Tips for Using the Social Studies Formative Item Pools

The Formative Item Pool is an integral part of QualityCore®. Each course has its own pool of 225 multiple-choice items and more than 20 constructed-response items, each aligned to QualityCore course objectives. The items are intended to help teachers measure student progress and determine whether a student or group of students needs additional instruction on particular skills or concepts.

The items are presented as a PDF to maintain the visual consistency of graphics, special characters, and symbols. Each item is on its own page and is “bookmarked” for easy navigation through the PDF. This allows the teacher to easily find and arrange items into a formative assessment, homework, or classroom assignment, without having to reformat any text.

The multiple-choice items are grouped by QualityCore Instructional Units. (See the QualityCore Instructional Unit Plans or the Course Outline to see how various objectives might be covered in each of the units.) Each set of items is introduced by a cover sheet displaying the item Identification Number (ID), the correct answer (Key), the cognitive level, and the alphanumeric code for each course objective covered by that item.

Each constructed-response item has a coversheet describing the item, the cognitive level, the alphanumeric code for the course objective(s) covered by the item, and the cognitive task type. The items are matched to the relevant unit in the QualityCore Course Outline. The scoring criteria and a scoring rubric follow each constructed-response item. Included in the pool are two items designed to emulate the items on the End-of-Course constructed-response assessment. Taken together, these two items provide students with a practice End-of-Course Assessment.

The following pages contain items that can be used for formative assessments. The items provided in this document are intended to aid the teacher in measuring student progress. The items correspond to specific objectives for this unit. Each page has one item and the Identification (ID) number for that item. Each item is on a separate page to allow the teacher to easily choose independent items for a formative assessment. The following table gives the ID number for each item, the correct answer (Key), the cognitive level, and the alphanumeric code for each objective measured by the item. The objective referenced by each code is found in the set of course objectives. The items are listed in order first by Objective and second by Cognitive Level, but may be presented to the students in any order. The items are in the PDF in the order presented in this table.

Unit 1

Cognitive ID Key Level Objective 00384 B L1 B.1.a 00394 C L2 B.1.a 00408 B L2 B.1.a 00409 C L2 B.1.a 00518 D L1 B.1.a 00534 B L2 B.1.a 00388 D L2 B.1.b 00412 C L3 B.1.b 00533 B L2 B.1.b 00390 A L2 B.1.c 00391 D L1 B.1.c 00413 C L1 B.1.c 00414 C L2 B.1.c 00415 B L2 B.1.c 00419 A L2 B.1.c 00485 D L3 B.1.c 00486 B L3 B.1.c 00393 D L2 B.1.d 00417 A L1 B.1.d 00418 B L2 B.1.d 00416 B L2 B.1.e

What factor incited the 1680 Pueblo revolt against the Spanish in New Mexico? A. The harsh encomienda system B. The attempt to suppress native religious practices C. The poor corn harvest resulting from drought D. The execution of a native leader

Bacon’s Rebellion resulted in what significant development?

A. The Virginia House of Burgesses passed a series of laws that compromised the legal rights of the Powhatans. B. Rebels seized the estate of Virginia Governor William Berkeley and divided his lands among their Indian supporters. C. Antagonism toward native peoples became a dominant characteristic of frontier life in colonial Virginia. D. The Virginia House of Burgesses returned the lands that were seized from the Powhatans during the fighting.

What sixteenth-century event in Tenochtitlan proved most devastating to the Aztecs?

A. The military invasion launched by Francisco Pizarro B. The smallpox epidemic introduced by European invaders C. The arrival of zealous Jesuit missionaries D. The enslavement of native peoples on sugar plantations

What was NOT a factor underlying European efforts to subdue native people in the Americas?

A. The conviction that inhabitants of the New World were savages B. The threat posed to European ambitions by well- organized native societies C. The genocidal policies of religious leaders D. The comparative superiority of European military technology

Which colony was established for the purpose of economic profit?

A. Massachusetts B. Pennsylvania C. Rhode Island D. Virginia

Based on context clues and your knowledge of colonial history, what is the original source of this excerpt?

We, whose names are underwritten, the Loyal Subjects of our dread Sovereign Lord, King James . . . Having undertaken, for the Glory of God, and advancements of the Christian Faith, and the Honour of our King and Country, a voyage to plant the first colony in the northern parts of Virginia; do by these presents, solemnly and mutually, in the Presence of God and of one another; covenant and combine ourselves together into a civil body politic . . . to enact, constitute, and frame, such just and equal laws . . . as shall be thought . . . convenient for the general good of the colony; unto which we promise all due submission and obedience. A. John Winthrop’s Journal B. William Bradford’s Of Plymouth Plantation C. John Smith’s General Historie of Virginia D. John Locke’s Two Treatises of Government

Which belief system provides the clearest expression of Enlightenment religious thought?

A. Atheism B. Calvinism C. Congregationalism D. Deism

What activity was LEAST characteristic of Americans affected by the Enlightenment? A. Questioning orthodox religious views B. Learning scientific classifications C. Supporting New Light revivalists D. Studying astronomy and philosophy

Which description of seventeenth-century Massachusetts Bay Puritans and Pilgrims is accurate?

A. The Puritans and the Pilgrims had sharp doctrinal differences that stemmed from the Puritan belief in original sin and predestination. B. Both shared a belief in Calvinism, but in contrast to the poor and the uneducated Pilgrims, the Puritans were learned and prosperous. C. The Puritans sought to establish a “city on a hill” to be a “light unto the world,” and the Pilgrims sought to promote democracy. D. Both established theocratic governments, but as the purity of their original visions waned, they began to embrace democracy.

What is the best explanation for the unprecedented population growth in colonial America after 1700?

A. Large families were necessary to meet the need for labor. B. Heavy immigration caused urban growth on the eastern seaboard. C. Birthrates rose due to religious beliefs against contraception. D. Improved child mortality rates resulted from better midwifery.

What was the primary demographic feature of the population of eighteenth-century colonial America? A. A high unemployment rate B. A strong urban character C. A low marriage rate D. A young average age

Which statement most accurately describes the population of the American colonies after 1700?

A. Settlers confined themselves to the eastern seaboard below the tidewater. B. The settlement of German, French, and Scots- Irish peoples was insignificant. C. Increasing numbers of slaves resulted in significant racial diversity. D. Catholics comprised the vast majority of non- English newcomers.

Which statement accurately generalizes the plight of American women at the time of the American Revolution?

A. European women had greater political, economic, and social rights than American women. B. Unlike European women, American women could not divorce or own property. C. The formal education of American women was usually inferior to that of men. D. Laws against spousal abuse protected married women in most American colonies.

Which statement about the social structure of seventeenth-century America is accurate?

A. Most colonial Americans expressed great reservations about the institution of slavery. B. The rigid social hierarchy that English colonists brought to America disintegrated rapidly upon arrival. C. The autonomous, self-sufficient, and devout individual was considered the foundation of society. D. The first generation of professionals was replaced by planters and agricultural laborers.

Why were many women in seventeenth-century Chesapeake Bay colonies able to accumulate significant personal wealth?

A. The scarcity of women in a society characterized by high male mortality allowed them to make shrewd marriage agreements. B. The egalitarian nature of community life in frontier settlements encouraged tolerance for enterprising women. C. Men were willing to give up their land and property in exchange for marriage partners in the lonely, uncivilized outpost. D. Women who avoided the physical stress of field work had significantly longer life spans.

Consider this poem by Puritan Anne Bradstreet

(1613−1672): If ever two were one, then surely we. If ever man were lov’d by wife, then thee; If ever wife was happy in a man, Compare with me ye women if you can.

What stereotype about Puritans does the poem challenge? A. They valued love for God above all else. B. They believed that women should be subordinate. C. They felt that marriage equalized men and women. D. They disdained human love, joy, and passion.

Consider these lines from a seventeenth-century ballad:

Come all you young fellows wherever you be, Come listen awhile and I will tell thee, Concerning the hardships that we undergo, When we get lagg’d to Virginia.

Now in Virginia I lay like a hog, Our pillow at night is a brick or a log, We dress and undress like some other sea dog, How hard is my fate in Virginia.

Who was most likely the source of this ballad? A. A newly arrived slave B. An indentured servant C. A Powhatan Indian D. A Spanish missionary

Many historians have noted a transformation of the institution of slavery during seventeenth-century colonial America. To what are these historians referring?

A. Laws against slavery were challenged in court and overruled. B. Miscegenation became a capital crime. C. Only whites were eligible for indentured servitude. D. Slavery became a hereditary function of race.

What commercial activities were most significant to the economy of colonial New England? A. Trading, shipbuilding, and fishing B. Tobacco, rice, and indigo farming C. Manufacturing and finance D. Lumber and mining

Why were large numbers of male indentured servants brought to colonial Virginia?

A. They were needed to defend the colony against Powhatan attacks. B. Additional labor was needed to cultivate and harvest tobacco. C. Early settlers sought marriageable partners for their daughters. D. Their skills were indispensable to the growing shipbuilding industry.

Which statement about society and government in seventeenth-century Massachusetts Bay Colony is accurate?

A. The working class exerted political influence in much greater proportion than its population. B. Ministers possessed high social status and greatly influenced colonial government. C. Aristocratic Pilgrims wielded greater power than the working-class Puritans. D. The “Godly Commonwealth” was a courageous experiment in pure democracy.

Unit 2

Cognitive ID Key Level Objective 00385 A L2 B.1.f 00386 D L2 B.1.f 00387 C L2 B.1.f 00389 A L3 B.1.f 00410 C L1 B.1.f 00411 B L2 B.1.f 00392 C L1 B.1.g 00395 D L2 B.1.g 00396 A L3 B.1.g 00397 D L3 B.1.g 00420 D L2 B.1.g 00421 A L3 B.1.g 00422 B L3 B.1.g 00496 C L3 B.1.g 00530 A L1 B.1.g 00535 D L1 B.1.g 00399 B L2 B.1.h 00532 D L3 B.1.h 00503 B L2 B.1.i 00331 C L2 B.1.j 00400 A L1 B.1.m 00401 A L2 B.1.m 00425 A L2 B.1.m

What idea was central to the American Enlightenment? A. Optimism resides in science and reason. B. Faith is more significant than intellect. C. Morality emerges from a belief in God. D. Democracy is the highest form of political life.

Which metaphor best characterizes how Americans viewed the universe during the Enlightenment?

A. The universe is a flower; it emerges from a seed, blooms, and dies. B. The universe is a soul; its workings are invisible and impervious to science. C. The universe is a tree; its roots are hidden, but its design is beautiful. D. The universe is a clock; its components work perfectly and can be analyzed.

Which example best represents the influence of the Enlightenment? A. The celebrity of George Whitefield B. The philosophies of Jonathan Edwards C. The experiments of Benjamin Franklin D. The artistry of Gilbert Stuart

How was Isaac Newton’s view of the universe reflected in eighteenth-century American thinking?

A. By a growing commitment to the idea of natural rights B. By a pervasive belief in the doctrine of original sin C. By a sweeping objection to the institution of slavery D. By a widespread conviction in the importance of religion to progress

Which document is LEAST associated with the American Enlightenment? A. Common Sense by Thomas Paine B. The Way to Wealth by Benjamin Franklin C. History of New England by John Winthrop D. Notes on the State of Virginia by Thomas Jefferson

Which example best illustrates the synthesis of Enlightenment and religious ideas in the American colonies?

A. Benjamin Franklin’s writings were read as widely as the Bible. B. Colleges were founded to train clergy in the rational approach to inquiry. C. Anglican clergy launched a widespread effort to abolish slavery. D. People who had not experienced conversion could be admitted into churches.

How was Bacon’s Rebellion associated with slavery during colonial America?

A. Bacon’s rebels betrayed the slaves and returned them to their masters. B. Slaves asserted their right to secede from the Virginia colony. C. Enslaved blacks were promised freedom if they fought on Bacon’s side. D. The rebellion was the first of many related to the southern cotton economy.

What action by delegates of the First Continental Congress suggests their political stance was predominantly conservative?

A. They agreed to make restitution to Britain for the Boston Tea Party. B. They reprimanded South Carolina for its self- serving stance on exports. C. They refused to endorse the Suffolk Resolves. D. They upheld regulations that were beneficial to the British Crown.

To support the claim that the seeds of the American Revolution were sown during the French and Indian War and its aftermath, what evidence would a historian offer?

A. Americans objected to the taxes Parliament levied to offset the high cost of protecting the American colonies. B. British officials refused to recognize that democracy flourished in America as a result of its active participation in the fighting. C. Prolonged disorder gave the British a reason to deprive Americans of political powers to which they had grown accustomed. D. British efforts to regulate the colonies were perceived as a conspiracy in the context of emergent American political ideology.

Which assessment of the enactment of the Proclamation Line of 1763 is most accurate?

A. The British failed to consider that colonists would resent being forced to maintain forts on the frontier. B. The British ignored the impact of the policy on the right of colonial legislatures to administer western territories. C. The British considered the act as the only way to avoid conflict between colonists and Indians. D. The British misjudged the extent of colonial opposition to restrictions on expansion into western lands.

Given that only seven people died in the Boston Massacre, why was it labeled a “massacre”?

A. British commanders ordered troops to shoot into a rioting crowd in an effort to restore order. B. The victims were innocent bystanders who were caught in the barrage of gunfire. C. The victims had done little to provoke the confrontational and hostile British troops. D. Boston radicals sensationalized the incident to take advantage of heightened tensions.

Why did Americans use guerrilla-style warfare against retreating British troops after the battles at Lexington and Concord?

A. Americans had learned in earlier conflicts the utility of unconventional tactics against European rules of war. B. Americans adopted the same philosophy that governed the European military rules of engagement. C. American militiamen were vastly outnumbered by the heavily armed British soldiers. D. American field commanders were unprincipled in their indiscriminate use of violence against the British.

Why did poet Ralph Waldo Emerson describe the battles fought at Lexington and Concord as “the shot heard round the world”?

A. The use of hyperbole was consistent with the transcendentalist literary style. B. Those conflicts began the fight that led to the creation of the U.S. and inspired revolutions elsewhere. C. He sought to commemorate the history of those areas in which the conflicts occurred. D. Literature was commonly used to encourage people in other countries to revolt against tyranny.

In a symbolic message to the Albany Congress in 1754, Benjamin Franklin printed this image in his Pennsylvania Gazette.

What was the intent of Franklin’s message? A. To encourage ratification of the Constitution B. To encourage work on a declaration of independence C. To promote unity against British tyranny D. To promote interest in a bill of rights

Who is the subject of this 1826 obituary?

Late President of the United States, one of the ablest and most efficient advocates and supporters of the Revolution, an original signer of the Declaration of Independence, a patriot and statesman, whose career was full of honor, whose life, services, talents, and virtues, were the pride and glory of the nation, expired at his residence in Quincy, Massachusetts, on the 4th day of July, at the advanced age of 92.

A. John Adams B. Alexander Hamilton C. Thomas Jefferson D. George Washington

Who made the observation “a little rebellion now and then is a good thing,” and what event inspired it? A. Benjamin Franklin; Bacon’s Rebellion B. George Washington; Pontiac’s Rebellion C. Alexander Hamilton; the Whiskey Rebellion D. Thomas Jefferson; Shays’ Rebellion

What was the main significance of Shays’ Rebellion?

A. It exemplified the adverse impact of currency laws on the independence of small farmers. B. It revealed the inability of the weak central government to maintain order. C. It established paper currency as a solution to economic problems caused by unfair trade. D. It suggested merchants’ interests had greater national significance than those of the agricultural class.

Which two nineteenth-century works are most similar in political intent?

A. Thoreau’s “Civil Disobedience” and Emerson’s “Self Reliance” B. The Federalist and Tocqueville’s Democracy in America C. The Emancipation Proclamation and the Fugitive Slave Law D. The Kentucky Resolution and the South Carolina Nullification doctrine

Consider this statement from the ruling in the 1803 Supreme Court case, Marbury v. Madison:

Those who apply the rule to particular cases must of necessity expound and interpret that rule.

What fundamental principle of government was established by that statement? A. Checks and balances B. Judicial review C. Trial by jury D. Popular sovereignty

President Washington urged ratification of the Bill of Rights to strengthen the rights of individuals. Why did other politicians support ratification of the Bill of Rights?

A. It reaffirmed the supremacy of federal laws over state laws. B. It established a system of checks and balances among the three branches of government. C. It calmed the fears of people who believed the federal government had been given too much power. D. It provided a means by which corrupt government officials could be removed from office.

What was the strategic consequence of the U.S. victory over Britain in the Battle of New Orleans?

A. It ended British efforts to interfere with American commerce in Louisiana. B. It discouraged the British in their protracted fight against Napoleon’s forces. C. It enabled American negotiators to press the British to cede parts of Canada. D. It required the British to halt the impressment of American sailors on the high seas.

What philosophy helps to explain the strong Congressional support for the 1846 declaration of war against Mexico? A. Manifest Destiny B. Monroe Doctrine C. Imperialism D. Progressivism

Although the War of 1812 failed to resolve Britain’s violation of American neutral rights on the high seas, how was the outcome advantageous to Americans?

A. The British defeat in the Battle of New Orleans boosted American morale. B. The British agreed to stop interdicting American slave ships. C. The British departure allowed the U.S. government to initiate treaties with the Indians. D. The British promised to end their support of Tecumseh and other tribal leaders.

Unit 3

Cognitive ID Key Level Objective 00398 C L2 B.1.k 00402 C L2 B.1.k 00423 A L1 B.1.k 00426 B L1 B.1.k 00427 A L1 B.1.k 00531 A L1 B.1.k 00318 C L1 B.2.a 00356 A L3 B.2.a 00367 A L2 B.2.a D.1.b 00536 C L2 B.2.a 00315 C L2 B.2.b 00320 D L1 B.2.b 00322 D L1 B.2.b 00323 D L1 B.2.b 00368 D L2 B.2.b 00476 B L3 B.2.b 00523 D L2 B.2.b 00537 B L2 B.2.b 00316 A L1 B.2.c 00319 B L1 B.2.c 00330 D L2 B.2.c 00405 D L1 B.2.c 00406 A L2 B.2.c 00407 B L2 B.2.c

©2008 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00428 B L1 B.2.c 00429 D L1 B.2.c 00430 D L3 B.2.c 00478 D L3 B.2.c 00520 C L2 B.2.c 00521 B L3 B.2.c 00314 C L1 B.2.d 00324 B L3 B.2.d 00477 C L3 B.2.d 00317 C L1 B.2.e 00403 D L2 B.2.e 00404 C L3 B.2.e 00321 A L1 B.2.f 00334 D L1 B.2.f

What official act(s) provided for the settlement of the land between the Appalachian Mountains and the Mississippi River, its governance, and eventual inclusion into the United States? A. The use of military force to remove squatters B. Federal and state laws against land speculation and slavery C. A pair of ordinances passed in 1785 and 1787 D. A series of equitable treaties negotiated with Indians

Why did many Northerners strongly object to the 1846 war with Mexico?

A. Because most Yankees were outspoken pacifists B. Because the likelihood of unparalleled carnage was so great C. Because a U.S. victory could result in the expansion of slavery D. Because a U.S. defeat would mean the loss of Texas to Mexico

Which statement best describes President Jefferson’s feelings about the Louisiana Purchase?

A. He believed the U.S. had a destiny to expand to the West. B. He was reluctant to claim lands that were occupied by Indians. C. He was concerned the development might foster increased political opposition. D. He feared territorial expansion would encourage the extension of slavery.

What memorable statement is associated with the 1846 war with Mexico? A. 54° 40′ or fight! B. Remember the Alamo! C. Don’t fire until you see the whites of their eyes! D. I only regret that I have but one life to lose for my country.

According to Americans who opposed it, what was the principal cause of the 1846 war with Mexico?

