08 Ss30-1 Bulletin 2011-12_book_nolabel

7/31/2019 08 Ss30-1 Bulletin 2011-12_book_nolabel

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301Social

Studies2011 2012 Diploma Examinations Program

Information

Bulletin


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This document was written primarily or:

Students

Teachers Social Studies 301 teachers

Administrators

Parents

General Audience

Others

Distribution: This document is posted on the Alberta Education website at education.alberta.ca.

Copyright 2011, the Crown in Right o Alberta, as represented by the Minister o Education, AlbertaEducation, Assessment Sector, 44 Capital Boulevard, 10044 108 Street NW, Edmonton, Alberta T5J 5E6,and its licensors. All rights reserved.

Special permission is granted to Alberta educators only to reproduce, or educational purposes and ona non-prot basis, parts o this document that do not contain excerpted material.

Excerpted material in this document shall not be reproduced without the written permission o theoriginal publisher (see credits, where applicable).
http://education.alberta.ca/http://education.alberta.ca/


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You can nd diploma examination-related materials on the Alberta Education website ateducation.alberta.ca.

On the home page, click on the tab Teachers >Additional Programs and Services >Diploma Exams >Inormation Bulletins > Social Studies 301.

Contents

Introduction ...................................................................................................................................1

Weightings .....................................................................................................................................1

Release o Examination Materials .................................................................................................1

Classroom Assessment ..................................................................................................................1

Other Support Documents .............................................................................................................1

Blueprints .......................................................................................................................................1

Examination Content Formatting ..................................................................................................1

Assessment Standards and Practices or Social Studies 301 .......................................................2

Part A: Written Response .............................................................................................................3

Description.....................................................................................................................................3

Authorized Reerences ...................................................................................................................3

Description o Assignment I: Source Interpretation ......................................................................4

Zero................................................................................................................................................4

No Response ..................................................................................................................................4

Description o Assignment II: Position Paper ................................................................................5

Insucient .....................................................................................................................................5

No Response ..................................................................................................................................5

Social Studies 301 Part A: Written Response Blueprint .............................................................6

Sample Assignment I Task ...............................................................................................7

Scoring Categories and Scoring Criteria or 20112012 Assignment I ............................8Sample Assignment II Task ............................................................................................ 11

Scoring Categories and Scoring Criteria or 20112012 Assignment II ......................... 12

Part B: Multiple Choice .............................................................................................................. 17

Description................................................................................................................................... 17

Social Studies 301 Part B: Multiple Choice Blueprint ..............................................................18

Rationale or Provision o Multiple-Choice Questions ................................................................ 19

Sample Multiple-Choice Sources.................................................................................................20

Sample Multiple-Choice Questions .............................................................................................35

Contacts .......................................................................................................................................56
http://education.alberta.ca/admin/testing/diplomaexams.aspxhttp://education.alberta.ca/admin/testing/diplomaexams.aspx


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Introduction

The Social Studies 301 Diploma Examination is designed to refect theissues-centred, multiple-perspectives approach and skills-based emphasiso theAlberta Social Studies Kindergarten to Grade 12 Program o

Studies. In the Social Studies 301 program, the ocus is on the keyissue o To what extent should we embrace an ideology? In addressingthis key issue, students will explore our related issues, our generaloutcomes, and numerous specic outcomes.

Weightings The Social Studies 301 Diploma Examination mark and the school-awarded mark each contribute 50% to a students nal mark inSocial Studies 301.

Release o ExaminationMaterials

Part A: Written Response or January and June 2012 administrationswill be released immediately ollowing the writing o the examination.

Part B: Multiple Choice will be secured or the January and June 2012administrations.

Classroom Assessment The nature o classroom situations permits teachers to assess studentsusing a broad range o assessment instruments which refect theAlbertaSocial Studies Kindergarten to Grade 12Program o Studies.

A Guide or Students Preparing to Write the Social Studies 301Diploma Examination is posted on the Alberta Education website.Examples o the Standards or Students Writing are posted on theAlberta Education website.

Other Support Documents A Guide or Students Preparing to Write the Social Studies 301Diploma Examination is posted on the Alberta Education website.

Blueprints The blueprints or Part A and Part B o the Social Studies 301 DiplomaExamination are on pages 6 and 18 respectively.

Examination Content Formatting

The ormatting o content in some examination booklets has changedslightly. The instruction pages now begin on the inside ront cover,and the side, top and bottom page margins are narrower than beore.The changes are not a misprint. As a result o these changes, thetotal amount o paper used each year in printing the examinations willdecrease by several tonnes.

The ormat changes do not apply to all diploma examination booklets.French-language booklets, Part A booklets, and Readings booklets stilluse the old ormat. Also, the size o the print and the ont are unchangedin all booklets, except in Biology 30, where the ont size inside contextboxes has increased.

NEW
http://education.alberta.ca/teachers/program/socialstudies/programs.aspxhttp://education.alberta.ca/teachers/program/socialstudies/programs.aspxhttp://education.alberta.ca/teachers/program/socialstudies/programs.aspxhttp://education.alberta.ca/students/exams/guides.aspxhttp://education.alberta.ca/students/exams/guides.aspxhttp://education.alberta.ca/students/exams/guides.aspxhttp://education.alberta.ca/students/exams/guides.aspxhttp://education.alberta.ca/teachers/program/socialstudies/programs.aspxhttp://education.alberta.ca/teachers/program/socialstudies/programs.aspx


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2

Assessment Standards and Practices forSocial Studies 301

Weightings The diploma examination mark and the school-awarded mark eachconstitute 50% o a students nal mark in Social Studies 301.

Examination Format andWeightings

The Social Studies 301 Diploma Examination is made up o two parts:Part A: Written Response (50%) and Part B: Multiple Choice(50%).

Part A: WrittenResponse Assignments,Scoring Categories, andWeightings

Assignment I:Source Interpretation

(20%)

InterpretationofSources 12%

Relationships 6% Communication 2%

Assignment II:Position Paper (30%)

AnalysisofSource 6% Argumentation 8% Evidence 8% Communication 8%

Part B: Multiple Choice The Part B: Multiple Choice component, consisting o 60 multiple-choicequestions, is an assessment o students ability to apply their knowledgeand understanding as well as skills and processes achieved in theAlbertaSocial Studies Kindergarten to Grade 12 Program o Studies. A detaileddescription o the Part B: Multiple Choice blueprint can be ound onpage 18.

Examination WritingTime Allowed

The Part A: Written Response component was developed to be completedin 2 1/2 hours; however, an additional 1/2 hour is allowed or students tocomplete the Part A: Written Response component.

The Part B: Multiple Choice component was developed to be completedin 2 hours; however, an additional 1/2 hour is allowed or students tocomplete the Part B: Multiple Choice component.


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Part A: Written Response

Description Part A: Written Response, worth 50% o the total diploma examinationmark, consists o two writing assignments: SourceInterpretation PositionPaper

Authorized Reerences Students writing Part A: Written Response are allowed to use theollowing print reerences: anauthorizedEnglishand/orbilingualdictionary(studentswritingin

French may use a French-language dictionary) athesaurus awritinghandbookfromthefollowinglist:A Canadian Writers Reerence (D. Hacker), 2nd edition only Checkmate: A Writing Reerence or Canadians (J. Buckley) English Language Arts Handbook or Secondary Students

(Alberta Education) Fit to Print: The Canadian Students Guide to Essay Writing

(J. Buckley)

The St. Martins Handbook or Canadians (A. Lunsord et al.) The Writing Process (Gehle et al.)

The reerence texts used must not contain appendices that include socialstudies content (e.g., historical timelines, the structure o theGovernment o Canada, Canadas court system, and the structure ointernational organizations such as the United Nations and NATO).

The ollowing dictionaries are authorized or students to use whilewriting Part A: Written Response: Collins Paperback English Dictionary Collins-Robert Paperback French Dictionary Gage Canadian Dictionary

Harper-Collins French Dictionary (French-English) Le Petit Robert 1Merriam-Websters School Dictionary The Canadian Oxord High School Dictionary The Concise Oxord Dictionary The Houghton Miin Canadian Dictionary o the English Language The Oxord Dictionary o Current English

Students and supervising examiners must ensure that extraneousmaterial is not taken into the examination room.


