Nae Phi Story Questions Answers Etc

NAEP History Questions
Note: Certain questions refer to extra documents included at the end of this document. This question refers to the map below.
1. The dotted lines on the map above show some of the main trade routes between Europe and Asia in the time before Christopher Columbus. What is one reason why Europeans looked for new trade routes across the oceans? A. B. C. D. Key C Goods made in the Americas were believed to be cheaper and better made. Asians no longer needed any of the products that Europeans wanted to trade. European traders were hoping to find cheaper and shorter routes. European Kings and Queens no longer allowed trade along the old routes.
2. The buildings in the picture above were built by A. B. C. D. Key B French fur traders Spanish missionaries African slaves English settlers
3. You are working on a class report about a group of American Indians who lived in the area where the Pilgrims first arrived in North America. Your report is about how this American Indian group lived. Answer the questions below about three sources of information you could use for your report.
Scoring Guide Score & Description Complete Provides accurate information and problem for all three sources. Essential Provides accurate information & problem for two sources (the answer for the third source is either incorrect or partially correct). OR Accurate information and problem for one source AND a partially correct answer (either accurate information or problem) for the other two sources. Partial Provides either accurate information OR accurate problem for at least one source. Inappropriate No correct or partially correct answers for any source. Credited responses could include: Source What information can you get from this source? People might What is one problem with the information from this source? People may have
1. Interviews
with Native American people who live in the area today
know about older traditions, culture, religion, stories, what they ate, wore, used for tools, where they lived. Old artifacts can tell us about their homes, how they farmed or hunted, what they ate, tools, how they cooked, where they lived. What they ate; wore; hunted; farmed; built; taught Pilgrims; how they related to Pilgrims.
changed too much to know accurate information; people might have lost knowledge of older ways of life; people might speak a different language.
2. Reports from archaeologists who have excavated Native American ruins.
It can be hard to interpret fragments of artifacts correctly; artifacts may belong to a different culture; artifacts can only tell about certain parts of culture, like tools, but not about things like beliefs.
3. A story written for children in 1957 about the first Thanksgiving
Story may be not be true. Story is not about American Indians; new information may be available.
Complete - Student Response You are working on a class report about a group of American Indians who lived in the area where the Pilgrims first arrived in North America. Your report is about how this American Indian group lived. Answer the questions below about three sources of information you could use for your report.
You are working on a class report about a group of American Indians who lived in the area where the Pilgrims first arrived in North America. Your report is about how this American Indian group lived. Answer the questions below about three sources of information you could use for your report.
Scorer Comments: The sample student responses received a score of Complete, meaning all six parts were credited. Only about 10 papers received full credit on this demanding and complex question. Emphasis in scoring was placed on whether the responses offered a reasonable understanding of potential benefits and problems with the three sources of information rather than requiring a sophisticated analysis of the scenario posed. Essential - Student Response You are working on a class report about a group of American Indians who lived in the area where the Pilgrims first arrived in North America. Your report is about how this American Indian group lived. Answer the questions below about three sources of information you could use for your report.
Scorer Comments: These two sample responses received scores of Essential; four or five of the six parts of the response were credited. The first sample received credit for the problem with Source 1 (the information for this source was judged to be general and not clearly linked to Indians in the past); for both the information and the problem for Source 2; and the problem for Source 3, which makes the same argument as the Complete sample response (many students seemed to recognize that works of fiction are potentially untrustworthy sources of historical information). The second sample, though not as strong as the first, also received credit for four parts: both the information and problem for Source 1, and the information for Sources 2 and 3. Partial - Student Response You are working on a class report about a group of American Indians who lived in the area where the Pilgrims first arrived in North America. Your report is about how this American Indian group lived.
Answer the questions below about three sources of information you could use for your report.
Scorer Comments: These two responses received scores of Partial--one, two, or three of the six parts were answered correctly. The first sample response received credit for both the information and problem for Source 1 and the information for Source 3. In the case of Source 2, the answer needed to be more specific in terms of what could be learned from the ruins. The second sample response contains just one credited answer: the information for Source 3. Inappropriate - Student Response You are working on a class report about a group of American Indians who lived in the area where the Pilgrims first arrived in North America. Your report is about how this American Indian group lived. Answer the questions below about three sources of information you could use for your report.
Scorer Comments: These sample responses were scored as Inappropriate--none of the six parts received credit. In the first sample response, the answers about information from the three sources are all too general and the problems are not realistic problems. The various answers in the response are also not specific or clear enough to receive credit.
4. Write the letter for each event listed below in the correct square on the time line. A Jamestown is founded. B The United States Constitution is written. C Christopher Columbus sails to the Americas.
D Abraham Lincoln announces the Emancipation Proclamation.
Scoring Guide Score & Description Complete Response places all four events in the correct place. Essential Response places two to three events in the correct place. Partial Response places one event in the correct place. Inappropriate Response does not place any event in the correct place. Credited responses: C 1492 A 1607 B 1787 D 1863
Complete - Student Response Write the letter for each event listed below in the correct square on the time line. A Jamestown is founded. B The United States Constitution is written. C Christopher Columbus sails to the Americas. D Abraham Lincoln announces the Emancipation Proclamation.
Scorer Comments: This response received a score of Complete because it placed all four events in the correct squares on the time line. Students could get to a complete answer by knowing the dates of the four events, by knowing the chronological order of the events, or a combination of the two. Essential - Student Response Write the letter for each event listed below in the correct square on the time line.
A Jamestown is founded. B The United States Constitution is written. C Christopher Columbus sails to the Americas. D Abraham Lincoln announces the Emancipation Proclamation.
Scorer Comments: This response received a score of Essential for placing two of the events (A & B) in the correct square on the timeline. Events D and C are reversed. Responses with three correctly placed events also received a score of Essential. Partial - Student Response Write the letter for each event listed below in the correct square on the time line. A Jamestown is founded. B The United States Constitution is written. C Christopher Columbus sails to the Americas. D Abraham Lincoln announces the Emancipation Proclamation.
Scorer Comments: This response received a score of Partial for placing one event (Columbus's voyage to America) in the appropriate square on the timeline. Inappropriate - Student Response Write the letter for each event listed below in the correct square on the time line. A Jamestown is founded. B The United States Constitution is written. C Christopher Columbus sails to the Americas. D Abraham Lincoln announces the Emancipation Proclamation.
Scorer Comments: This response received a score of Inappropriate for placing none of the events in the proper spots on the timeline.
5. Which of the following is the main reason the Pilgrims wanted to leave England?
A. B. C. D. Key A
To To To To
escape bad treatment because of their religion find good land for their farms and towns trade with Native Americans start a new country
6. Describe two specific ways the lives of some Native Americans changed because of their interactions with European settlers. 1)
2)
Scoring Guide Score & Description Complete Response correctly identifies two ways that Native Americans' lives may have changed. Partial Response correctly identifies one fully credited way that Native Americans' lives may have changed OR gives one or more partially credited way that Native Americans' lives may have changed. Inappropriate Response does not correctly identify any credited ways that Native Americans' lives may have changed. Credited responses could include: 1. Converted to Christianity/worked in missions/built churches/built missions 2. Lost land/forced off land/lost homes/put on reservations 3. Had to keep moving from place to place/move west
Complete - Student Response
Describe two specific ways the lives of some Native Americans changed because of their interactions with European settlers. 1)
2)
2)
Scorer Comments: These two responses received a score of Complete for giving two ways Native Americans were affected by their interactions with Europeans. Because the question does not specify either a chronological period or geographic area, a wide range of responses was credited. Partial - Student Response Describe two specific ways the lives of some Native Americans changed because of their interactions with European settlers. 1)
2)
2)
Scorer Comments: These two responses each received a score of Partial for providing one credited answer. In the first sample response, credit was awarded for the idea that European settlers took Native American lands. That the settlers did not give the land back does not constitute a separate credited idea. In the second response, credit was given for the idea that some Native Americans were enslaved. Inappropriate - Student Response Describe two specific ways the lives of some Native Americans changed because of their interactions with European settlers. 1)
2)
2)
Scorer Comments: These two sample responses received scores of Inappropriate. Neither offered a credited way in which the lives of Native Americans were affected by European settlers. The first response is extremely vague and seems to be saying primarily that the lives of Native Americans and settlers were different rather than how the lives of Native Americans changed. The second response is confusing because the references to "they" and "each other" are indefinite; if those terms refer to Native Americans and settlers, the answers are the opposite of what actually happened.
The Admiral called to the two captains, and to the others who leaped on shore, . . . that he, in presence of all, had taken, . . . possession of the island for the king and for the queen. . . . 7. When were the words above written? A. B. C. D. Key B When When When When George Washington crossed the Delaware Christopher Columbus arrived in the Americas Lewis and Clark reached the Pacific Ocean the Pilgrims landed at Plymouth
8. What role did many colonial women play during the American Revolution? A. B. C. D. Key C They They They They served as officers in the army. gave speeches to rally the people against the British. kept the farms and shops running during the war. helped to run the government while the men were away fighting.
This question is based on the map below.
9. Look at the route taken by Lewis and Clark in 1804. Why did President Thomas Jefferson send Lewis and Clark to explore the route shown on the map? A. B. C. D. Key C To To To To spy on British and French soldiers posted in the West find fertile lands for Indian reservations get information about lands so settlers could move there look for good places to mine gold in California
10. What important fact about American history do you learn by looking at the map? A. B. C. D. Key C The southern United States was explored before the northern United States. Many important cities in the United States were built near sources of water. Movement of people west caused more states to be added to the United States. Settlers usually traveled from the western to the eastern part of the United States.
11. Identify the President in the picture above and give two reasons why he is important in American history. The name of the President is: Two reasons he is important in American history (other than being President) are: 1)
2)
Scoring Guide Score & Description Complete The response identifies Lincoln and provides two accurate reasons Lincoln is important in American history. Essential The response identifies Lincoln and provides ONE accurate reason (or one accurate and one partially accurate reason) Lincoln is important in American history.
OR The response leaves the ID blank but gives two accurate reasons Lincoln is important in American history. Partial The response identifies Lincoln (with or without a partially accurate reason Lincoln is important in American history). OR The response gives one accurate reason and/or one partially accurate reason Lincoln is important in American history . Inappropriate The response misidentifies Lincoln (with or without accurate or partially accurate reasons). OR The response does not identify Lincoln or give any reason he is important in American history. Credited responses could include: 1. He stopped slavery/freed the slaves. 2. He led the Union to defeat the Confederate States. 3. He gave the Gettysburg Address.
Complete - Student Response Identify the President in the picture above and give two reasons why he is important in American history. The name of the President is:
Two reasons he is important in American history (other than being President) are: 1)
2)
Identify the President in the picture above and give two reasons why he is important in American history. The name of the President is:
2)
Scorer Comments: These two responses received scores of Complete for naming the president (spelling did not count) and providing two reasons that Lincoln was important. In the second response, credit was given for part 2 because it specified that Lincoln was president "during the Civil War." Had it said only that Lincoln was president it would not have received credit. Essential - Student Response Identify the President in the picture above and give two reasons why he is important in American history. The name of the President is:
Two reasons he is important in American history (other than being President) are:
1)
2)
2)
Scorer Comments: These two student responses received the score of Essential, meaning that they correctly named the president and one reason he was important. Although it was also possible to receive a score of Essential by omitting the name but giving two reasons that Lincoln was important, such responses were rare. In the first sample, no credit was given for reason 2 because it does not mention the Civil War; and in the second sample, reason 1 is clearly incorrect. Partial - Student Response Identify the President in the picture above and give two reasons why he is important in American history. The name of the President is:
2)
2)
Scorer Comments: These two student responses received a score of Partial. In both cases the only credit awarded was for the identification of President Lincoln. Both reasons in the first response were too vague, and in the second response, the reference to Lincoln helping slaves escape is incorrect. Inappropriate - Student Response
2)
2)
Scorer Comments: These two responses received scores of "Inappropriate." Both misidentified the president, so even had they given reasons that Lincoln was important they would not have received credit.
My fellow Americans, ask not what your country can do for you, ask what you can do for your
country. President John F. Kennedy, 1961 12. What do you think was the main message President Kennedy was trying to tell the American people in this speech? A. B. C. D. Key C Learn about the freedoms of citizens of the United States. Earn as much money as you can for your family. Use your skills to help the United States. Go to college so that you can get a good job.
13. Give two different and specific reasons why some people from other countries want to come and live in the United States today. 1)
2)
Scoring Guide Score & Description Complete The response provides two different complete reasons why many people want to come and live in the United States. Partial The response provides one complete reason why many people want to come and live in the United States, OR provides one or two partial reasons. Inappropriate The response does not provide an appropriate reason why many people want to come and live in the United States. Credited responses could include: 1. To practice religion freely 2. To escape bad government; to have better laws 3. To escape war/ bombs/ violence
4. To find better economic opportunities, jobs, work, wealth, money, resources, technology
Complete - Student Response Give two different and specific reasons why some people from other countries want to come and live in the United States today. 1)
2)
Give two different and specific reasons why some people from other countries want to come and live in the United States today. 1)
2)
Scorer Comments: These two sample student responses received a score of Complete because they provided two distinct reasons why people want to come to live in the United States. Both accurate push factors (reasons for leaving their countries) and pull factors (reasons for coming to the United States in particular) were accepted. Partial - Student Response Give two different and specific reasons why some people from other countries want to come and live in the United States today. 1)
2)
2)
Scorer Comments: These two sample responses received a score of Partial because only one of the two reasons provided was credited. In the first response, reason 2, "start a knew life" is not specific enough to be credited. In the second response, reason 2 is confusing and vague. Inappropriate - Student Response Give two different and specific reasons why some people from other countries want to come and live in the United States today. 1)
2)
2)
Scorer Comments: These two sample student responses were scored as Inappropriate, receiving no credit. The first student response is very specific and the statements are true, but they are not clear reasons why people want to come to live in the U.S. today. In the second student response, reason 1 would need to explain in what way the U.S. is better (i.e., why somebody would want to move from their country to the U.S.), and reason 2 does not answer the question.
This question refers to the quotation below. Aung San Suu Kyi lives in a country called Myanmar (Burma). She has spent many years trying to change her countrys government. She spoke the words below in 1996. Those fortunate enough to live in societies where they are entitled to full political rights can reach out to help the less fortunate in other parts of our troubled planet. Young women and young men . . . might wish to cast their eyes beyond their own frontiers. . . . Please use your liberty to promote [help] ours." 14. What was the main message Aung San Suu Kyi was sending to people in other countries? A. People in democratic countries should help people in other countries gain more rights and freedoms. B. People in democratic countries should work harder to protect their own rights and freedoms. C. A countrys government should respect the opinions of people in other countries. D. A countrys government should be elected by the majority of people in that country. Key A
This question refers to the quotation below. Aung San Suu Kyi lives in a country called Myanmar (Burma). She has spent many years trying to change her countrys government. She spoke the words below in 1996. Those fortunate enough to live in societies where they are entitled to full political rights can reach out to help the less fortunate in other parts of our troubled planet. Young women and young men . . . might wish to cast their eyes beyond their own frontiers. . . . Please use your liberty to promote [help] ours."
15. What document helps to give Americans what Aung San Suu Kyi wants her people to have? A. B. C. D. Key D The The The The Mayflower Compact Gettysburg Address Star-Spangled Banner Bill of Rights
16. Based on the chart above, where did most immigrants to the United States come from in 2002? A. B. C. D. Key D Europe and Asia Europe and other regions Latin America and Europe Latin America and Asia
17. Many historians believe that the ancestors of American Indians came from the continent of A. B. C. D. Key B Africa Asia Europe Australia
18. Before the American Revolution, most American colonists earned a living by A. B. C. D. Key B shopkeeping farming trapping fishing
19. Pretend your teacher has planned a role-playing activity for your class about life in colonial America. You have been asked to choose a colonial job for the activity. Fill in the job you want to have from the list below. (A) General store owner (B) Blacksmith (C) Farmer Now write down specific ways your job would help the colonial town/community where you live.
Scoring Guide Score & Description Complete The student selects one of the colonial jobs and provides at least one specific way that that job would help the town/community in which the person lives. Partial The student selects one of the colonial jobs and provides a somewhat accurate but vague description of how a given job helps the community. Samples are as follows: General stores have a lot of food and stuff that people need. General stores have supplies people need. A general store is good because people would not have to travel far to the store. A blacksmith contributes by making iron things. Inappropriate
The student provides no accurate ways any of the people on the list provided would help the community. Credited responses could include the following: A general store owner buys and sells staples like flour, blankets, and cloth needed by the community. A blacksmith makes tools, horseshoes, and other metal objects that people in the A farmer grows food that people in the community need.
Complete - Student Response Pretend your teacher has planned a role-playing activity for your class about life in colonial America. You have been asked to choose a colonial job for the activity. Fill in the job you want to have from the list below.
Now write down specific ways your job would help the colonial town/community where you live.
Pretend your teacher has planned a role-playing activity for your class about life in colonial America. You have been asked to choose a colonial job for the activity. Fill in the job you want to have from the list below.
Scorer Comments:
These two sample student responses received a score of Complete for indicating one of the jobs and describing how the job served the community. As long as a correct answer was present, incorrect information was overlooked (for example, in the years before ready-made clothing, general stores sold cloth so people could make their own clothes). Partial - Student Response Pretend your teacher has planned a role-playing activity for your class about life in colonial America. You have been asked to choose a colonial job for the activity. Fill in the job you want to have from the list below.
Scorer Comments: These two sample responses received scores of Partial. They indicated a job, but the description of how the job would help the community was vague or only partially accurate. In the first response, it is unclear who "people" and "they" represent and "have products" is not very specific, but the answer suggests the basic function of a general store providing goods. Similarly, the second response links a blacksmith to the provision of "metal things" but does not get specific enough to warrant Complete credit.
