CHAPTER 5 ASSESSMENTS
POWERFUL TOOLS: MAPS, GLOBES, CHARTS, AND GRAPHICS
I. MULTIPLE CHOICE (CHOOSE THE BEST RESPONSE.)
1. According to the text which of the following aspects of time and chronology would likely be
learned outside of school?
a. Placing events in chronological order.
b. More technical aspects of time and chronology such as millennium, century, and score.
c. Days of the week, months of the year, and terms such as morning, noon, and midnight.
d. References to indefinite units of time such as many years ago.
2. All of the following ideas about time and chronology should be part of the elementary social
studies program except:
a. Placing events in chronological order.
b. Developing an understanding of the time spans that separate historical events.
c. Learning the vocabulary of time (e.g., score, century, decade).
d. Learning the days of the week.
3. Which of the following is NOT an essential map-reading skill according to the National
Council for the Social Studies?
a. Orient a map and note directions.
b. Create a map from memory.
c. Use scale and compute distances.
d. Express relative location.
4. What is the chief value of using globes in elementary grades one, two, and three?
a. To familiarize students with the basic roundness of the earth.
b. To begin to develop a global perspective.
c. To see that the earth is mostly covered with water.
d. Both A and B.
5. What is a chief advantage that globes have over maps?
a. Globes show size and shapes of areas as they appear on the earth’s surface.
b. Globes capture students’ attention better than maps.
c. Maps are limited in the amount of earth they can show.
d. Maps have less physical relief than globes.
6. What is one of the fundamental skills in learning to read a map?
a. Knowing how to fold and care for a map.
b. Knowing that elevation can be determined on certain maps.
c. Knowing that symbols represent real and actual things.
d. Knowing that cities and towns can be found on certain maps.
7. To comprehend map scale, students must understand that:
a. Maps can be representative of many different places and landmarks.
b. Maps are smaller than the area they represent and everything on them is smaller in the
same amount.
c. Maps are small enough to be carried in a backpack or put in a car’s glove compartment.
d. Maps enable us to comprehend relative distance between places.
8. How are map and globe-reading skills best learned?
a. Through creating different kinds of maps and globes.
b. Through seeing many different maps and globes over an extended period of time.
c. Through directed inquiry into the need for and uses of maps and globes.
d. Through direct teaching and application in situations where map and globe-reading skills
are used.
9. What is one way the text proposes content in graphs be made less abstract for younger
students?
a. Through the use of bar graphs.
b. Through the use of pie graphs.
c. Through the use of pictorial representations.
d. Through the use of circle graphs.
10. What is an advantage of a data-organization chart?
a. It allows teachers to understand student comprehension of data.
b. It allows students to understand the points that teachers think are important in a unit of
study.
c. It allows students and teachers to keep track of information across several examples.
d. It is a way for students to keep track of their assignments.
II. DATA-ORGANIZATION CHART:
Complete this data-organization chart with information about how to teach each sub-skill in the
primary and intermediate-upper grades. The first row is completed to provide a sample response.
Map and Globe Skills In Elementary School
Topic
Primary Grades
Intermediate and Upper
Grades
1. Map Symbols
Use pictures for symbols
then invent matching
symbols
Work toward use of
conventional map symbols
2. Locating places
3. Using map scales
4. Use of the globe
5. Student-constructed
maps
6. Making trip maps
III. SHORT ANSWER
Explain why it is important to give children experience with making maps, graphs, charts and
time lines of their own. Why is it not enough only to use these items in the textbook, trade
books, and other sources?
IV. EXTENDED RESPONSE
Your elementary school’s budget committee has announced that there is some money available
for supplies. Teachers are invited to submit proposals suggesting the best use of the money.
V. DISCUSSION
Have students take a stand on the “Capital Punishment” issue featured in the first section of the
chapter. Then, use one of the rubrics found in Chapter 3 to assess your participation.
CHAPTER 5 POWERFUL TOOLS: MAPS, GLOBES, CHARTS, AND GRAPHICS