Social
Studies
GRADE
Released 2013
Achievement
Test
This document contains a full release of the 2013 Grade 6 Social Studies Achievement Test.
A test blueprint and an answer key that includes the difficulty, reporting category, test section,
and item description for each test item are also included. These materials, along with the
program of studies and subject bulletin, provide information that can be used to inform
instructional practice.
Assessment highlights provide information about the overall test, the test blueprints, and student
performance on the Grade 6 Social Studies Achievement Test. Also provided is commentary on
student performance at the acceptable standard and the standard of excellence on the achievement
test. This information is intended for teachers and is best used in conjunction with the multi-year
and detailed school reports that are available to schools via the extranet. Assessment highlights
reports for all achievement test subjects and grades will be posted on the Alberta Education
website every year in the fall.
For further information, contact
Robyn Pederson, Grade 6 Humanities Assessment Standards Team Leader, at
[email protected];
Joanne Kallal, Grade 6 Humanities Examiner, at
[email protected]; or
Sean Wells, Director, Achievement Testing, at
[email protected],
at the Assessment Sector, or call (780) 427-0010.
To call toll-free from outside Edmonton, dial (780) 310-0000.
The Alberta Education website: education.alberta.ca.
Copyright 2015, the Crown in Right of Alberta, as represented by the Minister of Education, Alberta
Education, Assessment Sector, 44 Capital Boulevard, 10044 108 Street NW, Edmonton, Alberta T5J5E6,
and its licensors. All rights reserved.
Special permission is granted to Alberta educators only to reproduce, for educational purposes on a
non-profit basis, parts of this document that do not contain excerpted material.
Excerpted material in this document shall not be reproduced without the written permission of the original
publisher (see credits, where applicable).
Contents
Blueprint for the 2013 Grade 6 Social Studies Achievement Test.....................................................1
Additional Information......................................................................................................................2
Test Sources and Questions for the 2013 Grade 6 Social Studies Achievement Test ........................5
Blueprint for the 2013 Grade 6 Social Studies Achievement Test
The following blueprint shows the reporting categories and test sections (curricular content areas) by
which questions were classified on the 2013 Grade 6 Social Studies Achievement Test.
Citizens
Participating
in Decision
Making
Historical
Models of
Democracy
Knowledge
and
Understanding
Skills and
Processes
Number
(Percentage) of
Questions
Democratic Principles and
Ideals
1, 3, 7, 9, 10
2, 4, 5, 6, 8
10
(20%)
Structure and Function
of Local and Provincial
Government
13, 14, 15,
16, 19
11, 12, 17,
18, 22
10
(20%)
Individual, Group, and
Community Involvement
21, 29
20, 23, 24,
25, 26, 27,
28
9
(18%)
Ancient Athens
33, 38, 39
30, 31, 32,
34, 35, 36,
37
10
(20%)
Iroquois Confederacy
40, 41, 46,
47, 50
42, 43, 44,
45, 48, 49
11
(22%)
Number (Percentage) of
Questions
20
(40%)
30
(60%)
50
(100%)
Knowledge and Understandingincludes ideas, information, and concepts identified in the Grade 6 Social Studies
Program of Studies
Skills and Processesincludes critical and creative thinking, historical thinking, geographic thinking, and media
literacyas identified in the Grade 6 Social Studies Program of Studies
Additional Information
The table below provides information about each question: the keyed response, the difficulty of the item
(the percentage of students who answered the question correctly on the English form of the test), the
reporting category, the curricular content area (concept), and the item description.
Question
Key
Diff.
%
Reporting
Category
Curricular
Content Area
(Concept)
62.6
Knowledge &
Understanding
Democratic
Principles
Recall the purpose of the Minority Language Education
Rights as defined in the Canadian Charter of Rights and
Freedoms
65.3
Skills &
Processes
Democratic
Principles
Recognize Freedom of Expression as defined in the
Canadian Charter of Rights and Freedoms
73.0
Knowledge &
Understanding
Democratic
Principles
Identify an example of Mobility Rights as defined in the
Canadian Charter of Rights and Freedoms
66.3
Skills &
Processes
Democratic
Principles
Determine the right from the Canadian Charter of Rights
and Freedoms being demonstrated in a photograph
63.6
Skills &
Processes
Democratic
Principles
Recognize the purpose of activities from a photograph
66.4
Skills &
Processes
Democratic
Principles
Determine the most likely motivation for performing
activities in a photograph
59.9
Knowledge &
Understanding
Democratic
Principles
Identify accountability as a characteristic of democracy
82.0
Skills &
Processes
Democratic
Principles
Recognize an example of equality
69.4
Knowledge &
Understanding
Democratic
Principles
Identify a similarity between direct democracy and
representative democracy
10
73.9
Knowledge &
Understanding
Democratic
Principles
Recall the principles of democracy
11
47.1
Skills &
Processes
Local &
Provincial
Government
Identify buildings that house local government operations
12
65.5
Skills &
Processes
Local &
Provincial
Government
Recall the role of representation in government
13
67.3
Knowledge &
Understanding
Local &
Provincial
Government
Recall the steps in the election process for a provincial
election
14
79.5
Knowledge &
Understanding
Local &
Provincial
Government
Identify a requirement for becoming premier in the
province of Alberta
15
64.3
Knowledge &
Understanding
Local &
Provincial
Government
Recall the requirements for running in a municipal
election
16
49.1
Knowledge &
Understanding
Local &
Provincial
Government
Identify an example of accountability in provincial
government
Item Description
Question
Key
Diff.
%
Reporting
Category
Curricular
Content Area
(Concept)
17
46.7
Skills &
Processes
Local and
Provincial
Government
Recognize the duties of the lieutenant governor in
provincial government
18
71.4
Skills &
Processes
Local and
Provincial
Government
Recall the different roles of members of the provincial
government
19
63.4
Knowledge &
Understanding
Local and
Provincial
Government
Recall how the Official Opposition is determined in
provincial government
20
72.9
Skills &
Processes
Community
Involvement
Identify an example of active citizenship from a news
article
21
57.7
Knowledge &
Understanding
Community
Involvement
Recognize an activity that is both a right and a
responsibility of citizens in Alberta
22
80.5
Skills &
Processes
Local and
Provincial
Government
Recognize the level of government responsible for
bylaws
23
43.1
Skills &
Processes
Community
Involvement
Determine the most effective way to influence decisionmaking
24
74.0
Skills &
Processes
Community
Involvement
Recognize a statement as an opinion
25
85.9
Skills &
Processes
Community
Involvement
Determine the points-of-view of individuals
26
70.8
Skills &
Processes
Community
Involvement
Identify an example of active citizenship and its purpose
27
88.5
Skills &
Processes
Community
Involvement
Synthesize information to determine solutions offered by
speakers
28
63.4
Skills &
Processes
Community
Involvement
Recognize a statement that contains fact
29
64.8
Knowledge &
Understanding
Community
Involvement
Demonstrate understanding of the varying reliability of
web-based research
30
76.8
Skills &
Processes
Ancient Athens
Recall the requirements for citizenship in ancient Athens
31
61.8
Skills &
Processes
Ancient Athens
Identify a speaker from ancient Athens as a metic
32
68.5
Skills &
Processes
Ancient Athens
Recall the social structure in ancient Athens
33
53.2
Knowledge &
Understanding
Ancient Athens
Identify an example of direct democracy in ancient
Athens
34
56.7
Skills &
Processes
Ancient Athens
Recall activities that would have occurred in the
Assembly in ancient Athens
35
58.9
Skills &
Processes
Ancient Athens
Identify an example of equity and fairness in the structure
of government in ancient Athens
Item Description
Question
Key
Diff.
%
Reporting
Category
Curricular
Content Area
(Concept)
36
62.0
Skills &
Processes
Ancient Athens
Evaluate the contents of a flowchart to determine the
most suitable title
37
70.2
Skills &
Processes
Ancient Athens
Identify the method of selection for membership in a
government body in ancient Athens
38
82.5
Knowledge &
Understanding
Ancient Athens
Demonstrate understanding of the influence of ancient
Athens in Canada today
39
13.9
Knowledge &
Understanding
Ancient Athens
Compare the government of ancient Athens to the
provincial government of Alberta
40
68.9
Knowledge &
Understanding
Iroquois
Confederacy
Recall the role of women in the decision-making process
of the Iroquois Confederacy
41
67.3
Knowledge &
Understanding
Iroquois
Confederacy
Identify the role of one of the nations of the Iroquois
Confederacy
42
84.3
Skills &
Processes
Iroquois
Confederacy
Select the correct manner in which decisions were
recorded in the Iroquois Confederacy
43
76.0
Skills &
Processes
Iroquois
Confederacy
Determine the consequences for behaviour within the
leadership of the Iroquois Confederacy
44
55.2
Skills &
Processes
Iroquois
Confederacy
Identify how democratic principles were built into
decision making in the Iroquois Confederacy
45
50.1
Skills &
Processes
Iroquois
Confederacy
Use geographic thinking to determine the motive for an
action of a nation in the Iroquois Confederacy
46
54.1
Knowledge &
Understanding
Iroquois
Confederacy
Recall the result of the Treaty of La Grande Paix de
Montreal
47
57.6
Knowledge &
Understanding
Iroquois
Confederacy
Recall the method of passing down information in the
Iroquois Confederacy
48
55.1
Skills &
Processes
Iroquois
Confederacy
Synthesize information in a timeline to make a
generalization about the Iroquois Confederacy
49
51.6
Skills &
Processes
Iroquois
Confederacy
Use the contents of a timeline to identify an appropriate
related question
50
55.0
Knowledge &
Understanding
Iroquois
Confederacy
Identify an example of equality within the Iroquois
Confederacy
Item Description
Test Sources and Questions for the
2013 Grade 6 Social Studies Achievement Test
The sources and questions presented in this document are from the previously secured
2013 Grade 6 Social Studies Achievement Test and are representative of the sources and
questions that form the test. These sources and questions are released by Alberta Education.
2013 Grade 6 Social Studies
Achievement Test
Grade 6 Achievement Test
Social Studies
To the Teacher
Instructions for Multiple-Choice
Questions
Read this page toyour students.
Make sure that the number of the question on
your answer sheet matches the number of the
question you are answering.
Description
This test has one booklet. It contains
50multiple-choice questions.
Read each question carefully, and choose the
correct or best answer.
Instructions
Example
You may use a ruler when answering map
questions.
Edmonton is the capital city of
A. Alberta
B. Manitoba
C. Saskatchewan
D. British Columbia
You may not use a dictionary, athesaurus, or
other reference material.
Turn to the last page of the booklet.
Carefully fold and tear out the
machinescored answer sheet along
theperforation.
Answer Sheet
Use only an HB pencil to mark your answer.
If you change an answer, erase your first
mark completely.
This test was developed to be completed
within 60 minutes; however, you may take
anadditional 30 minutes to complete the
test.
Try to answer every question.
Do not write your name anywhere in this
booklet.
Make sure that your answers to the
multiple-choice questions are placed
on the answer sheet provided.
2013
1. Which of the following rights or freedoms from the Canadian Charter of Rights and
Freedoms guarantees parents the right to have their child educated in a Francophone
school?
A.
B.
C.
D.
Freedom of association
Official languages rights
Minority language education rights
Freedom of conscience and religion
Use the information from the following source to answer question 2.
2. According to the Canadian Charter of Rights and Freedoms, the publication of the cartoon
shown above in a newspaper is an example of
A.
B.
C.
D.
the freedom of association
the freedom of expression
a democratic right
a legal right
3. The best example of mobility rights as described in the Canadian Charter of Rights and
Freedoms is
A.
B.
C.
D.
transferring to a new school
moving to another province
having wheelchair access
getting a drivers license
Use the following source to answer questions 4 to 6.
Troops in Afghanistan (and all electors in the Canadian Forces) vote by special ballot where
they are stationed.
4. What right in the Canadian Charter of Rights and Freedoms is being demonstrated in the
photographs and caption?
A.
B.
C.
D.
A democratic right
An equality right
A mobility right
A legal right
5. Which of the following titles best describes the activities in the photographs?
A.
B.
C.
