Sample Booklet -...

Sample BookletGrade 8

Social StudiesVolume I

Student Practice Book

Lori MammenEditorial Director

All New! Research-Based Series for TexasFor more than two decades, we have helped you achieve student success on Texas tests by providing the highest quality test-prep materials. With STAAR MASTER®, we continue our commitment to create research-based content that engages students and makes teaching easier.• Based on eligible TEKS and STAAR test blueprints • All new content with increased rigor • Emphasis on readiness standards • Assessment of process skills within context (mathematics, science, and social studies) • More open-ended (griddable) items (mathematics and science)

You know ECS from TAAS MASTER™ and TAKS MASTER®. Rest assured. The content in the STAAR MASTER® series is 100% new and developed according to the TEA test blueprints for STAAR™.

© ECS Learning Systems, Inc.

STAAR MASTER® Sample Booklet

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SocialStudiesVolume I

8


Since 1982

ecslearningsystems.com

All Content!New

HistoryGeography and Culture

3© ECS Learning Systems, Inc.

STAAR MASTER® Sample BookletT

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CredibleSame ECS quality and rigor

• based on eligible TEKS and STAAR™ test blueprints

• practice items marked with complexity level (L, M, or H)

• questions labeled with “skill tags” • targeted practice in a variety of contexts

AuthenticReflects key characteristics

of STAAR™• increased rigor• emphasis on readiness standards• more open-ended (griddable) items (mathematics and science)

• assessment of process skills within context (mathematics, science, and social studies)

FreshIncludes brand-new materials • all new content • range of topics to interest students• clear and consistent page layout• complete answer keys for teachers

We make teaching easier!SM

ECS Learning Systems, Inc.P.O. Box 440 • Bulverde, TX 78163-0440

1.800.688.3224

You have used our TAAS and TAKS MASTER® books—now expect the same ECS quality and rigor with…

Reading • Mathematics • Writing • Social Studies • ScienceEnglish and Spanish versions


All Content!New



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ISBN: 978-1-60539-XXX-XCopyright infringement is a violation of Federal Law.©2012 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,

translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,

or otherwise) without prior written permission from ECS Learning Systems, Inc.

Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,

or for commercial sale is strictly prohibited. Printed in the United States of America. STAAR MASTER is a Registered Trademark of ECS Learning Systems, Inc.Disclaimer Statement

ECS Learning Systems, Inc. recommends that the purchaser/user of this publication preview and use his/her own judgment when

selecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity of

your students. The responsibility to adhere to safety standards and best professional practices is the duty of the teachers, students,

and/or others who use the content of this publication. ECS Learning Systems is not responsible for any damage, to property or

person, that results from the performance of the activities in this publication.

STAAR is a Trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc. are not affiliated with or

sponsored by the Texas Education Agency or the State of Texas.

Math, Grade 5Form ASpanish Version

Practice Test

Date

Name

Since 1982



or otherwise) without prior written permission from ECS Learning Systems, Inc.Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,






person, that results from the performance of the activities in this publication.STAAR is a Trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc. are not affiliated with or


ReadingGrade 3

Form ASpanish Version

Practice Test

Date

Name

Since 1982

STAAR MASTER is a registered trademark of ECS Learning Systems, Inc. STAAR is a trademark of the Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc., are not affiliated with or sponsored by the Texas Education Agency or the State of Texas. Rev. 03/01/12 SMIFC

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Student Practice Books • Practice TestsReading • Mathematics • Writing • Social Studies • Science

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STAAR MASTER® Practice Tests(Form A & Form B)

EnglishReading, Grade 3Reading, Grade 4Reading, Grade 5Reading, Grade 6Reading, Grade 7Reading, Grade 8

Math, Grade 3Math, Grade 4Math, Grade 5Math, Grade 6Math, Grade 7Math, Grade 8

Writing, Grade 4Writing, Grade 7

Science, Grade 5Science, Grade 8

Social Studies, Grade 8

SpanishReading, Grade 3Reading, Grade 4Reading, Grade 5

Math, Grade 3Math, Grade 4Math, Grade 5

Science, Grade 5






Form B available 2012–2013 school year. STAAR MASTER® Practice Tests are non-returnable.

FREE Teacher Guide included with each pack. Consumable practice tests—may not be reproduced.

Rese

arch BasedISBN: 978-1-60539-786-3

Copyright infringement is a violation of Federal Law.

©2012 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,or otherwise) without prior written permission from ECS Learning Systems, Inc.

Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,or for commercial sale is strictly prohibited.

Printed in the United States of America. STAAR MASTER is a Registered Trademark of ECS Learning Systems, Inc.

Disclaimer Statement

ECS Learning Systems, Inc. recommends that the purchaser/user of this publication preview and use his/her own judgment whenselecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity ofyour students. The responsibility to adhere to safety standards and best professional practices is the duty of the teachers, students,and/or others who use the content of this publication. ECS Learning Systems is not responsible for any damage, to property orperson, that results from the performance of the activities in this publication.

STAAR is a Trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc. are not affiliated with orsponsored by the Texas Education Agency or the State of Texas.

MathematicsGrade 5

Form A

Practice Test

DateName

Since 1982

ISBN: 978-1-60539-XXX-X

Copyright infringement is a violat

ion of Federal Law.

©2012 by ECS Learning Systems,

Inc., Bulverde, Texas. All rights reser

ved. No part of this publication may b

e reproduced,

translated, stored in a retrieval system,

or transmitted in any way or by any m

eans (electronic, mechanical, photoco

pying, recording,

or otherwise) without prior written per

mission from ECS Learning Systems, Inc.

Reproduction of any part of this public

ation for an entire school or for a scho

ol system, by for-profit institutions and

tutoring centers,

or for commercial sale is strictly prohib

ited.

Printed in the United States of Americ

a. STAAR MASTER is a Registered Trademark of E

CS Learning Systems, Inc.


ECS Learning Systems, Inc. recomme

nds that the purchaser/user of this pub

lication preview and use his/her own ju

dgment when

selecting lessons and activities. Please a

ssess the appropriateness of the conten

t and activities according to grade level

and maturity of

your students. The responsibility to ad

here to safety standards and best profe

ssional practices is the duty of the teac

hers, students,

and/or others who use the content of t

his publication. ECS Learning Systems

is not responsible for any damage, to p

roperty or

person, that results from the performa

nce of the activities in this publication

.

STAAR is a Trademark of Texas Educat

ion Agency. STAAR MASTER and ECS L

earning Systems, Inc. are not affiliated

with or

sponsored by the Texas Education Age

ncy or the State of Texas.

WritingGrade 4

Form A

Practice Test

Date

Name

Since 1982

ISBN: 978-1-60539-778-8


©2012 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved

. No part of this pub

lication may be repr

oduced,

translated, stored in

a retrieval system, o

r transmitted in any

way or by any mean

s (electronic, mechan

ical, photocopying, r

ecording,

or otherwise) witho

ut prior written perm

ission from ECS Lear

ning Systems, Inc.