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Description oAssignment I:Source Interpretation

Assignment I: Source Interpretation requires students to demonstratetheir skills o interpretation, analysis, and synthesis when presented witha variety o sources.

The assignment is designed to have students interpretthreesourcestodemonstrateanunderstandingofhoweach

source links to liberalism synthesizetherelationship(s)thatexistamongallthreesources

Students may be assisted by providing them with synonyms or links,such as: relates, connects, and pertains.

Assignment I: Source Interpretation contains a task which will remainunchanged rom administration to administration. The sources will bedierent in every administration.

Students are expected to develop a response in paragraph orm thatrefects the quality o thought and communication expected o studentscompleting Social Studies 301.

Value: 20% o the total examination mark

Scoring: Scores contribute to the total examination mark in theollowing proportions:

Interpretation o Sources 12%Source I (4%)Source II (4%)Source III (4%)

Relationships 6%Communication 2%

*Note: Within the Interpretation o Sources category, theinterpretation o each source will be scoredindependently. Thus each o the three sources will beworth 4% or a combined total o the 12% assigned tothis category.

Zero Responses that provide little or no attempt to address theInterpretationo Sources category or Relationships category may receive a score ozero in that category. Scores ozero in both theInterpretation oSources category andRelationships category will automatically result ina score ozero in the Communication category.

No Response Students who do not provide a response will receive a no response

score.


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Description oAssignment II:Position Paper

Assignment II: Position Paper requires students to demonstrate the skillso analysis, evaluation, and synthesis in response to a written source.Students will be presented with a written source that they must analyzeto demonstrate an understanding o the ideological perspective(s)refected in the source. Students must analyze the entire source.

Assignment II: Position Paper requires students to argue a positiontaken in response to a question regarding the ideological perspective(s)refected in a written source. Students must support their position usingevidencehavingatheoretical,historical,contemporary,and/orcurrent-events ocus.

Assignment II: Position Paper contains a question which will remainunchanged rom administration to administration. The written sourcewill be dierent in every administration.

Students are expected to develop responses in essay orm that refect thequality o logical thought and eective communication expected ostudents completing Social Studies 301.

Value: 30% o the total examination markScoring: Scores contribute to the total examination mark in the

ollowing proportions:

Analysis o Source 6%Argumentation 8%Evidence 8%Communication 8%

Insucient Insucient is a special category. It is not an indicator o quality. It isassigned to responses that do not contain a discernible attempt to address

the assignment or responses that are too brie to assess in one or morescoring categories.

No Response Students that do not provide a response will receive a no response score.


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Social Studies 301 Part A: Written Response Blueprint

The Social Studies 301 Diploma Examinations are designed to refect theAlberta Social StudiesKindergarten to Grade 12 Program o Studies. The blueprint below outlines the design oPart A:Written Response and describes the skills to be assessed, the assignments, and the categories oassessment.

As well, the blueprint species the percentage that each section o the examination contributes to the totalmark.

Description o Skills

Description oAssignments

AssessmentCategories

AssignmentI

Demonstrate the skillsointerpretation,analysis

, andsynthesis

through the applicationo knowledge andunderstanding* osocial studies

Students will be presented withthree sources. Sources providedmay include cartoons, charts,graphs, quotations, photographs,paintings, and maps, all o whichlink to liberalism.

Students will interpret threesources to demonstrate theirunderstanding o how eachsource links to liberalism.

Students will discuss one ormore relationships that existamong all three sources.

20% o DiplomaExamination

Mark

Interpretation oSources

/12

Relationships/6

Communication/2

AssignmentII

Demonstrate the skillsoanalysis, evaluation,and synthesis throughthe application oknowledge andunderstanding* osocial studies

Students will analyze a source todemonstrate an understanding othe ideological perspective(s)

refected in the source.

Students will respond in essayorm to a question regarding theideological perspective(s)refected in a source. Studentswill establish, argue, and deenda position.

Students will provide supportingevidence. The evidence studentsuse may have a theoretical,historical,contemporary,and/or

current-events ocus.

30% o DiplomaExamination

Mark

Analysis o Source/6

Argumentation/8

Evidence/8

Communication/8

* Knowledge and understanding includes ideas, inormation, concepts, and issues identied and inherentin theAlberta Social Studies Kindergarten to Grade 12Program o Studies.


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Sample Assignment I Task

ASSIGNMENT I: Value: 20% o the total examination markSource Interpretation Suggested time: 60 to 75 minutes

Examine all three sources on pages 2 and 3 and complete the ollowing assignment.

Assignment

Examine each source.

Write a response in paragraph form in which you must:

interpret each source to demonstrate your understanding o how each sourcelinks to liberalismAND

explain one or more o the relationships that exist among all three sources

Reminders for Writing

Organize your response

Prooread your response


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Scoring Categories andScoring Criteria or20112012 Assignment I

INTERPRETATION OF SOURCES (12 marks)

When markingInterpretation of Sources, markers should consider how

eectively the student interpretseachsourcetodemonstrateanunderstandingofhoweachsource

links to liberalism

Note: Students are expected to address all three sources.

Excellent

EInterpretation o the source is sophisticated, insightul, and precise,demonstrating a perceptive understanding o links to liberalism.

Procient

P

Interpretation o the source is logical, specic, and adept, demonstratinga sound understanding o links to liberalism.

Satisactory

SInterpretation o the source is adequate, straightorward, and conventional,demonstrating a generalized understanding o links to liberalism.

Limited

LInterpretation o the source is incomplete, vague, and simplistic,demonstrating a conused understanding o links to liberalism.

Poor

PInterpretation o the source is scant, inaccurate, and irrelevant,demonstrating little or no understanding o links to liberalism.

Zero

ZZero is assigned to a response that ails to meet the minimum requirementsoPoor.

Note: When and is used in the marking criteria as part o a list odescriptors, it is important to note that the writing may contain one ormore o the descriptors listed. This applies to both Assignment I andAssignment II.


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Relationships (6 marks)

When markingRelationships, markers should consider how eectively thestudent explainstherelationship(s)thatexistamong all sources

Note: Students may explain the relationship(s) in one part o the response orthe explanation o relationship(s) may be embedded.

Excellent

EThe explanation o relationship(s) is perceptive and thorough.

Procient

PThe explanation o relationship(s) is capable and purposeul.

Satisactory

SThe explanation o relationship(s) is adequate and straightorward.

Limited

LThe explanation o relationship(s) is supercial, redundant, and oquestionable accuracy.

Poor

P

The explanation o relationship(s) is scant, illogical, and tangential.

Zero



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COMMUNICATION (2 marks)

When marking Communication, markers should consider how eectivelythe student communicates, including control o vocabulary sentencestructure

mechanics,grammar,andorganization

Note: Students are expected to use paragraph orm or the response.Consider the proportion o error in terms o the complexity and length o theresponse or the assigned task.

Excellent

EVocabulary is precise and deliberately chosen. Sentence structure iscontrolled and sophisticated. The writing demonstrates skillul control omechanics and grammar and is judiciously organized.

Procient

PVocabulary is appropriate and specic. Sentence structure is controlledand eective. The writing demonstrates capable control o mechanics andgrammar and is purposeully organized.

Satisactory

SVocabulary is conventional and generalized. Sentence structure is controlledand straightorward. The writing demonstrates basic control o mechanicsand grammar and is adequately organized.

Limited

L

Vocabulary is imprecise, simplistic, and inappropriate. Sentence structureis awkward. The writing demonstrates a altering control o mechanics and

grammar and is ineectively organized.

Poor

PVocabulary is overgeneralized and inaccurate. Sentence structure isuncontrolled. The writing demonstrates a proound lack o control omechanics and grammar and is haphazardly organized.

Zero



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Sample Assignment II Task

ASSIGNMENT II: Value: 30% o the total examination markPosition Paper Suggested time: 90 to 105 minutes

Analyze the ollowing source and complete the assignment.

Source

Assignment

To what extent should we embrace the ideologicalperspective(s) refected in the source?

