World and u s history: content knowledge

The Praxis® Study Companion

World and U.S. History:
Content Knowledge
5941

www.ets.org/praxis


Welcome to the Praxis® Study Companion

Welcome to the Praxis® Study Companion
Prepare to Show What You Know
You have been working to acquire the knowledge and skills you need for your teaching career. Now you are
ready to demonstrate your abilities by taking a Praxis® test.
Using the Praxis® Study Companion is a smart way to prepare for the test so you can do your best on test day.
This guide can help keep you on track and make the most efficient use of your study time.
The Study Companion contains practical information and helpful tools, including:
• An overview of the Praxis tests
• Specific information on the Praxis test you are taking
• A template study plan
• Study topics
• Practice questions and explanations of correct answers
• Test-taking tips and strategies
• Frequently asked questions
• Links to more detailed information
So where should you start? Begin by reviewing this guide in its entirety and note those sections that you need
to revisit. Then you can create your own personalized study plan and schedule based on your individual needs
and how much time you have before test day.
Keep in mind that study habits are individual. There are many different ways to successfully prepare for your
test. Some people study better on their own, while others prefer a group dynamic. You may have more energy

early in the day, but another test taker may concentrate better in the evening. So use this guide to develop the
approach that works best for you.
Your teaching career begins with preparation. Good luck!

Know What to Expect
Which tests should I take?
Each state or agency that uses the Praxis tests sets its own requirements for which test or tests you must take for
the teaching area you wish to pursue.
Before you register for a test, confirm your state or agency’s testing requirements at www.ets.org/praxis/states.

How are the Praxis tests given?
Praxis tests are given on computer. Other formats are available for test takers approved for accommodations (see
page 45).

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Welcome to the Praxis® Study Companion

What should I expect when taking the test on computer?
When taking the test on computer, you can expect to be asked to provide proper identification at the test
center. Once admitted, you will be given the opportunity to learn how the computer interface works (how to
answer questions, how to skip questions, how to go back to questions you skipped, etc.) before the testing time
begins. Watch the What to Expect on Test Day video to see what the experience is like.

Where and when are the Praxis tests offered?
You can select the test center that is most convenient for you. The Praxis tests are administered through an
international network of test centers, which includes Prometric® Testing Centers, some universities, and other

locations throughout the world.
Testing schedules may differ, so see the Praxis web site for more detailed test registration information at www.
ets.org/praxis/register.

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Table of Contents

Table of Contents
The Praxis® Study Companion guides you through the steps to success
1. Learn About Your Test.....................................................................................................5
Learn about the specific test you will be taking
2. F
 amiliarize Yourself with Test Questions.................................................................... 14
Become comfortable with the types of questions you’ll find on the Praxis tests
3. Practice with Sample Test Questions.......................................................................... 18
Answer practice questions and find explanations for correct answers
4. Determine Your Strategy for Success.......................................................................... 27
Set clear goals and deadlines so your test preparation is focused and efficient
5. Develop Your Study Plan.............................................................................................. 30
Develop a personalized study plan and schedule
6. Review Study Topics..................................................................................................... 34
Review study topics with questions for discussion
7. Review Smart Tips for Success..................................................................................... 43
Follow test-taking tips developed by experts
8. Check on Testing Accommodations............................................................................ 45
See if you qualify for accommodations to take the Praxis test

9. Do Your Best on Test Day.............................................................................................. 46
Get ready for test day so you will be calm and confident
10. Understand Your Scores............................................................................................. 48
Understand how tests are scored and how to interpret your test scores
Appendix: Other Questions You May Have .................................................................... 50

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Step 1: Learn About Your Test

1. Learn About Your Test
Learn about the specific test you will be taking

World and U.S. History: Content Knowledge (5941)

Test at a Glance
Test Name

World and U.S. History: Content Knowledge

Test Code 5941
Time

2 hours

Number of Questions120
Format

Selected-response questions

Test Delivery

Computer delivered



Content Categories



IV

I





III

II




I.

World History to 1450 C.E.

Approximate Approximate
Number of
Percentage of
Questions Examination
3025%

II. World History: 1450 C.E. to the Present

30

25%

III. United States History to 1877

30

25%

IV. United States History: 1877 to the Present

30

25%

V. Historical Thinking Skills*
30*
* Includes historical thinking skills questions in Categories I–IV

25%*

About This Test
The World and U.S. History: Content Knowledge test is for prospective teachers of world and United States
history in secondary schools. The test is aligned to the National Council for the Social Studies (NCSS) National
Standards for Social Studies Teachers.
The 120 selected-response questions assess knowledge of historical facts and processes across the content
areas of world and United States history. Approximately 50 percent of the questions deal with world history, and
approximately 50 percent of the questions deal with United States history.
Some questions will also assess understanding of historical thinking skills, such as knowing how to formulate
historical questions, knowing how to evaluate primary and secondary sources, knowing how to construct and
support historical arguments, knowing how to make connections across time and geography, knowing how to
assess historical causation, and knowing how to place historical events and processes in a global context. Some
questions are based on interpreting material such as written passages, maps, charts, graphs, tables, cartoons,
diagrams, and/or photographs.
The 120 questions are equally weighted. Questions are selected-response with four answer choices and written
according to ETS guidelines.
This test may contain some questions that will not count toward your score.

