Social Studies

6-8
Economics
Sample Test Questions
Students use economic reasoning skills and
knowledge of major economic concepts,
issues and systems in order to make
informed choices as producers, consumers,
savers, investors, workers and citizens in an
interdependent world.

Benchmark A
Explain how the endowment and
development of productive resources affect
economic decisions and global interactions.

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Grade band: 6-8

Subject: Social Studies
Benchmark: Economics A
Question type: Extended Response
Bloom: Analysis
Question: If a nation is resource rich, like Saudi Arabia, and another is resource poor,
like Japan, compare and contrast how this affects the types of goods and services that
each of those countries produce. In your response, explain how Saudi Arabia and
Japan are the same in what their economics produce based upon their resources and
how they differ.
Rubric: Possible response may include
Saudi Arabia has extensive resources such as oil, and uses that resource to trade for the
goods and services that it needs like food and weapons, etc.
Japan has few natural resources but has productive resources. They import natural
resources and use their productive capacity to produce products for trade.
4 points Student response includes that Saudi Arabia is rich in natural resources and
Japan is rich in productive resources/ student also explains that Saudi Arabia must import
products it needs and Japan must import natural resources
3 points Student response includes Saudi Arabia is rich in natural resources and Japan
is rich in productive resources but only mentions the trade
2 points Student response include either Saudi Arabia is rich in natural resources and
Japan is rich in productive resources but only mentions the trade
1 point Students had very limited knowledge of the resources and the effect of trade
0 point Student had no comprehension of this question

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Grade band: 6-8

Subject: Social Studies
Benchmark: Economics A
Question type: Extended Response
Bloom: Comprehension
Question: During Ancient times, different areas of the world had great amounts of
certain resources. Identify 2 ancient civilizations and discuss how their resources
determine what products they produced, who they traded with and how this trade
benefited them and their trade partners.

CIVILIZATION

PRODUCTS

Greece
Egypt

TRADE
PARTNERS
Peria

Rubric:
CIVILIZATION

PRODUCTS

Greece

Olives or Grapes

TRADE
PARTNERS
Peria, Egypt

Egypt

Grain

Rome

BENEFITS

BENEFITS
Greeks traded olive
oil and wine for
food. Civilizations
without olive oil or
wine were
dependent on
Greeks for these
products
Rome became
dependent on Egypt
for grain. Egypt
became dependent
on Rome for gold

4 points Student correctly completes all four blank areas of the chart
3 points Student correctly completes any three blanks in the chart
2 points Student correctly completes any two blanks in the chart
1 point Student correctly completes any on blank in the chart

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Grade band: 6-8

Subject: Social Studies
Benchmark: Economics A
Question type: Multiple Choice
Bloom: Knowledge
Question: Robert Fultons steamboat aided the economic development of the Untied
States by
A.
B.
C.
D.

Reducing traffic in the nations ocean harbors

Making transportation on rivers more efficient
Ending American dependence on European shipping
Serving as a method of connecting California and the East Coast

Rubric: Answer - B

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Grade band: 6-8

Subject: Social Studies
Benchmark: Economics A
Question type: Multiple Choice
Bloom: Knowledge
Question: Before the Civil War, what were the economics of the North and South based
on?
A.
B.
C.
D.

North: Agriculture, South: Shipping

North: Manufacturing, South: Trade
North: Manufacturing, South: Agriculture
North: Agriculture, South: Manufacturing

Rubric: Answer - C

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Grade band: 6-8

Subject: Social Studies
Benchmark: Economics A
Question type: Short Answer
Bloom: Analysis
Question: Most economic decisions involve trade-offs. Nations, businesses, and
individuals all must decide how to use limited resources to get what they want. Explain
and provide an example of how a nation/government makes trade-offs and how you as an
individual make trade-offs.
Government

Individual

Rubric:
Government
Nations must decide how to best allocate
tax dollars. Money spent on defense is
money that cannot be used to fund social
programs.