Reproduction of an

y part of this public

ation for an entire sc

hool or for a school

system, by for-profit

institutions and tut

oring centers,

or for commercial sa

le is strictly prohibit

ed.

Printed in the Unite

d States of America.

STAAR MASTER is

a Registered Tradem

ark of ECS Learning

Systems, Inc.


ECS Learning System

s, Inc. recommends t

hat the purchaser/us

er of this publication

preview and use his

/her own judgment w

hen

selecting lessons and

activities. Please ass

ess the appropriatene

ss of the content and

activities according

to grade level and m

aturity of

your students. The r

esponsibility to adhe

re to safety standard

s and best profession

al practices is the du

ty of the teachers, st

udents,

and/or others who us

e the content of this

publication. ECS Le

arning Systems is no

t responsible for any

damage, to property

or

person, that results f

rom the performanc

e of the activities in

this publication.

STAAR is a Tradem

ark of Texas Educati

on Agency. STAAR M

ASTER and ECS Lea

rning Systems, Inc.

are not affiliated wit

h or

sponsored by the Te

xas Education Agen

cy or the State of Tex

as.

Reading

Grade 3Form A

Practice Test

Date

Name

Since 1982

An assessment tool—works well withSTAAR MASTER® Student Practice Books

®

® ®

®

®Day 1

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Selected pages from

STAAR MASTER®

Student Practice BookSocial Studies, Grade 8

Volume I

for the State of Texas Assessments of Academic Readiness

Teacher Guide


ISBN: 978-1-60539-743-6

Copyright infringement is a violation of Federal Law.© 2012 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,or otherwise) without prior written permission from ECS Learning Systems, Inc.Photocopying of graphic organizers by a classroom teacher at a non-profit school who has purchased this publication for his/her ownclass is permissible. Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutionsand tutoring centers, or for commercial sale is strictly prohibited. Printed in the United States of America. STAAR MASTER is a registered trademark of ECS Learning Systems, Inc.

Disclaimer StatementECS Learning Systems, Inc., recommends that the purchaser/user of this publication preview and use his/her own judgment whenselecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity ofyour students. The responsibility to adhere to safety standards and best professional practices is the duty of the teachers, students,and/or others who use the content of this publication. ECS Learning Systems is not responsible for any damage, to property orperson, that results from the performance of the activities in this publication.STAAR is a trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc., are not affiliated with orsponsored by the Texas Education Agency or the State of Texas.




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STAAR MASTER® Student Practice Book, Teacher Guide—Social Studies, Grade 8, Volume I

Dear Texas Educator,

Since 1982, ECS Learning Systems has created quality K–12 teaching materials, training,and media. As a Texas-based publisher of the highest quality test-prep materials, we havealways shared your commitment to lead your students to success on Texas tests—TEAMS, TAAS, TAKS, and now the STAAR™. With STAAR MASTER ®, we continue our commitment to create research-based content that engages students and makesteaching easier.

^e STAAR MASTER series includes new, challenging content to prepare students for the rigor of the 2012STAAR. It’s what you have come to expect from the most trusted source in Texas testing. Check our Web siteoften for the latest information at ecslearningsystems.com/staarmaster.

As you use STAAR MASTER in your classroom, we hope to hear from you! Send us your story and let usknow:

• Why you need our product(s)

• How you use them in your classroom

• What outcomes and results you are experiencing

At ECS, we strive to provide educators like you with easy-to-use and e[ective materials that make teachingeasier. We count it as a privilege to have you as a customer, and we hope that our products continuouslyexceed your expectations.

Please let us know how well the STAAR MASTER products worked in your classroom. Also, please spread theword—many of our new customers are referred by teachers like you.

Sincerely,

Your ECS Team

p.s. It’s easy to share your story! Visit our Re:^ink blog at ecslearningsystems.com/blog and click the Re:Tell button.

ECS Learning Systems, Inc. • P. O. Box 440 • Bulverde, TX 78163-0440ecslearningsystems.com

1. 800.688.3224 (t) • 1. 877.688.3226 (f ) • [email protected]

Table of ContentsWhat’s Inside the Student Practice Book? ..........3

Descriptions of STAAR MASTER ®

Complexity Levels............................................5

How to Use This Book .......................................6

Some Notes on Teaching Social Studies..............7

Instructional Strategies ......................................8

Graphic Organizers..........................................10

Achieving Success in Social Studies..................14

Social Studies Vocabulary ................................15

Master Skills List .............................................17

Answer Key ......................................................20

References ........................................................23



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The STAAR MASTER ® Student Practice Book, Volume Iprovides practice and review material for the Grade 8Social Studies portion of the State of Texas Assessmentsof Academic Readiness (STAAR™).

• Authentic practice items reflect the contentstudents are expected to know.

• The practice items focus on the 2010 STAAR-eligible Social Studies Texas Essential Knowledgeand Skills (TEKS) [Texas Education Agency,2011a] standards for Reporting Categories 1 and 2.

• The practice items cover a broad range of topicsand ideas of interest to eighth-grade students.

• Practice items are grouped according toreporting category.

• Some practice items address multiplestandards/expectations, thereby assessing in amore rigorous and authentic manner.

• Each question is labeled for easy identification of the TEKS-based standard and expectationaddressed in the question.

• More than half of the practice items incorporatecritical-thinking skills, as appropriate.

• Practice items that test critical-thinking skillsinclude labels to identify the specific standardand expectation addressed in the item.

• Charts, graphs, and diagrams are integratedwithin practice items when relevant to thestandards.

Items in the STAAR MASTER Student Practice Book,Volume I address the following social studies concepts:

• Issues and events in U.S. history• Geographic and cultural influences on historicalissues and events

Practice-Item Skills TagsEach practice item is labeled with a “skills tag” (seeFigure 1) for easy identification of the TEKS-basedstandard and expectation addressed in the item. Thetag also notes the complexity level of the item. (Formore information about complexity levels, refer to “Descriptions of STAAR MASTER ® ComplexityLevels,” page 5. )

This Teacher Guide includes—• an overview of the Student Practice Book andkey characteristics of the STAAR

• descriptions of STAAR MASTER complexitylevels

• a master list of STAAR-eligible standards andexpectations addressed in the Social StudiesTEKS

• strategies for test preparation and social studiesinstruction

• a complete answer key (with correspondingcomplexity levels for the practice items)

Readiness vs. Supporting StandardsThe eligible, or tested, TEKS are divided into“readiness standards” and “supporting standards,” withgreater emphasis on the former. Readiness standardsaddress broader, deeper ideas and are deemed morecritical for students to know. Supporting standardsaddress more narrowly defined ideas and will still beassessed, although not emphasized. The STAARMASTER Student Practice Book mirrors this balance of readiness and supporting standards to providemeaningful, authentic student practice for the STAARassessment.

What’s Inside the Student Practice Book?

