ship carrying enslaved African people landed in the Thirteen Colonies. At the time, laws establishing slavery in the Thirteen Colonies hadn’t been passed yet, so the people on the ship were thought of as indentured servants. But soon, new laws were passed, and their status changed to enslaved people. Before long, buying an enslaved workforce from Africa became more profitable and efficient for plantation owners than hiring indentured servants or enslaving Native Americans. For settlers, enslaved African people were the cheapest and easiest form of labor. They did not have to pay them or give them any rights. They could keep people and their children enslaved for generations. These enslaved people also couldn’t escape easily because they were in a new land, far from their homes or communities. More and more landowners in the Thirteen Colonies saw the profits they could make by enslaving African people. As a result, African enslavement grew in the colonies. This set the foundation for the enslavement of African people and their descendants in the Thirteen Colonies and the U.S. for many years to come.

5

Social Studies: World History, U.S. History

Why did landowners in the Thirteen Colonies need to find labor?

A. to discover new crops B. to help settlers find jobs C. to grow cash crops D. to meet Native Americans

C

One way plantation owners found labor was to pay for indentured servants from Europe. Over time, what caused a decrease in indentured servitude?

A. The workers in Europe heard about the poor conditions, people could pay for their own travel, and it was too costly for landowners. B. Most of the laborers were able to escape because they knew the land very well and had the help of their communities nearby. C. There were no laws establishing indentured servitude in the Thirteen Colonies at the time so their status changed to enslaved people. D. The working conditions were so bad that many indentured servants died and the government put an end to that kind of labor.

A

Read the following sentences from the text. “Indentured servitude was also costly for landowners. Because of these and other factors, over time, the use of indentured servants for labor declined in the Thirteen Colonies. [...] European settlers, however, found that they could not rely on enslaving Native people for free labor. Overall, landowners in the Thirteen Colonies felt that enslaving Native American people was not reliable and profitable enough for them.” What conclusion can you draw about landowners in the Thirteen Colonies from this evidence?

A. They had to sell their cash crops at higher prices because the labor was more expensive. B. They were in search of labor that would be cheap and steady and bring them higher profits. C. They realized that the most reliable labor would be other settlers who weren’t landowners. D. They returned to indentured servants once they realized enslaving Native Americans wasn’t working.

B

Why did the enslavement of African people grow and last for many years in the Thirteen Colonies?

A. Travel to the Thirteen Colonies was expensive and many African people wanted help paying for it. B. It was the only form of labor that was both fair to laborers and profitable to landowners. C. African laborers died before they finished their contracts so they were profitable for landowners. D. Landowners had tried other forms of labor and this was the easiest and most profitable for them.

D

What is the main idea of this text?

A. Landowners in the Thirteen Colonies used indentured servants, enslaved Native Americans, and finally, enslaved African people, in order to keep their labor costs low and cash crops profitable. B. Native Americans are peoples who lived in the Americas long before European settlers arrived and it was important for some of the European settlers to keep peaceful relationships with them. C. Indentured servants would ask landowners in the Thirteen Colonies to pay for their travel from Europe in exchange for work and their freedom when they finished the work. D. Some people believe that the first enslaved African people from the transatlantic slave trade arrived at the Thirteen Colonies on a ship in 1619, but others believe that they arrived before that.

A

Read the following sentences from the text. “Before long, buying an enslaved workforce from Africa became more profitable and efficient for plantation owners than hiring indentured servants or enslaving Native Americans. For settlers, enslaved African people were the cheapest and easiest form of labor. They did not have to pay them or give them any rights. They could keep people and their children enslaved for generations. These enslaved people also couldn’t escape easily because they were in a new land, far from their homes or communities.” As used in this excerpt, what does the word “efficient” most closely mean?

A. long and difficult B. unpredictable and unsure C. smooth and easy D. repeating over and over

C

Choose the answer that best completes the sentence below. In the Thirteen Colonies, it was easier for Native American people to escape enslavement than African people _________ Native Americans had lived on the land for many years and had the help of their communities nearby.

