CST Social Studies FREE Online Study Guide
For several years BEC offered a CST Social Studies workshop. But because of the limited
number of students that inquire about this class we have stopped running it. However, since
the new tests have come out, several of our students are coming to us for all their tests
including the CST Social Studies.
Lately people have to come to us for help because they went to another test prep first and
failed the test. This is because although they might have gotten materials, the answers on the
materials are wrong. So they take the test and fail. They are then told they “didn’t study hard
enough.” Well no. Memorizing the wrong answers for a test isn’t going to help you pass.
Buying supposed “answers” to the tests is also a dangerous thing to do. These companies often
publicly advertise their “Success Stories” by posting your full name without your permission.
And most of the time they aren’t “real success stories.” Watch out for people who say they
have success stories, “after taking our class.” I recently saw two student’s names posted that I
personally helped pass the test AFTER they came to us having FAILED the test with another
class. They came to us and used our strategies and passed. That didn’t stop the original test
prep company from claiming them as success stories. Technically they did pass “after taking
their class.” They just left out the part where they failed the first time, had to pay to take the
test again, had to pay for additional tutoring and then finally passed the second time with BEC.
You can also get in a lot of trouble if this happens. BE CAREFUL. If they advertise that they sell
the answers and then list your name on their site, you could have your scores revoked.
You have signed a compliance agreement with Pearson. You can lose your Teaching License.
Don’t risk it. Read the compliance agreement below.
http://www.nystce.nesinc.com/NY17_compliance.asp
Most of these places have just gotten their hands on materials by going to different test prep
classes. They gather them up and bind it all together and resell it without ever even bothering
to double check their answers. Recently I reviewed material given out and just on the first two
pages of 9 questions, 4 of the answers were wrong. That’s ridiculously lazy. It took 2 minutes
on google to figure out the correct answers. We’ve watched this happen for years all
throughout NYC. It’s why we have put up this study guide. If a test prep company isn’t even
bothering to double check the answers, they will do nothing but confuse you.
Here is just one example:
Africa
Global History questions on any standardized exam will often include questions about the
development of Africa. There are key points that you should know regarding how this
continent has struggled within its borders because of Imperialism, drought, war and limited
access to trade ports. In addition you are expected to know about the African Nationalist
movement that occurred in the 1960s and 1970s. Here is an excerpt that explains how that
movement worked.
https://www.wattpad.com/3139205-factors-for-the-growth-of-african-nationalism
Pay attention to this paragraph:
“Also important to note is the improved transport network and urbanization. Improved
transport led to the concentration of population in mining centers, cash crops growing, and
processing areas and port cities. This in turn caused urbanization.”
Urbanization is what came as a result of the movement and what helped it gain momentum.
Many tutors mistake the “African Nationalist Movement” with the “Black Pride” movement
that emerged during the Civil Rights Movement in the United States. This is because they do
not have a strong background in GLOBAL HISTORY. They only have a background in European
and American History.
These two things have absolutely nothing to do with each other. One is about the
development of powerful cities and market and trade policies throughout the African
continent. The other is a sociopolitical movement in the United States. Students were told that
the answer to the question about the African Nationalist movement was about “restoring a
sense of pride in the African Culture.” This is not the correct answer. The answer is about
moving from rural areas to urban centers.
Remember, this is just ONE example that shows a basic lack of understanding about the
background and materials on the test. I’m sure some of the answers I’m correcting here will
be seen by these companies and they will change them. But there are many others. Don’t try
to take a short cut. Instead study what you actually need to know and pass the test! Our
strategies work. So use this free information to study!
So let’s get started
BEFORE STUDYING ANY LINKS, PLEASE READ THIS ENTIRE STUDY GUIDE FOR BASIC
STRATEGIES IN UNDERSTANDING! Our strategies are very simple and give you a very EASY
way to understand the goal of the test. It’s much simpler than most people realize.
The EASIEST way to pass
If we look at the score break down for the CST Social Studies from their online
prep guide we see this:
Subarea I History makes up 35% of the score.
It is the most important section on the test. Most of us are pretty familiar with American and
European history. But because the test is supposed to reflect cultural diversity, you will likely
get many questions about Africa, South America, China, India and the Middle East and you need
to have a strong understanding about HOW powerful countries became powerful. The
questions in this section are the most important to get correct.
Most of the “American History” questions are split between this section and another section:
Subarea IV Civics, Citizenship and Government. This section is worth 16% of the test.
The majority of the questions in the History section will be about Global History, not American
History. The best way to prepare for this section of the test is to study the REGENTS GLOBAL
HISTORY tests.
Our strategy, which has helped almost every student pass the test easily, is to take as many
Global History Regents tests as you can. When we tell people to do this, at first they are
confused. They will say, “But those questions are easier and they are not the same as the ones
on the CST Social Studies.” This is very true. But we find that many people are surprised at the
kinds of information High School students are expected to know on the test. The Regents
exams repeat the same types of questions over and over again. Taking several of them
refreshes your memory and helps you to develop a strong foundation in the basics of Global
History that you may have forgotten since High School. Most of our students who take the
Regents will fail many questions on the first test they take. If you can’t pass a high school
Regents exam, how are you going to pass the CST?
Remember it’s worth 35% of the test. That’s more than 1/3 of your score! Stop and actually
think about this for a second. On the CST Social Studies, you need a 220 out of 300 to pass.
That average is 73%. If you get a very high score in the History section, it could be almost HALF
of your score needed to pass. It is the MOST IMPORTANT section on the test. Even if there
are only 20 questions in that section. Those 20 questions can pass you even if you fail other
sections. The essay, for example, is only worth 10% of the test. No other section is even close
to this section.
