Social Studies Smart Ch10

Chapter 10
Social Studies
smart
A Guide to Passing
the GED Social Studies Test
“If you don’t know history, it’s as
if you were born yesterday. If you
were born yesterday, then any
leader can tell you anything.”
—Howard Zinn
w w w . p a s s G E D . c o m
Social Studies Smart 511
The GED Social Studies Test
W hat is the GED social studies test like? You’ll have 50

multiple choice questions to answer in 70 minutes. That
means, on average you’ll have about 1¼ minutes per question.
The social studies test will ask you questions based on both
readings and visual materials. About 40% of the questions, or 20
questions, will be about a reading of 200 words or less. Another
40% (20 questions) will be about visual materials, like maps,
charts and graphs, diagrams, cartoons, or pictures. The final
20% (10 questions) will have a combination of text and images.
Map reading, understanding charts and graphs, and interpreting
diagrams and pictures are all important skills for the social studies
test, but these skills are not difficult to learn.
Often, several questions will be grouped together to apply to
one text or image, but overall you’ll have more, shorter texts than
on the reading test. Most often, there will be one or two questions
about a particular short text, chart, map, or picture. A good plan is
to aim at finishing one question per minute. That will leave plenty
of time to go back to more difficult questions at the end of the test.
The social studies test covers 25% National (U.S. or Canadian)
History (12–13 questions), 15% World History (7–8 questions),
15% Geography (7–8 questions), 25% Civics and Government
©2008 by The GED Academy. You are licensed one copy of this document for personal use only. Any other
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512 Social Studies Smart
(12–13 questions), and 20% Economics (10 questions). That’s a lot

of material to cover, and not very many questions. The test doesn’t
try to check your knowledge of details of historical events, because
it can’t. The area it covers is too broad. Anyone might have a broad
knowledge of social studies and still be missing an important piece
of information about a Civil War battle, so it would be unfair to
test people on facts and dates. The social studies test addresses the
bigger issues—whether you have a background of understanding
against which to read, analyze and interpret information in all
these different areas.
Your context for understanding social studies is more
important than the details. The GED social studies test is 60%
international and 40% national (U.S. or Canada, depending on
where you’re taking the test). That means you need a background of
thinking about the whole world, not just your own country or local
area. Reading about world news can give you a good background
for thinking about global issues.
You’ll also need to understand a few important historical
documents. In the U.S., you’ll find questions about the Declaration
of Independence, the U.S. Constitution, and landmark Supreme
Court cases. In Canada, you’ll find questions about the Charter of
Rights and Freedoms.
You’ll also find at least one practical document on the social
studies test. That means a tax form, voter guide, political speech,
or some other document that is important to you, as a citizen. This
practical document shows how the big, global and national issues
of civics or economics affect individuals like you.
Having a context and background to understand important

social studies concepts is one part of the GED test. The other part is
having the thinking skills to answer questions about social studies
readings or visual information. The thinking skills on the social
studies test are broken down into the following categories:
* About 10 questions (20%) will be comprehension questions.

These questions want to know if you understood what you read.
You’ll use skills like restating, summarizing, and inferring.
* About 10 questions (20%) will be application questions. These

questions want to know if you can apply what you read about to
a new situation. You’ll need to understand general principles and
examples of those principles.
* About 20 questions (40%) will be analysis questions. These

questions want to know if you can understand facts and
opinions, make conclusions and relate conclusions to supporting
statements and assumptions, recognize persuasive information
and evaluate arguments, understand biases and viewpoints, and
recognize cause and effect.
* About 10 questions (20%) will be evaluation questions. These

questions want to know if you can evaluate information (by its
source, objectivity, accuracy, and appropriateness), compare and
contrast, and understand how values and beliefs affect decisions.
GED Social Studies Skills

Comprehension Questions
Restating Information and Ideas
O ne of the ways the GED exam tests whether you understand

information and ideas is by testing whether you can recognize
restated information and ideas. Restated information is the
same information, put in different words. This is also known as
paraphrasing. It means saying something in a new way, using new
words. The GED exam will show you a paragraph of text, and then
let you choose which answer contains the same information, in
different words. If you can recognize the information, even though
it’s in different words, then you understood what was said.
Here’s an example of a sentence you might see on the GED
social studies test:
Antonio Pigafetta, an Italian sailor with Magellan in

the 1500s, was one of the first people to notice the
International Date Line.
Here is the same idea, restated in new words:
One of the first people who paid attention to the

International Date Line was an Italian who sailed with
Magellan in the 1500s named Antonio Pigafetta.
Notice that the restated sentence isn’t shorter. It’s just using
different words. Here’s a practice question for this skill:
Impo rtant C o ncept :

Eras
Eras are periods of time when important
events or trends happened in history.
Eras are defined by time and location. This
question is about the World War II era. Be
prepared to see questions about many
different eras on the GED social studies test!
Practice Question
On June 22, 1941, Germany attacked the Soviet Union with

three million soldiers, mainly German. Hitler thought the
war with Soviet Russia would end in six months or less.
It lasted for four years, getting worse and worse. On the
Russian front, where Hitler’s German tyranny fought Stalin’s
Russian tyranny, the German army lost. Russia’s win over
the Germans changed the course of World War II and helped
the Allies—England, Russia, and the U.S.—win the war.
From 20 million to 27 million Russian people, both soldiers
and civilians, lost their lives.
Which of the following statements is true based on the

above paragraph?
1) The war with Soviet Russia ended in six months.
2) More than 27 million Russian soldiers lost their lives.
3) Germany’s decision to go to war with the Soviet Union
turned out as predicted by German strategists.
4) The Soviet Union’s hard-won defeat of Germany was
instrumental in winning World War II.
5) Only German soldiers were involved in the attack on the
Soviet Union.
Practice Question Answer
T his question is about recognizing restated information from

the paragraph. Answer 1 uses a lot of the same words as are
in the paragraph. The paragraph says, “Hitler thought the war with
Soviet Russia would end in six months or less,” and the first answer
says, “The war with Soviet Russia ended in six months.” You need
to pay close attention to the meaning of the words to see that these
two sentences are saying something different. The first sentence just
says what Hitler thought would happen, and the second sentence
says it did happen. Reading the whole paragraph, it becomes clear
that Hitler was wrong.
The second answer also uses words similar to those in the
paragraph. It says that more than 27 million Russian soldiers lost
their lives. Pay careful attention: The reading says that between 20
and 27 million Russians died, but that includes civilians as well as
soldiers. It doesn’t say that 27 million Russian soldiers died.
Answer 3 says that the decision to go to war turned out as
predicted. According to the paragraph, though, Hitler didn’t expect
the war to last long, and he didn’t expect to lose. Answer 5 says
that only German soldiers were involved in the attack, but the
paragraph says they were mainly German.
The correct answer is answer 4. The paragraph says: “Russia’s
win over the Germans changed the course of World War II and
helped the Allies—England, Russia, and the U.S.—win the war.”
This sentence is restated in answer 4: “The Soviet Union’s hard-won
defeat of Germany was instrumental in winning World War II.” It
says the same thing in different words.
Learn More about Restating:

http://www.passGED.com/links/restating-or-paraphrasing/
Learn More about World War II:
http://www.passGED.com/links/category/world-war-ii/
Finding a Fact
F inding a fact is similar to recognizing a restated idea, but the

information is not necessarily given in different words. The
question will ask about something in the reading, and you’ll need
to find the correct fact in the reading. A helpful skill in finding a
fact is skimming the reading quickly to locate information. You
can develop this skill through practice. Remember, reading the
question first will help you out. Once you read the question, you’ll
know what you’re looking for in the reading.
Here’s an example of finding a fact:

Supply an d D e mand
Supply and demand is a fundamental
economic concept. Be prepared to see
questions about supply and demand on
the GED social studies test!
Supply and Demand

Supply and demand shows what the price for something should
be. At higher prices, people want (demand) less quantity. At
lower prices, people want (demand) more quantity. Think of it
like this: More people will buy something priced at $1 than if the
same thing were $100.
F in d- a - Fact Que sti o n: What does a supply and demand

chart help you find?
The answer is that “supply and demand shows what the price
for something should be.” A supply and demand chart would help
you find the price of an item in a free market.
Learn More about Supply and Demand:
http://www.passGED.com/links/supply-and-demand/
Now, here’s a GED practice question about finding a fact.

U .S. Co n stit uti o n
The United States Constitution is one of
the fundamental U.S. documents that
might be on the GED social studies test.
Pay close attention to the ideas in the
Constitution.
We give you the original text from

the Constitution plus a plain, modern
English version after the question, to
make it easier to read. Try the question
first without looking at the plain English
version.
On the exam, you may need to read and

understand the original text without a
“translation.” For complete information
on these fundamental documents, see
the end of Social Studies Smart.
Practice Question
From the U.S. Constitution:

How does a presidential veto work?
Every Order, Resolution, or Vote to which the Concurrence
of the Senate and House of Representatives may be
necessary (except on a question of Adjournment) shall be
presented to the President of the United States; and before
the Same shall take Effect, shall be approved by him, or
being disapproved by him, shall be repassed by two thirds
of the Senate and House of Representatives, according to
the Rules and Limitations prescribed in the Case of a Bill.
How would Congress pass a law if the President vetoed, or

rejected, it?
1) The law would need a two-thirds vote of both the
Senate and the House of Representatives.
2) The law would need a majority vote of both the Senate
and the House of Representatives.
3) The law would need the concurrence of both the
4) The law would need a unanimous vote of both the
5) Congress cannot pass a law after the President has
vetoed it.
U.S. Constitution Excerpt in Plain English:

Everything that the Congress does, except end a session, needs
to be approved by the President before it becomes law. If he
doesn’t approve it, it’s called a veto. If the President vetoes a
law, Congress can pass it anyway if two thirds of the Congress
votes for it.
T o answer this question, you’ll need to find the information

in the passage. The question asks how Congress can pass a
law if the President has vetoed it. First, you need to understand
that a veto is the same as the President “disapproving” the law. You
can find the correct answer near the end of the paragraph. The law
would need to be “repassed by two thirds of the Senate and House
of Representatives.” In other words, two thirds of the Congress
would need to vote for the law. That’s answer 1.
Learn More about the U.S. Constitution:
http://www.passGED.com/links/the-us-constitution/
Charts and Graphs
T he GED social studies exam asks you to find information

on charts and graphs, as well as in text. Charts, graphs, and
tables are different ways to see and understand information. Take a
look at the following chart.

