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Praxis Citizenship Education (5087) Practice Tests & Test Prep by Exam Edge - Free Test


Our free Praxis Citizenship Education: Content Knowledge (5087) Practice Test was created by experienced educators who designed them to align with the official Educational Testing Service content guidelines. They were built to accurately mirror the real exam's structure, coverage of topics, difficulty, and types of questions.

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Praxis Citizenship Education: Content Knowledge - Free Test Sample Questions

On July 26, 1956, Gamal Abdel Nasser seized control of the Suez Canal from which two controlling nations?

Correct Answer:
great britain and france


on july 26, 1956, egyptian president gamal abdel nasser announced the nationalization of the suez canal, which was previously controlled by great britain and france through the suez canal company. this strategic waterway had been a vital international shipping lane since its completion in 1869, connecting the mediterranean sea to the red sea and significantly reducing the maritime journey between europe and asia. the importance of the suez canal extended beyond its geographical and economic significance; it was also a symbol of national pride and colonial influence.

the nationalization of the suez canal by nasser was motivated by various factors. firstly, nasser sought to assert egypt's sovereignty and control over a key national asset. additionally, the move was partly in response to the withdrawal of the united states and britain from funding egypt’s aswan high dam project, which was pivotal for egypt’s economic and agricultural plans. by taking control of the canal, nasser intended to use the revenue generated from its operations to fund the dam's construction.

in reaction to the nationalization, great britain and france, feeling their control and economic interests in the middle east threatened, formed a secret alliance with israel to orchestrate a military response aimed at regaining control of the canal and overthrowing nasser. this led to the outbreak of the suez crisis (also known as the second arab-israeli war or the tripartite aggression) in october 1956. israel invaded egypt, followed by british and french military intervention under the guise of separating the warring parties and ensuring the free passage of ships through the canal.

the conflict drew sharp criticism and led to significant geopolitical tension. the united states and the soviet union, amidst the cold war, both opposed the tripartite invasion. the us, under president dwight d. eisenhower, was particularly concerned with maintaining stability in the middle east and preventing any increase in soviet influence. eisenhower pressured great britain, france, and israel to withdraw their forces through diplomatic and economic means.

ultimately, the international pressure, including a threat of economic sanctions from both the us and the soviet union, forced great britain, france, and israel to withdraw their troops early in 1957. the resolution of the suez crisis marked a significant turning point in the post-world war ii middle eastern politics and highlighted the declining influence of european powers in the region. it also significantly bolstered nasser’s standing in egypt and the arab world, portraying him as a champion of anti-imperialism and arab nationalism.

When not contending with the war on terror, President G.W. Bush was working on his domestic policies. One of these was an effort to reform the American Education System. Labeled the "No Child Left Behind" Act, the plan included all but which of the following?

Correct Answer:
"common core" standards for base subjects for every school in america
the "no child left behind" (nclb) act was a significant legislative act signed into law by president george w. bush in 2002. this act aimed to improve educational outcomes in the united states by increasing accountability for schools, enhancing flexibility and local control, expanding options for parents, and emphasizing teaching methods that have been proven to work.

one of the central elements of nclb was to increase federal funding for education. this funding was directed towards improving resources in schools, thereby supporting schools in meeting the new standards set out by the act. the idea was to ensure that schools had the necessary financial support to implement the changes required by nclb.

another key component of the nclb was the implementation of annual testing in reading and mathematics for students in grades 3-8 and once in high school. these assessments were intended to measure student performance and ensure that they were meeting certain educational standards. the results of these tests were used to evaluate schools, with the aim of holding schools accountable for student performance, and providing parents and policymakers with a clear measure of school effectiveness.

furthermore, nclb raised educational standards by requiring schools to demonstrate "adequate yearly progress" (ayp) in test scores. if schools did not meet ayp criteria, they faced a series of sanctions, increasing in severity if they failed to meet the criteria over consecutive years. this was intended to motivate schools to push for higher educational outcomes.

however, contrary to some misconceptions, nclb did not mandate the adoption of "common core" standards. the common core state standards initiative, which was developed later, is a separate educational initiative that establishes a single set of clear educational standards for kindergarten through 12th grade in english language arts and mathematics that states can voluntarily adopt. while the initiative aligns with the goals of nclb in terms of raising educational standards, it was not a part of the nclb legislation and was developed independently by states looking to standardize educational benchmarks.

in summary, while nclb did involve increased federal funding, higher standards for schools, and annual testing for students, it did not include the adoption of "common core" standards. the confusion might stem from the fact that both nclb and common core aim to enhance education quality through standardization and accountability, but they are distinct in their origins and specific mandates.