Write an essay in which you must:

analyze the sourceto demonstrate an understanding o the ideological

perspective(s) refected in the source

establish and argue a position in response to the question presented

support your position and arguments by using evidence rom your knowledge andunderstanding o social studies

Reminders for Writing

Organize your essay

Prooread your essay


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Scoring Categories andScoring Criteria or20112012 Assignment II

ANALYSIS OF SOURCE (6 marks)

When markingAnalysis of Source, markers should consider how eectively

the student analyzesthesourcetodemonstrateanunderstandingofideological

perspective(s) refected in the source

Note: Students may demonstrate their understanding o an ideologicalperspective(s) in one part o their essay or demonstrate their understandingo an ideological perspective(s) throughout.

Excellent

EThe analysis o the source is insightul and sophisticated; a comprehensiveunderstanding o the ideological perspective(s) is demonstrated.

Procient

PThe analysis o the source is capable and adept; a sound understanding othe ideological perspective(s) is demonstrated.

Satisactory

SThe analysis o the source is conventional and straightorward; a generalizedunderstanding o the ideological perspective(s) is demonstrated.

Limited

L

The analysis o the source is incomplete and lacks depth; a conusedunderstanding o the ideological perspective(s) is demonstrated.

Poor

PTheanalysisofthesourceisillogical,tangential,and/orthesourceissimply copied; a minimal understanding o the ideological perspective(s) isdemonstrated.

Insucient

INSInsucient is a special category. It is not an indicator o quality. It isassigned to responses that do not contain a discernible attempt to address theassignment or responses that are too brie to assess in one or more scoringcategories.


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ARGUMENTATION (8 marks)

When marking Argumentation, markers should consider how eectively thestudent establishesaposition developsoneormoreargumentsbasedonlogicandreason

establishesarelationshipbetweenpositiontaken,argumentation,andtheideological perspective presented in the source.

Note: DO NOT evaluate evidence in this category.

Excellent

EThe position established is convincingly supported by judiciouslychosen and developed argument(s). The argumentation is consistent andcompelling, demonstrating an insightul understanding o the assignment.The relationship between the position taken, argumentation, and theideological perspective presented in the source is perceptively developed.

Procient

PThe position established is persuasively supported by purposely chosenand developed argument(s). The argumentation is logical and capablydeveloped, demonstrating a sound understanding o the assignment. Therelationship between the position taken, argumentation, and the ideologicalperspective presented in the source is clearly developed.

Satisactory

SThe position established is generally supported by appropriately chosenand developed argument(s). The argumentation is straightorward andconventional, demonstrating an adequate understanding o the assignment.The relationship between the position taken, argumentation, and the

ideological perspective presented in the source is generally developed.

Limited

LThe position established is conusing and largely unrelated to theargument(s). The argumentation is repetitive, contradictory, simplistic, andbased on uninormed belie. The relationship between the position taken,argumentation, and the ideological perspective presented in the source issupercially developed.

Poor

P

The position established has little or no relationship to the source orargument(s). The argumentation is irrelevant and illogical. The relationshipbetween the position taken, argumentation, and the ideological perspectivepresented in the source is minimally developed.

Insucient



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EVIDENCE (8 marks)

When markingEvidence, markers should consider how eectively thestudent uses evidence that isrelevantandaccurate reectsdepthand/orbreadth

Note: Evidence rom social studies may include a theoretical, historical,contemporary,and/orcurrenteventsdiscussion.

Excellent

EEvidence is sophisticated and deliberately chosen. The relative absence oerror is impressive. A thorough and comprehensive discussion o evidencereveals an insightul understanding o social studies knowledge and itsapplication to the assignment.

Procient

PEvidence is specic and purposeul. Evidence may contain some minor

errors. A capable and adept discussion o evidence reveals a solidunderstanding o social studies knowledge and its application to theassignment.

Satisactory

SEvidence is conventional and straightorward. The evidence may containminor errors and a mixture o relevant and extraneous inormation.A generalized and basic discussion reveals an acceptable understanding osocial studies knowledge and its application to the assignment.

Limited

LEvidence is potentially relevant but is unocused and incompletely

developed. The evidence contains inaccuracies and extraneous detail. Thediscussion reveals a supercial and conused understanding o social studiesknowledge and its application to the assignment.

Poor

PEvidence is irrelevant and inaccurate. The evidence contains majorand revealing errors. A minimal or scant discussion reveals a lack ounderstanding o social studies knowledge and its application to theassignment.

Insucient

INSInsucient is a special category. It is not an indicator o quality. It is

assigned to responses that do not contain a discernible attempt to address theassignment or responses that are too brie to assess in one or more scoringcategories.


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COMMUNICATION (8 marks)

When marking Communication, markers should consider the eectivenesso the students uencyandessayorganization syntax,mechanics,andgrammar

useofvocabularyandsocialstudiesterminology

Note: Consider the proportion o error in relation to the complexity andlength o the response to the assigned task.

Excellent

EThe writing is fuent, skillully structured, and judiciously organized.Control o syntax, mechanics, and grammar is sophisticated. Vocabulary isprecise and deliberately chosen. The relative absence o error is impressive.

Procient

PThe writing is clear and purposeully organized. Control o syntax,

mechanics, and grammar is capable. Vocabulary is appropriate and specic.Minor errors in language do not impede communication.

Satisactory

SThe writing is straightorward and unctionally organized. Control osyntax, mechanics, and grammar is adequate. Vocabulary is conventionaland generalized. There may be occasional lapses in control and minorerrors; however, the communication remains generally clear.

Limited

L

The writing is awkward and lacks organization. Control o syntax,mechanics, and grammar is inconsistent. Vocabulary is imprecise,

simplistic, and inappropriate. Errors obscure the clarity o communication.

Poor

PThe writing is unclear and disorganized. Control o syntax, mechanics, andgrammar is lacking. Vocabulary is overgeneralized and inaccurate. Jarringerrors impede communication.

Insucient



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Scoring

Shee

t

SOCIALSTUDIES301

IndexNo.

:

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

Marker

IDNumber

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

Marker

IDNumber

SST3771001W.02

Source

I

Interpre

tationof

Sources

P

L

S

PfE

Z

ASSIGNMENT

I

S

ource

II

P

L

S

PfE

Z

Source

III

Re

lations

hips

P

L

S

PfE

Z

P

L

S

PfE

Z

Commu

nica

tion

P

L

S

PfE

ASSIGNMENT

II

Ana

lys

iso

fSource

Argumen

tation

E

vidence

Commu

nica

tion

P

L

S

PfE

P

L

S

PfE

P

L

S

PfE

P

L

S

PfE

NORESPONSE

INS

WORDPROCESSED

WORDPROCESSED

NORESPONSE

Z

Sample Scoresheet A sample scoresheet that will be used during the marking oPart A:Written Response is presented below.


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Part B: Multiple Choice

Description Part B: Multiple Choice is worth 50% o the total diploma examinationmark and consists o 60 machine-scored questions. Each question isclassied according to the knowledge and understanding outcomes oeach related issue as well as to the skills and processes outcomes related

to either understanding and analysis or evaluation and synthesis. Theexamination blueprint that ollows illustrates the distribution o questionswithin these classications.

Questions are based on the key issues and related issues, as well asspecic outcomes rom theAlberta Social Studies Kindergarten toGrade 12 Program o Studies.

The multiple-choice section o the examination requires students toapply their knowledge and skills. Students must demonstrate that theyunderstand social studies concepts and apply requisite skills andprocesses.
http://education.alberta.ca/teachers/program/socialstudies/programs.aspxhttp://education.alberta.ca/teachers/program/socialstudies/programs.aspxhttp://education.alberta.ca/teachers/program/socialstudies/programs.aspxhttp://education.alberta.ca/teachers/program/socialstudies/programs.aspx


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Social Studies 301Part B: Multiple Choice Blueprint

Part B: Multiple Choice is designed to refect theAlberta Social Studies Kindergarten to Grade 12Program o Studies. The blueprint or Part B is below.

Item Classication by Related Issue

RelatedIssue 1

RelatedIssue 2

RelatedIssue 3

RelatedIssue 4

TotalQuestions

ItemC

lassifcationbyCognitiveLevel

Apply social studies

knowledge and

understanding* and

skills and processes to

items o understanding

and analysis.

