Unit 5 Item Set Past Paper PDF - Articles of Confederation

Title: [Teacher Edition] Name: SOC.6.U5.ItemSet.02.25.2025 Directions: Read the passage below and answer the question(s) that follow Passage SOC.6.U5.ItemSet.02.18.2025 - Passage 1 Directions: Read the sources about Shay’s Rebellio...

Title: [Teacher Edition] Name: SOC.6.U5.ItemSet.02.25.2025 Directions: Read the passage below and answer the question(s) that follow Passage SOC.6.U5.ItemSet.02.18.2025 - Passage 1 Directions: Read the sources about Shay’s Rebellion and the Articles of Confederation. Then, use the four sources and your knowledge of social studies to answer the questions. Source 1 Weaknesses of the Articles of Confederation Adapted from ThoughtCo Source Note: The Articles of Confederation, America’s first constitution, were adopted in 1777 and established a loose union of the states. Under this structure, the national government had limited powers and lacked authority to tax, regulate trade, or enforce laws effectively, as most powers were held by the states. The weaknesses of the Articles led to challenges in governing and maintaining unity, eventually prompting calls for a stronger central government, resulting in the Constitutional Convention of 1787. Source 2 Shays Rebellion Timeline Illuminate Itembank™. Stop: You have finished the assessment. Source 3 Letter to New Hampshire Gazette (Dec. 27, 1786) - adapted Daniel Gray Source Note: Daniel Gray was a local leader in the protest that became known as Shays’ Rebellion. In the letter below, written for the New Hampshire Gazette, a local newspaper, Gray outlines the reasons for the farmers’ frustration and protests. We think it's essential to clarify the main reasons for the recent public uprisings and the ongoing actions. 1st: The current method of collecting debts is costly. Due to the severe lack of cash, this approach makes it hard for many honorable citizens to help themselves or their community. 2nd: The funds gathered from taxes and additional charges are used to pay the interest on government bonds, not the foreign debt. These bonds aren't taxed. Illuminate Itembank™. Stop: You have finished the 3rd: The suspension of the Habeas Corpus1 right means that individuals standing up for public rights can be taken away and moved to distant places, leading to potentially unfair punishments. assessment. 4th: The Riot Act gives too much authority to local officials like Justices of the Peace2 and Sheriffs. It protects them even when they might be acting out of personal grudges or jealousy. 1 Habeas Corpus: a law that requires people who are under arrest to brought before a judge or court 2 Justices of the Peace: someone who hears minor cases, performs marriages, and grants licenses Source 4 Letter to William Smith concerning Shays’ Rebellion (November 13, 1787) - adapted Thomas Jefferson Source Note: Thomas Jefferson was in Paris, France serving as the U.S. Ambassador to France at the time of Shay’s Rebellion. This distance allowed Jefferson to view the uprising differently than other leaders at the time. We have had 13 states independent for 11 years. There has been one rebellion. That comes to one rebellion in 150 years per state. What country before ever existed 150 years without a rebellion? And what country can preserve its liberties if their rulers are not warned from time to time that their people preserve the spirit of resistance? The way to end the rebellion is to present them with facts to pardon and pacify1 them. What is the significance of a few lives lost? The tree of liberty must be refreshed from time to time with the blood of patriots and tyrants. It is natural manure2. 1 pacify: make peaceful 2 manure: fertilizer Illuminate Itembank™. Stop: You have finished the assessment. Question: 1 Use all of the sources to answer the question. Which statements best describe weaknesses of the Articles of Confederation that contributed to Shays' Rebellion? Select the three correct answers. A. Congress lacked the power to tax, making it difficult to support the national government financially. B. The national government had no ability to regulate commerce, leading to disputes between states. C. The Articles allowed the President to enforce laws directly within states. Each state maintained its own militia, preventing the national government from forming a unified military D. force. E. The Articles ensured that Congress could collect taxes from each state. F. The Articles required unanimous consent to make changes, making it difficult to address problems. G. The Articles provided a strong executive branch, which took control during crises like Shays' Rebellion. Item ID: 5017246 Revision: 7422112 Standard: 6.12.c Question Groups: MS: Multi-Select Illuminate Itembank™. Stop: You have finished the assessment. Question: 2 Use all of the sources to answer the question. Which phrase best describes the role of Shays' Rebellion in the movement to replace the Articles of Confederation? A. It demonstrated