A. however B. finally C. because D. currently

C

The Aztec Religion

The Aztec were a civilization that thrived from 1325 to 1521 CE. Their capital was called Tenochtitlán, and was the center of an expanding empire in what is now central Mexico. In Aztec society, religion was an important element of life. According to Aztec beliefs, life was uncertain. The one thing people could count on was that the world would one day come to a terrible, violent end. In fact, the Aztec believed that the world and the sun had been created and destroyed four times in the past. Under the first sun, a race of giants roamed the world. This world ended when a jaguar devoured the giants. The world under the second sun was swept away by a great wind. People under the third sun died in the fire and ash of volcanoes. Those living under the fourth sun drowned in floods. The Aztec of Tenochtitlán believed they were living under the fifth sun. But they believed that this sun would also someday die: “There will be earthquakes and hunger, and then our end shall come,” the priests said. The Aztec people believed these predictions. They planned their lives in response to them. So the Aztec awaited their fate. But they did not simply accept it. They believed that each night, the sun god battled the forces of darkness. Each morning, the god had to find the strength to make the sun rise again. The Aztec believed they could help their god by offering human sacrifices in their temples. The Aztec preferred to sacrifice someone other than their own friends and family. Most of their victims were foreign soldiers captured in war. Aztec priests believed that the heart was the most important thing to sacrifice. They preferred to offer up the strong heart of a soldier. The Aztec believed human sacrifices were necessary to keep the sun rising and moving across the sky. They could even point to events that seemed to prove that the sacrifices worked. Once, when a long drought threatened the Aztec corn harvest, priests offered a number of human sacrifices. A day or so later, rain came. To the Aztec, this was no coincidence. It was proof that the gifts of blood had saved the crop. Experiences like this convinced the Aztec of the power of human sacrifice. As a result, Aztec offerings to the gods were regular and generous.

5

Social Studies: Geography, Societies & Culture, World History

What did the Aztec believe about the world they were living in?

A. They believed the world they lived in was controlled completely by the actions of gods, and that they could not impact the actions of the gods in any way. B. They believed the world they lived in was not important in the grand scheme of the universe and its many worlds. C. They believed that the world and sun had been created and destroyed in the past, and that giants roamed the world in which they lived. D. They believed the world and sun had been created and destroyed four times in the past, and that they were living under the fifth sun.

D

What does this text describe?

A. the many ways the Aztecs could prove that their human sacrifices worked B. the Aztec view on life and religion and the role of religious sacrifice in their belief system C. what life was like on earth when giants roamed the land and the sun had never before been destroyed D. the other religions that existed during the Aztec time and the different ways humans were sacrificed

B

Read these sentences from the text: "[The Aztec] believed that each night, the sun god battled the forces of darkness. Each morning, the god had to find the strength to make the sun rise again. The Aztec believed they could help their god by offering human sacrifices in their temples." Based on this information, what conclusion can you draw?

A. The Aztec believed if they didn't offer human sacrifices to their god, the sun may not rise. B. The Aztec believed that they controlled the movement of the Earth through space. C. The Aztec preferred to make animal sacrifices as offerings to their god when possible. D. The Aztec believed human sacrifices did not have much power or significance.

A

Based on the evidence in the text, what did the Aztec believe about their role in how the world worked?

A. They believed the world worked based on physical laws, and that neither the Aztec nor the gods could affect that. B. They believed the gods had complete control over the world, and that there was nothing the Aztec could do to change things. C. They believed they had complete control over the way the world worked, including the weather and the rising of the sun. D. They believed the gods were in control of the world, but that the Aztec could take actions to impact the gods.

D

What is the main idea of this text?

A. According to Aztec beliefs, the world would one day come to a terrible, violent end. This is because they believed that the sun and the earth had been destroyed four times previously. B. The Aztec believed that giants had once roamed the world. They also believed that the world ended in the past because a jaguar devoured the giants. After this world destroyed, a new sun and world appeared. C. Religion was important in Aztec society. The Aztec people believed that they were living under the fifth sun and that they had to offer human sacrifices to help their god keep the sun rising. D. During human sacrifices, the Aztec preferred to sacrifice someone other than their own friends and family. Most of their victims were foreign soldiers captured in war, because they preferred to offer up the strong heart of a soldier.

C

Mayan Astronomy

The Maya believed that their gods gave them an unclear view of the world that was “like breath on a mirror.” But we also know that the Maya understood some things very well. Their knowledge of astronomy, for example, was impressive. The Maya, of course, did not have telescopes, computers, or satellites. They didn’t even have the wheel. All they had were their own eyes. Yet they were able to make very precise observations of the stars. We all know that there are 365 days in a year, plus an extra day every fourth year, or leap year. These numbers are the result of years of study of the sun and the seasons. The Maya, working without scientific tools, calculated that there were 365.2420 days in a year. Modern astronomers used modern technology to measure the year at 365.2422 days! The Maya created a solar calendar, or calendar based on the movement of the sun. This calendar is similar to our calendar, but there are some differences. We divide our year into twelve months. The Maya divided their year into eighteen months with names like Pop and Zip. A special five-day “month” completed the 365-day year. Besides their 365-day solar calendar, Maya astronomers created another calendar called the Sacred Round. This calendar was 260 days long and was used to keep track of religious holidays and other important events. Because the Maya had two calendars, each day had two names. One name came from the Sacred Round and the other from the solar calendar. This also meant that all Maya people had two birthdays. We can see the results of Maya astronomy in the placement of their temples and pyramids, the large structures they built in their cities. These structures were built so the sun would shine directly on key areas on certain days. In the Maya site Chichén Itzá, for example, the sun of the spring and fall equinoxes casts the shadow of a serpent statue onto the pyramid steps. As the sun rises, the shadow slithers down the stairs.

