GACE Geography Assessment Study Companion
GACE Study Companion Geography AssessmentFor the most up-to-date information, visit the ETS GACE website at gace.ets.org.
Last Updated: October 2018Copyright 2018 by Educational Testing Service. All rights reserved. ETS is a registeredtrademark of Educational Testing Service (ETS). Georgia Assessments for the Certification ofEducators, GACE, and the GACE logo are registered trademarks of the Georgia ProfessionalStandards Commission (GaPSC). All other trademarks are property of their respective owners.This publication has been produced for the GaPSC by ETS. ETS is under contract to theGaPSC to administer the Georgia Assessments for the Certification of Educators. TheGeorgia Assessments for the Certification of Educators are administered under the authorityof the GaPSC; regulations and standards governing the program are subject to change withoutnotice at the discretion of the GaPSC. The GaPSC and ETS are committed to preventingdiscrimination on the basis of race, color, national origin, sex, religion, age, or disability in theadministration of the testing program or the provision of related services.
Table of ContentsAbout the Assessment . 4Content Specifications . 5Test I Subareas . 6Test I Objectives . 6Subarea I: Geography Literacy and Tools . 6Subarea II: Physical Geography. 6Subarea III: Environment and Society . 7Test II Subareas . 8Test II Objectives . 8Subarea I: Human Geography . 8Subarea II: Regional Geography . 9Subarea III: Geography of Georgia . 9Practice Questions .10Answer Key and Rationales .20Preparation Resources .29Guide to Taking a GACE Computer-delivered Assessment .29Reducing Test Anxiety.29Study Tips: Preparing for a GACE Assessment .29Journals.29Other Resources .29Online Resources .30Note: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Geography Assessment Study Companion3
About the AssessmentAssessment NameGeographyGrade Level6–12Test CodeTest I: 036Test II: 037Combined Test I and Test II: 536Testing TimeTest I: 2 hoursTest II: 2 hoursCombined Test I and Test II: 4 hoursTest DurationTest I: 2.5 hoursTest II: 2.5 hoursCombined Test I and Test II: 5 hoursTest FormatComputer deliveredNumber of Selected-response QuestionsTest I: 60Test II: 60Combined Test I and Test II: 120Question FormatThe test consists of a variety of short-answerquestions such as selected-responsequestions, where you select one answerchoice or multiple answer choices (dependingon what the question asks for), questionswhere you enter your answer in a text box,and other types of questions. You can reviewthe possible question types in the Guide toTaking a GACE Computer-delivered Test.Number of Constructed-response QuestionsTest I: 0Test II: 0Combined Test I and Test II: 0The GACE Geography assessment is designed to measure the professional knowledge ofprospective teachers of Geography in the state of Georgia.This assessment includes two tests. You may take either test individually or the full assessmentin a single session. The testing time is the amount of time you will have to answer the questionson the test. Test duration includes time for tutorials and directional screens that may be includedin the test.Note: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Geography Assessment Study Companion4
The questions in this assessment assess both basic knowledge across content areas and theability to apply principles.The total number of questions that are scored is typically smaller than the total number ofquestions on the test. Most tests that contain selected-response questions also includeembedded pretest questions, which are not used in calculating your score. By including pretestquestions in the assessment, ETS is able to analyze actual test-taker performance on proposednew questions and determine whether they should be included in future versions of the test.Content SpecificationsEach test in this assessment is organized into content subareas. Each subarea is furtherdefined by a set of objectives and their knowledge statements. The objectives broadly define what an entry-level educator in this field in Georgia publicschools should know and be able to do. The knowledge statements describe in greater detail the knowledge and skills eligible fortesting. Some tests also include content material at the evidence level. This content serves asdescriptors of what each knowledge statement encompasses.See a breakdown of the subareas and objectives for the tests in this assessment on thefollowing pages.Note: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Geography Assessment Study Companion5
Test I SubareasSubareaApprox. Percentageof TestI. Geography Literacy and Tools36%II. Physical Geography32%III. Environment and Society32%Test I ObjectivesSubarea I: Geography Literacy and ToolsObjective 1: Understands fundamental concepts of geographic literacyThe beginning Geography teacher:A. Understands the difference between distance, direction, and scaleB. Understands the difference between absolute and relative locationC. Understands the difference between spatial distribution and densityD. Understands the difference between the types of regionsE. Knows geographic concepts in current eventsObjective 2: Understands fundamental geographic tools and their usesThe beginning Geography teacher:A. Knows different map types and their usesB. Understands mental maps and their uses for organizing informationC. Understands the uses of geographical modelsD. Knows the use of geographic toolsE. Understands the use of spatial analysisSubarea II: Physical GeographyObjective 1: Understands fundamental concepts of weather and climateThe beginning Geography teacher:A. Knows weather factors and eventsB. Knows climate factors and climate zonesC. Understands weather and climate termsNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Geography Assessment Study Companion6