Inappropriate - Student Response Pretend your teacher has planned a role-playing activity for your class about life in colonial America. You have been asked to choose a colonial job for the activity. Fill in the job you want to have from the list below.
Scorer Comments: These two student responses received scores of Inappropriate, or no credit. The first response clearly misinterpreted the question. The second response does not describe how being a farmer would help the community.
This question is based on the map shown below.
20. According to the map, shipbuilding was mostly done in A. B. C. D. Key western Pennsylvania the Carolinas the middle colonies the New England colonies
21. Look at the locations of the cities on the map. What is the main reason why cities grew in most of those locations? A. They were near good harbors for importing and exporting goods. B. They were good locations for hunting and trapping animals.
C. They had a lot of flat, fertile land for farming and raising animals. D. They were near existing railway lines. Key A
22. Using the map, identify one product or job that was important in the colonies, but is not as important today.
Why is the product or job you identified not as important for us today as it was for the colonists?
Scoring Guide Score & Description Complete The student chooses an appropriate product or job from the map and explains why the product or job is less important to people today. Partial The student chooses an appropriate product or job from the map but does not explain why the product or job is less important to people today. Inappropriate The student does not choose an appropriate product or job from the map. Credited responses could include the following: Alternatives to fur for clothing (other textiles). Whales are considered endangered species and are no longer hunted by the U.S. We have many other kinds of transportation. Our economy has changed and become more service-oriented and technologically based; we do less manufacturing. We import most rice from other countries (because it is cheaper to do so). There are more ways to dye clothing than using indigo. Do not accept: Goods that are still important today, like tobacco or cattle, even if the answer to the second part describes changes in the way the good is used or the related job functions. NOTE: A product or job can be named in either answer space and receive credit.
Complete - Student Response Using the map, identify one product or job that was important in the colonies, but is not as important
today.
Using the map, identify one product or job that was important in the colonies, but is not as important today.
Scorer Comments: These two sample responses received a score of Complete for choosing an appropriate product or related job from the map and explaining why it is not as important today as in colonial times. Partial - Student Response Using the map, identify one product or job that was important in the colonies, but is not as important today.
Scorer Comments: These responses received a score of Partial; they correctly identified a product or job that is less important today but did not offer a credited explanation. In the top response, the explanation is unclear. In the bottom response, the explanation demonstrates that the student does not understand what naval stores are, confusing them with a store where one would go shopping. However, under NAEP scoring guidelines the incorrect answer in the second part of the question does not nullify the answer in the first part. Inappropriate - Student Response Using the map, identify one product or job that was important in the colonies, but is not as important today.
Scorer Comments: These two sample response received scores of Inappropriate. Both cattle and lumber continue to be important products in the U.S. economy.
23. What was the purpose of the Declaration of Independence?
A. B. C. D. Key B
It It It It
explained how the new government of the United States would work. explained why the colonies would no longer let England control them. gave all men and women in the colonies the right to vote. organized all the people in the colonies into one religion.
24. Give two reasons why George Washington was an important leader in American history. Be sure to give two different kinds of reasons. 1.
2.
Scoring Guide Score & Description Complete The student gives two accurate reasons why George Washington was an important leader in American history. Partial The student gives one accurate reason why George Washington was an important leader in American history. Inappropriate The student does not give any accurate reason why George Washington was an important leader in American history. Credited responses could include the following: He was the first American president (or any detail about his work as president). He was Commander-in-Chief of the Continental Army (or winning the Revolutionary War, or any specific accomplishment that was part of his work as Commander-in-Chief, such as winning a particular battle, relinquishing his command after the war). He participated in the Constitutional Convention. He fought in the French and Indian War.
Complete - Student Response Give two reasons why George Washington was an important leader in American history. Be sure to give two different kinds of reasons. 1.
2.
Give two reasons why George Washington was an important leader in American history. Be sure to give two different kinds of reasons. 1.
2.
Scorer Comments: These two sample responses received scores of Complete for providing two distinct reasons why George Washington was an important leader. Both responses cite Washington's role as the first president and his involvement in the Revolutionary War. These were, by far, the most common answers given. The second response adds a third credited response, recognizing Washington's role in the writing of the Constitution. Partial - Student Response Give two reasons why George Washington was an important leader in American history. Be sure to give two different kinds of reasons. 1.
2.
2.
Scorer Comments: The two responses received scores of Partial for providing one credited reason that Washington was important. In both cases the credited answer was that Washington was the first president. Inappropriate - Student Response Give two reasons why George Washington was an important leader in American history. Be sure to give two different kinds of reasons. 1.
2.
2.
Scorer Comments: These two responses were scored Inappropriate because they did not provide any credited reasons why Washington was an important leader. The first response is very vague and the second response names events from later periods in history.
25. Historians use artwork as well as what people wrote down to learn about the past.
The picture above was made in 1849. It shows members of the Sioux tribe. Using what you can see in the picture, describe three ways the Sioux used natural resources to meet their needs. Be specific. 1.
2.
3.
Scoring Guide Score & Description Complete The student describes three things visible in the picture that show how the Sioux used natural resources to meet their needs. Partial The student describes one or two things visible in the picture that show how the Sioux used natural resources to meet their needs. Inappropriate The student does not describe anything visible in the picture that shows how the Sioux used natural resources to meet their needs. Credited responses could include the following: They They They They NOTE: Acceptable response must include both a correct natural resource and a correct use for that resource. used branches to create stoves. lived in homes in the woods made of trees/bark/skin. chopped wood to make fires for cooking/keeping warm. used water in barrel for cooking/making food, drinking water
Complete - Student Response Historians use artwork as well as what people wrote down to learn about the past.
2.
3.
Historians use artwork as well as what people wrote down to learn about the past.
2.
3.
Scorer Comments: These two sample responses were scored Complete for providing three credited ways the Sioux used natural resources to meet their needs. Partial - Student Response Historians use artwork as well as what people wrote down to learn about the past.
2.
3.
2.
3.
Scorer Comments: These two responses received a score of Partial for providing one or two ways the Sioux used natural resources to meet their needs. The first response received credit for the first and third answers. Leeway was allowed in answers for natural resources the Sioux used even if not clearly displayed in the drawing (e.g., buffalo skins to make teepees). However, there is no evidence in the picture that the Sioux grew cotton from which they then made clothes (although it is known that the Sioux bought or traded for cotton cloth). The second response received credit for answer 2. Answer 1 does not describe a use for the chopped trees, and no resource is listed for answer 3.
Inappropriate - Student Response Historians use artwork as well as what people wrote down to learn about the past.
2.
3.
2.
3.
Scorer Comments: These two responses were scored as Inappropriate; they offered no credited answers. In the first response, answer 1 is incorrect and answers 2 and 3 do not describe both a resource and its use. In the second response, none of the answers specify the resource being used.
This question deals with the map below. The map shows canals in the United States in the 1800s.
26. What can you tell from the map? A. Canals were used to link major waterways like lakes and rivers. B. Canals were used to link lakes and rivers to main railroad lines. C. There were more canals in the South than in the North. D. Pennsylvania and New York had no canals. Key A
This question deals with the map below. The map shows canals in the United States in the 1800s.
27. An important result of the building of canals in the United States was that A. B. C. D. Key D slavery spread to the western states people stopped building railroads more people traveled to California to farm trade increased among the states
This question refers to the drawing below.
28. Look at this drawing of a textile (cloth) mill from 1830. The main reason that the textile mill was located next to a river was that A. B. C. D. Key A the river supplied power to run the machines in the mill the river provided a convenient source of drinking water the water was needed to grow the cotton used in the mill most people who worked at the mill lived along the river
This question refers to the drawing below.
29. Think about how the development of machines and factories changed work for people like the ones you can see in the drawing. Write down two important ways that work changed for people because of machines and factories. 1.
2.
Scoring Guide Score & Description Complete
The student accurately identifies two important ways that work changed for people because of machines and factories. Partial The student accurately identifies one important way that work changed for people because of machines and factories. Inappropriate The student is unable to identify any ways that work changed for people because of machines and factories. Credited responses could include the following: People worked faster. Machines did work people used to do. People worked more outside of home. People made parts of things instead of making whole products.
Complete - Student Response Think about how the development of machines and factories changed work for people like the ones you can see in the drawing. Write down two important ways that work changed for people because of machines and factories. 1.
2.
Think about how the development of machines and factories changed work for people like the ones you can see in the drawing. Write down two important ways that work changed for people because of machines and factories. 1.
2.
Scorer Comments: The impact of the transition to factories and machine labor was complex. Fourth-graders' understanding of that process, however, is quite elementary, consisting primarily of work being faster and easier. Though lacking in nuance, those answers were credited in the scoring of this item. These two responses received scores of Complete for indicating two ways that work changed for people because of machines and factories. In the second response, full credit was awarded to answer 1: "faster" and "easier" were counted as two separate and correct answers. Answer 2, regarding pollution, was not scored as correct. Partial - Student Response Think about how the development of machines and factories changed work for people like the ones you can see in the drawing. Write down two important ways that work changed for people because of machines and factories. 1.
2.
2.
Scorer Comments: These two sample responses received scores of Partial for providing one way that work changed. The first response received credit for answer 1; although factory work remained physically demanding for many, machines also were a substitute for muscle power in many cases. In the second response, answer 1 received credit, as many people moved from being independent farmers or craftsmen to employees of a firm. Inappropriate - Student Response Think about how the development of machines and factories changed work for people like the ones you can see in the drawing. Write down two important ways that work changed for people because of machines and factories. 1.
2.
2.
Scorer Comments: These responses were scored as Inappropriate. In the top response, both answers are too vague. In the first response, the answers address the change in how machinery was powered rather than how work changed because of the introduction of machinery.
30. Many things changed for African Americans in the South after the Civil War. One important change was that A. B. C. D. Key D many African Americans left the South to return to Africa many African Americans started their own plantations several southern states had African American governors African American slaves gained their freedom
31. America fought against Hitler and Germany in which war? A. B. C. D. Key C The The The The Civil War First World War Second World War Vietnam War
32. Which country was the leading communist nation during the Cold War? A. B. C. D. Key B France The Soviet Union North Korea Germany
33. The town meetings of the New England colonies were gatherings where A. B. C. D. Key A citizens decided issues of public importance all the men voted for delegates to the legislature men and women met for social events men and women met for religious worship
34. Who was the first President of the United States?
A. B. C. D. Key D
Thomas Jefferson John Quincy Adams Abraham Lincoln George Washington
This question is about the passage below. Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances. 35. The passage is part of the A. B. C. D. Key D preamble to the United States Constitution Articles of Confederation Declaration of Independence Bill of Rights
This question is about the passage below. Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances. 36. The passage protects the right to A. B. C. D. Key C receive a prompt trial when accused of a crime receive a trial by a jury of ones peers hold public meetings vote regardless of ones race or color
This question is about the passage below. Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances. 37. Identify a historical controversy that involved one of the rights described in the passage.
Specify which of the rights described in the passage was related to the controversy that you identified, and explain how this right was involved.
Describe how the controversy was resolved.
Scoring Guide Score & Description Complete The response raises an appropriate specific historical issue, explicitly links it to the First Amendment, and explains the eventual resolution. If a response contains errors, it should not receive a score of "Complete". Essential The response raises one appropriate historical issue and either links it to rights guaranteed under the First Amendment or explains how it was resolved. The issue raised may be described generally but must be appropriate. Partial The response raises an appropriate historical issue, but it does not explicitly link it to the First Amendment or explain how the issue was eventually resolved. Inappropriate The response does not identify an appropriate controversy in which the freedom of speech, press, religion, or assembly were involved.
Complete - Student Response
Identify a historical controversy that involved one of the rights described in the passage.
Scorer Comments: These two responses received a score of Complete. Both identify a controversy, describe the First Amendment right involved, and tell how the controversy ended. Since the question left open both time frame and location, historical controversies that occured before the adoption of the Bill of Rights (for example, religious discrimination against Puritans) or outside the U.S. (e.g., Nazi Germany), were credited if well tied to a right protected by the First Amendment. In addition, as not all historical controversies were cleanly resolved, there was some leeway in the scoring of that portion of the response. Essential - Student Response Identify a historical controversy that involved one of the rights described in the passage.
Scorer Comments: These responses received a score of Essential--they identified a controversy and either related it to the First Amendment or described its resolution. In the first response, the identification was credited even though it does not refer to a specific flag-burning incident; the resolution was not credited because the Supreme Court has determined that flag burning is protected speech. In the second response, credit was awarded for the identification of the civil rights protests and the First Amendment protections behind them. The resolution, however, gets off track and was not credited. Partial - Student Response Identify a historical controversy that involved one of the rights described in the passage.
Scorer Comments: These two responses received a score of Partial. Both mention a historical controversy (though the second response mentions a controversy only very vaguely), but neither makes a clear link between the controversy and the right involved or gives an adequate explanation of how the controversy was resolved. Inappropriate - Student Response Identify a historical controversy that involved one of the rights described in the passage.
Scorer Comments: These two responses received a score of Inappropriate. The first response identifies a right in the First Amendment but not controversy. The second response refers to the 1991 Rodney King case, but the answer is confusing and conflates what happened to King with the subsequent riots.
This question refers to the passage below. At the 1787 Constitutional Convention, northern and southern delegates debated whether or not
slaves would be counted as part of a states population. Disagreement over this question led to bitter tensions among delegates. 38. The disagreement referred to in the passage was important because the official size of a states population affected the A. B. C. D. Key A number of seats the state had in the House of Representatives number of seats the state had in the Senate amount of land the state would be allowed to acquire size of the states militia
This question refers to the passage below. At the 1787 Constitutional Convention, northern and southern delegates debated whether or not slaves would be counted as part of a states population. Disagreement over this question led to bitter tensions among delegates. 39. To resolve the question referred to in the passage, delegates agreed to A. B. C. D. Key C include all male slaves in population totals include no slaves in population totals count each slave as three-fifths of a person in population totals count slaves in the southern states but not in the northern states
40. Identify one important advantage that the American forces had over the British forces in the American Revolution.
Scoring Guide Score & Description Complete The response identifies one important advantage the American forces had. Partial The response identifies an advantage, but not an important one; for example, the participation of a German general in the war. OR, the response identifies an advantage but is vague or contains
important inaccuracies. Inappropriate The response does not identify any important advantage the American forces had. Credited Responses could include: 1. 2. 3. 4. Didn't have to transport supplies across the ocean Fighting on familiar territory e.g., "They knew the land they were fighting on." Fighting under a commander-in-chief that they knew and trusted Fighting for homes and freedomAmericans had more at stake than British, many of whom were forced to serve
Complete - Student Response Identify one important advantage that the American forces had over the British forces in the American Revolution.
Identify one important advantage that the American forces had over the British forces in the American Revolution.
Scorer Comments: These two responses were scored as Complete. Each identified an important advantage American forces had in the American Revolution. The first response is an example of the most common correct answer. Partial - Student Response Identify one important advantage that the American forces had over the British forces in the American Revolution.
Scorer Comments: These two responses received a score of Partial because the answers were not specific enough to receive full credit. The first response addresses the same issue as the first sample of a Complete response shown above, but here the answer does not say why it was advantageous to be on American soil. The second response suggests three separate advantages: the first, "an awesome army" is very vague; the second, "more advancements in technology," is incorrect; the third fails to name an actual ally. Inappropriate - Student Response Identify one important advantage that the American forces had over the British forces in the American Revolution.
Scorer Comments: These two sample responses received scores of Inappropriate. Neither identifies an advantage held by the Revolutionary Army.
41. The opening of the Erie Canal led to A. B. C. D. Key B an increase an increase a decline in a decline in in the importance of cotton in the United States economy in the importance of New York as a commercial center the importance of railroads the earning power of midwestern farmers
42. One important contribution that people from Mexico made to the development of the American West was that they introduced A. B. C. D. Key A many of the techniques used in ranching many of the methods used to preserve food for shipment to market barbed-wire fences and railroad cattle cars a system for cultivating winter wheat
43. The top picture is a painting that shows settlers crossing the Great Plains. Below the painting is a photograph of the same topic. What important differences do you notice between the photograph and the painting?
Scoring Guide Score & Description Complete The answer correctly identifies at least one of the major differences between the two pictures. It must be well defined and explained. Partial The answer identifies one important difference between the two pictures, but may not convey a full understanding of the difference; for example, the answer may state, "The painting does not show what life was really like on the frontier." OR, contains some significant errors.
Inappropriate The answer fails to identify the major difference between the two pictures, and fails to explain why the two are so different. Credited Responses could include: different emotions are portrayed; in the painting the people look glamorous while in the photo they look drab OR people in the painting look happy vs. the people in the photo look sad more poverty, sadness, hunger shown in the photo
Complete - Student Response The top picture is a painting that shows settlers crossing the Great Plains. Below the painting is a photograph of the same topic. What important differences do you notice between the photograph and the painting?
The top picture is a painting that shows settlers crossing the Great Plains. Below the painting is a photograph of the same topic. What important differences do you notice between the photograph and the painting?
Scorer Comments: These responses received scores of Complete because both offer important differences between the two pictures. Partial - Student Response The top picture is a painting that shows settlers crossing the Great Plains. Below the painting is a photograph of the same topic. What important differences do you notice between the photograph and the painting?
The top picture is a painting that shows settlers crossing the Great Plains. Below the painting is a photograph of the same topic. What important differences do you notice between the photograph and the painting?
Scorer Comments: These two responses received scores of Partial. Both make the point that the photograph is a more realistic portrayal, but neither supports that contention with convincing evidence from the pictures. Inappropriate - Student Response The top picture is a painting that shows settlers crossing the Great Plains. Below the painting is a photograph of the same topic. What important differences do you notice between the photograph and the painting?
The top picture is a painting that shows settlers crossing the Great Plains. Below the painting is a
photograph of the same topic. What important differences do you notice between the photograph and the painting?