Let’s look at the pie chart break down on the Study Guide. Look how much BIGGER the History
Section is! It’s not about “just passing” the History Section. It’s about getting as high a score as
possible on that History Section. It will help you make up for weaker areas.
PERCENTAGE
Essay
10%
SS Skills
12%
History
35%
Civics
16%
Economics
12%
Geography
15%
Here are the score differences between a recent student who took a test prep course and failed
and then came to us and passed. I told her to throw out all her materials and just use the
strategies in this study guide. Look at the difference between the two tests. It’s clear that
the information on the Materials she had been given were wrong. She’s not an economic
genius, so how did she improve so much just by reading this study guide and doing a phone
conference with me? The answers she had were wrong. Notice how each time she passed the
essay. It wasn’t what helped her pass. What helped her pass was understanding the way
History, Geography and Economics interconnect.
Test Date: October 03, 2015
Test: 005 SOCIAL STUDIES
Status: Did Not Pass
Total Score: 206
Minimum Passing Score: 220
History...................................................... 234
Geography.................................................... 202
Economics.................................................... 114
Civics, Citizenship, and Government.......................... 172
Social Studies Skills........................................ 218
Constructed-Response Assignment History...................................................... 220
Test Date: November 24, 2015
Test: 005 SOCIAL STUDIES
Status: Pass
Total Score: 242
Minimum Passing Score: 220
History...................................................... 252
Geography.................................................... 221
Economics.................................................... 230
Civics, Citizenship, and Government....................... 227
Social Studies Skills........................................ 230
Constructed-Response Assignment History...................... 220
Notice that she has a bit of “wiggle room.” Her score is a 242, which means she could have actually
failed the Geography or Economics section and she still would have passed the test because her score in
History was so high.
Take a few Regents. You will see that after you take a few of them, you start recognizing the
questions as the same, just worded differently. Once you nail down this foundation, you will
have an easier time interpreting more difficult questions on the CST. This is because they are
testing the same knowledge, just using more sophisticatedly worded questions.
FREE REGENTS! (keep reading and take a look at the end. They are posted there as well.)
http://www.nysedregents.org/globalhistorygeography/
There is another reason why you should also use the Regents to prepare. Guess who made
the Old Regents exams? That’s right! Pearson! The same company that made the old tests is
the company who made your CST Social Studies exams. So they are going to follow the same
“AGENDA” and use the same “PERSPECTIVE” when creating the test.
What do “AGENDA” and “PERSPECTIVE” have to do with taking a standardized Social Studies
exam? Well if you are a History major I am sure you have taken classes where your college
professor taught from their own personal bias and perspective. For example you might have
had a History Professor who taught about the situation in Israel and was completely on the
Palestinian side because of their own personal feelings on the matter. You may have had a
History professor teach about the War in Iraq and have presented their views instead of
teaching it objectively. So when you take the test you see two “possible answers” and can’t
figure out which one is the one you should choose.
Since the Regents were made by Pearson, the answers will share the same perspective. And
since the CST SOCIAL STUDIES is a test that is designed to see if you are prepared to teach Social
Studies in High School, doesn’t it make sense that the questions and answers are going to be
very very similar? Your test is designed to see if you can get your students to pass their test.
It’s the same material and the same perspective reflecting the Common Core Standards. The
wording is just easier which makes it a very smart study guide to use.
Every time we’ve had a student come to us from another test prep center after failing the test
using their method, they have always passed using the Regents. We also use free flashcard
tests to help you brush up and practice. They will be linked below. Remember to read this
entire study guide before clicking on any links! It’s a short study guide!
There are several other strategies that we use to get through this exam while maintaining
Academic Integrity. So we have decided to offer this as an online study guide.
We are also available for a phone conference if you feel you need more help. You can find this
on the main page, but please email us first. Pass the exam the smart way. After all, shouldn’t
you be informed and have a strong foundation in History if you plan to teach it? Many of our
former students tell us that by teaching these strategies in their Social Studies classes, their
own students Ace the Regents. So it’s win win for everyone.
The Two Main Perspectives that Show up on the Test.
On standardized Social Studies tests you have to consider the perspective they
will use to examine history. One way to think about this is to consider the reaction
of the United States going to War in Iraq when President Bush was in office.
One side said this:
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We’re going for our safety
We’re trying to spread Democracy
We are trying to build Allies
It’s a GOOD and NECESSARY THING!
The other side said: This isn’t true. You are only going for the oil! You’re taking advantage
of the situation for MONEY.
So which perspective does the test take? It takes the last one. These tests criticize Imperialism
and Mercantilism as a BAD THING. They encourage the idea of sovereign nations and think the
powerful countries in the world should stay out of it. A good way to think of this is the way in
the United Nations the GENERAL ASSEMBLY includes many different countries even though the
Security Council has only a few voting members. (This is another answer where students were
told the wrong information. The main members of the General Assembly are where countries
are recognized as a sovereignty. The Security Council is made up of an elite group. Not all. )
Here is more information on the UN. (Study this later and keep reading)
http://www.un.org/Overview/uninbrief/about.shtml
The test also has a critical view of Industrialization. While Industrialization helped
development, it also caused a lot of problems related to health, safety and bad working
conditions. Understanding the Industrial Revolution also covers some of the ECONOMIC
questions on the test.
http://www.history.com/topics/industrial-revolution (Study this later and keep reading)
Let’s look at a few questions from the Regents
August 2012
18 Europeans considered mercantilism a successful policy because it
(1) encouraged self-sufficiency in less developed nations
(2) led to alliances with Asian countries
(3) protected traditional social practices
(4) created wealth for the colonial powers
Notice it says EUROPE considered it successful. Why? Because they made money. The answer
is 4.