Supply an d D e m an d
Supply and demand is a fundamental
economic concept. Be prepared to see
questions about supply and demand on
the GED social studies test!
Supply and Demand
W hat does this chart tell you? At higher prices, people want
(or demand) lower quantities. In other words, people don’t
want to buy as much when the prices are higher. At higher prices,
businesses want to make (supply) bigger quantities. In other words,
businesses want to sell more when the prices are higher. Makes
sense! The equilibrium point is the place where supply and demand
meet. The equilibrium point gives the price the item should sell for
on an open market, when the same number of people want to buy
and sell an item.
Learn More about Charts and Graphs:
http://www.passGED.com/links/charts-graphs-and-tables/
Main Ideas and Summaries
O n the GED social studies test, it’s important to recognize the

main idea of what you’re reading. What’s the writer trying
to say? What does the writer mean? What’s the point? The main
idea is the point the writer is trying to make and the focus of what
you’re reading. You need to boil down the information to the

big ideas.
A summary is related to a main idea. A summary is a shorter
way to say something, so it gives the main idea in fewer words.
Summaries focus on retelling or restating the main idea of the
reading.
In text, the best places to focus on to look for the main idea
are at the beginning and at the end. The beginning and end of text
often contains an introduction or conclusion that tells you the
main idea. That’s not always the case, though. The summary of a
paragraph needs to relate to the whole paragraph, not just one part.
Here’s an example of a paragraph you might find on the GED
social studies exam:
Fort Smith is located in Surry County, Virginia. The historic

significance of this site dates back to 1614, when English
settler John Rolfe married his Native American bride,
Pocahontas. Pocahontas’s father, Chief Powhatan, gave
the newlyweds land as a present, and included in that
land was a small brick house, across the James River from
Jamestown. Pocahontas and John Rolfe lived in this house,
now Fort Smith, during the first years of their marriage.
A summary of the main idea might read:
In 1614, what is now Fort Smith was a wedding present

from Chief Powhatan to John Rolfe and Pocahontas.
A GED social studies question about main ideas can be asked

in many different ways. It will include a paragraph, picture, or
chart, and you’ll need to identify the main idea from among several
answer choices. Here is an example question:
Practice Question
The Federalist Papers are a group of articles written by

Alexander Hamilton and other Founding Fathers of the U.S.
The Federalist Papers try to get people to agree with the
United States Constitution. Seventy-seven of the 85 articles
were printed in The New York Packet and The Independent
Journal between 1787 and 1788. The authors hoped that
the articles would get people to like the Constitution and
get more states to vote for the Constitution. Today, the
Federalist Papers show how the Founding Fathers, who
wrote the Constitution, thought about the Constitution and
what the Constitution means.
Which of the following is the best explanation of what the

Federalist Papers are?
1) The Federalist Papers are 85 articles printed in The New
York Packet and The Independent Journal between 1787
and 1788.
2) The Federalist Papers, written by the Founding Fathers
to gain support for the Constitution, explain what the
Constitution meant to the Founding Fathers.
3) The Federalist Papers are newspapers that show the
Federalist point of view of the Founding Fathers.
4) The Federalist Papers, written by The New York Packet
and The Independent Journal, were an attempt to get
states to vote down the Constitution.
5) The Federalist Papers are The New York Packet and The
Independent Journal.
T his question asks you for an explanation of the Federalist

Papers. Since the whole paragraph talks about the Federalist
Papers, the question is really asking for a summary of the
paragraph. What’s the main idea of what the Federalist Papers are,
not just a detail about them?
Answers 3, 4, and 5 are incorrect. They are untrue, according
to the text. Answer 1 is not untrue, but it gives a detail about the
Federalist Papers, not a main idea. It’s not a very good explanation
of what the Federalist Papers are, because it does not tell what’s
in the Federalist Papers, why they were written, or why they’re
important. The best answer is answer 2.
Learn More about Main Ideas:
http://www.passGED.com/links/main-ideas/
Learn More about the Federalist Papers:
http://www.passGED.com/links/the-federalist-papers/
Implications and Inferences
O ne of the ways the GED exam tests whether you understand

what you read is by testing whether you can make an
assumption based on what you read. The assumption must be clear
from the text. There’s not any doubt that it’s true, based on what
you read. This assumption is called an inference. It’s a conclusion
or judgment based on information in the reading. It isn’t directly
stated, but you can guess it’s true based on the text.
An inference is often based on an implication in what you
read. An implication is a hint or suggestion. The text hints,
or implies, that something is true. If you can pick up on the

implications in the text, it shows you understand what you’ve read.
Here’s an example of text you might find on the GED social
studies test:
Apartheid in South Africa was a group of laws that did not

allow black people to have the same jobs as whites, live in
the same areas, or have the same education. Here are some
figures comparing blacks and whites in South Africa in 1978,
under apartheid.
Apartheid and the People of South Africa

Blacks Whites
Population 19 million 4.5 million
Land Allocation 13 percent 87 percent
Share of National Income < 20 percent 75 percent
Ratio of Average Earnings 1 14
Minimum Taxable Income 360 rands 750 rands
Doctors/Population 1/44,000 1/400
Infant Mortality Rate 20% (urban) 2.7%
40% (rural)
Annual Expenditure on $45 $696
Education per Pupil
Teacher/Pupil Ratio 1/60 1/22
Figure 1: Disproportionate Treatment circa 1978. Source: [Leo80]
Source: http://www-cs-students.stanford.edu/~cale/cs201/apartheid.hist.html
H ere’s one inference you might make from this text: Apartheid
kept black South Africans uneducated. There’s a reason for the
inference in the text: If only $45 dollars was spent to educate each
black child, and there was 1 teacher for every 60 black children,
black children were probably uneducated. The inference must be
based on something in the text.
Here’s another inference you might make from the same text:
The apartheid laws were put in place by white people. There’s a
reason for this inference in the text, too: Since apartheid laws were
so unfair to blacks, it’s unlikely that black people put them in place.
Here’s a practice question about making inferences:
Practice Question
Partial Map of Africa, 1911
Based on this map:

1) The locations of mountains in Africa has changed
significantly since 1911.
2) West Africa is actually in the east.
3) East Africa is actually in the west.
4) Portugal was one of the few nations with no
relationship to Africa.
5) Europe had a large influence over Africa in 1911.
T he question gives a number of statements. Which one is a

good inference based on the information on the map? Some
of the answers are false. Answers 2 and 3 are incorrect. The map
shows West Africa on the western side of Africa and East Africa
on the eastern side. Answer 1 is not right, because there’s no
information about whether the location of mountains have or have
not changed. Answer 4 is incorrect, because the name “Portuguese
West Africa” implies that Portugal was active in Africa. In fact, the
European names of the countries imply that answer 5 is correct:
Europe had a large influence over Africa in 1911.
Learn More about Implications and Inferences:
http://www.passGED.com/links/inferences/
Learn More about Africa, including Colonization and Apartheid:
http://www.passGED.com/links/category/africa/
Application Questions
Recognizing a Principle
A pplication questions are about principles, fundamental or

general ideas that can apply to many different situations or
circumstances. The first step in applying a principle is being able
to recognize one. It’s important to be able to look at information
and see if there’s a principle at work. Can you generalize? Can you
look at the information and see a guiding principle behind what’s
happening? To recognize a principle, look at the information. See
what’s happening. And then think about why it might be true.
Here’s an example of some data that might show you a
principle:
This graph compares how many people went to Google.com

and Yahoo.com between the months of December 2006 and
December 2007.
W hat can you tell from the graph? The two graphs go up and
down at the same times, so the number of people going to
Google.com and Yahoo.com go up and down at the same times.
The same factors probably change how many people visit both sites.
The graph shows a principle: The same factors affect how
many people visit Google and how many people visit Yahoo.
Here’s a practice question that asks you to recognize a principle:
Practice Question

Ge o g r aphy and B e havi o r
The geography of our land, how the
world is laid out, affects human behavior.
Be prepared to see questions about how
geography affects human behavior on the
GED social studies test!
Based on this map:

1) Cities tend to be located in deserts.
2) Cities tend to be located in mountains.
3) Cities tend to be located near water.
4) Cities tend to be located near national parks.
5) Cities tend to be located in the center of states.
T he principle you can see from this map is that cities tend
to be located by water. It makes sense. Travel is easier near
water, and there are more resources. It’s easier to grow crops, and
there are more plants already growing.
Learn More about Geography:
http://www.passGED.com/links/category/geography/
Applying a Principle
R ecognizing a principle is only half your task. The GED

social studies test also asks you to apply the principles
you recognize to new situations. Here’s the same principle you
recognized in the previous practice question:
This map shows the principle that cities tend to be near

water.
By applying this principle to a new location, such as Australia,

you might guess that big cities in Australia are probably on the
coast. You’ll find that it’s true. Most of the cities in Australia are
around its coast.
One of the places you’ll find fundamental principles is in the
U.S. government. The Constitution lays out basic principles that
are the foundation of our laws. The U.S. Supreme Court makes
important decisions about laws by applying the principles of the
Constitution to court cases. You should be familiar with some of the
important principles of U.S. law and how they are applied by the
Supreme Court.