A. President Polk’s expansionist policies and calculated provocation of Mexico B. Mexico’s unprovoked attack on American settlers in a disputed area C. The Mexican government’s refusal to negotiate with secret envoy John Slidell D. The activities of abolitionists working to prevent the spread of slavery into Texas

Who is the subject of this 1820 obituary?

He died at Charette village, on the Missouri, in the ninetieth year of his age. He was the first settler of Kentucky. He penetrated its wilderness in 1775; and in 1799 removed to and settled upon the Missouri. He was a keen huntsman and made many excursions in pursuit of game, in places far distant from the usual tread of white men.

A. Daniel Boone B. Jim Bowie C. Davy Crockett D. Meriwether Lewis

During which era was power-driven machinery introduced in the United States? A. The Agricultural Revolution B. The Electronic Revolution C. The Industrial Revolution D. The Social Revolution

If the development of the factory system is considered a historical cause, what was an immediate and direct effect?

A. A reduction in the need for skilled workers B. An increase of slavery in Southern states C. The regulation of industrial conditions D. An increase in the demand for exports

The work of Eli Whitney had the most influence on which twentieth-century industrialist? A. Henry Ford B. Bill Gates C. John Rockefeller D. Cornelius Vanderbilt

Who is described in this testimony?

[T]he health of the operatives is not so good as the health of females who do housework or millinery business. The chief evil is the shortness of time allowed for meals. The next evil is the length of time employed—not giving them time to cultivate their minds. A. Members of the Fruitlands community B. Residents of Hull House C. Workers in the Lowell Mills D. Students at a Freedman’s Bureau school

What was the implication of the Supreme Court’s decision in Dred Scott v. Sanford?

A. The Kansas-Nebraska Act was declared unconstitutional. B. Slaves could no longer be considered property. C. Congress could do nothing about slavery in the territories. D. Slaves who escaped to a free state were legally free.

Which nineteenth-century social reformer is best known for working to improve treatment of people with mental illnesses?

A. Horace Mann B. Abigail Adams C. Margaret Fuller D. Dorothea Dix

What was the final major legislative effort to prevent the Civil War? A. The Compromise of 1850 B. The Kansas-Nebraska Act C. The Missouri Compromise D. The proposed Crittenden amendments

At the Democratic National Convention of 1860, what issue split the Democratic Party? A. Emancipation B. Land grants to railroads C. Protective tariffs D. Slavery in new territories

In a final letter before he was hanged, John Brown stated that “The crimes of this guilty land will never be purged away but with blood.” What “crime” was John Brown mainly referring to?

A. Discrimination B. Genocide C. Intemperance D. Slavery

In 1859, a New York tobacco manufacturer affixed this label to cigars marketed in Alabama and Georgia:

Based on the label and your understanding of the period, which statement about antebellum America is accurate? A. The conditions for slaves on the largest Southern plantations were quite tolerable. B. Some Northerners falsified the terrible realities of slavery in the interest of personal profit. C. Many Northerners idealized slavery because they witnessed the dismal lives of “wage slaves” in major cities. D. Antislavery activists could claim that house slaves were treated better than urban laborers.

The map and pie charts depict the results of the presidential election for which victorious candidate?

A. James Polk in 1844 B. Zachary Taylor in 1848 C. James Buchanan in 1856 D. Abraham Lincoln in 1860

Two politicians expressed these contrasting positions at an 1830 dinner.

Speaker 1: Our federal union must and shall be preserved.

Speaker 2: The union, next to our liberty, is most dear. Who were these speakers?

A. James Monroe and John Marshall B. Andrew Jackson and John C. Calhoun C. Daniel Webster and Martin Van Buren D. John Quincy Adams and Henry Clay

What was the main goal of the American Colonization Society?

A. To return slaves to Africa B. To prevent violence against abolitionists C. To resettle freedmen in new territories D. To assist slaves on the Underground Railroad

Which belief was central to transcendentalist philosophy?

A. The world would soon come to an end. B. Universal truths of life linked people everywhere. C. Government should exert more control over society. D. Slavery was an inevitable condition of humankind.

John Jay believed the Articles of Confederation needed changes that would “Let Congress legislate. Let others execute. Let others judge.” Jay’s words express what constitutional principle? A. Bipartisan compromise B. Democracy C. Federalism D. Separation of powers

Which individual is most closely linked to the abolitionist movement?

A. Horace Mann B. Ralph Waldo Emerson C. Nat Turner D. Frederick Douglass

In antebellum America, what thought gave impulse to the widespread desire for social reform?

A. The Romantic assumption that human nature was essentially good and institutions could be changed for the better B. The Calvinist conviction that people were essentially sinful and new forms of social control had to be designed and implemented C. The transcendentalist belief that individuals who enjoyed an original relationship to the universe could transform society D. The utopian argument that men and women could begin to change the world by establishing small, perfect communities

Which statement about the relationship between Protestant evangelical religion and reform in the mid-nineteenth century is accurate?

A. Evangelicals believed any effort to change society was doomed by original sin. B. Some evangelicals were strong abolitionists and antislavery activists. C. Evangelicals were concerned about drunkenness, but unconcerned about slavery. D. Most evangelicals were primarily troubled by the evils of prostitution.

What is the best example of communal utopian reform before the Civil War? A. American Colonization Society B. Brook Farm C. Hull House D. Walden

What assumption was central to the philosophy of most transcendentalists? A. Capitalism was evil. B. Original sin was inescapable. C. Temperance was essential. D. Humankind was perfectible.

Antebellum utopian reformers shared most in common with what group? A. Antislavery activists B. New England educators C. Temperance crusaders D. Massachusetts Bay Puritans

What social movement does this nineteenth-century magazine illustration represent?

A. Nativism B. Prohibition C. Suffrage D. Temperance

The influence of Henry David Thoreau’s philosophy of civil disobedience is most apparent in the methods employed by which leader?

A. Harriet Tubman B. Clara Barton C. Martin Luther King Jr. D. Abraham Lincoln

Examine this famous nineteenth-century painting by Asher B. Durand.

Which group of writers shared the same zeitgeist (spirit of the age) as the artist? A. Benjamin Franklin, Thomas Jefferson, James Madison, and John Jay B. William Cullen Bryant, Ralph Waldo Emerson, and Herman Melville C. Henry David Thoreau, John Muir, Aldo Leopold, and Rachel Carson D. Frederic Church, Thomas Cole, Albert Beirstadt, and Thomas Doughty

Which issue is most closely associated with abolitionists? A. Women’s rights B. Religious freedom C. Slavery D. Temperance

The practice of smuggling political refugees into the United States is most similar to the activities of what nineteenth-century social activist?

A. Harriet Beecher Stowe B. Harriet Tubman C. John Brown D. William Lloyd Garrison

What do the arrows on this map represent?

A. The movement of Copperheads B. The maneuvers of the Union Army C. The routes of the Underground Railroad D. The retreats of the Confederate Army

During the mid-nineteenth century, the women’s rights movement achieved which significant right? A. The right to own property B. The right to obtain a divorce C. The right to speak out in public D. The right to work outside the home

What main factor accounts for the rise of feminism during the antebellum period?

A. Male support of female delegates attending the London antislavery convention B. The widespread influence of the egalitarian social philosophy of Quakers C. A sharp increase in the number of women entering male-dominated professions D. The active involvement of women in a variety of reform movements

Which generalization about the relationship between the women’s rights and the abolitionist movement is most accurate?

A. Early feminists earned the hostility of abolitionists because their agitation distracted Americans from the goal of abolishing slavery. B. The Seneca Falls agenda had broad support of New York state legislators, but the abolitionist lobby succeeded in tabling their vote. C. Most Americans believed that the resolution of feminist demands was considerably less urgent than the cause of abolitionists. D. The feminist movement gave rise to the abolitionist cause because it drew parallels between the institution of slavery and the oppression of women.

Which statement best describes the regional economic differences during the mid-nineteenth century?

A. The North specialized in manufactured goods, and the South specialized in cotton. B. The North specialized in tobacco, and the South specialized in food crops. C. The South specialized in textiles, and the North specialized in crops. D. The South specialized in mining, and the North specialized in agriculture.

Northern states had what advantage over Southern states at the onset of the Civil War?

A. The value of Northern agricultural products exceeded the value of Southern agricultural products. B. Foreign trade income for Northern goods was greater than income for Southern goods. C. The North had more coastline than the South. D. The North had a more extensive railroad network than the South.

Unit 4

Cognitive ID Key Level Objective 00325 D L1 B.3.a 00326 A L1 B.3.a 00355 C L2 B.3.a 00495 B L2 B.3.a 00512 C L2 B.3.a 00513 B L2 B.3.a 00538 A L2 B.3.a 00327 C L1 B.3.b 00333 A L1 B.3.b 00328 B L2 B.3.c 00539 A L2 B.3.c 00540 D L2 B.3.c 00329 A L1 B.3.d

What innovation had the greatest impact on military tactics during the Civil War?

A. The camera B. The cannon C. The ironclad D. The rifle

What was the goal of the Anaconda Plan during the Civil War?

A. To prevent the flow of supplies to the South through a blockade of land and sea B. To halt the advance of Confederate troops at

the Mason − Dixon line C. To restore the Union through political reconciliation of Northern and Southern lawmakers D. To undermine the Southern economy by assisting slaves in the flight to freedom

Which chronology accurately orders these events from earliest to latest?

A. Lincoln-Douglas debates, Emancipation Proclamation, attack on Fort Sumter, Battle of Gettysburg B. Secession, Reconstruction, Emancipation Proclamation, Battle of Gettysburg C. John Brown’s Raid, secession, surrender at Appomattox, Reconstruction D. Gettysburg Address, Siege of Vicksburg, secession, Lincoln’s assassination

Study this drawing rendered at the outset of the Civil War.

What did the artist attempt to depict in this drawing? A. A water and land route to Missouri from Washington, D.C. B. A Union military strategy against the Confederacy C. The threat posed to the Union by the states in rebellion D. The disproportionate number of Confederate states

Which person would have most likely supported the Confederate cause during the Civil War? A. A New York carpetbagger B. A Virginia abolitionist C. An Alabama cotton farmer D. An Ohio Copperhead

What innovation provided the most rapid communication between Civil War field officers and President Lincoln? A. Pony express B. Telegraph C. Telephone D. U.S. Mail

Which Civil War era developments had a cause- and-effect relationship?

A. Sharp ethnic and class antagonisms resulted in the draft riots in New York City. B. The retreat of Confederate troops at Gettysburg resulted in the Union victory at Antietam. C. McClelland’s victory at the First Battle of Bull Run resulted in Lee’s loss at the Second Battle of Bull Run. D. The Emancipation Proclamation resulted in the secession of border states.

©2008 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. What was President Lincoln’s main objective throughout the Civil War? A. To punish the Confederacy B. To free the slaves C. To restore the Union D. To acquire new territory

How did the Emancipation Proclamation affect the course of the Civil War?

A. By changing the North’s war aims to include abolition B. By prompting several states to secede from the Union C. By forcing Southern states to stop importing slaves D. By allowing escaped slaves to fight in the Union army

What was the significance of the Fourteenth Amendment in American political history?

A. It established the rights of all citizens to hold property. B. It guaranteed equal legal protection to former slaves. C. It granted women the right to vote. D. It declared slavery and all other forms of servitude illegal.

Although ratified nearly a century and a half ago, what aspects of the Fourteenth Amendment have enduring significance? A. Due process and equal protection clauses B. Affirmative action and witness protection clauses C. Voting rights and ballots clauses D. Nondiscrimination and elastic clauses

To support the claim that the Fifteenth Amendment failed to fulfill its promise for nearly a century, what convincing evidence would a historian most likely cite? A. Athletic opportunities were still unequal. B. Public schools were still segregated. C. Employment practices were still discriminatory. D. Voting rights were still denied.

On which matter did the Wade-Davis Bill contrast most significantly with President Lincoln’s reconstruction plan?

A. The conditions of readmission to statehood B. The punishment of former Confederate soldiers C. The military occupation of Southern states D. The expropriation of lands that comprised plantations

Unit 5

Cognitive ID Key Level Objective 00332 B L1 C.1.b 00379 D L2 C.1.c 00380 C L2 C.1.c 00437 C L2 C.1.c 00481 D L2 C.1.c 00500 A L1 C.1.c 00336 D L3 C.1.d 00335 A L2 C.1.e 00337 D L1 C.1.e

How did some late nineteenth-century industrialists like John D. Rockefeller react to government restrictions on their businesses?

A. By developing independent councils to oversee their stock transactions B. By placing their companies under the control of boards of trustees C. By involving labor union leaders in workplace decisions D. By creating new political parties and personally running for political offices

As president of the American Federation of Labor, how did Samuel Gompers grow the organization into the nation’s largest labor union?

A. By allowing women and minorities to join the union B. By signing up low-wage, unskilled immigrant laborers C. By successfully lobbying Congress to pass laws limiting the activities of rival unions D. By concentrating on fundamental labor issues rather than larger social issues

How did a May 4, 1886, protest meeting at Chicago’s Haymarket Square eventually contribute to the demise of the Knights of Labor?

A. The massive gathering of the union’s workers disrupted public services to such an extent that the federal government placed limits on the union’s activities. B. Workers lost confidence in the union’s leadership after they discovered the union president had given details of their rally to the police. C. The union’s membership quickly declined after newspapers printed articles blaming workers for the violence that occurred. D. The union’s emphasis on recruiting immigrant laborers at the event angered American-born workers who then joined the American Federation of Labor.

What is considered the most significant outcome of the 1902 anthracite coal strike?

A. Factory closings across the country due to fuel shortages B. Growing public distrust of large businesses C. Expansion of presidential authority D. Declining enrollment in labor unions

What event does this political cartoon from the early twentieth century depict?

A. The Pullman Palace Car disaster B. The Haymarket Square catastrophe C. The fatal strike at Coeur ďAlene D. The Triangle Shirtwaist Factory tragedy

Which factor was most significant in the development of labor unions during the nineteenth century? A. Working conditions B. Increased immigration C. Class discrimination D. Growing prosperity

Why did nativists worry about an influx of immigrants during the 1880s?

A. They feared the immigrants would gain control of city and state governments and encourage even more immigration. B. They believed the immigrants would receive preferential treatment from the federal government and be given large tracts of land. C. They thought the country’s ports could not handle the increasing number of immigrants as well as an increasing amount of exports. D. They considered immigrants from southern and eastern Europe more difficult to assimilate into American culture than earlier immigrants.

How did city bosses and their “machines” retain control of city governments despite their reputations for greed and corruption?

A. By providing aid to citizens in exchange for their political support B. By developing alliances with state and federal officials C. By using police forces to intimidate their political rivals D. By establishing local militias to prevent outside interference

What factor most contributed to the Great Chicago Fire’s widespread destruction?

A. Firefighters’ inability to communicate with recent immigrants B. The city’s limited water supply due to a drought C. Theft of fire department funds by corrupt politicians D. Extensive wood-frame construction in homes and businesses

Unit 6

Cognitive ID Key Level Objective 00479 B L3 B.3.e 00480 A L3 B.3.e 00382 D L3 C.1.f 00424 D L3 C.1.g 00357 B L2 C.1.h 00377 B L1 C.2.a 00378 A L1 C.2.a 00436 B L1 C.2.a

What was the legacy of the era depicted in this nineteenth-century illustration?

A. The Emancipation Proclamation B. Grandfather clauses and poll taxes C. The Dred Scott v. Sanford and Plessy v. Ferguson rulings D. Fugitive slave laws

What does this illustration, published in a prominent political magazine in 1868, depict?

A. The role of the Freedmen’s Bureau B. The plight of sharecroppers C. The cause of the Civil War D. The brutality of carpetbaggers

Early twentieth-century Progressive reformers were LEAST concerned with which problem? A. Unsafe food-processing methods B. Unhealthy urban living conditions C. Exploitation of children in the workplace D. Deprivation of African Americans’ civil rights

What alternative to Frederick Turner’s frontier thesis have some historians proposed?

A. Drought, pestilence, and lawlessness crushed the idealism of settlers on the Western frontier. B. Democratic ideals were least likely to flourish on the violent Western frontier. C. Romanticized notions about the Western frontier were undermined by the constant threat of Indian attack. D. The city, not the Western frontier, was the “safety valve” for ambitious and enterprising Americans.

Which action represents a major change in U.S. policy toward American Indians after the Civil War?

A. Relocation to distant territories B. Apportionment of tribal property to individuals C. Peace negotiations with hostile tribes D. Grants of conditional citizenship

Which group was most representative of the Populist Party?

A. Anarchists B. Farmers C. Industrialists D. White-collar workers

What factor best accounts for falling crop prices and increasing rural poverty in the 1890s? A. Growing competition from foreign countries B. More African American farmers forced into sharecropping agreements C. Farmers’ inability to transport their products to urban markets D. More immigrants choosing to work in factories rather than on farms

What was the main topic of William Jennings Bryan’s 1896 “Cross of Gold” speech? A. Fighting the growing influence of business trusts B. Changing the government’s monetary policy C. Ending the tax-free status of religious institutions D. Providing federal aid to poor families

Unit 7

Cognitive ID Key Level Objective 00360 B L2 C.2.b 00381 C L3 C.2.b 00438 D L1 C.2.b 00439 A L2 C.2.b 00440 B L2 C.2.b 00441 C L3 C.2.b 00524 C L3 C.2.b 00383 C L3 C.2.c 00442 D L3 C.2.c 00504 D L1 C.2.c 00339 B L1 C.2.d 00340 C L1 C.2.d 00341 D L1 C.2.d 00359 D L3 C.2.d 00369 A L2 C.2.d 00374 B L2 C.2.d 00375 C L3 C.2.d 00376 D L2 C.2.d 00432 B L2 C.2.d 00433 C L2 C.2.d 00434 D L3 C.2.d 00435 A L2 C.2.d 00482 B L3 C.2.d 00505 C L1 C.2.d 00522 C L3 C.2.d

©2008 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00370 B L1 C.2.e 00372 D L3 C.2.e 00431 A L1 C.2.e 00483 B L3 C.2.e 00506 B L1 C.2.e 00338 A L1 C.2.f 00371 C L1 C.2.f 00373 A L1 C.2.f

What was the main goal of most muckraking journalists?

A. To gain fame through the creation of articles of high popular interest B. To expose socioeconomic problems in need of political attention C. To increase public awareness of America’s great potential D. To end corruption between politicians and big business

Which action by President Taft showed he was more progressive than his critics were willing to admit? A. His firing of Gifford Pinchot to end the

Ballinger − Pinchot controversy B. His sending of U.S. troops to Nicaragua to protect U.S. citizens C. His ordering an antitrust suit to be filed against U.S. Steel D. His signing into law the protectionist

Payne −Aldrich Tariff Act

What belief guided President Theodore Roosevelt’s efforts as a trustbuster?

A. The government needed to protect women and children in the workplace. B. City governments were incapable of fighting corruption. C. Labor unions posed a serious threat to the country’s economic stability. D. Business monopolies were hurting the public interest.

What themes were common in the writings of muckrakers and authors such as Upton Sinclair?

A. The immorality and greed in U.S. businesses and the corruption in government B. The disadvantages of a growing consumer culture and the benefits of living in a communal society C. The problems created by unrestricted immigration and the economic disparity between rural and urban residents D. The increasing number of socialists in labor unions and the threat they posed to U.S. society

The Progressive movement was most responsible for which development?

A. Politicians becoming more laissez-faire about economic issues B. Government becoming more responsive to social issues C. A growing interest in expanding U.S. influence beyond its borders D. The application of Charles Darwin’s theory of evolution to human society

What was the main purpose of President Theodore Roosevelt’s Square Deal?

A. To increase the budgets of the four military branches B. To coordinate the efforts of federal and state governments to improve the distribution of wealth C. To promote policies beneficial to U.S. society as a whole, not just certain sectors D. To ensure all citizens enjoyed their constitutional rights

This Progressive Era political cartoon depicts which issue?