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Step 1: Learn About Your Test

Test Specifications
Test specifications in this chapter describe the knowledge and skills measured by the test. Study topics to help
you prepare to answer test questions can be found on page 34.
Note: The test and the outline that follows use the chronological designations B.C.E. (before the common era)

and C.E. (common era). These labels correspond to B.C. (before Christ) and A.D. (anno Domini), which are used in
some world history texts.
PERCENTAGES REFER TO PERCENT OF WHOLE TEST

I. World History to 1450 C.E. (25%)
A. World geography and how global climatic
and environmental factors shape human
history (1–3%)
1. Identify the location of major historical events
2. Demonstrate knowledge of how global
climatic and environmental factors shaped
human history
B. The characteristics and structures of
hunting-and-gathering societies and the
shift that occurred with the Neolithic
Revolution, circa 8000 B.C.E. (1–5%)
1. Understand the major differences between
hunting-and-gathering societies and
agricultural societies
2. Identify the Neolithic Revolution and its
consequences
C. The formation, organization, and
significance of early river valley
civilizations in Afro-Eurasia in the period
8000–1000 B.C.E., and in Mesoamerica
and South America in the period 2000
B.C.E.–1500 C.E. (1–8%)
1. Demonstrate understanding of the formation,
organization, and significance of early river
valley civilizations (e.g., Mesopotamia, Egypt,

Indus River Valley).
2. Demonstrate understanding of the formation,
organization, and significance of early
civilizations in the Americas in the period 2000
B.C.E.–1500 C.E.
3. Compare and contrast the early river valley
civilizations in Afro-Eurasia in the period 8000–
1000 B.C.E. and early civilizations in
Mesoamerica and South America (e.g., Aztec,
Maya, Inca).

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D. The formation, organization, significance
of, and interactions among the
civilizations of Greece, Rome, Persia,
India, and China in the period 1000
B.C.E.–500 C.E. (1–8%)
1. Demonstrate understanding of the formation,
organization and significance of the
civilizations of Greece, Rome, Persia, India, and
China in the period 1000 B.C.E.−500 C.E.
2. Demonstrate understanding of the
interactions among the civilizations of Greece,
Rome, Persia, India, and China in the period
1000 B.C.E.–500 C.E.
3. Compare and contrast the civilizations of
Greece, Rome, Persia, India, and China in the
period 1000 B.C.E.−500 C.E.
E. The origin, tenets, development,

significance, and spread of Hinduism,
Confucianism, Buddhism, Judaism,
Christianity, and Islam (1–8%)
1. Demonstrate understanding of the main
beliefs of Hinduism, Confucianism, Buddhism,
Judaism, Christianity, and Islam
2. Demonstrate understanding of where, how,
and when Hinduism, Confucianism, Buddhism,
Judaism, Christianity, and Islam originated and
developed
3. Demonstrate understanding of how and why
major religions spread
F. The reasons for the collapses of empires
(e.g., Han China, Western Roman Empire,
Gupta) in the period 200–600 C.E. (1–5%)
1. Identify the reasons for the collapse of empires
(e.g., Han China, Western Roman Empire,
Gupta) in the period 200–600 C.E.
2. Compare and contrast the reasons for the
collapse of empires (e.g., Han China, Western
Roman Empire, Gupta) in the period 200–600
C.E.

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G. The formation of new empires and
political systems in the period 600–1450

C.E. (1–5%)
1. Identify major factors in the formation of new
empires and political systems in the period
600–1450 C.E.
2. Compare and contrast new empires and
political systems in the period 600–1450 C.E.
H. How the spread of Islam affected political,
social, and economic systems in the
period 600–1450 C.E. (1–5%)
1. Identify how the spread of Islam affected
various political, social, and economic systems
in the period 600–1450 C.E.
2. Compare and contrast the effects of the
spread of Islam in various parts of the world in
the period 600–1450 C.E.
I.

The major economic, political, and
cultural developments in Afro-Eurasia in
the period 1000-1450 C.E. and their global
impacts (1–8%)
1. Identify the major economic developments in
Afro-Eurasia in the period 1000–1450 C.E. and
their global impacts
2. Identify the major political developments in
Afro-Eurasia in the period 1000–1450 C.E. and
their global impacts
3. Identify the major cultural developments in
Afro-Eurasia in the period 1000–1450 C.E. and
their global impacts

J. The emergence, function, and effects of
interregional networks (e.g., the Silk
Roads, Mediterranean Sea trade, transSaharan trade) in the period 1000–1450
C.E. (1–5%)
1. Identify the new and existing interregional
networks (e.g., the Silk Roads, Mediterranean
Sea trade, trans-Saharan trade) in the period
1000–1450 C.E.
2. Understand the function and effects of the
various interregional networks in the period
1000–1450 C.E.