that the states alone could manage military conflicts without federal support. B. It showed that the Articles of Confederation provided too much power to the federal government. C. It indicated that the Articles of Confederation effectively allowed for peaceful resolution of public unrest. D. It highlighted the need for a central government with stronger powers to maintain order and security. Item ID: 5017249 Revision: 7422117 Standard: 6.12.c Question Groups: MC: Multiple Choice Illuminate Itembank™. Stop: You have finished the assessment. Question: 3 Use Source 3 to answer the question. Which conclusion about the grievances of Shays’ Rebellion can best be made from Daniel Gray’s letter to the New Hampshire Gazette? A. The rebellion was a direct response to high taxes used to fund foreign wars. B. Shays and his supporters were primarily concerned with the lack of voting rights. C. The protests were rooted in economic hardships and dissatisfaction with debt collection methods. D. The primary goal of the rebellion was to demand higher wages for former soldiers. Item ID: 5017252 Revision: 7422122 Standard: 6.12.c Question Groups: MC: Multiple Choice Illuminate Itembank™. Stop: You have finished the assessment. Question: 4 Part A Use Source 4 to answer the question. Which statement best explains why Jefferson thinks periodic rebellions, like Shays' Rebellion, are necessary? He believes it allows leaders to be reminded of the people’s concerns and prevents government A. overreach. B. He thinks it encourages more people to join the military and defend the nation. He sees it as a way for people to expand their personal freedoms beyond what is granted by the C. government. D. He believes it provides an opportunity to strengthen federal control over the states. Part B Which evidence from Source 4 best supports the answer to Part A? A. “We have had 13 states independent for 11 years. There has been one rebellion.” “And what country can preserve its liberties if their rulers are not warned from time to time that their B. people preserve the spirit of resistance?“ C. “The way to end the rebellion is to present them with facts to pardon and pacify them.” D. “What is the significance of a few lives lost?” Item ID: 5017253 Revision: 7422128 Standard: 6.12.c Question Groups: EBSR: Evidence-Based Selected Response Illuminate Itembank™. Stop: You have finished the assessment. Question: 5 Use Source 4 to answer the question. Identify one weakness of the Articles of Confederation, and explain how Shays Rebellion showed this weakness. As you write, be sure to fully answer all parts of the prompt using information and examples from your knowledge of social studies. Response fully answers all parts of the question accurately with few errors that do not detract 3 PTS from the overall response. Response fully answers part of the prompt or partially answers all parts of the prompt and is 2 PTS mostly accurate. Response minimally answers at least one part of the prompt and is minimally accurate and/or 1 PT minimally complete. 0 PTS Response does not meet any criteria for a score of 1. Item ID: 5017256 Revision: 7422137 Standard: 6.12.c Rubric: 3 Question Groups: Constructed Response End of Passage Directions: Read the passage below and answer the question(s) that follow Passage SOC.6.U5.ItemSet.02.18.2025 - Passage 2 Directions: Read the sources about the major debates and compromises of the Constitutional Convention. Then, use the four sources and your knowledge of social studies to answer the questions. Source 1 The Three-Fifths Compromise and the Debates over Slavery City University of New York Illuminate Itembank™. Stop: You have finished the Source Note: The Three-Fifths Compromise, reached during the Constitutional Convention of 1787, was an agreement between Northern and Southern states regarding how enslaved individuals would be counted for assessment. representation and taxation. Under this compromise, each enslaved person would be counted as three-fifths of a person. This arrangement increased the political power of slaveholding states in the House of Representatives, while underscoring the deep divisions over slavery in the early United States. This source uses the term "slave" as it reflects the historical terminology of the period being discussed. However, it's important to acknowledge that such language does not fully convey the humanity and dignity of the individuals who were subjected to slavery, and more humanizing terms like "enslaved people" are preferred in modern discussions to honor their experiences. The Three-Fifths Compromise was Source 2 The Question of Representation: Small States vs. Large States (2023) City University of New York Source Note: The Virginia Plan and New Jersey Plan were two proposals presented at the Constitutional Convention of 1787 to shape the structure of the new U.S. government. The Virginia Plan favored larger states, proposing a bicameral legislature with representation based on