Th e Bil l of R i ght s
an d L an d m a rk U . S .
Supr e m e Co u rt C a s e s
The Bill of Rights is the common name
for the first 10 amendments to the U.S.
Constitution. As an important part of the
Constitution, the Bill of Rights or concepts
from the Bill of Rights are likely to be on
the GED social studies exam.
Landmark U.S. Supreme Court cases

are another source of fundamental U.S.
government documents. Find more
information about the Bill of Rights and
landmark U.S. Supreme Court cases at the
end of Social Studies Smart.
Learn More about the Bill of Rights:

http://www.passGED.com/links/the-bill-of-rights/
The First Amendment of the United States Constitution:
C ongress shall make no law respecting an establishment of

religion, or prohibiting the free exercise thereof; or abridging
the freedom of speech, or of the press; or the right of the people
peaceably to assemble, and to petition the Government for a
redress of grievances.
This amendment states basic principles of U.S. law:
Freedom of The government cannot make laws

Religion restricting religion.
Freedom of Speech The government cannot make laws

and Assembly restricting what people say or against people
protesting.
The U.S. Supreme Court makes rulings by applying these

principles to specific cases or examples.
Example of Freedom of Religion:
In 1961, the Supreme Court ruled that the state of Maryland

cannot require people to swear that they believe in God
to hold office.
Example of Freedom of Speech and Assembly:
In 1989, the Supreme Court ruled that the state of Texas

could not jail Gregory Lee Johnson for protesting Ronald
Reagan’s policies by burning a U.S. flag.
The Fifth Amendment of the United States Constitution:
N o person shall be held to answer for a capital, or otherwise

infamous crime, unless on a presentment or indictment of a
Grand Jury, except in cases arising in the land or naval forces, or in
the Militia, when in actual service in time of War or public danger;
nor shall any person be subject for the same offence to be twice put
in jeopardy of life or limb; nor shall be compelled in any criminal
case to be a witness against himself, nor be deprived of life, liberty,
or property, without due process of law; nor shall private property
be taken for public use, without just compensation.
This amendment states basic principles of U.S. law:
Double Jeopardy No one can be tried twice for the same crime.
Self-Incrimination No one can be forced to give testimony

against him- or herself.
Due Process No one can be killed, sent to prison, or fined

without a trial or hearing.
The U.S. Supreme Court makes rulings by applying these

principles to specific cases or examples.
Example of Double Jeopardy:
In 1969, the Supreme Court ruled that the state of

Maryland, when it needed to re-try a man convicted of
burglary because of a change in the law, could not add
the charge of larceny because he was found not guilty of
larceny during the first trial.
Example of Self-Incrimination:
In 1966, the Supreme Court instituted the reading of

“Miranda Rights” to suspects when it ruled that the police
could not use the statements of people they questioned
unless the police made the suspects aware that they did
not have to give the police information.
Example of Due Process:
In 1975, the Supreme Court decided that education was

protected by due process, and that a student could not
be suspended (denied education) without a hearing (due
process).
Here’s a GED practice question about a principle in the U.S.

Constitution’s Bill of Rights:
Practice Question
The Fourth Amendment of the United States Constitution:
T he right of the people to be secure in their persons, houses,

papers, and effects, against unreasonable searches and
seizures, shall not be violated, and no Warrants shall issue, but
upon probable cause, supported by Oath or affirmation, and
particularly describing the place to be searched, and the persons or
things to be seized.
In 1914, the Supreme Court ruled that the Federal

government could not convict Freemont Weeks of illegal
gambling because the evidence against him was found
during a search of his home without a warrant. What right
was the Supreme Court upholding in this decision?
1) The right to be secure in your person.
2) The right to protection against unreasonable search
and seizure.
3) The right to being supported by oath or affirmation.
4) The right to protection against self-incrimination.
5) The right to have probable cause to protect against
double jeopardy.
T he fourth amendment establishes the necessity for protection

against unreasonable search and seizure. It says that in
order to search someone or their home or property, the police
must show evidence (“probable cause”) of why they are searching
and what they are searching for. The correct choice is answer 2.
The 1914 Supreme Court case applies the principle of protection
against unreasonable search and seizure to a particular case. The
authorities searched Weeks’ home without a warrant. Since the
fourth amendment requires a warrant, the Supreme Court upheld
that the search was illegal, and the government could not convict
Weeks with evidence obtained unconstitutionally.
Identifying Examples of a Principle
T he GED test might ask you to identify what principle is being

illustrated, but it also might ask you to identify an example
of a principle. You’ll need to recognize which example in the
answer choices illustrates the principle. If you understand the basic
principle, you can understand which example illustrates it.
Here’s an example of a GED question that asks you to identify
an example of a principle.
Practice Question
The world is divided into time zones to reflect the local

perceived time, since the sun is visible in a different portion
of the sky from different locations on Earth. As you travel
quickly westward in a plane or other fast-moving vehicle,
you “lose” time because you travel through different time
zones.
Which of the following is an example of the principle of

losing time?
1) When you fly across the U.S. from Los Angeles to New
York, you need to set your watch forward three hours
when you arrive.
2) When you fly across the U.S. from New York to Los
Angeles, you need to set your watch backward three
hours when you arrive.
3) When you take a train from Seattle, Washington south
to San Diego, California.
4) When you fall asleep on an airplane and lose track of
the time.
5) When you travel to Alaska and the days are shorter
because you’re closer to the North Pole.
T o answer this application question, you need to understand

the principle of “losing time.” What’s a real-life instance of
losing time while traveling, by passing through time zones? When
you set your watch backwards, as in answer 2, you’re actually
gaining time. It’s three hours earlier than it feels like to you, so you
have an “extra” three hours. But when you set your watch forward,
as in answer 1, you’re losing time. Answer 1 is an example of the
principle of losing time.
Analysis Questions
Facts and Opinions
A nalysis questions ask you to think about and categorize

information. One of the skills on the GED social studies test
is being able to tell the difference between facts and opinion. A fact
is a statement that is true. Facts can be checked and proved to be
true. An opinion is a belief, conclusion, or value judgment based
on facts. It gives someone’s views or beliefs. Opinions and facts
can often be found side-by-side in writing. Here’s an example of a
paragraph you might find on the GED social studies test:
In capitalism, the economy is based on different businesses

competing with each other, with as few rules as possible.
Unfortunately, an economy where there are few rules will
have problems over time. Socialism has an economy that is
mainly controlled by the government, and so socialism will
have a better economy over time.
The first sentence is a fact. This is the definition of capitalism.

The second sentence is an opinion. It gives the writer’s beliefs
about what will happen to a capitalist system over time. The third
sentence contains both a fact and an opinion. It gives a definition
of socialism, a fact, and it gives an opinion, the value judgment that
socialism will have a better economy. Words like “unfortunately” or
“better” show value judgments and indicate the writer’s opinion.
Here’s an example of a GED question about facts and opinions:
Practice Question
On July 16, 1945, the U.S. held its first successful test of an
atomic bomb. The end of World War II was near. To end the
war in Japan, the U.S. tragically dropped a nuclear bomb on
Hiroshima, Japan. Dropping a bomb on Hiroshima was not
needed to win the war. The U.S. did not even give enough
time for Japan to realize the terrible effects of the bomb
before bombing Nagasaki. This display was not just to end
the war. The costs for creating the atomic bomb were a
staggering $2 billion. The display of might at Hiroshima and
Nagasaki was intended to justify the cost of developing
the bomb and put the U.S. in a powerful position over the
Soviet Union.
Which of the following statements is an opinion, not a fact?

1) The U.S. dropped a nuclear bomb on Hiroshima, Japan.
2) The costs for creating the atomic bomb were $2 billion.
3) Dropping a bomb on Hiroshima was not needed to win
the war.
4) On July 16, 1945, the U.S. held its first successful test of
an atomic bomb.
5) None of the above.
T he paragraph contains a lot of clues to the writer’s opinion.

Words like “tragically” and “staggering” give opinions,
but when those words are removed from the sentences, the rest
of the sentences are factual. The cost for creating the bomb can
be checked and verified. The U.S. did drop a nuclear bomb on
Hiroshima. This fact can be checked from historical records and
accounts. The only answer that gives an opinion is that dropping a
bomb on Hiroshima was not needed to win the war. Whether the
bomb was necessary is an opinion, not a fact.
Learn More about Facts and Opinions:
http://www.passGED.com/links/facts-and-opinions/
Showing Information in Pictures
T he GED social studies exam tests your ability to understand

how showing information in a different way has a different
effect. Pictures and images are an important part of the GED
social studies exam, and pictures give us information differently
than words. Remember the phrase, “A picture is worth a thousand
words”? Pictures can sometimes give better (or just different)
information than words.
Here’s an example.
Apartheid in South Africa was a group of laws that did not

allow black people to have the same jobs as whites, live in
the same areas, or have the same education. Here is a photo
showing an example of an apartheid law.
Photo by Guinnog
Source: http://commons.wikimedia.org/wiki/File:DurbanSign1989.jpg
W hy show a photograph of this sign instead of just giving

the text of the sign? The photograph shows the law, that
the beach is only for whites. But it also gives a context. Seeing the
official-looking sign makes the law seem real, and the kids playing
in the water let you see what non-white people are being denied.
Following is a GED practice question about showing
information in images.
Practice Question
This map shows the ancient pyramids in Giza, Egypt.
Graphic by MesserWoland
Source: http://commons.wikimedia.org/wiki/File:Giza_pyramid_complex_(map).svg
What kind of information does the map show that a

photograph might not show?
1) What the pyramids look like
2) The type of ground the pyramids are on
3) The color of the pyramids
4) The damage that’s been done to the pyramids over
time
5) How far away different pyramids are from each other
T he map doesn’t give you some information that you might