31 The British reliance on India as a market for its manufactured goods caused Mohandas Gandhi to
(1) run for a seat in the British Parliament
(2) lead the Sepoy Rebellion
(3) support traditional caste divisions
(4) refuse to buy British textiles
Gandhi was an Indian political activist. What was he saying? Get OUT of our country. The answer is 4.
He initiated a boycott in an effort to end foreign control.
On this test the AGENDA is: Get out of their country. Stop acting like your interference is a good
thing, it’s not. Get out.
24 Base your answer to question 24 on the passage below and on your knowledge of social studies. …
Since the beginning of China as a nation, we Chinese have governed our own country despite occasional
interruptions. When China was occasionally occupied by a foreign race, our ancestors could always in
the end drive these foreigners out, restore the fatherland, and preserve China for future generations of
Chinese. Today when we raise the righteous standard of revolt in order to expel an alien race [the
Manchus] that has been occupying China, we are doing no more than our ancestors have done or
expected us to do. Justice is so much on our side that all Chinese, once familiarizing themselves with our
stand, will have no doubt about the righteousness of our cause.… — “A Public Declaration,” 1906 24
Which conclusion can be drawn from this passage?
(1) China can no longer remain isolated from its neighbors. (this makes occupation sound necessary)
(2) The Chinese people are happy with the rule of the Manchu. (this makes occupation sound good)
(3) The Chinese people wanted to end foreign occupation. (Get out of our country. This is the answer)
(4) China has prospered under the rule of foreign powers. (this makes occupation sound good)
37 The Organization of Petroleum Exporting Countries (OPEC) was formed with the intent of
(1) stabilizing the supply of oil to Japan
(2) cutting off the supply of oil to the United States and its allies
(3) increasing the supply of oil available for use within Middle Eastern countries
(4) controlling the supply of oil to raise prices (this is the answer. They did it for money, not to help.)
Are you starting to see a pattern in that AGENDA? Good! The same agenda that shows up on the
REGENTS shows up on the CST Social Studies.
FREE QUIZLETS (Study this later and keep reading)
To begin, we’ll share a Quizlet flashcard system created by one of our former students:
https://quizlet.com/32476427/nystce-cst-social-studies-flash-cards/
Try making your own Quizlets as well. It’s a great source for studying. If you click on the top
where it takes you to FLASH CARDS you can turn on the sound and it will read them to you as
well.
Another easy study guide to use is the United States Citizenship test. The Civics, Citizenship
and Government part of the test, is the same information. Many American citizens have never
taken this test so even though some of the answers are common knowledge, they don’t know
all of them. Notice the improvement in the students score when she just studied the
Citizenship test.
Here is a simple Quizlet to brush up on those skills:
https://quizlet.com/100393325/us-citizenship-test-2015-flash-cards/
And, here are the American History Regents to Help you take practice tests and test your basic
knowledge. (This is the least important link to study unless you are from Canada)
http://www.nysedregents.org/USHistoryGov/home.html
Below we are going to cover the THREE areas that are the most troublesome for
most students. If you understand these concepts you will have an easier time on
the test.
Global History, Geography and Economics. Once you understand how these three things fit
together you have a clearer picture of why they are asking you about these topics on the test.
Global History: Who were the important key players in History?
Geography: Where are they located and what does their land look like?
Economics: What kind of economic systems do they use?
How do they fit together?
WATER
Water: if you understand WATER you understand HISTORY. Nomadic lifestyle predated
civilizations. How are civilizations built? First you grow crops, then you have to settle to watch
the crops, you build a community, then you need security to protect your crops, then you start
building an economic system that involves TRADE.
•
Water is needed to grow the crops. That's why EGYPT was such a powerful civilization:
the NILE. That's why Rome is famous for the aqueducts. That's why India and China became
powerful. They grew crops. They had major Rivers.
•
Water was needed to TRADE the crops. That's why Columbus went looking for another
trade route. The people who control the trade routes control the market. Think of the power
of England and realize it is an Island. Think of the power of Europe and see that they are
coastal. Look at all the drama around Israel and realize it's right at the crux of a trade route
through the Mediterranean. Etc. Think of the major cities in the United States and realize they
are all located near WATER. NYC: Atlantic Ocean, California: Pacific Ocean, Chicago: Lake
Michigan, and Houston: the Gulf of Mexico. These are “port cities.”
Take a look at a world map that you have probably seen in school and pay attention to the way
the countries that have access to WATER are the ones that became the most powerful in
history. Notice that this map is called CORE KNOWLEDGE. It’s considered a core part of social
studies to know the major rivers in the world. Click on the link to get a closer view.
http://www.coreknowledge.org.uk/images/imagelibrary/y3hg_greatriversoftheworldmap.jpg
Major Rivers of the World.
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China: Yangtze, Yellow, Mekong
India: Ganges, Indus
Mesopotamia (Ancient Iraq): Tigris, Euphrates
African Continent: Nile, Congo, Niger, Zambezi
Egypt: Nile
South America: Amazon, Parana, Orinoco
North America: St. Lawrence *, Mississippi, Rio Grande, Yukon*, Mackenzie
Europe: Danube, Rhine, Volga
Australia: Darling, Murray
Russia: Ob
Stop for a second and consider which Rivers you recognize and why? Which ones are
unfamiliar to you? Think about why?
Civilizations have always tried to find ways to control water and many of the canals are
important parts of history. The main ones are below. Familiarize yourself with the first three.