A. The political response to women’s suffrage B. The uncertainty over the proposed League of Nations C. The outcome of the 1912 election D. The question of Filipino independence

Why did a split occur among feminists in the late- nineteenth century?

A. Many feminists believed the increasing economic independence of women after the Civil War indicated there was no need for further activism. B. Many feminists left the U.S. to settle in countries with more liberal attitudes toward women. C. Feminists disagreed on the suffrage movement’s goals and tactics after women’s suffrage was not included in the Fifteenth Amendment. D. Feminists argued over which political party was most likely to help the suffrage movement.

During the Progressive era, which issue created the most significant split among female suffragists?

A. Whether men should play a role in helping women achieve the right to vote B. The potential use of economic boycotts to force the government into allowing women the right to vote C. The possibility of using violence to bring more attention to the issue of women’s right to vote D. Whether women should concentrate on achieving the right to vote at the national or state level

What cause was the focus of Susan B. Anthony’s activism? A. Immigration B. Labor C. Public education D. Women’s suffrage

Which development prompted formulation of the Roosevelt Corollary to the Monroe Doctrine?

A. Spain’s reluctance to sign a peace treaty after the Spanish-American War B. Latin American countries defaulting on their debts to foreign investors C. Rebels threatening to overthrow Mexico’s democratic government D. Attacks on U.S. workers during construction of the Panama Canal

What was the goal of the Open Door policy?

A. The peaceful transition of colonies to independent countries B. Creation of an organization to resolve international conflicts C. Equal trade access to areas of China controlled by foreign governments D. Unrestricted movement of U.S. troops into Mexico to search for bandits

What was the goal of President Taft’s Dollar Diplomacy?

A. To help U.S. allies increase the readiness of their armed forces B. To raise the living standards of people in poverty-stricken countries C. To support the development of democracies in Central America D. To create stability abroad in promotion of U.S. commercial interests

Which statement best summarizes the central premise of President Theodore Roosevelt’s foreign policy in the Western Hemisphere?

A. It is consistent with American principles that we recognize the sovereign rights and autonomy of each nation. B. Western European nations have a longstanding tradition and historical right to political ties with Latin American countries. C. Modern progress has rendered the Monroe Doctrine incompatible with the needs of the nation at this point in history. D. The U.S. has a compelling interest to intervene in nations whose political stability is threatened.

Which desired outcome most influenced President McKinley’s decision to maintain U.S. control of the Philippines after the Spanish-American War?

A. Increased commercial opportunities for U.S. businesses B. Assured safety of U.S. religious missionaries C. Reduced flow of immigration from Asia D. Extended reach of the Monroe Doctrine

Why did President Theodore Roosevelt involve the United States in the Dominican Republic’s affairs when that country defaulted on its debt payments?

A. The Dominican Republic supported the U.S. during the Spanish-American War. B. Under the Monroe Doctrine, the U.S. opposed the possible intervention of European nations. C. Radicals were ready to establish a socialist government if the Dominican Republic’s democratically elected government collapsed. D. Instability in the region could have delayed construction of the Panama Canal.

What is the correct chronology of the foreign policy initiatives of Presidents McKinley, Theodore Roosevelt, Taft, and Wilson?

A. Big Stick Diplomacy, Dollar Diplomacy, Open Door Policy, Moral Diplomacy B. Dollar Diplomacy, Big Stick Diplomacy, Moral Diplomacy, Open Door Policy C. Open Door Policy, Big Stick Diplomacy, Dollar Diplomacy, Moral Diplomacy D. Moral Diplomacy, Open Door Policy, Big Stick Diplomacy, Dollar Diplomacy

Which development motivated President Theodore Roosevelt to send the Great White Fleet on a 14- month worldwide tour?

A. Increased political tensions in territories acquired by the U.S. during the Spanish- American War B. Reluctance on the part of the European powers to accept the U.S. Open Door policy C. Pirates seizing U.S. ships off the coast of Africa and holding them for ransom D. Japan’s emergence as a world power after its defeat of Russia in a 1905 war

European governments exerted tremendous influence over the Chinese government in the late- nineteenth century. Resentment over this influence resulted in attacks on foreign-owned properties that escalated into the Boxer Rebellion.

Why did U.S. interests in China also come under attack?

A. The U.S. offered no assistance to China during its 1895 war with Japan. B. The Open Door policy attempted to secure for the U.S. the same power enjoyed by European countries in China. C. China’s ability to conduct unrestricted trade with the Philippines ended after the U.S. victory in the Spanish-American War. D. Race-based U.S. policies that unfairly restricted Chinese immigration created political tensions between the countries.

President Theodore Roosevelt considered the voyage of the Great White Fleet essential to accomplishing what foreign policy goal?

A. Establishment of overseas coaling stations for the U.S. navy B. Repair of U.S. international reputation following the Philippine Insurrection C. Demonstration of U.S. ability to defend its international interests D. Increased military spending for the purpose of reviving the U.S. economy

Which event most influenced development of the Roosevelt Corollary?

A. The construction of the Panama Canal B. The journey of the Great White Fleet C. The annexation of Hawaii D. The implementation of the Platt Amendment

Why did the U.S. government actively encourage a 1903 revolt in Central America?

A. The Colombian government refused to ratify an agreement allowing construction of the Panama Canal. B. Socialist politicians were threatening to nationalize U.S. owned businesses. C. France was reluctant to give up its colonial possessions in the Western Hemisphere. D. The U.S. military needed to secure territorial possessions gained after the Spanish-American War.

What early twentieth-century foreign policy development is associated with the region depicted on this map?

A. Alliance for Progress B. Big Stick C. Domino Theory D. Open Door

What was the main goal of the Open Door policy toward China?

A. To encourage increased emigration from China to the U.S. B. To stimulate democratic reform in China C. To encourage China to allow U.S. business activity D. To develop friendly diplomatic relations with China

As the twentieth century dawned, the emergence of powerful European spheres of influence in Southeast Asia resulted in what U.S. foreign policy? A. Dollar Diplomacy B. Roosevelt Corollary C. Open Door D. Manifest Destiny

Passage of the Platt Amendment resulted in which development?

A. Puerto Rico becoming a self-governing commonwealth B. The existence of a U.S. military base in Cuba C. An official end to the Spanish-American War D. The establishment of diplomatic relations with Japan

In deciding the fate of the Philippines after the Spanish-American War, President McKinley stated that “there was nothing left for us to do but to take them all, and to educate the Filipinos, and uplift and civilize and Christianize them.”

What fact concerning the Philippines did McKinley fail to take into consideration? A. It was promised the right of self-determination. B. It had a democratically elected legislature. C. Its school system was based on the U.S. model. D. Its dominant religion was Roman Catholicism.

The Spanish-American War is most directly associated with which event? A. The Philippine Insurrection B. The building of the Panama Canal C. The creation of the Roosevelt Corollary D. The annexation of the Hawaiian Islands

What issue does this political cartoon from the 1890s depict?

A. The revolution in Panama B. The plight of Cuba C. The annexation of Hawaii D. The dictatorship in Costa Rica

Which lands did the United States acquire as a result of the Spanish-American War?

A. Alaska and Hawaii B. Guam, the Philippines, and Puerto Rico C. Louisiana Territory and the Old Northwest D. Texas and New Mexico

Alfred Thayer Mahan expressed what opinion in his book The Influence of Sea Power Upon History?

A. A nation benefited from having a strong navy and the overseas bases needed to maintain it. B. Construction of the Panama Canal would increase naval traffic and benefit all Central American countries. C. The U.S. government could increase foreign trade by providing businesses more incentives to build ships. D. The U.S. government placed too much emphasis on modernizing the navy instead of the army.

What prompted the U.S. government to participate in the 1893 overthrow of the Hawaiian government?

A. Several European nations colonizing Pacific islands close to Hawaii B. The kidnapping of Christian missionaries by Hawaiian nationalists C. Queen Liliuokalani’s attempt to reduce the political influence of American sugar planters D. King Kalakaua’s discussions with the Japanese government to lease Pearl Harbor

Which policy did the American Anti-Imperialist League oppose?

A. U.S. possession of the Philippines after the Spanish-American War B. Giving women the right to vote C. Increased government regulation of large businesses D. Passage of stricter food safety legislation

Unit 8

Cognitive ID Key Level Objective 00342 A L2 D.1.a 00361 C L1 D.1.a 00363 C L1 D.1.d 00445 C L1 D.1.a 00454 D L3 D.1.a 00487 A L1 D.1.a 00489 B L3 D.1.a 00501 B L1 D.1.a 00519 B L1 D.1.a 00525 D L3 D.1.a 00550 B L2 D.1.a 00446 D L3 D.1.b 00542 A L2 D.1.b 00548 C L1 D.1.b 00543 D L2 D.1.c 00545 B L2 D.1.c 00502 C L3 A.1.b D.1.d 00541 B L2 D.1.d 00544 D L2 D.1.d 00546 B L2 D.1.d 00547 D L2 D.1.d 00362 A L1 D.1.e 00549 A L2 D.1.e 00365 C L1 D.1.f

Prior to United States entry into World War I, what factor most challenged its neutrality? A. Germany’s unrestricted submarine warfare B. Mexico’s support of the Central Powers C. Russia’s withdrawal of troops after the Bolshevik Revolution D. Great Britain’s blockade of European ports

What issue was central to President Wilson’s foreign policy from 1914 to 1917? A. U.S. colonial possessions in the Pacific B. Political stability in Serbia C. Freedom of navigation on the seas D. Trade policy with China

What notable legal contest exposed the widening cultural rift between religion and modern science during the twentieth century? A. Plessy v. Ferguson B. The Sacco and Vanzetti trial C. The Scopes trial D. Korematsu v. U.S.

On April 2, 1917, President Wilson asked Congress for a declaration of war on Germany. Which action most influenced President Wilson’s decision? A. Germany blockading U.S. ports B. Germany placing a tariff on U.S. goods C. German submarines sinking U.S. merchant ships D. German spies destroying a U.S. munitions factory

The United States and Russia were World War I allies until 1918 when Russia ended its involvement in the war. President Wilson responded to this development by sending thousands of combat troops to Russia.

What was the reason for Wilson’s decision?

A. The U.S. had the opportunity to gain control of disputed territory near Alaska. B. The U.S. wanted to ensure Russia repaid millions of dollars in loans. C. The U.S. war effort faced collapse without munitions from Russian factories. D. The U.S. needed to prevent war material from falling into enemy hands.

According to the thinking of the time, which war was waged “to make the world safe for democracy”?

A. World War I B. The Spanish Civil War C. World War II D. The Vietnam War

A first-generation German immigrant living in the United States in 1917 would most likely have faced which challenge?

A. Threat of arrest for supporting Socialist presidential candidate Eugene V. Debs B. Repression and possible deportation for objecting to the war in Europe C. Discrimination resulting from the widespread racism associated with social Darwinism D. Anger from antiwar groups targeting supporters of President Wilson

What was the goal of President Wilson’s Fourteen Points?

A. To impose punitive measures on aggressor nations B. To provide a plan for a just and lasting peace C. To distribute colonial possessions equitably D. To implement a comprehensive reparations plan

Which event was most significant in the U.S. decision to enter World War II? A. The Great Depression B. The attack on Pearl Harbor C. The Red Scare D. The news of the Holocaust

What title should appear on the cover of the speaker’s book in this political cartoon?

A. Unconditional surrender B. Yalta Conference C. Armistice Day D. League of Nations

What was the main consequence of the Senate’s refusal to ratify the Treaty of Versailles?

A. Civil liberties were curtailed during the Red Scare. B. The League of Nations was greatly weakened. C. American troops in France and Germany were demoralized. D. Congress passed the Sedition Act to silence public opposition.

In 1927, people around the world were thrilled by radio reports of Charles Lindbergh’s successful solo flight across the Atlantic Ocean. Movie newsreels featuring the young, handsome pilot helped make him an international hero.

What was a larger impact of Lindbergh’s accomplishment?

A. It improved relations between the U.S. and France. B. It demonstrated the airplane’s ability to be used as a long-range bomber. C. It made people realize the U.S. could not isolate itself from world events. D. It helped launch the age of commercial passenger aviation.

Which developments are directly associated with mass production? A. Consumerism, advertising, and the installment plan B. The Nineteenth Amendment and child labor laws C. Trust-busting, muckraking, and the Square Deal D. The Red Scare and the Great Depression

The first commercial radio broadcasts, a predominantly bull stock market, and the emergence of surrealism and art deco were features of which decade?

A. 1890s B. 1910s C. 1920s D. 1930s

A. Victorian B. Neoclassical C. Art nouveau D. Art deco

©2008 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. What factor helps to explain the appeal of distracting fads such as flagpole-sitting, frenzied dancing, mah-jongg, and dance marathons during the Jazz Age? A. Increasing fear of depression B. Disillusion with Wilsonian idealism C. Mass alienation from materialism D. Anxiety over personal debt

A researcher uses census data from 1900, 1910, and 1920 to identify foreign-born heads of working- class households in Pittsburgh, Pennsylvania. He discovers a high percentage of the same foreign names in all three censuses. Using this information, he can propose generalizations about which topic? A. Consumer preferences B. Health conditions C. Migration patterns D. Political affiliations

Historian Frederick Lewis Allen wrote this description of what historical circumstance?

It was an era of lawless and disorderly defense of law and order, of unconstitutional defense of the Constitution, of suspicion and civil conflict—in a very literal sense, a reign of terror.

A. Increased homeland security after the 9/11 attacks B. The Red Scare and the Palmer raids C. The American conquest of the Philippines D. Violent labor strikes at Coeur d’Alene and Homestead Steel

Famous as one of the few places in the 1920s that permitted interracial dancing, the Savoy Ballroom is most closely associated with which movement?

A. Abolitionism B. Civil rights C. Feminism D. Harlem Renaissance

Who likely made this statement?

I wear bobbed hair and powder my nose. I wear fringed skirts and bright-colored sweaters, scarves, waists with Peter Pan collars, and low-heeled shoes. I adore dancing! I spend much time in automobiles. I attend hops, proms, ballgames, crew races, and other affairs at men’s colleges.

A. A post − World War II suburbanite B. A Roaring Twenties flapper C. A Depression-era homemaker D. A Gilded Age feminist

This 1926 magazine cover depicts two figures dancing the Charleston.

In what novel does the female social type depicted in this image make a memorable appearance? A. Lolita B. The French Lieutenant’s Woman C. Revolutionary Road D. The Great Gatsby

Which of the following factors was most significant in contributing to the onset of the Great Depression? A. Declining agricultural prosperity B. Increasing reliance on foreign imports C. An inadequately skilled workforce D. Vast military expenditure during World War I

Consider this conversation from the 1920s: “Have you bought an automobile yet?” “No, we felt we couldn’t afford one.”

“Mr. Budge has one and he is not as well off as you are.” “Yes, I know. But their second installment came due, and they had no money to pay for it.” “Did they lose the car?” “No, they got the money and paid the installment.” “How did they get the money?”

“They sold the cook-stove.” “How could they get along without a cook-stove?” “They didn’t. They bought another one on the installment plan.”

In addition to the behavior illustrated by this conversation, what additional factor contributed to the 1929 stock market crash?

A. Persuasive advertising that reached millions of consumers B. Federal deregulation of the Securities and Exchange Commission C. President Hoover’s failure to confront the problem of rising unemployment D. Explosive growth of postwar profits in the agricultural sector

The Wagner Labor Relations Act of 1935 addressed what labor issue? A. Workplace safety B. Health insurance C. Collective bargaining D. Minimum wage

An advocate of President Franklin D. Roosevelt’s farm policy would have likely supported which economic strategy?

A. Reducing agricultural output to increase product values B. Utilizing minimum wage laws to stimulate farm productivity C. Allowing market forces to operate freely to achieve stabilization D. Increasing agricultural production to ensure an affordable food supply

How would an African American during the Great Depression most likely have felt about the New Deal?

A. Disappointed, because the TVA failed to bring power to African American farmers in its Rural Electrification Program. B. Outraged, because African Americans were ineligible for any benefits under New Deal programs. C. Frustrated, because the CCC and other work programs discriminated against African Americans. D. Angry, because President Franklin D. Roosevelt did not attempt to restrain his racially insensitive views.

How would an active supporter of the Socialist Party during the Great Depression most likely have felt about the Tennessee Valley Authority?

A. Intrigued, because it was an unprecedented and dangerous step toward collectivization. B. Angry, because it represented a threat to the spirit of free enterprise and entrepreneurial capitalism. C. Enthusiastic, because government was asserting itself in the private sector to benefit many people. D. Discouraged, because government was undermining small family farmers and subsidizing agribusiness.

This 1930s cartoon depicting President Franklin D. Roosevelt holding an electric wire and lightbulb relates to what New Deal program?

A. The AAA B. The CCC C. The TVA D. The SEC

The work of Depression-era artists, such as muralist Charles Alston, received important sponsorship from what New Deal agency?

A. The CCC B. The NRA C. The PWA D. The WPA

Unit 9

Cognitive ID Key Level Objective 00553 D L3 E.1.a 00345 C L2 E.1.b 00494 A L2 E.1.b 00554 B L1 E.1.b 00555 C L2 E.1.b 00558 A L3 E.1.b 00349 A L1 E.1.d 00351 C L2 E.1.d 00453 C L2 E.1.d 00457 A L2 E.1.d 00499 C L2 E.1.d 00556 B L2 E.1.d 00557 B L1 E.1.d 00475 A L2 E.1.e

A. Conscientious objectors B. The Anti-imperialist League C. Pro-Stalin communists D. The America First Committee

Which Yalta Conference agreement was never fulfilled?

A. Creation of an organization to maintain international peace and security B. Germany’s division into zones of occupation C. Democratic elections in Poland free of outside influence D. A Soviet declaration of war against Japan after Germany’s defeat

Iwo Jima and Okinawa were testing grounds for what military technique? A. Amphibious attacks B. Armored assaults C. Scorched-earth tactics D. Strategic bombing

Why was the Allied victory in the Battle of Midway so important?

A. It provided the Australians with a strategic base in the Solomon Islands. B. It undermined Japan’s capacity to wage an offensive war. C. It enabled the U.S. to learn of the strategic plans of its enemies. D. It shifted the balance of power in Asia to the British.

With what event is this charter statement associated?

In pursuance of the Agreement signed on the 8th day of August 1945 by the Government of the United States of America, the Provisional Government of the French Republic, the Government of the United Kingdom of Great Britain and Northern Ireland and the Government of the Union of Soviet Socialist Republics, there shall be established an International Military Tribunal (hereinafter called “the Tribunal”) for the just and prompt trial and punishment of the major war criminals of the European Axis.

A. The Geneva Accords B. The Yalta Conference C. The Nuremberg Trials D. The Versailles Conference

The small text in this World War II leaflet reads “Thou shall go Americans, and eat the Australians out of their homes if necessary...The Americans will fight to the last Australian.” Who produced this leaflet?

A. Japanese military propagandists B. Australian conscientious objectors C. American antiwar activists D. German Nazi sympathizers

How did the GI Bill affect American society?

A. By easing the transition of soldiers back into civilian life B. By initiating the first military draft since the Civil War C. By allowing the deployment of National Guard troops for humanitarian missions D. By financing the building of munitions factories in high unemployment areas

How did World War II rationing and price controls contribute to increased postwar consumption?

A. The U.S. government began selling surplus goods at discount prices. B. Large retail stores were forced to close until the end of the war. C. Purchase restrictions allowed workers to save a large portion of their income. D. Soldiers returned home with products most civilians found difficult to obtain.

How did the 1944 GI Bill change U.S. society?

A. By turning the U.S. into a welfare state and creating a budget deficit B. By leading to an economic recession as veterans had little incentive to find employment C. By allowing many people to attend college who otherwise would not have had the opportunity D. By continuing wartime rationing and making citizens resentful of the military

Why were many political observers surprised by President Truman’s victory in the 1948 presidential election?