see in a photo, like what the pyramids look like, what type
of ground they’re on, what color they are, or how they’ve been
damaged over time. That’s information you might see by looking
at the pyramids. A map does give you other types of information,
such as how far away different pyramids are from each other. The
map has a scale that lets you see distances. The correct choice is
answer 5.
Showing Information in Charts and Graphs
I n addition to pictures, the GED social studies exam also expects

you to understand information in charts, graphs, and tables.
Each way of showing data has different benefits, and points out
different ideas about the data.
The American Civil War lasted from 1861 to 1865 and was
fought between the northern Union states and the southern
Confederacy states, which wanted to break away from the United
States. Following is the same data, or information, about the
American Civil War presented in two different ways.
Learn More about the American Civil War:
http://www.passGED.com/links/category/american-civil-war/
Learn More about Charts, Graphs, and Tables:
http://www.passGED.com/links/charts-graphs-and-tables/
This chart emphasizes how many more troops the confederacy

had than the union, because it’s easy to visually compare the height
of the bars.
This chart emphasizes how the number of troops in the

confederacy and the union changed over time, because your eye
follows the line across the chart.
Conclusions
T he GED social studies exam tests your ability to analyze

conclusions and support for conclusions. A conclusion is like
an opinion. It is an idea or interpretation based on facts. Facts and
reasoning are used to support a conclusion, or argue that it’s true. A
conclusion without any support is not very convincing.
Here’s an example of some text you might read on the GED
social studies exam:
The Underground Railroad was an escape route for slaves to

get from the South to free states in the North or Canada. No
single person or organization ran the Underground Railroad.
Instead, it was a web of people who each helped runaway
slaves through a particular part of the route. Between 1810
and 1850, the Underground Railroad helped an estimated
100,000 slaves escape. This staggering number shows the
effectiveness of the Underground Railroad.
The writer makes a conclusion: that the Underground

Railroad was effective. The paragraph contains support for that
conclusion: the estimated number of slaves it helped escape. The
supporting statement gives the reason why the writer thinks the
Underground Railroad is effective.
Following is a practice question about support and
conclusions.
Practice Question
In 1945, the U.S. dropped the first two atomic bombs at

Hiroshima and Nagasaki, ending World War II. This was a
needed step to save lives. William Shockley did a study for
the U.S. Secretary of War. This study said that if the U.S.
attacked Japan, 1.7 to 4 million Americans would be hurt,
and 400,000 to 800,000 would die. Five to ten million
Japanese people would die. The total number of deaths at
Hiroshima and Nagasaki was around 200,000. The need to
use a nuclear weapon is appalling to humanity. However,
if the U.S. had attacked Japan traditionally, more people
would have died than the number who died at Hiroshima
and Nagasaki. Measured in human life, the bombings were
necessary.
Which of the following statements supports the author’s

conclusion that the U.S. bombings at Hiroshima and
Nagasaki were necessary and saved lives?
1) In 1945, the U.S. dropped the first two atomic bombs at
Hiroshima and Nagasaki, ending World War II.
2) William Shockley did a study for the U.S. Secretary of
War.
3) This study said that if the U.S. attacked Japan, 1.7 to
4 million Americans would be hurt, and 400,000 to
800,000 would die.
4) The need to use a nuclear weapon is appalling to
humanity.
5) Measured in human life, the bombings were necessary.
E ach of the answers is a statement from the paragraph. Your job

is to decide which one supports the author’s conclusion, that
the U.S. bombings were necessary and saved lives. Answer 1 gives a
fact, that the U.S. dropped the bombs. But it doesn’t give any reason
why the bombings were necessary. Answer 2 has the same problem.
It gives a fact, that Shockley did a study. It doesn’t say what the
study said, or give any reason for the author’s conclusion. Answer
3 does give a reason. It tells how many Americans might have been
hurt or died. The author supports his conclusion by comparing
the number of deaths their might have been without dropping the
bombs to the number of deaths that occurred. Answer 3 is correct.
Answers 4 and 5 are incorrect because they give opinions, not
facts or support for the author’s conclusion.
Cause and Effect
T he GED social studies exam expects you to be able to

recognize cause and effect. An effect is something that
happens as a result of something else, and a cause is why that thing
happened. The cause is the reason for the effect. Understanding
cause and effect helps you evaluate arguments, opinions, and
conclusions.
Cause and effect is easy to understand, but it can be complex
to apply to real-life problem. Two things happen at once. Which
one is the cause, and which one is the effect? Maybe there’s another,
more complex relationship. Here’s an example:
In America, the number of ice cream sales and the number of

car thefts both go up at the same time. This is called a correlation.
Whenever ice cream sales go up, car thefts become more common.
This doesn’t mean there is a cause and effect relationship between
ice cream sales and car thefts. In fact, both are caused by weather.
On hot days, people want ice cream. On hot days, people also leave
their car windows down, which makes their cars easier to steal. The
correlation between ice cream sales and car thefts is explained by a
common cause: hot weather.
Identifying cause and effect can be important. Historians
want to know what caused different events in history to occur.
Economists want to know what causes prices to rise and fall, or
what causes more jobs to be created. Geographers want to know
what the effect of geography is on human civilization. So, cause
and effect is found throughout social studies. You can even use
what you know about cause and effect to predict the results of some
situations.
Following is a GED practice question about cause and effect.
Practice Question
Spanish Conquest of Mexico

1519–1521
In April of 1519, 11 Spanish ships landed on Mexico’s coast.
Hernán Cortés was the leader of over 500 Spanish soldiers
and sailors on the ships. The local people, called Totonac
Indians, greeted the Spanish and gave them gifts. Cortés
knew that there was a large area inland that was ruled by
the Aztec people. Cortés asked to meet with the Aztec ruler,
Moctezuma II.
Cortés came to Mexico to find riches and land for Spain,

but the Aztec people did not know this. The Aztecs were
impressed by the Spanish guns and horses, which the Aztecs
did not have. The Aztecs were also expecting the return of
the god Quetzalcoatl, and they thought that the strangers
from the sea could be Quetzalcoatl or his messengers.
Which of the following is most likely to happen?

1) Cortés will be touched by the Aztec people’s gifts and
not take their land for Spain.
2) Cortés will convince the Aztec people to peacefully give
all their land and wealth to Spain.
3) The Aztecs will realize what Cortés is doing and defeat
Cortés and the Spanish.
4) The Aztecs will be taken over by Cortés and the Spanish
because the Aztecs will not be prepared to fight the
Spanish.
5) The Aztecs will be taken over by the Spanish, but Cortés
will not participate.
T he text gives you some causes and an effect:
Causes The Spanish and their guns and horses seemed strange to
the Aztecs.
According to the Aztec religion, the god Quetzalcoatl

would return soon.
Effect The Aztecs thought the Spanish might be related to the

god Quetzalcoatl.
The text also tells you that Cortés wanted riches and land for
Spain. What is the most likely effect of this situation? The Aztecs
don’t know who Cortés really is or what he wants. Cortés is looking
for money and land. Cortés is unlikely to change his mind because
of the Aztecs’ gifts, and the Aztecs are unlikely to peacefully give
away their land. There is nothing to indicate that the Aztecs will
realize what Cortés is doing, and there’s nothing to indicate that
Cortés might not participate in trying to take over the Aztecs. The
best choice is answer 4.
Learn More about Cause and Effect:
http://www.passGED.com/links/cause-and-effect/
Point of View
P oint of view is important in understanding historical

situations and interactions between people. Everyone has
different opinions, ideas, and beliefs. Different people, living in
different places and times, see things in different ways. A point of
view is the way someone looks at an issue or idea.
Social studies deals with people from different times

throughout history and different cultures around the world. A
person’s culture is important to his or her point of view. When
Cortés first contacted the Aztecs, each group looked at the situation
differently. Cortés and the Spanish believed that they were superior
to, or better than, the people of Mexico. They thought that it was
the right thing to do to take over Mexico for Spain and make the
local people Spanish citizens. The Aztecs did not realize that Cortés
wanted to take over their land and did not understand the Spanish
guns and horses, which they had never seen. From their point of
view, the strange-seeming Spanish people could have been gods.
Here’s an example showing point of view:
Trade Between China and Europe

1517–1800
When Europeans began to trade with China, the Chinese
were already using a tribute system to gain power over
other local nations. In the tribute system, a government had
to give China “tribute.” A tribute was not only giving a gift;
it was also recognizing how important China was. From the
Chinese point of view, a nation giving tribute to China was
showing that China was the most important country in the
world. When Europeans arrived to trade, the Chinese saw
Europe’s countries as lesser states, just like Siam, Japan, and
other Asian nations. On the other hand, the Europeans did
not think of China as better than them. To Europe’s nations,
the tribute system was just a way to trade with China.
Point of View
T he Chinese had a different point of view than the Europeans.