population, while the New Jersey Plan supported smaller states, advocating for equal representation in a unicameral legislature. The Great Compromise combined elements from both plans, establishing a bicameral Congress with the House of Representatives based on population and the Senate with equal representation for each state. Illuminate Itembank™. Stop: You have finished the assessment. Source 3 Federalist vs Anti-Federalist (2023) LibreTexts Source 4 Adapted Letter to James Madison (1787) Thomas Jefferson Source Note: This letter was written by Anti-federalist Thomas Jefferson to James Madison, who was also an Anti-federalist. The letter was written during the Constitutional Convention when the delegates were discussing whether a Bill of Rights should be added to the Constitution. Illuminate Itembank™. Stop: You have finished the "It would have been fairer and smarter to think differently. Since many states wisely kept this protective measure, the others who didn't should return to it. Instead of accepting a widespread wrong, we should stand for a assessment.  universal right. Everyone deserves a bill of rights against any government, whether it's general or specific. A fair government wouldn't deny these rights or make assumptions about them." Question: 6 Use all of the sources to answer the question. Which phrases best describe the issues debated during the Constitutional Convention? Select the three correct answers. A. Counting enslaved individuals for representation and taxation B. Providing each state with equal access to economic resources C. Balancing representation between large and small states in Congress D. Ensuring voting rights for all citizens, regardless of gender E. Including a bill of rights to protect individual freedoms F. Deciding if the President would serve for life or limited terms G. Maintaining strong state powers while building a federal government Item ID: 5017263 Revision: 7422156 Standard: 6.12.d Question Groups: MS: Multi-Select Illuminate Itembank™. Stop: You have finished the assessment. Question: 7 Use Source 4 to answer the question. What conclusion about Thomas Jefferson's view on the importance of a bill of rights can be made from Source 4? A. He believed a bill of rights was optional and not necessary. B. He felt a bill of rights was only important for specific types of government. C. He believed that everyone deserves a bill of rights against any form of government.. D. He thought only some individuals should be granted the rights stated in a bill of rights Item ID: 5017268 Revision: 7422167 Standard: 6.12.e Question Groups: MC: Multiple Choice Illuminate Itembank™. Stop: You have finished the assessment. Question: 8 Use Source 3 to answer the question. Which statement best describes a disagreement between the Federalists and Anti Federalists? Both groups agreed on the role of the federal government but disagreed on the Articles of A. Confederation. B. Federalists were focused on rural development, while Anti-Federalists prioritized urban concerns. C. Federalists believed the Constitution would protect rights, while Anti-Federalists felt it would not. D. Both groups believed in strong state governments but disagreed on individual rights. Item ID: 5017273 Revision: 7422173 Standard: 6.12.e Question Groups: MC: Multiple Choice Illuminate Itembank™. Stop: You have finished the assessment. Question: 9 Use Source 2 to answer the question. Which statement accurately describes the structure of the national government in the New Jersey Plan? A. The national government could legislate for states and veto state laws. B. The national government provided defense and could not override state authority. C. The national government was bicameral and had population-based representation. D. Both groups believed in strong state governments but disagreed on individual rights. Item ID: 5017278 Revision: 7422184 Standard: 6.12.d 6.12.e Question Groups: MC: Multiple Choice End of Passage Illuminate Itembank™. Stop: You have finished the assessment. Question: 10 Use the story to answer the question. After a powerful hurricane hits several states along the Gulf Coast, both the federal and state governments take action to support recovery efforts. The federal government, through FEMA, provides emergency funds and resources to the affected states. Meanwhile, state governments coordinate local efforts, including setting up shelters, dispatching state emergency responders, and arranging temporary housing for residents. Both levels of government work together to rebuild infrastructure and support communities, each fulfilling distinct but complementary roles. Which key principle of the U.S. Constitution is best illustrated in this situation? A. Checks and balances B. Popular sovereignty C. Federalism D. Separation of powers Item ID: 5017284 Revision: 7422193 Standard: 6.12.j Question Groups: MC: Multiple Choice Illuminate Itembank™. Stop: You have finished the assessment. Question: 11 Which of the following best