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II. World History 1450 C.E. to the Present (25%)
A. European exploration and colonization in
terms of global political competition,
trade, technology, and interaction in the
period 1450–1750 C.E. (1–5%)
1. Understand political competition, trade,
technology, and global interaction as factors in
European exploration and colonization in the
period 1450–1750 C.E.
2. Compare and contrast strategies of European
exploration and colonization in the period
1450–1750 C.E.
B. The development of major political
entities in various parts of the world in the
period 1450–1750 C.E. (e.g., Spain, Russia,

Manchu China) (1–5%)
1. Understand how, where, and when major
political entities developed in the period
1450–1750 C.E. (e.g., Spain, Russia, Manchu
China)
2. Understand how major political entities
interacted in the period 1450–1750 C.E.
C. The main characteristics and global
economic, social, and cultural effects of
the Atlantic, trans-Saharan, and East
African slave trade circa 1400–1880 C.E.
(1–5%)
1. Identify the main characteristics of the Atlantic,
trans-Saharan, and East African slave trade circa
1400–1880 C.E.
2. Identify the global economic, social, and
cultural effects of the Atlantic, trans-Saharan,
and East African slave trade circa 1400–1880
C.E.
D. The characteristics and significance of
the Renaissance, Reformation,
Enlightenment, and Scientific Revolution
(1–5%)
1. Identify the main characteristics of the
Renaissance, Reformation, Enlightenment, and
Scientific Revolution
2. Understand the global significance of the
Renaissance, Reformation, Enlightenment, and
Scientific Revolution

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E. The causes, major events, and effects of
the Industrial Revolution 1750–1914 (1–
5%)
1. Identify the causes and major events of the
Industrial Revolution, 1750–1914
2. Understand the global effects of the Industrial
Revolution (e.g., effects on the environment,
global trade, and labor)
F. The causes, major events, and effects of
political revolutions, unifications, and
independence movements in the period
1750–1914 (e.g., United States, Latin
America, China) (1–5%)
1. Identify the causes, major events, and effects
of political revolutions, unifications, and
independence movements in the period
1750–1914
2. Compare and contrast political revolutions,
unifications, and independence movements
worldwide in the period 1750–1914
G. The causes, major events, and indigenous
reactions to Western nationalism,
imperialism, and colonization in the
period 1840–1945 (1–5%)
1. Identify causes and major events of

nationalism, imperialism, and colonization in
the period 1840–1945
2. Identify indigenous reactions to imperialism
and colonization in the period 1840–1945
H. The nature, development, and policies of
totalitarian states in the twentieth century
(e.g., Nazi Germany, the Soviet Union,
Communist China) (1–5%)
1. Understand the nature, development, and
actions of totalitarian states in the twentieth
century (e.g., Nazi Germany, the Soviet Union,
Communist China)

I.

J. The role of international organizations
and the evolution of regional economic
blocs in the twentieth century (e.g., United
Nations, North American Free Trade
Agreement, European Union) (1–3%)
1. Identify the origins and major features of
international organizations and regional
economic blocs in the twentieth century (e.g.,
United Nations, North American Free Trade
Agreement, European Union)
K. The main causes, major events, and
effects of Asian and African
decolonization and nationalist movements
in the period 1890s−1990s (e.g., India,
Algeria, South Africa) (1–5%)

1. Identify the major events of Asian and African
decolonization and nationalist movements in
the period 1890s–1990s (e.g., India, Algeria,
South Africa)
2. Understand the main causes and effects of
Asian and African decolonization and
nationalist movements in the period
1890s–1990s (e.g., India, Algeria, South Africa)
L. The political, economic, and cultural
changes events in the Middle East in the
twentieth century (1–5%)
1. Identify the political, economic, and cultural
changes and major events in the Middle East
in the twentieth century (e.g., fall of the
Ottoman Empire, Arab-Israeli conflict, rise of
OPEC)
2. Identify the global effects of political,
economic, and cultural changes in the Middle
East in the twentieth century
M. The main causes, major events, and
global effects of the Cold War (e.g., North
Korea, Cuba, Congo) in the period 1945–
1989 (1–5%)

2. Compare and contrast totalitarian states in the
twentieth century

1. Identify the major events of the Cold War in
the period 1945−1989

The main causes, major events, and
effects of the First and Second World
Wars (1–9%)

2. Understand the main causes and global effects
of the Cold War

1. Identify the major events of the First and
Second World Wars
2. Understand the main causes and effects of the
First and Second World Wars
3. Compare and contrast the First and Second
World Wars