The Europeans paid “tribute” to China so that they
could trade with China. The Chinese felt the Europeans were
acknowledging China as superior, or better than them. The
Europeans thought of it more like paying a fee to trade with China.
The Persuasive Argument
P oint of view is also important in understanding persuasive

arguments. The GED social studies exam tests if you can
recognize and understand a persuasive argument. Persuasion is
when someone or something tries to change the way you think
about a topic. Persuasion can take many forms, including speech,
text or even a picture. A persuasive argument tries to convince you
of something.
Here’s an example of a persuasive argument:
In theory, subsidies (money given by the government to

businesses) help American farmers compete with foreign
farms. This may be true in the short term, but what about
the big picture? Yes, subsidies may help farmers right now,
but what happens later? Subsidy payments, once begun,
are very difficult to stop. Big businesses try to make the
government keep giving them money long after they don’t
need it anymore. People like you and me pay for these
subsidies, and this hurts the whole country. Subsidies may
work in the short term, but they are a bad idea.
T he author is trying to persuade you that subsidies are a bad

idea because they end up costing you money and paying big
business. The author gives you evidence and a conclusion, and the
evidence is designed to persuade you that the conclusion is true.
This is one of many issues where arguments can be made on each
side. It’s important to understand that the writer isn’t interested
in showing you both sides of the issue. The writer only wants to
persuade you to believe one opinion.
Here’s an example GED question about persuasive arguments:
Practice Question
Between 1920 and 1933, drinking alcohol was illegal in the

United States. This period is called Prohibition. Read the
following passage from an article about Prohibition:
“National prohibition of alcohol (1920–33)—the ‘noble

experiment’—was undertaken to reduce crime and
corruption, solve social problems, reduce the tax burden
created by prisons and poorhouses, and improve health and
hygiene in America. The results of that experiment clearly
indicate that it was a miserable failure on all counts. The
evidence affirms sound economic theory, which predicts
that prohibition of mutually beneficial exchanges is doomed
to failure.”
From “Alcohol Prohibition Was a Failure” by Mark Thornton,
http://www.cato.org/pub_display.php?pub_id=1017
Which of the following statement best expresses the

writer’s point of view about Prohibition?
1) The writer is for Prohibition, because he believes it can
reduce crime and corruption.
solve social problems and reduce taxes.
improve health and hygiene in America.
4) The writer is against Prohibition, because he believes
the goals of Prohibition cannot be accomplished by
limiting business.
5) The writer is against Prohibition, because he believes
it’s morally wrong to stop people from selling alcohol.
T he writer is against Prohibition, but his opinion is more

specific than that. The writer called Prohibition a “miserable
failure” and says that outlawing any “mutually beneficial
exchange”—an exchange of goods, services, or money that’s good
for both people involved—is a bad idea. The use of strong words
like “miserable” and “doomed” shows that the writer has a strongly
held opinion against Prohibition. The writer isn’t opposed to the
goals of Prohibition, but he believes that Prohibition cannot solve
problems. He believes that limiting business (a mutually beneficial
exchange, where one party gains money and another party gains
goods) cannot be successful. It is “doomed to failure,” in his words.
He doesn’t say it’s morally wrong, only that it cannot succeed.
Learn More about Persuasive Arguments:
http://www.passGED.com/links/persuasive-arguments/
Learn More about Prohibition:
http://www.passGED.com/links/prohibition/
Evaluation Questions
How Good Is an Argument?
T he GED exam expects you to recognize points of view,

arguments, and conclusions. An argument is the facts and
logic used to support a conclusion, and the GED expects you to
analyze arguments. How good is a person’s support for his or her
opinion? Can you tell a good argument from a poor argument?
If an argument is good, it will have good reasons why it’s true. It’s
not enough that there might be good support for the argument
somewhere. The support for the argument needs to be stated with

the argument.
Here’s an example of an argument:
Tax breaks for big businesses are important. While most

people may not see how businesses paying less taxes helps
them right away, when big businesses pay less taxes, they
make more money. Businesses that make more money
charge less for goods and make more jobs. That means
lower prices and more jobs. What’s good for business is also
good for you.
This argument uses logic to say why lower taxes for businesses
is good for everyone. But is it good logic? The writer does not
give any facts, and does not give any evidence that businesses will
lower prices and add jobs if they pay less in taxes. The argument
is not very well supported in this one paragraph because there
are no facts. This paragraph might be a good introduction to a
longer essay that included facts, examples, or studies to support the
generalizations in the paragraph.
Learn More about Making Good Arguments:
http://www.passGED.com/links/making-good-arguments/
Comparing and Contrasting
T he GED test may ask you to compare and contrast

different ideas, points of view, or events. When you make
comparisons, you can evaluate conclusions or evidence, ways of
presenting information, or interpretations of ideas.
The following GED question asks you to compare:
Practice Question
Compare the following presentations of information:
Federal Subsidies Federal Nutrition

for Food Production, Recommendations
1995–2005
Vegetables and Fruits .37% 9 servings
Nuts, Legumes, 75.71% 6 servings

Meat, and Dairy
Grains 13.23% 11 servings
Sugar and Oil 10.69% Use sparingly

(subsidies include
starch and alcohol)
Which of the displays of the same data shows greater desire

to persuade on the part of the author?
1) The table
2) The pyramid charts
3) Neither the table nor the pyramid chart is an attempt to
persuade.
4) Both the table and the pyramid chart attempt to
persuade equally.
5) The federal subsidies on the pyramid chart, but the
nutrition recommendations in the table
T his question asks you to analyze the presentation of

information, but it also asks you to evaluate the differences
between two presentations. You need to use your skills in
recognizing point of view to compare which chart is more geared
toward persuasion. The best choice is answer 2. The pyramid charts
give a visual comparison of two kinds of information in order
to persuade the viewer that federal food subsidies are not well
balanced. The title of the chart shows that the author is trying to
promote a specific point of view about health.
How Values and Beliefs Affect Decisions
S ocial studies is really about people. The GED social studies

exam wants you to recognize that the decisions made
throughout history are human decisions, and they’re based on
values and beliefs that people have held in different times and
different places. Values and beliefs affect the choices that we make.
Values are what’s important to us, and beliefs are the things we
believe are true. Values and beliefs make up our ideas about what is
fair, just, or right.
The fundamental ideas of our government, such as the
freedom of speech and the balance of power are based on values.
The Declaration of Independence says, “We hold these truths to be
self-evident, that all men are created equal, that they are endowed
by their Creator with certain unalienable Rights, that among these
are Life, Liberty and the pursuit of Happiness.” That’s a statement
of values and beliefs. The Founding Fathers of the United States
believed in equality and rights, and they valued life, liberty, and
the pursuit of happiness, since they chose to point out those rights.
They believed that people’s rights were “unalienable,” meaning that
rights cannot be given by the government or taken away. Rights
exist apart from the government.
Here is a quote from United States Senator Carl Schurz:
“My country, right or wrong; if right, to be kept right, and

if wrong, to be set right.”
This is an often quoted remark made by Senator Schurz to

the U.S. Senate in 1872. He was replying to a call for patriotism, to
stand by the country, right or wrong. Later, Schurz called this “false
patriotism,” saying that the true patriotism was to watch the path of
the country and change course when things were not right.
What values and beliefs does Schurz hold? How do his actions
reflect his values and beliefs?
The values expressed in this statement are duty and

responsibility. He says that Americans must not only take pride in
their country. They must also work to keep it healthy. His words in
speaking before the Senate reflect these values. Schurz’s decision
to become a U.S. Senator also reflects his values of responsibility
and working to keep the country healthy, something a Senator has
power to influence.
Evaluating Information
T he GED social studies exam tests how well you can evaluate
information. We get information from many sources. But
how useful is it? What does our information really tell us?
To be useful, information should be from a good source.
A source is a person or organization that provides information.
The source should be reliable. If you can’t depend on the source,
then you can’t depend on the information. It might be true, but
it might not. If information is from an unreliable source, it’s best
to try to confirm it with more reliable sources. It’s always best to
look at information from multiple, reliable sources. Here are some
examples of reliable and unreliable sources of information:
Reliable Sources Unreliable Sources

A credible major Something a friend told you at a
newspaper party
A government website A website by an unknown author
A university researcher An e-mail forwarded from a third

party
You can often judge a source by whether its information

has been reliable (true) in the past, how it gets its information,
and what its motives are. For example, a drug company’s motive
might be to get you to buy its drugs. Motives have to do with
objectivity, and that’s another way to evaluate information. To be
useful, information should be objective, not influenced by a strong
opinion. Someone without an objective opinion might only give
you information on one side of an issue and leave out information
that doesn’t support his or her views. At worst, someone without
an objective opinion might give false or untrue information. An
example of non-objective information might be a sales brochure or
an advertisement.
To be useful, information must also be correct and accurate.
Information might be from a reliable, objective source, but it could
still be incorrect. For example, a reliable polling firm might give a
result that’s incorrect because of a problem with their data.
To be useful, information must also be not too old.
Information from past sources can be useful to understand past
conditions, but old information is often out-of-date and doesn’t
reflect the best current information and knowledge. For example,
the following map of the U.S. and Mexico from 1847 is not good
information for showing the accurate west coastline. The makers
of this map didn’t have as much knowledge about the west coast of
the U.S. as we do today.
Here is a practice question about information:
Practice Question
Which of the following would be the best source for

information about the current population of Newark, New
Jersey?
1) An article on a user-generated online encyclopedia
2) The U.S. Census Bureau’s ten-year census, taken eight
years ago
3) A New Jersey state census conducted last year
4) A book on population statistics written by a Newark
author in 1964
5) A local Newark newspaper’s poll of 300 Newark
residents
T his question asks you to rate sources of the best information.

The article on a user-generated online encyclopedia
might have correct information, but it might not. Because the
information is written by users, you have no way to judge the
reliability of the source. The U.S. Census Bureau is a reliable source,
but the last census was eight years ago, so the information might
not be current. The New Jersey state census is a better source, since
it is a government census as well, but it’s more recent. The book on
population statistics is also too old, since it’s from more than forty
years ago. The local newspaper’s poll can’t give accurate population
statistics, since it only polled 300 residents. The best choice is
answer 3.
Learn More about Evaluating Information:
http://www.passGED.com/links/evaluating-information/
Important Historical Documents
T he GED social studies test won’t ask you to remember facts,

names, and dates, but you will need to be able to read,
understand, and interpret information and images. That means,
you’ll need some background in important concepts.
On the U.S. GED test, you’ll definitely run into a question
about the Declaration of Independence, the United States
Constitution, or landmark Supreme Court cases. Since some of
these documents can be difficult to read, it’s a good idea to become
familiar with them. It will also give you background on important
civics ideas.
The Declaration of Independence
T he Declaration of Independence is a document sent by the

original 13 British colonies that became the first 13 United
States to King George III of England, declaring their intention of
forming a new nation. Here is the beginning of the Declaration of
Independence, along with a plain-English summary of what it says.
IN CONGRESS, JULY 4, 1776

The unanimous Declaration of the thirteen united States of America
Original Text Plain English

When in the Course of human events it When one group of people
becomes necessary for one people to need to free themselves
dissolve the political bands which have from their political
connected them with another and to assume relationship with another
among the powers of the earth, the separate people to form their own
and equal station to which the Laws of nation, it is important for
Nature and of Nature’s God entitle them, a them to tell the world why
decent respect to the opinions of mankind they are declaring their
requires that they should declare the causes freedom.
which impel them to the separation.
We hold these truths to be self-evident, We believe these things

that all men are created equal, that they are unmistakably true: all
are endowed by their Creator with certain men are fundamentally
unalienable Rights, that among these are equal, with certain rights
Life, Liberty and the pursuit of Happiness. that cannot be taken away,
including life, freedom, and
the ability to seek happiness.
— That to secure these rights, Governments The purpose of government

are instituted among Men, deriving their just is to keep people’s rights
powers from the consent of the governed, safe, and the power of the
government comes from the
people’s agreement.
— That whenever any Form of Government When a government no

becomes destructive of these ends, it is the longer protects people’s
Right of the People to alter or to abolish it, rights, the people may
and to institute new Government, laying its change or remove the
foundation on such principles and organizing government, and put in
its powers in such form, as to them shall place a government that
seem most likely to effect their Safety and seems best able to promote
Happiness. safety and happiness.