5

Social Studies: Geography, Societies & Culture, World History

What were Maya people very knowledgeable about?

A. bicycles B. astronomy C. computers D. biology

B

What does this text describe?

A. This text describes how Maya people built pyramids. B. This text describes the religious holidays listed on the Sacred Round. C. This text describes how Maya people figured out how many days there are in a year. D. This text describes the Maya people's use of astronomy.

D

The Maya people were able to make very precise observations of the stars. What evidence from the text supports this statement?

A. Maya astronomers created another calendar called the Sacred Round. This calendar was 260 days long and was used to keep track of religious holidays and other important events. B. The Maya, working without scientific tools, calculated that there were 365.2420 days in a year. Modern astronomers used modern technology to measure the year at 365.2422 days! C. The Maya, of course, did not have telescopes, computers, or satellites. They didn’t even have the wheel. All they had were their own eyes. D. Because the Maya had two calendars, each day had two names. One name came from the Sacred Round and the other from the solar calendar. This also meant that all Maya people had two birthdays.

B

Read these sentences from the text. We can see the results of Maya astronomy in the placement of their temples and pyramids, the large structures they built in their cities. These structures were built so the sun would shine directly on key areas on certain days. In the Maya site Chichén Itzá , for example, the sun of the spring and fall equinoxes casts the shadow of a serpent statue onto the pyramid steps. As the sun rises, the shadow slithers down the stairs. Based on this information, what can you conclude about the placement of temples and pyramids?

A. the placement was always random B. the placement was not important to the Maya C. the placement was decided by moonlight D. the placement was calculated and precise

D

What is the main idea of this text?

A. One of the best examples of Maya astronomy is found in the Maya site Chichén Itzá. The sun of the spring and fall equinoxes casts the shadow of a serpent statue onto the pyramid steps. As the sun rises, the shadow slithers down the stairs. B. Today, everyone only has one birthday. During ancient times, however, Maya people had two birthdays. This is because they used two different calendars, one very similar to the calendar we use today, the solar calendar, and a calendar for important events, the Sacred Round. C. Even though Maya people did not have modern technologies, they were very knowledgeable in astronomy and were almost able to perfectly calculate the number of days in a year. We can see evidence of this in the structures they built in their cities. D. The Maya people were a very ancient civilization. Because they did not understand how a lot of things in the world worked, they believed that their gods gave them an unclear view of the world that was “like breath on a mirror.”

C

Where Did the Maya Go?

The ancient Maya were amazing people who built a great civilization in Mesoamerica. That fact alone is a reason to find them interesting. But one of the most fascinating questions about ancient Maya civilization (200–900 CE) is what happened to cause it to end. Archaeologists believe that the Maya left their cities sometime between 800 and 900. It’s possible this event happened over just a few decades. Until the 900s, the Maya kept careful historical records. They used hieroglyphs to carve names and dates on pyramids and temples. Then in the 900s, the writing mysteriously stopped. The temples and pyramids began to fall into disrepair. So what happened? Archaeologists have theories, but they can’t find clear proof for any one of them. One theory holds that farmers rose up against the priests and nobles. But this raises another question: what happened to the farmers? There is no evidence of a new group of people replacing the old ones in power. Some have guessed that disease wiped out the Maya population. But no mass burial grounds have been found. Archaeologists have found signs that some people in this area did die from diseases. Almost all of these deaths, however, seemed to have occurred after 1500, when the Spanish brought new diseases to the Americas. The Maya had been gone for years before that. Did disaster strike the Maya? Did drought or heavy rainfall bring famine? Was there an earthquake? Did shifting trade routes affect the lowland Maya rulers and their settlements? Could invaders have toppled the civilization? No one knows for sure. We only know that the once-great Maya cities were abandoned and swallowed up by the rain forest. The Maya scattered. But the people themselves did not disappear. Today, millions still speak languages related to ancient Mayan. These ancestors of the pyramid-builders have lived in villages, towns, and cities in southern Mexico, Guatemala, and Honduras for centuries. They have a rich heritage, one that we are learning more about with each passing year.