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N. The changing economic, social, and
political roles of women in various parts
of the world since the nineteenth century
(1–3%)
1. Identify women’s changing economic, social,
and political roles since the nineteenth century

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O. The causes and global effects of the
collapse of communism in Europe and the

breakup of the Soviet Union (1–5%)
1. Identify the causes of the collapse of
communism in Europe and the breakup of the
Soviet Union
2. Understand the global effects of the collapse
of communism in Europe and the breakup of
the Soviet Union
P. The emergence of new types of political
and human rights movements in various
parts of the world in the period from 1945
to the present (1–3%)
1. Identify new political and human rights
movements that emerged from 1945 to the
present (e.g., environmentalism, antiapartheid)
Q. The global economic and technological
changes in the late twentieth and early
twenty-first centuries (e.g., new patterns
of migration, transnational corporations,
global popular culture) (1–3%)
1. Identify global technological and economic
changes in the late twentieth and early
twenty-first centuries
R. Major genocides of the twentieth century
(e.g., the Holocaust, Soviet mass murders,
Rwanda) (1–5%)
1. Identify genocides in the twentieth century
(e.g., the Holocaust, Soviet mass murders,
Rwanda)
2. Understand the causes and effects of
genocides in the twentieth century

III. United States History to 1877 (25%)
A. North American geography, peoples, and
cultures prior to European colonization
(1–5%)
1. Demonstrate knowledge of North America’s
location in the world and its major rivers, lakes,
and land features

B. The interactions between humans and the
environment throughout North American
history (1–5%)
1. Demonstrate knowledge of the ways in which
groups and individuals have interacted with
the environment throughout North American
history
2. Compare and contrast land use and resource
allocation by different groups throughout
North American history
C. The reasons European colonies in North
America were founded and how they
developed (1–5%)
1. Demonstrate understanding of the reasons
European powers (e.g., Spain, France, the
Netherlands) founded colonies in North
America
2. Demonstrate understanding of how European
colonies in North America developed
D. How European imperial and political
conflicts and indigenous interests shaped

the development of the North American
colonies (1–3%)
1. Demonstrate understanding of the patterns of
interaction between European powers and
Native American peoples (e.g., fur trade,
Metacom’s War)
2. Demonstrate understanding of how European
imperial and political conflicts (e.g., the English
Revolution, the Seven Years’ War) shaped the
development of the North American colonies
E. The political, social, economic, and
cultural relationships between Europeans,
Africans, and American Indians in North
America during the colonial period (1–3%)
1. Demonstrate understanding of the political,
social, economic, and cultural relationships
between Europeans, Africans, and American
Indians in North America during the colonial
period

2. Demonstrate knowledge of the political,
economic, social, and cultural life of Native
American peoples prior to European contact

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F. Regional differences in social structures
(e.g., gender roles, family structure,
migration patterns) and economic
developments (e.g., labor systems,
mercantilism) in colonial America (1–5%)
1. Demonstrate understanding of social
structures (e.g., gender roles, family structure,
migration patterns) and economic
developments (e.g., labor systems,
mercantilism) in colonial America
2. Compare and contrast regional differences in
social structures and economic developments
in colonial America
G. The economic, social, and cultural effects
of slavery in the British American colonies
and in the United States (1–5%)
1. Demonstrate understanding of the economic,
social, and cultural effects of slavery in the
British American colonies and in the United
States
2. Demonstrate knowledge of the experiences of
free and enslaved people of African origin in
the North American colonies and the United
States
H. The major causes and events of the
American Revolution (1–4%)
1. Demonstrate understanding of the major
causes, events, and results of the American
Revolution

I.

The successes and failures of the Articles
of Confederation and the context that led
to the writing and adoption of the United
States Constitution and Bill of Rights (1–
10%)
1. Demonstrate understanding of the successes
and failures of the Articles of Confederation
2. Demonstrate understanding of the events
leading to the adoption of the United States
Constitution and Bill of Rights
3. Demonstrate knowledge of the contents of
the United States Constitution and Bill of
Rights

J. Major political developments in the United
States from the 1790s until the Civil War
(1–5%)
1. Demonstrate understanding of the political
development of the United States from the
1790s until the Civil War (e.g., inception and
growth of political parties, decisions of the
Marshall Court, Jacksonian democracy)
2. Demonstrate understanding of foreign policy
issues in the United States from the 1790s until
the Civil War (e.g., the War of 1812, Monroe
Doctrine, Mexican-American War)
K. The causes and effects of the territorial
expansion of the United States in the

nineteenth century (1–3%)
1. Demonstrate understanding of the causes and
effects of the territorial expansion of the
United States in the nineteenth century (e.g.,
the Louisiana Purchase, Manifest Destiny)
L. The market economy’s emergence,
development, and effects in the United
States in the first half of the nineteenth
century (1–5%)
1. Demonstrate understanding of the market
economy’s emergence, development, and
effects in the United States in the first half of
the nineteenth century
2. Demonstrate knowledge of the innovations
that contributed to the development of
commerce and manufacturing in the United
States in the first half of the nineteenth century
(e.g., cotton gin, steamboat)
M. The causes and effects of reform
movements and religious movements in
the antebellum United States (e.g.,
women’s rights, abolition of slavery,
temperance) (1–3%)
1. Demonstrate understanding of the causes and
effects of religious and reform movements in
the antebellum United States (e.g., the Second
Great Awakening, abolition of slavery, women’s
rights)

