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SOCIAL STUDIES PRAXIS
Terms in this set (60)
A fifth-grade teacher is teaching a unit on explorers of North America and wants students to identify and recognize the accomplishments of prominent leaders. Which of the following is the most effective way to meet this objective?
-Showing a map highlighting the routes the explorers traveled
-Planning a jigsaw activity in which specific explorers are assigned to each group
-Providing activity packets with a story on each explorer to read at home
-Creating learning centers with information on the political conditions of that time
Option (B) is correct. A jigsaw approach allows students to work in small groups to specialize in one area, research the topic, and then teach other students what they've learned. Students will meet this objective in a more cooperative learning environment instead of simple memorization of facts.
A fifth-grade teacher asks students to create group presentations about the contributions of a classical civilization. One group wants to do their project on ancient Rome. They plan to include the Coliseum, the Pantheon, aqueducts, and the Forum. They also want to wear Roman clothing while presenting to the class.
Which of the following questions should the teacher ask the group to best help the students prevent factual errors?
-How do you plan to divide the work among the members of the group?
-Are you going to create the costumes or buy them?
-How do you plan to present the information to the class?
-What sources are you planning to consider for your research?
Option (D) is correct. If the students are either not researching their topic or not using valid sources, the teacher will need to guide the students to adequate information on their topics.
Which of the following is a change made by the federal government as a result of the attacks on the United States on September 11, 2001, that affects how people travel?
-Taking control of the airline industry
-Increasing security measures in airports
-Creating new immigration quotas
-Requiring passport identification for domestic railway passengers
Option (B) is correct. Airport security increased after September 11, 2001, resulting in stricter random screening.
A fifth-grade teacher is beginning a unit on the Industrial Revolution. Which of the following was an effect of the Industrial Revolution on the United States?
-An increase in urbanization and immigration
-A decrease in the construction of railroads
-An increase in the population of rural areas
-A decrease in the number of women in the workforce
Option (A) is correct. New and efficient manufacturing techniques created opportunities for low-skilled workers to come to rapidly urbanizing areas.
A history teacher assigns a short writing prompt assessing student knowledge of the impact of women such as Elizabeth Cady Stanton and Susan B. Anthony on the abolition movement. Many students submitted responses that misinterpreted the question, often stating that, "Americans learned that women should be able to vote in elections."
Previous knowledge of which of the following historical developments most likely led students to misinterpret the writing prompt?
-Women were not granted the right to vote until 1920.
-Many abolitionist leaders were also leaders in the woman suffrage movement.
-Women were often responsible for the education of their children.
-Many abolitionist leaders supported the passage of the Fifteenth Amendment.
Option (B) is correct. The most likely historical development to contribute to the students' misinterpretation is the relationship between the abolition and suffrage movements. Many reformers involved in the woman suffrage movement, such as Susan B. Anthony and Elizabeth Cady Stanton, also sought to abolish slavery in the United States.
A history teacher wants to use a documentary video to engage students in a classroom discussion of the ways that pre-Columbian civilizations in Central and South America were influenced by their natural environments. Which of the following documentary videos would best facilitate the discussion?
-A documentary about the similarities among pre-Columbian languages
-A documentary about Spanish Conquest of the Aztec civilization
-A documentary about the development of agriculture in different pre-Columbian civilizations
-A documentary video about species of wildlife that live in Central America
Option (C) is correct. The documentary video about pre-Columbian farming techniques would best facilitate a discussion of how pre-Columbian civilizations were influenced by their natural environment because students will learn what kinds of crops were available in each region, and what methods were best suited to the environments they lived in.
Which of the following classical Chinese contributions was invented to replace bamboo, wood, and silk as methods for spreading literature and information?
Option (D) is correct. The invention of paper helped in making books that led to the spread of literacy in a more convenient and cheaper way.
Before European exploration in North America, which of the following weapons was used by indigenous people to hunt small game?
Option (A) is correct. Spears with barbed points were weapons the indigenous people developed with natural resources such as stones.
Students are asked to recreate a sign that Susan B. Anthony and Elizabeth Cady Stanton would have marched with in support of their cause. Which of the following best exemplifies a slogan that would appear on their sign?
