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MCAP, Maryland Comprehensive Assessment Program

This page shows a list of standards in the 8th Grade Social Studies public release collection at MSDE. 8th Grade Social Studies
Released Questions in Standard "4.0 Economics"

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Expand All Official Practice Test

This is a multiple choice question that allows you to select only one option.

Information about the question.

Multiple-choice question with one correct answer choice.

What effect did the invention of the cotton gin have on agriculture in the United States?

  1. A.
    It increased the demand for enslaved African Americans to harvest cotton.
  2. B.
    It allowed cotton to be grown in the North.
  3. C.
    It decreased the demand for cotton in foreign countries.
  4. D.
    It reduced the amount of land needed to grow cotton on plantations.

This is a drag and drop question that allows you to select text and place it in an appropriate answer space.

Select three impacts of technological changes on the United States during the 1800s and drag them to the boxes in any order.

lower taxes increased migration decline of the factory system increase in national unity economic growth introduction of popular sovereignty increased travel time
Impacts of Technological Changes on the
United States during the 1800s

This is a test question that allows you to select a spot or region on a graphic.

Select three challenges that civilians faced during the Civil War.

This is a drag and drop question that allows you to select text and place it in an appropriate answer space.

Select two outcomes of the Whiskey Tax debate and drag them to the boxes in any order.

The debate led to sectional polarization in the United States. The National Bank was vetoed. The power of the Federalist Party increased. The debate led to rebellion. George Washington was elected president.
Outcomes of the Whiskey Tax Debate

This is a multiple choice question that allows you to select only one option.

Which of the following had the greatest influence on the factory system in the United States during the 1800s?

  1. A.
    the introduction of the mechanical reaper
  2. B.
    the development of interchangeable parts
  3. C.
    the expanded use of antiseptics
  4. D.
    the invention of the telegraph

This is a drag and drop question that allows you to select text and place it in an appropriate answer space.

What were two goals of the Sugar Act of 1764 and one colonial response to the act? Drag the answers to the correct boxes.

boycotted British goods dumped food into a harbor stopped illegal smuggling established new courts in America forced the quartering of soldiers lowered taxes raised money for the British
Goals of the Sugar Act Colonial Response to the Sugar Act

This is a test question that allows you to enter extended text in your response.

Read the excerpt and use it to answer the constructed response question.

After freedom  . . .  we couldn’t make nothing, just overalls and something to eat. Half [your crop] went to the [farm owner]. . . .  A man that didn’t know how to count would always lose . . . .  No matter how good account you kept, you had to go by their account .  . . .  If you didn’t make no money  . . .  they would advance [give] you more. But  . . .  you better not try to leave and get caught. They’d keep you in debt.

—Henry Blake, former enslaved African American, oral interview, 1936 to 1938

  • Identify the system described in this excerpt.
  • Explain how the system denied economic freedoms to African Americans after the Civil War.
  • Use details and examples to support your response.

Enter your answer in the space provided.

Score Point 4

The response demonstrates comprehensive understanding of the content, question, and/or problem. The response is insightful and completely integrates knowledge to thoroughly answer the question.

  • Addresses all aspects of the question. All bullets are answered with details.
  • Demonstrates knowledge of United States history. Minimal misconceptions do not interfere with understanding.
  • When appropriate, applies evidence correctly from the stimulus to support response.

Score Point 3

The response shows adequate understanding of the content, question, and/or problem. The response is satisfactory and integrates knowledge to answer the question.

  • Addresses most aspects of the question. All bullets are answered, although one may be less developed than the other.
  • Demonstrates adequate knowledge of United States history. Minor misconceptions do not interfere with understanding.
  • When appropriate, applies evidence from the stimulus to support response, although connection between evidence and response may be incomplete or slightly flawed.

Score Point 2

The response shows partial understanding of the content, question, and/or problem. The response is general, demonstrates incomplete knowledge, and partially answers the question.

  • Addresses few aspects of the question. One bullet may be omitted or both may be inadequately developed.
  • Demonstrates partial knowledge of United States history. Misconceptions interfere with understanding.
  • When appropriate, applies little evidence from the stimulus or applies evidence poorly.

Score Point 1

The response shows minimal understanding of the content, question, and/or problem. The response is related to the question, but is inadequate.

  • Minimally addresses the question.
  • Demonstrates minimal knowledge of United States history. Significant misconceptions interfere with understanding.
  • When appropriate, applies little to no evidence from the stimulus.

Score Point 0

The response is completely incorrect, irrelevant to the question, or too vague.