4. Compare and contrast the Articles of

Confederation and the United States
Constitution

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N. The growth of nineteenth-century
sectionalism, the origins of the Civil War,
and the history of the Civil War and
Reconstruction (1–8%)

D. Regional developments in the United
States (e.g., Jim Crow laws, American
Indian policies) in the late nineteenth and
early twentieth centuries (1–3%)

1. Demonstrate understanding of the growth of
nineteenth-century sectionalism

1. Demonstrate understanding of regional
developments in the United States in the late
nineteenth and early twentieth centuries (e.g.,
Jim Crow laws, American Indian policies)

2. Demonstrate understanding of the major
causes, events, and results of the Civil War

3. Demonstrate understanding of the political,
social, and economic history of Reconstruction

IV. United States History 1877 to the
Present (25%)

E. The changes in the politics, government,
economy, and society of the United States
resulting from Gilded Age and Progressive
Era reforms (1–5%)
1. Demonstrate understanding of the political,
social, and cultural history of the Gilded Age
(e.g., political machines, social Darwinism,
Populism)

A. How and why industrialization,
urbanization, and immigration shaped the
development of the United States in the
nineteenth and early twentieth centuries
(1–5%)
1. Demonstrate understanding of how and why
industrialization and urbanization shaped the
development of the United States in the
nineteenth and early twentieth centuries (e.g.,
the transcontinental railroads, growth of big
business, the labor movement)
2. Demonstrate understanding of how and why
immigration shaped the development of the
United States, particularly in the nineteenth
and early twentieth centuries

B. Contrasting urban development and rural
development in the United States in the
late nineteenth and early twentieth
centuries (1–3%)
1. Identify distinctive features of urban
development and rural development in the
United States in the late nineteenth and early
twentieth centuries
C. The global patterns and effects of United
States imperialism in the late nineteenth
and early twentieth centuries (1–3%)
1. Demonstrate understanding of the global
patterns and effects of United States
imperialism in the late nineteenth and early
twentieth centuries (e.g., the Open Door
policy, the Spanish-American War)

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2. Demonstrate understanding of changes in the
politics, government, economy, and society of
the United States resulting from Progressive
Era reforms (e.g., trust-busting, settlement
houses, Prohibition)
F. The origins, major events, and
development of the woman suffrage
movement in the United States (1–3%)
1. Demonstrate knowledge of the development
and major events of the woman suffrage
movement in the United States

G. The causes, major events, and effects—
both at home and abroad—of United
States participation in the First World War
(1–3%)
1. Demonstrate understanding of the causes,
major events, and effects of United States
participation in the First World War both
abroad and within the United States
H. The political, social, economic, and
cultural changes that occurred in the
United States in the 1920s (1–3%)
1. Demonstrate understanding of the political,
social, economic, and cultural changes that
occurred in the United States in the 1920s
I.

The causes and effects of the Great
Depression (1–3%)
1. Demonstrate understanding of the causes and
effects of the Great Depression

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J. The goals and programs of the New Deal
and their effects on government, politics,
the economy, and society (1–3%)
1. Demonstrate understanding of the goals and

programs of the New Deal
2. Demonstrate understanding of the effects of
New Deal programs on government, politics,
the economy, and society
K. The causes, major events, and effects—
both at home and abroad—of United
States participation in the Second World
War (1–3%)
1. Demonstrate understanding of the causes,
major events, and effects of United States
participation in the Second World War both
abroad and within the United States
L. The causes and effects of immigration
and internal migration in the twentieth
and twenty-first centuries (e.g., African
American Great Migration, growth of the
Sunbelt, expansion of Hispanic
immigration) (1–3%)
1. Demonstrate understanding of the causes and
effects of immigration and internal migration
in the twentieth and twenty-first centuries
(e.g., African American Great Migration, growth
of the Sunbelt, expansion of Hispanic
immigration)
M. The origins, development, and effects of
the Cold War both abroad and
domestically (1–3%)
1. Demonstrate understanding of the origins,
development, and effects of the Cold War both
abroad (e.g., containment, the Vietnam War)

and within the United States (e.g.,
anticommunism, the military-industrial
complex)

