(A) change

(B) growth

(C) population

(D) labor

(A) left behind

(B) sold

(C) gave away

(D) gradually reduced the

size of

(A) To indicate that more

than one factor

contributed to the

movement from rural

to urban settlement

(B) To support the idea that

many families were

able to stop farming

and migrate to the

cities

(C) To suggest that the

migration would have

happened despite the

economic situation

(D) To argue against

economics as the

primary factor in

migration

(A) city businessmen

seeking new

investments

(B) successful landowners

who had mechanized

farms

(C) young farm men

starting to work

(D) people who had few

opportunities in cities

(A) unexpectedly

(B) usually

(C) unavoidably

(D) possibly

(A) industrial workers

becoming farmers

(B) the economic

development of the

countryside

(C) the loss of rural

population

(D) innovations in

manufacturing

(A) Fewer people lived on

farms.

(B) The central part of the

United States lost

much of its

population to rural

areas in the West.

(C) Rural areas of the West

became more

populated than those

in the central part of

the country.

(D) Work opportunities

in urban areas began

to decline.

(A) Young women were

more likely to leave

rural areas to go to

urban areas.

(B) Young women were

more likely to take

jobs on farms.

(C) Young women who

migrated generally

had more education.

(D) Young women

generally moved

more frequently from

one rural area to

another.

(A) unappealing

(B) reduced

(C) low-paying

(D) disappearing

(A) The similarities between

Earth’s inner core and

outer core

(B) The structure and

temperature of Earth’s

interior

(C) When seismic waves

were first used to

study Earth’s interior

(D) Why Earth’s solid inner

core is surrounded by

a molten outer core

(A) approximate

(B) insignificant

(C) measured

(D) lengthy

(A) Earth’s gravitational

field

(B) Earth’s magnetic field

(C) vibrations caused by

earthquakes

(D) material taken from

holes drilled into

Earth’s crust

(A) Neither the inner core

nor the outer core

can be studied using

seismic waves.

(B) The outer core is more

solid than the inner

core.

(C) The inner core and the

outer core have

greatly different

(D) Both the inner core and

the outer core

probably contain iron.

(A) basically

(B) similarly

(C) potentially

(D) completely

(A) Earth

(B) a cool crust

(C) the molten ball of rock

(D) the heat

(A) acted

(B) moved

(C) appeared

(D) grew

(A) changed

(B) combined

(C) utilized

(D) made

(A) The decay of

radioactive isotopes

(B) The movement of

elements from Earth’s

crust to its interior

(C) The vibrations that

result from

movement of Earth’s

crust

(D) The injection of certain

organic elements into

Earth’s inner core

(A) seismic waves

(B) earthquakes

(C) magnetic field

(D) stable elements

(A) the crust affects Earth’s

internal temperature

(B) radioactive isotopes

cause heat

(C) Earth’s magnetic field is

created

(D) seismic waves originate

(A) difference between

amber and mineral

fossils

(B) places where amber can

be found

(C) various characteristics of

amber

(D) types of trees that

produced amber

(A) To emphasize the age of

fossils

(B) To explain why there are

more mineral

replacement fossils

than organic fossils

(C) To compare them with

amber as a different

type of fossil

(D) To give an example of

an object in which

amber is commonly

found

(A) beautiful

(B) unusual

(C) obvious

(D) unchanged

(A) unknown

(B) decreasing

(C) very small

(D) somewhat similar

(A) There is a limited

number of large

deposits of amber in

the world.

(B) Most deposits contain

large quantities of

amber specimens.

(C) The major amber

deposits were formed

at approximately the

same time.

(D) The deposits were

formed primarily by

tropical b

(A) false belief

(B) known fact

(C) scientific theory

(D) subject of debate

(A) deposits

(B) pine trees

(C) conifer trees

(D) broad-leaved trees

(A) consequently

(B) instead

(C) moreover

(D) initially

(A) cover

(B) color

(C) fill

(D) damage

(A) to determine the age of

other ancient

materials that are

found with it

(B) as jewelry

(C) to compare the

characteristics of

living trees to those of

ancient trees

(D) to preserve fossil

impressions

(A) It is composed of an

organic material.

(B) It is basically the same

as it was millions of

years ago.

(C) It may contain the

remains of tiny

animals.

(D) It is made by a process

of mineral

replacement.

(A) They were hoping to

find a better climate

(B) They were seeking

freedom.

(C) They were following

instructions given in a

dream.

(D) They were looking for

food.

(A) demonstrate reluctance

(B) readily encourage

others

(C) have a tendency

(D) often fail

(A) frequently

(B) normally

(C) whenever possible

(D) in the end

(A) joyous

(B) intricate

(C) competing

(D) forceful

(A) Public performance is

essential to verbal art

(B) Oral narratives are

a valid form of

literature.

(C) Native Americans have

a strong oral tradition

in art.

(D) The production

of literature provides

employment for

many artists.

(A) They provide financial

support for

performances.

(B) They judge the quality

of the content and

presentation.

(C) They participate in the

performance by

chanting responses.

(D) They determine the

length of the

performance by

requesting a

continuation.

(A) It reflects historical and

contemporary life in

Asia.

(B) Its main focus is on

daily activities.

(C) It is based primarily on

scientific knowledge.

(D) It is reshaped each time

it is experienced.

(A) It involves acting.

(B) It has ancient origins.

(C) It has a set form.

(D) It expresses an inner

vision

(A) Written literature

reflects social values

better than oral

literature does.

(B) Written literature

involves less

interaction between

audience and creator

during the creative

process than oral

literature does.

(C) Written literature usually

is not based on

historical events,

whereas oral literature

is.

(D) Written literature is not

as highly respected as

oral literature is.

(A) Admiring of its form

(B) Critical of the cost of its

production

(C) Amused by its content

(D) Skeptical about its

origins

(A) development of

synthetic colors

for textiles during the

nineteenth century

(B) advantages of chemical

dyes over dyes

derived from plants

and animals

(C) differences between

dyeing textiles and

printing them

(D) history of the use of

natural and chemical

dyes to color textiles

(A) Animals

(B) Minerals

(C) Plants

(D) Chemicals

(A) It was possible to

cultivate madder

plants in almost every

location.

(B) Madder plants

produced brighter

colors than other

plant sources.

(C) Plant sources produced

more lasting colors

than animal sources.

(D) Dyes derived from the

madder plants were

easier to work with

than other dyes.

(A) without exception

(B) steadily

(C) after some time

(D) noticeably

(A) a darker color, like blue,

dominates a light

color, like yellow

(B) light changed some of

the green dye used in

the tapestries to blue

(C) the yellow dye that was

used in the tapestries

had faded

(D) the dyes used to color

woven tapestries were

made from minerals

(A) strengthened

(B) improved

(C) replaced

(D) complemented

(A) The chemical dyes had

less attractive colors.

(B) The chemical dyes were

less easy to use.

(C) The chemical dyes

lost their brightness

more quickly when

exposed to light.

(D) The chemical dyes

held up better after

washing.

(A) Previously developed

dyes did not work on

new types of fibers.

(B) Dyes derived from

petroleum caused

damage to new

synthetic fibers.

(C) New synthetic fibers

required brighter

colors than natural

fibers did.

(D) New fabrics easily lost

their colors when

washed.