5

Social Studies: Geography, Societies & Culture, World History

What happened to Maya people after the once-great cities were abandoned and swallowed up by the rain forest?

A. They disappeared. B. They scattered. C. They died. D. They moved to Europe.

B

What does this text describe?

A. This text describes the horrible disease that struck the Mesoamerica area after 1500 CE. B. This text describes the rich heritage that Maya ancestors have and where they currently live today. C. This text describes the different theories archaeologists have for what caused the end of the great Maya civilization. D. This text describes the careful process that the Maya went through to carve historical records on pyramids and temples.

C

The Maya kept careful historical records. What evidence from the text supports this statement?

A. The Maya used hieroglyphs to carve names and dates on pyramids and temples. B. Archaeologists have found signs that some people in this area did die from diseases. C. Today, millions still speak languages related to ancient Mayan. D. The ancient Maya were amazing people who built a great civilization in Mesoamerica.

A

Based on the information in the text, how much do we know about what happened to the great Maya civilization?

A. We know that they all decided to move south. B. We know that they all died of disease. C. We are not sure if they ever existed. D. We only have theories about what happened to them.

D

What is the main idea of this text?

A. Even though archaeologists have theories about why the once-great Maya cities suddenly disappeared in the 900s, no one knows for sure. The people, however, did not disappear. They are still scattered in southern Mexico, Guatemala, and Honduras. B. Some people believe that the Maya population was wiped out by disease, however, there is no evidence of any mass grave. Archaeologists have found signs that some people in this area did die from diseases, but all of these deaths seemed to have occurred after 1500. C. The Maya were a group of people that were very careful about keeping track of their history. However, in the 900s, the writing on temple and pyramid walls mysteriously stopped. The temples and pyramids then began to fall into disrepair. D. Some archaeologists believe that some sort of disaster struck the Maya people to end their civilization. Examples are a drought, heavy rainfall, famine, earthquakes, shifting trade routes, or even an invasion.

A

Ruins in the Rain Forest

Do you like mysteries? Try this one: More than a thousand years ago, a great civilization of American Indian peoples built cities across Mesoamerica—an area today that is made up of parts of Mexico and Central America. They built stone temples and pyramids that rose far above the forest treetops. They were the Maya. The Maya, one group of native peoples, discovered important mathematical ideas. They also studied the movements of the stars. Using this knowledge, the Maya made a calendar almost as accurate as the one we use today. Then, after hundreds of years of growth, many key elements of Maya civilization disappeared. The people abandoned their once-thriving cities. This great urban society and many of its traditions were mysteriously transformed, although Mayan-speaking people continue in this part of Mesoamerica to the present. In 1839, two American explorers heard stories of mysterious ruins in the rain forests of Central America. Curious, they set out to see for themselves. The two men first explored the remains of the city of Copán (/koh*pahn/) in the present-day country of Honduras. From the architecture, it was clear the ruins had been left by an ancient and advanced civilization. The two Americans continued their journey, exploring many other ruins. Then, they returned to the United States and wrote a best-selling book about their findings. Their tales and drawings inspired worldwide interest in the history of the Maya. Since the mid-1800s, archaeologists and other experts have continued to study these remarkable people. Recent breakthroughs in research have revealed just how much the Maya accomplished. Let’s take a closer look at what we know about them and what still remains a mystery. At its peak, the Maya civilization included a large group of city-states that were allied with, fought, and conquered each other. These cities were located on the Yucatán Peninsula in what is today southeastern Mexico and the countries of Guatemala, Honduras, and Belize. Archaeologists believe that Maya civilization reached its greatest extent between about 200 and 900 CE. The largest buildings in Maya cities were pyramids that also served as temples. These structures served religious purposes. From their size, it is clear that religion was a key part of Maya life. Maya pyramids rose high above the surrounding treetops. Maya pyramids were some of the tallest structures in the Americas until 1902. That year, the twenty-two-story Flatiron Building was constructed in New York City.

5

Social Studies: Geography, Societies & Culture, World History

Who were the Maya?

A. the New Yorkers who constructed the Flatiron Building B. the people currently living in Mesoamerica C. a great and ancient civilization of American Indians D. a large group of archaeologists and experts

C

What does this text describe?