-End corporate monopolies
-Equal employment opportunities
-Let women vote
Option (D) is correct. Susan B. Anthony and Elizabeth Cady Stanton led the woman suffrage movement to help women gain the right to vote.
Which TWO of the following history lesson activities would best facilitate the use of chronological thinking skills?
-Determining the publication dates of historical texts in the school library
-Examining multiple eyewitness perspectives of a historical event
-Sequencing a series of events leading up to the American Revolution on a time line
-Describing the foreign policy objectives of current world leaders
-Identifying events that contributed to trends in a graph of twentieth-century United States immigration data
Options (C) and (E) are correct. Chronological thinking skills include the ability to place events in chronological sequence, such as on a time line, and the ability to identify factors that contributed to changes across long periods of time, such as in data graphs.
A student evaluates primary and secondary resources to gain insight into a historical topic. Which of the following will most likely lead to the student eliminating the source being consulted?
-The student observes that the diary of a person directly affected by the event recalls incorrect dates compared to other sources.
-The student notes that a published thesis on a university Web site lacks citations for the sources used to create the argument.
-The student gathers population data and statistics from a government website ending in ".gov".dot g o v
-The student reads the preface of a published book and concludes that its author takes a debatable position on the historical issues.
Option (B) is correct. The student who encounters a secondary source of this type that fails to reveal where the information came from should disregard the source and label it invalid.
A teacher prepares a lesson to demonstrate how individual perspectives alter the ways in which people react to the same event. The historical focus for the lesson is the Boston Massacre. Which of the following pairs of resources best facilitates the teacher's overall objective?
-A current history magazine article and a newspaper article written in 1770
-A modern encyclopedia entry and an article published in a scholarly journal
-A diary entry from an American colonist and court testimony of a British officer
-A court transcript from an American colonist and a section from a history textbook
Option (C) is correct. The court testimony and the diary entry both qualify as primary sources and as such offer the best evidence for how the opposing sides viewed the conflict from their unique lenses.
A first-grade teacher provides students with several pictures of daily school day activities, such as coming into the classroom in the morning, doing schoolwork, playing outside during recess, and boarding a school bus.
The teacher asks students to place the pictures on a timeline according to when they occur in the school day. Which of the following is the primary purpose of the activity?
-Identifying commonalities among events
-Prioritizing tasks on a list according to importance
-Introducing the idea of placing events in a chronological order
-Comparing a school schedule now and how it was long time ago
Option (C) is correct. Early elementary social studies lessons typically introduce the concept of chronology using daily events that the students can relate to.
A fourth-grade teacher plans a lesson to analyze the Pilgrims' voyage to the New World from England in search of religious freedom in the seventeenth century. The teacher then incorporates an extension activity based on an article on current events to help students compare the Pilgrims with European immigrants leaving their countries in the 1800s for better economic opportunities.
Which of the following is the teacher most likely attempting to accomplish through the lesson?
-Demonstrating how themes from the past recur in modern times
-Revealing that solving problems from the past prevented them from recurring
-Illustrating how people's attitudes toward immigration changed over time
-Focusing on how countries change their policies based on past events
Option (A) is correct. Both the historical lesson and the modern link demonstrate why people move from their homes in search of other, better lands—a theme which recurs over time and in many contexts.
During a history unit on the American Revolution a fifth-grade teacher teaches a lesson on the complex relationships between historical actors leading to the outbreak of the revolution. Which of the following homework assignments would best assess the learning objective?
-Students create a time line of major battles during the revolution.
-Students answer multiple-choice questions identifying revolutionaries.
-Students create a concept web visualizing the interactions of revolutionaries.
-Students write a biographical essay on an assigned revolutionary.
Option (C) is correct. Creating a concept web of the interactions between revolutionaries would assess students' understanding of complex relationships between historical actors.
Which of the following enduring understandings best helps students understand the issues that led to the creation of the constitution of the United States and the Bill of Rights?
-The United States emerged as a world power with influence which spanned the globe.
