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CP U.S. HISTORY Fall

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TEACHER’S KEY CP U.S. History Fall Semester Key

By: Janelle Martinez, Art Price, Cheryl Siu, and April Todd 2016

Teacher: ______________ Email: __________________Phone: ________________

Materials Needed:

Textbook: The American Vision: Modern Times (Glencoe 2006) Spiral Workbook Internet Access Study Group or Partner (optional)

Those who don't know history are destined to repeat it. -Edmund Burke

HPCS 11th grade students are required to study the history of the United States. This course meets that requirement. The course is divided into two semesters of five units each, with a test after each unit, and a midterm and final in each semester. By the end of this course you will know the following areas:

11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence. 11.2 Students analyze the relationship among the rise of industrialization, large‐scale rural‐to‐urban migration, and massive immigration from Southern and Eastern Europe. 11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty. 11.4 Students trace the rise of the United States to its role as a world power in the twentieth century. 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. 11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government. 11.7 Students analyze America’s participation in World War II. 11.8 Students analyze the economic boom and social transformation of post–World War II America. 11.9 Students analyze U.S. foreign policy since World War II. 11.10 Students analyze the development of federal civil rights and voting rights. 11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.

This is a 5 credit per semester College Prep independent study course. Your teacher may modify this course, but then you will receive 5 credits of Non-CP U.S. History. You will complete the majority of the assignments set out in the pacing guide on your own, at home. Your teacher may elect to complete some assignments with you individually, or as a group. Any group collaboration must be approved by your teacher ahead of time. Self-check quizzes may be completed at home, but all tests must be completed at school with your teacher, or in the computer lab. You will be expected to be able to discuss the topics you learned the previous week with your teacher during your meeting. These discussions may be counted as oral quizzes. All work must be your own. You may not copy anyone else, or copy from the book without citing your source. You must reference all answers with the page number on which you found it. Cheating and/or plagiarism will result in a 0% on the assignment and a warning letter. More than one instance may result in withdrawal from the school. All papers must be typed, 12pt. font, in MLA format with a Work’s Cited page. Your teacher may require a cover page and an outline. Grades will be updated in PowerSchool at least once per month and will be calculated as so:

Weekly homework: 30% Major projects: 20%

Quizzes: 15% Tests: 30%


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Let’s learn our country’s history, so we understand how we have become what we are today!

SUGGESTIONS FOR TEACHER/STUDENT MEETINGS

This is a guide for independent study teachers in CP US History (non-CP modifications are indicated in the pacing guide). It is highly recommended that the students meet in groups of two or three with their teachers for the maximum discussion potential. The following are suggestions for teachers to use in their weekly student meetings, and should take no more than 20 minutes – not counting administering assessments. Any teacher implementing this course in a classroom setting will, no doubt, want to expand on this and perhaps incorporate some of the weekly student’s assignments as group activities.

Beginning of Week One:

Pass out all materials – Student textbooks, syllabus and spiral Discuss the Essential Question: Explain this Week’s assignments

Beginning of Week Two:

Students turn assignment sheet and homework from week 1 labeled with EACH assignment number

Discuss student’s understanding of the US History Unit 1 Essential Question

Discuss what students learned this week and review vocabulary

Mini quiz (Illuminate or oral) to prep for Unit Test

Explain Week 2’s assignments

Beginning of Week Three:

Students turn assignment sheet and homework from week 2 labeled with EACH assignment number

Discuss student’s understanding of the US History Unit 1 Essential Question

Discuss what students learned this week and review vocabulary

Mini quiz (Illuminate or oral) to prep for Unit Test

Explain Week 3’s assignments

Etc.....................(Note: Testing weeks will require the student to schedule extra time to take the test in addition to this meeting – maybe even another day, or in the computer lab, etc.

STUDY BLUE

To access and learn to use STUDY BLUE for student quizzes and vocabulary go to:

https://www.studyblue.com/notes/note/n/directions/file/1635165


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Assignment 3A Video Questions: American History: Road to Revolution 1. Leading to the Revolution: What were the Coercive Acts and why were they passed? The British Parliament passed the laws known as the Coercive Acts to force the colonists to give into the king’s power. Called the Intolerable Acts by the American colonists, they closed Boston’s port, reduced the power of town meetings, and increased the authority of British royal officials. 2. Increased Taxation and Tension: What was the Stamp Act and why was it repealed? The Stamp Act required that every piece of paper sold in the colonies, from pamphlets to playing cards, ave a revenue stamp. A year of complaints, boycotts, and protests by the colonists forced the British to repeal the Stamp Act.repeal the Stamp Act.repeal the Stamp Act. American His repeal the Stamp Act. 3. A Massacre in Boston: Who do you think started the conflict known as the Boston Massacre? Answers will vary. 4. The Colonies Go to War: Describe the difference between Patriots and Loyalists. Patriots were American colonists who wanted complete independence from Britain. Loyalists were American colonists who supported the British government, and they saw the Patriots as traitors. 5. American Victory: What contributed to the American victory in the Revolutionary War? George Washington’s skilled leadership helped secure victory for the colonists. The French helped, too, by signing a treaty and offering soldiers and other help to the colonists. The patriotic spirit and commitment of the soldiers motivated the Colonial Army to continue their battle despite great hardship. Also, the British did not have enough troops and had a difficult time trying to control a large area of land. 6. The Redcoats Are Coming: Why did Paul Revere call the British soldiers “the Regulars”? The colonists regarded themselves British, so in his warning, Paul Revere said that “the Regulars” were coming. Revere and others referred to the British soldiers as the Regulars or Redcoats. 7. The Battle of Lexington: Would the Revolutionary War have taken place if the Battle of Lexington had never occurred? Answers will vary. 8. Fighting at the North Bridge: Why did the colonial militiamen finally move against the Redcoats at the North Bridge? The militiamen gathering on a hill outside of Concord moved against the Redcoats because they mistakenly assumed that the soldiers were burning their homes. In reality, the Redcoats were burning the few armaments they had found. 9. The British Retreat: Do you agree that the colonists should have used guerrilla tactics or should they have followed the rules of war? Answers will vary. 10. The Capture of Fort Ticonderoga: Why was the Continental Congress alarmed by the capture of Fort Ticonderoga? The capture of this major military fort was an overt act of aggression. Despite the bloodshed at Lexington and Concord, the Congress hesitated to go to war against England, hoping like many other colonists for reconciliation. The Continental Congress immediately ordered all the captured guns and inventory returned to the British as soon as hostilities had cooled down.

11. Preparing for the Battle of Breed’s Hill: Would you have followed Gage’s strategy at Breed’s Hill or attacked the colonists in a different way? Why? Answers will vary.

12. Fighting at Breed’s Hill: Do you think Joseph Warren and the others who died with him were heroes? Answers will vary.

13.George Washington Becomes Commander: Do you think there was any way the British could have won the Revolutionary War? Answers will vary.


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US History Unit 1 Test

1. Which describes the relationship between religion and government in the Massachusetts colony?

a. The government had no authority in religious matters b. The government supported religious tolerance for all settlers. c. Puritans dictated both religious and governmental matters. d. Catholics dominated the colony and influenced the government.

2. Which geographical characteristic distinguished New England as a prime spot for developing a lumber industry compared to other colonies?

a. Its East Coast location b. Its many waterfalls near the coast c. Its proximity to the Grand Banks d. Its dense forests

3. Where did the first battle of the Revolutionary War take place? a. Concord b. Saratoga c. Bunker Hill d. Lexington

4. Which was NOT an advantage of the British forces at the beginning of the war? a. A well trained and well supplied army and navy. b. A wealth of resources. c. Fighting on home ground d. A strong central government

5. Why was Thomas Paine’s pamphlet Common Sense so important in changing the colonist’s views on independence?

a. It reinforced the idea that the colonies could not compromise with Parliament b. It convinced the colonists that the monarch was a tyrant and responsible for

British actions against the colonies. c. It outlined the future Declaration of Independence d. It outlined the future Constitution

6. Which of the following describes the significance of the Battle of Bunker Hill? a. It was the first skirmish between the minutemen and British soldiers. b. It boosted American’s confidence in their ability to defeat a powerful army. c. It was the first battle in which George Washington commanded American troops. d. It secured the supply depot in Concord.

7. Why was the Battle of Saratoga a turning point in the Revolutionary War? a. Southern farmers turned against the British and began organizing their own

forces of resistance b. Americans won a strategic battle in defending Fort Ticonderoga. c. America’s victory in the battle convinced France to commit troops to the

American cause. d. A victory in the battle gave the Americans control of the Ohio River valley.

8. Under the new Constitution, Congress had the power to ____________.


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a. Impeach and then remove the president b. Nominate federal judges c. Remove federal judges from the judiciary at will d. Serve as commander in chief of the armed forces

9. What was the MAIN reason that Antifederalists opposed ratification of the new constitution?

a. The believed that the constitution would interfere with trade b. They saw no need for a national government c. They did not want the national government to issue currency d. They believed that the Constitution diminished state’s rights.