D.
Collective rights
Petition gathering
Active citizenship
Consensus building
6. What is the most likely reason that Canadian soldiers serving in Afghanistan would be
voting in an Alberta election?
A.
B.
C.
D.
Modelling their democratic rights for locals
Following the directions of their commander
Voting to make changes in the Afghanistan government
Exercising individual rights and responsibilities as citizens
7. One characteristic of democracy is that
A.
B.
C.
D.
by law, citizens are required to vote
the government is accountable to the people
only property owners have a say in decision making
social standing determines a persons level of influence
8. Which of the following graphics represents a price list that demonstrates equality?
9. A similarity between a direct democracy and a representative democracy is that
A.
B.
C.
D.
only citizens who belong to a political party are entitled to vote
issues must be agreed upon by a majority of the decision makers
individual rights are more important than collective responsibility
class structure affects the influence a citizen has when making decisions
10. Enforcement of a bylaw by police is an example of which of the following principles of
democracy?
A. Representation
B. Freedom
C. Equality
D. Justice
Use the following information to answer questions 11 and 12.
Grade 6 students researched the responsibilities of officials who work in the buildings
shown in the photographs below.
11. Locations which represent local government operations are shown in pictures
A.
B.
C.
D.
I and II
I and IV
II and III
III and IV
12. Picture IV best represents which of the following features of democracy?
A. Equity
B. Justice
C. Freedom
D. Representation
10
Use the following information to answer question 13.
Steps in a Provincial Election Process
1
2
3
4
Interested citizens attend public debates.
Voters go to polling stations and vote for a candidate.
The premier asks the lieutenant governor to dissolve government.
The candidate with the most votes wins and becomes the elected member for the
riding.
13. The steps in a provincial election process described above are correctly ordered as
A.
B.
C.
D.
1, 4, 3, 2
2, 3, 1, 4
3, 1, 2, 4
4, 1, 3, 2
14. In order to become premier of the province of Alberta, a person must
A.
B.
C.
D.
have a university degree
speak both official languages
have already served as mayor of a large city
be the leader of the political party that wins the election
15. Which of the statements below identifies someone who meets the requirements to run in a
municipal election in Edmonton, Alberta?
A.
B.
C.
D.
I was born in Calgary and moved to Edmonton a year ago. I am 20 years old.
I was born in Japan and moved to Edmonton one month ago. I am 21 years old.
I was born in Edmonton and have lived here my whole life. I am 17 years old.
I was born in India 25 years ago and became a Canadian citizen four years ago.
I have lived in Edmonton for two months.
16. Alberta citizens who vote have a voice in the Legislative Assembly of Alberta because they
A.
B.
C.
D.
elect members to the Legislative Assembly
are able to introduce bills in the Legislative Assembly
choose the sergeant-at-arms of the Legislative Assembly
are able to participate in debates in the Legislative Assembly
11
Use the following information to answer questions 17 and 18.
17. Which individual is responsible for the swearing in of the premier and other members of
the Legislative Assembly?
A.
B.
C.
D.
Individual W
Individual X
Individual Y
Individual Z
18. All four individuals are members of a decision-making body known as a
A.
B.
C.
D.
minority-rights association
provincial government
local government
school board
19. The political party with the second-largest number of seats in the Legislative Assembly of
Alberta
A.
B.
C.
D.
appoints the Speaker of the House
becomes the Official Opposition
establishes a lobby group
forms the government
12
Use the following information to answer question 20.
from the Edmonton Journal
Edmonton Journal. Schools Back Junk-food Ban. Edmonton Journal, March 12, 2008, sec. B, p. 5. Material
reprinted with the express permission of: Edmonton Journal, a division of Postmedia Network Inc.
20. The delegation in the news article demonstrates active citizenship by
A.
B.
C.
D.
protesting at city hall
writing a letter to the mayor
submitting a presentation to the school board
lobbying a member of the Legislative Assembly
21. Which of the following actions is both a right and a responsibility of a citizen in Alberta?
A.
B.
C.
D.
Voting in elections
Obeying the laws of Alberta
Helping others in the community
Receiving an education in English and French
13
Use the following information to answer questions 22 to 25.