-Symbols unite communities and demonstrate citizenship.
-A democracy depends on citizens understanding and respecting their individual rights and responsibilities.
-Resources can be used to determine directions, distances, and locations.
Option (C) is correct. Understanding the circumstances that led to the creation of the Constitution will lead a student to understand that democracy is reliant on its citizens understanding their own rights and responsibilities.
After teaching a civics unit, a third-grade teacher divides students into groups, gives each group a packet of cards representing governmental activities and the three branches of government, and asks students to match each governmental activity to the appropriate branch of government. Which of the following is the function of this activity?
-Reinforcing the concept of separate roles and responsibilities within the government
-Examining how the various government offices and agencies collaborate
-Identifying how bills and laws are passed under the legislative department
-Extending knowledge about the constitutional rights and amendments
Option (A) is correct. This activity reinforces the separate roles and responsibilities under the three branches of the government: legislative, executive, and judiciary.-
Which of the following learning activities best helps students understand the Founding Fathers' motivation for writing the Declaration of Independence?
-Portraying Thomas Jefferson discussing the issue of slavery with James Madison in a role-play scenario
-Writing a letter to the principal expressing why they believe the new school uniform policy is unfair
-Working with a group of peers to create a poster showing the British what life is like in the New World
-Engaging in a class discussion of England's policy on the western land and the Iroquois neutrality pacts
Option (B) is correct. Writing an opinion letter to the principal reflects the same motivation the Founding Fathers had in writing the Declaration of Independence
In an introductory lesson on the United States federal government, a second-grade teacher asks the students to compare the jobs of the school's principal and vice principal to the jobs of the president and vice president of the United States.
The lesson best introduces which of the following concepts about the United States government?
-The three branches of the federal government
-The role of the executive branch of government
-The process by which elected representatives create laws
-The system of checks and balances
Option (B) is correct. The teacher is asking students to relate the jobs of the school principals to the jobs of the president and vice president of the United States in order to help them develop a basic understanding of the roles and responsibilities of executive offices.
Which of the following is an appropriate approach to teach a third-grade student about the reason for the addition of the Bill of Rights to the Constitution of the United States?
-Listing why the colonies wanted independence
-Discussing why it is important to protect individual liberties
-Comparing how the colonies were founded
-Illustrating how a national church would unite the country
Option (B) is correct. It is important for students to know that the Bill of Rights was created to protect individual rights by limiting government authority.
After completing a unit on citizenship, a fifth-grade teacher asks students to design a community service project.
Which of the following student projects most accurately fulfills the end-of-unit assignment?
-Collecting paper trash from neighbors to take to the local recycling plant
-Helping to wash cars as a fund-raiser for the class field trip
-Contacting the state senator from the district about creating a new park
-Volunteering to do more tasks at home to help the family
Option (A) is correct. Helping neighbors with their trash by taking paper trash to a local recycling plant demonstrates responsible citizenship.
A first-grade teacher is introducing a unit on patriotism. The teacher makes ten stations around the room. Each station has a picture or artifact reflecting a patriotic symbol, custom, or celebration. Students are asked to visit each station and individually answer questions about each picture or artifact and turn in their answers to the teacher.
Which of the following best identifies the goal of the station activity?
-Encouraging students to brainstorm project ideas on the new unit
-Guiding students' thought process to get them actively involved in the lesson
-Developing independent thinking and good work habits
-Identifying misconceptions to develop appropriate future lessons
Option (D) is correct. Through analyzing the student answers the teacher will be able to focus on correcting misconceptions and not waste time on information that students already know.
A fourth-grade teacher introduces a civics unit on the rights and responsibilities of citizenship with the following activity.
Posts signs with the words RIGHTS and DUTIES at the opposite walls of the room. Flashes photos on the classroom screen of citizens enjoying rights and completing civic duties. As each photo is projected, students walk to the sign that best describes the action being shown.
Which of the following is the main purpose of the activity?
-Encouraging students to ask questions about the topic
-Determining students' prior knowledge before instruction
-Helping students participate in collaborative learning
-Involving students in critical thinking skills on the topic
Option (B) is correct. The activity informs the teacher of what students already know about the rights and duties of citizenship.