Individual
A students allowance. A student may
choose to buy a CD or save their money to
buy a bike,

2 points student gives a plausible example for both government and individuals
1 point student gives a plausible example for either government or individuals

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Grade band: 6-8

Subject: Social Studies
Benchmark: Economics A
Question type: Short Answer
Bloom: Analysis
Question: Imagine that you the head of the yearbook club at your school. This year the
club plans to produce and sell a traditional print yearbook, a CD-ROM yearbook, or a
video yearbook. The club wants to make as much money as possible.
Keeping in mind that your club wants to make a profit, discuss the types of information
you will need to help you decide each of the following:
What kind of yearbook to make
How to produce the kind of yearbook you decide to make
How many yearbooks to make
How much to charge for each yearbook

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Rubric:

Producing a Yearbook
Scoring Guide
Examples of types of information needed to decide what kind of yearbook to
make:
Type of yearbook produced last year and sales results
Student preferences for type of yearbook
Costs involved in producing different types of yearbooks
Production equipment, facilities and expertise required for different types of
yearbooks
Examples of types of information needed to decide how to produce the
yearbook:
Where to find publisher, production equipment, facilities, and expertise
How much time is needed for different parts of the production process
What jobs/tasks are involved in producing this kind of yearbook
How many people will be needed to do the work
How to schedule the work to meet production deadlines
4 points - Student clearly discusses the types of information required to determine
what kind of yearbook to make, how to produce it, how many to make, and what
price to charge.
3 points - Student generally discusses the types of information required to
determine what kind of yearbook to make, how to produce it, how many to make,
and what price to charge.
2 points - Student discusses in a limited way the types of information required to
determine what kind of yearbook to make, how to produce it, how many to make,
and what price to charge.
OR
Student generally discusses the type of information required to make some but not
all of these decisions.
1 point - Student demonstrates minimal understanding (e.g., student offers
possible solutions to the questions listed without discussing the types of
information required).
0 point - Student's response is totally incorrect or irrelevant.

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Economics

Benchmark B
Explain why trade occurs and how historical
patterns of trade have contributed to
global interdependence.

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Grade band: 6-8

Subject: Social Studies
Benchmark: Economics B
Question type: Multiple Choice
Bloom: Knowledge
Question: By the mid-1800s, California was being settled mostly by people in search of
A.
B.
C.
D.

Jobs in industrial cities

Wealth from the discovery of gold
Animal pelts for the fur trade
Trade with American Indians

Rubric: Answer - B

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Grade band: 6-8

Subject: Social Studies
Benchmark: Economics B
Question type: Extended Response
Bloom: Application
Question: Mercantilism is the theory that a nations power depended on its wealth. As a
result Europe saw an increase in global trading during the 17th and 18th centuries. Identify
two examples of policies endorsed by countries that were influenced by mercantilism.
Rubric:
Possible answers may include:
1.
2.
3.

Spanish conquistadors in Central America sent to seize silver and gold mines
English colonialism requiring the colonies to provide natural resources for
manufacturing and to serve as a market for the manufactured goods,
French involvement in Canada and the fur trade

2 points Student gives two plausible examples of policies endorsed by countries that
were influenced by mercantilism.
1 point Student gives one plausible example of policies endorsed by countries that were
influenced by mercantilism,

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Economics

Benchmark C
Identify connections between government
policies and the economy.

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Grade band: 6-8

Subject: Social Studies
Benchmark: Economics C
Question type: Extended Response
Bloom: Application
Question: The lack of power given to the national government under the Articles of
Confederation caused instability within the United States. One such area was economic.
List two economic problems that arose under the Articles of confederation and explain
each.
Rubric:
Possible answers may include:
1.

State printed currency: States were printing their own currency and in some
instances inflating its value to aid those people in debt.

2.

Trade barriers between states: State were taxing goods coming in and out of
the state which increased the prices of goods and hindered trade within the
country.

3.

National government could not impose taxes: This prevented the government
form possessing any real ability to fund any of its projects.

4 points Student correctly states two economic issues and explains each
3 points Student correctly states two economic issues but explains only one OR states
one issue but gives two explanations
2 points Student correctly states two economic issues but fails to explain either of them
OR student states one economic issue and one explanation
1 point Student correctly states one economic issue or gives one explanation of a
problem

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