8.1A; 8.29B; 8.29D (M)

1. After the French and Indian War, many American colonists became angry when Englandd recovering from the war required—

l colonists into the B

Exercise 1 Reporting Category 18.1: Traditional historical points of reference in U.S. history through 1877

Figure 1: Practice-Item Skills Tag

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Critical-Thinking Skills for Social StudiesFor the STAAR™, the critical-thinking skills in socialstudies are not tested in isolation under a separatereporting category. These critical skills are nowincorporated into at least 30% of the practice itemsfrom the eligible TEKS and are reported along withthose content standards (Texas Education Agency,2011a). Similarly, in the STAAR MASTER® StudentPractice Book, students are asked to demonstrate theseimportant critical-thinking skills within the context ofpractice items for other standards. When one of theseskills is incorporated into a practice item, both thestandard and expectation are identified above thepractice item (see Figure 2 below).

Increased RigorThe STAAR program is described as “more rigorous”(Texas Education Agency, 2010a) than the TexasAssessment of Knowledge and Skills (TAKS). But whatdoes rigor mean in assessment? For the STAARprogram, it means the cognitive complexity of itemswill increase to assess skills at a greater depth. TheSTAAR MASTER Student Practice Book provides items written at varying levels of complexity toaccommodate this increase in rigor. (Refer to the“Depth of Knowledge” section on this page and page 5for more information about the levels of complexity inpractice items.)

AlignmentAccording to the mandate of No Child Left Behind(2001), states are required to develop assessments thattightly align to their content standards. To ensure thatthis requirement is met, states and districts oftenconduct alignment studies. In such a study, anassessment is compared to the state’s content standards.If an assessment is rigorous, the study will not yieldlarge disparities between the cognitive demands of theexpectations and those of the assessment.

Depth of KnowledgeNorman Webb’s (2002) “depth of knowledge” model iscurrently one of the most influential alignment modelsin the field of education. “Depth of knowledge”describes the degree of complexity of knowledge acurricular item requires. Webb identifies four levels ofdepth of knowledge: recall (Level 1), skill or concept(Level 2), strategic thinking (Level 3), and extendedthinking (Level 4). Distinct cognitive demands occurduring each activity, or thinking process, level. Theitems in the STAAR MASTER Student Practice Bookwere aligned to the TEKS using a modified version ofthe “depth-of-knowledge” model (see “Descriptions ofSTAAR MASTER ® Complexity Levels,” page 5).During the alignment process, the complexity level ofeach item (designated “Low,” “Moderate,” or “High”)was determined. The level of each practice item can befound in the Answer Key.

Figure 2: Practice Item Testing Critical-ThinkingSkills in Social Studies

© ECS Learning Systems, Inc. � STAAR MASTER® Student Practice Book—Social Studies, Grade 8 Volume I, Teacher Guide4

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1. In 1619, African slaves were firstbrought to Jamestown, Virginia as a newlabor source. The colonists needed anew labor force to replace—

A child workers

B female workers

C indentured servants

D prisoners



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Descriptions of STAAR MASTER®Complexity Levels

The following descriptions provide an overview of thethree complexity levels used to align the STAARMASTER® Student Practice Book items to the eligibleSocial Studies TEKS. Each explanation details the kinds of thinking required at each level. However, they do notrepresent all of the possible thought processes for eachlevel.

Low Complexity (L)Low-complexity items align with the TEKS at Level 1 ofthe Webb (2002) model. Items of low complexity mayinvolve recalling or recognizing—but not analyzing—basic social studies concepts. An item may ask students torecognize or use—but not interpret—a well-known fact,concept, trend, or theory. Items of this complexity mayrequire identifying the meaning of basic social studiesterminology. At this cognitive level, students may need tolocate details in a chart, graph, diagram, map, or othergraphic. A low-complexity item may ask students to list,reproduce, arrange, describe, or define basic informationand concepts.

Moderate Complexity (M)Moderate-complexity items align with the TEKS at Level2 of the Webb model. Items of moderate complexityinvolve both comprehension and the subsequentprocessing of information. Students may be asked to makeinferences, identify a cause-and-effect relationship, orcompare and contrast. At this cognitive level, students arerequired to examine significance, impact, point of view,and processes. Items may involve determining answerswith information from a chart, graph, diagram, map, orother graphic. A moderate-complexity item may askstudents to predict, organize, classify, interpret, explain,distinguish between examples and nonexamples,summarize, identify relationships, or determine a pattern.Some items also require students to apply low-complexityskills and concepts.

High Complexity (H)High-complexity items align with the TEKS at Level 3and/or Level 4 of the Webb model.* Items of highcomplexity require students to use strategic, multi-stepthinking and develop a deeper understanding of theinformation. The items at this level are non-routine andmore abstract. Students are asked to demonstrate moreflexible thinking, apply prior knowledge, proposesolutions, and cite evidence to support their responses orarguments. High-complexity items may require studentsto generalize based on patterns. Items may involveinterpreting information from a chart, graph, diagram,map, or other graphic. At this cognitive level, studentsmust apply concepts to new situations. Students will useconcepts to develop answers and to explain their processes.Students may be asked to examine contrasting perspectivesor related themes and concepts. A high-complexity itemmay ask students to plan, reason, compare, differentiate,draw conclusions, analyze, synthesize, apply, or prove.Some items also require students to apply low- and/ormoderate-complexity skills and concepts.

*Note: Although state standards may include expectationsthat require extended thinking, many large-scale assessmentitems are not classified at Level 4. Performance and open-ended assessments may require activities at Level 4.

© ECS Learning Systems, Inc. � STAAR MASTER® Student Practice Book—Social Studies, Grade 8 Volume I, Teacher Guide 5

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2. Washington and his troops suffered whilespending the winter at Valley Forge (1777–1778) due to the—

A lack of adequate food and clothingB desertion of many American troopsC constant attacks by the British armyD presence of British and Hessian spies

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1. During the Colonial Period (1580–1776),which physical feature presented the greatestobstacle to colonists who wanted to movewestward?

A DesertsB MountainsC PlainsD Rivers

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2. As a member of the Democratic-Republicanparty, Thomas Jefferson was most likely tofavor policies that led to a(n)—

A growth in industrial areaB expansion of states’ rightsC national bank for the countryD strong centralized government

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How to Use This Book

Effective Test PreparationWhat is the most effective way to prepare students for any social studies competency test? Experiencededucators know that the best test preparation includesthree critical components—

• a strong curriculum that is aligned with thecontent and skills to be assessed

• effective, relevant, and varied instructionalmethods that allow students to learn contentand skills in many different ways

• targeted practice that familiarizes students withthe specific content and format of the test

Obviously, a strong curriculum and effective, relevant,and varied instructional methods provide thefoundation for all appropriate test preparation.Contrary to what some might believe, merely “teachingthe test” performs a great disservice to students.Students must acquire knowledge, practice skills, andhave specific educational experiences that can never beincluded on tests limited by time and in scope. For thisreason, resources like the STAAR MASTER ® StudentPractice Book should never become the heart of thecurriculum or replace strong instructional methods.

Targeted PracticeThe STAAR MASTER Student Practice Book does,however, address the final element of effective testpreparation (targeted test practice). This bookfamiliarizes students with—

• the specific content of Texas’ competency test• the general format of competency tests

When students become familiar with both the contentand the format of a test, they know what to expect onthe actual test. This, in turn, improves their chances for success.