A. Earlier in the year he had a very low voter approval rating and many critics within his own political party. B. The news media reported that his military leaders frequently disagreed with his handling of a growing crisis in Korea. C. He was initially reluctant to run for another term and did very little campaigning. D. His Republican Party opponent gained the support of the New Deal coalition that had formerly supported the Democratic Party.

This is a famous poster from the World War II era.

What is the implicit message of the poster? A. Women must continue the fight to earn voting rights. B. Women are ready to enlist for military service. C. Women can succeed in nontraditional jobs. D. Women need to keep working for equal rights.

Most internment camps for Japanese Americans were located in which region of the United States?

With these words, American poet Archibald MacLeish honored a journalist famous for his live reports of the Blitz and whose work became the standard for broadcast journalism.

“You burned the city of London in our houses and we felt the flames that burned it. You laid the dead of London at our doors and we knew that the dead were our dead.” Who was the journalist? A. Norman Rockwell B. Edward R. Murrow C. Orson Welles D. Walter Cronkite

According to policy analysts, in what way will future American military interventions differ from those of the past and present?

A. Sophisticated technologies will be used to fight wars from a distance. B. The government will contract with the private sector for most defense operations. C. A permanent, universal draft will guarantee adequate numbers of troops. D. Rationing, higher taxes, and increased military spending will be inevitable.

Unit 10

Cognitive ID Key Level Objective 00358 B L2 E.2.a 00451 A L3 E.2.a 00463 D L2 E.2.a 00470 B L2 E.2.a 00498 D L2 E.2.a 00366 B L2 E.2.b 00444 B L2 E.2.b 00466 C L2 E.2.b 00491 A L2 E.2.b 00508 A L2 E.2.b 00509 A L1 E.2.c 00516 A L1 E.2.c 00515 C L1 E.2.c 00517 B L2 E.2.c 00456 B L3 E.2.d 00458 B L2 E.2.d 00460 D L2 E.2.d 00462 B L2 E.2.d 00464 D L2 E.2.d 00468 C L1 E.2.d 00469 C L2 E.2.d

What factors were largely responsible for the high inflation rates of the late 1960s and early 1970s?

A. Declining productivity of American workers and increased foreign competition B. Increasing federal expenditure on social welfare programs and the Vietnam War C. Laissez-faire economic policy and corporate tax breaks D. Widespread cultural change and growing disapproval of government

Many controversies arose during J. Edgar Hoover’s forty-eight years as director of the Federal Bureau of Investigation (FBI). Due in part to Hoover’s abuses of power, FBI directors are now limited to no more than ten years in office. How did Hoover abuse the power of his office?

A. By approving illegal wiretaps on U.S. citizens based on their political beliefs rather than suspected illegal activities B. By accusing members of Congress of being communists because of their opposition to the Vietnam War C. By altering the immigration records of several prominent members of the counterculture movement in an attempt to have them deported D. By using agency funds to finance the training of Cuban exiles to assassinate Fidel Castro

What was a key component in President Clinton’s successful effort to balance the budget?

A. Defeating Republican plans to cut military spending B. Cutting funding for educational programs C. Eliminating tax credits for the poorest Americans D. Increasing income taxes on the wealthiest Americans

Why did the policy of enormous tax cuts during the administration of President George W. Bush concern observers on the political left?

A. It resulted in an unprecedented reduction in military readiness. B. It jeopardized long-standing federal support for vital social programs. C. It created an economic context conducive to massive trade deficits. D. It led to increased regulation of business and economic stagflation.

This chart depicts federal government revenue intake and spending during the administrations of Presidents Harry Truman through George W. Bush.

Based on this chart, which administration was responsible for the most significant record of deficit spending? A. John Kennedy B. Lyndon Johnson C. George H. W. Bush D. George W. Bush

Which modern-day development has had an impact most similar to that of the nineteenth-century Industrial Revolution? A. The immigration of Mexican workers B. The development of information technology C. The expansion of the service sector of the economy D. The growth of evangelical political influence

What innovation owes its creation in part to Department of Defense concerns about the security of communication networks?

A. The first U.S. satellite B. The Internet C. The space shuttle D. The cell phone

Which summary of the impact of new technologies on the American workplace is most accurate?

A. Information technologies have created a limited number of new jobs because the nature of the work is so sophisticated. B. Innovative high-tech companies have avoided antitrust lawsuits because their technologies are vital to national security. C. Cyber-technology has actually lengthened the workweek rather than shortening it. D. Federal intervention is necessary to prohibit the outsourcing of information technology jobs.

The message “We came in peace for all mankind” is associated with what twentieth-century event? A. The Apollo 11 moon landing B. The “War of the Worlds” radio broadcast C. The European arrival of the American Expeditionary Force D. The Woodstock Music Festival

Which chronology accurately lists communications innovations from most recent to earliest?

A. Computer, television, radio, telephone, telegraph, printing press B. Printing press, computer, telegraph, radio, television, telephone C. Telegraph, printing press, telephone, radio, television, computer D. Radio, television, computer, telephone, printing press, telegraph

Martin Luther King Jr. encouraged those involved in the struggle for civil rights to employ tactics modeled on the example of which leader?

A. Mohandas Gandhi B. Frederick Douglass C. John Lennon D. Abraham Lincoln

Which 1960s counterculture group espoused “Revolution Toward a Free Society”? A. Youth International Party B. Symbionese Liberation Army C. Students for a Democratic Society D. Black Panthers

César Chávez is best known for his leadership on which civil rights issue?

A. Education B. Gender C. Labor D. Religion

In a 1965 speech entitled “Let Us Shape the Future,” Charles Oglesby, leader of Students for a Democratic Society, stated:

We are dealing now with a colossus that does not want to be changed. It will not change itself. It will not cooperate with those who want to change it. Those allies of ours in the government, are they really our allies? If they are, then they don’t need advice, they need constituencies; they don’t need study groups, they need a movement. And if they are not, then all the more reason for building that movement with the most relentless conviction. What was Oglesby advocating with these words? A. Radical reform of the educational system B. Collective citizen action for political change C. Immediate and unconditional withdrawal from Vietnam D. Increased voter participation in elections

Which situation resulted in President Carter asking Americans to undertake “the moral equivalent of war” to help the country develop renewable energy sources?

A. Acid rain was poisoning rivers and threatening the health of all citizens. B. Domestic oil companies were producing less, so more oil was being purchased overseas. C. A natural gas company illegally dumped toxic materials near a residential neighborhood. D. Safety equipment failed at a nuclear power plant and radiation was released outside the plant.

The service sector accounted for approximately 60 percent of jobs in the United States in 1967, and that number rose to approximately 80 percent by 2005. What is the main implication of this change?

A. Fewer U.S. workers can work part-time jobs and attend college. B. A smaller proportion of U.S. workers are involved in manufacturing. C. Labor unions are losing political and economic influence. D. U.S. workers are more productive today than in the past.

Speaking about high-paying service sector jobs in the twenty-first century, Richard Fisher of the Federal Reserve Bank of Dallas observed:

Physical strength and manual dexterity, workers’ primary input for so much of what was produced in the agricultural and manufacturing eras, have been replaced by creativity, reasoning, and emotional intelligence. What is the main implication of Fisher’s remark? A. When U.S. corporations relocate manufacturing jobs overseas, they are hurting the nation’s economy. B. Higher incomes and increased spending have fueled inflation in recent years. C. Unemployment in the U.S. is largely a consequence of our society abandoning its traditions of manual labor. D. Higher education is fundamental to economic growth in the U.S. because of the changing nature of jobs.

Despite numerous scandals, polls revealed that a high percentage of Americans approved of President Clinton’s job performance. What factor best explains this?

A. Widespread disdain over the actions of investigator Kenneth Starr B. The strong economy and general domestic tranquility C. The growing conviction that liberal policies are more socially progressive D. Broad support for peace negotiations in Ireland and the Middle East

Which factor was most significant in President Carter’s 1980 election loss to Ronald Reagan?

A. Liberal Democrats were disappointed in President Carter’s failure to maintain Great Society programs. B. The incident at the Three Mile Island nuclear plant caused widespread public disapproval of President Carter. C. Americans lost respect for President Carter because his leadership style was too passive. D. Rising unemployment and President Carter’s failure to resolve the lengthy hostage crisis in Iran undermined public confidence.

Which term best describes the economic philosophy of President George W. Bush?

A. Centralization B. Decentralization C. Deregulation D. Laissez-faire

Why was there strong opposition in the United States to the North American Free Trade Agreement and the General Agreement on Tariffs and Trade?

A. The agreements ignored the human rights violations of the People’s Republic of China and the countries of the former Soviet bloc. B. The agreements failed to address the issue of child labor and the problem of child slavery in the treaty nations. C. The agreements created the potential for job losses, cuts in wages, and environmental abuses. D. The agreements failed to anticipate immigration problems and their impact on the social services system.

Unit 11

Cognitive ID Key Level Objective 00350 B L2 E.1.f 00449 C L3 E.1.f 00527 B L3 E.2.e E.1.f 00343 B L1 E.1.g 00344 A L1 E.1.g 00346 A L2 E.1.g 00347 B L3 E.1.g 00348 C L2 E.1.g 00354 B L1 E.1.g 00450 D L3 E.1.g 00452 B L1 E.1.g 00493 C L3 E.1.g 00510 C L2 E.1.g 00514 C L2 E.1.g 00528 B L3 E.1.g 00484 B L3 E.1.h 00492 C L3 E.1.h 00497 D L3 E.1.h 00526 A L3 E.1.h 00443 A L3 E.2.e 00447 A L1 E.2.e 00448 B L1 E.2.e 00455 D L2 E.2.e 00461 A L1 E.2.e

©2008 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00465 A L3 E.2.e 00471 C L2 E.2.e 00472 C L2 E.2.e 00473 B L2 E.2.e 00474 B L3 E.2.e 00507 A L3 E.2.e 00511 C L1 E.2.e 00529 C L3 E.2.e 00352 D L1 E.2.f 00353 D L3 E.2.f 00459 B L2 E.2.f 00467 D L2 E.2.f

What distinguished Levittown, New York, from other communities?

A. It was a housing compound for workers and scientists associated with the Manhattan Project. B. It was an experiment in low-cost, mass- produced housing intended for soldiers returning to civilian life. C. It was the site of the first Japanese-American internment camp after the bombing of Pearl Harbor. D. It was the location of the first wartime meeting of President Franklin D. Roosevelt, Winston Churchill, and Joseph Stalin.

Why do some historians credit rock and roll music with helping to break down racial barriers?

A. Lyrics from southern rock and roll bands informed northern listeners of the problems created by segregation. B. Civil rights activists used rock and roll music to attract white teenagers to their rallies. C. Rock and roll music developed out of black and white musical traditions, so it appealed to both races. D. Rock and roll bands in the early 1950s found it easier to get recording contracts if they were racially mixed.

Examine this 1949 cartoon.

What subsequent development could have inspired the same cartoon? A. The impeachment of President Clinton B. The passage of the Patriot Act C. The acceleration of global warming D. The prolonged war in Iraq

George Kennan’s 1947 article “The Sources of Soviet Conduct” influenced the development of which foreign policy? A. Brinkmanship B. Containment C. Deterrence D. Massive retaliation

How did the Soviet Union first attempt to force the removal of U.S. forces from West Berlin? A. By blocking road and rail access to the city B. By asking the UN to declare the city a military- free zone C. By supporting socialist candidates in the city’s elections D. By placing missile bases within striking distance of the city

How did the Cuban missile crisis affect U.S. −Soviet relations? A. It led to improved communication between the two countries. B. It prompted each country to increase its nuclear weapon testing. C. It persuaded President Kennedy and Premier Khrushchev to begin strategic arms limitations talks. D. It resulted in the countries expelling each other’s ambassadors and closing their embassies.

In a 1954 speech, Secretary of State John Foster Dulles stated, “There is no local defense which alone will contain the mighty land power of the Communist world. Local defense must be reinforced by the further deterrent of massive retaliatory power."

This statement expressed what belief of the Eisenhower administration?

A. The Soviet Union’s strategic advantage in nuclear weapon technology made a U.S. increase in its nuclear capabilities vital. B. The threat of the use of nuclear weapons during a crisis was more effective and cost-efficient than relying on conventional forces. C. Any conflict requiring the use of nuclear weapons would most likely occur in Europe, and the U.S. could count on British and French support. D. The Soviet Union’s increasing political influence in Africa required a new policy to stop the spread of communism.

President Eisenhower described which situation as a row of dominoes that fall one after another once the first domino falls? A. Labor union strikes in the railroad industry B. Senate investigations of communist activities in the U.S. C. Political instability in Southeast Asia D. Soviet Union support of Central American countries

Why does the United States maintain overseas military bases?

A. To help foreigners become familiar with U.S. culture B. To react more effectively to international situations C. To open new export markets for U.S. products D. To reduce crowded conditions at domestic facilities

The U.S. military invaded Afghanistan in 2001 to remove the Taliban government for its support of al Qaeda terrorists. Many Taliban members had been U.S. allies in the 1980s.

Why did the United States give aid and support to these individuals in the 1980s? A. They exported large amounts of oil to the U.S. B. They were attempting to establish democratic reforms. C. They provided the U.S. with valuable military information about Iran. D. They were fighting a Soviet invasion of their country.

Which leader was a U.S. ally during Ronald Reagan’s presidency? A. Muammar al-Qadhafi of Libya B. Saddam Hussein of Iraq C. Mohammad Reza Shah Pahlavi of Iran D. Daniel Ortega of Nicaragua

Which presidential action best illustrates the policy of détente?

A. Lyndon Johnson’s halt of the bombing in Vietnam B. Kennedy’s defusing of the Cuban Missile Crisis C. Nixon’s visit to the People’s Republic of China D. Carter’s support of the Sandinistas in Nicaragua

Which statement is most consistent with the foreign policy position of President Reagan?

A. The central mission of U.S. efforts abroad should be increasing humanitarian aid and technical assistance to developing countries. B. The Revolución Sandanista will restore the peoples’ political power and provide a more equitable economic system. C. The path to peace lies in America’s strength and willingness to assist anticommunist forces throughout the world. D. The U.S. should focus its efforts on domestic matters and not intervene in the affairs of other nations.

The United States engaged in several major military actions between 1950 and 2000. Which chronology of events is accurate?

A. World War II, Persian Gulf War, Korean War, War in Afghanistan B. World War I, Vietnam War, Korean War, World War II C. Korean War, Vietnam War, Invasion of Grenada, Persian Gulf War D. Vietnam War, War in Afghanistan, Persian Gulf War, Korean War

What action is associated with the era depicted in this cartoon?

A. The suspension of habeas corpus B. The compilation of blacklists C. The backlash against feminism D. The rise of a powerful third party

In 1965, President Lyndon Johnson underwent gall bladder surgery, and a photographer caught him lifting his shirt to show his scar. Journalists immediately responded with editorials and cartoons, including this one with a “Pinocchio nose.”

What is the most accurate interpretation of this cartoon? A. The scar and the Pinocchio nose represent the gerrymandering that was necessary for the passage of important Great Society legislation. B. The scar represents the escalating war in Vietnam, and the Pinocchio nose implies the president’s lack of honesty about it. C. The scar represents the national pain caused by the shootings at Kent State University, and the Pinocchio nose implies the president’s disinterest in the incident.

©2008 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. D. The scar and the Pinocchio nose represent the president’s deceptions about the disproportionate number of troops from poor families serving in Vietnam.

Assume that you have participated in protests against the Vietnam War. President Nixon has just announced the invasion of Cambodia, an action intended to disrupt the logistical and supply bases of the North Vietnamese Army. What is most likely your response?

A. Supportive, because the action would likely bring a quick end to the war. B. Critical, because the action would antagonize America’s European allies. C. Outraged, because the action would widen the war. D. Discouraged, because the action would undermine the Paris Peace Talks.

This photo of a young man inserting a flower into the barrel of a rifle was taken outside the Pentagon in October 1967.

What is the main reason this photo, entitled “Flower Power,” is widely considered to be an iconic image of the period? A. It exemplifies the historical transition from conservative to liberal political values. B. It expresses youth’s strong rejection of the militant practices of the older generation. C. It represents the dominant influence of democratic action against totalitarian tactics. D. It symbolizes the tension between nonviolent civil disobedience and the threat of force.

What event occurred in the United States as a direct result of military and political developments in this region?

A. The shooting of students at Kent State B. The assassination of Robert F. Kennedy C. The race riots in Detroit and Newark D. The resignation of President Nixon

Why has President George W. Bush’s 2003 decision to invade Iraq been compared to President Lyndon Johnson’s 1964 decision to increase U.S. involvement in Vietnam?

A. Both were based partially on what later was considered faulty intelligence. B. Both were intended to resolve conflicts the UN was reluctant to address. C. Both were in reaction to pressure from Congress to act more forcefully. D. Both were made with the understanding that NATO would provide most of the troops.

Why did many people suspect a communist conspiracy in the assassination of President Kennedy?

A. Lee Harvey Oswald lived in the Soviet Union at one time. B. Fidel Castro vowed revenge for the Bay of Pigs invasion. C. Nikita Khrushchev resented his loss of influence after the Cuban missile crisis. D. Jack Ruby maintained a close relationship with Chinese officials.

Why did the Nobel Foundation award Al Gore the 2007 Nobel Peace Prize?

A. For improving the distribution of AIDS drugs in sub-Saharan Africa B. For increasing awareness of global warming C. For negotiating an end to ethnic violence in Sudan D. For promoting the rights of native Indian tribes in Central America

George Wallace openly criticized intellectuals, liberals, and bureaucrats. As the American Independent Party candidate in the 1968 presidential election, he won thirteen percent of the popular vote and forty-six electoral votes.

What group of voters most accounted for Wallace’s vote total?

A. African Americans B. Radical Democrats C. Recent immigrants D. Working-class whites

What unprecedented event of the 1990s led to national concern over antigovernment domestic terrorism?

A. The bombing of the federal building in Oklahoma City B. The shooting at Columbine High School C. The siege of the Branch Davidian ranch at Mount Carmel, Texas D. The bombing of a Sunday school in Birmingham, Alabama

Despite gaining strong initial support and eventual approval by 35 states, the Equal Rights Amendment (ERA) failed to pass. Which statement about the defeat of the ERA is most accurate?

A. Social conservatives affiliated with several Christian denominations led opposition to the ERA and emerged as a powerful political force. B. The failure of the ERA resulted from a widespread perception among most feminists that abortion is acceptable. C. Bitter partisan disputes about women serving in the military in combat situations made compromise on the ERA impossible. D. Large and powerful labor unions strongly opposed the ERA because they feared the loss of high-paying jobs to women.

Which issues are most closely associated with contemporary cultural conflict in the United States?

A. Budget deficits, the war on terror, and the military-industrial complex B. The 2000 presidential election, global climate change, and rising energy prices C. Immigration, alternative lifestyles, and human reproduction D. Taxation, the Patriot Act, and the Iraq War

Which chronology associated with terrorism is accurate?

A. 9/11 attacks, U.S. embassies in Kenya and Tanzania bombed, USS Cole bombed, the Patriot Act passed, Department of Homeland Security established B. The Patriot Act passed, 9/11 attacks, USS Cole bombed, U.S. embassies in Kenya and Tanzania bombed, Department of Homeland Security established C. U.S. embassies in Kenya and Tanzania bombed, USS Cole bombed, 9/11 attacks, Department of Homeland Security established, the Patriot Act passed D. USS Cole bombed, U.S. embassies in Kenya and Tanzania bombed, the Patriot Act passed, Department of Homeland Security established, 9/11 attacks

Although some American citizens consider the Patriot Act a threat to civil liberties, most have accepted it. What is the most reasonable explanation for this response?