Scorer Comments: These two responses received scores of Inappropriate. Both point to superficial differences between the pictures and do not attempt to explain why the pictures might be different by, for example, discussing differences in the media used or in the perspectives of the painter and photographer.
This question refers to the poster below.
44. What was the posters main purpose? A. B. C. D. Key A To To To To encourage American citizens to support the war effort criticize Americans who fought in the Second World War persuade people to support the war in Vietnam frighten enemy troops into surrendering
45. Why does the poster refer to 1778 to make its point?
Scoring Guide Score & Description Complete The response shows an understanding that 1778 was invoked to convince people that as in 1778, the 1943 crisis involved a threat to liberty and independence and that both efforts deserved the support of the American people.
Partial The response shows an understanding of the reference to 1778 but does not show an understanding of why 1778 was invoked in the 1943 poster. OR The response shows some understanding of the poster's purpose but fails to make a link with 1778. Inappropriate The response fails to show an understanding of the link with 1778 and the purpose of the poster.
Complete - Student Response Why does the poster refer to 1778 to make its point?
Why does the poster refer to 1778 to make its point?
Scorer Comments: These two responses received scores of Complete. Both make the critical point that American liberty or freedom was at stake just as it had been in 1778. In addition, both show knowledge that the 1778 reference was to the American Revolution, and the second response goes even further in naming the ongoing conflict as World War II. Partial - Student Response Why does the poster refer to 1778 to make its point?
Scorer Comments: These two responses were scored as Partial. Both correctly point out that the poster references the American Revolution, but the first response does not explain why the poster "wants people to remember" the Revolution, and the second response incorrectly explains that the purpose was to show that soldiers were brave. Inappropriate - Student Response Why does the poster refer to 1778 to make its point?
Scorer Comments: These responses were scored as Inappropriate. Neither correctly explains the purpose of the poster or identifies the historical events depicted.
This question refers to the quotation below. I . . . got off [the bus] a block from the school. I saw a large crowd of people standing across the street from the soldiers guarding Central [High School]. . . . I stood looking at the schoolit looked so big! Just then the guards let some White students go through. . . . When I was able to steady my knees, I walked up to the guard who had let the White students in. He too didn't move. When I tried to squeeze past him, he raised his bayonet and then the other guards closed in and they raised their bayonets. 46. The incident described happened in A. New York, New York, in 1900 B. Dayton, Ohio, in 1914 C. Little Rock, Arkansas, in 1957
D. Philadelphia, Pennsylvania, in 1990 Key C
This question refers to the quotation below. I . . . got off [the bus] a block from the school. I saw a large crowd of people standing across the street from the soldiers guarding Central [High School]. . . . I stood looking at the schoolit looked so big! Just then the guards let some White students go through. . . . When I was able to steady my knees, I walked up to the guard who had let the White students in. He too didn't move. When I tried to squeeze past him, he raised his bayonet and then the other guards closed in and they raised their bayonets. 47. Who probably ordered the guards to keep the speaker out of the school? A. B. C. D. Key B The United States Congress State government officials The United States Supreme Court The President of the United States
48. Which of the following people had beliefs that greatly influenced those of Dr. Martin Luther King, Jr.? A. B. C. D. Key C Napoleon Bonaparte John Winthrop Mohandas Gandhi Jane Addams
49. Explain what this letter was and why it was written. Be as specific as possible.
The response correctly identifies the document and explains that Nixon resigned because he had covered up the Watergate affair, to avoid impeachment or to gain pardon protection from the next President (Ford) against criminal charges (legal prosecution). Partial The response correctly identifies this letter as Nixon's resignation letter. It may give a vague or sketchy reason (e.g., "because he was a crook" or "because of what he had done"). Response does not specifically explain one circumstance. OR the response misidentifies the President but offers an accurate reason for his resignation. Inappropriate The response does not provide any information about the letter beyond what it says, or provides inaccurate information.
Complete - Student Response Explain what this letter was and why it was written. Be as specific as possible.
Explain what this letter was and why it was written. Be as specific as possible.
Scorer Comments: These two responses were scored Complete. They clearly identify Richard Nixon's resignation letter and explain why he resigned the presidency. Partial - Student Response Explain what this letter was and why it was written. Be as specific as possible.
Scorer Comments: These responses were scored Partial. The first response correctly identified the letter but did not explain why Nixon resigned. The second response identifies the letter as having to do with the Watergate scandal but does not identify Nixon as the President and does not explain fully why Nixon resigned. Inappropriate - Student Response Explain what this letter was and why it was written. Be as specific as possible.
Scorer Comments: These two responses were scored as Inappropriate. The first response does not go beyond the information explicitly stated in the letter; it does not identify Nixon or give any explanation of why he resigned. The second response misidentifies the letter.
50. What happened in Europe in the 1400s and 1500s that led people to explore the Americas and
establish colonies there? A. B. C. D. Key B The Black Plague caused many people to want to leave Europe. Political and economic competition among European countries increased. People needed to find new sources of manufactured goods. Local nobles became more powerful and kings lost power.
51. Maryland was among the first colonies to grant A. B. C. D. Key B legal rights to American Indians religious toleration to all Christians the right of all colonists to own slaves full political rights to all free Black people
52. The seventeenth-century patterns of trade represented by the lines on the map were known as the A. B. C. D. trade deficit tariff system barter system triangular trade
Key D
53. In colonial times, what made up much of the trade that went along the route marked I on the map? A. B. C. D. Key B Manufactured goods from the West Indies and slaves from North America Sugar and rum from the West Indies and grain and meat from North America Indigo from the West Indies and gold from North America Dried fish from the West Indies and oil and coal from North America
54. Look at the map above. What was the Proclamation Line (Line of Demarcation) of 1763 and why was it drawn?
Scoring Guide Score & Description Complete The response both identifies the Proclamation Line of 1763 and explains why the line was drawn. Partial
The response identifies what the line was, or explains why it was drawn but does not do both. OR, the response answers both parts of the question vaguely. OR, the response is partially correct but has important inaccuracies. Inappropriate The response does not correctly explain what the Proclamation Line was or why it was drawn. OR, the response simply states information from the map (e.g., "it was along the Appalachian mountains" or "it was the border of the colonies"). Be aware of the student simply reading from the map. Credited Responses could include: The Proclamation Line of 1763 was a boundary drawn by the British at the end of the French and Indian (Seven Years') War, closing the newly won territory west of the Appalachians to the colonists. Line drawn because the British wanted more control over colonial relations with Native Americans, because Britain didn't want colonists in the territories.
Complete - Student Response Look at the map above. What was the Proclamation Line (Line of Demarcation) of 1763 and why was it drawn?
Look at the map above. What was the Proclamation Line (Line of Demarcation) of 1763 and why was it drawn?
Scorer Comments: The two responses below received scores of Complete. They accurately identify the Proclamation Line of 1763 and explain why it was drawn. Included in the responses are reference to the role of Great Britain and to its desire to protect colonists or avoid settlement on Native American land to the west. Mention of the French and Indian war was not required for a score of complete.
Partial - Student Response Look at the map above. What was the Proclamation Line (Line of Demarcation) of 1763 and why was it drawn?
Scorer Comments: These responses were scored as Partial. They offer general descriptions of the Proclamation Line but do not mention the role of Britain or the goal of preventing interaction with Native Americans. Inappropriate - Student Response Look at the map above. What was the Proclamation Line (Line of Demarcation) of 1763 and why was it drawn?
Scorer Comments: These two responses received scores of Inappropriate. Neither correctly identifies the Proclamation Line or explains its purpose.
55. One of the central ideas of President George Washingtons foreign policy was that the United States should A. B. C. D. Key D play an active role in European affairs expand its influence throughout the Americas support democracies and oppose monarchies avoid permanent alliances with other countries
56. Which statement about the War of 1812 is accurate? A. B. C. D. Key B The United States enjoyed military superiority for most of the war. In some regions many people did not support the war. The peace treaty that ended the war doubled the size of the United States. Almost all of the land and sea battles were fought at great distances from United States territory.
57. Why did Missouris application for statehood in 1819 cause a political crisis? A. The United States had equal numbers of slave and free states, and Missouris entry would have upset the balance. B. The United States had never before established a state west of the Mississippi, and Missouris entry would have likely caused conflict with American Indians. C. Missouri was a center of abolitionist activity, and its admission would have antagonized southern states. D. Missouri was a center of secessionist activity, and its entry would have antagonized northern states. Key A
This question refers to the passage below. We hold, that on their separation from the Crown of Great Britain, the several colonies became free and independent States, each enjoying the separate and independent right of selfgovernment; and that no authority can be exercised over them or within their limits, but by their consent. It is equally true, that the Constitution of the United States is a compact formed between the several States. From "Address to the People of the United States," issued by the South Carolina Convention of 1832
58. This passage highlights a tension between A. B. C. D. Key C urban and rural interests East and West states rights and federal authority government economic subsidies and free enterprise
This question refers to the passage below. We hold, that on their separation from the Crown of Great Britain, the several colonies became free and independent States, each enjoying the separate and independent right of selfgovernment; and that no authority can be exercised over them or within their limits, but by their consent. It is equally true, that the Constitution of the United States is a compact formed between the several States. From "Address to the People of the United States," issued by the South Carolina Convention of 1832 59. This passage supports the A. B. C. D. Key D Northwest Ordinance Great Compromise Emancipation Proclamation Ordinance of Nullification
This question refers to the advertisement below.
60. Why do you think the advertisement was directed at farmers? A. B. C. D. Key B Farmers tended to be interested in new inventions. Barbed wire could be used to prevent animals from trampling crops. The ranchers who invented the wire wanted to attract farmers to the area. Farmers controlled most of the money in the United States.
61. The invention shown in the advertisement contributed to the
A. B. C. D. Key A
end of the era of the open-range cattle industry end of the expansion of railroads Northern victory in the Civil War growth of the West Coast population and California statehood
62. Use the maps above to explain how the 1932 election results were different from the 1928 election results.
What important events contributed to the changes in voting between 1928 and 1932 ?
Scoring Guide Score & Description Complete The response describes the change from a Republican victory to a Democratic victory and correctly identifies the Depression or an economic downturn as the major reason for FDR victory. It offers some additional specifics; for example, it may mention Hoover's perceived failure to deal with the Depression, or the condition of the country in 1928 and 1932. Essential The response describes the change from a Republican victory to a Democratic victory and correctly identifies the Depression as major reason for FDR victory. However, it provides no specifics such as when the Depression began, Hoover's perceived failure to deal with the Depression, or the impact of the Depression on the U.S. Partial The response either describes the change from a Republican victory to a Democratic victory OR correctly identifies the Depression or an economic downturn as the key to FDR's victory. But it does not do both. Inappropriate The response does not correctly describe electoral differences between 1928 and 1932. It also fails to link FDR's victory (or Hoover's defeat) with the Depression or an economic downturn.
Complete - Student Response Use the maps above to explain how the 1932 election results were different from the 1928 election results.
Use the maps above to explain how the 1932 election results were different from the 1928 election results.
Scorer Comments: These two responses received scores of Complete. They accurately describe the election results, mention an intervening historical event that contributed to the change, and also refer to the perception among the electorate that Roosevelt would address the problems that Hoover did not. Essential - Student Response Use the maps above to explain how the 1932 election results were different from the 1928 election results.
Scorer Comments: These two responses received scores of Essential. These are good answers, but lack some of the detail required for a score of Complete. The top response describes the change in voting and mentions the Great Depression as an important event (World War I is incorrect, but is ignored here because a correct event is included), but it does not discuss the impact of the Depression or differences between Hoover and Roosevelt. The bottom response describes the voting changes and also mentions the Depression. The brief reference to Hoover ("He must have done a bad job") is not sufficiently contextualized to raise this paper to a Complete. Partial - Student Response Use the maps above to explain how the 1932 election results were different from the 1928 election results.
Scorer Comments: These two responses received scores of Partial. The first response describes the change in voting in detail. The second part of the answer is incorrect. The second response indicates the basic shift from Republican to Democratic, but the answer regarding contributing events is inaccurate. Inappropriate - Student Response Use the maps above to explain how the 1932 election results were different from the 1928 election results.
Scorer Comments: These two responses were scored as Inappropriate. The first response is incorrect in stating both that "all the states" shifted party and that the number of electoral votes changed. References to women and slaves voting are not relevant to the period covered by this question. The second response incorrectly asserts that the Democrats won both elections and also incorrectly explains that the election results are related to land ownership, race, and gender.
National Archives 63. The poster refers to the A. B. C. D. Key A Japanese attack on Pearl Harbor German attack on the Lusitania Battle of Little Bighorn Tet Offensive
National Archives 64. What was the main message of the poster?
The response explains that the poster's message is that the attack must not go unavenged AND it must make some explicit reference to the correct war (e.g., "the bombing of Hawaii", "the Japanese", "World War II", "Pearl Harbor"). The answer must also show that the student understands what "avenge" means. ** Other acceptable themes in addition to revenge might be "to support the war" or "to enlist volunteers by using war propaganda".** Partial The response correctly interprets the revenge theme or propaganda purpose of the poster but does not make clear reference to the countries or event referred to ("to get revenge for what they did to us") OR the answer correctly identifies December 7th with Japanese attack on Pearl Harbor but does not clearly articulate the revenge theme. Inappropriate The response does not identify the poster's message or explicitly ties it to the incorrect war ("the Battle of Little Bighorn"). The answer may simply parrot the "avenge" slogan.
Complete - Student Response What was the main message of the poster?
What was the main message of the poster?
Scorer Comments: These two sample responses were scored Complete. Both correctly explain the message of the poster and offer some historical context. Partial - Student Response What was the main message of the poster?
Scorer Comments: These two responses received scores of Partial. They both demonstrate an understanding that the poster sought to rally Americans to fight back, but neither sufficiently places the poster in historical context by identifying Japan as the attacker, Pearl Harbor as the site of the attack, or U.S. entry into World War II as the result. Inappropriate - Student Response What was the main message of the poster?
Scorer Comments: These two responses received a score of Inappropriate. Both offer only a literal reading of the poster.
65. The poster above was printed during the Second World War. Why was it printed? How did it try to appeal to women?
Scoring Guide Score & Description Complete The response answers both parts of the question (Why was it printed? How did it try to appeal to women?). Partial The response either says why the poster was printed, or explains how the poster tried to appeal to women, but does not do both. Inappropriate The response does not link the poster to the circumstances of WWII America, or explain how the poster tried to appeal to women.
Credited responses could include: The poster was printed to move women to join the war effort, because labor was needed for the war industries and to compensate for labor shortages caused by the war. The poster tries to appeal to women by invoking patriotism and/or discounting stereotypes about weak women. For instance, a woman is telling other women that they can keep the country going and support the war effort by working outside the home, and the woman's flexed bicep shows that she is capable of doing "men's work" in the factories.
Complete - Student Response The poster above was printed during the Second World War. Why was it printed? How did it try to appeal to women?
The poster above was printed during the Second World War. Why was it printed? How did it try to appeal to women?
Scorer Comments: These responses received scores of Complete. Both explain that the poster was designed to get women to join the workforce by offering encouragement that they could handle traditionally male jobs. Partial - Student Response The poster above was printed during the Second World War. Why was it printed? How did it try to appeal to women?
The poster above was printed during the Second World War. Why was it printed? How did it try to
appeal to women?
Scorer Comments: These two responses were scored Partial. The first response explains that the poster was printed to get women involved in the war effort but does not say how it was designed to appeal to women. The second response explains that the poster appealed to women by showing that they were strong and helpful but does not say what its purpose was. Inappropriate - Student Response The poster above was printed during the Second World War. Why was it printed? How did it try to appeal to women?
Scorer Comments: These responses received scores of Inappropriate. They do not adequately explain either part of the question. The first response is incorrect in stating that the poster was designed to encourage women to join the army. The second response incorrectly argues that the poster was meant to address women's inequality. The poster had a much narrower purpose and was not designed to promote women's equality.
66. The photograph above shows Harry S Truman on his "whistle-stop" campaign for President in 1948. What are two ways that presidential campaigns today might differ from the one shown in the picture? 1)
2)
Scoring Guide Score & Description Complete The response successfully identifies two ways campaigns have changed. Partial
The response correctly identifies one difference; a second difference, if identified, is trivial or incorrect: for example, "the trains campaigners use today are faster." Inappropriate The response does not correctly identify any differences between old campaigns and contemporary ones. Credited Responses could include: Campaigns now essentially rely on television to convey information to voters, and to persuade the voters with carefully designed speeches and advertisements. Truman gave up to a dozen speeches a day to groups of people gathered near his train as he rode from (often small) town to town. Campaigns now are less focused on the small towns and villages that Truman visited; speeches and visits now more often made in important locations. Campaigns use different modes of transport to travel from one location to another, like airplanes, for speed and efficiency; Truman traveled all over the country by train. There is a greater need for security nowcandidates usually less accessible to individual voters.
Complete - Student Response The photograph above shows Harry S Truman on his "whistle-stop" campaign for President in 1948. What are two ways that presidential campaigns today might differ from the one shown in the picture? 1)
2)
The photograph above shows Harry S Truman on his "whistle-stop" campaign for President in 1948. What are two ways that presidential campaigns today might differ from the one shown in the picture? 1)
2)
Scorer Comments: These responses received scores of Complete for providing two ways that presidential campaigns today differ from the one depicted in the photograph of Harry Truman. Although the question was designed primarily to elicit answers related to changes in technology, other types of answers were also accepted. In addition, it was understood and accepted that many answers to the question would be generalizations, as candidates today do sometimes speak in more intimate settings and do not always travel by airplane. Partial - Student Response The photograph above shows Harry S Truman on his "whistle-stop" campaign for President in 1948. What are two ways that presidential campaigns today might differ from the one shown in the picture? 1)
2)
2)
Scorer Comments: These two responses received scores of Partial for providing one important difference between Truman's 1948 presidential campaign and campaigns today. The first response was credited for the first answer but not for the answer about posters. The second response received credit for its second answer; candidates today are more likely to focus their campaigns on larger cities with more voters. Inappropriate - Student Response The photograph above shows Harry S Truman on his "whistle-stop" campaign for President in 1948. What are two ways that presidential campaigns today might differ from the one shown in the picture? 1)
2)
2)
Scorer Comments: These two responses were scored Inappropriate. They do not describe actual differences between presidential campaigns today and in 1948.