Name of Canal
Panama
Suez
Erie
Welland
Corinth
Country
Panama
Egypt
US, NY
Canada
Greece
Year Opened
1914
1869
1825
1829
1893
Make sure you know what countries border the canals if applicable. And pay special attention
to the waterways that overlap between the United States and Canada*. Because this is a New
York Teaching Certification Exam, they expect you to know them. NY borders Canada
(remember Niagra Falls. More water)
This simple strategy will help you understand questions on the Geography and History sections
of the test. By understanding how trade occurred, by seeing what countries were able to grow
crops successfully you will understand why these countries became powerful.
If you look at the United States for example you will see that Mississippi runs through the
country which is basically bordered on all three sides by bodies of water. The US is also in close
proximity to trade routes to other countries. Compare this to Australia which is basically the
same size as the United States but has a huge “Outback” area that is desert which prevents
development. Is it any wonder that the US became a powerful independent nation very
quickly? One of the reasons the colonies in North America became frustrated with English
Imperialism was that they were growing crops and sending them back to Europe. Colonists
basically realized, “We don’t need you. We can do this on our own. Get out!”
Some important details from Ancient History
China's principal food crops are rice, wheat, corn (maize), gaoliang (a type of sorghum), millet,
barley, potatoes, peanuts (groundnuts), apples, rapeseed, and sunflower seeds. Of these, rice is
the most vital.
In India, Indus Valley farmers planted winter crops, such as wheat, barley, peas, lentils, linseed
and mustard. In summer, they grew millet, sesame and probably cotton.
Once a strong trade connection was made between India, China and Europe, they started
trading other things as well like, silk and jade. Central Asia exported camels which were very
appreciated in China, military equipment, gold and silver, semi-precious stones and glass items.
Samarkand made glass was especially valued due to its high quality. It was considered as luxury
goods. Other goods were skins, wool, cotton fabrics, gold embroidery, exotic fruits.
This trade route was known as the Silk Road. The Silk Road or Silk Route is an ancient network
of trade routes that were central to cultural interaction through regions of the Asian continent
connecting the West and East from China and India to the Mediterranean Sea. (WATER)
The ONLY positive thing that came out of Imperialism is CULTURAL DIFFUSION. That means
different cultural traditions, foods, religious rituals etc, were spread around through the trade
routes.
Ancient Civilization first started in the area known as the FERTILE CRESCENT. This is because
the rivers made it easier to grow crops. It is also surrounded by water! Is this connection
starting to make sense to you? WATER. If you understand water, you understand HISTORY.
The Fertile Crescent is the region in the Middle East which curves, like a quarter-moon shape,
from the Persian Gulf, through modern-day southern Iraq, Syria, Lebanon, Jordan, Israel and
northern Egypt. Below is a map of the ANCIENT names of the countries.
Let’s look at a Modern Day map of the same area and see the countries. You will recognize
many as powerful nations! These areas are extremely powerful today because of the Oil in
the Region and the ability to TRADE oil through the use of trade routes, waterways! Does it
make sense now?
Africa had a different geography and struggled to develop strong civilizations because they
couldn’t reliably grow crops. Even today they have OIL they are struggling to get out of
Kenya. Take a look at the article below. Can you see why not having easy trade routes
through water can hinder the development of countries in Africa? Countries that don’t have
strong trade ports must rely on PIPELINES to transport oil. Using pipelines that must be built
through other countries, reduces the amount of control you have in TRADE. Just having oil
doesn’t help if you can’t trade it.
When people say “Oil and Water Don’t Mix” they are
not talking about economics! Think about it. 
http://qz.com/526532/kenya-has-a-billion-barrels-of-oil-that-might-not-be-going-anywhere/
Let’s look at some maps that show why Africa struggled in development. People do not really
understand how BIG Africa is. The first map is a EUROCENTRIC map designed around trade
routes that were important to Europeans traveling to America. They have completely
minimized the size of Africa so many Americans have no idea how big it really is. Let’s look at
them together.
A more realistic map. Look at the difference in the size of Africa!
Look at how much desert area there is! Notice Australia too!
Now take a look at the REAL Size of Africa Compared to Other Countries: It’s HUGE. And it is
covered with a lot of desert regions. Most people do not realize how big Africa actually is.
Let's look at some Regents Questions
August 2012
3 Which geographic feature did the earliest civilizations in Egypt, India, and China have in
common?
(1) mountains that provided protection from invasion
(2) rivers that increased the fertility of the land by flooding
(3) vast forests that supplied lumber for building
(4) tropical climates that included monsoons
The answer is 2
5 The ancient Sumerians modified their environment to increase food production by
(1) building terraces
(2) removing rain forests
(3) digging irrigation canals
(4) developing chinampas
The answer is 3
January 2013
2 Which body of water is located between Southwest Asia and Southeast Asia?
(1) Pacific Ocean
(2) Caribbean Sea
(3) Indian Ocean
(4) Black Sea
The answer is 3 Keep in mind that the continent of Europe is called EURASIA. Many people
forget that India and Pakistan would also be considered ASIAN. Americans often only consider
China, Japan or Korea “Asian” but that is a misconception.
3 Which river system is found in Mesopotamia? Mesopotamia is Ancient Iraq. (from the
Greek, meaning 'between two rivers') Remember that Potamia means “RIVER” That’s why the
word “Hippopotamus” means “River Horse.”
(1) Nile River (Egypt)
(2) Yellow River (China)
(3) Tigris and Euphrates rivers
(4) Ganges and Brahmaputra rivers (India)
The Answer is 3
40 Which condition, in combination with drought, has most directly forced the migration of
people out of the southern regions bordering the Sahara?
