To the Teacher

1. To the Teacher • This review highlights the emphasized standards on the CST • These questions will not appear on the CST again, but similar ones may • The most important thing to do is to discuss the distracters as that will prepare the students for 4 questions for everyone you cover • There are some emphasized standards that do not have a released test question. You may want to create a question to cover that standard. • As you practice the skill based questions (maps, charts, quotes) with the students, emphasize that these are the easiest questions on the test because the answer is in the question! • The standard description is given for each question so that you can make brilliant commentary on the standard, and enlighten them on additional questions that might be asked • Encourage the students to go online and study the released test questions in preparation for the game http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqhss8.pdf • It’s the end of the year. You’re tired…they’re tired. Make it a game. Feed them. Anything to make it fun!

2. Suggestion for Student Review GameSo, Who Wants To Be a Millionaire on the CST? • Break students into groups of 2-3, balancing the group with succeeding and struggling students • Assign a dollar value (make it in the thousands!) for each question based on difficulty • Tell them questions will be repeated and they will be able to earn money later if they get it wrong now • Create your own rules and rewards to add to the excitement

3. So, Who Wants To Be a Millionaire on the CST? • Each group has an A card, a B card, a C card, and a D card that one member of the group will stand up with, after they have discussed the correct answer. • Review the distracter answers as that will be the best preparation for the test • Play ‘Just Say Know’ on occasion for extra dollars (See next slide for explanation) • Post the top 3 groups money totals weekly in classroom or on general announcements

4. Just Say ‘Know’ Process • Confirm—What is correct answer & why? • Discern—Why would a student pick a particular distracter? • Churn—What is another good wrong response (distracter)? • Your Turn—How can the question be modified to make one of the wrong answers right? Source - Sandy Sanford, Eduneering

5. 6.1.3 Human Modifications of Physical Environment • 2. Which development most enabled early peoples to form permanent settlements? • A advances in agricultural production • B the creation of democratic government • C the spread of monotheism • D advances in written language

6. 6.1.3 Human Modifications of Physical Environment • 2. Which development most enabled early peoples to form permanent settlements? • A advances in agricultural production

7. 6.2.5 Egyptian Art/Architecture • 4. The art and architecture of ancient Egypt were designed to emphasize the • A value of the arts in daily life. • B role of the individual as an artist. • C idea of beauty as seen by the artist. • D religious idea of eternal life.

8. 6.2.5 Egyptian Art/Architecture • 4. The art and architecture of ancient Egypt were designed to emphasize the • D religious idea of eternal life.

9. 6.2.5 Art/Architecture • It is visible from great distances. It is a reminder to all who see it of the wealth and power of the leader of the people who built it and of his glory and greatness as a god here on the Earth. • 5. The speaker in the passage above is referring to the • A Greek tyrant and the Parthenon. • B Egyptian pharaoh and his pyramid. • C Assyrian king and his lighthouse. • D Hebrew king and the Temple.

10. 6.2.5 Art/Architecture • It is visible from great distances. It is a reminder to all who see it of the wealth and power of the leader of the people who built it and of his glory and greatness as a god here on the Earth. • 5. The speaker in the passage above is referring to the • B Egyptian pharaoh and his pyramid.

11. 6.3.2 Beliefs • 7. The Ten Commandments of the ancient Hebrews has had the greatest influence on the development of Western • A parliamentary democracies. • B moral and ethical teachings. • C feudal social class systems. • D styles in art and literature

12. 6.3.2 Beliefs • 7. The Ten Commandments of the ancient Hebrews has had the greatest influence on the development of Western • B moral and ethical teachings.

13. 6.4.1 Greek City States • 10. Greece’s mountainous terrain and its series of small islands influenced the ancient Greeks to develop • A a political system based on independent city-states. • B a culture that was uniform throughout its vast empire. • C an economic system based on mining precious metals. • D a society completely isolated from other civilizations.

14. 6.4.1 Greek City States • Greece’s mountainous terrain and its series of small islands influenced the ancient Greeks to develop • A a political system based on independent city-states.

15. 6.4.3 Direct vs. Rep. Democracy • We regard an individual who takes no interest in public affairs not as harmless, but as useless. • —Pericles’ Funeral Oration • 11. The quotation above illustrates the importance ancient Athenians placed on individual participation in the • A education of young children. • B religious rituals of the community. • C political process of the city-state. • D economic activities of the household.

16. 6.4.3 Direct vs. Rep. Democracy • We regard an individual who takes no interest in public affairs not as harmless, but as useless. • —Pericles’ Funeral Oration • 11. The quotation above illustrates the importance ancient Athenians placed on individual participation in the • C political process of the city-state.

17. 6.4.4 Mythology Influence atlas — a collection of maps herculean — very powerful labyrinth — a maze olympian — majestic, honored 13. All of these words used in the English language today originated in myths of the A Chinese. B Romans. C Greeks. D Egyptians.

18. 6.4.4 Mythology Influence atlas — a collection of maps herculean — very powerful labyrinth — a maze olympian — majestic, honored 13. All of these words used in the English language today originated in myths of the C Greeks.

19. 6.4.7 Influence of Alexander the Great • 16. How did the rise to power and reign of Alexander most affect Greece? • A He established a peaceful relationship with the Persian Empire. • B He strengthened greatly the concept of democratic rule. • C He made Macedonia into the intellectual center of the Hellenistic world. • D He ended the power of the city-states and established a unified nation.

20. 6.4.7 Influence of Alexander the Great • 16. How did the rise to power and reign of Alexander most affect Greece? • D He ended the power of the city-states and established a unified nation.

21. 6.5.1 Rise of India 17. Which letter on the map above is the location of the Indus River Valley and the early civilization it supported? A location A B location B C location C D location D

22. 6.5.1 Rise of India 17. Which letter on the map above is the location of the Indus River Valley and the early civilization it supported? C location C

23. 6.6.3 Chinese Beliefs • Began in 500s B.C. • Hoped to preserve order in society • Attempted to establish a harmonious society • Created a system of ethics for society 19. Which individual was responsible for the Chinese social movement described in the text box above? A Buddha B Asoka C Confucius D Shi Huangdi

24. 6.6.3 Chinese Beliefs • Began in 500s B.C. • Hoped to preserve order in society • Attempted to establish a harmonious society • Created a system of ethics for society 19. Which individual was responsible for the Chinese social movement described in the text box above? C Confucius

25. 6.7.8 Legacies of Former Civilizations • 23. The origins of checks and balances in the U.S. political system can be traced to the • A French monarchy. • B Roman Republic. • C Greek aristocracy. • D Aztec Empire.

26. 6.7.8 Legacies of Former Civilizations • 23. The origins of checks and balances in the U.S. political system can be traced to the • B Roman Republic.

27. 7.2.4 Expansion of Muslim Rule • 25.The map above represents the military conquests associated with the spread of what major world religion? • A Christianity • B Judaism • C Islam • D Hinduism

28. 7.2.4 Expansion of Muslim Rule • 25.The map above represents the military conquests associated with the spread of what major world religion? • C Islam

29. 7.3.5 Influence of Discoveries • 28. Which of these describes how paper was introduced into medieval Europe? • A The Chinese introduced it to the Arabs, who passed it on to Europeans. • B The Swedes bought it from Russians, who learned about it from Indians. • C The Turks learned to make it and sold the process to Europeans. • D The Arabs learned about paper making from the Japanese and taught Europeans.

30. 7.3.5 Influence of Discoveries • 28. Which of these describes how paper was introduced into medieval Europe? • A The Chinese introduced it to the Arabs, who passed it on to Europeans.

31. 7.5.3 Lord/Vassal System • 33. Endurance, cunning, physical strength, and courage were the ideal characteristics of • A Confucian officials. • B Buddhist priests. • C Japanese samurai. • D Hindu governors.

32. 7.5.3 Lord/Vassal System • 33. Endurance, cunning, physical strength, and courage were the ideal characteristics of • C Japanese samurai.

33. 7.6.3 Feudalism • 34. In medieval Europe, law and order were maintained by the • A legions. • B merchants. • C nobility. • D serfs.

34. 7.6.3 Feudalism • 34. In medieval Europe, law and order were maintained by the • C nobility.

35. 7.6.3 Feudalism • 35. During medieval times, which of these groups was legally tied to the land? • A serfs • B knights • C parish priests • D minor nobility

36. 7.6.3 Feudalism • 35. During medieval times, which of these groups was legally tied to the land? • A serfs

37. 7.6.4 Papacy and Monarchs • 36. During the medieval period in Europe, the political power of the kings and great nobles was often constrained by the actions of • A elected parliaments. • B high Church officials. • C the growing middle class. • D organized groups of serfs.

38. 7.6.4 Papacy and Monarchs • 36. During the medieval period in Europe, the political power of the kings and great nobles was often constrained by the actions of • B high Church officials.

39. 7.6.6 Crusades • 38. How did the Crusades affect the economies of Central and Western Europe? • A Gold and silver brought back by crusaders caused monetary inflation. • B The Crusades led to a decline in the production of crafts and food crops. • C Cloth and spices brought back by crusaders led to greater interest in trade. • D The Crusades limited access to luxury goods from China and India.

40. 7.6.6 Crusades • 38. How did the Crusades affect the economies of Central and Western Europe? • C Cloth and spices brought back by crusaders led to greater interest in trade.

41. 7.6.6 Crusades • Your brethren who live in the East are in urgent need of your help . . . For, as most of you have heard, the Turks and the Arabs have attacked them . . . They have killed and captured many, and have destroyed the churches and devastated the Empire . . . —Pope Urban II in 1095 39. The Pope is issuing a call for • A help in fighting Martin Luther and the Protestants. • B Crusaders to regain the Holy Land from Muslims. • C the Emperor to restore the glory of the Frankish Empire. • D armies to fight against the Mongol invaders.

42. 7.6.6 Crusades • Your brethren who live in the East are in urgent need of your help . . . For, as most of you have heard, the Turks and the Arabs have attacked them . . . They have killed and captured many, and have destroyed the churches and devastated the Empire . . . —Pope Urban II in 1095 • 39. The Pope is issuing a call for • B Crusaders to regain the Holy Land from Muslims.

43. 7.7.1 Mayans, Aztecs, and Incas 41. Which of the areas on the map was the center of Inca civilization? A J B K C L D M

44. 7.7.1 Mayans, Aztecs, and Incas Which of the areas on the map was the center of Inca civilization? D M

45. 7.7.2 Mesoamerican Roles 42. Which characteristic did Aztec and Incan societies share? A laws that made slavery illegal B families dominated by women C government by direct democracy D complex religious ceremonies

46. 7.7.2 Mesoamerican Roles 42. Which characteristic did Aztec and Incan societies share? D complex religious ceremonies

47. 7.7.2 Mesoamerican Roles • Prepared calendar that regulated agricultural activities • Gathered folk tales and recorded historical events • Served as members of the ruling class 43. Which members of Aztec society were responsible for the tasks outlined above? A merchants B soldiers C farmers D priests

48. 7.7.2 Mesoamerican Roles • Prepared calendar that regulated agricultural activities • Gathered folk tales and recorded historical events • Served as members of the ruling class 43. Which members of Aztec society were responsible for the tasks outlined above? D priests

49. 7.7.3 Aztec and Inca Empires • 44. What was the main cause of the decline of the native population of Central Mexico? • A the migration of several culture groups to North America • B losses due to Spanish military actions against native peoples • C starvation resulting from declining agricultural production • D the introduction of disease by contact with Europeans

50. 7.7.3 Aztec and Inca Empires • 44. What was the main cause of the decline of the native population of Central Mexico? • D the introduction of disease by contact with Europeans