67. Which of the following people were most likely to become indentured servants in the English colonies? A. B. C. D. Key C Convicted criminals sent to the colonies to work off their sentences Puritans seeking religious freedom and a job working for a religious family Poor workers willing to trade their labor for passage to America Freed slaves who could not yet afford to buy their own farms or start businesses
68. Give two reasons why African slaves gradually replaced Native American slaves in the New World. 1)
2)
Scoring Guide Score & Description Complete Response provides two correct reasons that African slaves gradually replaced Native American slaves in the New World. Partial Response provides one correct reason that African slaves gradually replaced Native American slaves in the New World. Inappropriate Response does not provide any correct reason that African slaves gradually replaced Native American slaves in the New World. Credited responses could include: 1. Native Americans more successfully resisted slavery/ran away/escaped/refused to work. Easy avenues of escape sometimes existed for Native Americans; this was less true for displaced Africans. 2. There were more/many Africans or there were too few Native Americans: Native Americans were
susceptible to Old World diseases and died off in great numbers, while Africans were more resistant to the diseases that killed Native Americans. 3. Transatlantic slave trade provided a ready supply of easy-to-acquire labor; i.e., made it easy to acquire African slaves. Accept "cheaper to get" too.
Complete - Student Response Give two reasons why African slaves gradually replaced Native American slaves in the New World. 1)
2)
Give two reasons why African slaves gradually replaced Native American slaves in the New World. 1)
2)
Scorer Comments: These two sample responses received scores of Complete. Each provided two acceptable reasons-appropriate for eighth-grade--that African slaves replaced Native American slaves in the New World. In part 2 of the top response, credit was awarded for the part of the answer referring to the ease with
which African slaves could be obtained, not to the assertion that African slaves "were more used to working in less-than-perfect conditions." Partial - Student Response Give two reasons why African slaves gradually replaced Native American slaves in the New World. 1)
2)
2)
Scorer Comments: These two responses received scores of Partial; only one of the two reasons given in each response was credited. In the first response, reason 2 was not accepted because it is based on the incorrect assumption that Native Americans did have rights during this period. The second response received credit for the statement in reason 2 that "Native American slaves fled." Inappropriate - Student Response
2)
2)
Scorer Comments: These two responses received no credit for either reason provided and were scored as Inappropriate. The first response shows a good deal of confusion about African slavery. The second response gives two true statements, neither of which answers the question at hand.
69. People from which of the following occupational groups were most likely to support Thomas Jeffersons Democratic-Republican Party? A. B. C. D. Key D Merchants Industrial manufacturers Bankers Owners of small farms
70. For centuries, a young man who wanted to learn a craft was apprenticed to a master craftsman who taught him the necessary skills. Why did the apprenticeship system begin to decline in the first half of the 1800s? A. The apprenticeship system was considered unsuitable for the increased number of women working outside the home. B. The growth of the factory system led to a decreased need for skilled labor. C. Many young men chose to become farmers instead of craftsmen. D. Craftsmen began to use unskilled immigrant labor in their shops. Key B
71. Name one immigrant group that came to the United States in large numbers in the 1840s and 1850s. Describe where members of the group usually settled in the United States and what kind of work they usually did. Group name? Where did they usually settle? What kind of work did they usually do?
Scoring Guide Score & Description Complete The response accurately names one group, describes where its members settled, AND describes what kind of work they did. Essential The response accurately names one group and EITHER describes where its members settled OR what kind of work they did. Partial The response accurately identifies one group. Inappropriate The response does not provide any accurate information.
Credited responses could include: Group Germans Settled in Midwest Midwestern cities St. Louis Chicago Cincinnati Northern/Eastern cities Boston NYC Philadelphia The West California San Francisco The North The East The West Work farmers skilled craftsmen in factories/mills
Irish
in factories/mills railroads housekeepers/servants miners railroads unskilled labor/hard labor farmers miners in factories/mills
Chinese
British (English, Welsh, Scottish, Scots-Irish)
Complete - Student Response Name one immigrant group that came to the United States in large numbers in the 1840s and 1850’s. Describe where members of the group usually settled in the United States and what kind of work they usually did. Group name?
Where did they usually settle?
What kind of work did they usually do?
Name one immigrant group that came to the United States in large numbers in the 1840s and 1850’s. Describe where members of the group usually settled in the United States and what kind of work they usually did.
Group name?
Scorer Comments: The two sample responses below were scored Complete. Each named a group, and described where the group often settled and what kind of work they did. As the first response demonstrates, it was not necessary for the answers to the questions about settlement and work to be consistent with each other as long as each answer was correct for the named group (coal miners did not usually live in cities). The second response shows that answers could be quite brief but still receive full credit. Essential - Student Response Name one immigrant group that came to the United States in large numbers in the 1840s and 1850’s. Describe where members of the group usually settled in the United States and what kind of work they usually did. Group name?
Name one immigrant group that came to the United States in large numbers in the 1840s and 1850’s. Describe where members of the group usually settled in the United States and what kind of work they usually did.
Group name?
Scorer Comments: The two responses below received scores of Essential for correctly naming an immigrant group and answering one of the other two parts of the question. In both cases credit was awarded for the type of work performed but not for where the group usually settled. Partial - Student Response Name one immigrant group that came to the United States in large numbers in the 1840s and 1850’s. Describe where members of the group usually settled in the United States and what kind of work they usually did. Group name?
Name one immigrant group that came to the United States in large numbers in the 1840s and 1850’s. Describe where members of the group usually settled in the United States and what kind of work they usually did. Group name?
Scorer Comments: The following two sample responses received scores of Partial. Credit was given only for naming a correct group. Inappropriate - Student Response Name one immigrant group that came to the United States in large numbers in the 1840s and 1850’s. Describe where members of the group usually settled in the United States and what kind of work they usually did. Group name?
Name one immigrant group that came to the United States in large numbers in the 1840s and 1850’s. Describe where members of the group usually settled in the United States and what kind of work they usually did. Group name?
Scorer Comments: The two responses below received scores of Inappropriate. In both cases the group named did not immigrate in the 1840s and 1850s, so no credit was awarded for any part of the question.
Library of Congress, Prints & Photographs Division, LC-USZ62-76385 72. The picture above shows farming on a Georgia cotton plantation before the Civil War. Using your knowledge of history and evidence from the picture, explain two important differences between farming on large plantations and farming on small farms in the South before the Civil War. 1)
2)
Scoring Guide Score & Description Complete Response gives two differences, or two accurate facts related to differences, between farming on cotton plantations and small farms but need not make a direct comparison. Partial Response gives one difference, or one accurate fact related to differences, between farming on cotton plantations and small farms but need not make a direct comparison. Inappropriate Response gives no difference or no accurate fact related to differences between farming on cotton plantations and small farms. Credited responses could include: 1. Cotton plantations grew a product for sale or export that yielded profits; small farmers often engaged in subsistence farming or local market farming, growing corn, tobacco, wheat, and other food crops. 2. Plantations had large numbers of slaves whereas small farmers provided their own labor or had only a small number of slaves. 3. Large cotton plantations had overseers to manage slaves; small farmers worked directly with slaves.
Complete - Student Response The picture above shows farming on a Georgia cotton plantation before the Civil War. Using your knowledge of history and evidence from the picture, explain two important differences between farming on large plantations and farming on small farms in the South before the Civil War. 1)
2)
The picture above shows farming on a Georgia cotton plantation before the Civil War. Using your knowledge of history and evidence from the picture, explain two important differences between farming on large plantations and farming on small farms in the South before the Civil War. 1)
2)
Scorer Comments: These two responses received scores of Complete for providing two creditable differences between plantations and small farms. For the purposes of scoring eighth-grade responses, certain inaccuracies were overlooked if an answer was getting at a generally acceptable idea. For example, in the first response, the second difference states that "no white men would work" on plantations. Although that claim is inaccurate, the answer was credited for getting at the idea that most labor was performed by slaves on plantations whereas the farm family itself performed much of the work on small farms. Similarly, the second difference in the bottom response suggests that plantations used cotton gins but small farms did not whereas a more accurate statement might be that plantations might own a cotton gin and small farmers might have to share or rent one. Partial - Student Response The picture above shows farming on a Georgia cotton plantation before the Civil War. Using your knowledge of history and evidence from the picture, explain two important differences between farming on large plantations and farming on small farms in the South before the Civil War. 1)
2)
2)
Scorer Comments: These two responses received scores of Partial; credit was awarded for only one difference. The first response received credit for the first answer. The second response really only makes a single comparison spread across the two answers: plantations focused on cotton production whereas small farms focused more on food production. Inappropriate - Student Response The picture above shows farming on a Georgia cotton plantation before the Civil War. Using your knowledge of history and evidence from the picture, explain two important differences between farming on large plantations and farming on small farms in the South before the Civil War. 1)
2)
2)
Scorer Comments: These two responses were scored as Inappropriate. In the first response, answer 1 states a truism and answer 2 is not necessarily true. In the second response, answer 1 needs to be more specific (e.g., plantations used more slaves) and answer 2 is not correct.
Source: Historical Statistics of the United States 73. The graph above shows total immigration to the United States between 1860 and 1900. Which of the following groups benefited the most from the increase in the number of immigrants? A. B. C. D. Key D The Union and Confederate armies, because they needed more soldiers The United States government, because it needed more workers Farmers in the United States, because they needed more workers Factories in the United States, because they needed more workers
74. What does the table above show about the impact of the use of machines on the cost of farm labor in the late 1800s?
Give two examples of how the use of farm machines contributed to the growth of factories and cities in the United States in the late 1800s.
Scoring Guide Score & Description Complete Response accurately describes the impact of farm machinery on the cost of farm labor AND provides TWO examples of ways that agricultural mechanization contributed to the growth of factories and cities. Essential Response accurately describes the impact of farm machinery on the cost of farm labor AND provides ONE example of ways that agricultural mechanization contributed to the growth of factories and cities OR the response provides TWO examples of ways that agricultural mechanization contributed to the growth of factories and cities. Partial Response accurately describes the impact of farm machinery on the cost of farm labor OR the response provides ONE example of ways that agricultural mechanization contributed to the growth of factories and cities. Inappropriate Response does not accurately answer the first question or provide any examples. Part 1: Response provides a correct interpretation of the data with respect to machine versus hand
labor costs. Credited responses could include: 1. Machines made farming more efficient. 2. It was cheaper to produce crops by machine than by hand. Part 2: Impact of agricultural mechanization on growth of factories and cities. Credited responses could include: 1. The increased mechanization of farming meant that fewer farmers or farm laborers were needed to grow food for the cities/rural workers migrated to the cities to work in factories/factory wages attracted workers from rural areas. 2. Farms produced more food to support larger city populations/cities could grow larger because there would be enough food to feed the residents.
Complete - Student Response What does the table above show about the impact of the use of machines on the cost of farm labor in the late 1800s?
What does the table above show about the impact of the use of machines on the cost of farm labor in the late 1800s?
Give two examples of how the use of farm machines contributed to the growth of factories
and cities in the United States in the late 1800s.
Scorer Comments: These two sample responses were scored Complete. They correctly describe the impact of farm technology on the cost of farm labor and give two acceptable examples of how farm machinery, in turn, affected the growth of cities and factories. Both responses explain that as farmers were replaced by farm machinery they sought work in factories. The top response explains that cities also grew because farm machinery allowed farms to feed more people. Essential - Student Response What does the table above show about the impact of the use of machines on the cost of farm labor in the late 1800s?
Scorer Comments: These two responses were scored Essential--they correctly explain that machines were more efficient than human labor and give one example of the impact of mechanization. The first response explains that farm workers left farms to take factory jobs. The second response explains that more productive farms could better supply food for growing cities. Partial - Student Response What does the table above show about the impact of the use of machines on the cost of farm labor in the late 1800s?
Scorer Comments: These two responses were scored Partial, meaning they received credit for either answering the question about the impact of machines on the cost of farm labor or giving one example for the second part of the question. Here, the first paper was credited for the labor cost task (the accepted answer comes by combining the top response area and the first sentence in the bottom response area). The examples were not credited because they do not connect the decline in farm labor to any specific change in factories or cities. The second sample response received credit for the example that more food production led to growth in the canning industry. The answer to the first question, "corn produces more for money" is too vague to receive credit. Inappropriate - Student Response What does the table above show about the impact of the use of machines on the cost of farm labor in the late 1800s?
Scorer Comments: These two responses were scored Inappropriate. Neither provides a clear answer to either part of the question.
75. What was a main goal of the labor reform movement at the beginning of the 1900s? A. B. C. D. Key A Limiting the workday to eight hours Having employers buy health insurance for workers Guaranteeing equal pay for women and men Increasing the number of jobs given to members of minority groups
76. How did the role of the government change as a result of the New Deal? A. B. C. D. Key A The The The The government government government government exerted greater influence over the economy. loosened the regulation of large corporations. limited the number of hours people could work. reduced funding for large public works programs.
77. The cartoon above was drawn after the end of the 1937 sit-down strike at the General Motors automobile plant in Flint, Michigan. What conclusion about the outcome of the strike can be drawn from the cartoon? A. B. C. D. Key B The government enforced jail sentences on the striking workers. Both the workers and the company achieved some of their goals. The management at General Motors and the workers who led the strike were fired. Everyone wanted the strike to continue for six more weeks.
78. Which of the following best explains the trend shown in the graph above? A. B. C. D. Key C Farmers needed to grow less food. The birth rate in the United States declined. Farms became increasingly mechanized. Farmers stopped planting because their soil was overused.
79. Which of the following trends occurred in the United States economy after 1950? A. B. C. D. Key C The percent of part-time workers in the labor force declined. Womens average wages rose to a level equal to that of men. More workers got jobs in service industries than in manufacturing. The percent of workers who were unionized increased steadily.
80. The graph above shows the change in the percentage of women in the workforce between 1960 and 1995. Give two explanations for the trend shown in the graph. 1)
2)
Scoring Guide Score & Description Complete The response gives two correct explanations for the upward trend in the graph. Partial The response gives one correct explanation for the upward trend in the graph. Inappropriate The response does not give any correct explanation for the upward trend in the graph.
Credited responses could include: 1. 2. 3. 4. More women earned degrees and/or marketable skills. More jobs for women became available /opened up. More women wanted to work outside the home/have a career/have a job now: Family planning made it possible for more women to enter the workforce.
Complete - Student Response The graph above shows the change in the percentage of women in the workforce between 1960 and 1995. Give two explanations for the trend shown in the graph. 1)
2)
The graph above shows the change in the percentage of women in the workforce between 1960 and 1995. Give two explanations for the trend shown in the graph. 1)
2)
Scorer Comments:
These sample responses received scores of Complete. Both explanations in each response received credit. Partial - Student Response The graph above shows the change in the percentage of women in the workforce between 1960 and 1995. Give two explanations for the trend shown in the graph. 1)
2)
2)
Scorer Comments: These two responses received scores of Partial. In the first response, credit was awarded for the first explanation. It is untrue that women earned as much as men as claimed in the second explanation. In the second response, the first answer describes the trend in the graph but does not explain it. Credit was given for the second answer. Inappropriate - Student Response The graph above shows the change in the percentage of women in the workforce between 1960 and 1995.
Give two explanations for the trend shown in the graph. 1)
2)
2)
Scorer Comments: These two responses received no credit for either explanation and were consequently scored as Inappropriate. In the top response, answer #1 is not a clear statement of a cause, but even if it is read as suggesting that the percentage of women in the workforce increased because women went on strike for higher pay compared to men, it would still be largely incorrect as women's pay continues to lag that of men. Answer #2 does not a logical response to the question. In the bottom response, both answers describe the data rather than explain the trend in the graph.
81. Why did Cesar Chavez, pictured above, ask people to stop buying grapes in the 1960s? A. B. C. D. Key B Grapes were overpriced and had little nutritional value. Chavez wanted better working and living conditions for migrant farmworkers. Chavez was trying to get growers to use mechanical grape pickers. Growing grapes was causing a water shortage throughout the West.
82. American labor unions have generally opposed free-trade agreements between the United States and other countries because they believe that A. B. C. D. Key A American workers will lose their jobs as companies move manufacturing overseas the environmental regulations in foreign countries are too strict too many American workers will leave the United States to work overseas goods made overseas will be too expensive for workers to afford
83. In United States politics, third parties such as the Populists and the Socialists have
A. B. C. D. Key C
won presidential elections during times of economic and political distress often taken control of Congress from the two major parties contributed ideas and issues to the debates between the two major parties appealed predominantly to conservative voters
84. Shays Rebellion (1786) was important because it A. B. C. D. Key A led many people to believe that the central government was too weak led to the end of public support for the First Bank of the United States made many people fear the tyranny of the President more than the tyranny of England convinced many people in the North that slavery should be expanded to new territories
85. Why is Thomas Jeffersons election to the presidency sometimes called the "revolution of 1800"? A. The peaceful transfer of power from one political party to another was established as a precedent in the United States. B. The people had revolted and violently forced John Adams and the Federalists from power. C. Jefferson was elected by direct popular vote rather than by the electoral college. D. Jefferson intended to buy the Louisiana Territory and double the size of the country. Key A
86. Identify TWO groups that were excluded from the democratic advances of the Jacksonian era (18291837) and explain why these groups were excluded. First Group
Second Group
Scoring Guide
Score & Description Complete The response accurately identifies two groups that were excluded from the democratic advances of the Jacksonian era, and gives a reason for each exclusion. Partial The response identifies one group excluded from democratic advances, and explains why that group was excluded. The second group is either not identified or is historically incorrect. OR, the response identifies two correct groups, but does not explain why they were excluded. OR, the response identifies two reasons groups were excluded but does not identify the groups. Inappropriate The response does not identify groups excluded from the democratic advances. OR, the response identifies one group but gives no explanation. OR, the response gives an explanation but fails to identify the group. Credited Responses could include: Women did not have the right to vote Many free blacks were disenfranchised during the 20s and 30s (some of whom had previously voted) Native Americans were not considered to be citizens and had no rights. Jackson instituted the Indian Removal policy forcing many off their land and onto reservations.