Using STAAR MASTER® ProductsUsed as part of the regular curriculum, the STAARMASTER Student Practice Book allows teachers to—

• pretest skills students need for the actual test• determine students’ areas of strength and/or

weakness• provide meaningful test-taking practice for

students• ease students’ test anxiety• communicate test expectations and content

to parents

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Reporting Category 18.1

Exercise 1 1. C (M) 2. D (M) 3. C (L) 4. C (M) 5. B (M)

Exercise 2 1. A (L) 2. D (M) 3. D (M) 4. D (H) 5. C (M)

Exercise 3

1. D (M) 2. D (M) 3. C (M) 4. C (L) 5. B (H)

Exercise 4

1. D (M) 2. D (L) 3. C (M) 4. A (M)

Exercise 2

1. D (M) 2. D (M) 3. C (L) 4. C (M) 5. D (M) 6. B (M)

Exercise 3

1. D (L) 2. B (M) 3. C (M) 4. C (M) 5. A (M)

Exercise 4

1. A (M) 2. A (L) 3. C (M) 4. C (M) 5. D (M)

Exercise 5

1. B (M) 2. D (M) 3. C (L) 4. A (M) 5. C (M)

4. D

4. C

4. D

4. A

4. C

4. C

Answer Key

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STAAR MASTER® Social Studies References��--�"'$�4+5'4�-+45'&�8'3'�#%5+7'�#5�5+.'�0(�16$-+%#5+0/�

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© ECS Learning Systems, Inc. � STAAR MASTER® Student Practice Book—Social Studies, Grade 8 Volume I, Teacher Guide

Selected pages from

STAAR MASTER®


Volume Ifor the State of Texas Assessments

of Academic Readiness


ISBN: 978-1-60539-742-9


© 2012 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,or otherwise) without prior written permission from ECS Learning Systems, Inc.


Printed in the United States of America. STAAR MASTER is a registered trademark of ECS Learning Systems, Inc.




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STAAR MASTER® Student Practice Book—Social Studies, Grade 8, Volume I

ECS Learning Systems, Inc.P. O. Box 440

Bulverde, TX 78163-0440ecslearningsystems.com

1.800.688.3224 (t)1.877.688.3226 (f )

[email protected]

Table of Contents

Reporting Category 1

History......................................................................................................................5


Geography and Culture...........................................................................................85



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8.1A; 8.29B; 8.29D (M)

1. After the French and Indian War, many American colonists became angry when Englanddecided that recovering from the war required—

A drafting all adult male colonists into the British armyB increasing the size of the British territory in North AmericaC imposing higher taxes and more regulations on the coloniesD ordering colonists to settle west of the Appalachian Mountains

8.1A; 8.29B (M)

2. Which of the following expresses a key idea included in the Declaration of Independenceby Thomas Jefferson?

A A government should enact laws to ban slavery.B Citizens should submit to the powers of government.C People create governments based on liberty and happiness.D A government’s power comes from those who are governed.

8.1B; 8.29B; 8.29C (L)

3. Look at the time line below.

Which letter on the time line best represents the year the Pilgrims signed the MayflowerCompact?

A RB SC TD U

Exercise 1 Reporting Category 18.1: Traditional historical points of reference in U.S. history through 1877

1400 1450 1500 1550 1600 1650 1700 1750 1800

R S T U

continued on next page

© ECS Learning Systems, Inc. 6 STAAR MASTER® Student Practice Book—Social Studies, Grade 8, Volume I

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8.4A; 8.29B (M)

1. Which statement best explains the British government’s reason for imposing new taxes onthe American colonies after the French and Indian War?

A Britain was in massive debt following the war.B Britain was providing increasing help to the colonies.C The colonies had not helped the British army defeat the French.D The colonies were accustomed to paying taxes to the British government.

8.4C; 8.29B (L)

2. Washington and his troops suffered while spending the winter at Valley Forge (1777–1778)due to the—

A lack of adequate food and clothingB desertion of many American troopsC constant attacks by the British armyD presence of British and Hessian spies

8.4D; 8.29B (M)

3. What dispute during the Constitutional Convention of 1787 was settled by the Three-Fifths Compromise?

A Balancing power between the central government and the states’ governmentsB Balancing power between the three branches of government: executive, legislative, and

judicialC Accounting for slaves when determining the number of representatives a state had in

CongressD Accounting for a state’s size when determining the number of representatives the state

had in Congress

Exercise 4 Reporting Category 18.4: Significant political and economic issues of the revolutionary era



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8.5A; 8.29B (M)

1. What was the most important consequence of the Judiciary Act of 1789?

A Selection of the first Chief Justice of the Supreme CourtB Confirmation of the first members of the President’s cabinetC Establishment of the federal court system in the United StatesD Approval for the Bill of Rights being added to the U.S. Constitution

8.5C; 8.29B; 8.29D (H)

2. As a member of the Democratic-Republican party, Thomas Jefferson was most likely tofavor policies that led to a(n)—

A growth in industrial areaB expansion of states’ rightsC national bank for the countryD strong centralized government

8.5C; 8.29B; 8.29D (M)

3. After the Revolutionary War, those calling themselves Democratic-Republicans were mostlikely to believe that Alexander Hamilton’s economic policies—

A would lead to another war with BritainB solved the country’s economic problemsC favored the poorest people in the countryD gave too much power to the central government

8.5D; 8.29B (M)

4. In 1814, the United States and Britain signed the Treaty of Ghent to end the War of 1812.Which statement best explains the terms of the treaty?

A The Treaty of Ghent caused the United States to lose land.B The Treaty of Ghent established freedom of the seas for all nations.C The Treaty of Ghent simply ended the war between the two countries. D The Treaty of Ghent established the exact boundary between the United States

and Canada.

Exercise 5 Reporting Category 18.5: Challenges in the early years of the republic and the Age of Jackson



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STAAR MASTER® Student Practice Book—Social Studies, Grade 8, Volume I98 © ECS Learning Systems, Inc.

8.11A; 8.29B (M)

1. During the Colonial Period (1580–1776), which physical feature presented the greatestobstacle to colonists who wanted to move westward?

A DesertsB MountainsC PlainsD Rivers

8.11B; 8.29B (M)

2. Look at the picture below.

During the Industrial Revolution, the damming of the Merrimack River most likelycontributed to—

A a decline in timber transport along the Merrimack RiverB the decline in urban population in the surrounding areasC the disappearance of migrating fish in the Merrimack RiverD a decrease in the amount of toxic runoff from mills upstream

Exercise 2 Reporting Category 28.11: Physical characteristics of North America; adaptations/modifications to environment


Lowell Mill Dam on the Merrimack River



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STAAR MASTER® Student Practice Book—Social Studies, Grade 8, Volume I104 © ECS Learning Systems, Inc.

8.23A; 8.29B (L)

1. In 1619, African slaves were first brought to Jamestown, Virginia as a new labor source.The colonists needed a new labor force to replace—

A child workersB female workersC indentured servantsD prisoners

8.23B; 8.29B; 8.29D (L)

2. In the mid-nineteenth century, a wave of Irish and German immigration had impactednorthern cities. Most Irish immigrants and many German immigrants were RomanCatholic. Which “nativist” political party grew out of the anti-immigrant and anti-Catholicprotests of that time?