D. Knows how to interpret climographsE. Knows the processes involved in the hydrologic cycleObjective 2: Understands fundamental concepts of physiography and biogeographyThe beginning Geography teacher:A. Knows Earth’s primary spheresB. Knows the geomorphic processesC. Understands tectonic processesD. Knows the major types of landformsE. Knows Earth’s biomes or ecosystemsF. Knows the ecoregions of the United StatesSubarea III: Environment and SocietyObjective 1: Understands fundamental geographic human-environment issuesThe beginning Geography teacher:A. Understands human modifications of the environmentB. Understands human-environment interactionsC. Knows the limitation of the physical landscape on human settlementD. Understands society’s ability to overcome physical limitationsE. Understands the environmental patterns of settlementF. Knows renewable and nonrenewable resourcesG. Understands the technology of and reasons for alternative energyH. Understands population impacts on resourcesObjective 2: Understands geographic concepts of hazards and pollutionThe beginning Geography teacher:A. Understands how climatic and seismic hazards affect settlementsB. Knows seismic hazards and volcanismC. Understands long-term environmental impacts of pollution and resource depletionD. Understands the effect of chemicals on the environmentE. Understands groundwater pollution and depletionF. Understands global climate changeG. Understands climate change effects on settlementNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Geography Assessment Study Companion7
Test II SubareasSubareaApprox. Percentageof TestI. Human Geography40%II. Regional Geography36%III. Geography of Georgia24%Test II ObjectivesSubarea I: Human GeographyObjective 1: Understands fundamental concepts of population and migrationThe beginning Geography teacher:A. Understands fundamental concepts of population and migrationB. Knows demographic indicators and the demographic transition modelC. Knows population pyramidsD. Understands the patterns of migrationE. Knows the characteristics of urban and rural settlementsObjective 2: Understands fundamental concepts of agricultureThe beginning Geography teacher:A. Understands the development and diffusion of agricultureB. Understands technological advancements in agricultureC. Understands the industrialization of agricultureObjective 3: Understands geographic concepts of culture, economy, and politicsThe beginning Geography teacher:A. Understands political geography conceptsB. Knows recent conflict and cooperation throughout the worldC. Knows the effects of industrialization and deindustrializationD. Knows the levels of a country’s developmentE. Understands distribution of commoditiesF. Understands globalizationG. Knows changing global economic patternsNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Geography Assessment Study Companion8
Subarea II: Regional GeographyObjective 1: Understands characteristics and perceptions of world and U.S. regionsThe beginning Geography teacher:A. Understands regional characteristicsB. Understands people’s perceptions of regionsC. Knows the minor regions of the worldD. Knows the major regions of the worldE. Knows the regions of the United StatesSubarea III: Geography of GeorgiaObjective 1: Knows physical, human, and environmental geography of GeorgiaThe beginning Geography teacher:A. Knows the physical geography of GeorgiaB. Knows the human geography of GeorgiaC. Knows the regions and places in GeorgiaD. Knows the environmental geography of GeorgiaE. Knows the natural resource debates in GeorgiaNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Geography Assessment Study Companion9
Practice QuestionsThe practice questions in this study companion are designed to familiarize you with the typesof questions you may see on the assessment. While they illustrate some of the formats andtypes of questions you will see on the test, your performance on these sample questions shouldnot be viewed as a predictor of your performance on the actual test. Fundamentally, the mostimportant component in ensuring your success is familiarity with the content that is covered onthe assessment.To respond to a practice question, choose one of the answer options listed. Be sure to readthe directions carefully to ensure that you know what is required for each question. You may findit helpful to time yourself to simulate actual testing conditions. A correct answer and a rationalefor each sample test question are in the section following the practice questions.Keep in mind that the test you take at an actual administration will have different questions,although the proportion of questions in each subarea will be approximately the same. Youshould not expect the percentage of questions you answer correctly in these practice questionsto be exactly the same as when you take the test at an actual administration, since numerousfactors affect a person’s performance in any given testing situation.Note: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Geography Assessment Study Companion10
Directions: Each of the questions or incomplete statements below is followed by four suggestedanswers or completions. Select the one that is best in each case.1.An isobar map shows lines connecting all points of equalA.B.C.D.atmospheric pressure.elevation.surface temperature.precipitation.Answer and Rationale2.On which of the following can one most accurately depict true geographical distance, truedirection, true size, and true shape?A.B.C.D.A Mercator projectionA globeA conic projectionA gnomonic projectionAnswer and Rationale3.The climate of Great Britain is milder than that of most other places along the same latitudefor which of the following reasons?A. The Gulf Stream brings warm waters to Great Britain, raising the temperature of windsthat blow onto the islandB. Hot springs throughout the country raise the temperature of the surrounding land and airC. Mountain ranges in the north of Great Britain act as a barrier to cold winds blowingfrom the ArcticD. Small landmasses generate their own local climate and are largely unaffected by latitudeAnswer and RationaleNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Geography Assessment Study Companion11