Complete - Student Response Identify TWO groups that were excluded from the democratic advances of the Jacksonian era (18291837) and explain why these groups were excluded. First Group
Second Group
Identify TWO groups that were excluded from the democratic advances of the Jacksonian era (18291837) and explain why these groups were excluded.
First Group
Second Group
Scorer Comments: In the first response, both of the groups provided (Native Americans and African Americans) were excluded from the democratic advances of the Jacksonian era and the explanations for exclusion are credited. In the second response, both of the groups provided (Blacks and women) were excluded from the democratic advances of the Jacksonian era and the explanations for exclusion are credited. Most of the explanations provided by students indicated that the group(s) they listed were seen as inferior by White men. By White men is inferred. Partial - Student Response Identify TWO groups that were excluded from the democratic advances of the Jacksonian era (18291837) and explain why these groups were excluded. First Group
Second Group
Identify TWO groups that were excluded from the democratic advances of the Jacksonian era (18291837) and explain why these groups were excluded. First Group
Second Group
Scorer Comments: The first response identifies one group excluded from democratic advances and explains why that group was excluded. The second group identified, "minorities," is not specific enough to receive credit. The second response identifies two correct groups, but does not explain why they were excluded. Inappropriate - Student Response Identify TWO groups that were excluded from the democratic advances of the Jacksonian era (18291837) and explain why these groups were excluded. First Group
Second Group
Identify TWO groups that were excluded from the democratic advances of the Jacksonian era (18291837) and explain why these groups were excluded. First Group
Second Group
Scorer Comments: These responses do not identify groups excluded from the democratic advances.
87. One of the important effects of the Second Great Awakening was A. the weakening of the Methodist Protestant denomination B. the growth of reform movements that addressed issues in many areas of United States society C. a decrease in the participation of women and African Americans in religious revivals
D. the unification of various Protestant denominations in eastern states Key B
This question refers to the excerpt below from the Fourteenth Amendment to the Constitution. All persons born or naturalized in the United States . . . are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person . . . equal protection of the laws. 88. What has been the long-term effect of the Fourteenth Amendment? A. B. C. D. Key D It It It It has has has has increased the authority of states over their citizens. increased the authority of Congress to levy taxes. limited the power of the President over Congress. increased the power of the federal government over the states.
This question refers to the excerpt below from the Fourteenth Amendment to the Constitution. All persons born or naturalized in the United States . . . are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person . . . equal protection of the laws. 89. This amendment has been most important in protecting the A. B. C. D. Key C right of communities to control what goes on in their schools rights of foreigners living in the United States rights of individual citizens of the United States right of the government to keep secrets for reasons of national security
This American social development has been continually beginning over again on the frontier. The expansion westward with its new opportunities, its continuous touch with the simplicity of primitive society, furnishes the forces dominating the American character. The true point of view in the history of this nation is not the Atlantic coast, it is the Great West. Frederick Jackson Turner, 1893
90. Turner made his speech about the importance of the American frontier partly in response to A. B. C. D. Key A the closing of the frontier recorded in the 1890 census United States efforts to limit European immigration to frontier regions the elimination of slavery by the Thirteenth Amendment the great numbers of western pioneers who lost their farms
91. Progressive Era writers such as Upton Sinclair, Ida Tarbell, and Lincoln Steffens were known as "muckrakers" because they A. engaged in questionable "yellow journalism" that had a negative effect on United States foreign policy B. defended the interests of agricultural workers against those of the urban working classes C. exposed serious political and social problems to public view D. inflamed popular feelings against recent immigrants and led the government to pass restrictive quotas Key C
Statement 1 "It is important and right that all privileges of the law be ours, but it is vastly more important that we be prepared for the exercises of these privileges. The opportunity to earn a dollar in a factory just now is worth more than the opportunity to spend a dollar in an opera house." Booker T. Washington, 1895 Statement 2 "We will not be satisfied to take one jot or tittle less than our full manhood rights. We claim for ourselves every single right that belongs to a freeborn American, political, civil, and social; and until we get these rights we will never cease to protest and assail the ears of America." W.E.B. Du Bois, 1906 92. What was a major point of disagreement between Washington and Du Bois?
Explain how the political and economic strategies of these two leaders differed.
Scoring Guide Score & Description Complete The response correctly answers both parts of the question. The response does not contain significant inaccuracies. Essential The response attempts to answer both parts of the question but one part is vague or not an important difference. Partial The response identifies some point of disagreement, but it may not be an important or meaningful one and does not relate this difference to strategies. OR, the response may discuss different strategies but does not identify differences between DuBois and Washington. Inappropriate The response fails to identify a point of disagreement or to explain differences in the strategies. Credited Responses could include: Points of Disagreement: Washington focused on economic opportunities and not social rights whereas DuBois focused on gaining political, civil, and social rights right now. Strategies: DuBois was more militant and wanted to fight for social and political rights. He favored filing court cases against Jim Crow laws, agitating for legislation against segregation. He also advocated a classical education for the "talented tenth."
Complete - Student Response What was a major point of disagreement between Washington and Du Bois?
Scorer Comments: The response correctly answers both parts of the question and does not contain significant inaccuracies. Essential - Student Response What was a major point of disagreement between Washington and Du Bois?
What was a major point of disagreement between Washington and Du Bois?
Scorer Comments: The two Essential responses address both the disagreement between Washington and Du Bois and how the strategies of the two differed, but they fall short of Complete. The top response was considered "vague" because its description of Washington's stance is not explained sufficiently. Indicating that Washington believed that African Americans had made "their way to the top through work and proving themselves" misses the point of Washington's statement. The statement given by Washington indicates that the economic freedom to work is a valuable right in and of itself, not that working will prove to White society that African Americans deserve more rights. The bottom response fails to clearly tie Washington and Du Bois' positions to their political and economic strategies. Partial - Student Response What was a major point of disagreement between Washington and Du Bois?
Scorer Comments: The top response received credit for providing an acceptable, though exaggerated, description of differences in strategy between Du Bois and Washington. The response lists areas of disagreement without saying what the two men's positions were on these issues. The bottom sample response demonstrates a very basic understanding of the issues and strategies, but also some serious misconceptions, for example that Du Bois "wanted things to change overnight" or that he advocated riots and violence. Inappropriate - Student Response What was a major point of disagreement between Washington and Du Bois?
Scorer Comments: The two Inappropriate responses fail to identify any real points of disagreement between Washington and Du Bois or to explain differences in their strategies. They demonstrate poor understanding of the quotations and do not bring any outside knowledge to bear.
This question refers to the excerpt from the Supreme Court decision below. To separate them from others of similar age and qualifications solely because of their race generates a feeling of inferiority . . . that may affect their hearts and minds in a way unlikely ever to be undone. . . . We conclude that in the field of public education separate but equal has no place. Separate educational facilities are inherently unequal. 1954 93. The quotation is from which Supreme Court decision? A. B. C. D. Key D
Miranda v. Arizona Gideon v. Wainwright Mapp v. Ohio Brown v. Board of Education of Topeka
This question refers to the excerpt from the Supreme Court decision below. To separate them from others of similar age and qualifications solely because of their race generates a feeling of inferiority . . . that may affect their hearts and minds in a way unlikely ever to be undone. . . . We conclude that in the field of public education separate but equal has no place. Separate educational facilities are inherently unequal. 1954 94. The 1954 Supreme Court decision overturned which earlier decision? A. B. C. D. Key D
Marbury v. Madison , 1803 McCulloch v. Maryland , 1819 Dred Scott v. Sandford , 1857 Plessy v. Ferguson , 1896
This question refers to the excerpt from the Supreme Court decision below. To separate them from others of similar age and qualifications solely because of their race generates a feeling of inferiority . . . that may affect their hearts and minds in a way unlikely ever to be undone. . . . We conclude that in the field of public education separate but equal has no place. Separate educational facilities are inherently unequal. 1954 95. Based on the quotation and your knowledge of history, describe the conditions that this 1954 decision was designed to correct. Be as specific as possible in your answer.
Scoring Guide Score & Description Complete The response may explain that the decision aimed to end legalized school segregation that was common in the South, or may simply refer to segregated schools. The answer uses specific references from the quotation or other historical knowledge in the answer. The answer may refer to "separate but equal" systems of schools. Partial The response explains that the decision aimed to end segregation or to bring about integration but may not relate it directly to schools OR gives specific references but lacks "segregation." Specific references in the answer are absent, weak, or incorrect.
Inappropriate These responses do not explain that the decision was aimed at ending school segregation or copies words from the decision. Credited responses could include: South had a dual school system that was legally segregated Feeling of inferiority being conveyed to African Americans because of the separate schools Specifics of case: Topeka Kansas African American girl not allowed to attend the school closest to her home; or specifics of decision: feeling of inferiority, separate schools are inherently unequal.
Complete - Student Response Based on the quotation and your knowledge of history, describe the conditions that this 1954 decision was designed to correct. Be as specific as possible in your answer.
Based on the quotation and your knowledge of history, describe the conditions that this 1954 decision was designed to correct. Be as specific as possible in your answer.
Scorer Comments: The responses explain the decision aimed to end legalized school segregation in the South. The answers use specific references from the quotation or other historical knowledge. The answers refer to "separate but equal" systems of schools. Partial - Student Response Based on the quotation and your knowledge of history, describe the conditions that this 1954 decision was designed to correct. Be as specific as possible in your answer.
Scorer Comments: The first response mentions that having separate schools for African American and White students is supposed to be equal, but that it is not really equal. However, it does not say that the Brown case was meant to desegregate schools specifically, making this a partial explanation and not a complete explanation. The second response says that the Brown case was designed to correct segregation in schools, but it does not directly explain what that correction would be. Their reference to schools and segregation indicate a partial understanding of the question. Inappropriate - Student Response Based on the quotation and your knowledge of history, describe the conditions that this 1954 decision was designed to correct. Be as specific as possible in your answer.
Scorer Comments: This response does not provide enough information to indicate an understanding of the Brown case. The phrase separate but equal and word segregation are present, but the response makes no attempt to indicate whether the Brown case supported or struck down these ideas. The second response could just as easily be provided for a question about the Supreme Court case Plessy v. Ferguson. The response does not convey an understanding of what specifically the Brown case was designed to correct: segregation in public schools. Racism, prejudice, and injustice are vague references but this cannot be inferred based on the information provided.
96. Identify and explain TWO reasons why President Truman and his advisers decided to drop atomic
bombs on Hiroshima and Nagasaki in 1945. First reason
Second reason
In the years immediately following the war, some people argued that Truman should not have dropped the bomb. What are TWO arguments these people made against Trumans decision? First argument
Second argument
Scoring Guide Score & Description Complete The response correctly lists two reasons why Truman and his advisors decided to drop the atomic bomb in 1945. The answer also correctly identifies two arguments made against using the bomb at the time. Essential The response correctly identifies two reasons Truman and his advisers decided to drop the atomic bomb and makes one good argument against using the bomb at the time. OR The response correctly identifies one reason Truman and his advisers decided to drop the atomic bomb and two arguments against using the bomb at the time. Partial The response correctly identifies one or two reasons for dropping the bomb. OR The response correctly gives one or two arguments against dropping the bomb. OR
The response gives one reason for dropping the bomb and one argument against dropping the bomb. Inappropriate The response does not identify any reasons why Truman and his advisers decided to use the bomb, nor does it cite any of the arguments made against Truman's decision. Credited Responses could include: Reasons Truman and his advisors decided to drop the bomb: using the bomb would greatly shorten the war save American lives that would be lost invading Japan; Japan wouldn't give up - Japan known to fight to bitter end end the Pacific war before Stalin entered and began making trouble as he was in Eastern Europe; demonstration to Soviet Union Arguments immediately after the war some people gave against dropping the bomb it wasn't necessary; Japan on last legs anyway; would have surrendered soon (at least conditionally) demonstration was a practical alternative that would have saved many civilian lives; should have done a demonstration and warned Japan and waited for Japan to surrender
Complete - Student Response Identify and explain TWO reasons why President Truman and his advisers decided to drop atomic bombs on Hiroshima and Nagasaki in 1945. First reason
Second reason
Second argument
Identify and explain TWO reasons why President Truman and his advisers decided to drop atomic bombs on Hiroshima and Nagasaki in 1945. First reason
Second reason
Second argument
Scorer Comments: These responses correctly list two reasons why Truman and his advisors decided to drop the atomic bomb in1945. The answers also correctly identify two arguments made against using the bomb at the time.
Essential - Student Response Identify and explain TWO reasons why President Truman and his advisers decided to drop atomic bombs on Hiroshima and Nagasaki in 1945. First reason
Second reason
Second argument
Second reason
In the years immediately following the war, some people argued that Truman should not have dropped the bomb. What are TWO arguments these people made against Trumans decision?
First argument
Second argument
Scorer Comments: The first response correctly identifies two reasons Truman and his advisors decided to drop the atomic bomb and makes one good argument against using the bomb at the time.The second argument for why people opposed this decision is not specific and does not receive credit. All other information is credited. In the second response, the first reason for why President Truman and his advisors decided to drop atomic bombs is not credited. All other information is credited. Partial - Student Response Identify and explain TWO reasons why President Truman and his advisers decided to drop atomic bombs on Hiroshima and Nagasaki in 1945. First reason
Second reason
Second argument
Second reason
Second argument
Scorer Comments: The first response is credited for the reasons why Truman and his advisors decided to drop the atomic bombs. The arguments provided are not credited. The first argument is a reiteration of the second reason Truman dropped the bombs, and the second argument is not true. In the second response, one piece of information is credited in this response: the first argument against dropping the atomic bombs. The second argument is not specific about how it made the United States appear atrocious and so is not credited. The reason provided for why President Truman and his advisors decided to drop the
bomb is not credited. Inappropriate - Student Response Identify and explain TWO reasons why President Truman and his advisers decided to drop atomic bombs on Hiroshima and Nagasaki in 1945. First reason
Second reason
Second argument
Second reason
Second argument
Scorer Comments: These responses do not identify any reasons why Truman and his advisors decided to use the bomb, nor do they cite any of the arguments made against Truman's decision. There were innocent people who got killed is not credited because it does not indicate the magnitude of destruction. Innocent people are killed in war.
"Strongly on our mind is what happened in the case of China at the end of World War II, where China was lost. . . . We don't want that [in Vietnam]." John F. Kennedy, 1963 97. Briefly explain what Kennedy meant when he said that "China was lost." Then explain why he referred to China to justify United States involvement in Vietnam.
Scoring Guide Score & Description Complete The response understands that the allusion to China was an allusion to Communism and that the connection to Vietnam was that North Vietnam had a Communist government while South Vietnam did not. It understands that JFK did not wish to "lose" another country to Communism, (because he believed this would encourage Communist expansion). Some ideas to look for: communism and 'domino theory'. Partial The response understands that the China allusion was to Communism, but it does not explain the Vietnam linkage. OR, the response gives a reason that the US was in Vietnam but does not show an understanding of the allusion to China. Inappropriate The response does not understand or show knowledge of the China/Vietnam linkageand it does not understand the allusion to Communism.
Complete - Student Response Briefly explain what Kennedy meant when he said that "China was lost." Then explain why he referred to China to justify United States involvement in Vietnam.
Briefly explain what Kennedy meant when he said that "China was lost." Then explain why he referred to China to justify United States involvement in Vietnam.
Scorer Comments: The fist response is a Complete response because it identifies that China became a communist country and that Kennedy did not want communism to spread to Vietnam. The second response is a Complete response because it identifies that China became a communist country and that Kennedy did not want communism to spread to Vietnam because democracy in the world would be endangered. Partial - Student Response Briefly explain what Kennedy meant when he said that "China was lost." Then explain why he referred to China to justify United States involvement in Vietnam.
Scorer Comments: The first response understands that the China allusion was to communism, but it does not explain the Vietnam linkage. The second response gives a reason that the U.S. was in Vietnam but does not show an understanding of the allusion to China. Inappropriate - Student Response Briefly explain what Kennedy meant when he said that "China was lost." Then explain why he referred to China to justify United States involvement in Vietnam.
Scorer Comments: These responses do not understand or show knowledge of the China/Vietnam linkage, and do not understand the allusion to communism. Many incorrect responses discussed China and the United States as allies or future possible allies. The second sample response indicates that the U.S. wanted to be trading partners but China did not realize this.
98. During the Korean War, United Nations forces made up largely of troops from the United States and
South Korea fought against troops from North Korea and A. B. C. D. Key C the Soviet Union Japan China Vietnam
99. Which is a famous book about conditions like those in the picture? A. B. C. D. Key C
The Great Gatsby, F. Scott Fitzgerald The Scarlet Letter, Nathaniel Hawthorne The Grapes of Wrath, John Steinbeck For Whom the Bell Tolls, Ernest Hemingway
100. What happened in Europe in the 1400s and 1500s that led people to explore the Americas and establish colonies there? A. The Black Plague caused many people to want to leave Europe. B. Political and economic competition among European countries increased.