10. What did supporters of the Constitution call themselves? a. Antifederalists b. Patriots c. Constituents d. Federalists

11. Which of the following is an example of the president’s ability to check Congress? a. Ratification b. Veto c. Impeachment d. Amendement

12. Thomas Jefferson differed from his predecessors in that he _______________. a. Expanded the scope of the federal government b. Increased government spending c. Began paying off the public debt d. Used the White House to impress foreign dignitaries

Short Answer:

13. (2 points) List two of the grievances the colonists listed in the Declaration of Independence?

14. (2 points) Who was The Marquis de Lafayette? and what did he do for our country?

15. (2 points) What was the significance of the battle of Yorktown?


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16. (2 points) List two influences on our American government and explain how they were influences.

Essay:

17. (5 points) What was the Articles of Confederation? Why didn’t it work? How did it differ from the Constitution?

18. Why do people rebel? Why did the American Colonies rebel? Was it justified?


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Unit 1 KEY 1. C 2. D 3. D 4. C 5. B 6. B 7. C 8. A 9. D 10. D 11. B 12. C 13. Students may list any two grievances from pg 120-122 14. The young French general who helped Washington shape our American troops

into an army. 15. Yorktown was the last battle of the Revolution in 1781 where Cornwallis

surrendered to Washington. 16. Students can choose from : Mercantilism, The Glorious Revolution, John Locke,

The Enlightenment, The Great Awakening, The Iroquois League, Roman Republic, Greek Democracy

17. The “first constitution” which failed because it left the federal government too weak to be effective.

18. Student answers will vary


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US History Unit Two Test

1. The majority of the South was a. Urban b. Rural

2. Where was the treaty for the end of the Civil War signed? a. Appomattox Courthouse b. Washington D. C. c. Gettysburg Courthouse d. Shiloh

3. Lead General for the South? a. Robert E Lee b. Ulysses S Grant c. Stonewall Jackson d. Robert Buell

4. The bloodiest day of the war? a. Manassas b. Fort Bull Run c. Antietam d. Fort Sumter

5. The bloodiest battle of the war? a. Manassas b. Fort Bull Run c. Antietam d. Gettysburg

6. Primary economic income of the South? a. Cotton b. Industry c. Coal d. Tobacco

7. How many people died in the Civil War? a. 590,000 b. 520,000 c. 750,000 d. 620,000

8. Harriet Tubman was known as the conductor of the ________. a. Underground railroad b. Philharmonic orchestra c. Underground train d. Slave uprising


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9. The first state to secede from the Union a. Virginia b. North Carolina c. South Carolina d. Mississippi

10. Lead General for the North? a. Robert Buell b. Robert E Lee c. Ulysses S Grant d. Stonewall Jackson

11. This freed the slaves in all rebelling states ___________. a. Kansas Nebraska Act b. Freeman’s Bureau c. The Emancipation Proclamation d. The Gettysburg Address

12. Where was the first battle of the Civil War fought? a. Shiloh b. Fort Sumter c. Antietam d. First Bull Rum

13. He was elected president of the United States in 1860 a. Abraham Lincoln b. Jefferson Davis c. Thomas Jackson d. Thomas Jefferson

14. In what speech did Lincoln dedicate a battlefield in honor of the Union Troops? a. The Gettysburg Proclamation b. Inauguration Address c. The Emancipation Proclamation d. The Gettysburg Address

15. A Carpetbagger after the Civil War was considered to be a. Someone who sold carpet b. Someone who carried a bag made from carpet c. A made up person d. Someone who swindled the defeated southerners

16. Causes of the Civil War a. Abolition, slavery, isolationism b. Taxes, slavery, nationalism, election of Grant c. Slavery, states’ rights, election of Lincoln d. Intolerance, abolition, politics


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17. The majority of the Northern was a. Rural b. Urban

18. Where was the first shot of the Civil War fired? a. Antietam b. Fort Sumter c. Bull Run d. Gettysburg

19. President of the Confederate States of America? a. Jefferson Davis b. Abraham Lincoln c. Thomas Jefferson d. Andrew Jackson

20. This battle changed the tide of the war against the South a. Vicksburg b. Bull Run c. Fredericksburg d. Shiloh

Essay (5 points)

21. Which new amendments were added to the constitution as a direct result of the Civil War and Reconstruction? Explain what each did.

22. Which is more important – Individual rights? - State’s rights? - Or a strong federal government?


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Unit two Answer Key

1. B 2. A 3. A 4. C 5. D 6. A 7. D 8. A 9. C 10. C 11. C 12. B (or D is also accepted) 13. A 14. D 15. D 16. C 17. B 18. B 19. A 20. A 21. 13th 14th and 15th amendments - abolished slavery, protected the rights of freed

slaves (now all citizens), guaranteed the right to vote 22. Student’s answers will vary


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CP US History Mid-Term Name: ____________________________

True/False Indicate whether the statement is true or false.

____ 1. George Calvert, also known as Lord Baltimore, founded a colony in America with the hope it would be a

refuge for Protestants to practice their religion without persecution.

____ 2. Southerners believed that the Constitution gave them the right to retrieve an enslaved person who fled across state lines.

____ 3. As the Civil War began, President Lincoln's goal was to preserve the Union, even if it meant allowing slavery to continue.

____ 4. The Emancipation Proclamation decreed freedom for enslaved persons in all states where they were held.

Multiple Choice Identify the choice that best completes the statement or answers the question.

____ 5. The Georgia colony was founded as a

a. plantation community. c. refuge for Puritans. b. harbor for ships from England. d. place where debtors could start over.

____ 6. The Southern Colonies developed an economy based on a. manufacturing. c. agriculture. b. fishing. d. shipbuilding.

____ 7. What was the first colony to be founded in New England? a. Boston c. Plymouth b. Portsmouth d. New Haven

____ 8. John Locke asserted that all people were born with the right to a. life, liberty, and pursuit of happiness. c. life, liberty, and property. b. life, liberty, and self-government. d. life and self-government.

____ 9. The revival of religious feeling in the 1700s was called a. the Enlightenment. c. the Great Awakening. b. the Glorious Revolution. d. the Bloodless Revolution.

____ 10.

Which event shown on the time line is best described as the first lasting English colony in North America?


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a. House of Burgesses first meets c. Roanoke colony founded b. Maryland founded d. Jamestown founded

____ 11. The colonists protested the Stamp Act by a. refusing to sell goods to Britain. c. dumping tea into Boston Harbor. b. refusing to buy goods from Britain. d. dissolving the Massachusetts assembly.

____ 12. The American victory at Saratoga was a turning point in the war because a. it was the last British offensive of the war. b. it convinced Spain to enter the war on the American side. c. it convinced France to send arms and supplies to the Americans. d. it convinced France to commit troops to the American cause.

____ 13. The Articles of Confederation loosely unified the states under a single governing body called a. the United States of America. c. the Unified Confederate. b. the Confederation Congress. d. the New American Congress.

The Articles of Confederation and the United States Constitution

Powers of the Central Government

Articles of Confederation United States Constitution

Declare war; make peace Coin money Manage foreign affairs Establish a postal system Impose taxes Regulate trade Organize a court system Call state militia for service Protect copyrights Take other necessary actions to run the federal government

____ 14.

The power to ____ was a power given to the government only under the U.S. Constitution.

a. declare war c. establish a postal system b. coin money d. organize a court system

____ 15.

In what year was the Declaration of Independence signed?

a. 1773 c. 1775 b. 1774 d. 1776

____ 16.

In 1781, ____ surrendered at Yorktown.

a. Washington c. Cornwallis b. Howe d. Arnold

____ 17. The first state to ratify the Constitution on December 7, 1787 was


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a. Virginia. b. Delaware. c. Pennsylvania. d. Georgia.

____ 18.

In May of 1790, ____ became the last state to ratify the Constitution.

a. Delaware c. Rhode Island b. New Hampshire d. Virginia

____ 19.

When did the Bill of Rights become part of the Constitution?

a. 1790 c. 1792 b. 1788 d. 1791

____ 20. Mercantilists believed that to become wealthy and powerful, a country had to a. constantly increase production. c. sell raw materials to its colonies. b. accumulate gold and silver. d. steadily raise prices.

____ 21. The Articles of Confederation gave the Confederation Congress the power to a. regulate trade. c. raise armies. b. control currency. d. impose taxes.

____ 22. The Great Compromise proposed that in the House of Representatives, a. each state would have equal representation. b. state legislators would choose the representatives. c. the states would be represented according to the size of their populations. d. all enslaved people could be counted when determining representatives.

“We then were ordered by our commander to . . . take out all the chests of tea and throw them overboard. . . . In about three hours . . . we had thus broken and thrown over board every tea chest . . . in the ship.”

—George Hewes

____ 23.

What event is Hewes describing?

a. the Boston Massacre c. a Stamp Act protest b. the Boston Tea Party d. the battle at Lexington

____ 24. The real issue for opponents of the Constitution was whether a national government a. was really needed. b. or state governments would be supreme. c. could regulate trade. d. should impose taxes.