A sixth-grade class is studying democracy. The teacher identifies that most of the students have a misunderstanding that all governments that conduct elections are democracies.
Which of the following activities best addresses the misperception?
-Assigning a reading that evaluates the current voter turnout rate in countries across the world
-Asking students to analyze political cartoons satirizing corruption in an election
-Assigning students to compare voter turnout statistics for different age groups in the last election
-Conducting a mock election where only one student is nominated and placed on a ballot for each class office
Option (D) is correct. A mock election with only one candidate shows students that simply having an election and voting do not make a democracy.
A second-grade teacher asks students to explain how patriotic symbols and practices reinforce national identity for Americans.
Which of the following student responses demonstrates a misconception that the teacher needs to address?
-The Statue of Liberty represents America's independence and welcomes individuals coming to the United States.
-The American bald eagle often symbolizes the courage of the soldiers and individuals that created the United States of America.
-The stars on the American flag represent the 50 states that make up the United States of America.
-The Fourth of July celebration commemorates the surrender of the British army during the American Revolution.
Option (D) is correct. The Fourth of July celebration commemorates the signing of the Declaration of Independence in 1776. The British army surrendered in 1781 and the Treaty of Paris, which recognized American independence, was not signed until 1783.
As a part of a lesson, a fourth-grade class identifies community issues and the process by which local government addresses those needs. Which of the following student activities is most likely to develop an understanding of the roles and responsibilities of the local government?
-Brainstorming interview questions to ask a community leader
-Discussing possible solutions to current political issues in the country
-Participating in a simulation of a city council meeting to address local issues
-Conducting a mock election for various local government positions
Option (C) is correct. Simulating a city council meeting requires students to discuss issues, assume roles and responsibilities of local leaders, and brainstorm solutions in a class setting. The activity is hands-on and is the most effective way to learn in social studies.
A sixth-grade teacher asks students to complete the following assignment.
Design a political cartoon to show the system of checks and balances outlined in the United States Constitution. Write a paragraph explaining the methods and techniques used to convey the political message.
To successfully complete the assignment, which of the following is important for the students to know in addition to knowing how to create a political cartoon?
-Specific examples of when presidential pardons were granted or denied
-How each branch of government limits the powers of other branches
-Knowledge of how other countries restrict the powers of government
-Names of current leaders of the three branches of government
Option (B) is correct. Students cannot visualize the checks-and-balances system without knowing ways that each branch of government can limit the powers of other branches of government.
A first-grade teacher introduces a unit on family. Which of the following activities is the most appropriate way to introduce the concept?
-Gathering the students in a circle and reading a book about different types of families around the world
-Brainstorming with the students about how their families can participate in the different school events
-Assigning the students homework where they have to discuss their own family ancestry with a family member
-Having the students compare and contrast different kinds of families using a graphic organizer
Option (A) is correct. Reading a book to introduce the concept is the most appropriate way to introduce a lesson in first grade.
A teacher divides a class into two representative bodies. The groups work together to create a new list of classroom rules and vote on which of the rules should be adopted. The teacher does not agree with one of the rules and takes it off the list.
Which of the following examples of the system of checks and balances outlined in the Constitution of the United States is the teacher modeling?
Option (B) is correct. Vetoing laws created by Congress is a way for the president to keep the legislative branch in check or change an act of the legislative branch. By rejecting one of the rules, the teacher is vetoing it.
A second-grade teacher introduces a civics activity in which students sort cards into two different categories. The cards are each labeled with activities such as voting in elections, celebrating a religious holiday, volunteering at homeless shelters, and protesting an unfair law.
Which of the following best describes the objective of the activity?
-Creating classroom rules collectively
-Reviewing ways students can participate in society
-Identifying the rights and responsibilities of living in a democracy
-Analyzing the effectiveness of rules and laws
Option (C) is correct. The activity requires students to understand the duties of a citizen and to distinguish between rights and responsibilities by sorting labeled cards.