describes the state constitutions under the Articles of Confederation? A. They all abolished slavery and had the same voting rights. B. They varied in their positions on slavery, religious requirements, and voting rights. C. They all focused on agriculture, commerce, and trade equally. D. They had similar constitutions, but some states did not have a constitution. Item ID: 5017285 Revision: 7422196 Standard: 6.12.b Question Groups: MC: Multiple Choice Illuminate Itembank™. Stop: You have finished the assessment. Question: 12 Use text to answer the question. “Congress 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.” Which statement best explains the importance of the First Amendment’s protection of freedom of speech? A. It allows the government to limit public criticism and maintain order. B. It protects individuals' right to express opinions without fear of government punishment C. It guarantees that only certain groups can share their ideas openly in society. D. It restricts individuals from challenging government actions and policies. Item ID: 5017286 Revision: 7422200 Standard: 6.9 Question Groups: MC: Multiple Choice Illuminate Itembank™. Stop: You have finished the assessment. Question: 13 How did early abolitionists like Olaudah Equiano, Benjamin Banneker, and Elizabeth Freeman impact the development of state governments? A. They raised awareness and fought for their rights which had an impact on the larger conversation of rights. B. They played a significant role in drafting the U.S. Constitution at the Constitutional Convention. C. They advocated for the expansion of slavery in the southern states. D. They helped develop state governments by running for office. Item ID: 5017288 Revision: 7422205 Standard: 6.12.b Question Groups: MC: Multiple Choice Question: 14 What is the primary purpose of the Preamble in the U.S. Constitution? A. To detail the laws and regulations of the new government. B. To describe the failings of the Articles of Confederation. C. To provide an introductory statement outlining the new government's guiding principles. D. To list the grievances against the British Crown. Item ID: 5017291 Revision: 7422209 Standard: 6.12.f Question Groups: Illuminate Itembank™. Stop: You have finished the MC: Multiple Choice assessment. Question: 15 Use the text to answer the question. Excerpt on Enslavement Elizabeth Freemen “Any time while I was a slave, if one minute's freedom had been offered to me, and I had been told I must die at the end of that minute, I would have taken it — just to stand one minute on God's earth a free woman — I would.” Which statement best explains how Elizabeth Freeman’s quote highlights the contrast between America’s founding ideals and its realities? A. It shows that the promise of freedom was universally extended to all people in early America. It reveals that, despite ideals of liberty, enslaved people were denied the basic freedoms the nation claimed B. to protect. C. It demonstrates that all people, regardless of status, shared in the rights laid out by the Constitution. D. It suggests that enslaved individuals had little interest in freedom or independence. Item ID: 5017292 Revision: 7422213 Standard: 6.12.b Question Groups: MC: Multiple Choice Illuminate Itembank™. Stop: You have finished the assessment. Question: 16 How did the Commerce Clause affect the rights of Indigenous Nations? A. It helped Indigenous Nations have more control over trade. B. It mainly focused on creating peaceful trade relationships. C. It often let the U.S. government have more say over Indigenous Nations and their lands. D. It made sure Indigenous Nations were always treated fairly in trade deals. Item ID: 5017294 Revision: 7422218 Standard: 6.12.g Question Groups: MC: Multiple Choice Illuminate Itembank™. Stop: You have finished the assessment. Question: 17 Use the text to answer the question. Excerpt from a letter to James Madison (November 5, 1786) -adapted George Washington “The consequences of an inefficient government are obvious. Thirteen states pulling against each other, and all tugging at the federal head, will soon ruin the whole country. Let us have a government by which our lives, liberty, and property will be secured.” Which statement best explains the historical importance of the Articles of Confederation as highlighted by George Washington’s quote? The Articles of Confederation provided the country’s first framework for government, revealing weaknesses A. that led to the creation of the Constitution. B. The Articles of Confederation offered a strong central government that ensured unity among the states. The Articles successfully established a long-lasting government that fully protected the rights of all C. citizens. D. The Articles of Confederation allowed each state to operate independently without any federal oversight. Item ID: 5017295 Revision: 7422220 Standard: 6.12.a Question Groups: MC: Multiple Choice Illuminate Itembank™. Stop: You have finished the assessment.