(1) urbanization
(2) coastal pollution
(3) wildlife tourism
(4) desertification
The answer is 4
Do you see a pattern of them constantly pointing out why development in Africa has been
harder? There is more desert. It’s a huge continent and they couldn’t really establish
themselves in the TRADE system. Countries that HAD trade systems in place would come to
Africa and basically steal all their resources, gold, diamonds, oil. This test criticizes that part of
history. Again Imperialism and Mercantilism are viewed as a negative part of history.
They ALWAYS ask about the Bantu people on every standardized test I’ve ever seen. It's weird
actually. But the reason they ask is because the Bantu were not a "settled" civilization. They
were nomadic. So what's the only thing they could spread around Africa? Language and metal
making skills. (You don’t need lots of water for metallurgical skills)
4 The Bantu migrations in Africa (500 B.C.– A.D. 1500) had the greatest impact on the
development of modern African
(1) languages
(2) market systems
(3) transportation systems
(4) architecture
The answer is 1
June 2013
Base your answer to question 1 on the passage below and on your knowledge of social
studies.
… Europe’s waterways were also a blessing. Its rivers flowed gently into sheltered, navigable
bays. The Rhine is a wide, slow-moving river that can be used as a highway for goods and
people. The Mediterranean is calm, almost a lake, with many big ports. Compare this to Africa.
Despite being the second-largest continent, Africa has the shortest coastline, much of which is
too shallow to build major ports. Most of its big rivers—fastmoving, dramatic, vertiginous
[dizzying]—are not navigable. Add to that the tropical heat and propensity [tendency] for
disease and food spoilage, and you have a compelling geographic explanation for African
underdevelopment— surely not the only factor, but a significant one.…
— Fareed Zakaria, The Post-American World, W. W. Norton & Company, 2008
1 Which conclusion about the geography of these continents is best supported by this
passage?
(1) Europe and Africa have the same climate.
(2) Europe and Africa have many deep major ports.
(3) Waterways are a geographic blessing in both Europe and Africa.
(4) River systems have helped development in Europe and hindered it in Africa.
The Answer is 4
18 Which statement best describes Aztec civilization at the time of the Encounter?
(1) Small groups of nomadic clans competed for food.
(2) Various ethnic groups had representation in a legislative body.
(3) Absence of a social class structure created unsettled living conditions.
(4) Advanced agricultural practices supported large urban centers.
The answer is 4. (See that mention of URBANIZATION again, when you have agriculture you can
develop CITIES. Cities are “urban.” Suburbs. Let’s look at that word again: SUB URB means
>> Sub areas of an URBAN area. Rural means farmland. Outside the cities is where they grew
crops! ) If you have “heard of a civilization” then they probably had agriculture.
Going over the river systems in the world and understanding how major bodies of water
influenced the development of civilization is the CONNECTING Study Skill for your difficult
Geography and Economic questions. Keep in mind again, that WATER is what made it possible
to develop TRADE with other countries and this influenced Economic Systems as well.
Understanding how Africa struggled to keep up and understanding how much development has
gone on in the late 20th Century will make sense if you look at the location of Africa’s major
cities throughout the CONTINENT. (make sure you don’t refer to it as a Country.)
http://www.africa.com/blog/the_top_10_most_liveable_cities_in_africa/
The other part that they want you to know are Major Mountain Ranges and how this
hindered expansion in growing countries around the world. Mountain ranges were often a
form of protection from invasion.
Use this Link to Brush up on your understanding.
http://www.mountainprofessor.com/mountain-ranges.html
STOP NOW AND TAKE A BREAK. Reread this section before moving on.
Economics
Most students do very poorly on the Economics section and they worry that it is
why they failed the test. It’s NOT. This section is only worth 12% of the test.
However the questions are very simple for the most part. So let’s go over the
strategy for understanding them.
There are two types of questions that show up on Standardized Tests. One is about famous
Economists and their perspectives. There are very few of those types of questions. Study the
flashcards! The majority of the questions are actually very simple. They just want to know if
you understand the difference between different TYPES of Economic systems. Remember that
this section is only worth 12% of the test. So focus your attention more on the Global History
Regents. However it’s such a simple topic to understand so we’ll cover it briefly to help you get
extra points on the exam!
There are basically 4 types they ask you about on the test:
 Market
 Command
 Traditional
 Mixed Economic systems.
They also want you to know the difference between MACRO Economics and MICRO Economics.
DEFINITION of 'Macroeconomics' The field of economics that studies the behavior of the
aggregate economy. Macroeconomics examines economy-wide phenomena such as changes in
unemployment, national income, rate of growth, gross domestic product, inflation and price
levels. (THE BIG PICTURE)
Definition: Microeconomics is the study of individuals, households and firms' behavior in
decision making and allocation of resources. It generally applies to markets of goods and
services and deals with individual and economic issues. (THE SMALL PICTURE)
Let’s define it in a simple way.
Should we ban smoking?
Macroeconomics would look at the impact this would have on the farming industry for tobacco
growers. It would also consider the economic result of losing billions of dollars in taxes on
cigarettes.
Microeconomics would look at how much an individual would save on buying cigarettes every
year!
That’s IT. This part of the test is not as hard as it seems. Let’s just break it down by which
countries typically have each type of system.
Now let’s look at the 4 Types of Systems.
•
Market
•
Command
•
Traditional
•
Mixed Economic systems.
•
Market
Countries whose economies attract minimal involvement of the government have a market
economy. According to a 2013 Index of Economic Freedom, the United States, Canada,
Denmark, the United Kingdom, Hong Kong and Mauritius have a market economy. Most market
economies have a degree of state-dictated planning and are thus categorized as mixed
economies.
•
Command
The command economy is a key feature of any communist society. China, Cuba, North Korea
and the former Soviet Union are examples of countries that have command economies.