26 1013 1013 26 2438

Apply social studies

knowledge and

understanding* and

skills and processes to

items o evaluation and

synthesis.

26 1013 1013 26 2438

Total Questions 412 2026 2026 412 60

* Knowledge and understanding includes ideas, inormation, and concepts identied and inherent in theAlberta Social Studies Kindergarten to Grade 12Program o Studies.

Note: Item classication is not an indicator o item diculty.


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Rationale or Provision o Multiple-Choice Questions

The primary purpose o providing multiple-choice questions in thisinormation bulletin is to oer insights regarding the knowledge andunderstanding as well as skills and processes students are expected todemonstrate when writing the Social Studies 301 Part B: Multiple

Choice component.

In their entirety, these multiple-choice questions are not intended to beconsidered equivalent to an examination orm. These questions have notbeen eld-tested in Social Studies 301 classrooms and, thereore, nostatistical data is available regarding the level o diculty o eachquestion. Further, the selection o questions or this document has notbeen guided by an eort to match the proportioning o questions asdescribed in the examination blueprint on page 16 o this bulletin.

These questions have been subject to thorough review by both AlbertaEducation sta and classroom teachers to ensure that each question hascurricular and instructional validity and is written as clearly and

concisely as possible. Teachers are encouraged to consider these actorswhen deciding how to best use these questions to prepare students or thePart B: Multiple Choice component.

Included among the questions provided are eight questions (3, 9, 16, 30,50, 56, 66, and 71) selected to illustrate the examination blueprintclassications as set out on page 16 o this inormation bulletin. Each othese questions includes a summary box that identies:

ExaminationBlueprintClassication

Program o Studies Classication


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Questions 1 and 2 in the Questions Booklet are based on the ollowing source.

Some scholars have adamantly argued that a number o the ounding athers othe American government in the eighteenth century were signicantly infuencedby their observations and knowledge o the First Nations societies to which theyhad been exposed as members o early colonial American society. These scholarscontend that the democratic structures and civil liberties o the United States weredeveloped by these men using their learning o First Nations societies to inormtheir creation o the oundation documents o the United States. Other scholarsdispute such claims, in some cases making the accusation that revisionist history isbeing created to achieve political aims. These scholars argue that the constitutionaloundations or the government o the United States were infuenced almostexclusively by ideas that evolved in Western civilization rom the time o ancient

Greece through the Enlightenment period. Complicating the debate is the act thatnone o the ounding athers or First Nations representatives can be questioned inan eort to discover what role First Nations societies played or did not play in thecreation o the government o the United States.

Question 3 in the Questions Booklet is based on the ollowing diagram.

Sample Multiple-Choice Sources


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Questions 4 to 6 in the Questions Booklet are based on the ollowing two sources.

Source I

Canadian courts are now making decisions that politicians should have recognizedand made years ago. The courts have shown leadership and responsibility where no

political will or backbone existed in Parliament.

Recently, the Supreme Court ruled that potential jurors can be questioned abouttheir racial biases. This decision will have a positive impact on Indian peopleacing criminal trials. The Supreme Court ruling reerred to the case o a BritishColumbia man whose conviction was overturned because his lawyer wasnt allowedto question potential jurors. In its decision, the Supreme Court said that whenwidespread racial bias is shown, it is reasonable to permit lawyers to questionpotential jurors about their views.

Like it or not, there are people out there who dont like racial minorities, includingIndians. In a democracy, people are entitled to a air trial, and that includes

everyone.

Leadership in this country is not coming out o Parliament, but down WellingtonStreet at the Supreme Court. The courts are making decisions on issues that thepoliticians have been avoiding. The Courts are now orcing the governments to act,and to live up to their responsibilities.

Doug Cuthand, a Cree writer and journalist

rom TapweCuthand, Doug. Activist Judges Are Doing Politicians Jobs.Tapwe: Selected Columns o Doug Cuthand. Penticton: Theytus Books, 2005.

Source II

MichaeldeAdder/artizans.com


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Questions 7 to 11 in the Questions Booklet are based on the ollowing two sources.

Source I

The role o government must be to lead, and provide direction

or a country. This means that governments will invariably makedecisions that will be unpopular, but nevertheless must be made.When political leaders are continually held accountable to themasses they will do what appeases the masses, not necessarily whatis right. Opinion poll results become more important than inormedthought. The counsel o well-educated persons regarding an issuemay be sought, but not heeded i their answers contradict what themasses desire. The ideas o those whose only interest is in doingwhat is necessary are less valued than are the ideas o those whoserst concern is sel interest. The consequences or countries guidedby such a political system can be catastrophic. Here is a question orsupporters o such systems: would you send your countrys army

into the eld o battle and allow strategic and tactical decisions tobe made collectively? I you answer no to this question, then whywould you allow the governing o your country to be a collectiveprocess?

Source II

A government can only have legitimacy i it governs with the consent

o the citizens. Autocratic and oligarchic political systems are basedon arrogance. An individual in the rst system, and an elite in thesecond, hold the belie that one has a monopoly on wisdom andtrue knowledge. Whatever scant element o truth there may havebeen to this assumption in the distant past, times have changed. Ina modern age o universal public education, a ree and diverse massmedia, instantaneous global communication, and the liberty to speakand debate without ear o reprisal, there is a collective wisdom thatexists and must be heeded. Supporters o elitist regimes believethat the vast majority o people are short-sighted and sel servingand thereore ill suited to infuence decisions that have ar-reachingconsequences. Even i this belie could be proven true, would notthose same human traits exist in authoritarian leaders? Was Stalinsdecision to eliminate many o his best generals, whom he perceivedas a threat to his power, short-sighted? Is Robert Mugabes rstconcern the good o Zimbabwe, or the good o Robert Mugabe?Just as accountability to consumers is what ensures that businessesremain innovative, ecient, and responsible, public accountabilitywill ensure that political leaders demonstrate similar traits.


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Questions 12 to 15 in the Questions Booklet are based on the ollowing spectrum.

Question 16 in the Questions Booklet is based on the ollowing diagram.


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Questions 17 to 20 in the Questions Booklet are based on the ollowing excerpt.

The New Deal programs created a liberal politicalalliance o labor unions, blacks and other minorities,

some armers and others receiving government relie,and intellectuals. The hardship brought on by theDepression aected Americans deeply. Since theprevailing attitude o the 1920s was that success wasearned, it ollowed that ailure was deserved. Theunemployment brought on by the Depression causedsel-blame and sel-doubt. Men were harder hitpsychologically than women were. Since men wereexpected to provide or their amilies, it was humiliatingto have to ask or assistance. Although some arguedthat women should not be given jobs when many menwere unemployed, the percentage o women working

increased slightly during the Depression. Traditionallyemale elds o teaching and social services grewunder New Deal programs. Children took on moreresponsibilities, sometimes nding work when theirparents could not. As a result o living through theDepression, some people developed habits o careulsaving and rugality, others determined to create acomortable lie or themselves.

Arican Americans suered more than whites, sincetheir jobs were oten taken away rom them and givento whites. In the 1920s, 50 percent o blacks were

unemployed. However, Eleanor Roosevelt championedblack rights, and New Deal programs prohibiteddiscrimination. Discrimination continued in the South,however, as a result a large number o black votersswitched rom the Republican to the Democrat partyduring the Depression.

The Great Depression and the New Deal changedorever the relationship between Americans andtheir government. Government involvement andresponsibility in caring or the needy and regulating theeconomy came to be expected.

rom Surviving the Dust Bowl

WGBH Educational Foundation. The Great Depression. Survivingthe Dust Bowl. The American Experience. www.pbs.org. Reproducedwith permission rom WGBH Educational Foundation Copyright 2008WGBH/Boston.


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Questions 21 to 25 in the Questions Booklet are based on the ollowing three sources.

Source I

The Rise o Classical Liberal Philosophy

Classical liberal philosophers emerged rom a class structure withits roots in Medieval eudalism. Their society was divided into anaristocratic elite, a rural peasantry, and an urban middle class oeducated proessionals, crats persons, and merchants. Classicalliberal philosophers regarded this class structure and its relatedmercantile and crat-guild systems as inhibiting the liberty oindividuals and stifing economic innovation and expansion. Ingeneral, these early liberal philosophers advocated or reorms thatwould lessen government regulation and thus create greater reedomor the individual to prosper. The catch-phrases that emergedrom this era are amiliar to most and include: invisible-handeconomics, production decisions based on supply and demand,a prot motive driving innovation and entrepreneurship, and thepromotion o sel-reliance. The infuence o these early liberalphilosophers on the 19th century was proound. Their ideas arecommonly connected to the emergence o the Industrial Revolution.