A Free-Soil PartyB Know-Nothing PartyC Liberty PartyD Whig Party

8.23C; 8.29B (L)

3. After the Seven Years’ War, the British government attempted to establish peace betweenNative Americans and colonists by creating a racial boundary called the—

A Trail of TearsB Proclamation LineC Mason-Dixon LineD Continental Divide

8.23D; 8.29B (M)

4. Which of the following best describes the primary role Quakers played in the abolitionistmovement?

A They encouraged slaves to band together in protest.B They released all of the slaves who worked on Quaker lands.C They provided refuge for escaped slaves along the Underground Railroad.D They published magazines and pamphlets that explained the evils of slavery.

Exercise 1 Reporting Category 28.23: Relationships of people from various groups during the 17th–19th centuries



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Why? Gr. 1–3BH88982 Getting the Sequence Gr. 1–3BH88983 Main Idea and Details Gr. 1–3BH88984 Fact and Opinion Gr. 1–3BH88985 Drawing Conclusions and Inferences Gr. 1–3BH88986 Context Clues Gr. 1–3BH88991 My First Sight Words Gr. K–1BH88992 Mastering Sight Words Gr. 1–2BH88994 Consonants Gr. K–1BH88995 Blends & Digraphs Gr. 1–2BH88996 Short Vowels Gr. 1–2BH88997 Long Vowels Gr. 1–2BH88998 Rhyming Words Gr. 1–2BH88999 Compounds & Contractions Gr. 1–2NU783XRH Graphic Organizer CollectionNU8437RH Reacting to Literature: Writing

Activities for Every Book Gr. 6–8NU5524RH Reacting to Literature: Writing

Activities for Every Book Gr. 9–12NU5958RH Tackling Literary Terms Gr. 9–12ECS6564 POWer Strategies™ for Reading

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When? Why? Gr. 1–3BH1469 Getting the Sequence Gr. 1–3BH1477 Main Idea and Details Gr. 1–3BH1493 Fact and Opinion Gr. 1–3BH1485 Drawing Conclusions and Inferences Gr. 1–3BH140X �e 5 W’s & H Gr. 4–5BH1418 Getting the Sequence Gr. 4–5BH1426 Main Idea & Details Gr. 4–5BH1442 Fact & Opinion Gr. 4–5BH1434 Drawing Conclusions & Inferences Gr. 4–5

Spanish-Math BH1639 Dot-to-Dot 1–100+ Gr. 2–4BH1646 Math Art Gr. 1–2BH1653 Math Art Gr. 2–3BH1660 Multiplication Dot-to-Dot Gr. 3–4BH1592 Math Drill, Practice & Apply Gr. 1–2BH1608 Math Drill, Practice & Apply Gr. 2–3BH1615 Math Drill, Practice & Apply Gr. 3–4BH1622 Math Drill, Practice & Apply Gr. 4–5BH1507 First Number Skills Gr. K–1BH1515 Time & Money Skills Gr. 1–2BH1523 Number Facts to 10 Gr. 1–2BH1530 Basic Facts to 18 Gr. 2–3BH1547 Regrouping Skills Gr. 2–3BH1554 Multiplication Facts Gr. 3–4BH1578 Place Value Gr. 1–2BH1585 Fraction Basics Gr. 2–3BH1561 Multiplication Skills Gr. 3–5

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Sample BookletGrade 8

Social StudiesVolume II



All New! Research-Based Series for TexasFor more than two decades, we have helped you achieve student success on Texas tests by providing the highest quality test-prep materials. With STAAR MASTER®, we continue our commitment to create research-based content that engages students and makes teaching easier.• Based on eligible TEKS and STAAR test blueprints • All new content with increased rigor • Emphasis on readiness standards • Assessment of process skills within context (mathematics, science, and social studies) • More open-ended (griddable) items (mathematics and science)

You know ECS from TAAS MASTER™ and TAKS MASTER®. Rest assured. The content in the STAAR MASTER® series is 100% new and developed according to the TEA test blueprints for STAAR™.



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SocialStudiesVolume II

8


Since 1982


All Content!New

Government and CitizenshipEconomics, Science, Technology,

and Society



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CredibleSame ECS quality and rigor

• based on eligible TEKS and STAAR™ test blueprints

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• assessment of process skills within context (mathematics, science, and social studies)

FreshIncludes brand-new materials • all new content • range of topics to interest students• clear and consistent page layout• complete answer keys for teachers

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©2012 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,or otherwise) without prior written permission from ECS Learning Systems, Inc.


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ECS Learning Systems, Inc. recommends that the purchaser/user of this publication preview and use his/her own judgment whenselecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity ofyour students. The responsibility to adhere to safety standards and best professional practices is the duty of the teachers, students,and/or others who use the content of this publication. ECS Learning Systems is not responsible for any damage, to property orperson, that results from the performance of the activities in this publication.

STAAR is a Trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc. are not affiliated with orsponsored by the Texas Education Agency or the State of Texas.

MathematicsGrade 5

Form A

Practice Test

DateName

Since 1982

ISBN: 978-1-60539-XXX-X

Copyright infringement is a violat

ion of Federal Law.

©2012 by ECS Learning Systems,

Inc., Bulverde, Texas. All rights reser

ved. No part of this publication may b

e reproduced,

translated, stored in a retrieval system,

or transmitted in any way or by any m

eans (electronic, mechanical, photoco

pying, recording,

or otherwise) without prior written per

mission from ECS Learning Systems, Inc.

Reproduction of any part of this public

ation for an entire school or for a scho

ol system, by for-profit institutions and

tutoring centers,

or for commercial sale is strictly prohib

ited.

Printed in the United States of Americ

a. STAAR MASTER is a Registered Trademark of E

CS Learning Systems, Inc.


ECS Learning Systems, Inc. recomme

nds that the purchaser/user of this pub

lication preview and use his/her own ju

dgment when

selecting lessons and activities. Please a

ssess the appropriateness of the conten

t and activities according to grade level

and maturity of

your students. The responsibility to ad

here to safety standards and best profe

ssional practices is the duty of the teac

hers, students,

and/or others who use the content of t

his publication. ECS Learning Systems

is not responsible for any damage, to p

roperty or

person, that results from the performa

nce of the activities in this publication

.

STAAR is a Trademark of Texas Educat

ion Agency. STAAR MASTER and ECS L

earning Systems, Inc. are not affiliated

with or

sponsored by the Texas Education Age

ncy or the State of Texas.

WritingGrade 4

Form A

Practice Test

Date

Name

Since 1982

ISBN: 978-1-60539-778-8


©2012 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved

. No part of this pub

lication may be repr

oduced,

translated, stored in

a retrieval system, o

r transmitted in any

way or by any mean

s (electronic, mechan

ical, photocopying, r

ecording,

or otherwise) witho

ut prior written perm

ission from ECS Lear

ning Systems, Inc.