4.Which of the following is LEAST associated with the development of alluvial landscapes?A.B.C.D.A deep cover of loose materialsA predominance of gentle slopesFrequent floodingDeep dissection and erosionAnswer and Rationale5.One of the effects of the east–west orientation of the Alpine mountain system and thenorthern plains of western and central Europe is that itA.B.C.D.limits the marine climate of Europe to coastal areas.provides a corridor for communication between southern and northern Europe.enables marine-like climatic conditions to extend eastward into Germany and Poland.effectively prevents population movement between parts of the Mediterranean region.Answer and Rationale6.The irregularity of the wet monsoon in South Asia in recent years may have a significantnegative effect on which of the following?A.B.C.D.Food productionPopulation patternsWildlife conservation effortsTourismAnswer and RationaleNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Geography Assessment Study Companion12
7.Which of the following places are highly dependent on imports of energy resources to meeteach country’s industrial and consumer needs?A.B.C.D.Egypt, Libya, TunisiaJapan, Cuba, New ZealandIran, Iraq, KuwaitRussia, Norway, CanadaAnswer and Rationale8.Early settlements and high population density along coastlines and rivers are best attributedto which of the following?A.B.C.D.Mediterranean climateLimited forest coverGrowth of manufacturingAccess to trade routesAnswer and Rationale9.In which of the following regions can the farming activity listed be described assubsistence agriculture?A.B.C.D.The Swiss Alps, cattle pasturing and dairyingThe Amazon Basin, slash-and-burn agricultureThe Mediterranean, vineyard and orchard agricultureThe Argentine Pampas, livestock ranching and feedlotsAnswer and RationaleNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Geography Assessment Study Companion13
10. The cities of Varanasi (Benares) in India and Mecca in Saudi Arabia are alike becauseboth areA.B.C.D.capitals of countries formerly colonized by the English.destinations for vast numbers of pilgrims.financial centers for a large fraction of the world’s economy.examples of modern urban planning.Answer and Rationale11. Walter Christaller developed central place theory as a tool to describe the spatialrelationships betweenA.B.C.D.central business districts and suburbs.a market and its sources for raw materials.cities of different sizes and functions.the hubs of airline transportation systems.Answer and Rationale12. When a new fashion design is introduced globally, the information initially travels through aprocess known asA.B.C.D.contagious diffusion.relocation diffusion.innovative diffusion.hierarchical diffusion.Answer and RationaleNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Geography Assessment Study Companion14
13. Along the coast of California, city names such as Santa Barbara, places such as Mission SanJuan Capistrano, and routes such as the Camino Real are all evidence ofA.B.C.D.a Mexican military conquesta Spanish colonial landscapethe westward expansion of the United Statesa Victorian-era nostalgia for Mediterranean cultureAnswer and Rationale14. The migration streams into the United States between 1980 and the present have beenprimarily composed of emigrants from which of the following regions?A.B.C.D.Europe and North AfricaAsia and Latin AmericaSub-Saharan Africa and OceaniaCentral Europe and AustraliaAnswer and Rationale15. Because of a decrease in population, the city of Detroit, Michigan, has proposed shrinkingits physical size by bulldozing abandoned neighborhoods and selling the vacant land tofarmers. The cause of Detroit's decreasing population can be attributed lization.conurbation.Answer and RationaleNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Geography Assessment Study Companion15
16. Which of the following countries is situated in the region of tectonic activity known as thePacific Ring of Fire?A.B.C.D.BrazilAustraliaChileIndiaAnswer and Rationale17. Which of the following sets of countries are contained within the same geographic region?A.B.C.D.Pakistan, India, Nepal, and AfghanistanUruguay, Ecuador, Guinea, and ChileThailand, Laos, Falkland Islands, and PhilippinesNamibia, Gabon, New Guinea, and TanzaniaAnswer and Rationale18. The effects of the Great Mississippi Flood of 1927 and Hurricane Katrina in 2005 aresimilar becauseA.B.C.D.the deep-sea fishing industry never fully recovered.a breach in levees increased the severity of the flooding.they were caused by tsunamis.they created a shortage in agricultural exports.Answer and RationaleNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Geography Assessment Study Companion16
19. Which of the following best illustrates the definition of a functional region?A.B.C.D.A map showing Atlanta as a hub for Delta AirlinesAn article describing the region referred to as the SouthA map showing North Carolina’s 100 countiesAn essay explai
Objective 1: Knows physical, human, and environmental geography of Georgia . The beginning Geography teacher: A. Knows the physical geography of Georgia B. Knows the human geography of Georgia C. Knows the regions and places in Georgia D. Knows the environmental geography of Georgia E. Knows the natural resource debates in Georgia
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