O. The social changes in the United States
from the 1940s to the 1970s (e.g., the baby
boom, counterculture, the sexual
revolution) (1–3%)
1. Demonstrate understanding of social changes
in the United States from the 1940s to the
1970s (e.g., the baby boom, counterculture,
the sexual revolution)
P. Major social policy initiatives and political
movements in the United States since the
Second World War (e.g., the Great
Society, the Reagan Revolution) (1–3%)
1. Identify major social policy initiatives and
political movements in the United States since
the Second World War (e.g., the Great Society,
the Reagan Revolution)
2. Compare and contrast major social policy
initiatives and political movements in the
United States since the Second World War
Q. The global political, economic, social, and
technological changes in the late
twentieth and early twenty-first centuries
and their effects on the United States
(1–3%)
1. Demonstrate understanding of how global
political, economic, social, and technological

changes in the late twentieth and early
twenty-first centuries have affected domestic
developments in the United States
R. The changing role of the United States in
the post–Cold War world (1–3%)
1. Demonstrate knowledge of the changing role
of the United States in the post-Cold War
world

N. The causes, major events, and effects of
the movements for civil rights by African
Americans and other groups (e.g.,
women, Hispanics, American Indians) in
the twentieth century (1–3%)
1. Demonstrate understanding of the causes,
major events, and effects of the movements
for civil rights by African Americans and other
groups (e.g., women, Hispanics, American
Indians) in the twentieth century

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Step 1: Learn About Your Test

V. Historical Thinking Skills (25%)
Questions cross-classified with content
categories I-IV.

D. Know how to write a thesis and develop
historical arguments by using primary and
secondary sources. (1–10%) Crossclassification with content area.

A. Know how to formulate historical
questions. (1–7%) Cross-classification with
content area.

1. Identify a valid historical thesis statement

1. Identify historical questions (e.g., questions
that can be researched, that call for analysis
and interpretation, and that can be supported
with evidence)

3. Apply primary and secondary sources to
relevant historical arguments and theses

2. Distinguish different levels of historical
understanding (e.g., factual recall, chronology,
evaluation)
B. Know how to locate, identify, and
differentiate between primary and
secondary sources. (1–7%) Crossclassification with content area.
1. Identify the main characteristics of primary
sources and secondary sources
2. Differentiate between primary and secondary
sources
C. Know how to evaluate a variety of

sources for analyzing people’s values,
motivations, perspectives, and behaviors
in various historical contexts. (1–10%)
Cross-classification with content area.

2. Evaluate how evidence supports or
undermines historical arguments

E. Know how to make connections between
historical developments across time and
geography, including comparing and
contrasting, determining cause and
effect, analyzing change over time, and
putting events in global context. (1–13%)
Cross-classification with content area.
1. Compare and contrast historical developments
across time and geography
2. Identify and evaluate causes and effects
3. Identify patterns of continuity and change
over time
4. Place historical events and processes in local,
national, and global context

1. Evaluate historical sources in terms of main
idea, speaker, occasion, audience, purpose,
point of view, bias, and argument
2. Draw inferences and conclusions and make
generalizations using historical sources
3. Analyze and contextualize people’s values,
motivations, perspectives, and behaviors using

historical sources

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Step 2: Familiarize Yourself with Test Questions

2. Familiarize Yourself with Test Questions
Become comfortable with the types of questions you’ll find on the Praxis tests
The Praxis assessments include a variety of question types: constructed response (for which you write a
response of your own); selected response, for which you select one or more answers from a list of choices or
make another kind of selection (e.g., by clicking on a sentence in a text or by clicking on part of a graphic); and
numeric entry, for which you enter a numeric value in an answer field. You may be familiar with these question
formats from taking other standardized tests. If not, familiarize yourself with them so you don’t spend time
during the test figuring out how to answer them.

Understanding Computer-Delivered Questions
Questions on computer-delivered tests are interactive in the sense that you answer by selecting an option
or entering text on the screen. If you see a format you are not familiar with, read the directions carefully. The
directions always give clear instructions on how you are expected to respond.
For most questions, you respond by clicking an oval to select a single answer from a list of answer choices.
However, interactive question types may also ask you to respond by:
• Clicking more than one oval to select answers from a list of choices.
• Typing in an entry box. When the answer is a number, you may be asked to enter a numerical answer.
Some questions may have more than one place to enter a response.
• Clicking check boxes. You may be asked to click check boxes instead of an oval when more than one
choice within a set of answers can be selected.
• Clicking parts of a graphic. In some questions, you will select your answers by clicking on a location (or

locations) on a graphic such as a map or chart, as opposed to choosing your answer from a list.
• Clicking on sentences. In questions with reading passages, you may be asked to choose your answers by
clicking on a sentence (or sentences) within the reading passage.
• Dragging and dropping answer choices into targets on the screen. You may be asked to select answers
from a list of choices and drag your answers to the appropriate location in a table, paragraph of text or
graphic.
• Selecting answer choices from a drop-down menu. You may be asked to choose answers by selecting
choices from a drop-down menu (e.g., to complete a sentence).
Remember that with every question you will get clear instructions.
Perhaps the best way to understand computer-delivered questions is to view the Computer-delivered Testing
Demonstration on the Praxis web site to learn how a computer-delivered test works and see examples of
some types of questions you may encounter.