Reproduction of an

y part of this public

ation for an entire sc

hool or for a school

system, by for-profit

institutions and tut

oring centers,

or for commercial sa

le is strictly prohibit

ed.

Printed in the Unite

d States of America.

STAAR MASTER is

a Registered Tradem

ark of ECS Learning

Systems, Inc.


ECS Learning System

s, Inc. recommends t

hat the purchaser/us

er of this publication

preview and use his

/her own judgment w

hen

selecting lessons and

activities. Please ass

ess the appropriatene

ss of the content and

activities according

to grade level and m

aturity of

your students. The r

esponsibility to adhe

re to safety standard

s and best profession

al practices is the du

ty of the teachers, st

udents,

and/or others who us

e the content of this

publication. ECS Le

arning Systems is no

t responsible for any

damage, to property

or

person, that results f

rom the performanc

e of the activities in

this publication.

STAAR is a Tradem

ark of Texas Educati

on Agency. STAAR M

ASTER and ECS Lea

rning Systems, Inc.

are not affiliated wit

h or

sponsored by the Te

xas Education Agen

cy or the State of Tex

as.

Reading

Grade 3Form A

Practice Test

Date

Name

Since 1982

An assessment tool—works well withSTAAR MASTER® Student Practice Books

®

® ®

®

®Day 1

5


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Selected pages from

STAAR MASTER®


Volume II

for the State of Texas Assessments of Academic Readiness

Teacher Guide


ISBN: 978-1-60539-805-1

Copyright infringement is a violation of Federal Law.© 2012 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,or otherwise) without prior written permission from ECS Learning Systems, Inc.Photocopying of graphic organizers by a classroom teacher at a non-profit school who has purchased this publication for his/her ownclass is permissible. Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutionsand tutoring centers, or for commercial sale is strictly prohibited. Printed in the United States of America. STAAR MASTER is a registered trademark of ECS Learning Systems, Inc.





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STAAR MASTER® Student Practice Book, Teacher Guide—Social Studies, Grade 8, Volume II

Dear Texas Educator,

Since 1982, ECS Learning Systems has created quality K–12 teaching materials, training,and media. As a Texas-based publisher of the highest quality test-prep materials, we havealways shared your commitment to lead your students to success on Texas tests—TEAMS, TAAS, TAKS, and now the STAAR™. With STAAR MASTER ®, we continue our commitment to create research-based content that engages students and makesteaching easier.

_e STAAR MASTER series includes new, challenging content to prepare students for the rigor of the 2012STAAR. It’s what you have come to expect from the most trusted source in Texas testing. Check our Web siteoften for the latest information at ecslearningsystems.com/staarmaster.

As you use STAAR MASTER in your classroom, we hope to hear from you! Send us your story and let usknow:

• Why you need our product(s)

• How you use them in your classroom

• What outcomes and results you are experiencing

At ECS, we strive to provide educators like you with easy-to-use and e\ective materials that make teachingeasier. We count it as a privilege to have you as a customer, and we hope that our products continuouslyexceed your expectations.

Please let us know how well the STAAR MASTER products worked in your classroom. Also, please spread theword—many of our new customers are referred by teachers like you.

Sincerely,

Your ECS Team

p.s. It’s easy to share your story! Visit our Re:_ink blog at ecslearningsystems.com/blog and click the Re:Tell button.

ECS Learning Systems, Inc. • P. O. Box 440 • Bulverde, TX 78163-0440ecslearningsystems.com

1. 800.688.3224 (t) • 1. 877.688.3226 (f ) • [email protected]

Table of ContentsWhat’s Inside the Student Practice Book? ..........3

Descriptions of STAAR MASTER ®

Complexity Levels............................................5

How to Use This Book .......................................6

Some Notes on Teaching Social Studies..............7

Instructional Strategies ......................................8

Graphic Organizers..........................................10

Achieving Success in Social Studies..................14

Social Studies Vocabulary ................................15

Master Skills List .............................................16

Answer Key ......................................................18

References ........................................................21



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The STAAR MASTER ® Student Practice Book, Volume IIprovides practice and review material for the Grade 8Social Studies portion of the State of Texas Assessmentsof Academic Readiness (STAAR™).

• Authentic practice items reflect the contentstudents are expected to know.

• The practice items focus on the 2010 STAAR-eligible Social Studies Texas Essential Knowledgeand Skills (TEKS) [Texas Education Agency,2011a] standards for Reporting Categories 3 and 4.

• The practice items cover a broad range of topicsand ideas of interest to eighth-grade students.

• Practice items are grouped according toreporting category.

• Some practice items address multiplestandards/expectations, thereby assessing in amore rigorous and authentic manner.

• Each question is labeled for easy identification of the TEKS-based standard and expectationaddressed in the question.

• More than half of the practice items incorporatecritical-thinking skills, as appropriate.

• Practice items that test critical-thinking skillsinclude labels to identify the specific standardand expectation addressed in the item.

• Charts, graphs, and diagrams are integratedwithin practice items when relevant to thestandards.

Items in the STAAR MASTER Student Practice Book,Volume II address the following social studies concepts:

• Role of government and the civic process inhistory

• Economic and technological influences onhistorical issues and events

Practice-Item Skills TagsEach practice item is labeled with a “skills tag” (seeFigure 1) for easy identification of the TEKS-basedstandard and expectation addressed in the item. Thetag also notes the complexity level of the item. (Formore information about complexity levels, refer to “Descriptions of STAAR MASTER ® ComplexityLevels,” page 5. )

This Teacher Guide includes—• an overview of the Student Practice Book andkey characteristics of the STAAR

• descriptions of STAAR MASTER complexitylevels

• a master list of STAAR-eligible standards andexpectations addressed in the Social StudiesTEKS

• strategies for test preparation and social studiesinstruction

• a complete answer key (with correspondingcomplexity levels for the practice items)

Readiness vs. Supporting StandardsThe eligible, or tested, TEKS are divided into“readiness standards” and “supporting standards,” withgreater emphasis on the former. Readiness standardsaddress broader, deeper ideas and are deemed morecritical for students to know. Supporting standardsaddress more narrowly defined ideas and will still beassessed, although not emphasized. The STAARMASTER Student Practice Book mirrors this balance of readiness and supporting standards to providemeaningful, authentic student practice for the STAARassessment.

What’s Inside the Student Practice Book?

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Reporting Category 38.15: American beliefs and principles reflected in historic documents Exercise 1

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1. King John of England (1166–1216) signed the Magna Carta in 1215. The Magna Carta i d an important influence on the U.S. system of government because the

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Critical-Thinking Skills for Social StudiesFor the STAAR™, the critical-thinking skills in socialstudies are not tested in isolation under a separatereporting category. These critical skills are nowincorporated into at least 30% of the practice itemsfrom the eligible TEKS and are reported along withthose content standards (Texas Education Agency,2011a). Similarly, in the STAAR MASTER® StudentPractice Book, students are asked to demonstrate theseimportant critical-thinking skills within the context ofpractice items for other standards. When one of theseskills is incorporated into a practice item, both thestandard and expectation are identified above thepractice item (see Figure 2 below).