Prudence, indeed, will dictate that It would be unwise to
Governments long established should not be change a long-standing
changed for light and transient causes; and government for
accordingly all experience hath shewn that unimportant reasons, and
mankind are more disposed to suffer, while people tend to live with bad
evils are sufferable than to right themselves things instead of having a
by abolishing the forms to which they are revolution. But when rulers
accustomed. But when a long train of abuses show themselves to be
and usurpations, pursuing invariably the tyrants, it is the people’s
same Object evinces a design to reduce right and duty to change the
them under absolute Despotism, it is their government and create a
right, it is their duty, to throw off such new means of security.
Government, and to provide new Guards for
their future security.
— Such has been the patient sufferance The colonies have suffered
of these Colonies; and such is now the through this treatment and
necessity which constrains them to alter now must change their
their former Systems of Government. government. The King of
The history of the present King of Great Great Britain has hurt and
Britain is a history of repeated injuries and stolen from the colonies,
usurpations, all having in direct object the creating a tyranny, and here
establishment of an absolute Tyranny over are the facts that show it.
these States. To prove this, let Facts be
submitted to a candid world.
After this introduction, the Declaration of Independence

goes on to list many reasons why the thirteen colonies wanted to
become independent United States. It says that King George III:
* Rejected necessary laws

* Stopped his governors from passing laws without his permission,
and then wouldn’t look at the laws
* Refused to pass laws unless people gave up their right to be

represented in the government
* Made government meetings of lawmakers at inconvenient,

strange, and far-away places, so that the lawmakers would give
up what they wanted
* Disbanded legislatures (groups of lawmakers, like the Congress)

that disagreed with his policies
* Refused to allow new elections of new legislatures

* Stopped people from immigrating to the States
* Stopped laws that would create courts and judges
* Made judges dependent on only the king for their jobs and
salaries
* Created many official positions and sent officers who annoyed

and took advantage of the people
* Kept an army in the colonies without the colonies’ legislatures’

permission
* Put the military in charge of the colonies’ governments

* Imposed laws outside of the colonies’ own laws
* Made the colonies house soldiers
* Protected soldiers from punishment for murdering colonists
* Cut off trade between the colonies and the rest of the world
* Taxed the colonies without their permission
* Punished or jailed colonists without a proper trial with a jury

* Brought colonists overseas to be tried for crimes they didn’t
commit
* Replaced the laws of a neighboring area with an imposed

government
* Removed and changed local government charters and laws

* Removed the colonies’ legislatures and appointed his own people
as lawmakers
* Waged war against the colonies

* Wreaked destruction on the lands, towns, and people of the
colonies
* Brought paid foreign armies to attack the colonies

* Forced colonists to join his army and fight against and kill other
colonists
* Stirred up revolts and fighting among the colonists and caused

the native Indians to attack
When you boil down all these examples, the colonists are
complaining that King George III isn’t letting them have a say in
their own government and is taking advantage of them unfairly.
Instead of letting the colonies write their own laws and elect their
own governors, King George sent officers and soldiers to control
the colonies. The colonists didn’t have a say. The Declaration of
Independence also says that King George is the one waging war on
them and trying to control them with his army.
Here is the end of the Declaration of Independence, with what

it means in everyday English:

In every stage of these Oppressions While we were being
We have Petitioned for Redress in the most oppressed, we asked for
humble terms: Our repeated Petitions have change, and we were given
been answered only by repeated injury. A only more oppression. A ruler
Prince, whose character is thus marked by who becomes a tyrant is not
every act which may define a Tyrant, is unfit qualified to rule a free people.
to be the ruler of a free people.
Nor have We been wanting in We have not ignored the

attentions to our British brethren. We British. We have warned them
have warned them from time to time of of the wrong and oppressive
attempts by their legislature to extend actions of their government.
an unwarrantable jurisdiction over us. We We have reminded them
have reminded them of the circumstances why we came to America.
of our emigration and settlement here. We asked for justice and
We have appealed to their native justice fairness, and we asked them,
and magnanimity, and we have conjured because we were once British,
them by the ties of our common kindred to to reject the wrongs done
disavow these usurpations, which would to us, wrongs that would
inevitably interrupt our connections and lead to a break of the ties
correspondence. They too have been deaf to between Britain and America.
the voice of justice and of consanguinity. We The people of Britain have
must, therefore, acquiesce in the necessity, ignored a call for justice and
which denounces our Separation, and hold brotherhood. That is why we
them, as we hold the rest of mankind, must treat the British as any
Enemies in War, in Peace Friends. other foreign nation, enemies
in war and friends in peace.

We, therefore, the Representatives We, who are representing
of the united States of America, in General the United States of America,
Congress, Assembled, appealing to the appealing to a higher
Supreme Judge of the world for the power and by the power
rectitude of our intentions, do, in the of the People, state that
Name, and by Authority of the good People the colonies are and should
of these Colonies, solemnly publish and be free and independent
declare, That these united Colonies are, and states. The United States of
of Right ought to be Free and Independent America have no obligation
States, that they are Absolved from all to be loyal to Britain. All ties
Allegiance to the British Crown, and that between Britain and the
all political connection between them and States are ended. As free
the State of Great Britain, is and ought to and independent nations,
be totally dissolved; and that as Free and the States have power to
Independent States, they have full Power to fight wars, negotiate peace,
levy War, conclude Peace, contract Alliances, make alliances, conduct
establish Commerce, and to do all other business, and do all things
Acts and Things which Independent States that nations do. In support of
may of right do. — And for the support this declaration, relying on a
of this Declaration, with a firm reliance on higher power to protect us,
the protection of Divine Providence, we we promise to each other
mutually pledge to each other our Lives, our our lives, our futures, and our
Fortunes, and our sacred Honor. honor.
Learn More about The Declaration of Independence:

http://www.passGED.com/links/the-declaration-of-
independence/
The United States Constitution
T he United States Constitution is the document that

determines how the United States government is structured
and what its powers are. The Constitution is the first law of the
United States. Any law that goes against the Constitution must be
overturned.
The Preamble
T he Constitution is divided into a number of parts. The

introduction of the Constitution is called the Preamble:
We the People of the United States, in Order to form a more

perfect Union, establish Justice, insure domestic Tranquility,
provide for the common defence, promote the general
Welfare, and secure the Blessings of Liberty to ourselves
and our Posterity, do ordain and establish this Constitution
for the United States of America.
The Preamble begins “We the People,” because the point was
to have self-governance. The colonists wanted to govern themselves,
and have a government that helped them, instead of having a
government imposed on them, like under King George III.
The Preamble also states the goals of the government: justice,
domestic tranquility (peace), self-defense, well-being, and freedom,
for the people and their posterity (children).
The Body of the Constitution
A fter the Preamble, there are seven sections, or articles, of

the Constitution. The first three articles of the Constitution
create the three branches of the U.S. government, the legislative,

executive, and judicial branches. The writers of the Constitution
wanted to split the government’s power between three parts of the
government, so no one part of the government or person could
be too powerful. This idea is called the “separation of powers” or a
“system of checks and balances.”
! Artic l e 1 creates the legislative branch of the government,

the U.S. Congress. The legislative branch makes laws. The
Congress is divided into two houses, the Senate and the House
of Representatives. Every state has two Senators and a number
of Representatives decided by the state’s population. Both houses
of Congress need a majority vote to pass a law, and then the
President either signs the law or refuses to sign. If the President
refuses to sign a law, a two-thirds majority of the Senate can vote
for the law to pass it anyway.
! Artic l e 2 creates the executive branch of the

government, which is responsible for carrying out the country’s
laws. The head of the executive branch is the President, who is in
charge of the military and appointing judges, as well as running
the government.
! Artic l e 3 creates the judicial branch of the government,

the courts. The courts are responsible for interpreting the laws,
or saying what they mean, and settling disputes or arguments.
Article 3 creates the Supreme Court, the highest court in the
U.S., and specifies that crimes must be tried by a jury.
The last four articles of the constitution talk about the role
of the states and how to add new states; how the Constitution can
be amended, or changed; debts and oaths of office, including the

idea that no one must take a religious oath to hold an office in
the United States; and ratification, or how the states vote for and
sign the original Constitution to make it the basic law of the new
government.
Learn More about the U.S. Constitution:
http://www.passGED.com/links/the-us-constitution/
The Bill of Rights and Other Amendments
T he Constitution includes a section on how it can be changed,

or amended. Over time, 27 amendments have been added to
the Constitution. The first ten amendments were added in 1791,
soon after the Constitution was enacted. These amendments are
commonly called the Bill of Rights. The first ten amendments to
the Constitution are:
! Fi rst A m en dm ent : Establishes freedom of speech,