____ 25. The Bill of Rights that went into effect in 1791 had ____ amendments. a. eight c. twelve b. ten d. fourteen

____ 26. Frances Scott Key wrote “The Star-Spangled Banner” after


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a. the burning of the White House. c. the bombardment of Fort McHenry. b. the Treaty of Ghent. d. the Battle of New Orleans.

____ 27. The solution that emerged in the Missouri Compromise was to admit Missouri a. as a free state and Maine as a slave state. b. as a slave state and Maine as a free state. c. as a slave state and prohibit slavery in the rest of the western territories. d. as a slave state but ban free African Americans from entering the state.

____ 28. The most famous conductor on the Underground Railroad was a. Harriet Beecher Stowe. c. Sojourner Truth. b. Harriet Tubman. d. Henry David Thoreau.

“‘[I]f you teach that [boy] to read, there would be no keeping him. It would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master. As to himself, it could do him no good, but a great deal of harm. It would make him discontented and unhappy.’ These words sank deep into my heart. . . . From that moment, I understood the pathway from slavery to freedom.”

—quoted from Narrative of the Life of Frederick Douglass

____ 29.

The speaker in the above quotation feared that if the young Douglass learned to read, then he would

a. run away from his owner. b. learn of life outside slavery. c. lead a slave revolt. d. learn about the Underground Railroad and try to use it.

____ 30. Lincoln wanted to prevent Maryland from seceding, because if it did, a. the South would gain control of the strategically important Potomac River. b. the South would gain control of important arsenals there. c. Washington, D.C. would be surrounded by Confederate territory. d. the South would control more territory than the North.

____ 31. Which Southern state stayed in the Union? a. North Carolina c. Arkansas b. Tennessee d. Missouri

____ 32. Robert E. Lee did not accept command of the Union troops because a. he believed in slavery. b. he supported secession. c. he would not fight against the South. d. he was already Confederate commander.

____ 33. The Emancipation Proclamation a. decreed freedom for all enslaved people. b. decreed freedom for all enslaved people in the states at war with the Union. c. decreed freedom for all enslaved people in the Union border states. d. started the process of amending the Constitution to free all enslaved people.

____ 34.

The map shows the site of a major civil war battle that was commemorated by Lincoln . That battle took place at


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a. Chattanooga. c. Petersburg. b. Vicksburg. d. Gettysburg.

____ 35. Abraham Lincoln was assassinated while a. making a speech. c. visiting the troops in Virginia. b. watching a play. d. strolling on the White House grounds.

____ 36.

Study the map. Capturing Vicksburg was an important objective for the North because

a. its location made invasion from there a threat to the North. b. its capture would give the North control of the Mississippi River delta. c. its capture would cut the South in two. d. its capture would prevent the South from shipping cotton to Europe.


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____ 37.

According to the graph above, ____ was the Confederacy’s strongest resource in the Civil War years.

a. farm land c. the banking system b. products that were exported d. transportation

____ 38.

According to the graph above, ____ was the area of resources where the Union states clearly held strongest advantage.

a. manufacturing c. iron production b. ships d. banks

____ 39.

Using your own knowledge and the graph above, which statement is true?

a. Exports were a weak area for the South. b. The North won the war mainly because of it’s more extensive transportation system. c. The Union had an advantage due to its greater population, industry, and infrastructure. d. The South lost the war because of its lack of agriculture.

____ 40.

In 1861 the Civil War began when Fort Sumter was fired upon. Within four years the ____ occurred that signified the end of the war between the Northern and Southern armies.

a. Emancipation Proclamation b. Fall of Atlanta c. assassination of Abraham Lincoln d. surrender of Lee to Grant at Appomattox Courthouse.

____ 41. The ____ permanently abolished slavery in all of the United States. a. Emancipation Proclamation c. Thirteenth Amendment b. Fourteenth Amendment d. Fiftheenth Amendment

____ 42. Lincoln’s plan for Reconstruction called for a. trying Southern leaders for treason. c. revolutionizing Southern habits. b. punishing Southern armies. d. reconciling with the South.

____ 43. Scalawags were a. wealthy planters who were looking for a way to regain power. b. white Southerners who supported Reconstruction. c. Northerners who took positions in the South’s new state governments. d. African Americans who had won office in Southern state governments.


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____ 44.

The main point of the Anaconda Plan was to blockade Southern ports because that would force the Confederates

a. to travel a different route that would take much less time than before. b. to run out of resources faster and have to surrender. c. to be intimidated into surrendering. d. to suffer the greatest loss of life.

____ 45. The last amendment in the Bill of Rights states that a. the people have other rights that are not listed. b. the people have the right to bear arms. c. any powers not given to the federal government are reserved for the states. d. the people have the right to life, liberty, and the pursuit of happiness.

Completion (2 points) Complete each statement.

46. Philosopher John Locke argued that a monarch's right to rule came from the ____________________.

47. "No taxation without ____________________."

48. The two houses of Congress make up the ____________________ branch of government.

49. The Confederacy chose _________________________ as its president.

50. The Legal Tender Act allowed the government to issue paper money, which came to be known as ____________________ because of its color.

51. The famous quote "[a nation] conceived in liberty, and dedicated to the proposition that all men are created equal" was part of the ______________________________.

52. Lincoln's plan for Reconstruction offered a general ____________________, or pardon, to Southerners who abided by certain conditions.


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53. Southerners, particularly Democratic Party supporters, referred to Northerners who moved to the South at the beginning of Reconstruction as ____________________.

Matching

Match each statement with the correct item below. a. Roger Sherman f. Hopewell b. timber g. Federalists c. Charles Cornwallis h. Quartering Acts d. Alexander Hamilton i. Henry Hudson e. Edmund Andros j. Roger Williams

____ 54. required colonists to shelter British troops

____ 55. major product in the New England colonies

____ 56. founder of Providence

____ 57. surrendered to the Americans at Yorktown

____ 58. led by Alexander Hamilton

Match each statement with the correct item below. a. Stamp Act f. wheat b. Francisco Pizarro g. Proclamation of 1763 c. Glorious Revolution h. Anne Hutchinson d. subsistence farming i. Mississippian people e. minutemen j. George Rogers Clark

____ 59. main product of the Middle Colonies

____ 60. raising only enough crops to feed their families

____ 61. first direct tax Britain had ever placed on the colonists

____ 62. a special unit of militia in the town of Concord

Match each statement with the correct item below. a. Seven Days’ Battle f. New Orleans b. Battle of Shiloh g. Battle of Antietam c. Second Battle of Bull Run h. Battle of Gettysburg d. Vicksburg i. March to the Sea e. First Battle of Bull Run j. Appomattox Courthouse

____ 63. Lee surrendered to Grant

____ 64. placed under siege by Union forces under Grant

____ 65. After this battle, Lincoln decided to end slavery in the South.

____ 66. battle where “Stonewall” Jackson got his nickname

____ 67. made Southern civilians understand the horrors of war

____ 68. Lee lost more than a third of his entire force

Short Answer (3 points)

69. Why did many in Massachusetts, including Samuel Adams who had signed the Declaration of

Independence, initially oppose the Constitution?


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“In learning to read, I owe almost as much to the bitter opposition of my master, as to the kindly aid of my mistress. I acknowledge the benefit of both.” —Frederick Douglass

70.

How do you think his master’s “bitter opposition” to his learning to read helped Douglass learn to read?

71.

Explain how carpetbaggers and scalawags got their names, and how the two types of individuals were similar.

Essay (5 points)

72.

Identify the two movements that complete the diagram and describe each movement.

73. Why did the Federalists promise to attach a bill of rights to the Constitution, and what amendments did this include?

74. What were some results of the Civil War, and what two key questions remained unresolved?


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CP US History Mid-Term Answer Section

TRUE/FALSE

1. ANS: F PTS: 1 DIF: C

REF: Learn more about this question in The American Vision: Modern Times, page 105, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 1, section 1. For additional practice, complete chapter 1, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

2. ANS: T PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 197, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 2, section 3. For additional practice, complete chapter 2, section 3 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

3. ANS: T PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 209, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 2, section 4. For additional practice, complete chapter 2, section 4 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

4. ANS: F PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 211, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 2, section 4. For additional practice, complete chapter 2, section 4 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

MULTIPLE CHOICE

5. ANS: D PTS: 1 DIF: A


6. ANS: C PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 106, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 1, section 1. For additional practice, complete chapter 1, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

7. ANS: C PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 103, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 1, section 1. For additional practice, complete chapter 1, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com. MSC: Document Based Question

8. ANS: C PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 111, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 1, section 2. For additional practice, complete chapter 1, section 2 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.


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10. ANS: D PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 102, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 1, section 1. For additional practice, complete chapter 1, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com. MSC: Document Based Question

11. ANS: B PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 114, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 1, section 2. For additional practice, complete chapter 1, section 2 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

12. ANS: D PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 118, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 1, section 2. For additional practice, complete chapter 1, section 2 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

13. ANS: B PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 126, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 1, section 3. For additional practice, complete chapter 1, section 3 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.


15. ANS: D PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 117, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 1, section 2. For additional practice, complete chapter 1, section 2 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com. MSC: Document Based Question





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20. ANS: B PTS: 1 DIF: C REF: Learn more about this question in The American Vision: Modern Times, page 110, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 1, section 2. For additional practice, complete chapter 1, section 2 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.



23. ANS: B PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 115, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 1, section 2. For additional practice, complete chapter 1, section 2 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com. MSC: Document Based Question







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29. ANS: B PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 202, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 2, section 3. For additional practice, complete chapter 2, section 3 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com. MSC: Document Based Question




33. ANS: B PTS: 1 DIF: C REF: Learn more about this question in The American Vision: Modern Times, page 211, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 2, section 4. For additional practice, complete chapter 2, section 4 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.



36. ANS: C PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 212, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 2, section 4. For additional practice, complete chapter 2, section 4 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com. MSC: Document Based Question




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42. ANS: D PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 219, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 2, section 5. For additional practice, complete chapter 2, section 5 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.


44. ANS: B PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 210, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 2, section 4. For additional practice, complete chapter 2, section 4 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com. MSC: Document Based Question


COMPLETION

46. ANS: people

PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 111, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 1, section 1. For additional practice, complete chapter 1, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

47. ANS: representation

PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 114, and in the


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Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 1, section 2. For additional practice, complete chapter 1, section 2 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

48. ANS: legislative

PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 128, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 1, section 3. For additional practice, complete chapter 1, section 3 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

49. ANS: Jefferson Davis


50. ANS: greenbacks


51. ANS: Gettysburg Address


52. ANS: amnesty


53. ANS: carpetbaggers


MATCHING

54. ANS: H PTS: 1 DIF: E


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56. ANS: J PTS: 1 DIF: C REF: Learn more about this question in The American Vision: Modern Times, page 103, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 1, section 1. For additional practice, complete chapter 1, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.


58. ANS: G PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 131, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 1, section 3. For additional practice, complete chapter 1, section 3 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

59. ANS: F PTS: 1 DIF: E



61. ANS: A PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 113, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 1, section 2. For additional practice, complete chapter 1, section 2 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

62. ANS: E PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 115, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 1, section 2. For additional practice, complete chapter 1, section 2 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

63. ANS: J PTS: 1 DIF: E

REF: Learn more about this question in The American Vision: Modern Times, page 215, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 2, section 4. For additional practice, complete chapter 2, section 4 of the Interactive Tutor Self-Assessment CD-ROM, and


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visit Study Central at tav.mt.glencoe.com.


65. ANS: G PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 211, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 2, section 4. For additional practice, complete chapter 2, section 4 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

66. ANS: E PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 210, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 2, section 4. For additional practice, complete chapter 2, section 4 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

67. ANS: I PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 214, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 2, section 4. For additional practice, complete chapter 2, section 4 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

68. ANS: H PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 213, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 2, section 4. For additional practice, complete chapter 2, section 4 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

SHORT ANSWER

69. ANS:

In Massachusette, a clear majority initially opposed the Constitution because they believed it endangered the independence of the states and failed to safeguard Americans’ rights.

PTS: 1 DIF: C REF: Learn more about this question in The American Vision: Modern Times, page 130, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 1, section 3. For additional practice, complete chapter 1, section 3 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

70. ANS: It made him determined to learn to read and prove his master wrong.

PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 202, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 2, section 3. For additional practice, complete chapter 2, section 3 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com. MSC: Document Based Question

71. ANS:


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Carpetbaggers got their name from the carpet-covered suitcases they typically carried. Scalawag is a Scotch-Irish term that means weak and worthless animal. Both had negative connotations in the South because they were considered intruders in the Southern culture.

PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 223, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 2, section 5. For additional practice, complete chapter 2, section 5 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com. MSC: Document Based Question

ESSAY

72. ANS:

The Enlightenment encouraged people to use reason and natural law to shape society. Thinkers believed that people were not born sinful, but were born as blank slates. Their experiences and education shaped the nature they developed and the people they became. The Great Awakening was a renewal of the Christian faith that stressed piety and being emotionally united with God. Groups such as the Baptists, Presbyterians, and Methodists gained members. Both movements emphasized individualism and encouraged colonists to seek their independence.

PTS: 1 DIF: C REF: Learn more about this question in The American Vision: Modern Times, page 112, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 1, section 2. For additional practice, complete chapter 1, section 2 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com. MSC: Document Based Question

73. ANS: In order to satisfy the concerns of many that the Constitutuion endangered the independence of the states and failed to safeguard Americans’ rights, Federalists promised to attach a bill of rights to the Constitution once it was ratified. This promise led to the adoption of the first ten amendments to the Constitution, which came to be known as the Bill of Rights. The amendments guaranteed the freedom of speech, press, and religion. It also gave protection from unreasonable searches and seizures, as well as the right to a trial by jury.


74. ANS: The North’s victory in the Civil War saved the Union and strengthened the power of the federal government over the states. It transformed American society by ending slavery, but it also left the South socially and economically devastated and many questions unresolved. No one yet knew how to bring the Southern states back into the Union, nor what the status of African Americans would be in Southern society.



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Assignment 8B video quiz American Industrial Revolution KEY

1. What were the connections between industrialization, the rise of big business, and the advent of the modern corporation? Answer: Industrialization made large‐scale production easier and more cost effective, which in turn made mass‐produced goods more available to large numbers of people. Production and profitability soared, giving rise to businesses of greater scale and breadth than ever before. As business size grew, regulations were needed to govern their organization, structure, and transactions; thus, the advent of the modern corporation. 2. How did industrialization, the rise of big business, and the advent of the modern corporation affect living standards and opportunity for the upper strata of society? Answer: Industrialization brought enormous economic opportunities for those with money to invest. The old adage “You’ve got to have money to make money” is especially applicable to this point in American history. Between 1860 and 1900, 2% of the population controlled 1/3 of the nation’s wealth. As greater fortunes were amassed on the back of industrialization, the living standards of the upper classes reached new heights of opulence. Many of America’s most visible citizens (i.e. Carnegie, Rockefeller, and J.P. Morgan) made their fortunes during this time. 3. How did industrialization, the rise of big business, and the advent of the modern corporation affect living standards and opportunity for the lower strata of society? Answer: American citizens with the least monetary wealth provided the labor for the American industrial revolution. Migrants whose agricultural or mining concerns had failed, immigrants new to the country, and city dwellers with limited skills and resources helped to fill the enormous demand for labor in the new factories. Living standards plummeted as cities became overcrowded, with inadequate sanitation systems and housing. Opportunity for advancement was rare, as the lower classes were underpaid and overworked; standardized education was not available, and children worked long, hard hours, limiting their exposure to skills that would help them advance beyond the factory floor. 4. What was Social Darwinism? How was it used during the American industrial revolution? Answer: Social Darwinism is the theory of Charles Darwin applied to social organization. Based on his biological studies of the evolution, Darwin surmised that the fittest members of a species survive and that their genes stay in the evolutionary pool and contribute to adaptation. Applying this theory to social organization results in the elitist view that the strongest, smartest, and “fittest” members of society survive and thrive, while the weakest, least fit, and worst adapted members fall to the bottom of the bottom of the societal pile. This theory allowed the barons of big business to exploit the working classes with meager wages, deplorable working conditions, and no opportunities for advancement because the barons figured that they were superior to the working classes. 5. What effect did geography have on the makeup of different cities in different parts of the country? Answer: Cities that were on major transportation routes thrived and grew. Transportation routes were developed based on geographical factors: bodies of water provided access for boats and barges, access to railroad lines provided access to the raw materials and finished goods delivered by rail car, the roads and trails of westward expansion provided access for horse‐drawn transportation, and the impact of the mining crazes of the mid‐eighteenth century provided access to territories previously unexplored. Cities such as New York, Boston, Chicago, and San Francisco were located on major bodies of water. Cities grew up along major railroad stops. Denver and her surrounding cities grew out of the mining industry. 6. How did urban political machines gain power and how did immigrants, middle‐class reformers, and political bosses view them? Answer: As local governments dawned in the growing American cities, they became a resource for addressing the increasing everyday problems of urban living: transit, paving, water, sanitation, street lighting and cleaning, policing and fire protection. In exchange for these favors, politicians began to expect graft, or bribes, in return. These men were generally well‐viewed by citizens. They were, after all, the only available solution to the many problems confronting new immigrants and others. The political machines also gained clout as they curried favor upon the industrialists and the wealthy; by playing “both sides of the fence,” they became some of the most powerful and influential figures of the early century. 7. Describe the beginnings of the American labor movement. What factors contributed to its rise and growth? What are the roles of the labor movement in today’s business environment? Answer: The American labor movement grew out of unfair working conditions that sprung from the industrial revolution. The individual worker had little or no clout in determining his/her working hours, wages, and conditions, and generally was greatly exploited by his bosses. Children worked alongside adults for endless workdays and very little pay. Work‐related injuries and even deaths were commonplace. Benefits, such as insurance, time off, and bonuses, were non‐existent. As these breeches of humanity increased, and workers became more and more angry about conditions of employment, people began to organize. There was power in numbers; if one person did not show up for work, he or she was replaced, but if an entire work force went on strike, it had tremendous impact on the profitability of the business. The organization of work forces by industry was called unionization.


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Unions became responsible for negotiating wages, benefits, conditions, and terms of employment. Collective bargaining was born, as were the Child Labor Laws. Unions are still active today; groups such as the Teamsters, the AFL‐CIO, and the UAW help the trucking, manufacturing, and automobile industries determine working conditions, wages, and benefits on an ongoing basis. Labor strikes still occur when unions are unable to reach collective bargaining agreements with industries. 8. What was the gender and ethnic diversity of farmers, miners, railroad workers, and ranchers in the West? How did this diversity contribute to growing cultural unrest in the growing cities? Answer: Millions of Anglo‐Americans, African‐Americans, Mexicans, and European and Chinese immigrants transformed the new West. Women played a crucial role in this process, as they were assigned most of the domestic labor involved in establishing homesteads, farms, and ranches. Men were often gone from dawn until dusk, leaving the women to tend to the children, housekeeping, food preparation, clothing, and other daunting tasks. The financial opportunities presented by The Homestead Act of 1862, the construction of railroads, the discovery of precious ore, and the herding of cattle drew members of many ethnic populations to the area. (Note: The construction of the transcontinental railroad was notorious for its use and exploitation of Chinese workers. African‐American cowboys were proliferate. And the border between Mexico and the United States was crossed often before immigration legislation instituted strict regulations.) These industries dwindled considerably in the early twentieth century, leaving many of these erstwhile farmers, workers, miners, and cowboys to migrate to America’s burgeoning cities to look for financial opportunity. As the tides of immigration swelled, and the immigrants settled in the cities as well, cultural diversity in these concentrated population grew exponentially. Cultural diversity led to misunderstanding, ethnocentrism, and hatred, which resulted in the cities becoming increasingly dangerous and violent. 9. Describe how agriculture, mining, and ranching were transformed by the industrial revolution. What role did oil play in this process? Answer: Automation of farming and mining equipment made those industries far more productive, resulting in greater yields over shorter periods of time, with less labor investment, and greater economies of scale. Ranching was transformed as the railroads replaced cattle drives as the preferred method of transport for livestock. Oil was discovered to be refinable into gasoline, which was an effective fuel for machinery. The oil industry was born during the industrial revolution.

Assignment 10D


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Unit 3 Test

1. The town of __________ yielded one of the richest strikes found in the Colorado mountains.

A) Virginia City

B) Comstock

C) Black Hills

D) Leadville

2. Why was the railroad important to the open‐range cattle industry?

A) because the railroad bought cattle to feed men building the transcontinental railroad

B) because the railroad brought supplies to the cowhands working the open range

C) because the railroad transported the beef to eastern markets

D) because the railroad brought settlers out West, creating a larger market for beef

3. In what way did the Homestead Act support the settlement of the Great Plains?

1. It financed the construction of the transcontinental railroad.

2. It provided low‐cost loans to prospective settlers.

3. It sold settlers inexpensive tracts of land along the railways.

4. It provided a legal method for settlers to acquire property rights.

4. After 1867, who ran the Native American reservations?

A) Native Americans

B) the United States Army

C) federal agents from the Bureau of Indian Affairs

D) a council of Native American leaders

5. Why did the Dawes Act fail to assimilate Native Americans?

A) Many Native Americans had little training or desire to become farmers or ranchers.

B) Native Americans were unwilling to leave the reservations.

C) Although Congress passed the Dawes Act, it was never implemented on the local level.

D) The Dawes Act failed to establish a system to divide the reservation lands

6. How did the integration of railroad systems impact industrialization?

1. It provided railroad investors the income to build more factories.

2. It allowed cars to be shifted from one section of the country to another based on seasonal needs.

3. It limited the number of railroad companies, making the transportation of goods more expensive.

4. It encouraged people to move to cities, increasing factories’ available workforce.

7. What did the eastern European and Chinese immigrants of the late 1800s have in common?

A) Both groups were fleeing rebellions in their homelands.

B) The majority of both groups disembarked at Ellis Island.

C) Both groups mainly settled in the nations’ cities.

D) Both groups were trying to escape religious persecution.

8. What effect did rising nativism have on immigration policies during the late 1800s?

A) When rising nativism inspired new laws that restricted immigration, Chinese immigrants

successfully petitioned to have the laws repealed.

B) Despite rising nativism, the relative ease with which immigrants entered the country

remained unchanged.

C) Rising prejudice against immigrants stimulated new laws that restricted immigration and

withheld citizenship from Chinese immigrants.

D) The emergence of anti‐immigrant groups motivated Congress to pass laws that made it

a federal crime to interfere with immigrants’ rights.


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9. The philosophy of Social Darwinism appealed to industrialists because __________.

a. it proposed that one has complete control over one’s future

b. it gave industrialists the responsibility of raising the social consciousness

c. they thought that the development of huge corporations proved the idea that only

the fittest survive

d. they wanted to promote a realistic view of their corporations’ role in society

10. A leading figure in the settlement house movement was __________, who founded the Hull House in Chicago

in 1889.

A) Booker T. Washington

B) Jane Addams

C) Andrew Carnegie

D) John D. Rockefeller

11. What was the result of the Supreme Court ruling in Plessy v. Ferguson?

A) African Americans lost their right to vote.

B) African Americans were denied equal protection under the law.

C) Legalized segregation was imposed upon African Americans.

D) African Americans were barred from public office.

12. What was the purpose of the Open Door policy?

A) It provided the United States with a leasehold in China.

B) It kept the borders of China open to immigrants.

C) It preserved equal trading opportunities in China for all foreign nations.

D) It allowed Christian missionaries to continue working in China.

13. Theodore Roosevelt believed that the key to maintaining peace with foreign nations was __________.

A) military strength

B) economic strength

C) political strength

D) negotiation

14. President Taft’s approach to foreign policy, known as __________ diplomacy, encouraged Latin American

development.

A) big stick

B) dollar

C) sphere of influence

D) imperialistic

15. Progressives could be characterized by all of the following EXCEPT __________.

A) a belief that urbanization and industrialization caused many of society’s problems

B) a belief that government should take an active role in solving society’s problems

C) reformers who were urban, educated, and middle‐class Americans

D) a strong faith in Social Darwinism

16. The Muckrakers, one early group of crusading progressives, were __________.

A) writers who investigated social conditions and exposed political corruption

B) politicians who attacked laissez‐faire economics

C) middle‐class women who organized to gain suffrage

D) political machines that controlled city governments

17. __________ allowed voters to remove elected officials before their terms expired, forcing state legislators to

respond to voters.

A) The initiative

B) The referendum

C) The recall

D) Government rules

18. Roosevelt’s approach to preserving the nation’s forests was to __________.

A) regulate lumbering on federal lands

B) rely on lumber companies to conserve forests

C) make all lumbering on federal lands illegal

D) use the funds from public land sales to purchase privately held forests


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19. Why did President Wilson support the establishment of the Federal Reserve system?

A) He wanted to enhance presidential power.

B) He wanted to restore public confidence in the banking system.

C) He wanted to expand the powers of the federal government.

D) He wanted to restore competition to the economy.

20. Progressive reforms largely ignored which group?

A) African Americans

B) immigrants

C) labor unions

D) children

Essay questions (5 points)

21. What was Prohibition? Was it successful? Why is it gone today? Explain thoroughly:

22. What people, places, politics and products made the US a world power? Are we still a world power today?


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UNIT 3 TEST KEY

1. A 2. C 3. D 4. C 5. A 6. B 7. C

8. B 9. C 10. B 11. C 12. C 13. A 14. B

15. D 16. A 17. C 18. A 19. B 20. A

21. Prohibition, was the legal prevention of the manufacture, sale, and transportation of alcoholic beverages in the United States from 1920 to 1933 under the terms of the Eighteenth Amendment. Although the temperance movement, which was widely supported, had succeeded in bringing about this legislation, millions of Americans were willing to drink liquor (distilled spirits) illegally, which gave rise to bootlegging (the illegal production and sale of liquor) and speakeasies (illegal, secretive drinking establishments), both of which were capitalized upon by organized crime. As a result, the Prohibition era also is remembered as a period of gangsterism, characterized by competition and violent turf battles between criminal gangs. On December 5, 1933, Prohibition was repealed at the federal level with the ratification of the Twenty-first Amendment.

22. Student answers will vary

NOTE FOR THE NEXT UNIT:

UNIT 4 TEST IS DONE ONLINE


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Assignment 13E Video Quiz Answer Key 1. False 6. True 2. False 7. True 3. False 8. True 4. False 9. False 5. False 10. True

Assignment 15A: Video Quiz Key 1. True 6. True 2. False 7. False 3. True 8. False 4. True 9. True 5. True 10. False

Assignment 16A: Video Quiz Key 1. True 6. True 2. False 7. False 3. False 8. False 4. True 9. False 5. True 10. False


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UNIT 5 TEST 1. All of the following reinforced the rise of racism and nativism during the 20’s EXCEPT ________.

a. a widespread acceptance of eugenics

b. the economic recession

c. an increase in immigration in the years following World War I

d. the growing belief in creationism

2. For women of the 1920s, new fashions represented __________.

a. their traditional values

b. the nation’s growing urbanism

c. their new social, economic, and intellectual freedoms

d. the new wonders of industrialism

3. Most of the works of artists and writers of the 1920s could be characterized as __________.

a. depicting the challenges of the individual in the modern world

b. drawing inspiration from natural environments

c. attempting to convey the romanticism of the period

d. representing Americans’ return to traditional values

4. Which theme characterized the writing of the Harlem Renaissance?

a. a desire to return to Africa

b. a call for self‐reliance

c. proud defiance of racism

d. the importance of assimilating into American culture

5. __________ led a movement to create a settlement in Africa where African Americans could

separate themselves from white society.

a. Booker T. Washington

b. Marcus Garvey

c. Langston Hughes

d. Claude McKay

6. All of the following characterize the stock market of the 1920s EXCEPT __________.

a. inflated stock prices

b. a bull market

c. stock purchases on margin

d. selling curbs

7. Why did the stock market crash create a banking crisis?

a. because many banks had invested depositors’ funds and had loaned money to

speculators

b. because foreign investors, who had invested heavily in the stock market, were

defaulting on their loans

c. because people were not interested in obtaining loans after the stock market crash

d. because the government raised interest rates after the crash

8. What federal decision kept American manufacturers and farmers from selling high inventories to

foreign countries during the Depression?

a. the decision to maintain low interest rates throughout the 1920s

b. the decision to raise interest rates after the Depression hit

c. the decision to raise tariffs in 1930

d. the decision to encourage economic expansion throughout the 1920s


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9. What were Hoovervilles?

a. communities of makeshift shacks constructed on unused or public lands

b. hobo camps that were situated near rail yards

c. locations where the homeless could receive a free handout of food

d. the dry, uncultivated fields of the Great Plains

10. Why did the Okies leave their farms and head to California during the Great Depression?

a. They wanted to establish farms in the mild California environment.

b. They wanted to take advantage of California’s relief programs.

c. Most had relatives in California who could help them through the Depression.

d. They hoped to find agricultural work in California.

11. Which photographer’s book American Exodus led the state of California to provide shelters for

migrant workers?

a. Margaret Bourke‐White

b. Dorothea Lange

c. Henry Luce

d. Grant Wood

12. Which of the following summarizes President Hoover’s approach to the nation’s economic

problems?

a. It is the responsibility of government to ensure the financial health of the nation.

b. Relief should come through voluntary actions and state and local programs, not through

federal intervention.

c. If the federal government takes aggressive action to put people to work, recovery will

eventually follow.

d. A program of deficit spending will provide immediate relief and economic recovery.

13. Why didn’t Hoover’s programs revive the economy?

a. His programs did not provide sufficient funding to impact the nation’s problems.

b. His programs were overly ambitious.

c. His deficit spending delayed economic recovery.

d. His new taxes hurt businesses that were already struggling.

14. Before winning the presidential election, Franklin D. Roosevelt had served in all of the following

positions EXCEPT __________.

a. governor

b. state senator

c. assistant secretary of the navy

d. vice president

15. Which of the following BEST describes why bank runs greatly increased just before Roosevelt

took office?

a. People wanted to convert their savings to gold in case Roosevelt abandoned the gold

standard.

b. People were afraid that Roosevelt’s policies would make the economy worse.

c. People believed they would need the cash if the Depression deepened.

d. People wanted the cash to invest in the stock market before stock prices rose again.


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16. Roosevelt based his New Deal programs on ideas that came from __________.

a. the platform of the Democratic Party

b. government programs that had been effective in past Depressions

c. his diverse group of advisors

d. the Supreme Court justices

17. Which First New Deal programs hired single men, age 18 to 25, for natural resource

conservation?

a. Federal Emergency Relief Administration

b. Civil Works Administration

c. Civilian Conservation Corps

d. Public Works Administration

18. The Social Security Act established the principle that __________.

a. the federal government is responsible for the economic welfare of those who are

unable to work

b. the federal government has the legal right to impose payroll taxes on workers and

employers

c. the Supreme Court cannot interfere with contributors’ legal right to collect benefits

d. workers should stop working at the age of 65

19. Roosevelt sent a bill to Congress that would increase the number of Supreme Court justices

because __________.

a. he thought that the justices were overworked

b. he wanted to ensure support for his New Deal

c. he wanted more ethnic diversity in the Court

d. he wanted the attitudes of the American people to be more fairly represented

20. The New Deal brought about a new public attitude that government __________.

a. had a duty to maintain safeguards that protected citizens against economic disaster

b. played a minor role in the daily lives of individuals

c. should participate in deficit spending

d. needed to maintain regulations on industry, labor, and agriculture even during times of

prosperity

21. Essay Question (5points): Was the Great Depression a direct result of the Jazz Age? What

repercussions do we still face today because of these two eras?


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Unit 5 Answer Key

1. D

2. C

3. A

4. C

5. B

6. D

7. A

8. C

9. A

10. D

11. B

12. B

13. A

14. D

15. A

16. B

17. C

18. A

19. B

20. D

21. Student’s answers will vary


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U.S. History Final

True/False Indicate whether the statement is true or false.

____ 1. Immigrants who failed a medical inspection upon arrival in the United States might be separated from

their families and returned to Europe.

____ 2. The crime rate for immigrants in the cities was significantly higher than that for other Americans.

____ 3. Louis Armstrong introduced an improvisational, early form of jazz.

____ 4. During the early 1930s, a terrible drought struck the Great Plains.

____ 5. During the Great Depression, the Agricultural Adjustment Administration paid cotton farmers to plow under a portion of their crop.

Multiple Choice Identify the choice that best completes the statement or answers the question.

____ 6. The Comstock Lode was a rich deposit of

a. gold. c. copper. b. silver. d. diamonds.

____ 7. Under the Homestead Act, homesteaders could gain title to the land by a. fencing it within five years. c. living there for five years. b. planting it within five years. d. building a home on it.

____ 8. The Dawes Act attempted to help Native Americans by a. selling land and building a trust of money for them. b. returning them to their native lands. c. reintroducing the buffalo to reservation lands. d. training them to become farmers.

____ 9. Which choice below best completes the diagram?

a. Angel Island c. Whidbey Island b. Manhattan Island d. Alcatraz Island

____ 10. What organization offered practical aid and religious counseling to the urban poor? a. American Protective Association c. Tammany Hall b. Vaudeville d. Salvation Army


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“There are no rights. The world owes nobody a living” —from Social Darwinism in American Thought

____ 11. Describe the speaker’s feeling, as evidenced in this quoted statement. a. He felt that the government should be providing it’s people with more assistance. b. He was promoting more regulations on corporations. c. His statement was pro-Union. d. His statement reflected new ideas about people and how they fit into the new industrial

society.

____ 12. By the 1890s, more than half of all immigrants in the United States were a. European Jews. c. Chinese. b. eastern and southern Europeans. d. Japanese.

____ 13. A ____ was a technique for breaking a union in which the company refused to allow the workers on the property and refused to pay them. a. blacklist c. closed shop b. strikebreaker d. lockout

____ 14. Many Americans connected Anglo-Saxonism with Manifest Destiny and believed that, after reaching the Pacific Ocean, it was the United State’s destiny to a. defend the culture of all existing foreign civilizations. b. remain an isolated country. c. expand overseas and spread its civilization to other people. d. overthrow all existing governments to become an imperalist nation.

____ 15. Socialists believe in a. no government. b. private ownership of business. c. government regulation of business. d. government ownership of business.

____ 16. Theodore Roosevelt viewed the coal miner’s strike against mine owners in 1902 as an example of a. groups pursuing their private interests at the expense of the nation. b. workers pursuing their right to fair wages and safe working conditions. c. big business abusing its power by exploiting workers. d. big business exercising its right to operate without a union.

____ 17. In the tragedy at the Triangle Shirtwaist Company a. a number of children died due to lack of proper venitilation. b. many children were hurt by dangerous machinery. c. police killed a number of strikers. d. workers died in a fire because doors were chained from the outside.

____ 18. The Triple Entente included a. Germany, Bulgaria, and Italy. c. Britain, France, and Russia. b. Germany, Turkey, and Russia. d. Britain, France, and the U.S.

____ 19. To conserve energy during World War I, the Fuel Administration introduced a. longer workdays. c. Hooverizing. b. daylight savings time. d. corn-based fuels.

____ 20. The Triple Alliance included a. Germany, Austria-Hungary, and Italy. b. Germany, Austria-Hungary, and Russia. c. Britain, France, and Russia. d. Britain, France, and the United States.


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____ 21. In World War I, airplanes were first used to a. transport troops to the front. c. bomb enemy trenches. b. observe enemy activities. d. bring supplies to the troops.

Building the Military Selective Service African Americans WomenSelective Service Act of 1917 required men between 21 and 30 to register for the draft.

Approximately 400,000 African Americans were drafted; approximately 42,000 served overseas as combat troops.

World War I was the first war that women officially served in the armed forces, although only in non-combat positions.

Those who registered were selected by lottery to come before a local draft board.

African Americans served in racially segregated units almost always under the supervision of white officers.

In 1917, the navy authorized enlistment of women to meet its clerical needs. The women wore a standard uniform and were assigned the rank of yeoman.

Approximately 2.8 million Americans were drafted. Approximately 2 million volunteered for service.

The African American 92nd and 93rd Infantry Divisions fought in bitter battles along the Western Front.

The only women to serve in the army were in the Army Nursing Corps.

____ 22. What were two jobs that women performed in the armed services during World War I? a. infantry and nursing c. administration and clerical work b. drafting and nursing d. nursing and clerical work

____ 23. What did African Americans and women have in common during World War I? a. They fought in combat. b. They were drafted. c. They received a standard rank. d. They served separately from white male soldiers.

____ 24. John T. Scopes was put on trial for a. violating Prohibition laws. c. teaching creationism. b. being a leader of the Ku Klux Klan. d. teaching evolution.

____ 25. The Twenty-first Amendment a. established Prohibition. b. repealed Prohibition. c. guaranteed women the right to vote. d. guaranteed African Americans the right to vote.

____ 26. Which of the following was an effect of radio on American culture? a. increased provincialism b. a decrease in shared national culture c. a resurgence of traditional values d. a rise in the popularity of sports

____ 27. Stock prices first began to decline in late 1929 because a. stockbrokers stopped margin loans. c. several companies went bankrupt. b. company earnings declined. d. investors began to sell their stock.

____ 28. During the Great Depression, when a bank collapsed, a. the government stepped in to run the bank. b. the government covered the bank’s debts. c. the government repaid deposits on insured accounts only. d. depositors lost their savings.


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____ 29. In 1932 farmers on the Great Plains began to lose their crops because a. the soil lost its fertility. b. frequent rains eroded the soil. c. a wheat fungus devastated the fields. d. the soil dried up.

____ 30. President Hoover hoped that public works would a. solve the budget deficit. b. spur the construction industry. c. provide jobs lost in the private sector. d. spur industry to create more jobs.

____ 31. President Hoover opposed direct federal relief to the unemployed because he believed that a. only state and city governments should dole out relief. b. the Depression would end soon. c. charities could provide sufficient relief until the economy improved. d. individuals should be responsible for taking care of themselves.

____ 32. The stock market crash weakened the nation’s banks because a. banks had invested depositors’ money deposits in the stock market. b. banks depended on income from the sale of their stock for operating funds. c. investors no longer had money to deposit in banks. d. investors could no longer afford to take out loans from banks.

____ 33. To regulate the stock market, the Roosevelt Administration created the a. Federal Trade Commission. c. National Recovery Administration. b. Securities and Exchange Commission. d. Social Security Administration.

____ 34. Framers of the Social Security Act saw it primarily as a. an insurance bill. c. a labor relations bill. b. a works bill. d. farm workers’ bill.

____ 35. The Emergency Banking Relief Act helped solve the banking crisis by a. putting all banks under government operation. b. declaring that the gold standard would not be abandoned. c. issuing licenses to banks that federal examiners found to be financially sound. d. closing the banks long enough for the Federal Reserve to replenish their gold reserves.

____ 36. Which federal agency or act provided specific benefits to the South? a. Civilian Conservation Corps (CCC) c. Agricultural Adjustment Act b. Tennessee Valley Authority (TVA) d. Civil Works Administration (CWA)

Completion Complete each statement.

37. ____________________ is the economic and political domination of a strong nation over other weaker

nations.

38. Those fighting for the Triple Entente were called the ___________________.

39. American soldiers during World War I were nicknamed ____________________.

40. The ____________________ was a nationwide panic that arose from the fear that Communists might seize power in the United States.

41. _____________________ was a style of music influenced by Dixieland music and ragtime.

42. The great stock market crash occurred in the year ____________________.


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43. Franklin Roosevelt's policies for ending the Depression became known as the ____________________.

44. In 1932 the nation's money was based on the _________________________, in which an ounce of gold could be exchanged for a set number of dollars.

45. To inform and reassure citizens, Franklin Roosevelt addressed them directly by radio in what were called ________________________.

Matching

Match each item with the correct statement below. a. Jane Addams f. Charles Darwin b. holding company g. Homer Plessy c. industrial union h. Herbert Spencer d. Mark Twain i. James A. Garfield e. William Jennings Bryan j. Virginia City

____ 46. opened Hull House of Chicago

____ 47. developed the theory of evolution and natural selection

____ 48. assassinated a few months into his presidency

Match each item with the correct statement below. a. Open Door Policy f. Social Darwinism b. Roosevelt Corollary g. Platt Amendment c. Pan-Americanism h. Foraker Act d. Anglo-Saxonism i. protectorate e. Hay-Pauncefote Treaty j. dollar diplomacy

____ 49. gave the United States the right to build and control a canal through Central America

____ 50. belief that the United States and other English-speaking nations had a duty to shape “less civilized” areas

Match each item with the correct statement below. a. Philippe Bunau-Varilla f. John Hay b. Theodore Roosevelt g. James G. Blaine c. Emilio Aguinaldo h. Josiah Strong d. William Howard Taft i. Liliuokalani e. Enrique Dupuy de Lôme j. Alfred T. Mahan

____ 51. last monarch of Hawaii

____ 52. “Speak softly and carry a big stick.”

Match each item with the correct statement below. a. commission plan d. workers’ compensation b. referendum e. initiative c. muckraker f. temperance

____ 53. movement for moderation or elimination of alcohol

____ 54. insurance fund financed by employers for workers injured in industrial accidents


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Match each item with the correct statement below. a. Richard A. Ballinger f. Wisconsin b. Ida Tarbell g. Woodrow Wilson c. Children’s Bureau h. Seventeenth Amendment d. Meat Inspection Act i. prohibition e. Sixteenth Amendment j. Nineteenth Amendment

____ 55. made it legal for the federal government to tax the income of individuals directly

____ 56. guaranteed women the right to vote

____ 57. laws that banned the manufacture, sale, and consumption of alcohol

For each country or region numbered on the map, identify its status during World War I. Match the choices to the appropriate numbers on the map.

a. Allied power b. Central power c. Neutral nation

____ 58. area #1

____ 59. area #3

____ 60. area #4

____ 61. area #6

____ 62. area #7

____ 63. area #8


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Match each item with the correct statement below. a. bootlegging f. mass media b. evolution g. eugenics c. Great Migration h. Scopes trial d. flappers i. Bohemian e. police powers j. creationism

____ 64. illegal production and distribution of liquor

____ 65. warned against breeding the “unfit” or “inferior”

____ 66. bobbed their hair and drank prohibited liquor

Match each item with the correct statement below. a. hobos f. Douglas MacArthur b. Black Tuesday g. Scarlett O’Hara c. bank run h. John Steinbeck d. Tonto i. speculation e. Groucho Marx j. budget deficit

____ 67. wrote The Grapes of Wrath, about a family fleeing the Dust Bowl

____ 68. homeless wanderers who often rode the rails

____ 69. stock market crash

Match each item with the correct statement below. a. shantytowns f. foreclosed b. Alfred E. Smith g. installment plan c. Marlene Dietrich h. margin call d. stock market i. Dust Bowl e. relief j. Herbert Hoover

____ 70. communities of makeshift shacks on unused or public lands

____ 71. system for buying and selling shares of companies

____ 72. drought-related conditions in the Great Plains

Match each item with the correct statement below. a. Glass-Steagall Act b. Fair Labor Standards Act c. National Housing Act d. Works Progress Administration e. Public Works Administration f. American Liberty League g. Securities Act h. Civil Works Administration i. Social Security Act j. Federal Deposit Insurance Corporation

____ 73. established a 40-hour workweek for the elderly and many workers

____ 74. established to provide some security for unemployed workers

____ 75. insured people’s savings in banks against loss


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Essay Questions: (5 points each)

76. Explain Theodore Roosevelt’s “big stick” policy and give an example of how it was applied.

77. In general, who were the progressives, and what did they believe?

78. Describe two events that pushed the United States toward entering World War I.

79. Discuss three major causes of the Great Depression.

80. Discuss the New Deal’s legacy, including its effectiveness in dealing with the Depression and its lasting effects on the role of government.


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U.S. History Final Answer Section

TRUE/FALSE

1. ANS: T PTS: 1 DIF: E


2. ANS: F PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 260, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 3, section 3. For additional practice, complete chapter 3, section 3 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

3. ANS: T PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 428 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 7, section 3. For additional practice, complete chapter 7, section 3 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

4. ANS: T PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 476 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 9, section 2. For additional practice, complete chapter 9, section 2 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

5. ANS: T PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 503 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 10, section 1. For additional practice, complete chapter 10, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

MULTIPLE CHOICE

6. ANS: B PTS: 1 DIF: A





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9. ANS: A PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 257, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 3, section 3. For additional practice, complete chapter 3, section 3 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com. MSC: Document Based Question











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19. ANS: B PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 378, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 6, section 2 For additional practice, complete chapter 6, section 2 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.




23. ANS: D PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 376-377, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 6, section 2. For additional practice, complete chapter 6, section 2 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com. MSC: Document Based Question

24. ANS: D PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 411 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 7, section 1. For additional practice, complete chapter 7, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

25. ANS: B PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 413 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 7, section 1. For additional practice, complete chapter 7, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

26. ANS: D PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, pages 420-421 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 7, section 2. For additional practice, complete chapter 7, section 2 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com. MSC: Document Based Question

27. ANS: D PTS: 1 DIF: C REF: Learn more about this question in The American Vision: Modern Times, page 471 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 9, section 1. For additional practice, complete chapter 9, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

28. ANS: D PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 472 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 9, section 1. For additional practice, complete chapter 9, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.


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29. ANS: D PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 476 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 9, section 2. For additional practice, complete chapter 9, section 2 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

30. ANS: C PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 483 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 9, section 3. For additional practice, complete chapter 9, section 3 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

31. ANS: A PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 485 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 9, section 3. For additional practice, complete chapter 9, section 3 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

32. ANS: A PTS: 1 DIF: C REF: Learn more about this question in The American Vision: Modern Times, page 472 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 9, section 1. For additional practice, complete chapter 9, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

33. ANS: B PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 503 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 10, section 1. For additional practice, complete chapter 10, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

34. ANS: A PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 516 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 10, section 2. For additional practice, complete chapter 10, section 2 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

35. ANS: C PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 502 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 10, section 1. For additional practice, complete chapter 10, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

36. ANS: B PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, pages 508-509 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 10, section 1. For additional practice, complete chapter 10, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com. MSC: Document Based Question

COMPLETION

37. ANS: Imperialism

PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 295, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 4, section 1. For additional practice, complete chapter 4, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and


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visit Study Central at tav.mt.glencoe.com.

38. ANS: Allies


39. ANS: doughboys


40. ANS: Red Scare


41. ANS: Jazz

PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 428 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 7, section 3. For additional practice, complete chapter 7, section 3 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

42. ANS: 1929

PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 471 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 9, section 1. For additional practice, complete chapter 9, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

43. ANS: New Deal

PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 499 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 10, section 1. For additional practice, complete chapter 10, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

44. ANS: gold standard

PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, pages 500-501 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 10, section 1. For additional practice, complete chapter 10, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.


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45. ANS: fireside chats

PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 502 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 10, section 1. For additional practice, complete chapter 10, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

MATCHING

46. ANS: A PTS: 1 DIF: C


47. ANS: F PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 266, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 3, section 4. For additional practice, complete chapter 3, section 4 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

48. ANS: I PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 272, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 3, section 5. For additional practice, complete chapter 3, section 5 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

49. ANS: E PTS: 1 DIF: A



51. ANS: I PTS: 1 DIF: E


52. ANS: B PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, pages 313-314, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 4, section 3. For additional practice, complete chapter 4, section 3 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

53. ANS: F PTS: 1 DIF: E

REF: Learn more about this question in The American Vision: Modern Times, page 334, and in the


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55. ANS: E PTS: 1 DIF: A


56. ANS: J PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 332, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 5, section 1. For additional practice, complete chapter 5, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

57. ANS: I PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 334, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 5, section 1. For additional practice, complete chapter 5, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

58. ANS: A PTS: 1 DIF: E

REF: Learn more about this question in The American Vision: Modern Times, pages 370 & 387, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 6, section 3. For additional practice, complete chapter 6, section 3 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com. MSC: Document Based Question



61. ANS: A PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 387, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 6, section 3. For additional practice, complete chapter 6, section 3 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com. MSC: Document Based Question

62. ANS: A PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 387, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 6, section 3. For additional practice, complete chapter 6, section 3 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com. MSC: Document Based Question


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63. ANS: C PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 387, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 6, section 3. For additional practice, complete chapter 6, section 3 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com. MSC: Document Based Question


REF: Learn more about this question in The American Vision: Modern Times, page 413 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 7, section 1. For additional practice, complete chapter 7, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

65. ANS: G PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 408 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 7, section 1. For additional practice, complete chapter 7, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.


67. ANS: H PTS: 1 DIF: A


68. ANS: A PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 476 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 9, section 2. For additional practice, complete chapter 9, section 2 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

69. ANS: B PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 471 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 9, section 1. For additional practice, complete chapter 9, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.




72. ANS: I PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 476 and in the


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73. ANS: B PTS: 1 DIF: A


74. ANS: I PTS: 1 DIF: E REF: Learn more about this question in The American Vision: Modern Times, page 516 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 10, section 2. For additional practice, complete chapter 10, section 2 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

75. ANS: J PTS: 1 DIF: E REF: Learn more about this Question in The American Vision: Modern Times, page 503 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 10, section 1. For additional practice, complete chapter 10, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

ESSAY

76. ANS:

Theodore Roosevelt believed in a strong global military presence. He insisted that displaying American power to the world would make nations think twice about fighting, thus promoting global peace. He often expressed this belief with a West African saying, “Speak softly and carry a big stick.” The voyage of the Great White Fleet was one application of this policy, showcasing the nation’s mighty fleet to the world. Another example was the use of the United States military to aid the revolt in Panama.

PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, pages 313-314, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 4, section 3. For additional practice, complete chapter 4, section 3 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

77. ANS: Progressivism was not a tightly organized political movement. Progressives had many different views about how to fix the problems they believed existed in American society. They often disagreed with each other, although they generally believed that industrialism and urbanization had created many social problems. They responded to these problems by demanding changes in the law and the Constitution. The issues progressives cared about varied widely, but as a group, they generally agreed the solution lay in pushing for a more active role on the part of the government to solve society’s problems. They also believed that using scientific principles could produce solutions for society. Progressives belonged to both major political parties and usually were urban, educated, middle-class Americans.

PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, pages 327-328, and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 5, section 1. For additional practice, complete chapter 5, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

78. ANS:


PCI 7_2016 59

To try to cut off supplies going to Britain, the Germans announced in 1915 that their U-boats would sink without warning any ship found in the waters around Britain. This announcement outraged the United States because it violated an international treaty requiring military vessels to reveal their intentions to merchant ships and provide for the safety of the passengers before attacking the ships. In implementing their policy, the Germans sank the British passenger liner Lusitania in the war zone, killing 1,200, including 128 Americans. In 1916 a U-boat torpedoed the French passenger ship Sussex, injuring several Americans on board. In 1917 British intelligence intercepted a telegram from Arthur Zimmermann, a German official. It proposed to offer the Mexican government its “lost territory in Texas, New Mexico, and Arizona” if Mexico sided with Germany in the event that the United States entered the war. Furious, many Americans now concluded war with Germany was necessary.

PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 373 in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 6, section 1. For additional practice, complete chapter 6, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

79. ANS: Most economists agree that overproduction was a key cause of the Depression. Increasingly efficient machinery greatly sped the production of factory and farm goods. Most Americans, however, did not earn enough to buy up the flood of goods they helped produce. As consumers bought more on the installment plan, the debt forced some to reduce their other purchases. As sales slowed, manufacturers cut production and laid off employees. Jobless workers had to cut back purchases even more, causing business activity to spiral downward. A second cause was the loss of export sales. American banks were making lucrative loans to speculators instead of to foreign companies. This fact, along with the Hawley-Smoot Tariff that dampened foreign sales in the United States, caused foreign countries to buy fewer American products. A third cause was mistakes by the Federal Reserve. Instead of raising interest rates to curb excessive speculation, it lowered rates. This action encouraged banks to make risky loans and encouraged businesses to borrow more money to expand production, adding to the problem of overproduction.

PTS: 1 DIF: A REF: Learn more about this question in The American Vision: Modern Times, page 472-473 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 9, section 1. For additional practice, complete chapter 9, section 1 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

80. ANS: The New Deal had only limited success in ending the Depression. Unemployment remained high, and economic recovery was not complete until after World War II. Even so, the New Deal gave many Americans a stronger sense of security and stability. The New Deal tended to operate so that it balanced competing economic interests. Business leaders, farmers, workers, consumers, homeowners, and others now looked to government to protect their interests. This “broker” role in mediating among competing interests has continued under the administrations of both parties ever since. Also, the New Deal programs created a “safety net” that protected people against economic disaster. After the Roosevelt years, the American people felt that the government had a duty to maintain this safety net, even though it required a larger, more expensive federal government.

PTS: 1 DIF: C REF: Learn more about this question in The American Vision: Modern Times, page 525 and in the Active Reading Note-Taking Guide and Reading Essentials and Study Guide, chapter 10, section 3. For additional practice, complete chapter 10, section 3 of the Interactive Tutor Self-Assessment CD-ROM, and visit Study Central at tav.mt.glencoe.com.

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