A. Most Americans are generally more concerned with economic matters than with Fourth Amendment rights. B. Most Americans were shocked by the 9/11 attacks and now value safety above personal privacy. C. Most Americans generally trust the government to act in their best interests. D. Most Americans are unconcerned because they know that Congress can override the law.

Which comparison of the Patriot Act, passed after the 9/11 attacks, and the Espionage and Sedition Acts, passed during World War I, is accurate?

A. The Espionage and Sedition Acts led to the internment of thousands, but the Patriot Act has led to the internment of relatively few prisoners at Guantanamo Bay. B. The Patriot Act has led to significant violations of the civil liberties of individuals, but the Espionage and Sedition Acts affected entire groups. C. The Patriot Act justified the use of torture by domestic intelligence agencies, but required court approval for such measures. D. The Espionage and Sedition Acts were ignored by most Americans, but the Patriot Act resulted in intense and widespread public alarm.

Assuming Rachel Carson’s 1962 book, Silent Spring, is a cause within the historical process, which event is an effect?

A. The formation of the Environmental Protection Agency B. The assassination of President Kennedy C. The U.S. military buildup in Southeast Asia D. The Woodstock Music and Art Fair

Which organization is most accurately described as a progressive coalition fighting for social change? A. Moral Majority B. National Rifle Association C. RainbowPUSH Coalition D. United Steelworkers of America

This cartoon comments on President Carter’s efforts to gain support for his energy conservation policy.

Nearly a generation later, what development suggests that the threat portrayed in the cartoon should be taken seriously? A. Political retreat from many of President Clinton’s environmental measures B. Governmental inaction on scientific warnings about global warming C. Escalating energy costs and continued U.S. dependency on foreign oil D. Persistent reluctance of U.S. consumers to adopt fuel-efficient vehicles

Why did President Clinton promote the North American Free Trade Agreement? A. To reduce U.S. unemployment B. To provide Mexican workers higher wages C. To reduce the flow of illegal immigration D. To extend economic prosperity beyond U.S. borders

Which development most contributed to U.S. fears of unstable governments or terrorist organizations gaining access to nuclear weapons? A. The growing international influence of China B. The reunification of East and West Germany C. The UN’s inability to adequately finance its peacekeeping missions D. The collapse of the Soviet Union

What is the main concern of critics of the 1994 North American Free Trade Agreement?

A. The U.S. auto industry has been harmed by imports of Mexican automobiles. B. The industrial sector of the U.S. economy has declined as companies have exported manufacturing jobs to Mexico. C. Energy prices have risen because Canada has inadequate incentives to export oil and natural gas to the U.S. D. Investors have put money into the Canadian and Mexican economies instead of the U.S. economy.

Which generalization about the globalization of the U.S. economy is most accurate?

A. It resulted in a significant increase in the minimum wage due to greater efficiencies. B. It created significant prosperity in nearly every major U.S. city and industrial center. C. It led to increased growth of labor unions, which have shared in rising corporate profits. D. It opened foreign markets to American business, but led to alarming trade deficits.

©2008 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. Unit 2: Boston 1770s, Visual Stimulus To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 2 L3 B1g, A1b, A1d, A1e, A1h

The constructed-response formative item pool allows teachers to choose items for use in the classroom to help assess what their students should know and are able to do at the end of a rigorous U.S. History course. The formative item pool also allows students to learn about the types of responses they will be expected to provide on the end-of- course (EOC) exam. When the formative item pool is used in both of these ways, it becomes a powerful teaching tool for students and teachers alike.

The formative item pool consists of 25 items. Items in the formative pool are very similar in format and difficulty.

All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. This engraving was published and sold in Massachusetts in 1770. Examine the image carefully; then complete the following tasks.

A. Identify the specific historical event depicted in this image, and summarize what caused this event. B. Explain the effect the image had on public opinion and political decisions made during this time period. Scoring Criteria

A. Identify the specific historical event depicted in this image, and summarize what caused this event: Students should accurately identify the engraving as a representation of the Boston Massacre.

The direct cause of the event was colonists throwing snowballs (some covering rocks) at British troops housed in Boston in 1770. Historical causes of the Boston, or Bloody, Massacre include colonists’ resentment of the Townshend Acts, British taxation of common products imported to the colonies, and the presence of British soldiers in the colonists’ communities. Many British soldiers took part-time jobs away from the colonists, which further fueled resentment toward the British.

B. Explain the effect the image had on public opinion and political decisions made during this time period: The Boston Massacre had the immediate effect of further inflaming public sentiment against the British. Samuel Adams and other Sons of Liberty used the event as propaganda to incite colonial passions. However, the trial of the British soldiers and the volunteer service of John Adams as the lawyer for the soldiers helped to cool passions in the area. The British soldiers involved received lenient sentences, if any at all. Many Loyalists in the colonies viewed this event as support for their opinion that many colonists were lawless ruffians.

The British repealed the Townshend duties (save for the tax on tea). The nonimportation movement of the American colonists faltered as imports of British goods rose 50 percent in the following two years. U.S. History Rubric: Visual Stimulus

3 A response at this level provides evidence of thorough knowledge and understanding of the subject matter. · The response demonstrates thoughtful analysis of the prompt topic that effectively supports logical conclusions or interpretations. · The response provides insightful explanation of the prompt topic, effectively using accurate content and details with no significant errors or misconceptions. · The response effectively conveys knowledge and ideas.

2 A response at this level provides evidence of basic knowledge and understanding of the subject matter. · The response demonstrates incomplete or inconsistent analysis of the prompt topic that may not support logical conclusions or interpretations. · The response provides some explanation of the prompt topic using partially correct content and details that may contain a few errors or misconceptions. · The response adequately conveys knowledge and ideas, but portions of the response may lack coherence.

1 A response at this level provides evidence of minimal knowledge and understanding of the subject matter. · The response demonstrates little or no analysis of the prompt topic to support logical conclusions or interpretations. · The response provides little or no explanation of the prompt topic using incorrect and/or incomplete content/details which contain significant errors or misconceptions. · The response conveys knowledge and ideas in a manner that is unclear and/or impedes understanding.

0 A response at this level is not scorable. · The response is off-topic, blank, hostile, or otherwise not scorable. Unit 2: Era of Nation Building, Analytic Essay To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 2 L3 B1h, A1h

All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. In 1787, delegates to the Constitutional Convention in Philadelphia created a government system to replace the Articles of Confederation. Read the following quotation, and consider the motives of the delegates at the convention.

“[The Founders at the Convention] were, with few exceptions, immediately, directly, and personally interested in, and derived economic advantages from, the establishment of the new system.”

Using your knowledge of the Era of Nation Building (colonization −1877), write an essay in which you assess whether or not it is valid to assert that those who attended the convention were “personally interested in, and derived economic advantages from” the new system. In your essay, discuss TWO of the following to support your analysis:

· Failures of the Articles of Confederation · Compromises made at the Constitutional Convention · Federalist and Anti-Federalist views about the government’s economic role You may use additional subjects and/or examples to support your analysis. Scoring Criteria

Students should write an essay in which they assess whether or not it is valid to assert that those who attended the convention were “personally interested in, and derived economic advantages from” the new system. In the essay, students should discuss TWO of the following:

Thirty of the delegates (or 55 percent) were businessmen or lawyers who lived on a farm. Many delegates were owed public debt and stood to benefit from a more stable economy and a government able to pay its debt.

· Failures of the Articles of Confederation: The failures of the Articles of Confederation included the inability to create a sound national currency; a bankrupt national government due to the inability to tax; a nation without an effective national army, the army was challenged by events such as Shays’ Rebellion and the Newburgh Conspiracy; and a nation damaged by economic competition from Britain.

The replacement of the Articles of Confederation with the Constitution was controversial, but ultimately, with the addition of the Bill of Rights, it was seen by states and citizens as necessary for continuation of the new nation.

· Compromises made at the Constitutional Convention: Compromises included allowing the national government to regulate interstate commerce, establishing a sound national currency through the printing of money and the collection of taxes, and protecting the system of slavery.

Most historians argue that these particular provisions were not controversial. Uniform trade policies were favored; people wanted a stable currency; and the public supported payment of the national debt. Many of the delegates from the South were slave owners and had an interest in having their slaves counted for representation in Congress.

· Federalist and Anti-Federalist views on the government’s economic role: Many discussions between Federalists and Anti-Federalists focused on the ability of the new system to protect American citizens from intrusions by the central government into their economic matters and their personal lives.

Anti-Federalists were wary of central government intrusion into the economic lives of individuals and sought protections against possible abuse of power by the federal government. The Anti-Federalists supported free trade domestically and with foreign countries. They wanted unencumbered economic transactions, such as entry into contracts and establishment of business and trading relationships. Federalists advocated a central role for the federal government in matters of taxation and regulation of interstate commerce. The Federalists wanted more regulation of economic transactions and establishment of business.

The compromise between these two groups at the Constitutional Convention led to the guarantee of individual rights and the inclusion of property rights in the Fourth Amendment. U.S. History Rubric: Analysis

4 A response at this level provides evidence of thorough knowledge and understanding of the subject matter. · The essay demonstrates thoughtful interpretation and/or analysis of the historical issue and its implications. · The essay provides insightful explanation of the prompt topic, effectively using relevant and accurate facts, examples, and details from at least two of the required kinds of evidence. · The essay effectively conveys knowledge and ideas.

3 A response at this level provides evidence of competent knowledge and understanding of the subject matter. · The essay demonstrates reasonable interpretation and/or analysis of the historical issue and its implications. · The essay provides sufficient explanation of the prompt topic, appropriately using generally accurate facts, examples, and details from at least two of the required kinds of evidence. · The essay adequately conveys knowledge and ideas.

2 A response at this level provides evidence of basic knowledge and understanding of the subject matter. · The essay demonstrates incomplete or inconsistent interpretation and/or analysis of the historical issue and its implications. · The essay provides some explanation of the prompt topic. Facts, examples, and details included are partially correct, though a few may be incorrect or lack depth. The essay addresses fewer than two of the required kinds of evidence or may address them with little development. · The essay conveys knowledge and ideas somewhat unclearly.

1 A response at this level provides evidence of minimal knowledge and understanding of the subject matter. · The essay demonstrates little or no interpretation and/or analysis of the historical issue and its implications. · The essay provides little or no explanation of the prompt topic. Facts, examples, and details included are mostly incorrect or lack depth. The essay may address fewer than two of the required kinds of evidence. · The essay conveys knowledge and ideas in a manner that is unclear and/or impedes understanding.

0 A response at this level is not scorable. · The essay is off-topic, blank, hostile, or otherwise not scorable. Unit 7: Age of Imperialism, Visual Stimulus To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 7 L3 C2f, C2e, C2d, A1b, A1e

All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. This cartoon was published in the Philadelphia Press in 1898, during what is commonly referred to as the “Age of Imperialism” in U.S. history. Examine the cartoon carefully; then complete the following tasks.

A. Explain the meaning of the caption “Ten thousand miles from tip to tip.” B. Explain the artist’s views on imperialism by discussing at least TWO different uses of symbolism in the cartoon. Then, support your interpretation by describing the history of U.S. imperialism involving two of the islands shown on the map. Scoring Criteria

A. Explain the meaning of the caption “Ten thousand miles from tip to tip”: During the Age of Imperialism, the United States acquired lands spanning from the Philippines to Eastport, Maine. The distance spanned was roughly 10,000 miles, which represented the extent of the United States influence in its imperialistic contest with other world powers.

B. Explain the artist’s views on imperialism by discussing two uses of symbolism in the cartoon: The artist appears to project a nationalistic pride and advocacy of U.S. imperial power. The United States started from humble beginnings and grew to become a global power by 1898. · Using the eagle to symbolize the United States, the artist portrays the United States as a new imperialistic power building an empire. The outstretched eagle’s wings “embrace” the possessions below and are poised to defend/protect them. · The image of the sun in the background implies the dawning of a new era and perhaps represents the new prominence of the United States as a world leader. The sun casts light upon the vast reach of the United States. Previously, other European powers had held this role. This applies especially to England; the saying “The sun never sets on the British Empire” emphasizes the extent of Britain’s influence. · A small map of the United States in 1798 is shown in contrast to the large map of the United States shown in 1898. The relative size of the eagle and the country shows the immense change brought on by this age of imperialism. · The age of imperialism is often called jingoistic (Jingoism is extreme patriotism in the form of an aggressive foreign policy). However, this term did not enter the U.S. vernacular until the turn of the twentieth century. During the nineteenth century (when this image was published), journalists referred to this attitude as “spread-eagleism.” This attitude is literally depicted in the cartoon by the large eagle with its giant wingspan over the entire region.

Support your interpretation by describing the history of U.S. imperialism involving at least two of the islands shown on the map: Manila (the capital of the Philippines): The Philippines had fought on the side of the United States during the Spanish-American War and were expecting freedom as their reward. Following the conclusion of the war, however, the United States purchased the Philippines from Spain and imposed U.S. rule. A revolution followed, in which the Philippines were defeated by American forces.

Samoa: The United States signed a treaty with Samoa in 1878 that established a naval base on the island, one of a series of naval bases established by the United States in the Pacific Ocean during this time. The United States and Germany partitioned the islands in 1899. Hawaii: The United States involvement in Hawaii began with U.S. sugar growers’ economic efforts there. The influence of this group was eventually challenged by Queen Liliuokalani, a native Hawaiian. The sugar growers, with support from U.S. Marines requested by the ambassador to Hawaii, deposed the queen and seized political power over the island. Following several years of debate, the islands were annexed by the United States. The U.S. government also established a naval base at Pearl Harbor.

Puerto Rico: Puerto Rico was added as a U.S. territory following the Treaty of Paris in 1898, which ended the Spanish-American War. Puerto Rico was formerly governed by Spain. U.S. History Rubric: Visual Stimulus

0 A response at this level is not scorable. · The response is off-topic, blank, hostile, or otherwise not scorable. Unit 7: Progressive Era (1890s–1920s), Analytic Essay To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 7 L3 C2b, C2c

The constructed-response formative item pool allows teachers to choose items for use in the classroom to help assess what their students should know and are able to do at the end of a rigorous U.S. History course. The formative item pool also allows students to learn about the types of responses they will be expected to provide on the end-of- course (EOC) exam. When the formative item pool is used in both of these ways, it becomes a powerful teaching tool for students and teachers alike. The formative item pool consists of 25 items. Items in the formative pool are very similar in format and difficulty. All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. In the following quotation from 1881, Elizabeth Cady Stanton speaks about the importance of women in politics.

“The ignorance and indifference of the majority of women, as to their status as citizens of a republic, is not remarkable, for history shows that the masses of all oppressed classes, in the most degraded conditions, have been stolid and apathetic until partial success had crowned the faith and enthusiasm of the few . . . . But when at last woman stands on an even platform with man his acknowledged equal everywhere, with the same freedom to express herself in the religion and government of the country, then, and not until then . . . will he be able to legislate as wisely and generously for her as for himself.”

Using your knowledge of the Progressive Era (1890s −1920s), write an essay in which you assess whether or not attempts by the progressive movement to achieve equality for women were successful. In your essay, discuss TWO of the following to support your analysis:

· Birth control

· The Seventeenth Amendment (Direct election of senators) · The Nineteenth Amendment (Women’s suffrage) You may include any additional subjects/examples to support your analysis. Scoring Criteria

Students should write an essay in which they assess whether or not attempts by the progressive movement to achieve equality for women were successful. In the essay, students should discuss TWO of the following:

· Birth Control: The Comstock Laws made distribution of birth control information and devices through the mail illegal, which made it difficult for women to obtain birth control. National women's leaders, such as Margaret Sanger, established organizations to spread information about birth control throughout the United States even though many supporters were arrested for doing so. Nevertheless, Sanger and her supporters established birth control clinics and advocated in state legislatures for women’s right to birth control. In 1936, a federal appeals court ruled the government could not interfere with doctors prescribing birth control to their patients. Despite initial setbacks, the birth control movement was eventually a success, granting women rights to their reproductive health. The rest of the Comstock Laws were overturned by the Supreme Court in 1965.

· The Seventeenth Amendment (Direct election of senators): Before the passage of the Seventeenth Amendment, state legislatures were in charge of selecting each state’s U.S. senators. Because women could not vote and were rarely a part of state legislatures, they had no power to choose their representation in Congress. With the passage of the Seventeenth Amendment in 1913, and after women were granted suffrage with the passing of the Nineteenth Amendment in 1920, women could directly vote for senators and could themselves more easily run for and win election to the U.S. Senate. The first female senator, Hattie Caraway from Arkansas, was elected to office in 1931.

· The Nineteenth Amendment (Women’s suffrage): Women had been fighting for the right to vote for many years, but during the Progressive Era, the women’s movement became increasingly successful. Wyoming gave women the right to vote in 1869, but it was not until the passage of the Nineteenth Amendment in 1920 that women nationwide achieved the right to vote. Despite this success, it was not until many years after that women began to vote in substantial numbers. U.S. History Rubric: Analysis

0 A response at this level is not scorable. · The essay is off-topic, blank, hostile, or otherwise not scorable. Unit 7: Progressive Era (1901–1917), Analytic Essay To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 7 L3 C2b, C2c, A1e, A1d, A1b, A1i

All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. In 1908, the U.S. Supreme Court ruled on a case involving a 1903 Oregon law that prohibited women from working in a factory or laundry for more than ten hours during any one day. The Supreme Court upheld the Oregon state law on the basis of the state’s special interest in protecting women’s health. Read the following quotation, and consider the implications of the ruling.

The two sexes differ in structure of the body, in the functions to be performed by each, in the amount of physical strength, in the capacity for long-continued labor, particularly when done standing, the influence of vigorous health upon the future wellbeing of the race, the self-reliance which enables one to assert full rights, and in the capacity to maintain the struggle for subsistence. This difference justifies a difference in legislation, and upholds that which is designed to compensate for some of the burdens which rest upon her. From Muller v. Oregon, 208 U.S. 412 (1908).

Using your knowledge of the Progressive Era, particularly 1901 −1917, write an essay in which you assess the effects of the ruling in the Muller decision on women’s efforts to gain legal equality. In your essay, discuss TWO of the following to support your analysis:

· The Supreme Court and the Fourteenth Amendment during the Progressive Era

· The women’s rights movement during the Progressive Era · State social legislation during the Progressive Era You may use additional subjects and/or examples to support your analysis. Scoring Criteria

Students should write an essay in which they assess the effects of the ruling in the Muller decision on women’s efforts to gain legal equality. In the essay, students should discuss TWO of the following:

· The Supreme Court and the Fourteenth Amendment during the Progressive Era: The workplace and living conditions of many workers—particularly women and children—were awful during this time period. The use of dangerous machinery in the workplace increased without regulatory legislation. State social legislation limited work hours of women and children and regulated the safety of the workplace. State social legislation was based on state police power. However, opponents used the due process clause of the Fourteenth Amendment to argue that state social legislation deprived citizens of liberty and property. Prior to Muller, the Supreme Court had followed the rationale of opponents of state social legislation. Most notably, the Court ruled in Lochner v. New York that no government had the power to deprive workers or employers the right to enter into contracts. The Muller ruling altered the argument made in Lochner.

· Women’s rights movement during the Progressive Era: There was disagreement in the women’s rights movement during the Progressive Era over whether to push for gender equality or to seek protection for women in the workplace. The Consumer’s League (a women’s reform group of the period whose slogan was “investigate, agitate, legislate”) was successful in persuading Louis D. Brandeis to defend the Oregon law before the Court. The “Brandeis Brief” relied on economic and sociological evidence that argued that long work hours damaged the health of individual women as well as the health of the nation. When the “Brandeis Brief” won the day, an era of “protective paternalism” emerged—and the tension within the women’s movement continued.