Source II

The Industrial Revolution

The Industrial Revolution was a time period o unprecedentedeconomic growth and o seemingly endless innovation. A host onew machines contributed to the emergence o the actory systemand the mass production o an array o consumer goods. A massmarket evolved and economic growth occurred on a scale neverbeore experienced. Rapid urbanization took place as people movedto be near the new actories. The owners o these industries emergedas the nouveau riche, an economically powerul class, threateningthe political privileges o the aristocracy. At the other end o theeconomic scale, another new class, the urban labourers, emerged.For them, lie was dreary and dangerous. Poverty and disease werewidespread in the hastily-built slums o the new cities. As timepassed, this class began to organize to create worker organizationsthat could demand better treatment. There also emerged sympatheticintellectuals who called or changes to the economic system toalleviate the suering o the poor. Calls also came or politicalreorm to create a more democratic government to wrestle controlrom the aristocratic class and have government play a role inaddressing conditions o the working class.


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Source III

The Rise o Modern Liberalism

As the abuses o the Industrial era became obvious, and with thethreat that, should reorm not occur, revolutionary change might,a new wave o liberal philosophers emerged. In general, theyrecognized that in order or the individual to enjoy liberty there wasa need or the state to play an economic role. This role could be touse regulations to protect workers and consumers rom the excesseso a market system, and to tax revenues to provide assistance orthe impoverished and establish state-run schools to ensure thatpersons o all classes had access to an education. These philosophersalso called or democratic reorms to refect the new realities oan industrial society. They believed that by expanding surage,governments would better serve the will o all classes rather than actto protect the privileges o an elite.

Questions 26 to 28 in the Questions Booklet are based on the ollowing newspaper headlines.


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Questions 31 and 32 in the Questions Booklet are based on the ollowing excerpt.

the question whether it is better to be loved rather than eared, or eared ratherthan loved. It might perhaps be answered that we should wish to be both; but sincelove and ear can hardly exist together, i we must choose between them, it is arsaer to be eared than loved.

Niccolo Machiavelli

rom The Harvard Classics

Machiavelli, Niccolo. The Prince. Translated by N. H. Thomson. In The Harvard Classics. Edited byCharles W. Eliot. New York: P. F. Collier & Son, 1910.

Questions 29 and 30 in the Questions Booklet are based on the ollowing cartoon.

*NoteThe individual

on the let is American

president Kennedy, and

the individual on the

right is Soviet premier

Khrushchev. This

cartoon was created in

response to the Cuban

Missile Crisis in 1962.

LETS GET A LOCK FOR THIS THING

- - -A 1968 Herblock Cartoon, copyright by The Herb Block Foundation


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Questions 33 and 34 in the Questions Booklet are based on the ollowing two posters.

Poster I

A poster created by the American government during the Second World War.

Oice o War Inormation. Domestic Operations Branch. Bureau o Special Services. War BondsAre Cheaper Than Wooden Crosses, 19411945. World War II Posters, Compiled 19421945. TheU.S. National Archives and Record Administration. www.archives.gov.

OfficeforEmergencyManagement


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Poster II

A poster created by the government o the Soviet Union. The captionreads A tractor in the eld is worth a tank in battle.

Poster by Viktor Ivanov and Olga Burova. In Persuasive Images: Posters o War andRevolution. By Peter Paret, Beth Irwin Lewis, and Paul Paret. Princeton: PrincetonUniversity Press, 1992.

Viktor

IvanovandOlgaBurova


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Question 39 in the Questions Booklet is based on the ollowing excerpt.

I think that we, as Quebecers, have now reached the point o no return. I am deeplyconvinced that we can manage on our own. The reerendum will be the test. I

sincerely hope that in this process o the emergence o a new country, we can keepwith our closest neighbours, the condence, the good aith, and the common interestthat history, geography and economics have bestowed upon us.

Jacques Parizeau, 1977

rom The Empire Club o Canada Speeches 19761977

Parizeau, Jacques. Four Months Later. Address at the joint meeting o the Empire Club o Canadaand the Board o Trade o Metropolitan Toronto, March 17, 1977. The Empire Club o Canada Speeches19761977. Toronto: The Empire Club Foundation, 1977.

Questions 45 to 48 in the Questions Booklet are based on the ollowing philosophers.

Philosophers

A. John Stuart Mill

B. Thomas Hobbes

C. Jean-Jacques Rousseau

D. Edmund Burke

Questions 40 to 44 in the Questions Booklet are based on the ollowing political practices.

Political Practices

A. Creating scapegoats to defect criticism

B. Using state-sponsored orce and terror to eliminate dissent

C. Employing techniques o indoctrination to consolidate public support

D. Controlling citizen participation in political processes to create an image ocollective, egalitarian decision-making


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Questions 49 and 50 in the Questions Booklet are based on the ollowing excerpt.

As Aboriginal peoples we oten conront laws which are not oour making, and oten do not respect our values and priorities. We

conront laws which have served the interests o those who wishedto dispossess us o our lands and resources and oten succeeded indoing so.

But we Aboriginal peoples, who have all the reason in the world toeel cheated and ill-treated, have never nurtured a collective desireor retribution. We have never said: Europeans go home. Werecognize that we all live together in this land, that we must share,and that in the end our interests are much the same. We want peace,health and wellbeing or our children. We strive or clean waterand air, happiness and reedom. We insist on mutual recognitionand respect or dignity, undamental rights, and the principle o the

equality o peoples.

And in spite o everything, we are not attempting to secede or tooverturn the established order. We would like to be treated airly andequitably, in genuine partnership, and with riendship.

Grand Chie Matthew Coon Come, 1996

Coon Come, Matthew. Canada Seminar. Weatherhead Center or International Aairs,Harvard University, Cambridge, MA, October 28, 1996.

Questions 51 and 52 in the Questions Booklet are based on the ollowing timeline.

Soviet Economic Initiatives

1918Introduction o War Communism

1921Launch o The New Economic Policy

1928Beginning o Collectivization Program

1928Start o Five-Year Plans

1985Inauguration o Perestroika


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Questions 53 and 54 in the Questions Booklet are based on the ollowing source.

In democratic states, it is relatively easy to aord everyperson his or her ull array o civil liberties when times

are good, troubles ew, and stability is the order o theday. Most democratic states have constitutional lawobliging the states to ensure the protection o liberties.The situation gets much more dicult, however, whenconditions are no longer ideal.

During a time o crisis, such as the onset o a pandemicor an attack by terrorists, democratic states ace thepotential o a divisive public debate. The issue isstraight-orward and can be summed up thus: to whatextent should the rights o individuals be restrictedduring a time o crisis? The answer is ar less straight-

orward. What constitutes a crisis? What sacrices canor should be made? Are there certain reedoms thatare so essential they can never be compromised? Iliberties are compromised now, what assurance is therethat they will be restored later? One problem with thisgreat public debate is that while it is held, time is lost sothat the speed at which the state can respond to the crisisis slowed. People may resist an action. The courts maystrike down an emergency decree. A politician may bereluctant to act or ear o public reprisal when the crisisends.

It is in situations o crisis where authoritarian statesdisplay their great advantage over democratic states.There is no need or allowance or debate. People havelimited rights at all times, and since the state employsmany agencies o repression, an authoritarian state canrespond switly and decisively to the crisis withoutneed to heed public sentiment. Through their control othought and speech, authoritarian states can ensure thatthere is minimal dissent towards whatever measures aretaken.


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Questions 55 to 56 in the Questions Booklet are based on the ollowing chart.

Saskatchewan Provincial Election

1995 1999

Political PartyNumbero Seats

% oPopular

Vote

Numbero Seats

% oPopular

Vote

New Democratic Party 42 47.2 29 38.7

Saskatchewan Party n/a n/a 25 39.6

Liberal Party 11 34.7 4 20.2

Progressive Conservative Party 5 17.9 0 0.4

Other 0 0.2 0 1.1

58 100 58 100

Questions 57 to 84 do not require the use o the Sources Booklet.