Increased RigorThe STAAR program is described as “more rigorous”(Texas Education Agency, 2010a) than the TexasAssessment of Knowledge and Skills (TAKS). But whatdoes rigor mean in assessment? For the STAARprogram, it means the cognitive complexity of itemswill increase to assess skills at a greater depth. TheSTAAR MASTER Student Practice Book provides items written at varying levels of complexity toaccommodate this increase in rigor. (Refer to the“Depth of Knowledge” section on this page and page 5for more information about the levels of complexity inpractice items.)

AlignmentAccording to the mandate of No Child Left Behind(2001), states are required to develop assessments thattightly align to their content standards. To ensure thatthis requirement is met, states and districts oftenconduct alignment studies. In such a study, anassessment is compared to the state’s content standards.If an assessment is rigorous, the study will not yieldlarge disparities between the cognitive demands of theexpectations and those of the assessment.

Depth of KnowledgeNorman Webb’s (2002) “depth of knowledge” model iscurrently one of the most influential alignment modelsin the field of education. “Depth of knowledge”describes the degree of complexity of knowledge acurricular item requires. Webb identifies four levels ofdepth of knowledge: recall (Level 1), skill or concept(Level 2), strategic thinking (Level 3), and extendedthinking (Level 4). Distinct cognitive demands occurduring each activity, or thinking process, level. Theitems in the STAAR MASTER Student Practice Bookwere aligned to the TEKS using a modified version ofthe “depth-of-knowledge” model (see “Descriptions ofSTAAR MASTER ® Complexity Levels,” page 5).During the alignment process, the complexity level ofeach item (designated “Low,” “Moderate,” or “High”)was determined. The level of each practice item can befound in the Answer Key.Figure 2: Practice Item Testing Critical-Thinking

Skills in Social Studies

© ECS Learning Systems, Inc. � STAAR MASTER® Student Practice Book—Social Studies, Grade 8 Volume II, Teacher Guide4

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4

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3. The First Amendment to the U.S. Constitution grants Americancitizens all of the following EXCEPT—

A freedom of press

B freedom of speech

C freedom of assembly

D freedom of trial by jury



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Descriptions of STAAR MASTER®Complexity Levels

The following descriptions provide an overview of thethree complexity levels used to align the STAARMASTER® Student Practice Book items to the eligibleSocial Studies TEKS. Each explanation details the kinds of thinking required at each level. However, they do notrepresent all of the possible thought processes for eachlevel.

Low Complexity (L)Low-complexity items align with the TEKS at Level 1 ofthe Webb (2002) model. Items of low complexity mayinvolve recalling or recognizing—but not analyzing—basic social studies concepts. An item may ask students torecognize or use—but not interpret—a well-known fact,concept, trend, or theory. Items of this complexity mayrequire identifying the meaning of basic social studiesterminology. At this cognitive level, students may need tolocate details in a chart, graph, diagram, map, or othergraphic. A low-complexity item may ask students to list,reproduce, arrange, describe, or define basic informationand concepts.

Moderate Complexity (M)Moderate-complexity items align with the TEKS at Level2 of the Webb model. Items of moderate complexityinvolve both comprehension and the subsequentprocessing of information. Students may be asked to makeinferences, identify a cause-and-effect relationship, orcompare and contrast. At this cognitive level, students arerequired to examine significance, impact, point of view,and processes. Items may involve determining answerswith information from a chart, graph, diagram, map, orother graphic. A moderate-complexity item may askstudents to predict, organize, classify, interpret, explain,distinguish between examples and nonexamples,summarize, identify relationships, or determine a pattern.Some items also require students to apply low-complexityskills and concepts.

High Complexity (H)High-complexity items align with the TEKS at Level 3and/or Level 4 of the Webb model.* Items of highcomplexity require students to use strategic, multi-stepthinking and develop a deeper understanding of theinformation. The items at this level are non-routine andmore abstract. Students are asked to demonstrate moreflexible thinking, apply prior knowledge, proposesolutions, and cite evidence to support their responses orarguments. High-complexity items may require studentsto generalize based on patterns. Items may involveinterpreting information from a chart, graph, diagram,map, or other graphic. At this cognitive level, studentsmust apply concepts to new situations. Students will useconcepts to develop answers and to explain their processes.Students may be asked to examine contrasting perspectivesor related themes and concepts. A high-complexity itemmay ask students to plan, reason, compare, differentiate,draw conclusions, analyze, synthesize, apply, or prove.Some items also require students to apply low- and/ormoderate-complexity skills and concepts.

*Note: Although state standards may include expectationsthat require extended thinking, many large-scale assessmentitems are not classified at Level 4. Performance and open-ended assessments may require activities at Level 4.

© ECS Learning Systems, Inc. � STAAR MASTER® Student Practice Book—Social Studies, Grade 8 Volume II, Teacher Guide 5

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5

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3. Which article of the U.S. Constitutiondescribes the process for amending theConstitution?

A Article IB Article IIIC Article IVD Article V

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4. Which change to the U.S. Constitutioncame about because Anti-Federalists arguedagainst ratifying the document?

A Addition of a Bill of RightsB Removal of the “elastic clause”C Prohibition of a peace-time armyD Limited terms in office for the

President

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2. Following the War of 1812, which of thefollowing circumstances was the result of the other three?

A Demand for productsB Advances in technologyC Economic boom in U.S.D More funding for industry

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How to Use This Book

Effective Test PreparationWhat is the most effective way to prepare students for any social studies competency test? Experiencededucators know that the best test preparation includesthree critical components—

• a strong curriculum that is aligned with thecontent and skills to be assessed

• effective, relevant, and varied instructionalmethods that allow students to learn contentand skills in many different ways

• targeted practice that familiarizes students withthe specific content and format of the test

Obviously, a strong curriculum and effective, relevant,and varied instructional methods provide thefoundation for all appropriate test preparation.Contrary to what some might believe, merely “teachingthe test” performs a great disservice to students.Students must acquire knowledge, practice skills, andhave specific educational experiences that can never beincluded on tests limited by time and in scope. For thisreason, resources like the STAAR MASTER ® StudentPractice Book should never become the heart of thecurriculum or replace strong instructional methods.

Targeted PracticeThe STAAR MASTER Student Practice Book does,however, address the final element of effective testpreparation (targeted test practice). This bookfamiliarizes students with—

• the specific content of Texas’ competency test• the general format of competency tests

When students become familiar with both the contentand the format of a test, they know what to expect onthe actual test. This, in turn, improves their chances for success.