A fifth-grade teacher develops a lesson around the communitarian idea that societies must balance the rights and responsibilities of individuals with the common good. Which of the following instructional tools is the best source to support the objective?
-A video featuring the six essential elements of democracy
-A time line showing important events from 1750 to 1800
-A map of the thirteen original colonies with the dates when they were formed
-A Venn diagram comparing clothing of indigenous peoples and European settlers
Option (A) is correct. In order to understand that societies must balance the rights and responsibilities of individuals with the common good, students must understand the essential elements of democracy. Showing the students a video of the six elements of democracy will help the students learn the concepts.
A kindergarten teacher provides students with a family tree diagram containing large leaves to represent various family members. The teachers asks students to draw a picture of a family member in each leaf. The students then present their trees to their classmates. Which TWO of the following best identify the purpose of the activity?
-Learning to play and share cooperatively
-Understanding family structures
-Understanding the roles of individuals in the community
-Learning to identify their family's ethnic backgrounds
-Understanding everyone is part of a family
Options (B) and (E) are correct. Drawing pictures into a family tree and placing each family member on the tree help to give students an idea of where each family member fits into the overall family structure, and by presenting the family trees to the class the students will see that all students are part of a family, even though the family structures may be different.
Which of the following activities is best for building on students' existing knowledge when starting a new unit on culture for second-grade students?
-Creating a list of traditions practiced in their families
-Taking notes while reading an expository text about different customs
-Comparing different religions practiced around the world
-Describing the development of different languages
Option (A) is correct. Students develop an understanding of traditions and customs by first observing them within their own families and communities.
A first-grade teacher is beginning a unit on the predictable pattern of the Sun as it relates to seasonal changes. The goal of the unit is to teach students that as the days get longer, Earth heats up, and as the days get shorter, Earth cools down.
Which of the following activities best supports the instructional goal of the unit?
-Looking at photos of the Sun's position at different times of the day and predicting Earth's movement
-Completing a Venn diagram to compare and contrast temperatures of substances at sunrise and sunset
-Studying a graph that tracks sunrise, sunset, and corresponding temperatures for each month to determine a trend
-Sharing personal experiences of observing sunrise and sunset in different seasons
Option (C) is correct. Tracking sunrise, sunset, and daily temperatures on a graph over a period of time should help students link temperature changes with seasons. This activity also provides students with data to refer to during classroom activities throughout the unit.
A second-grade teacher is explaining how geographic events like earthquakes, hurricanes, and volcanic eruptions happen repeatedly in the same places. The teacher wants the students to associate these geographic events with changes that humans make in order to live near these places.
Which of the following would best emphasize the theme of the lesson?
-Showing videos on the various causes of natural disasters around the world
-Looking at world maps showing where fault lines and lava domes are located
-Studying a chart graphing the frequency of geographic events in various places over the last ten years
-Looking at pictures of communities located near fault lines, coastal regions, and lava plateaus
Option (D) is correct. Pictures of communities in areas prone to geographic events are likely to show the modifications that humans have made to the areas in order to live there safely (e.g., sand dunes in coastal regions).
Ms. Brandt is a fourth-grade teacher who is about to start a unit on the physical geography of her state. The content standard requires that students be able to explain changes in physical characteristics over time caused by both human and natural processes.
Which of the following should Ms. Brandt consider in her lesson planning to ensure students are able to understand the concept?
-The use of essential questions that are related to the topic
-The amount of understanding her students have about ancient history
-The developmental reasoning abilities of her students
-The ability of her students to accurately complete activities that sequence events in time
Option (A) is correct. To best capture students' attention, teachers ask essential questions related to the topic when planning lessons.
Mr. Sen is creating a lesson for his fourth-grade class around the geographic theme of human-environment interaction, which deals with the ways in which geographic locations influence the lives and choices of the people who live in them. Which of the following learning objectives best demonstrates Mr. Sen's understanding of the social studies concept of human-environment interaction?
-Students will be able to write an essay about the limitations geography placed on early explorers in the Americas.
-Students will be able to construct a table describing how different physical features of regions influence architecture and economic activities of residents.
-Students will be able to create a cause-and-effect diagram describing the formation of different landforms.