· State social legislation during the Progressive Era: The ruling in Muller signified a shift in the Court’s view of the Fourteenth Amendment as it related to contracts. There was widespread use of the “Brandeis Brief” technique (reliance on sociological and economic data rather than a strict constitutional argument) after the ruling. As a result, laws regarding women, children, and workers performing dangerous tasks in the workplace became common in many states. U.S. History Rubric: Analysis

0 A response at this level is not scorable. · The essay is off-topic, blank, hostile, or otherwise not scorable. Unit 8: 1920s Return to Normalcy, Analytic Essay To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 8 L3 C2d, D1a, D1e, A1b, A1d, A1h

All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. As a presidential candidate in 1920, Warren Harding called for the United States to “return to normalcy” as the country moved past World War I. Read the following quotation, and consider how America attempted to return to its “normal forward stride” during the 1920s.

“America’s present need is not heroics, but healing; not nostrums,1 but normalcy; not revolution, but restoration; not agitation, but adjustment; not submergence in internationality, but sustainment in triumphant nationality. Both our good fortune and our eminence are dependent on the normal forward stride of all the American people.”

1 quick fixes for the country’s social and political problems

Using your knowledge of the 1920s, write an essay in which you explain how this quotation accurately reflects the mood and events of that decade. In your response, discuss TWO of the following to support your explanation:

· American presidents in the 1920s · Immigration policy

· Economic change

· Foreign policy You may use additional subjects and/or examples to support your argument. Scoring Criteria

Students should write an essay in which they explain how this quotation accurately reflects the mood and events of the 1920s. In the response, students should discuss TWO of the following:

· American presidents in the 1920s: Warren Harding (1921–1923) won his presidency on the theme of “Return to Normalcy.” After World War I and decades of progressive ideas, Harding felt the nation needed to focus domestically and revert to peacetime living conditions. He and the Republican Congress hastened this process by eliminating wartime controls, slashing taxes, establishing a Federal budget system, restoring a high protective tariff, and imposing tight limitations on immigration.

Calvin Coolidge (1923–1929) opposed government regulation of or interference with the economy. He was content with a small and efficient government. Any decisions dealing with U.S. foreign policy were handled by the State Department. Coolidge believed in isolationism. Historians have described how Coolidge’s “active inactivity” was good for the mood of Americans, who wanted things to return to normal. Businesses and the government were left alone. Coolidge stated that he wanted to maintain the country’s status quo, since the U.S. was in a state of contentment and prosperity.

Herbert Hoover (1929–1933) believed capitalism produced a social obligation among people. He endorsed volunteerism rather than government coercion to fulfill his goals. Many believed his election would continue the prosperity of the 1920s. He believed the nation was very close to overcoming poverty; unfortunately, a few months later, the economic crash of 1929 occurred. Note: Many students may not consider Hoover a “president of the 1920s.”

All three presidents protected business and reversed many Progressive Era policies, such as regulating business and lowering tariffs to encourage imports.

· Immigration policy: In 1921, the government set a quota of 350,000 immigrants. In 1924, the National Origins Act was passed, which cut the immigration quota to 164,000 and restricted immigration from any country to only 2% of that nation’s population who lived in United States in 1890, according to the official census figures from 1890. This act curtailed immigration from southern and eastern Europe and entirely excluded Asians. The National Origins Act did not restrict immigration from the Western Hemisphere. During the 1920s, thousands of Mexican and French Canadian immigrants came to the United States.

The “Red Scare” of the early 1920s led to a strong feeling of nationalism. During World War I, citizens not viewed as completely patriotic or “American” (e.g., conscientious objectors, draft dodgers, German-Americans, immigrants) were suspected of being communist sympathizers, also known as “reds.” Americans feared that a revolution, like the Bolshevik Revolution in Russia, would spread to the United States.

The 1920s saw the rise of nativism. Many citizens wanted to keep America white and Protestant; groups such as the Ku Klux Klan called for minorities to return to their countries of origin. Protestants formed anti-immigration societies such as the American Republicans and the United Order of Americans.

· Economic change: The U.S. government wanted its European allies to repay their war debts and seemed indifferent to the fate of those countries. Since many European countries were unable to repay their debts, partially because of high U.S. tariffs, the United States decided to demand war reparation payments from Germany. The United States set Germany’s reparation payments at $33 billion; ultimately, Germany was unable to pay reparations because of economic problems.

The U.S. economy accelerated after World War I. The United States quickly became one of the richest nations in the world, and the culture of consumerism was born. Mass production of many consumer goods (washing machines, toasters, automobiles, etc.) made products more affordable to the average family.

The Fordney-McCumber Act of 1922 set the highest tariffs in U.S. history. The act helped American companies sell more of their products and maintained the spirit of isolationism by keeping foreign products out of American markets.

· Foreign policy: Isolationism: This policy was a shift from dealing with global affairs to dealing with national issues. The U.S. refused to join the League of Nations and the World Court and set high tariffs to isolate itself from international trade after World War I. Many Americans felt that European countries were conflict-prone. After the large costs of World War I, many citizens did not want to be drawn into another European conflict.

Disarmament: The Washington Arms Conference (1922) limited construction of naval ships and other armaments. The Kellogg-Briand Pact (1928) renounced war as an instrument of national policy. This pact was signed by sixty-two countries. However, the pact was considered wishful thinking because it lacked enforcement provisions. U.S. History Rubric: Analysis

0 A response at this level is not scorable. · The essay is off-topic, blank, hostile, or otherwise not scorable. Unit 8: Dust Bowl of the 1930s, Visual Stimulus To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 8 L3 D1f, A1b, A1e, A1i, A1h

All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. This photograph was taken by Arthur Rothstein in Cimarron County, Oklahoma, in 1936. Examine the image carefully; then complete the following tasks.

A. Identify the specific historical event captured in this photograph. B. Explain the environmental and agricultural causes and effects of this event. Scoring Criteria

A. Identify the specific historical event captured in this photograph: The photograph was taken during the event known as the Dust Bowl of the 1930s, which affected parts of Oklahoma, Texas, Colorado, Nebraska, New Mexico, and Kansas.

B. Explain the environmental and agricultural causes and effects of this event: Causes: The Dust Bowl was the result of a severe drought combined with lack of crop rotation, overgrazing, overly deep plowing of topsoil, and a lack of modern erosion techniques. The profits from the record crops in the southern plains in the late 1920s had led to some of these bad practices. Then, the resulting loss of natural grasses coupled with the dry soil created dust storms that reached as far east as New York City and Washington, D.C.

Effects: Millions of acres of farmland became barren, and thousands of farmers from Oklahoma and other states left their homes and moved west to California. In spite of that migration, many farmers stayed in Oklahoma, as well as other states, and struggled to survive. For those who moved west, employment was often found as migrant workers on farms. Many worked for starvation wages, which are wages below the level needed for subsistence.

Students may also discuss the various relief programs of the New Deal such as the Second Agricultural Adjustment Act (1938) and the Resettlement Administration (1935) that focused on aiding farmers in need of assistance. U.S. History Rubric: Visual Stimulus

0 A response at this level is not scorable. · The response is off-topic, blank, hostile, or otherwise not scorable. Unit 8: League of Nations and the United States, Visual Stimulus To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 8 L3 C2d, D1a, A1b, A1d, A1e, A1g

All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. During negotiations for the Treaty of Versailles after World War I, President Woodrow Wilson fought hard to have a League of Nations included in the treaty. Despite the president’s support for this new organization, the U.S. Congress never ratified the treaty and the United States never joined the League of Nations. Examine the cartoon carefully; then complete the following tasks.

A. Explain the cartoonist’s point of view on the League of Nations by discussing at least TWO different uses of symbolism from the cartoon to support your interpretation. B. Explain how this cartoon reflects President Woodrow Wilson’s concerns after World War I. Scoring Criteria A. Explain the cartoonist’s point of view on the League of Nations, discussing at least TWO uses of symbolism details from the cartoon to support your interpretation: The cartoonist suggests the League of Nations would rope the United States into actions that would not be in the country’s best interest or would tie the hands of the United States so it could not act as it chose. · The cartoonist depicts Uncle Sam—representing the United States—with his hands bound behind his back by straps being controlled by various world leaders. · The binding of Uncle Sam shows that the United States would be unable to control its own actions. One of the concerns from Congress was that the United States would be limited in what it could do on the international stage. Congress did not want to lose its power to declare war. · The primary threats to the United States global power during this time period included Japan and England. They are shown clearly in the cartoon as two of the nations pulling on the straps restricting Uncle Sam. · Secondary threats to the United States global power included European nations and “foreign nations.” These nations are not fully shown in the cartoon, which suggests additional threats coming at the United States from a broad array of European and foreign nations.

B. Explain how this cartoon reflects President Woodrow Wilson's concerns after World War I: As World War I neared an end, President Woodrow Wilson attempted to persuade the American public and members of Congress to support a League of Nations—one of the primary provisions of the Treaty of Versailles. The isolationist movement in the United States thwarted Wilson’s efforts, and the U.S. Senate, fearful of the Treaty of Versailles’ attempt to commit signatories to a League of Nations, never ratified the treaty.

Wilson was also concerned that if the League of Nations did not exist, nations would dictate policies based on their own self-interests and not on the interests of the world as a whole.

These concerns are represented in the cartoon by the other nations pulling Uncle Sam in different directions and by the fact that Uncle Sam’s hands are tied so that he is unable to pursue his own agenda. U.S. History Rubric: Visual Stimulus

0 A response at this level is not scorable. · The response is off-topic, blank, hostile, or otherwise not scorable. Unit 8: Taxes and the 1924 Presidential Election, Visual Stimulus To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 8 L3 D1d, A1i

The constructed-response formative item pool allows teachers to choose items for use in the classroom to help assess what their students should know and are able to do at the end of a rigorous U.S. History course. The formative item pool also allows students to learn about the types of responses they will be expected to provide on the end-of- course (EOC) exam. When the formative item pool is used in both of these ways, it becomes a powerful teaching tool for students and teachers alike. The formative item pool consists of 25 items. Items in the formative pool are very similar in format and difficulty. All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. The following cartoon was published in 1924, when three political parties, the Republicans, Democrats, and Progressives, were vying for the presidency. Examine the cartoon closely; then complete the following tasks.

A. Explain the cartoonist’s point of view regarding the 1924 presidential election by discussing at least TWO different uses of symbolism from the cartoon to support your interpretation. B. Explain how the three political parties differed or agreed on the issue discussed in Task A. Scoring Criteria A. Explain the cartoonist's point of view regarding the 1924 presidential election, discussing at least TWO uses of symbolism from the cartoon to support your interpretation: The cartoonist felt that the taxpayer was in a positive situation. The animals representing the three political parties (Republican/elephant, Democrats/donkey, Progressives/goat) say they will lower taxes. The figure in the center of the cartoon is a taxpayer. · It appears the taxpayer could make his choice of any candidate and still be in a winning situation—the taxpayer looks very satisfied or smug because of this. · Each party pleads with the taxpayer to believe its promise. Their emotions show through their facial expressions. Because the parties are all desperate to gain taxpayer approval, the taxpayer gains power. · The main figure is labeled in large font as a taxpayer, showing the importance of the issue of taxes in this presidential election. The taxpayer is reveling in the attention shown to him as all the parties promise him the lowest taxes. · The taxpayer is smiling and saying, “Ain’t Politics Grand?” This shows the American public was generally happy that all three parties were willing to lower taxes to be elected.

B. Explain how the three political parties differed or agreed on the issue discussed in Task A: All three political parties are stating very similar policies, mainly that they will lower taxes. Each party knows that it needs to give the best presentation to the taxpayer, who has the real power—the vote. Each party is trying to get the taxpayers’ attention by offering its best plea: Republicans are saying they have only started to lower taxes; Democrats are offering real bedrock taxes; Progressives are offering very low taxes and a new Constitution. U.S. History Rubric: Visual Stimulus

0 A response at this level is not scorable. · The response is off-topic, blank, hostile, or otherwise not scorable. Unit 8: The New Deal, Analytic Essay To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 8 L3 D1g, A1h

All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. Franklin D. Roosevelt’s administration is considered by some historians to be the first modern presidency. Read the following quotation, and consider what distinguishing features marked Franklin D. Roosevelt’s presidency.

“With Franklin Roosevelt’s administration . . . the presidency began to undergo not a shift but rather a metamorphosis.1”

Using your knowledge of the New Deal era, write an essay in which you assess whether or not the presidency “began to undergo . . . a metamorphosis” during Franklin D. Roosevelt’s administration. In your essay, discuss TWO of the following to support your analysis: · The role of the federal government in the economic affairs of the nation · The change in the size and scope of influence of the executive branch · The use of mass media by the presidency You may use additional subjects and/or examples to support your analysis. Scoring Criteria Students should write an essay in which they assess whether or not the presidency “began to undergo . . . a metamorphosis” during Franklin D. Roosevelt’s administration. In the essay, students should discuss TWO of the following:

· The role of the federal government in the economic affairs of the nation: FDR proposed new acts to help change the course of the economy. Presidents before him typically took a laissez-faire approach to the economy; he changed the way the government interacted with the economy. · Franklin D. Roosevelt proposed and signed New Deal legislation (much of which included a regulatory component): o The Civilian Conservation Corps (CCC) was a work relief program that provided jobs for young men. o The National Industrial Recovery Act authorized the president to regulate banks and stimulate the economy. o The Economy Act of 1933 allowed government agencies to purchase goods from other government agencies. o The Emergency Banking Act of 1933 (Bank Holiday) temporarily closed bankrupt banks to give them time to reorganize and possibly reopen if they had enough assets to survive. o The Federal Securities Act of 1933 allowed the federal government to regulate the offer and sale of securities. o The Agricultural Adjustment Act of 1933 created the Agricultural Adjustment Administration, which paid subsidies to farmers to leave some of their fields fallow, thus reducing crop surplus. o The Tennessee Valley Authority was created in 1933 to help economic development and manufacturing in the Tennessee Valley, a region hit hard by the Great Depression. o The Wagner Act (also known as the National Labor Relations Act) of 1935 protected the rights of workers to organize unions, to enter collective bargaining, and to participate in strikes. o The Social Security Act of 1935 provided benefits to retirees and the unemployed.

· The change in the size and scope of the influence of the executive branch: FDR created many new federal departments that are still used today. · The sheer volume of proposed legislation far surpassed that of previous presidencies. · The Executive Office of the President was created. · President Franklin D. Roosevelt used “brain trusts” (Moley, Tugwell, Berle, et al) to help create programs. · The executive branch bureaucracy expanded to administer and enforce the numerous New Deal programs including the National Recovery Administration (NRA), National Labor Relations Board (NLRB), Tennessee Valley Authority (TVA), Federal Deposit Insurance Corporation (FDIC), Rural Electric Administration (REA), and the Federal Emergency Relief Administration (FERA). · Franklin D. Roosevelt used an executive order to create the Rural Electrification Administration.

· The use of the mass media by the presidency: FDR used the media in ways that his predecessors had not. All of his successors have learned from this lesson and have used the media to help pursue their policies and to keep the public informed. · President Franklin D. Roosevelt created the White House Press Office. · President Franklin D. Roosevelt used the radio for his fireside chats, which cultivated positive relationships with the media and the public. · President Franklin D. Roosevelt used mass media, such as radio, magazines, and newspapers, to float trial balloons to determine public opinion on controversial subjects like his court-packing scheme.

Note: Students might argue against President Franklin D. Roosevelt as the first “modern” president. Some students may feel that one of the presidents listed below may have caused the metamorphosis of the presidency and thus should be called the first “modern” president. Valid arguments include, but are not limited to, the following: · Andrew Jackson’s administration was marked by an extensive use of the veto, an expansion of the electorate, and the solidification of the party system. · Abraham Lincoln’s crisis management during the Civil War expanded the powers of the president to include emergency powers such as suspension of the writ of habeas corpus. · Theodore Roosevelt used the bully pulpit of the presidency and the enforcement powers of the Executive Branch in his trust-busting efforts. He also oversaw the emergence of the United States as a world political actor. U.S. History Rubric: Analysis

0 A response at this level is not scorable. · The essay is off-topic, blank, hostile, or otherwise not scorable. Unit 8: Unemployment Rates 1923–1942, Visual Stimulus To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 8 L3 D1g, D1f, A1b, A1c, A1h

The constructed-response formative item pool allows teachers to choose items for use in the classroom to help assess what their students should know and are able to do at the end of a rigorous U.S. History course. The formative item pool also allows students to learn about the types of responses they will be expected to provide on the end-of- course (EOC) exam. When the formative item pool is used in both of these ways, it becomes a powerful teaching tool for students and teachers alike. The formative item pool consists of 25 items. Items in the formative pool are very similar in format and difficulty.

All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. This table lists the unemployment rate in the United States during the Great Depression. Examine the table carefully; then complete the following tasks.

A. Summarize the trend evident from the data. B. Use the unemployment data in the table to explain the impact of President Franklin D. Roosevelt’s New Deal programs on the unemployment crisis. Scoring Criteria

A. Summarize the trend evident from the data: The unemployment rate began a steady four-year climb until reaching a high of 24.9% in 1933. The rate remained high for the next couple of years and then declined through 1937. In 1938, the unemployment rate rose significantly again and then continued a steady decline until 1941.

B. Use the unemployment data in the table to explain the impact of President Franklin D. Roosevelt’s New Deal programs on the unemployment crisis: Franklin D. Roosevelt was elected President in 1932 and assumed office in 1933, when unemployment was at its peak. Soon after, he proposed the New Deal programs, many of which were aimed at lowering unemployment. Among these were the Tennessee Valley Authority (TVA), Civilian Conservation Corps (CCC), and the Civil Works Administration (CWA). Unemployment declined slightly during the years immediately following Roosevelt’s election.

Roosevelt pushed through a second series of New Deal programs in 1935. Among these were several very large jobs programs, such as the Works Progress Administration (WPA) and the National Youth Administration (NYA). During the years immediately following passage of the Second New Deal, there was a significant decline in unemployment.

However, relief from unemployment brought on by New Deal programs was not permanent. The unemployment rate lowered to a still-high rate of 14.3% in 1937 then spiked upward the next year. U.S. History Rubric: Visual Stimulus

0 A response at this level is not scorable. · The response is off-topic, blank, hostile, or otherwise not scorable. Unit 9: Foreign Policy in the 1930s and 1940s, Visual Stimulus To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 9 L3 E1a, E1b,E1c, A1b, A1d, A1e, A1h

All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. This political cartoon was originally published in the New York newspaper PM in May 1941. Examine the cartoon carefully; then complete the following tasks.

A. Explain the cartoonist’s point of view regarding U.S. foreign policy during the 1930s and 1940s by discussing at least TWO different uses of symbolism from the cartoon to support your interpretation. B. Compare the cartoonist’s point of view with the official foreign policy of the United States during that same time period. Scoring Criteria

A. Explain the cartoonist’s point of view regarding U.S. foreign policy during the 1930s and 1940s, discussing at least TWO uses of symbolism from the cartoon to support your interpretation: The cartoonist believed the U.S. policy of isolationism and neutrality was not a wise policy when placed in the context of Nazi Germany’s success toppling nations around the world. Uses of symbolism from the cartoon indicating this include the following: · The trees that have been toppled represent nations overrun by Nazi Germany. · The woodpecker with the swastika represents Nazi Germany working hard to topple another tree representing England, indicating that the threat is continuing. · The tree representing England is the only tree aside from the one representing the United States that is still standing. This contradicts the U.S. bird’s statement that the woodpecker, representing Nazi Germany, will be tired by the time it reaches the United States, since the woodpecker seems to have a lot of energy left. · The bird in the tree representing the United States faces away from the threat posed by Nazi Germany, suggesting the bird does not actually see or understand what is happening. · The response “Ho hum” and the closed-eyed, smug look on the face of the U.S. bird suggest blissful but dangerous ignorance, representing the viewpoints of most American isolationists.

