Practice Test 3

Read the passage, then answer the question.

During World War II, the U.S. government created the War Production Board (an organization) to increase the production of planes, ships, and other supplies. The idea behind the board was that a country could win a war faster by organizing factories and resources instead of letting companies work separately. The board worked with business leaders like William Knudsen, who helped convince car factories to switch from making automobiles to making military vehicles. This change was a major event for workers: some people moved to new cities for factory jobs, and women took on more industrial work than before. Those changes influenced the idea of who could do “men’s work,” and after the war, many people debated whether women should stay in these jobs. The war’s needs, the board’s decisions, and shifting beliefs about work all affected one another.

Explain development: How did the War Production Board contribute to changes in ideas about workers’ roles?

Read the passage and answer the question.

In a small city, a student named Malik noticed that many classmates threw away plastic bottles after lunch. In science class, Malik learned the idea of a “circular economy,” which says materials should be reused instead of wasted. That idea influenced him to start a recycling club and to collect data for two weeks on how many bottles were tossed each day. Malik presented his numbers to the principal and suggested placing clearly labeled bins near the cafeteria. The principal agreed to try it for a month. During that month, the school held a “Waste-Free Week” event, and teachers asked students to bring reusable water bottles. After the event, students began talking more about how everyday choices connect to pollution, and some families started recycling more at home.

Which choice best explains how an idea influenced an individual in the passage?