Using STAAR MASTER® ProductsUsed as part of the regular curriculum, the STAARMASTER Student Practice Book allows teachers to—

• pretest skills students need for the actual test• determine students’ areas of strength and/orweakness

• provide meaningful test-taking practice forstudents

• ease students’ test anxiety• communicate test expectations and content to parents

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Reporting Category 38.15

Exercise 1 1. B (M) 2. B (M) 3. C (M) 4. B (M) 5. B (M) 6. D (M)

Exercise 2

1. D (M) 2. D (M) 3. A (M) 4. D (M) 5. B (M)

Exercise 3

1. D (M) 2. B (M) 3. D (M) 4. B (M) 5. C (M)

Exercise 4

A D

Exercise 4

1. A (M) 2. A (M) 3. D (H) 4. B (L) 5. D (M)

8.18

Exercise 1

1. C (M) 2. D (M) 3. C (M) 4. B (M) 5. C (M)

Exercise 2

1. C (M) 2. D (M) 3. B (M) 4. D (M) 5. C (M)

Exercise 3

Answer Key

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21

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21STAAR MASTER® Student Practice Book—Social Studies, Grade 8 Volume I, Teacher Guide

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© ECS Learning Systems, Inc. � STAAR MASTER® Student Practice Book—Social Studies, Grade 8 Volume II, Teacher Guide

Selected pages from

STAAR MASTER®


Volume IIfor the State of Texas Assessments

of Academic Readiness


ISBN: 978-1-60539-804-4


© 2012 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,or otherwise) without prior written permission from ECS Learning Systems, Inc.


Printed in the United States of America. STAAR MASTER is a registered trademark of ECS Learning Systems, Inc.




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STAAR MASTER® Student Practice Book—Social Studies, Grade 8, Volume II

ECS Learning Systems, Inc.P. O. Box 440

Bulverde, TX 78163-0440ecslearningsystems.com

1.800.688.3224 (t)1.877.688.3226 (f )

[email protected]

Table of Contents


Government and Citizenship ....................................................................................5


Economics, Science, Technology, and Society..........................................................71



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STAAR MASTER® Student Practice Book—Social Studies, Grade 8, Volume II8 © ECS Learning Systems, Inc.


Reporting Category 38.15: American beliefs and principles reflected in historic documents Exercise 2

8.15A; 8.29B (M)

1. The English Bill of Rights (1689) and the American Bill of Rights (1791) are similarbecause both documents—

A explain the system of checks and balancesB establish the three branches of governmentC include instructions for allowing each citizen to vote D lay out the basic rights of all citizens in each country

8.15B; 8.29B (M)

2. Which of the following represents a major weakness of the Articles of Confederation?

A Representation in Congress based on size of stateB National court system with too much power to change lawsC Congressional regulation of both foreign and interstate tradeD Absence of an executive branch to enforce laws passed by Congress

8.15C; 8.29B (M)

3. The Declaration of Independence includes a list of colonial grievances against King GeorgeIII, including “quartering large bodies of armed troops” in the colonists’ homes. When the colonies broke from Great Britain and formed the United States, this grievance wasaddressed—

A within the Bill of RightsB by the Articles of ConfederationC in the Preamble to the U.S. ConstitutionD by Articles I and II of the U.S. Constitution



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This page may not be reproduced.

11STAAR MASTER® Student Practice Book—Social Studies, Grade 8, Volume II© ECS Learning Systems, Inc.

President

MakesLaws

Congress

Senate Approves orDisapproves Appointments

Supreme CourtAppoints

Judges

Declares LawsUnconstitutional

Vetoes or Signs Laws

Declares Laws

Unconstitutional

Reporting Category 38.15: American beliefs and principles reflected in historic documents

Exercise 3continued

8.15A; 8.29B (M)

3. The establishment of the Mayflower Compact was a significant event in American historybecause the document—

A served as a model for all other U.S. documentsB established a citizen’s right to freedom of speechC outlined the structure of the American governmentD provided a legal basis for self-government in a colony

8.15B; 8.29B (M)

4. Which provision of the Articles of Confederation represents one way that the Articlesstressed the independence of the separate states?

A Congress decided how much money the country needed.B Only individual state legislatures were allowed to pass taxes.C The federal government had the right to wage war against England.D The federal government controlled all lands west of the Appalachian Mountains.

8.15D; 8.29B; 8.29D (M)

5. Which principle of government is best represented by the diagram below?

A Judicial reviewB Individual rightsC Checks and balancesD Representative government



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STAAR MASTER® Student Practice Book—Social Studies, Grade 8, Volume II40 © ECS Learning Systems, Inc.


Reporting Category 38.19: Rights and responsibilities of United States citizens Exercise 2

8.19A; 8.29B (L)

1. Read the following excerpt from the Declaration of Independence.

Which words below correctly complete the excerpt above?

A democracy and a more perfect unionB life, liberty, and the pursuit of happinessC freedom of speech, religion, and the pressD common defense, general welfare, and liberty

8.19B; 8.29B (M)

2. Read the list of principles below.

The principles listed above would all be found in the—

A U.S. Constitution B Declaration of IndependenceC Preamble to the U.S. ConstitutionD Kentucky and Virginia Resolutions

8.19B; 8.29B (M)

3. The Bill of Rights was added to the U.S. Constitution to—

A give more power to the central governmentB protect the basic rights of all American citizensC establish a government similar to the British systemD protect the rights of those who fought against the British

We hold these truths to be self-evident, that all men are created equal, that they are endowed bytheir Creator with certain unalienable Rights, that among these are….

• Limited search and seizure

• Right to a trial by jury

• Freedom of religion



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Reporting Category 48.12: Why various sections of the U.S. developed different economic patterns

Exercise 2continued

8.12D; 8.29B (M)

4. Which statement best explains why sectional differences in the United States grew worse inthe years leading up to the Civil War?

A Northerners had always opposed slavery and favored abolition.B Each region of the country had unique economic issues and interests.C Early settlers had established the original colonies for different reasons.D The central government did little to resolve the issues that divided the regions.

8.12A; 8.29B; 8.29J (M)

5. Look at the map below.

Which area shown on the map was best known for its fishing, shipbuilding, trade, andsmall farms during the eighteenth century?

A Section 1B Section 2C Section 3D Section 4

Section 4

Section 1

Section 3

Section 2

UnorganizedTerritory

UnorganizedTerritory



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Exercise 2continued

Reporting Category 48.27: Impact of science and technology on the economic development of the U.S.

8.27D; 8.29B (M)

3. How did the transcontinental railroad best contribute to the opening of the West in theUnited States?

A The railroad allowed entire families to travel to the West.B The railroad provided an enjoyable way to travel to the West.C The railroad reduced travel time to the West from months to a few days.D The railroad only traveled between major cities in the East and the West.

8.27B; 8.29B (M)

4. In 1787, an American inventor named John Fitch completed the first successful trial run of a steamboat. By 1814, steamboats were frequently used in the country mainly because the boats—

A served as a favorite pastime in the United StatesB could transport both people and high-demand goodsC allowed any American to travel often and inexpensivelyD could carry more livestock than other forms of transportation

8.27D; 8.29B; 8.29C (M)

5. Look at the graph below.

Which point on the graph best represents the rise of the factory system in the UnitedStates?

A Point 1 C Point 3B Point 2 D Point 4

240220

200180160

140120100

Economic Growth in AmericaPer Capita Income 1700–1850

Year

1700 1720 1740 1760 1780 1800 1820 1840 1710 1730 1750 1770 1790 1810 1830 1850

Inco

me

(indo

llars

)

1

23

4



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