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Step 2: Familiarize Yourself with Test Questions

Understanding Selected-Response Questions
Many selected-response questions begin with the phrase “which of the following.” Take a look at this example:
Which of the following is a flavor made from beans?
(A) Strawberry
(B) Cherry
(C) Vanilla
(D) Mint

How would you answer this question?
All of the answer choices are flavors. Your job is to decide which of the flavors is the one made from beans.

Try following these steps to select the correct answer.
1) L
 imit your answer to the choices given. You may know that chocolate and coffee are also flavors made
from beans, but they are not listed. Rather than thinking of other possible answers, focus only on the choices
given (“which of the following”).
2) E
 liminate incorrect answers. You may know that strawberry and cherry flavors are made from fruit and
that mint flavor is made from a plant. That leaves vanilla as the only possible answer.
3) V
 erify your answer. You can substitute “vanilla” for the phrase “which of the following” and turn the
question into this statement: “Vanilla is a flavor made from beans.” This will help you be sure that your answer
is correct. If you’re still uncertain, try substituting the other choices to see if they make sense. You may want
to use this technique as you answer selected-response questions on the practice tests.

Try a more challenging example
The vanilla bean question is pretty straightforward, but you’ll find that more challenging questions have a
similar structure. For example:
Entries in outlines are generally arranged according
to which of the following relationships of ideas?
(A) Literal and inferential
(B) Concrete and abstract
(C) Linear and recursive
(D) Main and subordinate
You’ll notice that this example also contains the phrase “which of the following.” This phrase helps you
determine that your answer will be a “relationship of ideas” from the choices provided. You are supposed to find
the choice that describes how entries, or ideas, in outlines are related.
Sometimes it helps to put the question in your own words. Here, you could paraphrase the question in this way:
“How are outlines usually organized?” Since the ideas in outlines usually appear as main ideas and subordinate
ideas, the answer is (D).

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Step 2: Familiarize Yourself with Test Questions

QUICK TIP: Don’t be intimidated by words you may not understand. It might be easy to be thrown by words
like “recursive” or “inferential.” Read carefully to understand the question and look for an answer that fits. An
outline is something you are probably familiar with and expect to teach to your students. So slow down, and
use what you know.

Watch out for selected-response questions containing “NOT,” “LEAST,” and “EXCEPT”
This type of question asks you to select the choice that does not fit. You must be very careful because it is easy
to forget that you are selecting the negative. This question type is used in situations in which there are several
good solutions or ways to approach something, but also a clearly wrong way.

How to approach questions about graphs, tables, or reading passages
When answering questions about graphs, tables, or reading passages, provide only the information that the
questions ask for. In the case of a map or graph, you might want to read the questions first, and then look at the
map or graph. In the case of a long reading passage, you might want to go ahead and read the passage first,
noting places you think are important, and then answer the questions. Again, the important thing is to be sure
you answer the questions as they refer to the material presented. So read the questions carefully.

How to approach unfamiliar formats
New question formats are developed from time to time to find new ways of assessing knowledge. Tests may
include audio and video components, such as a movie clip or animation, instead of a map or reading passage.
Other tests may allow you to zoom in on details in a graphic or picture.
Tests may also include interactive questions. These questions take advantage of technology to assess
knowledge and skills in ways that standard selected-response questions cannot. If you see a format you are

not familiar with, read the directions carefully. The directions always give clear instructions on how you are
expected to respond.

QUICK TIP: Don’t make the questions more difficult than they are. Don’t read for hidden meanings or tricks.
There are no trick questions on Praxis tests. They are intended to be serious, straightforward tests of
your knowledge.

Understanding Constructed-Response Questions
Constructed-response questions require you to demonstrate your knowledge in a subject area by creating
your own response to particular topics. Essays and short-answer questions are types of constructed-response
questions.
For example, an essay question might present you with a topic and ask you to discuss the extent to which you
agree or disagree with the opinion stated. You must support your position with specific reasons and examples
from your own experience, observations, or reading.
Take a look at a few sample essay topics:
• “ Celebrities have a tremendous influence on the young, and for that reason, they have a responsibility to
act as role models.”
• “ We are constantly bombarded by advertisements—on television and radio, in newspapers and
magazines, on highway signs, and the sides of buses. They have become too pervasive. It’s time to put
limits on advertising.”
• “Advances in computer technology have made the classroom unnecessary, since students and teachers
are able to communicate with one another from computer terminals at home or at work.”