B. Compare the cartoonist’s point of view with the official foreign policy of the United States during that same time period: The cartoonist’s warning that isolationism is dangerous was published in May 1941, before the attack on Pearl Harbor. The Neutrality Acts of the 1930s manifested public popularity of isolationist sentiments. However, the success of Nazi Germany caused a shift in public opinion away from isolationism. U.S. History Rubric: Visual Stimulus

0 A response at this level is not scorable. · The response is off-topic, blank, hostile, or otherwise not scorable. Unit 9: Japanese Americans During World War II, Visual Stimulus To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 9 L3 E1b, E1d, A1b, A1d, A1e, A1h

All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. This cartoon was published during World War II, following the internment of Japanese Americans living along the West Coast of the United States. Examine this cartoon carefully; then complete the following tasks.

A. Explain the meaning of the caption “Waiting for the Signal from Home . . .” B. Explain what you think the cartoonist’s opinion was concerning the internment of Japanese Americans during World War II by discussing at least TWO different uses of symbolism from the cartoon to support your interpretation. Scoring Criteria

A. Explain the meaning of the caption “Waiting for the Signal from Home . . .” The caption “Waiting for the Signal from Home . . .” is a reference to the threat that the U.S. government perceived coming from Japanese Americans living on the West Coast following the Japanese attack on Pearl Harbor. Many people feared that Japanese Americans were still loyal to their Japanese homeland and government, who might instruct them to attack the United States. Japanese Americans were considered a “Fifth Column,” which is a group of people who undermine a larger group to which they are expected to be loyal, such as the United States.

B. Explain the cartoonist’s opinion concerning the internment of Japanese Americans during World War II, discussing at least TWO uses of symbolism from the cartoon to support your interpretation: The cartoonist considered the U.S. government’s internment of Japanese Americans an appropriate response to Japan’s bombing of Pearl Harbor. In the cartoon, Japanese Americans wait happily and patiently for packets of TNT in a line stretching along the West Coast of the United States. A fellow Japanese American stands on top of the hut using a telescope to look for communications from Japan, while another Japanese American distributes TNT to be used for destruction on U.S. soil. The number of Japanese Americans ready to undermine the United States and the amount of TNT available (stacked in the hut) seems infinite. U.S. History Rubric: Visual Stimulus

0 A response at this level is not scorable. · The response is off-topic, blank, hostile, or otherwise not scorable. Unit 10: Civil Rights Movement, Analytic Essay To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 10 L3 E2c, A1h

The constructed-response formative item pool allows teachers to choose items for use in the classroom to help assess what their students should know and are able to do at the end of a rigorous U.S. History course. The formative item pool also allows students to learn about the types of responses they will be expected to provide on the end-of- course (EOC) exam. When the formative item pool is used in both of these ways, it becomes a powerful teaching tool for students and teachers alike. The formative item pool consists of 25 items. Items in the formative pool are very similar in format and difficulty. All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. In 1963, Dr. Martin Luther King Jr. spoke of his vision for the future of the United States. Read the following quotation, and consider the implications of King’s dream.

“I have a dream that one day this nation will rise up and live out the true meaning of its creed: ‘We hold these truths to be self-evident, that all men are created equal.’” “I Have a Dream.” © renewed 1991 by the Estate of Dr. Martin Luther King Jr.

Using your knowledge of the civil rights movement in the 1950s and 1960s, write an essay in which you assess whether or not the civil rights movement was successful in its attempts to secure legislation recognizing that “all men are created equal.” In your essay, discuss TWO of the following to support your analysis:

· Brown v. Board of Education (1954) · Civil Rights Act (1964) · Voting Rights Act (1965) You may use additional subjects and/or examples in your analysis. Scoring Criteria

Students should write an essay in which they assess whether or not the civil rights movement was successful in its attempts to secure legislation recognizing that “all men are created equal.” In the essay, students should discuss TWO of the following:

· Brown v. Board of Education (1954): The Brown v. Board of Education ruling stated that separate but equal was inherently unequal and that public schools must desegregate. While this was a landmark case for African Americans, states often chose to ignore this ruling and delay desegregation.

· Civil Rights Act of 1964: The Civil Rights Act of 1964 outlawed racial segregation in public accommodations and in jobs. It also prevented tax dollars from going to groups or organizations that discriminate based on race. This act was largely successful at abolishing the Jim Crow laws that discriminated against African Americans.

· The Voting Rights Act of 1965: The Voting Rights Act of 1965 barred states from establishing voting laws and registration rules that discriminated against African Americans. This law was very successful at ending the discrimination policies that prevented many African Americans from participating in voting. U.S. History Rubric: Analysis

0 A response at this level is not scorable. · The essay is off-topic, blank, hostile, or otherwise not scorable. Unit 10: Unemployment Rate 1981–1988, Visual Stimulus To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 10 L3 E2a, A1i

The constructed-response formative item pool allows teachers to choose items for use in the classroom to help assess what their students should know and are able to do at the end of a rigorous U.S. History course. The formative item pool also allows students to learn about the types of responses they will be expected to provide on the end-of- course (EOC) exam. When the formative item pool is used in both of these ways, it becomes a powerful teaching tool for students and teachers alike. The formative item pool consists of 25 items. Items in the formative pool are very similar in format and difficulty. All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. This graph shows the unemployment rate from 1981 −1988, during Ronald Reagan’s presidency. Examine the graph carefully; then complete the following tasks.

A. Summarize the trend shown in the graph. B. Explain at least TWO domestic economic policies President Reagan supported that might have contributed to the trend identified in Task A. Scoring Criteria

A. Summarize the trend shown in the graph: The rate of unemployment started at approximately 8.5% at the time of Reagan's inauguration in 1981 and then rose rapidly to approximately 11% by 1982. Unemployment then made an equally rapid decline, to approximately 7% by 1984. Over the next four years, unemployment gradually fell to approximately 5%. There were small changes in unemployment from month to month, but the broad pattern showed a sudden rise, then a sudden fall, followed by a more gradual decline.

B. Explain at least TWO domestic economic policies President Reagan supported that might have contributed to the trend identified in Task A: Falling Unemployment Trend: · Cutting taxes: Reagan supported cutting taxes, which spurred investments and increased the number of jobs. · Higher defense spending: Reagan supported higher defense spending, which increased the number of defense-related jobs. Rising Unemployment Trend: · Cutting government spending: Reagan cut social programs, which led to an increase in unemployment. · Anti-inflation policies: Policies designed to lower inflation had the side effect of increasing unemployment. U.S. History Rubric: Visual Stimulus

0 A response at this level is not scorable. · The response is off-topic, blank, hostile, or otherwise not scorable. Unit 11: 1960s and 1970s Foreign Policy, Analytic Essay To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 11 L3 E1g, A1h

The constructed-response formative item pool allows teachers to choose items for use in the classroom to help assess what their students should know and are able to do at the end of a rigorous U.S. History course. The formative item pool also allows students to learn about the types of responses they will be expected to provide on the end-of- course (EOC) exam. When the formative item pool is used in both of these ways, it becomes a powerful teaching tool for students and teachers alike. The formative item pool consists of 25 items. Items in the formative pool are very similar in format and difficulty. All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. In 1960, John F. Kennedy was elected president of the United States. Read the following quotation from Kennedy’s 1961 inaugural speech in which he addresses America’s global concerns.

“Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, to assure the survival and the success of liberty.”

Using your knowledge of the 1960s and 1970s, write an essay in which you assess whether or not America was successful in assuring “the survival and the success of liberty.” In your essay, discuss TWO of the following to support your analysis:

· The Vietnam War

· The Cuban missile crisis · North Atlantic Treaty Organization (NATO) You may use additional subjects and/or examples to support your analysis. Scoring Criteria

Students should write an essay in which they assess whether or not America was successful in assuring “the survival and the success of liberty.” In the essay, students should discuss TWO of the following:

· The Vietnam War: The Vietnam War was largely seen as unsuccessful by both the American public and the world. The United States failed to win the battle against the North Vietnamese and communist rule, while suffering 58,159 deaths and 303,635 casualties. The war could thus be construed as a failure for the United States in ensuring liberty for the people of Vietnam.

· The Cuban missile crisis: John F. Kennedy and his advisers were regarded as having been successful in averting a disaster with the Cuban missile crisis. They made an agreement with the Soviet Union that the Soviets would dismantle their missiles in Cuba if the United States agreed not to invade Cuba and to remove missiles from Turkey. However, the missile crisis can also be seen as a moment of grave danger for liberty.

· North Atlantic Treaty Organization (NATO): NATO was formed in 1949 but never actually engaged in military conflict as an organization during the cold war. Some view NATO as successful in deterring major conflict between the Soviet Union and NATO members by ensuring that if one member nation was attacked, all NATO allies would come to its defense. The French government did not view NATO as strong enough to protect France, so it formed its own independent defense. U.S. History Rubric: Analysis

0 A response at this level is not scorable. · The essay is off-topic, blank, hostile, or otherwise not scorable. Unit 11: Domino Theory, Analytic Essay To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 11 L3 E1g, E1h, E2e, A1h

All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. During an April 1954 news conference, President Eisenhower announced a marked turn from the Truman Administration’s policy of containment.

“[There are] broader considerations that might follow what you call the ‘falling domino principle.’ You have a row of dominoes set up, you knock over the first one, and what will happen to the last one is certainty that it will go over very quickly.”

Using your knowledge of the cold war era (1945 −1989), write an essay in which you assess whether or not Eisenhower’s “falling domino principle” was a sound foreign policy for the United States. In your essay, discuss TWO of the following to support your analysis: · Evidence that communism was spreading in a manner suggested by the falling domino principle

· How the falling domino principle manifested itself as part of U.S. foreign policy

· How Vietnam affected subsequent presidents’ views and application of the falling domino principle You may use additional subjects and/or examples to support your analysis. Scoring Criteria

Students should write an essay in which they assess whether or not Eisenhower’s “falling domino principle” was a sound foreign policy for the United States. In the essay, students should discuss TWO of the following:

· Evidence that communism was spreading in a manner suggested by the falling domino principle: Proponents of the falling domino principle pointed to the spread of communism in Eastern Europe and Asia as primary exhibits that communism, once entrenched in one country, would spread to neighboring countries much the way a falling domino knocks down neighboring dominoes. The Soviet Union’s incorporation of East Berlin, Poland, Czechoslovakia, Lithuania, Estonia, Latvia, Hungary, Bulgaria, and Romania, and its influence in several other states, as well as the turn to communism of countries neighboring China, appeared to substantiate President Eisenhower’s contention. Even allowing for a distinction between Soviet- or Chinese-engineered communism and communist or socialist movements in places such as Yugoslavia, Spain, and Indochina, there was considerable evidence that strong communist states had the power to create the domino effect necessary to spread communism, by will, to neighboring states.

· How the falling domino principle manifested itself as part of U.S. foreign policy: Under Eisenhower, the United States took a concerted interest in Indochina and dispatched CIA operatives to areas of concern in Latin America, Africa, and Southeast Asia. The most obvious result of Eisenhower’s recognition of a domino effect of communism, and the adoption of the view by subsequent presidents, was U.S. involvement in Vietnam. Concerned that should Vietnam become a communist state, all of Southeast Asia would follow, Presidents Eisenhower, Kennedy, Johnson, and Nixon became committed to repelling communists from Vietnam and engaged in a policy of “rollback.” Rollback was intended not only to stem the spread of communism, but also to eradicate communist governments. These goals dictated U.S. foreign policy for over a quarter of a century, compelling the United States to expend vast military and financial resources to the effort and, often, to support fascist governments over communist governments. Following Vietnam, the United States continued to adhere to the essential tenets of the falling domino principle, conceding the domino effect but attempting to limit the scope with a return to a policy of aggressive containment.

· How Vietnam affected subsequent presidents’ views and application of the falling domino principle: The United States experience in Vietnam led presidents subsequent to Eisenhower to question the wisdom of adhering to the falling domino principle. Nixon’s policy of détente was a direct response to the perception that the United States had overextended its military capabilities by paying strict observance to the falling domino principle. Rather than the falling domino principle, Nixon and subsequent presidents reverted to a modified version of Truman’s containment theory and FDR’s spheres of influence. U.S. History Rubric: Analysis

0 A response at this level is not scorable. · The essay is off-topic, blank, hostile, or otherwise not scorable. Unit 11: Federal Court Activity, Visual Stimulus To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 11 L3 E2e, E2c

All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. This chart was published by the Associated Press in 2005. It provides information about presidential appointments to the Supreme Court. Examine the chart carefully; then complete the following tasks.

A study of federal court activity by the Chicago Judges Project at the University of Chicago Law School focused on cases involving ideologically contested issues such as environmental protection, sex and racial discrimination, abortion, and campaign finance. For example, President Eisenhower’s appointees were seen as voting a liberal position in 31 such cases and a conservative position in 17 others, or 65% liberal. In the chart, (R) represents a Republican president and (D) represents a Democratic president.

A. Explain the trends or patterns evident within the chart.

B. Using your knowledge of the Warren Court (1953 − 1969) and the

Rehnquist Court (1986 − 2005), assess how the trends in the data about the federal courts compare to typical decisions in the rulings of the Warren and Rehnquist Courts. Discuss at least ONE case from each Court as support for your analysis. Scoring Criteria

A. Explain the trends or patterns evident within the chart: Acceptable trends and patterns include, but are not limited to, the following: · With the exception of the Carter Administration, the federal courts shifted from a liberal orientation to a more conservative orientation from 1952 to 2000. · There has been a steady increase in the number of cases ruled on by the federal courts about controversial issues such as environmental protection, sex and racial discrimination, abortion, and campaign finance. · All but the first (Eisenhower) and last (Clinton) presidential administrations in the chart were able to match political ideology, as determined by political party, with the ideological leaning of the federal courts.

B. Using your knowledge of the Warren Court (1953–1969) and the Rehnquist Court (1986−2005), assess how the trends in the data about the federal courts compare to typical decisions in the rulings of the Warren and Rehnquist Courts. Discuss at least ONE case from each Court as support for your analysis:

· Students should demonstrate an ability to accurately describe the liberal and activist rulings evidenced by the Warren Court’s expansion of civil liberties and civil rights for individual citizens. In particular, the process of incorporating these rights via the Fourteenth Amendment helped to protect the rights of citizens at the state and the national level. Cases such as Brown v. Board of Education of Topeka, Kansas; Mapp v. Ohio; Miranda v. Arizona; and Gideon v. Wainwright work to illustrate this judicial philosophy.

· In addition, students should accurately demonstrate that the more conservative bent of the federal courts from 1952–2000 was also seen at the Supreme Court level. The Rehnquist Court’s efforts to devolve power to the state by striking the use of the commerce clause by Congress in cases such as United States v. Lopez, Printz v. United States, and United States v. Morrison illustrate the strict constructionist view of the Republican appointees on the Court. U.S. History Rubric: Visual Stimulus

0 A response at this level is not scorable. · The response is off-topic, blank, hostile, or otherwise not scorable. Unit 11: Nixon Administration, Analytic Essay To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 11 L3 E1b, E1g, E2a, A1h

All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. In 1972, President Richard Nixon announced a policy of détente. This policy called for a thawing of relations between the United States and China and between the United States and the Soviet Union.

“[Relying on détente] the Nixon Administration sought a foreign policy that eschewed both moralistic crusading and escapist isolationism.” From Henry Kissinger, “The Détente Dilemma.” © 1982 by Time Inc. Using your knowledge of the early cold war era through the Nixon administration

(1945 − 1974), write an essay in which you assess whether or not Nixon’s policy of détente avoided “both moralistic crusading and escapist isolationism.” In your essay, discuss at least TWO of the following to support your analysis: · What Kissinger meant by “moralistic crusading and escapist isolationism” · The impetus for Nixon’s policy of détente · Consequences of détente for U.S. foreign and domestic policy You may use additional subjects and/or examples to support your analysis. Scoring Criteria

Students should write an essay in which they assess whether or not Nixon’s policy of détente avoided “both moralistic crusading and escapist isolationism.” In the essay, students should discuss at least TWO of the following:

· What Kissinger meant by “moralistic crusading and escapist isolationism”: Moralistic crusading referred to President Woodrow Wilson’s Fourteen Points, presented after World War I at the negotiations in Paris, and to the Truman Doctrine that divided the world into good and evil, an “us versus them” mentality.

Escapist isolationism referred to the pre– and post–World War I policy of isolationism that the United States followed. The United States wanted to stay out of global problems; if any problems were to arise, the United States would try to take care of them independently.

· The impetus for Nixon’s policy of détente: The impetus for détente was twofold. First and foremost, the United States was responding to a failed policy in communist countries in Asia—a policy that had disastrous consequences in Vietnam. The loss of lives and the first-ever U.S. defeat in a protracted foreign battle—both at a tremendous political and financial cost to the United States—compelled the Nixon administration to reassess how the United States responded to the rise of communism in Asia.

The Nixon administration was also interested in exploiting a wedge between the Soviet Union and China, who mistrusted each other and had border disputes. The United States feared these two countries might become closely allied. Although the Nixon administration viewed the Soviet Union and China as adversaries, the administration determined that a wedge between China and the Soviet Union was the most cost-effective and favorable approach to dealing with international communism at the state level.

· The consequences of détente for U.S. foreign and domestic policy: The foreign policy consequences of détente with China were immediate for the United States. No longer forced to confront powerful communist nations on two fronts, the United States was able to focus its military policy on confronting only the Soviet Union, leaving for China the battle of dealing with independent communist movements in countries such as Cambodia, Laos, and Vietnam. One of the cornerstones of the U.S. policy of détente was SALT I, the treaty that paved the way for the more ambitious SALT II.

Domestically, détente drew unexpected criticism. Nixon was criticized on the right and left for cozying up to the communists, with the right fearing rising internationalism and the left becoming increasingly suspicious of any and all of Nixon’s policies. Despite the domestic opposition to détente, the policy did allow the United States to reduce its military spending for nearly a decade. The relative, if short-lived, thawing in relations allowed the United States, however briefly, to focus on domestic issues such as rising gas prices and civil rights. U.S. History Rubric: Analysis

0 A response at this level is not scorable. · The essay is off-topic, blank, hostile, or otherwise not scorable. Unit 11: Post-Cold War Challenges, Analytic Essay To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 11 L3 E2e, E2f, A1h, A1i

The constructed-response formative item pool allows teachers to choose items for use in the classroom to help assess what their students should know and are able to do at the end of a rigorous U.S. History course. The formative item pool also allows students to learn about the types of responses they will be expected to provide on the end-of- course (EOC) exam. When the formative item pool is used in both of these ways, it becomes a powerful teaching tool for students and teachers alike. The formative item pool consists of 25 items. Items in the formative pool are very similar in format and difficulty.

All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. The Kyoto Protocol is an international agreement between thirty-seven industrialized countries and the European Union that sets binding targets for reducing greenhouse gas (GHG) emissions. In the following quotation, President George W. Bush explains why he did not present the Kyoto Protocol to the U.S. Senate for ratification:

“We’ll be working with our allies to reduce greenhouse gases. But I will not accept a plan that will harm our economy and hurt American workers.” Retrieved from http://archive.newsmax.com/archives/articles/2001/3/29/164418.shtml

Using your knowledge of the post-cold war era (1991 −present), write an essay in which you discuss the policy-making challenges that an increasingly interconnected world poses for U.S. policy makers. In your essay, discuss TWO of the following to support your analysis:

· Labor policies of Bill Clinton’s and George W. Bush’s administrations · Economic policies of Bill Clinton’s and George W. Bush’s administrations

· Environmental policies of Bill Clinton’s and George W. Bush’s administrations You may use additional subjects and/or examples to support your analysis. Scoring Criteria

Students should write an essay in which they discuss the policy-making challenges that an increasingly interconnected world pose for U.S. policy makers. In the essay, students should discuss TWO of the following:

· Labor policies: The emergence of transnational trading alliances, such as the European Union, pressured the United States to adopt a more region-oriented free trade arrangement. The result was the passage of the North American Free Trade Agreement (NAFTA) during the early Clinton administration. NAFTA was controversial because some felt it led to the loss of industrial jobs for U.S. workers as U.S. companies moved to Mexico to avoid costs such as minimum wages and labor-negotiated health care and pension benefits for workers. This controversy was evident throughout the 1992 presidential election that included Ross Perot—a third party candidate—warning of a “giant sucking sound” of jobs moving to Mexico. The economic protectionism that was a part of the Perot platform also found its way into the platform of Pat Buchanan, the 2000 Reform Party candidate. The benefit of an increased flow of goods and services into North America was balanced against the reality of the post- cold war era: many manufacturing-sector workers in the United States were displaced as their industrial jobs either transformed into information technology and service-oriented jobs or moved out of the United States.