C. People needed to find new sources of manufactured goods. D. Local nobles became more powerful and kings lost power. Key B
101. Maryland was among the first colonies to grant A. B. C. D. Key B legal rights to American Indians religious toleration to all Christians the right of all colonists to own slaves full political rights to all free Black people
102. The seventeenth-century patterns of trade represented by the lines on the map were known as the A. B. C. D. Key D trade deficit tariff system barter system triangular trade
103. In colonial times, what made up much of the trade that went along the route marked I on the map? A. B. C. D. Key B Manufactured goods from the West Indies and slaves from North America Sugar and rum from the West Indies and grain and meat from North America Indigo from the West Indies and gold from North America Dried fish from the West Indies and oil and coal from North America
104. Look at the map above. What was the Proclamation Line (Line of Demarcation) of 1763 and why was it drawn?
Scoring Guide Score & Description Complete The response both identifies the Proclamation Line of 1763 and explains why the line was drawn. Partial
The response identifies what the line was, or explains why it was drawn but does not do both. OR, the response answers both parts of the question vaguely. OR, the response is partially correct but has important inaccuracies. Inappropriate The response does not correctly explain what the Proclamation Line was or why it was drawn. OR, the response simply states information from the map (e.g., "it was along the Appalachian mountains" or "it was the border of the colonies"). Be aware of the student simply reading from the map. Credited Responses could include: The Proclamation Line of 1763 was a boundary drawn by the British at the end of the French and Indian (Seven Years') War, closing the newly won territory west of the Appalachians to the colonists. Line drawn because the British wanted more control over colonial relations with Native Americans, because Britain didn't want colonists in the territories.
Complete - Student Response Look at the map above. What was the Proclamation Line (Line of Demarcation) of 1763 and why was it drawn?
Scorer Comments: The two responses below received scores of Complete. They accurately identify the Proclamation Line of 1763 and explain why it was drawn. Included in the responses are reference to the role of Great Britain and to its desire to protect colonists or avoid settlement on Native American land to the west. Mention of the French and Indian war was not required for a score of complete.
Partial - Student Response Look at the map above. What was the Proclamation Line (Line of Demarcation) of 1763 and why was it drawn?
Scorer Comments: These responses were scored as Partial. They offer general descriptions of the Proclamation Line but do not mention the role of Britain or the goal of preventing interaction with Native Americans. Inappropriate - Student Response Look at the map above. What was the Proclamation Line (Line of Demarcation) of 1763 and why was it drawn?
Scorer Comments: These two responses received scores of Inappropriate. Neither correctly identifies the Proclamation Line or explains its purpose.
105. One of the central ideas of President George Washingtons foreign policy was that the United States should A. B. C. D. Key D play an active role in European affairs expand its influence throughout the Americas support democracies and oppose monarchies avoid permanent alliances with other countries
106. Which statement about the War of 1812 is accurate? A. B. C. D. Key B The United States enjoyed military superiority for most of the war. In some regions many people did not support the war. The peace treaty that ended the war doubled the size of the United States. Almost all of the land and sea battles were fought at great distances from United States territory.
107. Why did Missouris application for statehood in 1819 cause a political crisis? A. The United States had equal numbers of slave and free states, and Missouris entry would have upset the balance. B. The United States had never before established a state west of the Mississippi, and Missouris entry would have likely caused conflict with American Indians. C. Missouri was a center of abolitionist activity, and its admission would have antagonized southern states. D. Missouri was a center of secessionist activity, and its entry would have antagonized northern states. Key A
This question refers to the passage below. We hold, that on their separation from the Crown of Great Britain, the several colonies became free and independent States, each enjoying the separate and independent right of selfgovernment; and that no authority can be exercised over them or within their limits, but by their consent. It is equally true, that the Constitution of the United States is a compact formed between the several States. From "Address to the People of the United States," issued by the South Carolina Convention of 1832
108. This passage highlights a tension between A. B. C. D. Key C urban and rural interests East and West states rights and federal authority government economic subsidies and free enterprise
This question refers to the passage below. We hold, that on their separation from the Crown of Great Britain, the several colonies became free and independent States, each enjoying the separate and independent right of selfgovernment; and that no authority can be exercised over them or within their limits, but by their consent. It is equally true, that the Constitution of the United States is a compact formed between the several States. From "Address to the People of the United States," issued by the South Carolina Convention of 1832 109. This passage supports the A. B. C. D. Key D Northwest Ordinance Great Compromise Emancipation Proclamation Ordinance of Nullification
110. Why do you think the advertisement was directed at farmers? A. B. C. D. Key B Farmers tended to be interested in new inventions. Barbed wire could be used to prevent animals from trampling crops. The ranchers who invented the wire wanted to attract farmers to the area. Farmers controlled most of the money in the United States.
111. The invention shown in the advertisement contributed to the
A. B. C. D. Key A
end of the era of the open-range cattle industry end of the expansion of railroads Northern victory in the Civil War growth of the West Coast population and California statehood
112. Use the maps above to explain how the 1932 election results were different from the 1928 election results.
Scoring Guide Score & Description Complete The response describes the change from a Republican victory to a Democratic victory and correctly identifies the Depression or an economic downturn as the major reason for FDR victory. It offers some additional specifics; for example, it may mention Hoover's perceived failure to deal with the Depression, or the condition of the country in 1928 and 1932. Essential The response describes the change from a Republican victory to a Democratic victory and correctly identifies the Depression as major reason for FDR victory. However, it provides no specifics such as when the Depression began, Hoover's perceived failure to deal with the Depression, or the impact of the Depression on the U.S. Partial The response either describes the change from a Republican victory to a Democratic victory OR correctly identifies the Depression or an economic downturn as the key to FDR's victory. But it does not do both. Inappropriate The response does not correctly describe electoral differences between 1928 and 1932. It also fails to link FDR's victory (or Hoover's defeat) with the Depression or an economic downturn.
Complete - Student Response Use the maps above to explain how the 1932 election results were different from the 1928 election results.
Scorer Comments: These two responses received scores of Complete. They accurately describe the election results, mention an intervening historical event that contributed to the change, and also refer to the perception among the electorate that Roosevelt would address the problems that Hoover did not. Essential - Student Response Use the maps above to explain how the 1932 election results were different from the 1928 election results.
Scorer Comments: These two responses received scores of Essential. These are good answers, but lack some of the detail required for a score of Complete. The top response describes the change in voting and mentions the Great Depression as an important event (World War I is incorrect, but is ignored here because a correct event is included), but it does not discuss the impact of the Depression or differences between Hoover and Roosevelt. The bottom response describes the voting changes and also mentions the Depression. The brief reference to Hoover ("He must have done a bad job") is not sufficiently contextualized to raise this paper to a Complete. Partial - Student Response Use the maps above to explain how the 1932 election results were different from the 1928 election results.
Scorer Comments: These two responses received scores of Partial. The first response describes the change in voting in detail. The second part of the answer is incorrect. The second response indicates the basic shift from Republican to Democratic, but the answer regarding contributing events is inaccurate. Inappropriate - Student Response Use the maps above to explain how the 1932 election results were different from the 1928 election results.
Scorer Comments: These two responses were scored as Inappropriate. The first response is incorrect in stating both that "all the states" shifted party and that the number of electoral votes changed. References to women and slaves voting are not relevant to the period covered by this question. The second response incorrectly asserts that the Democrats won both elections and also incorrectly explains that the election results are related to land ownership, race, and gender.
National Archives 113. The poster refers to the A. B. C. D. Key A Japanese attack on Pearl Harbor German attack on the Lusitania Battle of Little Bighorn Tet Offensive
National Archives 114. What was the main message of the poster?
The response explains that the poster's message is that the attack must not go unavenged AND it must make some explicit reference to the correct war (e.g., "the bombing of Hawaii", "the Japanese", "World War II", "Pearl Harbor"). The answer must also show that the student understands what "avenge" means. ** Other acceptable themes in addition to revenge might be "to support the war" or "to enlist volunteers by using war propaganda".** Partial The response correctly interprets the revenge theme or propaganda purpose of the poster but does not make clear reference to the countries or event referred to ("to get revenge for what they did to us") OR the answer correctly identifies December 7th with Japanese attack on Pearl Harbor but does not clearly articulate the revenge theme. Inappropriate The response does not identify the poster's message or explicitly ties it to the incorrect war ("the Battle of Little Bighorn"). The answer may simply parrot the "avenge" slogan.
Complete - Student Response What was the main message of the poster?
Scorer Comments: These two sample responses were scored Complete. Both correctly explain the message of the poster and offer some historical context. Partial - Student Response What was the main message of the poster?
Scorer Comments: These two responses received scores of Partial. They both demonstrate an understanding that the poster sought to rally Americans to fight back, but neither sufficiently places the poster in historical context by identifying Japan as the attacker, Pearl Harbor as the site of the attack, or U.S. entry into World War II as the result. Inappropriate - Student Response What was the main message of the poster?
Scorer Comments: These two responses received a score of Inappropriate. Both offer only a literal reading of the poster.
115. The poster above was printed during the Second World War. Why was it printed? How did it try to appeal to women?
Scoring Guide Score & Description Complete The response answers both parts of the question (Why was it printed? How did it try to appeal to women?). Partial The response either says why the poster was printed, or explains how the poster tried to appeal to women, but does not do both. Inappropriate The response does not link the poster to the circumstances of WWII America, or explain how the poster tried to appeal to women.
Credited responses could include: The poster was printed to move women to join the war effort, because labor was needed for the war industries and to compensate for labor shortages caused by the war. The poster tries to appeal to women by invoking patriotism and/or discounting stereotypes about weak women. For instance, a woman is telling other women that they can keep the country going and support the war effort by working outside the home, and the woman's flexed bicep shows that she is capable of doing "men's work" in the factories.
Complete - Student Response The poster above was printed during the Second World War. Why was it printed? How did it try to appeal to women?
Scorer Comments: These responses received scores of Complete. Both explain that the poster was designed to get women to join the workforce by offering encouragement that they could handle traditionally male jobs. Partial - Student Response The poster above was printed during the Second World War. Why was it printed? How did it try to appeal to women?
The poster above was printed during the Second World War. Why was it printed? How did it try to
appeal to women?
Scorer Comments: These two responses were scored Partial. The first response explains that the poster was printed to get women involved in the war effort but does not say how it was designed to appeal to women. The second response explains that the poster appealed to women by showing that they were strong and helpful but does not say what its purpose was. Inappropriate - Student Response The poster above was printed during the Second World War. Why was it printed? How did it try to appeal to women?
Scorer Comments: These responses received scores of Inappropriate. They do not adequately explain either part of the question. The first response is incorrect in stating that the poster was designed to encourage women to join the army. The second response incorrectly argues that the poster was meant to address women's inequality. The poster had a much narrower purpose and was not designed to promote women's equality.
116. The photograph above shows Harry S Truman on his "whistle-stop" campaign for President in 1948. What are two ways that presidential campaigns today might differ from the one shown in the picture? 1)
2)
Scoring Guide Score & Description Complete The response successfully identifies two ways campaigns have changed. Partial
The response correctly identifies one difference; a second difference, if identified, is trivial or incorrect: for example, "the trains campaigners use today are faster." Inappropriate The response does not correctly identify any differences between old campaigns and contemporary ones. Credited Responses could include: Campaigns now essentially rely on television to convey information to voters, and to persuade the voters with carefully designed speeches and advertisements. Truman gave up to a dozen speeches a day to groups of people gathered near his train as he rode from (often small) town to town. Campaigns now are less focused on the small towns and villages that Truman visited; speeches and visits now more often made in important locations. Campaigns use different modes of transport to travel from one location to another, like airplanes, for speed and efficiency; Truman traveled all over the country by train. There is a greater need for security nowcandidates usually less accessible to individual voters.
Complete - Student Response The photograph above shows Harry S Truman on his "whistle-stop" campaign for President in 1948. What are two ways that presidential campaigns today might differ from the one shown in the picture? 1)
2)
2)
Scorer Comments: These responses received scores of Complete for providing two ways that presidential campaigns today differ from the one depicted in the photograph of Harry Truman. Although the question was designed primarily to elicit answers related to changes in technology, other types of answers were also accepted. In addition, it was understood and accepted that many answers to the question would be generalizations, as candidates today do sometimes speak in more intimate settings and do not always travel by airplane. Partial - Student Response The photograph above shows Harry S Truman on his "whistle-stop" campaign for President in 1948. What are two ways that presidential campaigns today might differ from the one shown in the picture? 1)
2)
2)
Scorer Comments: These two responses received scores of Partial for providing one important difference between Truman's 1948 presidential campaign and campaigns today. The first response was credited for the first answer but not for the answer about posters. The second response received credit for its second answer; candidates today are more likely to focus their campaigns on larger cities with more voters. Inappropriate - Student Response The photograph above shows Harry S Truman on his "whistle-stop" campaign for President in 1948. What are two ways that presidential campaigns today might differ from the one shown in the picture? 1)
2)
2)
Scorer Comments: These two responses were scored Inappropriate. They do not describe actual differences between presidential campaigns today and in 1948.
INTRODUCTION The Second World War had deep and lasting effects on American society and culture. During the war millions of men and women served in the armed forces and even more men and women back home worked in jobs making the materials necessary to fight the war. Fighting fascism abroad also raised important questions about racism and democracy at home. PART I UNITED STATES ENTRY INTO THE SECOND WORLD WAR In 1939, with the signing of the Nazi-Soviet Pact and the German invasion of Poland, the war in Europe had officially begun. The United States, however, remained neutral in the conflict, internally divided between those who wanted to stay out of the war and those who believed that U.S. entry was necessary. American neutrality ended on December 7, 1941, when the Japanese attacked Pearl Harbor. The sources in this section deal with the United States involvement in the Second World War. Source A : Charles Lindbergh made the following statement on April 23, 1941. War is not inevitable for this country. Such a claim is defeatism in the true sense. No one can make us fight abroad unless we ourselves are willing to do so. No one will attempt to fight us here if we arm ourselves as a great nation should be armed. Over a hundred million people in this nation are opposed to entering the war. If the principles of democracy mean anything at all, that is reason enough for us to stay out. If we are forced into a war against the wishes of an overwhelming majority of our people, we will have proved democracy such a failure at home that there will be little use of fighting for it abroad. 117. In your own words, explain what Lindbergh thinks about the United States going to war. What is the main reason he gives to support his position?
Scoring Guide Score & Description Complete The response shows an understanding that Lindbergh is against U.S. involvement in the war, indicates that the majority of Americans oppose entering the war AND indicates that in a democracy, the majority ought to rule. The response may also explain that involvement can be avoided by increasing U.S. military preparedness, and/or that the U.S. has no obligation to fight in other countries' wars. Partial Response shows an understanding that Lindbergh is against U.S. involvement in the war, but offers no
explanation of the argument OR does not explicitly state what Lindbergh thinks about the war but does show an understanding of Lindbergh's reasoning (i.e. that the democratic will should rule). Inappropriate Response shows no understanding of Lindbergh's views or argument.
Complete - Student Response In your own words, explain what Lindbergh thinks about the United States going to war. What is the main reason he gives to support his position?
In your own words, explain what Lindbergh thinks about the United States going to war. What is the main reason he gives to support his position?
Scorer Comments: These responses show an understanding that Lindbergh is against U.S. involvement in the war, indicate that the majority of Americans oppose entering the war AND indicate that in a democracy, the majority ought to rule.
Partial - Student Response In your own words, explain what Lindbergh thinks about the United States going to war. What is the main reason he gives to support his position?
Scorer Comments: Responses show an understanding that Lindbergh is against U.S. involvement in the war, but offer no explanation of the argument OR do not explicitly state what Lindbergh thinks about the war but do show an understanding of Lindbergh's reasoning (i.e., that the democratic will should rule). Inappropriate - Student Response In your own words, explain what Lindbergh thinks about the United States going to war. What is the main reason he gives to support his position?
Scorer Comments: Responses show no understanding of Lindbergh's views or argument.
INTRODUCTION The Second World War had deep and lasting effects on American society and culture. During the war millions of men and women served in the armed forces and even more men and women back home worked in jobs making the materials necessary to fight the war. Fighting fascism abroad also raised important questions about racism and democracy at home. PART I UNITED STATES ENTRY INTO THE SECOND WORLD WAR In 1939, with the signing of the Nazi-Soviet Pact and the German invasion of Poland, the war in Europe had officially begun. The United States, however, remained neutral in the conflict, internally divided between those who wanted to stay out of the war and those who believed that U.S. entry was necessary. American neutrality ended on December 7, 1941, when the Japanese attacked Pearl Harbor.
The sources in this section deal with the United States involvement in the Second World War. Source B : The following poster was put out by a private organization, the Committee to Defend America by Aiding the Allies, circa 1940.
Princeton University Library 118. The poster above seeks to protect America and aid Britain in the struggle against A. B. C. D. Key C China Japan Germany Italy
INTRODUCTION The Second World War had deep and lasting effects on American society and culture. During the war millions of men and women served in the armed forces and even more men and women back home worked in jobs making the materials necessary to fight the war. Fighting fascism abroad also raised important questions about racism and democracy at home. PART I UNITED STATES ENTRY INTO THE SECOND WORLD WAR
In 1939, with the signing of the Nazi-Soviet Pact and the German invasion of Poland, the war in Europe had officially begun. The United States, however, remained neutral in the conflict, internally divided between those who wanted to stay out of the war and those who believed that U.S. entry was necessary. American neutrality ended on December 7, 1941, when the Japanese attacked Pearl Harbor. The sources in this section deal with the United States involvement in the Second World War. 119. Describe two differences between the point of view expressed by the poster and the point of view expressed by Charles Lindbergh in Source A.
Scoring Guide Score & Description Complete Response identifies two differences between Lindbergh's point of view and the point of view expressed by the poster. Partial Response identifies one difference between Lindbergh's point of view and the point of view expressed by the poster. Inappropriate Response does not identify any acceptable difference between the two points of view. Credited responses could include the following: The poster sees war as a threat to the U.S.; Lindbergh does not. The poster suggests that it is the U.S.' duty to protect Britain, since Britain protects the U.S.; Lindbergh disagrees. The poster argues that the U.S. is likely to be attacked; Lindbergh argues that if sufficiently armed, the U.S. may be left alone.