•
Traditional
Traditional economies are often found in areas like Africa, Asia, and parts of South America. The
Inuit in Canada are also a group that use this system. The standard of living, or quality of life, is
often lower than in countries like the United States.
•
Mixed Economic systems.
A mixed economy means that part of the economy is left to the free market, and part of it is run
by the government. In reality most economies are mixed, with varying degrees of state
intervention. Mixed economies start from the basis of allowing private enterprise to run most
business. Then the governments intervene in certain areas of the economy, such as regulation,
and spending money on public services.
Here is another example of WRONG INFORMATION being taught!
Which of the following is an example of the way a society’s economic system is likely to
influence its social structure?
A. Gender roles are more clearly defined in a command economic system than in a
traditional economic system.
B. Social mobility is a much more widespread phenomenon in market economic systems
than in traditional economic systems.
C. Status differences are more clearly defined in command economic systems than in
market economic systems.
D. Family cohesion and community ties are much stronger in market economic systems
than in command economic systems.
Students were told the answer was D. This is NOT the answer and you can obviously see why
with just a minimum of understanding here. The United States has a market system. How
many single parents do we have in this country? What is the divorce rate in this country? This
is not the answer.
A good way to think about the Economic Questions is to focus on the main three ones and think
of a typical country that uses that system. Most countries are also mixed, just keep the three
others clear. So for example:
 Market is American
 Command is the former Soviet Union
(remember COMM...command and
communism!)
 Traditional is South India (Not all of India)
Traditional South Indian Social Structure has a CASTE system and the United States has a CLASS
system. The test is always testing to see if you understand that there is much more flexibility,
social mobility and freedom in a market system and the class system. So obviously the answer
is B. It’s that simple. They just want to know you understand the differences between the
systems. They actually ask this same question several different ways.
B.
Social mobility is a much more widespread phenomenon in market economic systems
than in traditional economic systems.
If your tutor cannot explain the difference between North and South India, then that is a red
flag that you are in trouble in your Global History section. Go use the Regents!!!
Below are easy links to help you understand the pros and cons of Economic Systems. Read
over them to get a better understanding.
https://blog.udemy.com/types-of-economic-systems/
http://occupytheory.org/list-of-pros-and-cons-of-command-economy/
http://occupytheory.org/list-of-pros-and-cons-of-a-market-economy/
http://occupytheory.org/list-of-pros-and-cons-of-a-traditional-economy/
http://www.economicshelp.org/blog/6796/economics/difference-between-microeconomicsand-macroeconomics/
Different types of Political Systems
This is another very simple section where they are just testing your understanding of different
TYPES of Political Systems. Use this link to familiarize yourself with them.





Democracy
Republic
Monarchy
Communism
Dictatorship
http://www.politicalsciencedegree.com/the-five-most-common-political-systems-around-theworld/
This video REALLY clarifies the different types of political systems around the world. The person
who made it is obviously a biased person. At the end he starts criticizing our government.
But the first part of the video explains things very well. It’s short so take time to watch it.
Many people make a mistake in not realizing that the United States is a REPUBLIC, not a
democracy.
https://www.youtube.com/watch?v=VogzExP3qhI
Primary Source and Secondary Source. (Social Studies SKILLS section)
Standardized Tests generally asks about 3 questions to see if you understand the difference
between a Primary Source and the Secondary Source. These are ones that people often get
wrong. It can be a little confusing but read below to clarify your understanding.
When I was explaining this to a friend of mine, he made a good point, "source for what?" Most
teachers are familiar with the term "source" as a source of citations for writing a research
paper. So they think a PRIMARY SOURCE is more “important” than a Secondary Source. "The
novel is the primary source" "The review of the novel is the secondary source."
These terms have a specific definition when it relates to History.
Here is a definition from Wiki:
Primary sources are original materials that have not been altered or distorted in any way. In
the study of history as an academic discipline, a primary source (also called original
source or evidence) is an artifact, a document, a recording, or other source of information that
was created at the time under study. It serves as an original source of information about the
topic
Primary sources are distinguished from secondary sources, which cite, comment on, or build
upon primary sources. Generally, accounts written after the fact with the benefit (and possible
distortions) of hindsight are secondary.
The reason test takers get confused is that they focus on the DOCUMENT instead of first
focusing on the event in history. They think, “the more important the document the more it is
a primary source.” Ex. In writing research papers a book is considered more "authoritative"
than a magazine article or a letter. So they THINK a book about 911 is a primary source, a
letter to a friend on 911 is a secondary source, it's not as important. This is wrong. This is why
you have to know the date that certain events in history happened.
It's not about the importance of the document or how much information is in the
document. It's about how authentic the document is without distortion. Think of them like
photographs of history. Artifacts can be a primary source as well. For example, if your
grandmother kept her wedding dress, that is a primary source for her wedding day. A witness
can be a primary source. A letter written on that day is a primary source. A diary entry is a
primary source. Presidential notes and correspondence during the era of the event, are
primary sources.
This is why using 911 is a good example. Think about that day. What do you remember about
that day? I asked my friend he said "It was strange because I woke up late but I turned the
television set on, which I never do. At that point only the first plane had hit." Notice that he
doesn’t just remember the event itself. Consider how after the planes hit the tower, the day
"shifted" or "changed." But when you remember that day you don't alter or distort your
memory to say, "It was a very sad day, I woke up miserable and I had a sense of
foreboding." Your memory of that day (because it is burned into your memory) is not altered
or distorted. You will say "It was a beautiful day with clear skies, I was running late but still
took time to pick up coffee etc....and then!!"