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Step 2: Familiarize Yourself with Test Questions

Keep these things in mind when you respond to a constructed-response question
1) A
 nswer the question accurately. Analyze what each part of the question is asking you to do. If the
question asks you to describe or discuss, you should provide more than just a list.
2) A
 nswer the question completely. If a question asks you to do three distinct things in your response,
you should cover all three things for the best score. Otherwise, no matter how well you write, you will
not be awarded full credit.
3) A
 nswer the question that is asked. Do not change the question or challenge the basis of the
question. You will receive no credit or a low score if you answer another question or if you state, for
example, that there is no possible answer.
4) G
 ive a thorough and detailed response. You must demonstrate that you have a thorough
understanding of the subject matter. However, your response should be straightforward and not filled
with unnecessary information.
5) R
 eread your response. Check that you have written what you thought you wrote. Be sure not to
leave sentences unfinished or omit clarifying information.

QUICK TIP: You may find that it helps to take notes on scratch paper so that you don’t miss any details. Then
you’ll be sure to have all the information you need to answer the question.
For tests that have constructed-response questions, more detailed information can be found on page 16.

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Step 3: Practice with Sample Test Questions

3. Practice with Sample Test Questions
Answer practice questions and find explanations for correct answers

Sample Test Questions
This test is available via computer delivery. To illustrate what a computer-delivered test looks like, the following
sample question shows an actual screen used in a computer-delivered test. For the purposes of this guide,
sample questions are provided as they would appear in a paper-delivered test.

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Step 3: Practice with Sample Test Questions

The sample questions that follow illustrate the types of
selected-response questions on the test. They are not,
however, representative of the entire scope of the test in
either content or difficulty. Answers with explanations
follow the questions.

Directions: Each of the questions or incomplete
statements below is followed by four suggested answers or
completions. Select the one that is best in each case.

1. The Phoenicians are best known for their
achievements in which of the following areas?
(A) Weapons technology
(B) Trade and exploration

(C) Literature
(D) Agriculture

2. The shaded land area of the map above shows the
(A)

region affected by bubonic plague

(B) conquests by the Russian monarchy
(C) greatest extent of the Mongol Empire
(D) farthest spread of Buddhism

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Step 3: Practice with Sample Test Questions

3. “Man being . . . by nature free, equal, and
independent, no one can be . . . subjected to the
political power of another, without his consent.”

The statement above was most likely made by
(A)

John Locke

(B) Edmund Burke
(C) Bishop Jacques Bossuet

(D) Adam Smith

4. Which of the following was a major result of Japan’s
Meiji restoration?
(A)

Japan revived some aspects of feudal society.

(B) Japan granted Korea political and cultural

autonomy.
(C) Japan sought alliances with Russia and China.
(D) Japan created a modern industrial economy.

5. In the period 1890 to 1914, the majority of
immigrants to the United States came from which
of the following?
(A)

Germany, Great Britain, and Ireland

(B) Italy, Austria-Hungary, and Russia
(C) Ireland, Japan, and India
(D) China, Brazil, and Scandinavia

7. Which of the following caused the largest number
of deaths among Native Americans in the colonial
period?
(A)

Diseases such as smallpox

(B) Enslavement by European settlers
(C) Famines caused by game depletion
(D) Problems caused by relocation

8. The Tea Act passed by Parliament in 1773 angered
American colonists primarily because it
(A)

gave the British East India Company a
monopoly on the tea trade

(B) dramatically increased the price of tea
(C) hurt tea planters in the North American

colonies by lowering prices
(D) decreased the supply of tea available in the

North American colonies
9. Which of the following best summarizes the
attitude of most delegates to the United States
Constitutional Convention in 1787 toward the
development of political parties?
(A)

Parties would be beneficial to the growth of
democracy.

(B) Parties would eventually return the country

to dependence on Great Britain because they
were suggestive of rule by monarchy.

6. Which of the following was the major result of the
work of India’s Muslim League in the 1940s?

(C) Parties would divide the country into hostile

Unification of Indians across religious and
ethnic lines to achieve independence from
Great Britain

(D) Parties would ensure that the delegates

(A)

camps and would be disruptive to the
conduct of political affairs.
would control the government of the new
nation.

(B) A growing division between the Westernized

upper middle class and the majority of
Indians
(C) Partition of the independent subcontinent

into Muslim Pakistan and a secular but
predominantly Hindu India

(D) The initiation of Indian nationalists’

negotiations with Britain’s wartime enemies
of Germany and Japan

10. Which of the following was the predominant trend
in United States manufacturing in the mid-1800s?
(A)

Manufacturing jobs were increasingly held by
married women.

(B) Manufacturing increasingly shifted from small

shops and households to factories.
(C) Manufacturing was increasingly done by

slaves.
(D) Manufacturing increasingly relied on electric-

powered machinery.

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