A local council is considering a proposal that would require skateboarders to wear
protective equipment while skateboarding. Below are four individuals comments on the
issue.
22. If the local council approves the proposal, it becomes a
A. bylaw
B. debate
C. service
D. petition
14
23. The most effective way for individuals to influence the outcome of the protective
equipment proposal is to
A.
B.
C.
D.
circulate a petition
join a political party
make a presentation to the school board
write a letter to their provincial government representative
24. Which individual is most clearly stating an opinion?
A. Max
B. Graeme
C. Sydne
D. Sammi
25. Which two individuals would most likely support a proposal that would require the use of
protective equipment while skateboarding?
A.
B.
C.
D.
Max and Graeme
Max and Sammi
Graeme and Sydne
Sydne and Sammi
26. Students organized a family dance to promote a local charity. By doing this, they are
exhibiting a responsibility of active citizenship by
A.
B.
C.
D.
becoming more physically active
taking action to help people in need
developing positive social relationships
influencing government decision making
15
Use the following blog to answer questions 27 to 29.
27. Using the information from the blog, which two speakers have offered suggestions on how
to solve the issue of cyberbullying?
A.
B.
C.
D.
Jamilia and Brad
Jamilia and Molly
Parker and Brad
Parker and Molly
16
28. Based on the information from the blog, which individual used a fact to support
anopinion?
A. Jamilia
B. Brad
C. Molly
D. Parker
29. The best reason to use sources other than a blog in a research project is that
A.
B.
C.
D.
blogs do not provide enough information
spelling and grammar in a blog lack accuracy
blogs do not give the full identity of the blogger
information provided in blogs may be biased
17
Use the following information to answer questions 30 to 32.
30. Which two speakers were most likely born outside of Athens?
A.
B.
C.
D.
Theos and Laconia
Theos and Eleusis
Phidias and Laconia
Phidias and Eleusis
18
31. The speaker who is most likely a metic is
A. Theos
B. Laconia
C. Eleusis
D. Phidias
32. The speaker who had no rights in ancient Athenian democracy is
A. Theos
B. Laconia
C. Eleusis
D. Phidias
33. Which of the following statements best illustrates direct democracy in ancient Athenian
government?
A.
B.
C.
D.
All citizens were required to attend and vote at the Assembly.
Citizens could serve on Council only twice in their lifetime.
Any citizen could be chosen to be on a jury for a trial.
Council members represented the Athenian citizens.
19
Use the information from the following source to answer questions 34 to 36.
34. Which of the following statements would be accurately placed in location W?
A.
B.
C.
D.
Involved debating and voting by male citizens
Carried out decisions made at the Council of 500
Provided a location for the selling and trading of goods
Allowed women and slaves to voice their opinions on issues
35. According to the information in the flowchart, how did the Council of 500, theCourts, and
the Executive Committee attempt to ensure fairness and equity intheir structure?
A.
B.
C.
D.
They met at the Pnyx.
Metics were allowed to participate.
Members of these groups were selected randomly.
They allowed only wealthy individuals to participate.
20
36. Which of the following titles would be best suited for the information flowchart?
A.
B.
C.
D.
Class Structure in Ancient Athens
The Role of Women in Ancient Athens
Structure of Government in Ancient Athens
The Role of the Courts in Decision Making in Ancient Athens
Use the following table to answer question 37.
Position
How They Were Chosen
Assembly
Nominated by fellow citizens
Military leader
A show of hands by individuals
Council of 500 member
Officer of the court
Highest number of white stones in a jug
37. Which of the following statements would be correctly placed in location X?
A.
B.
C.
D.
Name most often scratched on pottery
Participants used a lottery system
Volunteers asked for the position
Every tenth person was selected
38. Ancient Athens had its greatest influence in Canada today in the area of
A. warfare
B. government
C. construction
D. shipbuilding
39. The part of Albertas provincial government that the Council of 500 is most similar to
is the
A. Cabinet
B. premier
C. House Speaker
D. Legislative Assembly
21
40. Women in the Iroquois Confederacy influenced the decision-making process of the
Iroquois Confederacy because women selected
A.