So the primary source helps us get a real authentic picture of what that day was
like. Newspapers that came out that morning are a primary source of what that day was like,
even though they were published before the event happened. The weather report for that
morning, is a primary source. Emails you wrote were a primary source, diary entries are a
primary source. Phone messages you left that are still recorded are a primary source. The live
media coverage of that day is a primary source. If I interviewed you today about your memory,
the interview is a primary source.
Here is an online quiz to help you test your understanding.
https://www.quia.com/rr/107632.html
When you are being tested on Social Studies Skills they also want you to understand how
information is gathered. So for example if you were interviewing a group of people about their
participation in the Civil Rights movement many years later, you would have to be careful to
realize that as people get older, their memories are less accurate. This is another question
where students were given the wrong answer. Think back on 911 again. There’s a difference
between how you remember THAT DAY and how you remember the week after that day.
Which one do you remember more clearly? As you get older your memories of the week after
are less accurate. Social studies skills will often have question that ask you to consider the
reliability of the information. They will want you to understand bias and to also understand
how history is often documented in a biased way.
For example when I was a child I was taught that Christopher Columbus discovered America. I
was taught that the “Indians” were happy and helpful when Columbus came. Nowadays the
story is different. We know Columbus never landed in America. He landed in the Caribbean.
We know that his ships brought over diseases that decimated the Native Americans. We know
that he stole from and enslaved the Native Americans. Today Columbus would not be a hero.
That’s why many people are fighting to stop celebrating “Columbus Day!” as a national holiday.
This is another reason why you need to take the Regents. They have updated politically correct
information on them. You will be tested on the same ideas.
Here they are again! (google Global History Regents NYC)
http://www.nysedregents.org/globalhistorygeography/
Click on the Date to open a test.
The first link is the Test
And the SCORING KEY is the answer sheet
Here are the Quizlets again just in case! (google Quizlets CST Social Studies)
https://quizlet.com/32476427/nystce-cst-social-studies-flash-cards/
Remember that the GLOBAL HISTORY is the most important part of the test.
Bonus Information.
Below we have also added a Chart for understanding the difference between
three important philosophers. It’s a good study source because it organizes it
clearly. Hobbes, Rousseau and Locke with regard to the STATE OF NATURE. This
means how man would operate without government. Just try to keep in mind the
basics in how they are different. Understanding the differences can help you with
“process of elimination.”
Hobbes, Locke and Rousseau Comparison Grid
State of Nature
Purpose of
Government
Hobbes
Locke
The state of nature is a
state of war. No morality
exists. Everyone lives in
constant fear. Because
of this fear, no one is
really free, but, since
even the “weakest” could
kill the “strongest” men
ARE equal.
To impose law and order
to prevent the state of
war.
Governments are
designed to control, not
necessarily represent.
Men exist in the state of
nature in perfect freedom
to do what they want. The
state of nature is not
necessarily good or
bad. It is chaotic. So, men
do give it up to secure the
advantages of civilized
society.
To secure natural rights,
namely man’s property
and liberty.
Representation ensures
that governments are
responsive to the
people. Representation is
a safeguard against
oppression.
Governments must be
designed to protect the
people from themselves.
1.
Representation
Impact on
Founders
Governments must
be designed to protect
the people from the
government.
2. Natural Rights must
be secured.
Rousseau
Men in a state of nature
are free and equal. In a
state of nature, men are
“Noble
Savages”. Civilization is
what corrupted him.
To bring people into
harmony. To unite them
under the “General Will”.
Representation is not
enough. Citizens cannot
delegate their civic
duties. They must be
actively
involved. Rousseau
favors a more direct
democracy to enact the
general will.
1. Governments must
be responsive and
aligned with the
general will.
2. People make a
nation, not
institutions.
3. Individual wills are
subordinate to the
general (collective)
will.
Political Continuum
Conservative
Liberal/Moderate
Liberal
Hobbes
Locke
Rousseau
The Essay
It is very difficult to write an essay in less than an hour about a topic with which you are not
that familiar. If you read through the Regents you will see essay questions that you can study
as well.
The biggest flaw we find in the essays are two issues


Not using enough details in the essay, they want you to cite the sources.
Not explaining the theme clearly.
When you write the essay you should keep in mind that they are testing your ability to make
comparisons between two different philosophies and to use historical relevance to back up
your position. Keep in mind that you are being tested on your ability to explain this to your
students. You should write the essay as if your audience is not familiar with the topic. You
need to explain the topic and use details.
The Constructed Response is based on Subarea I on the test. Online it explains that this
Subarea is testing you on the following:
Understand Key historical terms and concepts, the specialized fields of historical study, and
historiography.
For example:





Applying key concepts (e.g. causality, conflict, bias, interdependence, identity, nationstate, culture) to the analysis of general historical phenomenon and specific historical
events.
Examining reasons for dividing history into various periods and epochs
Comparing the characteristics, uses, advantages and limitations of typical source
materials employed by historians in various fields of historical research.
Recognizing approaches and resources of specialized fields of historical study (e.g. social
history, intellectual history and diplomatic history.)
Recognizing the existence of conflicting perspectives on historical experience and
analyzing various interpretations of historical movements and events.
This may seem daunting. It also may seem impossible to contain in a simple two paragraph
essay, which is the requirement of the Constructed Response. The essay prompt includes the
following directions:
"You are to prepare a written response of about 150 to 300 words on an assigned topic."
Again, keep in mind that the essay evaluators are just looking for a CLEAR explanation that
shows you understand the material and can explain it to someone who doesn’t understand it.
You are being tested to see if you can teach students. It is NOT about showing off what a
brilliant writer you are. Keep it Simple. And remember the essay is only worth 10% of the test.