freedom of religion, freedom of the press, and freedom of
assembly and peaceful protest.
! Seco n d A m en dm ent : Establishes the right to own

weapons.
! Thi rd A m en dm ent : Establishes that the government

cannot force people to house soldiers in their homes.
! Fou rth A m en dm ent : Establishes that the

government cannot search people or their homes or property,
or take someone’s property, without a warrant that shows the
government has good reason to search and/or take something.
! Fift h A m en dm ent : Establishes that people cannot

be arrested and tried without an indictment, showing that the
government has good reason for the arrest, and that a person
cannot be tried for the same crime twice (double jeopardy) or be
forced to testify against himself or punished without a trial.
! Si xt h A m en dm ent : Establishes the right to a quick

trial, where the accused can confront witnesses against him and
present witnesses in his defense.
! Sev ent h A m en dm ent : Establishes that non-

criminal law suits have the right to be tried by a jury instead of
decided by a judge.
! Ei ght h A m en dm ent: Establishes that the

government cannot imposes “cruel and unusual” punishments or
unfair fees and bail.
! Ni nt h A m en dm ent : Establishes that just because a

specific right isn’t mentioned in the constitution doesn’t mean
that that right doesn’t exist or isn’t important.
! Tent h A m en dm ent : Establishes that any power not

given to the U.S. government in the Constitution belongs to the
individual states and to the people of the U.S.
Some other important amendments include:
! Thirt eent h A m en d m ent : Makes slavery illegal.
! Fift eent h A m en dm ent : Guarantees the right to

vote, regardless of race.
! Ei ghteent h A m en dm ent : Made alcoholic

drinks illegal in the U.S., during a period called Prohibition.
During this time, illegal alcohol became large criminal black
market. The Eighteenth Amendment was repealed, or undone,
by the Twenty-First Amendment more than a decade later.
! Ni neteent h A m en dm ent : Guarantees the right

to vote to women as well as men.
! Tw enty -F ir st A m en d m ent : Repeals, or

ends, the Eighteenth Amendment and ends Prohibition, making
alcohol legal in the U.S. again.
! Tw enty -Se c o n d A m en d ment : Limits

Presidents to two four-year terms in office.
Learn More about the Bill of Rights:
http://www.passGED.com/links/the-bill-of-rights/
Landmark Supreme Court Cases
T he United States Supreme Court makes judgments about

what is and is not legal in the United States under the United
States Constitution. Supreme Court Justices use the Constitution
to decide individual cases. Even if the Federal government passes a
law, the Supreme Court can overturn that law, if it goes against the
Constitution. The Supreme Court has decided many cases, and you
won’t have to know or memorize them. But you should understand
what Supreme Court decisions mean and be able to read and think
about them. Here are a few of the most important Supreme Court
cases in United States history.
Marbury v. Madison (1803)
I n the case of Marbury v. Madison, the Supreme Court first

defined its own powers. The Supreme Court ruled that it had
the power to overturn a law of Congress, if that law went against
the United States Constitution. From the majority opinion (the
written opinion of most of the Supreme Court Justices): “Certainly
all those who have framed written constitutions contemplate them
as forming the fundamental and paramount law of the nation, and
consequently the theory of every such government must be, that an
act of the legislature, repugnant to the constitution, is void.”
Dred Scott v. Sandford (1857)
D red Scott was a slave who traveled with his owner to Illinois,
a state without slavery. Scott claimed freedom because he
was in a free state, and the case went to the Supreme Court. The
Supreme Court ruled that black slaves, or any black man, could
not be a citizen of the United States. The ruling says that Congress
could not outlaw slavery, that slaves could not file law suits, and
that slaves, as property, could not be taken away from their owners
without legal due process. The Dred Scott decision was later
overturned by the Thirteenth Amendment, and later Supreme
Court cases contradict it.
Plessy v. Ferguson (1896)
P lessy v. Ferguson began as a lawsuit by Homer Plessy, a man

who was one-eighth black, against the state of Louisiana for
making it illegal for him to ride in a whites-only train car. After a
judge named Ferguson ruled against Plessy in Louisiana, the case

came to the Supreme Court. The Supreme Court ruled against
Plessy, saying that keeping blacks segregated was okay as long as
there were equal accommodations, leading to a policy of “separate
but equal” segregation in the U.S. This case was later overruled in
the case of Brown v. Board of Education.
Brown v. Board of Education (1954)
B rown v. Board of Education overturned “separate but equal”

policy in the United States. The Supreme Court decided
that state laws forcing black children to go to separate schools from
white children denied equal education for black children. All nine
Supreme Court judges agreed with the decision, which stated that
“separate educational facilities are inherently unequal.”

C h an g e o v er T i m e
Changes in our government reflect changes
over time in our society and culture. Change
is written into the U.S. Constitution, giving
Congress and the States the ability to get
together and change the Constitution.
Supreme Court decisions can be changed

over time. Plessy v. Ferguson was changed
by the case of Brown v. Board of Education,
and Dred Scott v. Sandford was changed by
amending the U.S. Constitution.
Miranda v. Arizona (1966)
T he case of Miranda v. Arizona is the origin of the “Miranda

warning” that police officers recite to suspects before
questioning. Although no particular wording is required, a typical
Miranda warning says: “You have the right to remain silent.
Anything you say can and will be used against you in a court of law.
You have the right to have an attorney present during questioning.
If you cannot afford an attorney, one will be appointed for you. Do
you understand these rights?” This is very similar to the Supreme
Court decision’s language, which reads: “The person in custody
must, prior to interrogation, be clearly informed that he or she has
the right to remain silent, and that anything the person says may
be used against that person in court; the person must be clearly
informed that he or she has the right to consult with an attorney
and to have that attorney present during questioning, and that,
if he or she is indigent, an attorney will be provided at no cost to
represent him or her.” The basis of the Miranda warning is the
Constitutional guarantee that people will not be forced to testify
against themselves.
Roe v. Wade (1973)
R oe v. Wade is one of the most controversial Supreme Court

cases. This decision states that the Constitution contains a
right to privacy, and that laws banning abortion deny the right to
privacy. The decision states that until a fetus is viable, able to live
outside the mother with medical help, usually around 4 months, a
mother may choose to abort the fetus. The decision also allows for
abortions after 4 months, if the pregnancy endangers a woman’s
health. The Supreme Court’s opinion reads: “right of privacy,

whether it be founded in the Fourteenth Amendment’s concept of
personal liberty and restrictions upon state action, as we feel it is,
or, as the District Court determined, in the Ninth Amendment’s
reservation of rights to the people, is broad enough to encompass a
woman’s decision whether or not to terminate her pregnancy.”
Practice Questions
1. Read the following passage:
What is insider trading? It usually means an insider

(someone who works in a company) buying or selling
stock because of special information he or she knows. For
example, if you know your company is going to be bought
by a bigger company, but it’s a secret from the public,
buying more stock would be insider trading. The same thing
is true if an insider knows the stock price will go down (for
example, if the company is going bankrupt), and sells all
their shares in the stock to keep from losing money. This
type of buying or selling stock is illegal.
Which statement best defines insider trading?

1) Insider trading is someone who works in a company
buying or selling stock.
2) Insider trading is when someone buys stock because
his or her company is going to be bought by a bigger
company.
3) Insider trading is the illegal buying or selling of stock
based on inside information.
4) Insider trading is when an insider knows the stock price
will go down.
5) Insider trading is selling all your shares of a stock that’s
going down to keep from losing money.
2. Which of the following statements best expresses why

salads are more expensive than Big Macs, according to the
creators of this chart?
1) The government gives more subsidies for meat than for
farming fruits and vegetables.
2) The government recommends more fruits and
vegetables each day than proteins.
3) The government recommends more grains and protein,
combined, per day than vegetables.
4) The government gives a small amount of subsidies to
grain farmers.
5) Federal subsidies for food production are roughly in line
with federal nutrition recommendations.
Fort Smith is located in Surry County, Virginia. The historic

significance of this site dates back to 1614, when English
settler John Rolfe married his Native American bride,
Pocahontas. Pocahontas’s father, Chief Powhatan, gave
the newlyweds land as a present, and included in that
land was a small brick house, across the James River from
Jamestown. Pocahontas and John Rolfe lived in this house,
now Fort Smith, during the first years of their marriage.
Which of the following inferences might you make based on

this reading?
1) Fort Smith was an important historical location in the
1500s.
2) Pocahontas was not from a local Virginian native tribe.
3) Pocahontas was a peasant in her Native American tribe.
4) Land was worthless and unappreciated in the 1600s.
5) Chief Powhatan accepted John Rolfe as a son-in-law.
4. From the U.S. Constitution: The Congress shall have Power

to lay and collect Taxes, Duties, Imposts and Excises, to pay
the Debts and provide for the common Defence and general
Welfare of the United States; but all Duties, Imposts and
Excises shall be uniform throughout the United States.
Which of the following is illegal, according to this passage?

1) Any Federal taxes not used for welfare.
2) A Federal income tax in California that is .01% more than
the Federal income tax in Tennessee.
3) A Federal tax on imported goods from China.
4) A Federal tax on imports from Mexico that is .01% more
than Federal taxes on imports from China.
5) A Federal tax on exported goods.
Abraham Lincoln is the best-respected American president.