Complete - Student Response Describe two differences between the point of view expressed by the poster and the point of view expressed by Charles Lindbergh in Source A.
Describe two differences between the point of view expressed by the poster and the point of view expressed by Charles Lindbergh in Source A.
Scorer Comments: Both Complete responses identify two acceptable differences between Lindbergh and the poster. They both point to Lindbergh's desire for the country to remain neutral, with the top response focusing on his claim that the U.S. could not be forced into conflict and the bottom response simply stating his neutrality position. The two responses also point out the difference between the sources in how democracy could be maintained. Partial - Student Response Describe two differences between the point of view expressed by the poster and the point of view expressed by Charles Lindbergh in Source A.
Scorer Comments: The two responses scored Partial each identify only one acceptable difference between the poster and Lindbergh. The top response received credit for the first comparison: the imperative to help an ally as opposed to remaining neutral unless a majority of the citizens demand otherwise. The comparison between helping Britains economy and promoting democracy is not supported by the documents. The bottom response only posits one difference. It compares the posters message that preserving the country requires helping Britain with Lindbergh's argument that preserving the country requires the U.S. to stay out of the war. Inappropriate - Student Response Describe two differences between the point of view expressed by the poster and the point of view expressed by Charles Lindbergh in Source A.
Scorer Comments: The two responses failed to identify an acceptable difference and were scored Inappropriate. In both instances, the responses misinterpreted one of the documents, thereby undermining the comparison they were trying to make. The first response is on the right track with the Lindbergh quote but incorrectly identifies the message of the poster as encouraging Britain to fight rather than encouraging the U.S. to help Britain fight. The second response shows some understanding of the poster but gives a confusing and incorrect interpretation of Lindbergh's position.
Source C : This is an excerpt from a speech about the Japanese attack on Pearl Harbor made by President Franklin D. Roosevelt on December 8, 1941. Yesterday, December 7, 1941a date which will live in infamythe United States was suddenly and deliberately attacked by naval and air forces of the Empire of Japan. . . . The attack yesterday on the Hawaiian Islands has caused severe damage to American naval and military forces. Very many American lives have been lost. . . . Hostilities exist. There is no blinking at the fact that our people, our territory, and our interests are in grave danger. . . . I ask that the Congress declare that since the unprovoked and dastardly attack by Japan on Sunday, December seventh, a state of war has existed between the United States and the Japanese Empire. Source D : Henry Stimson, secretary of war of the United States, made the following statement about the Japanese attack on Pearl Harbor. My first feeling was of relief that the indecision was over and that a crisis had come in a way which would unite all our people. Given the American losses at Pearl Harbor described by Roosevelt, it may seem surprising that Stimson
described his feeling after the attack as one of relief. 120. Based on your knowledge of history and the quotations, explain why Stimson might have felt such relief.
Scoring Guide Score & Description Complete Response is able to explain at least one major reason why Stimson might have felt relief. Partial Response explains that Stimson was relieved because the U.S. would now enter the war OR response contains the information required for a 3, but is vague. Inappropriate Response does not show any comprehension of why Stimson might have felt relief. Credited responses could include the following: 1. Pearl Harbor changed public opinion to free up decision-makers to enter war; 2. Stimson believed that Pearl Harbor had weakened isolationists' position; 3. With Pearl Harbor, internal division was over, or "US no longer divided"
Complete - Student Response Based on your knowledge of history and the quotations, explain why Stimson might have felt such relief.
Based on your knowledge of history and the quotations, explain why Stimson might have felt such relief.
Scorer Comments: These responses are able to explain at least one major reason why Stimson might have felt relief. Partial - Student Response Based on your knowledge of history and the quotations, explain why Stimson might have felt such relief.
Scorer Comments: Both responses received partial credit for suggesting that Stimson felt relief because he believed U.S. entry into the war was inevitable and now the "waiting game" had finally ended. However, the responses miss the more important point that Stimson's relief came from knowing that the attack on Pearl Harbor would serve to unite the American people behind a common goal. The top response is sidetracked by the issue of whether it was preferable to be attacked by Japan than by Germany. The bottom response is simply too vague. Inappropriate - Student Response Based on your knowledge of history and the quotations, explain why Stimson might have felt such relief.
Scorer Comments: The top response is not credited because it implies that the bombing of Pearl Harbor ended the war, and Henry Stimson was relieved that it was over. The bottom response is not credited because it incorrectly maintains that Stimson was relieved because the bombing of Pearl Harbor would help Americans understand that the Great Depression was not the biggest problem in their lives.
This question Part II IMPACT OF THE WAR ON THE UNITED STATES ECONOMY The task of fighting the war in Europe and the Pacific had a great impact on the American economy. About 15 million men and women entered the armed services and had to be supplied. The need to mobilize America for war, therefore, affected every segment of American society. Source E : These graphs show various pieces of information about the wartime economy.
121. The information in Source E supports which statement about the economy during the Second World War? A. B. C. D. Key C The United States was unable to shift production from civilian to military products. Strains on the economy during wartime led to a recession. Labor shortages and increased government spending led to rising wages. The war could not remove many lingering economic effects of the Great Depression.
122. Based on the information shown in Source E, which statement is correct? A. The war caused a major increase in the unemployment rate in the United States. B. The war caused a major increase in economic production in the United States.
C. Increases in the national debt limited economic growth during the war. D. The strain of the Great Depression made it difficult for the United States economy to respond to wartime production needs. Key B
123. If you wanted to learn in more depth about the impact of the Second World War on American society, what would be three pieces of information about the economy that you would like to have that are NOT provided either in the graph showing gross national product and unemployment or the graph showing wages? List the three pieces of information in the spaces provided below. First piece of information:
Second piece of information:
Third piece of information:
Scoring Guide Score & Description Complete Response lists three pieces of information that are not in the GNP/Unemployment graph or the Wages graph. Essential Response lists two pieces of information that are not in the GNP/Unemployment graph or the Wages graph. Partial Response lists one piece of information that is not in the GNP/Unemployment graph or the Wages graph. Inappropriate Response does not list any credited piece of information that is not in the GNP/Unemployment graph or the Wages graph. Credited responses could include the following: 1. need information about the ways in which economic growth affected different groups (as defined by ethnicity and gender) 2. need ways in which different regions were affected 3. need information on different economic sectors (banking, inflation, taxes, social security, etc.) 4. need information on changing nature of work/types of work made outmoded by new production modes
Complete - Student Response If you wanted to learn in more depth about the impact of the Second World War on American society, what would be three pieces of information about the economy that you would like to have that are NOT provided either in the graph showing gross national product and unemployment or the graph showing wages? List the three pieces of information in the spaces provided below. First piece of information:
If you wanted to learn in more depth about the impact of the Second World War on American society, what would be three pieces of information about the economy that you would like to have that are NOT provided either in the graph showing gross national product and unemployment or the graph showing wages? List the three pieces of information in the spaces provided below. First piece of information:
Scorer Comments: Each of the two Complete responses lists three types of information that could be useful in evaluating the impact of World War II on American society. The specific pieces of information listed get at important comparisons--either across time or among sectors of the economy or population--that would bring more detailed and nuanced understanding of the topic than is possible from the general graphs presented with the question. Essential - Student Response If you wanted to learn in more depth about the impact of the Second World War on American society, what would be three pieces of information about the economy that you would like to have
that are NOT provided either in the graph showing gross national product and unemployment or the graph showing wages? List the three pieces of information in the spaces provided below. First piece of information:
Scorer Comments: The responses scored Essential provided two acceptable pieces of information not found in the graphs. In the first response, credit is given for the first and third pieces of information. "The number of homeless people in America before and after" is not credited because it is not clear how it relates to information about the economy. In the second response, the first and second pieces of information are too similar to be credited as different pieces of information, so they count as one piece of information. The third piece of information is also credited. Partial - Student Response If you wanted to learn in more depth about the impact of the Second World War on American society, what would be three pieces of information about the economy that you would like to have that are NOT provided either in the graph showing gross national product and unemployment or the
graph showing wages? List the three pieces of information in the spaces provided below. First piece of information:
Third piece of information: If you wanted to learn in more depth about the impact of the Second World War on American society, what would be three pieces of information about the economy that you would like to have that are NOT provided either in the graph showing gross national product and unemployment or the graph showing wages? List the three pieces of information in the spaces provided below. First piece of information:
Scorer Comments: These two responses received scores of Partial for providing one piece of credited information. The top response gives two answers and is credited for "What was the effect World War II have on women in the country?" The second piece of information provided, about the effect of WWII on the entertainment industry, is not credited because the answer does not make clear how the impact on the relatively small entertainment sector of the economy would have affected the larger society. In the bottom response, only one piece of information is provided, and it is credited. Inappropriate - Student Response If you wanted to learn in more depth about the impact of the Second World War on American society, what would be three pieces of information about the economy that you would like to have that are NOT provided either in the graph showing gross national product and unemployment or the graph showing wages? List the three pieces of information in the spaces provided below.
First piece of information:
Scorer Comments: These two responses were scored Inappropriate. The three pieces of information provided in the top response are not credited because they do not appropriately address American society as it relates to the economy in the Second World War. The graphs provided clearly show that unemployment was very low during the war. In the bottom response, the first piece of information is not related to the economy, the second piece of information is not related to the World War II economy, and the third piece of information states an assumption about prices without any evidence that inflation was a problem. If stated more clearly as information needed to judge the impact of the war economy on society, the last answer would have received credit.
This question PART III THE HOME FRONT The war effort involved people both in and out of the military. The sources in this section are about the war effort. Source F : The following two posters appeared during the Second World War in the United States.
124. Taken together, these two posters suggest that during the war A. B. C. D. Key A there were shortages of many badly needed materials most people had their own cars many aspects of military production were unsafe the government encouraged people to buy consumer goods
This question PART III THE HOME FRONT The war effort involved people both in and out of the military. The sources in this section are about the war effort. Source F : The following two posters appeared during the Second World War in the United States.
125. One of the intentions of the two posters in Source F was to convince Americans that A. B. C. D. Key D fascism was having an impact on American political life the United States military was the strongest in the world the war was primarily an economic struggle and did not involve moral issues there was a connection between everyday life and the war effort
This question Source G : The following two posters appeared during the Second World War in the United States.
126. Look at the poster that says, Soldiers without guns. What was the message this poster intended to convey? A. B. C. D. Key B Women Women Women Women should join the military. were important partners in the war effort at home. best served the countrys needs by taking care of their children at home. involved in the war effort must not carry guns.
127. Look at the poster that says, SOMEONE TALKED! What does this poster suggest about American society during the war? A. B. C. D. Key D There was little support for the governments military strategy. The government banned political dissent during the war. There was a widespread fear of accidents at sea caused by inexperienced recruits. There was a widespread fear that German and Japanese spies were active in the United States.
128. The four posters in Sources F and G were produced by the federal government. What did the government hope to accomplish by producing and distributing the posters? Use at least one example from among the posters.
Scoring Guide Score & Description Complete The response gives an accurate explanation of the government's motive with specific reference to the war effort.
Partial The explanation is vague or general (e.g., "The government was trying to help"). Inappropriate The response does not offer an acceptable explanation. Credited responses could include the following: 1. 2. 3. 4. The The The The government government government government needed needed needed needed to to to to encourage and bolster morale at home. keep industrial production up to support the war effort. encourage people to conserve. encourage women to take nontraditional roles.
Complete - Student Response The four posters in Sources F and G were produced by the federal government. What did the government hope to accomplish by producing and distributing the posters? Use at least one example from among the posters.
The four posters in Sources F and G were produced by the federal government. What did the government hope to accomplish by producing and distributing the posters? Use at least one example from among the posters.
Scorer Comments: Both responses give an accurate explanation of the government's motive and provide a specific piece of evidence from at least one of the posters. In the top response, the credited explanation is related to how the government needed women to take on nontraditional roles in jobs during the war. It also is related to the idea that women's participation in the workforce to drive production was a necessary part of the war effort. The bottom credited explanation is related to how the posters were developed in order to encourage and bolster morale on the home front. Partial - Student Response The four posters in Sources F and G were produced by the federal government. What did the government hope to accomplish by producing and distributing the posters? Use at least one example from among the posters.
Scorer Comments: These two responses received partial credit. The top one correctly states that the posters were meant to get Americans to help the war effort, but the reference to "women doing there part at home" is too vague to constitute a creditable example. In the bottom response the example is also considered vague; the reference to the overall aim of the propaganda ("to help the moral of the people, and to show us that we can help in the war efforts") is fine, but the response does not cite a specific example from the posters to support the claim. Inappropriate - Student Response The four posters in Sources F and G were produced by the federal government. What did the government hope to accomplish by producing and distributing the posters? Use at least one example from among the posters.
Scorer Comments: The top response does not offer an acceptable explanation of the purpose of the posters and misinterprets the second poster from Source G ("Someone Talked"). In the bottom response the stated purpose of the poster is very vague ("be aware of the affect of war on the United States"), and Source F is misinterpreted as an example.
This question Source H: This is a quotation taken from an interview with Mike Royko, who became a journalist in Chicago. I was nine years old when the war started. It was a typical Chicago working-class neighborhood. It was predominantly Slavic, Polish. . . . In those days they put out extras. I remember the night the newsboys came through the neighborhood. . . . Germany had invaded Poland: 39. It was the middle of the night, my mother and father waking. People going out in the streets in their bathrobes to buy the papers. In our neighborhood with a lot of Poles, it was a tremendous story. Suddenly you had a flagpole. And a marker. Name went on the marker, guys from the neighborhood who were killed. Our neighborhood was decimated. There were only kids, older guys, and women. Suddenly I saw something I hadnt seen before. My sister became Rosie the
Riveter. She put a bandanna on her head every day and went down to this organ company that had been converted to war work. There was my sister in slacks. It became more than work. There was a sense of mission about it. Her husband was Over There. . . . There was the constant idea that you had to be doing something to help. It did filter down to the neighborhood: home-front mobilization. We had a block captain. . . . The world was very simple. I saw Hitler and Mussolini and Tojo: those were the villains. We were the good guys. . . . 129. What can you learn from the Royko quotation? A. Royko was uncomfortable with the notion of women working outside the home. B. The war led people to criticize government policies actively and to question information they received in the newspapers. C. The war was very important to people in Roykos neighborhood. D. Few young men actually left Roykos neighborhood to join the armed forces. Key C
This question Source H: This is a quotation taken from an interview with Mike Royko, who became a journalist in Chicago. I was nine years old when the war started. It was a typical Chicago working-class neighborhood. It was predominantly Slavic, Polish. . . . In those days they put out extras. I remember the night the newsboys came through the neighborhood. . . . Germany had invaded Poland: 39. It was the middle of the night, my mother and father waking. People going out in the streets in their bathrobes to buy the papers. In our neighborhood with a lot of Poles, it was a tremendous story. Suddenly you had a flagpole. And a marker. Name went on the marker, guys from the neighborhood who were killed. Our neighborhood was decimated. There were only kids, older guys, and women. Suddenly I saw something I hadnt seen before. My sister became Rosie the Riveter. She put a bandanna on her head every day and went down to this organ company that had been converted to war work. There was my sister in slacks. It became more than work. There was a sense of mission about it. Her husband was Over There. . . . There was the constant idea that you had to be doing something to help. It did filter down to the neighborhood: home-front mobilization. We had a block captain. . . . The world was very simple. I saw Hitler and Mussolini and Tojo: those were the villains. We were the good guys. . . . 130. Using information from the quotation in Source H, describe two important ways the Second World War influenced the actions and beliefs of people at home.
Scoring Guide Score & Description Complete The response describes two key ways in which the Second World War affected the homefront AND supports each with clear (explicit or implicit) evidence from the quotation. Partial The response identifies one key way in which the Second World War affected the home front, supported by clear explicit or implicit evidence from quote OR identifies two key ways with minimal or no evidence from quote. Inappropriate The response does not address how beliefs and actions of people at home were affected by the war. Credited responses could include: Women entered the workforce, sometimes for the first time; this affected both the women who entered and the men who saw them do the work. The war led people to see the world in simpler, and starker, terms--as a struggle between good and evil. People felt part of a larger cause, and had a sense of mission about their roles.
Complete - Student Response Using information from the quotation in Source H, describe two important ways the Second World War influenced the actions and beliefs of people at home.
Using information from the quotation in Source H, describe two important ways the Second World War influenced the actions and beliefs of people at home.
Scorer Comments: Both Complete responses provide two key ways that the Second World War affected the home front: that women entered the workforce and that having a common enemy helped provide a sense of unity. The top response makes explicit reference to the quotation; the bottom response makes only implicit reference, but responses like this received complete credit because they clearly drew upon the information in the provided source. Partial - Student Response Using information from the quotation in Source H, describe two important ways the Second World War influenced the actions and beliefs of people at home.
Scorer Comments: The first response identifies one key way in which the Second World War affected the homefront (women went and got factory jobs). This example also implicitly references the quotations. The second response describes one important way the Second World War influenced the actions and beliefs of people at home; it correctly points to the important role of women in the workplace during the war. The additional references to fear and spies, while not untrue, are not derived from Source H and so do not receive credit. Inappropriate - Student Response Using information from the quotation in Source H, describe two important ways the Second World War influenced the actions and beliefs of people at home.
Scorer Comments: The first response does not address how the beliefs and actions of people at home were affected by the war. The response makes a generalized statement about attitudes during the war, but it is not related to the quotation provided. The second response does not address important ways that the Second World War influenced the actions and beliefs of people at home using information from the provided quotation. The response says that women worked from home and that men volunteered. These are not credited activities.