-Students will be able to describe patterns of immigration, emigration, and distribution of people in a particular region.
Option (B) is correct. The objective is most closely related to the theme of human-environment interaction because it links physical features of regions and how those features influence human activities.
Which of the following assignments would best allow a fifth-grade teacher to determine whether students fully understand push and pull factors?
-Drawing a Venn diagram of the features of a fictional character's country of immigration and country of emigration
-Creating a time line of different immigration patterns to the United States
-Creating a storyboard for a documentary about the top reasons people migrate
-Listing the ways people can improve their lives after migration
Option (C) is correct. Creating a storyboard will allow students to visualize and help them remember both push and pull factors for migration.
A fourth-grade geography teacher asks students to match different types of vegetation with one of the three regions in which they occur naturally: North Africa, South Asia, and the Arctic.
Which TWO of the following geographic features of each region will students need to most closely consider to successfully complete the activity?
-The latitude of each region
-The human population of each region
-The average amount of rainfall in each region
-The tectonic plate on which each region exists
-The number of cities in each region
Options (A) and (C) are correct. If students can identify where regions are located in relation to the equator, they will be more likely to understand the climate of the region. Also, if students can identify the average amount of rainfall in a region, they will be more likely to understand the types of vegetation that the region can support.
A second grade teacher labeled cardinal and intermediate directions in the classroom at the start of a unit of directions. Which of the following instructional strategies bests reinforces concepts from the lesson?
-Giving students worksheets of a community map that they can complete at home
-Asking students to use the labeled directions and make a list of all the possible directions
-Giving each student a compass to navigate their way around the school whenever possible
-Asking students to move to the northeastern side of the classroom using the labeled directions
Option (D) is correct. Students can refer to the cardinal direction labels in the classroom and utilize this information to support the newly learned intermediate direction information.
A first-grade teacher presents a lesson on landforms and water features. When doing a follow-up activity, several students confuse an isthmus with a strait, a peninsula with a gulf, and a cape with a bay. Which of the following strategies most effectively addresses the students' misunderstanding?
-Planning a hands-on project about land forms for the students to complete at home with parental guidance
-Asking a student volunteer to explain to the class in his or her own words the differences in the land forms and water
-Presenting a world map with the land and water forms to review the newly learned information
-Allowing the students to conduct their own research on the various landforms
Option (C) is correct. Reviewing the various landforms and water features using the visual aid of a world map will help clarify the confusion the students are having.
A fifth-grade teacher is preparing for a lesson identifying similarities and differences among various racial, ethnic, and religious groups in the same country. The supporting material is a set of photographs of a variety of people labeled with the following attributes for each person: religion, music, clothing, and food preference. Which of the following activities is most likely to help the teacher achieve the lesson's objective?
-Making a collage out of photographs that represent one of the four attributes
-Sharing opinions about the photos during a small-group discussion
-Identifying photographs with a given attribute and doing further research on that attribute
-Sorting the photographs based on attributes and making comparisons among the people pictured
Option (D) is correct. The teacher should practice sorting the photographs and create questions for students that will prompt an understanding of the material. For example, people with the same color skin may have different religions and wear different clothing.
Which of the following is an example of modifying the physical environment to adapt to the needs of the people living in a community?
-Planting trees to decrease highway traffic noise
-Introducing digital maps to make navigation easier
-Identifying areas of natural drainage to limit building
-Allowing free access to the local library
Option (A) is correct. It demonstrates how people have modified the physical environment in which they live—planting trees that did not previously exist.
A second-grade teacher prepares for a beginning lesson focused on interpreting data from a map. Which TWO of the following map characteristics best support the teacher's lesson when used in a related activity?
-Shows a small area of land
-Contains a compass rose
-Provides a legend
-Includes a relevant title
-Represents sections of land in vibrant colors
Options (B) and (C) are correct. A compass rose critically assists students when interpreting a map to locate items presented in the legend. A legend contains symbols that represent objects on the map, which is critically important to helping students successfully interpret data on a map.
Which of the following best allows students to compare and contrast their cultures with the cultures of others?
-Watching a documentary on the factors that are responsible for mass migration
-Reading an article in a school newspaper about how local politics influence education in different countries
-Writing and receiving letters from peer pen pals from a school in another country
-Studying immigration and emigration patterns of groups from other countries
Option (C) is correct. Organizing a classroom community where students will write and receive letters from pen pals from another classroom in another country will promote literacy and increase knowledge about other cultures.
Which of the following strategies best uses geography skills to engage students in inquiry-based learning?
-Plotting a national landmark using its latitude and longitude and answering the five "W" questions about the landmark
-Using a globe to identify latitude and longitude lines for various locations
-Completing a worksheet focused on using latitude and longitude lines followed by a short knowledge check
-Taking notes during a teacher-directed lecture on latitude and longitude lines
Option (A) is correct. Inquiry-based learning includes the collection, evaluation, analysis, and interpretation of information. This activity includes all of these components.
A third-grade teacher starts a lesson on the first methods used to obtain goods and services to meet individual needs. Which of the following is the most appropriate classroom activity related to the topic?
-Trading goods with classmates without the use of currency
-Reading an informational article about world currencies independently
-Using an online currency converter to learn about exchange rates
-Estimating the cost of household goods during a specific time period
Option (A) is correct. The barter system was used to exchange goods and services prior to the introduction of currencies. Through this method humans have been able to acquire goods to help meet their needs. The activity is also appropriate for third graders to comprehend.
A second-grade teacher creates a classroom store stocked with toys that can be purchased with certain amounts of tokens. A standard amount of tokens is awarded to students each week. At the end of each week students may choose to spend their tokens on small toys from the store or save their tokens to purchase larger toys later.
Understanding of which of the following economic concepts is best reinforced by the classroom store?
Option (D) is correct. Students who choose to save their money to buy larger toys from the classroom store will learn the value of saving money.
A teacher is holding a classroom discussion after a lesson on the ways in which cities develop to meet economic needs. The teacher asks students to brainstorm economic factors that contributed to an increase in the population of cities like New York and Boston during the late 1800s.
Which of the following student responses indicates that the student may require additional instruction?
-"People started to move to cities because they wanted to own their own land."
-"People started to move to cities to find work in the factories that were being built."
-"People started to move to cities to more easily sell goods in international markets."
-"People started to move to cities because they couldn't find work in rural areas."
Option (A) is correct. The teacher should focus instruction on the idea that most people did not move to cities with the intention of acquiring land.
Which of the following examples best describes the concept of specialization in the process of producing goods?
-A medical doctor opens a practice where patients can come in to be examined for all of their health issues.
-A steel manufacturing company operates one large steel mill where all of their raw materials are processed.
-A restaurant employs one kitchen chef who is responsible for making and preparing all dishes ordered by customers.
-A company servicing the automotive industry makes only a type of tire that is compatible with pickup trucks.
Option (D) is correct. The company that manufactures only one type of tire is specializing in that product, exemplifying the efficiency that comes with specialization in the production of goods.
Which of the following best exemplifies how capital can function as a resource in the process of creating goods?
-A land developer uses personal income to buy a parcel of land and to organize a construction team to build a new residential property.
-A carpenter is paid for several weeks of work cutting wood and fitting it together to provide the foundation for a new home.
-A hammer created by a tool manufacturer is used by a construction worker in the process of building a new residential property.
-A logger is placed in charge of cutting trees in a forest that are later refined into wood used to create structures for new homes.
Option (C) is correct. The hammer functions as capital rather than a consumer good and is a resource that is being utilized to create a new good, in this case a residential property.
A fourth-grade teacher writes a list of professions in the community on a board and provides students with sticky notes to brainstorm attributes associated with each profession. Which of the following is the primary purpose of the lesson?
-Predetermining careers that are most suitable for the students
-Screening for career opportunities that the students are most familiar with
-Grooming the students to work for the best organizations
-Introducing students to the skills and qualities associated with different jobs
Option (D) is correct. This activity helps students understand and identify what skills and qualities are required of someone to be successful at different jobs.