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1. The writer indicates that some scholars researching an issue are concerned thatother scholars may be

A. altering history to suit an agenda B. promoting racial and ethnic intolerance C. trying to discredit a countrys democratic institutions D. seeking to suppress intellectual debate on an issue o importance

2. I this source was being considered or use in a research project, it would bemost appropriately used

A. as a summation o the arguments o one side on an important issue B. to identiy resources rom which research inormation can be gathered C. as a primary document that can be quoted and cited as historical evidence D. to establish the context or which exploration o an issue can be undertaken

Use the diagram on page 18 o the Sources Booklet to answer question 3.

Use the source on page 18 o the Sources Booklet to answer questions 1 and 2.

3. Each o the people identied in the diagram promoted the idea that

A. the power o the state over actions o individuals should be limited

B. societies can only prosper and endure when collectivist values are emphasized

C. the highest priority o governments should be to ensure that the ruling elite

maintains political power D. because humans are corrupt by nature, their impulses need to be kept under

control by an authoritarian leader

Question 3Examination Blueprint ClassicationRelated Issue 2Understanding and Analysis

Program of StudiesPrimary Specic Outcome ClassicationSpecic Outcome 2.5In question 3, students are asked to analyze thecontributions o our philosophers to classical liberal thought.

Sample Multiple-Choice Questions


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4. The writer o Source I argues that courts in Canada

A. are highly critical o the behaviour o politicians

B. are dominated by liberal-minded judicial ocials C. make decisions that have widespread public support D. make decisions that elected ocials are reluctant to make

Use the two sources on page 19 o the Sources Booklet to answer questions 4 to 6.

6. For which o the ollowing research questions would both sources bemost appropriately used as resources?

A. To what extent should the judicial branch o government wield legislativepower?

B. To what extent should international pressure infuence decisions made by theSupreme Court?

C. To what extent should the media be ree to report on the proceedings ohuman rights cases brought beore the Supreme Court?

D. To what extent should the right to ree speech be limited by the legislativebranch in an eort to preserve public saety and security in time o crisis?

5. The irony in Source II derives rom the expectation that, in democratic states,

A. new legislation must be approved by the courts beore becoming law B. elected ocials will not comment on rulings brought down by the courts C. legislation will be created by people elected to oce by the general public D. appointees to the Supreme Court must be members o the governing political

party

7. The speaker in Source I implies that political systems with an emphasis on publicaccountability may lead to political decision-making that is

A. elitist B. decisive C. bureaucratic D. irresponsible

Use the two sources on page 20 o the Sources Booklet to answer questions 7 to 11.


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8. The speaker in Source II argues that technological and social changes have

A. contributed to the downall o totalitarian regimes B. allowed the creation o radical political movements C. eliminated class systems based on economic actors D. assisted people in becoming politically well-inormed

9. With which o the ollowing statements would both speakers most likely agree?

A. Human nature drives most people to embrace collectivist values.

B. Governments sole purpose is to enhance the liberty o the individual.

C. Political decisions must be made with consideration as to what most benetsthe country.

D. Political leadership in a country must be assumed by those with superiorintellectual ability.

Question 9Examination Blueprint ClassicationRelated Issue 1Evaluation and SynthesisProgram of StudiesPrimary Specic Outcome ClassicationSpecic Outcome 1.9In question 9, students are asked to evaluate two opinions todetermine the appropriate degree o government action to promote the commongood.

10. In an eort to infuence the opinions o their audience, both speakers

A. acknowledge that there is no correct perspective B. use illustrative examples to challenge assumptions C. maintain a neutral point o view regarding the topic D. use rhetorical questions to mock common assumptions

11. What issue is most directly addressed by these speakers?

A. Should political leaders interere in decisions made by military commanders?

B. To what extent should governments control the fow o inormation to thepublic?

C. To what extent should government decision-making refect the will o thepeople?

D. Should political leaders have limits placed on the number o years they mayremain in oce?


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Match each o the ollowing statements to its correct position on the spectrum.

12. The anarchist political ideology

13. The concept o The Divine Right o Kings in its historical context

14. Enlightenment thinkers, such as John Locke, o the mid-18th century

15. Monarchists during the French Revolution

Use the spectrum on page 21 o the Sources Booklet to answer questions 12 to 15.

Question 16Examination Blueprint ClassicationRelated Issue 1Understanding and AnalysisProgram of StudiesPrimary Specic Outcome ClassicationSpecic Outcome 1.7In question 16, students are asked to analyze ourgovernment actions and the relationship to the principles o liberalism.

16. Which o the ollowing terms correctly replaces the question mark in the diagram?

A. Socialism B. Communism C. Keynesian economics D. Supply-side economics


17. Inormation in the excerpt indicates that prior to the New Deal era, American socialvalues most strongly emphasized

A. sel-reliance B. class confict C. national pride D. economic equality

Use the excerpt on page 22 o the Sources Booklet to answer questions 17 to 20.


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18. Which o the ollowing titles would be the most appropriate or this excerpt?

A. The New Deal Created Economic and Political Crises B. The New Deal Returned America to its Free-Market Roots C. The New Deal Eliminated Racial and Gender Discrimination D. The New Deal Stimulated Change to American Social Attitudes

19. The writer suggests that one result o the New Deal was that

A. governments used scal-policy reorm to encourage entrepreneurship

B. citizens became increasingly critical o the actions o large corporations

C. governments placed a greater emphasis on promoting economic security

D. citizens became increasingly suspicious o the motivation or governmentpolicy changes

20. As a resource or research on the history o liberalism, this excerpt would beconsidered to be

A. a actual source that provides an overview o the consequences o the NewDeal

B. an opinion-based source that uses evidence to celebrate the New Dealsimpact on American society

C. a actual source that oers details regarding the various New Deal programsdesigned to restore the economy

D. an opinion-based source that uses primary documentation to identiy thenegative consequences o the New Deal

21. Which o the ollowing titles best summarizes the intent o the three sources?

A. Evolution o Liberal Philosophy B. Liberal Ideas and Values in Decline C. Challenges to Liberal Values and Belies

D. Contradictions Inherent in Liberal Philosophy

Use the three sources on pages 23 and 24 o the Sources Booklet to answerquestions 21 to 25.

22. Inormation in the sources indicates that despite the changes that occurred over thetime period described, one constant has been

A. the existence o a class structure B. domination o society by the aristocracy C. a decline in the power o the government D. extensive government intervention in the economy


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23. Which phrase rom Source II is a reerence to people such as Karl Marx andRobert Owen?

A. nouveau riche B. the aristocracy C. urban labourers

D. sympathetic intellectuals

24. In the context o the three sources, the primary purpose o Source II is to

A. illustrate the emergence o and responses to classical liberalism B. criticize the excesses o a ree-market economic system C. promote the values o sel-reliance and individualism D. identiy the origins o liberal economic philosophies

25. Taken together, inormation in the sources indicates that a undamental dierence

between early and later liberal philosophers is the

A. value placed on universal access to education B. role o government in the operation o the economy C. need or constitutionally guaranteed minority rights D. belie in the ability o a ree market to achieve growth

26. Which o the ollowing issues most directly relates to the headlines o all ournewspapers?

A. To what extent should government alter monetary policy to control economicgrowth?

B. To what extent should government support ailing private industries duringrecessions?

C. To what extent should government use scal policies as a means o managingthe economy?

D. To what extent should government nationalize industries to mitigate labour

reductions?

Use the newspaper headlines on page 24 o the Sources Booklet to answerquestions 26 to 28.

27. From the perspective o a laissez-aire economist, the headline that identies themost acceptable method o easing an economic problem is that o

A. The Tribune B. The Courier C. The Daily D. The Post


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28. From the perspective o a Marxist, these headlines oer proo that in market-oriented economies,

A. the means o production can be collectively owned without stifingproductivity and innovation

B. divergent opinions regarding state intervention exist as a result o distincteconomic classes

C. the means o production are o less economic importance than the supply onatural resources

D. class divisions have been largely eliminated by progressive social-assistancelegislation

29. The cartoon depicts superpower leaders implementing a policy o

A. dtente B. containment C. brinkmanship D. collective security

30. Which o the ollowing actions occurred as a direct result o the situation depictedin the cartoon?

A. Development o space-based weapons B. Reduction in the production o nuclear weapons C. Improvement in communication between the superpowers D. Introduction o democratic reorms in communist countries

Use the cartoon on page 25 o the Sources Booklet to answer questions 29 and 30.

Question 30Examination Blueprint ClassicationRelated Issue 2Evaluation and SynthesisProgram of StudiesPrimary Specic Outcome Classication

Specic Outcome 2.10In question 30, students are asked to evaluate howideological conrontation shaped international relations ollowing the Cuban MissileCrisis.


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Use the excerpt on page 25 o the Sources Booklet to answer questions 31 and 32.

31. Machiavellis advice would be embraced mostreadily by leaders who are

A. libertarian

B. egalitarian C. authoritarian D. parliamentarian

32. The appeal o Machiavellis advice is based on the act that the advice

A. promotes political stability in turbulent economic times B. is deemed useul to both radicals and reactionaries C. ensures that controversial legislation is adopted D. is loathed by both monarchists and republicans

33. Taken together, these posters demonstrate that when in a time o crisis, democraticand non-democratic countries will attempt to

A. ration vital supplies to maintain the war eort B. invoke laws to restrict the civil liberties o citizens C. ocus the energies o citizens on sustaining the war eort D. use propaganda campaigns to gain international sympathy or their cause

34. The posters support the generalization that, in times o war, both authoritarian anddemocratic governments will

A. require civilians to accept restrictions on everyday activities B. identiy scapegoats or hardships created by the war eort C. attempt to ensure public support or state goals D. assume control o the states productive orces

Use the posters on pages 26 and 27 o the Sources Booklet to answer questions 33 and 34.

35. Inormation in this recollection reinorces the act that one reason people in Europedid not resist Nazi actions against Jewish citizens was that most people

A. hoped to advance within the Nazi Party B. were concerned or their personal saety C. expected the political situation to be temporary D. assumed Jews would not be subject to extreme cruelty

Use the excerpt on page 28 o the Sources Booklet to answer questions 35 to 37.


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38. A commonality shown in the diagram is that each program

A. satised public demands or expanded social-welare programs designed tolessen the eects o poverty

B. represented an attempt to create greater economic cooperation amongcountries

C. encouraged government spending on public-works projects to end a recession

D. represented an eort to stimulate economic revitalization


39. A supporter o the principles o liberalism would view the comments made in theexcerpt as

A. acceptable, because the people o Qubec will have the opportunity to presenttheir opinions through a democratic process

B. unacceptable, because the separation o Qubec rom Canada would causetension among trading partners

C. acceptable, because the Qubec government has used its authority to passlegislation

D. unacceptable, because the views o opposition parties in Qubec would becensored

Use the excerpt on page 29 o the Sources Booklet to answer question 39.

36. The speaker believes that he and his ellow non-Jewish citizens

A. were guilty o an oence against a group o people rendered powerless B. became innocent victims o a highly eective propaganda campaign C. used subversive means to limit the eectiveness o Nazi programs D. exhibited bravery in the ace o persecution by the Nazi regime

37. For the purposes o historical research into the Holocaust, this document would beconsidered a primary resource because

A. the speaker describes events that occurred during the Second World War B. it is the recollection o a person who lived and experienced Nazi German rule C. the source contains detailed inormation about the genocide o European Jews D. it is the recollection o a person who is critical o the actions taken by the

Nazi regime


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49. For which o the ollowing essay topics would the inormation in the excerpt bemost appropriately used?

A. To what extent should the Government o Canada restrict extremist politicalmovements that disregard public law?

B. Should undamental rights and reedoms o the citizens o Canada besuspended during times o crisis?

C. Should political representation in Canada be based upon regional equality?

D. To what extent has the Government o Canada promoted collective rights?

46. The French Revolution was not a movement towards a representative andconstitutional democracy but rather the destruction o the traditional and properauthority. Governing should be let to those o a proper upbringing as the majorityo people in society are unqualied to govern.

47. The people should make laws directly rather than have laws imposed upon them byhigh authorities. In order to ensure stability and security, people must, however,accept the role o government to enorce the general will o society.

48. Government by a strong ruler is necessary in order to prevent people rom violentlypursuing their own sel-interest. Thereore, people must give up their natural rightto liberty in exchange or protection rom harm.

Use the excerpt on page 30 o the Sources Booklet to answer questions 49 and 50.

50. The perspective presented in the excerpt would be most acceptable to a supporter o

A. sel-motivation B. collective interest C. armed conrontation D. secession movements

Question 50Examination Blueprint ClassicationRelated Issue 3Understanding and AnalysisProgram of StudiesPrimary Specic Outcome ClassicationSpecic Outcome 3.8In question 50, students are asked to analyze a perspectiveto determine who would be most supportive o the central message (collectiverights).


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51. The common eature among the economic programs identied in the timeline isthat each was designed to

A. expand the production o luxury items and consumer goods B. introduce elements o a capitalist economic system to the communist state C. increase the role o Soviet workers in the process o state economic planning D. achieve the economic goals as expressed by the leadership o the communist

state

52. From the perspective o a classical liberal economist, this series o economicprograms is proo that as time passed

A. the Soviet government became increasingly ocused on improving agriculturalproduction at the cost o ignoring the development o heavy industries

B. a state based on collectivist values and centralized control o productiveresources was unable to nd a sustainable way to achieve economic prosperity

C. the Soviet government was able to relax restrictions on individuals as themass o people learned to embrace Marxist values that promoted the commongood

D. a state that begins with widespread reedom and prosperity will become evermore dictatorial as citizens realize the ailings o an economy based on stateownership

53. The writer o this source suggests that one consequence o a crisis situation is that

A. tensions will rise between democratic and authoritarian countries

B. the popularity o opposition political parties among the voting public willdecline

C. decisions must be made as to what powers the state must employ to restorestability

D. citizens o a country will develop a greater appreciation or the civil libertiesthey enjoy

Use the timeline on page 30 o the Sources Booklet to answer questions 51 and 52.

Use the source on page 31 o the Sources Booklet to answer questions 53 and 54.


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54. As a resource or a research report on the ways countries may respond to a crisis,this source would best be characterized as

A. a comprehensive analysis o actors leading up to a crisis B. a generalized discussion o government actions during times o crisis C. an editorial commentary on the dangers o public apathy at a time o crisis

D. a pro-authoritarian commentary on crisis management supported by historicalevidence

55. These election results indicate that when the percentage o popular vote isconsidered, the most underrepresented political party was the

A. Progressive Conservative Party in 1995

B. New Democratic Party in 1995 C. Saskatchewan Party in 1999 D. Liberal Party in 1999

56. Which o the ollowing statements is most directly supported by inormation in thechart pertaining to the 1999 election?

A. The decline in support or the Liberal Party between 1995 and 1999 can belargely attributed to the emergence o the Saskatchewan Party.

B. The Saskatchewan Partys support in 1999 was exclusively made up odisaected supporters o the New Democratic Party.

C. Changes in election results between 1995 and 1999 occurred because o

redrawn constituency boundaries. D. Changes in election results were most likely due to a reormed electoral

system implemented in 1999.

Use the chart on page 32 o the Sources Booklet to answer questions 55 and 56.

Question 56Examination Blueprint ClassicationRelated Issue 3Evaluation and SynthesisProgram of StudiesPrimary Specic Outcome ClassicationSpecic Outcome 3.5In question 56, students are asked to evaluate election datato determine how the principles o liberalism can impact the outcomes in electoralsystems.


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58. The ounders o the United States established a republican orm o governmentwith a system o checks and balances and a separation o powers in an eort toensure that

A. the news media would be obligated to provide unbiased reporting o nationalpolitical aairs

B. no one person or branch o government would be able to wield excessivepolitical control

C. the right to vote would be given to all persons regardless o gender, race, orreligious belies

D. an election could occur on short notice when a minority government had lostan important legislative vote

59. Historically, both democratic socialists and Marxist communists agree

A. that laissez-aire capitalist systems are exploitive o the working class

B. that a capitalist system can be ended only through a gradual process o state-sponsored reorm

C. on the extent to which the media should be ree to report on the proceedingso human rights cases brought beore the highest courts in the country

D. on the extent to which the judicial branch o government should have thepower to overrule decisions made within the legislative branch o government

57. The supply-side policies o such individuals as Thatcher, Reagan, and Friedman aremost closely aligned with the writings o

A. John Maynard Keynes B. John Stuart Mill C. Adam Smith D. Karl Marx

Questions 57 to 84 do not require the use o a Sources Booklet.

60. Economist John Maynard Keynes greatly infuenced the evolution o economicliberalism by advocating or

A. labourers to use collective action to bring about the nationalization o theproductive orces o the country and thus ensure sustainable economic growth

B. consumers to be inormed as to the environmental and labour practices obusinesses and make ethical decisions when purchasing goods and services

C. corporations to work cooperatively rather than competitively to ensure thatthe prices or goods and services could be set by their collective decisions

D. governments to use scal and monetary policies to more closely regulate theeconomy and thus prevent excessive fuctuations in the economic cycle


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61. Which common practice in democratic states best refects the value o collectivism?

A. Labour unions advocate better working conditions. B. New laws come into eect when signed by the head o state. C. The media is ree to criticize decisions made by political leaders. D. The belies o political party leaders are a major consideration or voters.

62. A critic o the Canadian parliamentary system would most likely argue thatdemocratic principles are threatened by the ability o the prime minister to

A. appoint senators and Supreme Court justices B. hold oce or an unlimited number o terms C. repress the dissemination o inormation to the media D. set the agenda and chair debates during caucus meetings

63. Universal social programs that redistribute wealth within society refect values

associated with

A. individualism B. egalitarianism C. neo-liberalism D. classical liberalism

64. Which o the ollowing statements most accurately explains the Great ManTheory o history?

A. Leaders will arise when there is a need. B. Males have tended to infuence major historical events more than emales. C. Democratic as opposed to dictatorial leaders have been ignored by historians. D. Females have never been given enough credit or their impact on key

historical events.

65. Which o the ollowing ideologies is most similar to Social Darwinism?

A. Laissez-aire capitalism B. Evolutionary Marxism C. Democratic socialism D. Welare capitalism


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66. Human rights legislation such as the Universal Declaration o Human Rightsdemonstrates international eorts to

A. contain the spread o communism B. mitigate the eects o recessionary pressures C. promote civil liberties in the global community D. encourage the expansion o the global marketplace

67. From the perspective o an internationalist, United Nations military action inresponse to ethnic and civil unrest is

A. acceptable, because global stability promotes economic growth

B. acceptable, because the protection o human rights is a moral obligation

C. unacceptable, because the nancial cost is too prohibitive or United Nationsmember states

D. unacceptable, because armed confict becomes too dangerous or UnitedNations personnel

68. The eectiveness o the United Nations has been questioned most strongly byproponents o national sovereignty because the United Nations

A. mandate has become irrelevant in a global economy B. permanent Security Council members are not elected C. leadership and power is rooted in Cold War geopolitics D. actions misrepresent the sentiments o the majority o member states

69. The acquisition o satellite states by the Soviet Union would be viewed negativelyby a supporter o the concept o

A.

deterrence B. brinkmanship C. collective security D. national sel-determination

Question 66Examination Blueprint ClassicationRelated Issue 4Evaluation and SynthesisProgram of StudiesPrimary Specic Outcome ClassicationSpecic Outcome 4.9In question 66, students are asked to evaluate international

eorts that demonstrate collective leadership to address global issues.


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71. Which o the ollowing scenarios would a political scientist likely cite as theprimary cause or the decline in the percentage o eligible voters casting theirballots in Canadian ederal elections?

A. Economic disparity causing disagreement among provinces

B. Universal surage extended to those previously denied the right

C. Political apathy becoming more pronounced within various segments osociety

D. Party solidarity limiting the ability o elected ocials to represent the viewso their constituents

72. Historically, the provision or cradle-to-grave welare programs has been closelyassociated with

A. utopian socialism B. Marxist communism C. democratic socialism D. democratic capitalism

73. Advocates o universal social programs would likely support

A. progressive taxation B. privatized health care C. productivity incentives D. work-or-welare initiatives

70. From an American government perspective, direct military involvement in theVietnam War was necessary to

A. halt a civil war based on ethnic divisions B. uphold the American oreign policy o containment C. pursue a policy o dtente in its relationship with the Soviet Union

D. ulll American obligations according to the terms o the Marshall Plan

Question 71Examination Blueprint ClassicationRelated Issue 4Understanding and AnalysisProgram of StudyPrimary Specic Outcome ClassicationSpecic Outcome 4.6 In question 71, students are asked to understand andanalyze the roles and responsibilities individuals possess in a democratic society.


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76. From the perspective o a Marxist, nationalization o the means o production isessential because it

A. encourages social unrest B. osters economic and social equality C. ensures national sovereignty and security D. promotes the exploitation o natural resources

77. Which o the ollowing actions is most consistent with the policy o peaceulco-existence?

A. The invasion o Czechoslovakia by the Soviet Union B. The building o missile sites by the Soviet Union in Cuba C. American support or South Vietnam in the Vietnam confict D. Agreement among the United States, the Soviet Union, and Britain regarding

the testing o nuclear devices

75. Which o the ollowing actions directed by Soviet leader Nikita Khrushchev wouldbe most acceptable to a supporter o liberalism?

A. Invading Hungary in 1956 in an attempt to re-establish communist control

B. Criticizing the capitalist system or producing non-essential goods or wealthyconsumers

C. Establishing large-scale state arms in the southern and eastern regions o theSoviet Union

D. Denouncing the dictatorial policies and cult o personality that existed under

Joseph Stalin

74. From the perspective o a ree-market economist, government-unded programs are

A. acceptable, because they promote collectivism B. acceptable, because they lead to decit nancing C. unacceptable, because they discourage sel-reliance D. unacceptable, because they encourage ecient productivity

78. A supply-side economist would most likely support government actions to combata decit budget by

A. regulating public services B. increasing income tax rates C. providing subsidies to businesses D. privatizing publicly owned corporations


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81. Supporters o economic equality and equal distribution o wealth would likelyavour government actions that

A. promote universal social-welare programs B. deregulate resource industries C. reduce income-tax rates D. privatize key utilities

80. With which o the ollowing statements would a supporter o economicglobalization likely agree?

A. The liberalization o trade among countries has allowed individuals access tolower-priced goods.

B. The concentration o prots in the hands o transnational corporations isbenecial or consumers.

C. The inclusion o protectionist policies is essential in the ormation ointernational trade organizations.

D. The increase in human-rights violations in many countries is regrettablynecessary to increase eciency in production.

79. The ideological confict that shaped international relations rom the end o theSecond World War until 1989 led to the

A. domination o the nuclear-arms race by a single superpower

B. ormation o spheres o infuence dominated by the superpowers

C. creation o ree-trade blocs designed to liberalize trade between the East andthe West

D. establishment o an international organization designed to encourage co-operation among countries

82. Which o the ollowing economic theories was based on the belie that collectivismcould be achieved in a peaceul transition or the benet o the working classes?

A. Marxism B. Mercantilism C. Utopian socialism D. Welare capitalism


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84. Which o the ollowing statements most clearly reinorces the idea that personalidentity can become closely tied to ones ideological belies?

A. People regarded as being liberal-minded oten support laws designed topreserve personal reedom.

B. During provincial elections, a large portion o Albertas eligible voters either

choose to, or do not bother to, vote. C. The use o a secret ballot in Canada helps ensure that the choice the voter

makes will remain condential i the voter so chooses.

D. Some people, when asked to describe themselves, will reer to their politicalaliation, such as social democrat or scal and social conservative.

83. In 1955, the Warsaw Pact was created by the Soviets as a direct response to the

A. perceived threat inherent in the existence o the North Atlantic TreatyOrganization

B. benets provided to the Soviet Union through the United Nations

Organization C. security created or democratic states through the Truman Doctrine

D. encroachment on the European economy by the Marshall Plan


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Key orPart B: M