B.
C.
D.
the location where the Grand Council would meet
issues that were to be discussed by the Grand Council
chiefs who represented each of the nations at the Grand Council
the number of representatives each nation could send to the Grand Council
41. At the Grand Council, the Mohawk Nation was responsible for
A.
B.
C.
D.
arranging the seating order of each nation
recording the votes of the different nations
announcing any decisions that had been made
organizing the sharing of food after the meeting
42. Evidence of decisions made years ago by the Grand Council of the Iroquois Confederacy
can be found on
A.
B.
C.
D.
tree bark
peace pipes
walls of caves
wampum belts
43. A chief from any First Nations group who did not act with the welfare of the clan in mind
could be
A.
B.
C.
D.
reported to the French governor for punishment
given a warning by the chiefs from the Grand Council
replaced by another male member under the authority of the clan mother
required to explain his actions to chiefs from the Mohawk and Oneida groups
44. Democratic principles were built into decision making in the Grand Councils of the
Iroquois Confederacy by ensuring that
A.
B.
C.
D.
females had their views delivered
all chiefs were equal and had the same level of authority
only the men of the First Nations groups would participate in decision making
the Onondaga clan was responsible for guarding the group against outside threats
22
Use the following information to answer question 45.
45. Why would the Tuscarora nation most likely want to join the Iroquois Confederacy?
A.
B.
C.
D.
Members of the Tuscarora nation were known for strength and bravery.
The land claimed by the Tuscarora was in the middle of land occupied by other
nations.
The Tuscaroras knowledge of the land would allow them to teach the other nations
how to become successful farmers.
Members of the Tuscarora nation wanted to help increase the population of the
Iroquois Confederacy that had been reduced by illness and warfare.
46. A result of the signing of the treaty of La Grande Paix de Montral was that
A.
B.
C.
D.
many other First Nations adopted the Iroquois Confederacys Great Law ofPeace
the French returned Montral to the First Nations groups who signed the treaty
the First Nations groups agreed to keep peace among themselves
treatment of diseases was improved for First Nations
47. The society of the Iroquois Confederacy passed on the meaning of wampum belts from
generation to generation by
A.
B.
C.
D.
recording the meaning in a book
teaching others to orally repeat the meaning
storing the wampum belts in public buildings
using photographs to record the image of wampum belts
23
Use the following information to answer questions 48 and 49.
Before 1500
The Iroquois Confederacy is established. The Great Law of Peace
forms the constitution of the Iroquois Confederacy.
1609
Samuel de Champlain (a French explorer) and his FirstNations allies
battle the Mohawk.
1642
Montral is founded by the French.
16481649
The Iroquois and the Huron are at war.
1650
War and smallpox outbreak kill many Iroquois.
Late 1670s1700
The Iroquois are in conflict with Algonquin-speaking tribes of the
Great Lakes region.
1701
Treaty of La Grande Paix de Montral is signed.
1722
The Tuscarora join the Iroquois Confederacy as the sixth nation.
48. The information in the timeline supports which of the following statements?
A.
B.
C.
D.
The Iroquois Confederacy was involved in conflict over a long period of time.
The Iroquois Confederacy cooperated with outsiders often throughout their history.
The main challenge faced by the Iroquois Confederacy involved working with
explorers.
The main challenge faced by the Iroquois Confederacy to sign the Great Law of
Peace was the smallpox outbreak.
49. The information in the timeline would be used to answer which of the following questions?
A.
B.
C.
What events led up to the Confederacys desire to attend the peace talks in Montral
in 1701?
What effect did geography have on the Iroquois Confederacys decision to attend the
peace talks in Montral in 1701?
Was the smallpox epidemic a problem for members of the Iroquois Confederacy?
D.
Why did the Tuscarora nation join the Iroquois Confederacy in 1722?
50. Which of the following statements is the best example of equality in the Iroquois
Confederacy?
A.
B.
C.
D.
The chief was treated with respect, but he did not control the members of his clan.
The duties of the clan mother were passed down from mother to daughter.
The spiritual leader had great influence on the members of his clan.
The Tuscarora were represented by the chiefs of the Oneida nation.
24