Other labor controversies include: · Creation of job training programs within welfare reform to help workers adapt to global competition · Immigration reform laws as they relate to employment · Maintenance of Fast Track Negotiating Authority (also called Trade Promotion Authority) for the U.S. presidents · Debates over increasing the minimum wage

· Economic policies: Students may discuss the controversy surrounding President Clinton’s willingness to strategically engage China economically despite that country’s dismal record on human rights. This controversy continued as the Clinton administration granted most favored nation status (also known as normal trade relations status) to China—a treaty status that creates favorable policies and conditions for trade via low tariffs. The recognition that the United States could potentially benefit economically from China’s emergence as an economic power trumped the concerns of human rights advocates. In the essay, students may also discuss the implications of this decision for trade balance and for the environment.

Other economic policy examples include: · U.S. involvement in the World Trade Organization (WTO) · U.S. leadership with the G-8 · Controversies surrounding NAFTA • Environmental policies: Students may evaluate the controversy surrounding the use of environmental/energy policy as a feature of a national security policy. Many contend that gaining greater energy independence from war-torn regions by increasing the use of domestic energy sources is a primary feature of the Bush administration’s (2000–2008) environmental policy. The controversy surrounding the use of the Arctic National Wildlife Refuge (ANWR) for drilling is one such controversy. The tension between energy independence from and less military involvement in the Middle East versus the preservation of a largely undeveloped part of the United States has been a constant feature of U.S. environmental policy discussions for more than twenty years. In addition, policy discussions surrounding an increase in offshore oil drilling in the Gulf of Mexico has often pitted states concerned about their tourism industry and environment against the federal government and its desire to increase domestic oil production. Other environmental policy examples include: · Kyoto Protocol controversies: students should note the United States is not a signatory nation to the Protocol despite the fact that the European Union and thirty-seven other industrial nations are. Concerns such as those expressed by President George W. Bush in the quotation resulted in the United States not signing the document. Those concerns centered on the economic and employment consequences of the emission radiation levels for developed nations, such as the United States, compared to those of developing nations, such as China and India. · The debate over Corporate Average Fuel Economy (C.A.F.E.) standard increases · Controversy surrounding the use of oil from the U.S. Strategic Reserve · U.S. involvement in Iraq during the Gulf War · U.S. reaction to and participation with the UN Intergovernmental Panel on Climate Change U.S. History Rubric: Analysis

0 A response at this level is not scorable. · The essay is off-topic, blank, hostile, or otherwise not scorable. Unit 11: Post-Vietnam Era, Analytic Essay To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 11 L3 E1h, E1g, A1h, A1i

All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. In 1973, in response to perceived presidential abuse of executive war powers stemming from U.S. military involvement in Vietnam, Laos, and Cambodia, Congress passed the War Powers Act. The Act authorizes the president to send U.S. troops into conflict abroad pursuant to congressional approval or when the United States is already under or faces imminent attack.

“Congress may not take away the President’s constitutional power. Nor may it delegate its own constitutional power to the President.”

Given your knowledge of the post −Vietnam War era (1975 to the present), write an essay in which you assess whether or not the War Powers Act allows Congress to “take away the President’s constitutional power” or “delegate its own constitutional power.” In your essay, discuss TWO of the following to support your analysis:

· The Act’s power to curtail presidential uses of force abroad · The constitutionality of the Act in light of the president’s duties as commander in chief

· Whether or not the Act has changed the president’s or Congress’s constitutional roles You may use additional subjects and/or examples to support your analysis. Scoring Criteria

Students should write an essay in which they assess whether or not the War Powers Act allows Congress to “take away the President’s constitutional power” or “delegate its own constitutional power.” In the essay, students should discuss TWO of the following:

· The Act’s power to curtail presidential uses of force abroad: Arguably, the War Powers Act has been ineffective in curtailing presidential use of force abroad. Only two presidents have made reports in accordance with the Act’s reporting requirements, and most presidents have expressed the sentiment that they are not bound by the Act. In 1986, President Ronald Reagan sent U.S. troops to Nicaragua without first obtaining congressional authorization. In 1996, President Clinton argued that he did not need congressional authorization to send troops to Bosnia. President George W. Bush made a similar argument before receiving congressional authorization to send troops to Iraq. The counterargument is that no president other than Reagan, who claimed to have no knowledge of the deployment of marines to Nicaragua, has sent troops abroad in a manner inconsistent with the War Powers Act.

· The constitutionality of the Act in light of the president’s duties as commander in chief: The constitutionality of the War Powers Act has long been debated. Passed as a legislative act rather than as legislation, the Act was vetoed by President Nixon, and then both Houses voted to override the presidential veto. The Constitution clearly makes the president commander in chief of the armed services. Those who support a strong commander in chief increasingly have argued that this power permits the president, without congressional authorization, to send troops abroad in all instances except for acts of war. Others have argued, less persuasively, that the congressional power to declare war is merely hortatory.

· Whether or not the Act has changed the president’s or Congress’s constitutional roles: The War Powers Act arguably has changed the president’s and Congress’s constitutional war powers by discharging congressional authority and converting it to presidential authority. The War Powers Act appears to grant the president power that extends beyond the mere power to serve as commander in chief of U.S. troops by permitting the president to send troops abroad as long as the president believes there is a need to do so. This essentially initiates a war that Congress has not declared. The counterargument is that the president has always had the capability to start wars without congressional authorization and that the War Powers Act merely acknowledges a limited role for Congress in the war process. U.S. History Rubric: Analysis

0 A response at this level is not scorable. · The essay is off-topic, blank, hostile, or otherwise not scorable. Unit 11: Treaty of Versailles, Analytic Essay To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 11 L3 E1g, E1a, D1a, A1h, A1i

All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. During World War I, President Woodrow Wilson drew up a post-war view of the world that included an international League of Nations. The League of Nations, created under the terms of the Treaty of Versailles, was to have resembled the modern-day United Nations. Despite Wilson’s efforts to promote the Treaty of Versailles and its League of Nations component, the United States failed to ratify the Treaty of Versailles and never became a member of the League.

“The [Versailles] Treaty . . . was satisfactory neither to the advocates of a harsh peace serving narrow national interests nor to those who had shared Wilson’s hopes for a new international order.” From Ellis Hawley, The Great War and the Search for a Modern Order. © 1992.

Using your knowledge of the post − World War I era (1918 − 1938) and the immediate post−World War II era (1945), write an essay in which you assess whether or not the United States should have joined the League of Nations in order to share “Wilson’s hopes for a new international order.” In your essay, discuss TWO of the following to support your analysis:

· Reasons why the United States did not join the League of Nations · Consequences of the United States refusal to join the League of Nations

· How, after World War II, the United States attempted to rectify the perceived failure of not joining the League of Nations You may use additional subjects and/or examples to support your analysis. Scoring Criteria

Students should write an essay in which they assess whether or not the United States should have joined the League of Nations in order to share “Wilson's hopes for a new international order.” In the essay, students should discuss TWO of the following:

· Reasons why the United States did not join the League of Nations: The United States had two primary reasons for not joining the League of Nations— fears of the formation of alliances that would make World War II virtually inevitable and a general isolationist sentiment running through the country. Republicans in Congress, led by Henry Cabot Lodge, were trying to reign in Wilson's growing ego and his use of presidential authority. The Republican-controlled senate was not given a voice in the negotiations after World War I. A key point of tension was whether or not the League of Nations would diminish Congress’s power to declare war. Politics played a key role in the United States not joining the League of Nations.

· Consequences of the United States refusal to join the League of Nations: The United States refusal to join the League of Nations meant the League was without its primary proponent and visionary, President Wilson, and it was without one of the few countries that had escaped the ravages of World War I and had the capital to finance League expenses in its formative years. The League faced difficulty in meeting and defining the challenges presented. Since the League did not have a military component in place, it is not surprising that so little time passed before the world was again at war.

· How, after World War II, the United States attempted to rectify the perceived failure of not joining the League of Nations: Drawing lessons from the United States failure to become more involved in world affairs in the immediate aftermath of World War I, President Franklin D. Roosevelt devoted much time during World War II to planning for and advocating a post-war world that placed the United States squarely in the middle of important international arenas. The International Monetary Fund (IMF), North Atlantic Treaty Organization (NATO), and the United Nations were the most prominent resulting institutions, with the UN Security Council apparently representing an attempt to provide the military muscle lacking in the League of Nations. In addition to joining and accepting a leading role in three large international institutions, the United States assumed a leading and active role in international affairs, a stark contrast to its post−World War I isolationism. U.S. History Rubric: Analysis

0 A response at this level is not scorable. · The essay is off-topic, blank, hostile, or otherwise not scorable. Unit 11: Truman Doctrine, Analytic Essay To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 11 L3 E1g, E1a,D1a, A1h

All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. In 1947, in the face of increasing national sentiment that he was soft on communism, President Harry Truman announced what has come to be known as the Truman Doctrine. In his announcement of the doctrine, Truman characterized the world as being divided into two spheres, one sphere of evil and one sphere of good. Communist countries and ideology represented the sphere of evil, while the good sphere was represented by democratic countries and ideology.

“It was no accident . . . that when the President in the most famous speech of his career characterized the world as divided between two ways of life, one reflecting ‘the will of the majority,’ the other based ‘upon the will of the minority forcibly imposed upon the majority,’ it was the distinction between democracy and totalitarianism to which he referred.” From John Lewis Gaddis, The Long Peace. © 2001.

Using your knowledge of the Truman era (1945 −1953), write an essay in which you explain how the Truman Doctrine’s belief in a divide “between two ways of life” shaped the Truman administration. In your essay, discuss TWO of the following to support your analysis:

· Truman’s foreign policy · Truman’s relationship with Congress · Truman’s domestic agenda You may use additional subjects and/or examples to support your analysis. Scoring Criteria

Students should write an essay in which they explain how the Truman Doctrine belief in a world divided “between two ways of life” shaped the Truman administration. In the essay, students should discuss TWO of the following:

· Truman’s foreign policy: The Truman Doctrine had a pronounced effect on U.S. foreign policy, both immediately and for generations to come. The most immediate effect was to create a firm and divisive wall between the United States and the Soviet Union. Truman began to devise foreign policy from the perspective of an “us” versus “them” mentality with democratic nations falling in the former and communist nations and their allies falling in the latter. The division made clear which countries the United States would work with and which countries the United States would oppose or even attempt to undermine. The Doctrine was also used to sell the ambitious Marshall Plan, under which the United States offered generous aid to European nations to help in the rebuilding effort.

· Truman’s relationship with Congress: Although some members of the opposition Republican Party welcomed the pronouncement of the Truman Doctrine, most Republicans considered the doctrine a tacit admission that the fifth column was already undermining U.S. politics at home and abroad. Rather than healing the rift between the Republican Party (that had long been out of the White House) and Democrats, the Truman Doctrine merely reinforced Republican beliefs that the Democrats were not up to the challenges posed by international communism. Truman found it increasingly difficult to work with leading members of the Republican Party. This division became increasingly evident in the run-up to the 1948 elections when Republicans painted Truman as “soft on communism” for failing to heed the rhetoric of his own doctrine. The charges gained currency when the Truman administration announced the fall of China to communism.

· Truman’s domestic agenda: Less than two weeks after pronouncing the Truman Doctrine, with elections approaching and Republicans charging that Truman was “soft on communism,” Truman issued an executive order establishing a wide-ranging and powerful government apparatus to perform loyalty checks on all federal civil servants. Loyalty boards were set up in every department and agency of the federal government. Using lists of “totalitarian, fascist, communist, or subversive” organizations provided by the attorney general and relying on investigations by the Federal Bureau of Investigation, these boards were to review every federal employee. If reasonable grounds existed to doubt an employee’s loyalty, he or she would be dismissed. The effect of Truman’s executive order was dramatic for its natural divisiveness and for its effect on virtually all public sectors in the United States. Truman’s approval of the federal loyalty program provided the impetus for state and local governments to enact similar anti-communist policies and ultimately led to much more far-reaching attempts to rid the nation of communist elements. The results were devastating for those accused who were unable to prove that they were not communists and gave rise and support to civil rights movements across the country. U.S. History Rubric: Analysis

0 A response at this level is not scorable. · The essay is off-topic, blank, hostile, or otherwise not scorable. Unit 11: U.S. Policy of Containment, Analytic Essay To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 11 L3 E1g, A1c, A1h

All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. After World War II, the United States and the Soviet Union emerged as the two military superpowers of the world. In the following quotation, which appeared anonymously in Foreign Affairs magazine in 1947, State Department official George Kennan described the nature of the policy of containment, which would emerge during the postwar period as the chief U.S. foreign policy toward the Soviet Union and other Communist nations.

“It will be clearly seen that the Soviet pressure against the free institutions of the western world is something that can be contained by the adroit 1 and vigilant application of counter-force at a series of constantly shifting geographical and political points, corresponding to the shifts and maneuvers of Soviet policy, but which cannot be charmed or talked out of existence.”

Using your knowledge of the U.S. policy of containment toward the Soviet Union and Communist nations between 1947 and 1972, write an essay assessing the effectiveness of the “adroit and vigilant application of counter-force” used in the U.S. policy of containment in TWO of the following regions:

· Central Europe

· Southeast and East Asia

· Cuba You may use additional subjects and/or examples to support your analysis. Scoring Criteria

Students should write an essay assessing the effectiveness of the “adroit and vigilant application of counter-force” used in the U.S. policy of containment in TWO of the following regions:

· Central Europe: The first major crisis between the United States and the Soviet Union took place after World War II in West Berlin, when the Soviets blockaded the city, cutting it off from its Western allies. The United States flew in supplies with a massive airlift that saved the city from communist takeover.

The Truman Doctrine demonstrated containment as a foreign policy when the United States pledged money and other forms of aid to Greece and Turkey to contain the spread of communism in Europe. At the same time, the United States, through the Marshall Plan, also committed billions of dollars in aid to European nations in an economic form of containment. Both programs were considered successes.

U.S. efforts did not keep the Soviet Union from establishing communist governments in Czechoslovakia, East Germany, and East Berlin. European showdowns also led to the establishment of the defense alliances, NATO and the Warsaw Pact, and a nuclear arms race between the United States and the Soviet Union.

In 1956, Hungary attempted to break free of Soviet control, requesting outside help for its liberation efforts. The United States, fearing a world conflict with the Soviet Union, sent no direct military aid. The Soviets put down the revolt in Hungary through force.

In general, the foreign policy of containment in Central Europe was considered a success because it stopped the spread of communism into Western Europe and West Berlin.

· Southeast and East Asia: The United States entered the Korean War in 1950 as part of a United Nations “police action” to repel the invading communist North Koreans. The United States supplied the vast majority of troops and weaponry for the mission. The three-year war ended in a stalemate, with postwar boundaries very similar to those drawn before the war.

Adherence to the policy of containment and belief in the “falling domino principle,” which said stopping the spread of communism in one Asian country would prevent its spread to other countries, led the United States into the Vietnam War. The United States sent military advisers and supplies to Indochina during the Eisenhower and Kennedy administrations and engaged in full war during the Johnson and Nixon administrations. The Vietnam War did not stop the spread of communism. Containment did not prevent China from becoming communist in 1949. After President Nixon visited China in 1972, the policy of containment in Southeast and East Asia was effectively finished.

In general, containment in Southeast and East Asia was not as successful as in Central Europe.

• Cuba: Communist leader Fidel Castro seized control of Cuba in 1959 and accepted Soviet support. A CIA operation attempting to remove Castro during the Bay of Pigs invasion in 1961 was a miserable failure for the United States.

In 1962, the United States discovered Soviet missile sites under construction in Cuba. President Kennedy, determined to have them removed, ordered a naval blockade, or quarantine, of advancing Soviet ships carrying more missile supplies. After several days of near-nuclear war, the advancing Soviet ships turned back. The United States secretly negotiated with the Soviet Union to not invade Cuba and to remove offensive missiles from Turkey if the Soviets removed their missiles from Cuba.

Containment did not succeed in Cuba, but it did prevent the Soviets from placing offensive missiles close to the coast of the United States during the Cuban missile crisis. U.S. History Rubric: Analysis

0 A response at this level is not scorable. · The essay is off-topic, blank, hostile, or otherwise not scorable. Unit 11: Vietnam War, Visual Stimulus To assist teachers with selecting items for classroom use, this item has been matched to the relevant unit in the U.S. History Course Outline based on the content assessed in the item. This table is provided to articulate specific information about the item, including the objectives and the cognitive skills assessed in the item. Unit Cognitive Level Objectives Unit 11 L3 E1f, A1b, A1d

All items are designed to assess Level 3 strategic thinking skills according to Webb’s depth of knowledge (DOK) levels, which require students to perform tasks such as: · Develop a logical argument · Justify “how and why” through application and evidence · Analyze similarities and differences in issues, events, and problems · Make connections across time and place to explain a concept · Draw conclusions from observations · Apply concepts to new situations · Support ideas with details and examples Each constructed-response formative item in the pool includes: · The prompt and task (what the student sees) · The scoring criteria—a tool used to score a student response. The scoring criteria provides the teacher with the specific content that students should address at the highest score point. · The holistic rubric used to score all student responses to items. The holistic rubric is used ultimately to decide on the score that each student response receives. Used in conjunction with the scoring criteria, the holistic rubric allows the teacher to consider conceptual understanding and communication, in addition to mastery of item-specific content. This Doonesbury comic strip was published in 1970. Examine the comic strip carefully; then complete the following tasks. A. A. A. A. A. A. A. A. A. A. A. A. Explain the cartoonist’s view of the Vietnam War. B. Explain how the cartoonist characterizes his view of the war by discussing at least TWO different uses of symbolism from the comic strip to support your interpretation. Scoring Criteria

A. Explain the cartoonist’s view of the Vietnam War: The cartoonist is portraying neither a pro- nor an anti-Vietnam War sentiment. Instead, he has juxtaposed the view of the young people likely to be drafted with an older generation who has lived through World War II and the Korean War.

B. Explain how the cartoonist characterizes his view of the war, discussing at least TWO uses of symbolism from the comic strip to support your interpretation: The son is shown with longer hair and with facial hair; he represents the younger generation eligible for the Vietnam draft. The father is shown wearing a military helmet and uniform and waving an American flag; he represents members of the older generation who served in the military and fought for their country in previous wars.

The cartoonist’s focus clearly appears to be on demonstrating the divide between the two generations at the height of the Vietnam War and how the different generations viewed their duties to their country. While the older generation largely went to war without questioning the motives or validity of the war, the younger generation pushed back, questioning both the motive and the validity of the decision to go to war—this sentiment is suggested by the mother’s comment regarding her son’s views on the war.

The flag and military uniform make clear the father has a different perspective on war than his son. The comic thus suggests the widening gap between the two generations’ views of the relationship between the state and the individual. U.S. History Rubric: Visual Stimulus

0 A response at this level is not scorable. · The response is off-topic, blank, hostile, or otherwise not scorable.