A. This text describes the Maya civilization, their accomplishments, what archaeologists and other experts have discovered about them, and the mysteries that remain about this civilization. B. This text describes the many ways the Maya people have helped and influenced the society in which we live in today and what we hope to learn from these people in the future. C. This text describes the challenges that the two American explorers faced while exploring the remains of the city of Copán (/koh*pahn/) in the present-day country of Honduras. D. This text describes what life was like for people who lived in the Maya civilization when it reached its greatest extent between about 200 and 900 CE.

A

The Maya people were an advanced civilization. What evidence from the text supports this statement?

A. Ancient Maya cities were located on the Yucatán Peninsula. Today this is southeastern Mexico and the countries of Guatemala, Honduras, and Belize. B. In 1839, two American explorers heard stories of mysterious ruins in the rain forests of Central America. Curious, they set out to see for themselves. The two men first explored the remains of the city of Copán. C. When the two American explorers returned to the United States, they wrote a best-selling book about their findings. Their tales and drawings inspired worldwide interest in the history of the Maya. D. The Maya discovered important mathematical ideas. They also studied the movements of the stars. Using this knowledge, the Maya made a calendar almost as accurate as the one we use today.

D

Read these sentences from the text: Archaeologists believe that Maya civilization reached its greatest extent between about 200 and 900 CE. The largest buildings in Maya cities were pyramids that also served as temples . . . Maya pyramids rose high above the surrounding treetops. Maya pyramids were some of the tallest structures in the Americas until 1902. That year, the twenty-two-story Flatiron Building was constructed in New York City. Based on this information, what can you conclude about the Maya Civilization?

A. The Maya civilization had better architects than we have today. B. They were an extremely advanced civilization for their time. C. They only built tall buildings. D. All of their buildings were shaped like pyramids.

B

What is the main idea of this text?

A. The Maya civilization reached its greatest extent between about 200 and 900 CE. Maya pyramids were some of the tallest structures in the Americas until 1902. That year, the twenty-two-story Flatiron Building was constructed in New York City. B. When two American explorers returned from their trip exploring the Maya ruins, they wrote a best-selling book about their findings. Their tales and drawings inspired worldwide interest in the history of the Maya. C. The Maya people were an ancient and very advanced civilization. Since the mid-1800s, experts have studied these remarkable people and have discovered some of the amazing things they accomplished; however, many mysteries still remain. D. The Maya built stone temples and pyramids that rose far above the forest treetops. They discovered important mathematical ideas. They also studied the movements of the stars. Using this knowledge, the Maya made a calendar almost as accurate as the one we use today.

C

Aztec Warriors

The Aztec civilization arose in what is now known as central Mexico. The Aztec established Tenochtitlán, their capital, by the year 1325. By the 1400s, the Aztec civilization had begun to expand. The Aztec proved to be fearsome warriors. One by one they conquered neighboring city-states and added them to their empire. By the early 1500s, the Aztec Empire included four hundred to five hundred city-states and controlled much of present-day Mexico. The Aztec emperor ruled more than five million people. Tenochtitlán alone probably had between 150,000 and 200,000 residents, making it one of the largest cities in the world at this time. No city in the United States would grow so large until the 1800s. The Aztec were well-known warriors. By conquering other people, they were able to gain wealth. Aztec warriors then forced conquered peoples to send their gold, silver, jade, and turquoise to Tenochtitlán. Those who had no valuables could send food, cloth, or other goods. People who lived by the ocean might also have to send seashells, fish, or turtles. Farmers might send corn, beans, peppers, squash, or fruit. Groups with access to specific environments might have to give animal skins and feathers. Craft-working communities might send pottery or blankets to Tenochtitlán. As in many societies until recent times, Aztec people were born into a certain social class. Most people had relatively little chance to advance out of it. The army provided one opportunity for brave men to better themselves. Success in battle was rewarded with advancement and honor. The Aztec people believed there was no greater honor than to die in battle. No doubt about it—the Aztec were fierce warriors. But their capabilities in warfare and skill at fighting helped create a rich empire and a remarkable civilization.

5-6

Social Studies: Geography, Societies & Culture, World History

What were the Aztec people well-known for?

A. for being farmers B. for being fishermen C. for being sculptors D. for being warriors

D

What does this text describe?

A. This text describes the difficulties Aztec people had when trying to leave the social class they were born into. B. This text describes how fierce Aztec warriors expanded the Aztec empire and created a remarkable civilization. C. This text describes the way the warriors forced conquered peoples to send their wealth and resources to the capital. D. This text describes how craft-working communities of the Aztec empire made their pottery and blankets.

B

By conquering other people, the Aztec were able to gain wealth. What evidence from the text supports this statement?