He was the sixteenth President of the United States
and took office on March 4, 1861. Tragically, Lincoln
was assassinated in April 1865. Lincoln was the greatest
opponent of slavery in the U.S. and often spoke against
expanding slavery into new U.S. territories. Lincoln led
the United States during the American Civil War and
issued the Emancipation Proclamation in 1863, declaring
freedom for slaves in Confederate states. The Emancipation
Proclamation was an important step toward ending slavery
in the U.S.
Which of the following words conveys an opinion of the

author?
1) President
2) Tragically
3) Assassinated
4) Slavery
5) Emancipation
Use the Venn diagram to answer questions 6 and 7. The following Venn
diagram shows the powers of the Federal and state governments.
Powers of the U.S. Federal Government and State

Governments
6. This diagram helps the viewer:

1) See the changes in state and Federal powers over time
2) Compare and contrast state and Federal powers
3) Understand the hierarchical relationship between state
and Federal government
4) Objectively measure the importance of state versus
Federal powers
5) See real-life examples of how Federal and state powers
are implemented
7. The Federal and state governments have some of the same

powers because:
1) The Federal and state governments’ similar powers are
unnecessary and duplicated effort.
2) Powers like making courts give the state jurisdiction
over Federal areas.
3) The Federal government cannot do enough in some
areas, and so the state governments must help the
Federal governments through shared powers.
4) The Federal and state government use similar powers
like making courts to implement policies on the Federal
level and the state level, respectively.
5) The Federal and state governments have no similar
powers.
Use the following passage to answer question 8.
The Voting Rights Act of 1965

The Voting Rights Act of 1965 was originally enacted to
prohibit election practices that excluded minorities from
exercising their right to vote. During the 1960s and 70s, the
U.S. Department of Justice used its provisions to enforce
prohibitions on election practices such as poll taxes, literacy
tests, and other prerequisites to voting that discouraged
minorities from voting. Once direct obstructions to voting
were more or less eradicated by enforcement of the Act,
the focus changed to the effects of gerrymandering on
minorities. Many State redistricting plans were held to
be in violation of the Act because they included districts
that had been drawn in such a way as to dilute a minority
population’s voting strength, usually by spreading a
compact minority population across several districts. These
cases began in 1986.
The Voting Rights Act states: “No voting qualification or

prerequisite to voting or standard, practice, or procedure
shall be imposed or applied by a State or political subdivision
in a manner which results in a denial or abridgement of the
right of any citizen of the United States to vote on account
of race or color . . . ”
8. Which of the following types of redistricting does The

Voting Rights Act of 1965 NOT protect people from?
1) Redistricting to minimize effectiveness of black votes
2) Redistricting to minimize effectiveness of Latino votes
3) Redistricting to minimize effectiveness of Asian votes
4) Redistricting to minimize effectiveness of Democratic
votes
5) Redistricting to minimize effectiveness of Cuban
immigrant votes
Almost a year ago, I visited the community for the first time
to examine the town’s potential water source. I explained
to the residents that I could help them by providing a
topographical study of the land and a design, proposal, and
budget for a water system. Over the next few months, I
began this process, which involved walking about 10 hours
a day in mountainous terrain, looking for a semi-level route
back to the houses. Sometimes I was terrified with the
responsibility of designing this water system, as I am not an
engineer. A nearby Peace Corps engineer helped me in the
beginning of the process, but because of the timing and his
other commitments, I ended up doing the survey without
his presence, which was another mistake. I was mentally
and physically exhausted, and I kept getting chiggers!
For those of you unfamiliar with warm, moist woodsy
environments, chiggers are minuscule red mites that dig
into your skin and give you itchy red bumps.
From “Chiggers and Other Challenges” by Joan Heberger
http://www.peacecorps.gov/wws/stories/stories.cfm?psid=49&gid=3
Why was the writer looking for a semi-level route back to

the houses?
1) She was looking for an easy route to walk through the
mountains.
2) Water can only flow over level ground.
3) It’s easier to do a topographical study of level ground.
4) She was looking for a route to pump water through the
mountains.
5) Chiggers don’t live in level ground.
Use the following political cartoon to answer question 10.
“You are accused of wasting the grain supply of the United

States!”
Cesare in the New York Evening Post
10. Between 1920 and 1933, drinking alcohol was illegal in the
United States. This period is called Prohibition. What’s this
cartoonist’s point of view on prohibition?
1) The cartoonist is for Prohibition because alcohol causes
health problems.
2) The cartoonist is for Prohibition because alcohol uses
resources unnecessarily.
3) The cartoonist is for Prohibition because alcohol causes
crime and violence.
4) The cartoonist is against Prohibition because grain
otherwise used for alcohol will go to waste.
5) The cartoonist is against Prohibition because farmers
will have nowhere to sell their grain.
Practice Question Answers

Practice Question 1
T his question asks you to identify a summary of information.

This is a comprehension question to find out whether you
understand the main idea of the passage. The best answer is answer
3, that insider trading is the illegal buying and selling of stock
based on inside information. The answer gives an overview of the
main idea of the paragraph.
Practice Question 2
T he best choice is answer 1. This question asks you to infer.

The chart does not state the answer to the question, but it’s
implied by the information that’s presented in the chart. The chart
shows a large number of subsidies for meat and a small number
of subsidies for fruits and vegetables, implying that the subsidies
allow hamburgers to be sold for less than salads.
Practice Question 3
T he best choice is answer 5, that Chief Powhatan accepted

John Rolfe as a son-in-law. There’s a reason for the inference
in the passage: If Chief Powhatan had not accepted John Rolfe as
a son-in-law, he probably would not have given the newlyweds a
wedding present of a house and land.
Practice Question 4
T his is an application question, since it asks you to identify

an example of a principle. In plain English, the section of
the Constitution says that the Congress can collect taxes to pay for
government, but the taxes should be fair and even all over the U.S.
An example of this principle is that Federal income tax can’t be
different in California than in Tennessee. Everyone has to follow
the same income tax laws. The correct choice is answer 2.
Practice Question 5
T his question asks you to understand the difference between

fact and opinion. An author’s opinion shows a point of view
or a judgment. The only word among the choices that shows the
author’s judgment is “tragically.” The author is evaluating the events
and giving his or her opinion. The correct choice is answer 2.
Practice Question 6
T his chart is called a Venn diagram. It shows two groups of

things, powers of the federal government and powers of
the state government. The center area shows powers that both the
federal and state government have. The divisions in the graphics
show where Federal and state powers are the same and where they
are different. A Venn diagram makes it easy to compare two groups
of things and show where they overlap. The best choice describing
the reason for using this type of graph is answer 2.
Practice Question 7
T his question asks you to evaluate by comparing and

contrasting the Federal and state government powers.
The Federal government’s powers have to do with interactions
between the states and with relations between the U.S. and other
countries. The state governments’ powers have to do with things
that happen inside the states. The overlapping powers are things
used to implement policies, whether they’re state or Federal, such
as starting courts, collecting taxes, making laws, and borrowing or
spending money. The best answer is answer 4.
Practice Question 8
T he Voting Rights Act protects people of different races from

discrimination based on redistricting, or redrawing the
borders of voting districts. That means it protects blacks, Latinos,
Asians, and Cuban immigrants. However, the Voting Rights Act
does not protect people based on their political party. The best
choice is answer 4, redistricting to minimize effectiveness of
Democratic votes.
Practice Question 9
T his question asks you to identify a main idea, why the writer
is looking for a route back to the houses. She’s looking to
make a water system. Answer 4 says she’s looking for a route to
pump water. That’s the answer that reflects the main goal of the
writer and main idea of the paragraph. If she didn’t have to pump
the water, she wouldn’t need to go searching for a good route.
Practice Question 10
T he writer is for Prohibition, and the cartoon argues that

alcohol is a waste of grains, like wheat, barley, and rye. This
cartoon was drawn during World War I, and Americans at the time
were concerned with conserving supplies for the war. The best
answer is answer 2.
“Those who cannot remember the
past are condemned to repeat it.”
—George Santayana
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Chapter 10

The GED Social Studies Test

W hat is the GED social studies test like? You’ll have 50

(12–13 questions), and 20% Economics (10 questions). That’s a lot

Having a context and background to understand important

* About 10 questions (20%) will be comprehension questions.

* About 10 questions (20%) will be application questions. These

* About 20 questions (40%) will be analysis questions. These

* About 10 questions (20%) will be evaluation questions. These

GED Social Studies Skills

O ne of the ways the GED exam tests whether you understand

Antonio Pigafetta, an Italian sailor with Magellan in

Here is the same idea, restated in new words:

One of the first people who paid attention to the

Impo rtant C o ncept :

On June 22, 1941, Germany attacked the Soviet Union with

Which of the following statements is true based on the

Practice Question Answer

T his question is about recognizing restated information from

Learn More about Restating:

F inding a fact is similar to recognizing a restated idea, but the

Impo rtant C o ncept :

Supply and Demand

F in d- a - Fact Que sti o n: What does a supply and demand

Now, here’s a GED practice question about finding a fact.

Impo rtant C o ncept :

We give you the original text from

On the exam, you may need to read and

From the U.S. Constitution:

How would Congress pass a law if the President vetoed, or

U.S. Constitution Excerpt in Plain English:

Practice Question Answer

T o answer this question, you’ll need to find the information

Charts and Graphs

T he GED social studies exam asks you to find information

Impo rtant C o ncept :

Supply and Demand

Main Ideas and Summaries

O n the GED social studies test, it’s important to recognize the

you’re reading. You need to boil down the information to the

Fort Smith is located in Surry County, Virginia. The historic

A summary of the main idea might read:

In 1614, what is now Fort Smith was a wedding present

A GED social studies question about main ideas can be asked

The Federalist Papers are a group of articles written by

Which of the following is the best explanation of what the

Practice Question Answer

T his question asks you for an explanation of the Federalist

Implications and Inferences

O ne of the ways the GED exam tests whether you understand

or implies, that something is true. If you can pick up on the

Apartheid in South Africa was a group of laws that did not

Apartheid and the People of South Africa

Partial Map of Africa, 1911

Based on this map:

Practice Question Answer

T he question gives a number of statements. Which one is a

A pplication questions are about principles, fundamental or

This graph compares how many people went to Google.com

Here’s a practice question that asks you to recognize a principle: