GRADE 6 SOCIAL STUDIES TEST REVIEW PACKAGE

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IV)
V)

I)

Knowledge Review Questions

Vocabulary
Difference between Knowledge and Skill Question
Blueprint of Grade Six Social Studies PAT
Tips on Writing Multiple Choice Questions

Review Questions Based on Knowledge Objectives from Curriculum

These questions provide an overview of the knowledge component of the

grade six social studies curriculum. Being able to answer all of these
questions DOES NOT ensure students will perform well on the PAT. But
students who understand the knowledge objectives of the curriculum
generally find it easier to answer the skill questions as well.
For some of the following questions the answers provided are not always the
only answer. Some of the questions could be very difficult for the students to
answer completely. Never-the-less these questions should generate
discussion and debate which will be useful for students reviewing this
material. Try paraphrasing the questions to help students arrive at the
answers.
You may use these questions as you see fit but one way of using them is to
ask students to take out a piece an paper and have them answer the
questions on their paper while you orally ask questions. After every 3 to 5
questions you can go over the answers and discuss variations in the
responses. This method keeps students engaged and hopefully generates
student discussion as they discuss/argue what the best answer is. This may
also help you identify areas requiring extra review.

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PRINCIPLES OF DEMOCRACY
1) What is a democracy?
A country where citizens of a county participate in the decision making of
that country
2) What are the principles of democracy?
Equity, justice, freedoms, representation
3) What are some examples of democracies?
Canadas three level of governments, the US, Iroquois Confederacy,
Ancient Athens, etc
4) What is the main difference between direct and representative
democracy?
In direct democracy citizens play a direct role in making decisions, in
representative democracy citizens select others to make decisions for
them
5) List as many responsibilities of citizens living in a representative
democracy as you can think of?
To obey laws, to contribute to decision making, to vote, to inform
government of what they want and need, to listen to others
6) How does Canadas justice system help protect your democratic and
constitutional rights? Give several examples.
Justice system recognizes the rights of all Canadian individuals including
legal rights such as right to remain silent, right to an attorney, etc.
7) A proposed, or suggested, law is known as
Bill
8) Once a bill has been passed into law it is known as a(n)
Act
9) The most import law of Canada and a framework for how our government
should work is known as
Constitution
10) Canadas system of government that involves having a monarch whose
power is limited by laws is known as
Constitutional Monarchy
11) The right to vote is known as
Suffrage, (franchise)

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12) A person who seizes power and governs in a harsh, cruel way is a
Tyrant
13) What is each minister responsible for in the provincial government?
A government department
14) What is the political system called where citizens elect their
representatives to govern and make decisions on their behalf? We use this
in Canada.
Representative democracy
IDEALS OF EQUITY AND FAIRNESS
1) What is the Charter of Rights and Freedoms?
A document that became law in Canada in 1982 as part of the Canada
Act.
2) What does the Charter provide to Canadians?
It guarantees individual and collective rights to all Canadians
3) List examples of Fundamental freedoms in the Charter.
Freedom of conscience and religion
Freedom of thought, belief, opinion and expression
Freedom of the press
Freedom of peaceful assembly
Freedom of association
4) List examples of democratic rights in the Charter.
Right to vote
Right to run for an election
A right to have regular elections
Right to have elected representatives meeting regularly
5) List examples of mobility rights in the Charter.
The right to move to any province or territory
To get a job in any province/territory
6) List examples of Legal Rights in the Charter.
Right to life, liberty and security of person
Right to be secure against unreasonable search and seizure
Right not to be arbitrarily detained or imprisoned
Right to be informed of reasons for arrest
Right to retain counsel when arrested
Right to be presumed innocent t until proven guilty

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Right
Right
Right
Right
Right

not to be denied reasonable bail without just cause

not to be tried twice for the same offense
not to be treated with cruel treatment
not to have to provide evidence against oneself
to have interpreter to understand what is happening in court

7) Give some examples of equality rights in the Charter.

Everyone has the right to equal protection and equal benefit of the law
No discrimination based on race, national or ethnic origin, colour, religion,
sex, age, or mental or physical disability
8) Give several examples of group rights protected by the Charter.
Aboriginal rights, language rights
9) What was the Treaty of La Grande Paix de Montreal?
The Governor of New France invited all First Nations tribes from his area
to come and negotiate a peace between all parties.
10) Why did the Treaty of La Grande Paix de Montreal come about?
The French were finding that fighting between native tribes and between
the French and particular tribes was negatively affecting the fur trade. It
was hoped that a peace treaty would help facilitate the fur trade.
11) When did the Treaty of La Grande Paix de Montreal take place?
Negotiations may have begun as early as 1697; the treaty was signed in
1701.
12) How did the Treaty of La Grande Paix de Montral address collective
identity and collective rights?
Each First Nations and the French were recognized as equal and
independent nation.
13) How do the Treaty of La Grande Paix de Montral and the Canadian
Charter of Rights and Freedoms compare in the way that each addresses
individual and collective identity and collective rights?
In La Grande Paix each First Nations and the French were recognized as
an equal and independent nation. This means collective rights were
recognized.
14) Why is the Canadian Charter of Rights and Freedoms entrenched in the
Canadian Constitution? How would it be different if it was not
entrenched?
Because the Charter is entrenched in the Constitution governments
cannot change it without using the hard to achieve amending formula.
This means it is very hard for governments to pass laws that take away
rights.

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15) When you ask a higher court to review the decision made by a lower
court, this is called an.
Appeal
16) A person who is accused of a crime in a court case is known as
Defendant
17) This document is the first charter of rights and was signed in England
in 1215.
Magna Carta
18) In a court case what do we call the person who brings a complaint
about another person to the court?
Plaintiff
19) This is a very important principle in democracies. It is the idea that
laws apply to everyone equally.
Rule of law
20) This was a group of women who fought for womens right to vote.
Suffragettes
LOCAL GOVERNMENT
1) In the City of Edmonton who represents us at the local government level?
Councilors
2) What is the area called that elects people in Edmontons local elections?
Wards
3) How are representatives chosen to form a local government?
City of Edmonton has regularly scheduled elections every three years
People vote for councilors from their Ward
People also vote directly for mayor
People also vote for school board trustees
4) What are the responsibilities of local governments? Name as many areas
of jurisdiction as possible.
City police, sanitation, local roads, recreational centers
5) Name as many local government areas of jurisdiction as you can think
about.
City police, sanitation, local roads, fire protection, animal control,
recreational centers, parks and recreation, water management

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6) What is the main source of revenue for local governments?

Property taxes and other levels of government
7) What role is played by school boards within local communities?
School Boards:
Make rules and policies for schools
Make decisions about services and programming
Make decisions about school buildings and student transportation
Listen to peoples complaints and make fair judgments
Make sure the provincial curriculum is taught
Decide how the budget is spent
Listen to what people think is important for their childrens education
8) A person hired to run or work in a government department is known as a
Civil servant
9) A person who serves on a school board is known as a
Trustee
10) What are laws made by local governments called?
Bylaws
11) Urban local governments include three versions, what are they?
Cities, towns, and villages
12) Rural local governments come in two forms, what are they
Municipal districts and counties
13) The top elected official in an urban local government is usually called a
Mayor
14) The top elected official in rural local government is
Reeve
15) First Nations governments on reserves are called band councils. Who
heads the band council?
A chief

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PROVINCIAL GOVERNMENT
1) Who is the head of government at the provincial level?
The premier
2) How does one become the premier of the province?
By being the leader of the party that wins the most seats in a provincial
election
3) Who is the Queens representative at the provincial level?
Lieutenant Governor
4) What are the main responsibilities of the Lieutenant Governor?
Represent the monarch,
Be impartial,
Open and discontinue a session of the Legislature,
Read the Speech from the Throne,
Grant royal assent to bills
5) What are the responsibilities of the provincial government?
Health, education, childrens services, agriculture and food, tourism and
parks, seniors and community support
6) Generally speaking where do cabinet ministers come from?
They are generally elected MLAs from the same party as the premier
7) An elected representative who is in charge of a provincial government
department
Cabinet minister
8) A member of the legislative Assembly who is not a member of the party in
power is known as an
Opposition Member
9) A voting district is known as a
Constituency, riding, electoral district, ward
10) People who live in the area represented by a member of government is
known as
Constituents
11) At the beginning of a session in the Alberta Legislature the Lieutenant
Governor makes an important speech. Who writes the speech and what is
it called?
Government writes speech and it is the Speech from the Throne

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IMPACTING DECISION MAKING

1) Provide some examples of how individuals, groups and associations within
a community participate in the decision-making process regarding current
events or issues.
Lobbying
Petitioning
Organizing and attending local meetings and rallies
Contacting elected representatives)?
2) What does a lobbyist do? Give an example of someone who is a lobbyist.
Lobbying is a form of advocacy with the intention of influencing decisions
made by legislators and officials in the government by individuals
Insurance companies try to influence governments by hiring lawyers that
represent their interests to government officials
World Wildlife Foundation hires lobbyists to try to promote environmental
ideas in the government
3) A formal request to a superior or to one in authority for some privilege,
right, benefit, etc. is known as a
Petition
4) If you wanted to change/influence a local law, who would you contact?
Councilor or mayor
5) If you wanted to change/influence a provincial law, who would you
contact?
The member of the legislative assembly from your constituency, the
premier, cabinet Ministers
6) If you wanted to change/influence a policy at your school, who would you
contact?
School Board Trustee possibly principal/superintendent
7) In what ways do elected officials demonstrate their accountability to the
electorate?
Respond to constituents
Participate in local events
Represent and express in government meetings the concerns of
constituents
8) This term means taking responsibility for your actions.
Accountability

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9) A group of organizations working together for a common cause is known

as a .
Coalition

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10) Rights that individuals have because they are part of a particular group
are known as
Collective rights
11) What is it called when people vote directly on a specific issue/concern
that affects them?
Referendum, plebiscite
12) This word describes a meeting in which citizens have an opportunity to
express their views about a bylaw.
Forum
13) Give an example of an NGO that is trying to influence government
decisions.
Greenpeace is an environmental organization trying to influence the
government to be more environmentally friendly
ANCIENT ATHENS
1) How did the structure of the government in ancient Athens provide
opportunities for citizens to participate in decision making?
Citizens were allowed to vote on issues in the Assembly, and 500 of them
were selected in a draw to serve on the Boule who acted as the full-time
government of Athens.
2) Males in Athens who had Athenian-born parents could become what?
Citizens
3) Foreigners who were living in Athens who couldnt participate in
government or vote were known as
Metics
4) The heart of ancient Athens where people bought and sold goods and
discussed issues was known as
Agora
5) This council of ancient Athens which had 500 members and made
decisions about Athens day-to-day affairs. What was this group called?
Boule
6) While Greece is often called the first democracy what is one reason you
could argue that it was not a real democracy?
Women and Metics were not given the vote.

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7) In Ancient Greece this organization involved all citizens who were

encouraged to vote on the issues of the day.
Assembly
8) The type of democracy practiced in ancient Athens is often referred to
as..
Direct democracy
9) In ancient Greece an independent area made up of a city and surrounding
countryside was known as a
City-state
10) In ancient Greece this was method banishing an unpopular or
dangerous citizen for a number of years by popular vote, without a trial or
formal accusation.
Ostracism
IROQUOIS CONFEDERACY
1) Among the Iroquois, these beads made from shells are woven into
patterned strings of belts that record important events, ideas, contracts,
pledges or treaties among nations.
Wampum
2) What was the Iroquois confederacy?
It was a league or an alliance made up of five (later six) nations: the
Seneca, Cayuga, Onondaga, Oneida, and Mohawk (later joined by the
Tuscarora).
3) In Iroquois society large groups of related families that claim to be
descended from a common ancestor are known as
Clans
4) These people were usually the oldest and most respected women in their
clans.
Clan mothers
5) These women were advised by these groups.
Womens and Mens Councils
6) This group met to discuss issues that affected the whole Iroquois
Confederacy, such as peace treaties, trade agreements, and decisions to
go to war. It was made up of the Hoyaneh from each a nation.
Grand Council

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7) What was the method of decision making used by this group?

Consensus

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8) This was a treaty (first concluded with the British in 1674) negotiated
between the Iroquois Confederacy and peoples of European descent
based on mutual respect.
Two Row Wampum Treaty (the Guswentah)
9) What were the symbols used in the Tree of Peace
Eagle warns the people of any danger
Branches represent the protection of the nations under the Great Law of
Peace
The weapon buried beneath the tree show that the Iroquois will not fight
against each other
The roots represent peace and strength. The roots lead anyone or any
nation willing to follow the Great Law of Peace to the shelter under the
tree.
10) What is an advantage of consensus decision-making model for
government?
Consensus respects individual opinion while simultaneously establishing
one collective decision that everyone agrees with and supports. It is an
effective means to advance an issue.
11) What is a disadvantage of consensus decision-making model for
government?
Reaching consensus takes time and a great deal of discussion and
facilitating. It requires group understanding of the issues and the
willingness of team members to share their opinions openly.
12) How did the Six Nations use the consensus-building process?
To make a decision, specific steps were followed. Each nation came to a
consensus decision on their own in a specified order. Decisions of the
Grand Council had to be unanimous.
13) The male leaders of each of the nations of the Iroquois Confederacy
were known as:
Hoyaneh or chiefs
14) Large, open dwellings where many families of the same Iroquois clan
lived together were known as
Longhouses
15) Iroquois societies traced their descent through their maternal line. This
is known as what type of society?
Matrilineal

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16) What is the name of the people of the Six Nations, also called
Iroquois by French Settlers?
Haudenosaunee

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II)

GRADE 6 TERMS

Aboriginal rights
ACFA
Allies
FNA
Bill

Accommodating
Advisory committee
Ambassador
Appeal
Budget

Bylaws
Charged
Clan
collective identity
Common good
Consensus
Constitution

Cabinet minister
Citizen
Clan system
Collective rights
Compromise
Constituency
Constitutional
monarchy
Defendant
Direct democracy
Electorate
Equity
Fact
Freedoms
Haudenosaunee
Injustice
Interpret
Magistrate
Minister
Municipal area

Councilor
Diplomacy
Diversity
Equality
Expenditure
Forum
Grassroots organization
Individual rights
Interned
Justice
Lottery
Majority rule
Motion
Nominate
Opinion
Perspective
Pillar
Plebiscite
Primary sources
Referendum
Revenue
Scrutiny
Speech from the Throne

Non-governmental
organization (NGO)
Opposition member
Petition
Pine tree chiefs
Political map
Provincial
government
Representation
Rule of law
Services
Stakeholder
Suffrage

Accountable
Agenda
Ancient
Ballot
Canadian Charter of
Rights and Freedoms
Civil servant
Coalition
Collectives
Confederacy
Constituents
Council
Democracy
Discriminate
Epic
Fairness
Generation
Historical map
Inscription
Issue
Local government
Magna Carta
MLA
Municipal district
Official language
minorities
Orator
Physical map
Plaintiff
Political party
Public
Representative
democracy
Rural local government
Society
Status
Suffragettes
Taxes

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Subsidy
Superintendent
Treaty of La Grande Paix de
Montreal
Two Row Wampum Belt
Urban

III)

Symbol
Tribe
Tyrant

Trustee
United Nations (UN)
Wampum Treaty

Values
War chiefs

KNOWLEDGE VS. SKILL QUESTIONS

It is helpful to be able to recognize the difference between a knowledge

question and a skill question. In the knowledge and understanding category,
students are tested on their ability to understand generalizations, concepts,
related facts, and content. The skills and processes that students are
expected to use when answering questions include critical and creative
thinking, historical and geographic thinking, decision making and problem
solving, research skills, written literacy, and media literacy. There will be
twice as many Skill questions on your exam as knowledge questions
Knowledge Question:
Who is the current Prime Minister of Canada?
a) Brian Mulroney
b) Stephen Harper
c) Justin Trudeau
d) Barrack Obama
Skill Question:
Charter Becomes Part of Canadas Constitution
As of July 1, the Charter of Rights and Freedoms is now entrenched as
part of the Canadian Constitution. By entrenching the Charter, the
governments of Canada have ensured that the Charter has become a
permanent part of the most important law in Canada, guaranteeing
rights and freedoms to all Canadians.
Ottawa Chronicle, July 2, 1982
Which of the following conclusions is best supported by the news article
excerpt?
a) Some Canadians have no rights and freedoms.
b) All Canadians have some rights and freedoms.
c) Canadians have always had rights and freedoms.
d) All Canadians have the same rights and freedoms.

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IV)

BLUEPRINT FOR MULTIPLE-CHOICE COMPONENT OF PAT

It is helpful to know exactly what is going to be on the test. You may want to
spend some time speculating the kinds of questions you might see in each of
the following sections.

Citizens
Participating
in Decision
Making

Historical
Models of
Democracy

Democratic Principles and

Ideals
Structure and Function of
Local and Provincial
Government
Individual, Group and
Community Involvement
Ancient Athens
Iroquois Confederacy
Number of Questions

Knowledge
and
Understandi
ng
3

Skills
and
Processe
s
6

Number
of
Question
s
9

3
3

6
6

9
9

15

30

45

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 literacy as identified in the Grade 6
Social Studies Program of Studies

V)

WRITING MULTIPLE CHOICE TESTS

Before the Test

Do not Simply Memorize Facts

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You will have to go beyond straight memorization. Concentrate on

understanding the material taught; compare it, contrast it, and interpret its
meaning. Focus on understanding the ideas and concepts in the course
which knit the facts and details together. You must be more than familiar
with the material; you must be able to write it down, talk about it, analyse
it, and apply it. If there are graphs, tables, or figures on the test you will be
asked to interpret data.

Actively Summarize

For each major concept, integrate information from your notes, projects,
text in the printed guide, and required readings onto a summary sheet by
diagramming, charting, outlining, categorizing in tables, or writing
paragraph summaries of the information. Your studying should also focus
on defining, explaining, and applying terms.

23.

Practice Makes Perfect:

When studying, make good use of any practice exams, past tests, or study
guides that are available to you. Many instructors will mention these
resources at some point during the course. Exambank.com or Castle
Rocks The Key provide examples of multiple choice questions that you
can practice with. Each school will be provided with a complete practice
exam as well.

Be Prepared Emotionally and Physically, as Well as Intellectually

Be prepared to do your best. Prepare your brain for optimum performance

by keeping your physical resources well maintained. Get a good night's
rest before the test. Eat well balanced meals; avoid fasting and do not take
stimulants you are not accustomed to (e.g., coffee, soft drinks, chocolate).
And keep up with your regular exercise.

During the Test Dos and Donts

Do:

1. Spend Time on the Question Before Reading the Alternatives

You're more likely to choose the correct answer if you've thought
through the question without the interference of all the information
presented in the alternatives. Begin by covering the alternatives with
the answer sheet. Then, carefully read the question before looking at the
alternatives. Circle or underline key words.
Think about where in your text, lecture notes, or course material the
question is drawn from. Recall a few points, including related headings
or subheadings. If applicable, do calculations.

Read each question carefully. Multiple-choice tests also examine your

ability to read carefully and thoughtfully, as much as they test your
ability to recall and reason.

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Identify key words by circling or underlining words, such as "all,"

"always," "never," "none," "not," "few," "many," some," and
"sometimes."
Circling or underlining key words helps to narrow down the questions
meaning. The correct answer will match every part of the stem (the
phrase that forms the question), so pay special attention to negatives
(none, not, neither), superlatives (most, best), and qualifiers
(usually, often, generally. may). Similarly, multiple-choice
questions containing absolutes (always, never, every) are often
wrong, as they need to be an indisputable fact.

2. Predict an Answer Before Looking at Alternatives

While not all questions are written so that an answer can be predicted
without looking at the alternatives, many are. By predicting the answer
before you look at the alternatives you're less likely to be swayed by an
alternative that is incorrect. Even if you can't predict an answer, you
may be able to identify closely related concepts that are likely to surface
in alternatives.

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3. Check the Format of the Alternatives

Uncover the alternatives. Do the options allow for only one correct
alternative, or does a response allow for two or more alternatives to be
correct? (E.g., the response d indicates that both a and b are correct.)
4. Carefully Read Each Alternative
Read each alternative carefully for understanding, not just for
recognition: you may recognize the information as being from the
course, but does it answer the question being asked? Again, pay careful
attention to qualifying words. Keep the question in mind and cross off
alternatives you think are incorrect, check off alternatives you think are
correct, and put a question mark beside alternatives you're uncertain
about.
5. Choose the Alternative that Best Answers the Question
Carefully mark the correct alternative on your answer sheet. If you do
not know the answer, reread the question. If two options still look
equally appealing, compare each to the question, making sure that the
one you eventually choose answers what is asked/is the "neatest" fit
(i.e., doesn't require additional information to be correct). If you're still
unsure, guess (if there's no penalty for wrong answers).
If you aren't sure that you made the correct choice, put a big question
mark beside the question and move on to the next question. Avoid
getting bogged down on one question. If time permits, return to any
problematic questions you've flagged after completing the test.
6. Review Answers
If time is available after completing the test, review your answers.
Change an answer only if you can logically justify the change. Ensure
that test and answer sheet responses correspond.

Dont:

1. Rely on Recognition
Don't select an alternative just because you recognize the information as
being from the course. It may be a true statement in its own right, but
you have to make sure that it answers the question being asked.
2. Rely on Myths and Misconceptions
There are many poor strategies for writing multiple-choice tests,
including the longstanding "if in doubt pick c" myth. Don't pick "c" every
time you're unsure of the answer; rather, think through the question and
alternatives as discussed above. Also, don't choose an answer based on
a pattern of responses (i.e., "This can't be another "b" because I've
chosen that answer for the last three questions." It could be another b,
or perhaps one of the earlier responses was wrong). Choose an answer
based on the strategies discussed above.

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3. Dismiss Alternatives Because they Seem too Obvious

Don't dismiss an alternative because it seems too obvious an answer.
While some questions may require more complex application of concepts,
others may only require straight recall. If you're well prepared for the
exam, these questions may appear simple. Keep this in mind if you tend
to dismiss some alternatives because you assume that multiple-choice
tests are tricky, so the answer couldn't be so obvious.
4. Run Out of Time
Some multiple-choice questions will take longer than others, so it doesn't
make sense to allocate equal time for each question even though they're
often weighted the same. Rather, track your progress at intervals:
halfway through the test are you approximately halfway through the
questions? If you're behind, pick up your pace. If you're unsure about an
answer, put a big question mark next to it and return to it if time remains
once you've completed the test.