It is possible to fail the essay and pass the test. But still try to write a very good clear concise
Essay. You will regret it if you don’t make the effort.
Here are the two practice prompts we use in our test prep.
One is from the Online Guide
http://www.brooklynedu.org/student/docs/CST_Social-Assignment-1.pdf
And here is an original essay prompt.
CST Social Studies: Essay Assignment 2
Tyranny of the Majority Tocqueville and Mill
Read the material below as a prompt for your essay. Tyranny of the Majority is a philosophy
and political idea that can be used in a variety of epochs, countries, and debates.
Understanding this idea will be a useful tool in preparing for the essay.
http://www.encyclopedia.com/doc/1G2-3045302828.html
Please explain what Toqueville and Mill were talking about when they discussed "Tyranny of
the Majority." Write a two paragraph essay examining this issue and using examples from
history that can be viewed to explain its importance.
Sample Essays to Use for Review. Notice that they clearly explain each side and are easy to
read. There is also room to add more.
Antifederalist essay: Word Count 223
After America declared independence from England, they wanted to ensure that
America does not emulate England's political system of having a king. Once the Constitution
was written, there was a debate about whether it gave too much power to the central
government. The Antifederalists were people in America in the 18th century who believed that
the central government should have limited powers, and that states should have more power.
In Gary Galles' article "The Antifederalists Were Right," he describes how the Antifederalists
wanted to limit the power of the Supreme Court. He notes how a judge, Robert Yates, was
concerned that the Supreme Court would abuse its powers because it is "...not subject to being
'corrected by any power above them.'"
Alexander Hamilton was a strong supporter of a strong central government. He was
known as a Federalist. He believed, as Federalists did, that a strong central government was
necessary. Hamilton believes that the three branches of government work together and that
no branch is strong enough to be too powerful. Hamilton, in the Federalist No. 78 argued that
"...the judiciary is beyond comparison the weakest of the three departments of power." This
quote exhibits Hamilton's belief that the judiciary branch will never be able to gain too much
power because of the checks and balances that are set up in the Constitution.
Tyranny of the Majority essay: Word count 233
John Stuart Mill was a 19th century philosopher who wrote an autobiography. Alexis de
Tocqueville was a 19th century historian who wrote a book entitled Democracy in America.
Both men discussed an idea known as Tyranny of the Majority. This idea stemmed from the
democratic ideology in America. Mill noted in his autobiography that the majority should be
prevent in "...imposing...its own ideas and practices as rules of conduct on those who dissent
from them." Tocqueville mirrored similar ideas about the tyranny of the majority by remarking
that when "...an individual or a party is wronged in the United states, to whom can he apply for
redress?" These quotes indicate that these men were fearful that democracy can have a
negative affect on the minority because only the majority's ideas will be taken into account.
An example of this in modern times is the right of Homosexuals to get married. A
majority of people in America oppose this. Due to the majority's belief that gay marriage
should not happen, it was only recently that these people were given the right to officially get
married. Another example is abortion. While abortion is legal in the United States, some polls
indicate that the majority of Americans do not agree with abortion. These are just some
examples of why Mill and Tocqueville were wary that the majority's viewpoints can suppress
the views and voices of the minority.
Some last study suggestions
A. Do not OVERTHINK the questions. There’s a simple pattern to these questions as you have
seen. They are not asking you for genius level thinking. They just want to know if they can
trust you enough to START working in a Social Studies classroom where the curriculum will be
handed to you. They want BASIC understanding. You are not trying to prove to them that
you are an expert.
B. If you don’t know what something means, it’s probably not the answer. Again they are
looking for BASICS here. Not super thinking. Many times people are intimidated and pick an
answer because they don’t know what it means thinking, “Gee, that must be the answer
because I’m confused about this.” Go back and look at some of the answers. Every time it’s
been the correct answer it’s always been very simple to understand. Using “jargon” on a test
as a wrong answer is a test maker’s trick to confuse people. If you don’t know what it means,
it’s probably not the answer.
C. Don’t ever change an answer unless you are 100% sure you have gotten it wrong. If you
are torn between two answers stick with your first answer. Many times people instinctively
pick the right answer because the “back of their brain” remembered the right answer but the
“front of their brain” doesn’t know why. NEVER change your answer. You might
subconsciously be remembering an answer from your studying, but not recognize it
consciously. You should only change answer if you are absolutely sure that you have gotten it
wrong.
C. Practice your essay before you go down at least 2 times. Even though the essay is not that
important, knowing how you plan to organize your writing will help you write it FASTER and
give you more time for the Multiple Choice.
D. Make sure you understand Communism in Cuba, Women’s Rights Issues and information
about the Soviet Union (not just Russia) and the Cold War because these are often tested on
Standardized essays.
E. Take as many REGENTS as you can before your test. This is the most important section.
F. Not all questions are worth the same points. Try to focus on questions in Global History,
American History, and Geography. If you get a question that you don’t really understand,
make your best guess and MOVE ON. Remember, Global History questions are worth 3
points each whereas other sections may only be worth 1 point each.
G. Use process of elimination when you are stuck on a question. Many times you can easily
eliminate the wrong answers and you will be left with the correct one. Try to use your basic
understanding of which countries are known for which things: Rivers, Philosophies,
Geographies, Economics and Periods in history. Remember, they are GIVING you the right
answer on a multiple choice test. You just have to figure out which one it is.
We’re not trying to get you a perfect score. We just want you to PASS the test. You only
need a C to pass this test. Be sure to take it soon before they change it to the new tests. The
newer tests are much harder to pass.
Feel free to email us at brooklynedu@gmail.com if you have any further questions or to give
us feedback on this study guide. We love FEEDBACK! Good luck on your exams!