As an introduction to an economics lesson, a teacher uses the example of a small business that prepares to launch a new cereal in the market. The teacher emphasizes that the cereal can only be sold in stores after its ingredients are tested and the nutritional information has been verified by the local and county health agencies. The teacher's example best illustrates which of the following concepts?
-Supply and demand
Option (C) is correct. All local and county health agencies have to follow the federal regulations as set by the Food and Drug Administration (FDA)F D A. This organization places restrictions on the food businesses before they can market a product to a consumer.
Ms. McCallum asks her students to categorize activities involving various goods as raw goods or finished goods. Create a student response by identifying each activity resulting in raw goods or finished goods. Select all that apply.
Correct Answer: A, D, F, G, I
The correct responses are logging, fishing and mining are activities that produce raw goods, whereas clothing sales and coin production are activities that pertain to finished goods.
A third-grade student remarked, "I can't go to the movies with friends because I just spent all of my birthday money on a new video game." Which of the following economic concepts does this statement best illustrate?
Option (B) is correct. An opportunity cost is something a person gives up in order to gain something else. In this case, the student gave up going to the movies in order to gain a new video game.
As part of a research project, a student discovered that during the 18th century many items were used as currency, including tobacco leaves. However, the tobacco leaves were soon replaced with paper money for transactions. Which of the following best represents why governments eventually began issuing paper money?
-Growing tobacco leaves became increasingly difficult
-Ensuring that the currency would not depreciate over time
-Using paper money was a novelty that attracted many traders
-Exchanging goods and services was easier with uniform currency
Option (D) is correct. Utilizing one form of paper money would be much easier to exchange than tobacco leaves and other forms of currency for the same goods and services.
A teacher wants students to increase their knowledge about specialization and trade. Which of the following activities best allows students to reach this goal?
-Providing a graphic organizer for students to compare and contrast trade barriers between two countries
-Asking students to give an oral presentation on the economic conditions of a country that has limited resources
-Having students list names of countries that generate the highest revenue through international trade
-Assigning students a country to research how surplus products are sold to other countries that have scarcity of that product
Option (D) is correct. Focused research on a country will provide in-depth knowledge on specialization and trade and will help the students to understand the dependencies among countries.
A fourth-grade teacher wants students to understand that conducting a comparison of costs and benefits is the best method to use when selecting an item to purchase. Which of the following strategies provides the most effective way of accomplishing this goal?
-Placing four similar items on the teaching station with the same price tags and asking the students to choose one, then explain their choices
-Asking students to provide a graphical representation of marginal cost and benefit of a product as a cost-benefit analysis study
-Distributing two store fliers and having students select one item to compare the prices for at each store, then determine which store to purchase the item with an explanation of why
-Conducting an interactive lesson showing how commercials dictate people's purchasing decisions, regardless of the costs
Option (C) is correct. Comparing similar items at different stores allows students to weigh the costs and benefits of one item, as opposed to the costs and benefits of different items.
The following chart was created by a second-grade student and contains some incorrect information.
Which of the following questions could the teacher ask to guide the student to correct the error?
-"Are new toys a daily need or a survival need?"
-"What kind of a new toy did you have in mind?"
-"Can you explain why you listed new toys as a need?"
-"Where would you rank this item on your list of needs?"
Option (C) is correct. This teacher scaffolds student learning by asking the student to explain and defend the answer choice of why new toys are a need. The teacher uses this opportunity to correct any errors in understanding the concept of wants and needs to guide the student to the correct answer.
A first-grade teacher sets up a pretend market in the classroom. The market includes seven apples, priced at $0.50 each, and two oranges, priced at $2.00 each. The teacher explains that the price of the oranges is higher because there are fewer of them available. This lesson best illustrates which of the following concepts?
-Showing how to shop on a budget
-Demonstrating how supply affects prices
-Introducing how the climate of a region dictates the supply of produce
-Encouraging the students to save more to increase purchasing power
Option (B) is correct. This lesson illustrates how supply affects prices. All other factors being equal, items for which there is a lower supply are priced at a higher rate per item than items for which there is a more ample supply.
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