This question Source I-K These sources show the effect that the war had on women on the home front. Source I : I started defense work in 42. . . . My husband didnt like it. He was one of these men that never wanted his wife to work. . . . But he found that it was a pretty good idea at the time. It was a necessity, because he would have had to do something else. We couldnt live on what he was making, so thats the way it goes. . . . I was laid off in September of 45. I just got a slip of paper saying that I wouldnt be needed again. . . . The idea was for the women to go back home. The women understood that. And the men had been promised their jobs when they came back. I was ready to go home. I was tired. I had looked forward to it because there were too many things that I wanted to do with my daughter. . . . But I always felt that if married women needed to work, then that was their choice. Source J : I was just a mother of four kids, thats all. But I felt proud of myself for having a job and felt good being that I had never done anything like that. I felt good that I could do something, and being that it was war, I felt that I was doing my part. I went from 65 cents to $1.05. That was top pay. It felt good and, besides, it was my own money. I could do whatever I wanted with it because my husband, whatever he was giving to the house, he kept on paying it. I used to buy clothes for the kids; buy little things that they needed. I had a bank account and I had a little savings at home where I could get ahold of the money right away if I needed it. Source K : They were recruiting for any kind of work you wanted. Newspapers, just splashing everywhere: Help Wanted, Help Wanted, Jobs, Jobs, Jobs. Propaganda on every radio station: If youre an American citizen come to gate so-and-soat Lockheed or at the shipyards in San Pedro. And they did it on the movie screens when theyd pass the collection cans. You were bombarded. . . . Actually what attracted meit was not the money and it was not the job because I didnt even know how much money I was going to make. But the adsthey had to be bombardments: Do your part, Uncle Sam Needs You, V for Victory. I got caught up in that patriotic win the war, help the boys. The patriotism that was so strong in eveyone then. 131. Based on evidence from Sources H-K, evalutate the above interpretation of the impact of the war on women.
Scoring Guide Score & Description Complete Response cites at least two reasons why women joined the workforce during World War II. Partial Response cites at least one reason why women joined the workforce during World War II. Inappropriate Response does not cite any acceptable reasons why women joined the workforce during World War II. Credited responses could include the following: Woman in Source K appears to have joined the workforce for patriotic reasons. Women in Source I and J joined in order to have more money. Woman in Source I spoke of women having more independence. Accept the following types of responses as direct references to the source. They were trying to help the boys. They needed to help out their husbands. It felt good to help out in the war effort.
Complete - Student Response Based on evidence from Sources H-K, evalutate the above interpretation of the impact of the war on women.
Based on evidence from Sources H-K, evalutate the above interpretation of the impact of the war on women.
Scorer Comments: These two responses identify at least two reasons why women joined the workforce during World War II (money and patriotism) and appropriately utilize the sources H-K. Partial - Student Response Based on evidence from Sources H-K, evalutate the above interpretation of the impact of the war on women.
Scorer Comments: These two responses received scores of Partial. The top one does not explicitly tackle the question of whether women entered the workforce to be part of the war effort, but it does give as a one reason, which is supported by the sources, that they worked to support their families. The bottom response received credit primarily for recognizing that the sources offer several different reasons why women joined the workforce during the war. It does say that women "wanted to do their part" and "felt a pull to jump on the bandwagon," but these references, while true, are not developed here. What bandwagon, for instance, did women want to jump on? Inappropriate - Student Response Based on evidence from Sources H-K, evalutate the above interpretation of the impact of the war on women.
Scorer Comments:
The first response received a score of Inappropriate because it focuses on the impact of men on women working, not the impact of the war on women. The second response is a vague reference to the quote, but it does not evaluate the interpetation provided or reference the sources in any way and therefore was not credited.
The war also encouraged African Americans to challenge their status in American society. Sources L and M are about the African American experience during the war.
Source L : The following quotation is from A. Philip Randolph, president of the Brotherhood of Sleeping Car Porters, a union with predominantly African American members. Randolph was active in the movement to desegregate Americas wartime industries. American Negroes, involved as we are in the general issues of [the Second World War], are confronted not with a choice but with the challenge both to win democracy for ourselves at home and to help win the war for democracy the world over. Source M : The following is a wartime recollection of Lloyd Brown, an African American soldier, about an episode in a lunchroom in Salina, Kansas, where he was stationed. As we entered, the counterman hurried to the rear to get the owner, who hurried out front to tell us with urgent politeness: You boys know we dont serve colored here. Of course we knew it. They didnt serve colored anywhere in town. . . . The best movie house did not admit Negroes. . . . There was no room at the inn for any Black visitor, and there was no place . . . where he could get a cup of coffee. You know we dont serve colored here, the man repeated. . . . We ignored him, and just stood there inside the door, staring at what we had come to see the German prisoners of war who were having lunch at the counter. . . . We continued to stare. This was really happening. . . . The people of Salina would serve these enemy soldiers and turn away Black American G.I.s. . . . If we were untermenschen [subhuman] in Nazi Germany, they would break our bones. As colored men in Salina, they only break our hearts. 132. Citing Sources L and M and your knowledge of United States history, explain how events of the Second World War inspired many African Americans to argue for civil rights at home.
Scoring Guide Score & Description
Complete Response explains, with clear references to the sources (implicit or explicit), the relationship between the war and the issue of civil rights at home for African Americans. (Must answer/connect situation and why it inspired argument for civil rights) Partial Response explains in a general way the relationship between the war and the civil rights of African Americans at home. May or may not make reference to sources, while retelling/paraphrasing of the situation illustrated in quote or gives reference to source only (without describing situation). Inappropriate Response does not explain the relationship between the war and civil rights for African Americans at home. May include direct quotes from sources and/or paraphrasing also, without any explanation. Credited responses could include the following: Since, as Randolph says, the war is for democracy abroad, it is only logical that African Americans would question democracy at home as well and be more critical of the flaws/problems in American society.
Complete - Student Response Citing Sources L and M and your knowledge of United States history, explain how events of the Second World War inspired many African Americans to argue for civil rights at home.
Citing Sources L and M and your knowledge of United States history, explain how events of the Second World War inspired many African Americans to argue for civil rights at home.
Scorer Comments: The first response explains, with clear references to the sources, the relationship between the war and the issue of civil rights at home for African Americans. The reference to the restaurant and not being served lunch is a clear connection to Source M. The second response explains, with clear references to the sources, the relationship between the war and the issue of civil rights at home for African Americans. The reference, The war made black soldiers question integrity of the freedom and democracy in their own country, is an implict connection Source L. Partial - Student Response Citing Sources L and M and your knowledge of United States history, explain how events of the Second World War inspired many African Americans to argue for civil rights at home.
Scorer Comments: In these responses, there is an example of a general explanation of the relationship between the war and the civil rights of African Americans at home. There are no clear connections to Sources L or M. Inappropriate - Student Response Citing Sources L and M and your knowledge of United States history, explain how events of the Second World War inspired many African Americans to argue for civil rights at home.
Scorer Comments: These responses were not credited because they do not explain the connection to experiences in the war to the injustice at home in the United States. The first response only addresses the injustices of segregation in the United States.
133. Wars cause major changes at home as well as abroad. Use specific evidence from among the quotations, graphs, and posters in this section (Sources A-M) to explain two ways in which wars have had important effects at home. Make sure to support your answer by referring to more than one of the sources provided.
Scoring Guide Score & Description Complete The response notes two effects of wars on society (wars in general or World War II in particular) AND correctly uses more than one source. Essential The response notes two effects of wars on society (wars in general or World War II in particular) AND correctly uses one source. Partial The response notes only one effect of war on society (wars in general or World War II in particular) AND correctly uses one sources
OR response notes one or two effects but neither is correctly supported by a source. Inappropriate Response does not cite any effect of war on society. Credited responses include the following: Disunity/ Divided opinon (Source: Lindbergh/Stimson) Unity, Public opinion unified (Sources: unity achieved by propaganda, as suggested by posters, unity achieved by Pearl Harbor) Patriotism, idealism increased (Sources: Royko (communities unified behind troops), posters)
Complete - Student Response Wars cause major changes at home as well as abroad. Use specific evidence from among the quotations, graphs, and posters in this section (Sources A-M) to explain two ways in which wars have had important effects at home. Make sure to support your answer by referring to more than one of the sources provided.
Wars cause major changes at home as well as abroad. Use specific evidence from among the quotations, graphs, and posters in this section (Sources A-M) to explain two ways in which wars have had important effects at home. Make sure to support your answer by referring to more than one of the sources provided.
Scorer Comments: The first response explains two ways that wars have important effects at home and refers to more than one source as evidence in the explanation. The first way is that the economy improved because unemployment went down. This is accompanied by a reference to Source E. The second way is that African Americans began to fight for civil rights at home. This is accompanied by a reference to Source M. The second response explains two ways that wars have important effects at home and refers to more than one source as evidence in the explanation. The first way is that women entered the workforce in large numbers for the first time. This is accompanied by a reference to Source K. The second way is that the war made the world very simple for some people. Unity is a credited effect. This is accompanied by a reference to Source H. Essential - Student Response Wars cause major changes at home as well as abroad. Use specific evidence from among the quotations, graphs, and posters in this section (Sources A-M) to explain two ways in which wars have had important effects at home. Make sure to support your answer by referring to more than one of the sources provided.
Scorer Comments: The first response explains two ways that wars have important effects at home and refers to one source as evidence in the explanation. The first way is that the national debt increased substantially. This is accompanied by a reference to Source E. The second way is that women entered the workforce. The second response explains two ways that wars have important effects at home and refers to one source as evidence in the explanation. The first way is that women entered the workforce. The second way is that African Americans began to argue for civil rights. This explanation is
accompanied by a reference to Source L: if blacks were able to fight for democracy, they should be free in their own country. Partial - Student Response Wars cause major changes at home as well as abroad. Use specific evidence from among the quotations, graphs, and posters in this section (Sources A-M) to explain two ways in which wars have had important effects at home. Make sure to support your answer by referring to more than one of the sources provided.
Scorer Comments: The first response explains one way that wars have important effects at home and refers to at least one source as evidence in the explanation. The explanation is that women entered the workforce. The response correctly references Source G and Source K as support.The second response explains one way that wars have important effects at home, but it is not supported by a source. The credited explanation in this response is that war has a way of uniting people. Inappropriate - Student Response Wars cause major changes at home as well as abroad. Use specific evidence from among the
quotations, graphs, and posters in this section (Sources A-M) to explain two ways in which wars have had important effects at home. Make sure to support your answer by referring to more than one of the sources provided.
Scorer Comments: The first response discusses several sources, but none of the references are accurate. The second response references Source K, but it provides no information about it. The accompanying explanation of the effects of war at home, women became strong influences is not specific enough to be credited.
The following question refers to the picture below.
134. The remains of this Sinaguan cliff house tell us something about the way ancient people lived in what is now the southwestern part of the United States. Which of the activities below would be the best way to learn how the Sinaguan people lived in ancient times? A. B. C. D. Key Study letters and diaries left in the cliff houses. Talk to people living near the cliff houses. Study tools, bones, and pottery left in the cliff houses. Camp out in the cliff houses for a couple of days.
135. The Sinaguan people most likely built their homes in the cliffs because A. B. C. D. Key B they did not know how to build other kinds of homes cliffs formed a natural barrier against enemies and the elements of nature it is easier to build on cliffs than in valleys cliffs offer a better view of the area
136. Indentured servants were different from slaves because indentured servants A. B. C. D. Key B came from the West Indies were freed at the end of their term were paid less money did much easier work
The following question refers to Maps A and B below. Map A shows the southern colonies, and Map B shows the New England colonies.
137. Based on the maps, what is one product that the southern colonies had that the New England colonies did not have?
Why didn't the New England colonies have the product you identified? Use the maps and what you know about American history to help you answer the question.
Scoring Guide Score & Description Appropriate The response accurately chooses one product (tobacco, rice, indigo) the New England colonies did not have and explains why they did not have it. Partial The response accurately chooses one product the New England colonies did not have, but does not accurately explain why they did not have it. Inappropriate The response does not accurately choose one product the New England colonies did not have.
Appropriate - Student Response Based on the maps, what is one product that the southern colonies had that the New England colonies did not have?
Scorer Comments: The response correctly chooses indigo as one product and explains that it was not grown in New England because the climate there was too cold. Based on the maps, what is one product that the southern colonies had that the New England colonies did not have?
Scorer Comments: The response correctly chooses tobacco as one product. The explanation that it "grows in warmer states" was accepted even though some tobacco was grown in New England. Partial - Student Response Based on the maps, what is one product that the southern colonies had that the New England colonies did not have?
Scorer Comments: The response correctly lists all three products, but the explanation is incorrect. Based on the maps, what is one product that the southern colonies had that the New England colonies did not have?
Scorer Comments: The response correctly identifies rice as a product, but the explanation, that New England "had too much cattle," is incorrect. Inappropriate - Student Response Based on the maps, what is one product that the southern colonies had that the New England colonies did not have?
Scorer Comments: The response does not name a specific product found on the southern colonies' map that does not appear on the northern colonies' map. Based on the maps, what is one product that the southern colonies had that the New England colonies did not have?
Scorer Comments: The response lists products found in New England rather than those found in the South. The explanation is vague as well.
138. Sojourner Truth said these words in 1852. I hears talk about the constitution and rights of man. I come up and I takes hold of this constitution. It looks mighty big. And I feels for my rights, but they not there. What did Sojourner Truth want to communicate with her words? A. B. C. D. Key C Poor people did not know what was written in the Constitution. African Americans were not allowed to read the Constitution. The Constitution did not talk about the rights of African Americans. The Constitution needed to talk about the rights of Native Americans.
The following question refers to the painting below of a town on the western frontier.
Museum of the City of New York, Harry T. Peters Collection
139. Look carefully at the painting of a western town shown above. Describe three specific things you see in the painting that could have made people want to become settlers in the West. 1.
2.
3.
Scoring Guide Score & Description Appropriate The response gives two or three accurate "3"-level descriptions of specific things in the painting that could have persuaded people to become settlers and go west. Partial The response gives at least one "2"-level description of a specific thing in the painting that could have
persuaded people to become settlers and go west. Inappropriate The response does not give any accurate descriptions of specific things in the painting that could have persuaded people to become settlers and go west.
Appropriate - Student Response Look carefully at the painting of a western town shown above. Describe three specific things you see in the painting that could have made people want to become settlers in the West. 1.
2.
3.
Scorer Comments: The response describes three things from the picture that could have contributed to western settlement. Look carefully at the painting of a western town shown above. Describe three specific things you see in the painting that could have made people want to become settlers in the West. 1.
2.
3.
Scorer Comments: The response offers two things from the picture (open land and transportation) that could have
contributed to western settlement. The third answer is too vague. Scoring criteria awards full credit to responses providing two or three accurate answers. Partial - Student Response Look carefully at the painting of a western town shown above. Describe three specific things you see in the painting that could have made people want to become settlers in the West. 1.
2.
3.
Scorer Comments: The response provides two "2"-level answers (trains and forest), which meets the criteria for a Partial. Slightly more information is required to raise these answers to a "3"-level, e.g., "trains for transportation" or "forest for lumber." Look carefully at the painting of a western town shown above. Describe three specific things you see in the painting that could have made people want to become settlers in the West. 1.
2. 3.
Scorer Comments: The response contains one "3"-level description (a lot of land) and two "2"-level descriptions. The "2"level descriptions are on the right track but need more information to raise them to "3"-level answers. Inappropriate - Student Response Look carefully at the painting of a western town shown above. Describe three specific things you see in the painting that could have made people want to become settlers in the West. 1.
2.
3.
Scorer Comments: The response does not provide any credited answers. The student seems to have misunderstood the task. Look carefully at the painting of a western town shown above. Describe three specific things you see in the painting that could have made people want to become settlers in the West. 1.
2.
3.
Scorer Comments: The response does not provide any credited descriptions. Horses and wagons could be had without settling in the west, and while gold was a draw for some settlers, gold mines are not shown in the painting.
140. Paintings like this one helped to make people want to go west. How was life on the frontier different from what the painting shows? 1.
2.
Scoring Guide Score & Description Acceptable Response describes two accurate "A"-level ways in which frontier life differed from the experience portrayed in the picture OR one "A"-level way and one "B"-level way. Partial Response describes one accurate "A"-level way in which frontier life differed from the experience portrayed in the picture OR one or more "B"-level ways. Inappropriate
Response does not describe any way in which frontier life differed from the experience portrayed in the picture. If an opinion is given, it is not supported with references to the lives of settlers on the frontier.
Acceptable - Student Response Paintings like this one helped to make people want to go west. How was life on the frontier different from what the painting shows? 1.
2.
Scorer Comments: The response provides two accurate ways that life on the frontier might have been different than the way portrayed in the painting. Paintings like this one helped to make people want to go west. How was life on the frontier different from what the painting shows? 1.
2.
Scorer Comments: The response provides two accurate ways that life on the frontier might have been different than the way portrayed in the painting. Partial - Student Response Paintings like this one helped to make people want to go west. How was life on the frontier different from what the painting shows? 1.
2.
Scorer Comments: The response provides one way that life on the frontier might have differed from the painting: slaves were present on some portions of the frontier. The second answer is unclear. Paintings like this one helped to make people want to go west. How was life on the frontier different from what the painting shows? 1.
2.
Scorer Comments: The response gives one way that life on the frontier might have differed from the painting: many areas of the frontier were not served by a railroad. The first answer is incorrect. Land was available and was the primary attraction for many frontier settlers. Inappropriate - Student Response Paintings like this one helped to make people want to go west. How was life on the frontier different from what the painting shows? 1.
2.
Scorer Comments: The response provides two answers that address relevant issues, but they are both too vague to receive credit. Paintings like this one helped to make people want to go west. How was life on the frontier different from what the painting shows? 1.
2.
Scorer Comments: The response gives two unacceptable answers. There were both trains and telegraph lines serving the frontier during the second half of the 19th century. To receive credit, the response needed to be specific about chronology.
141. The purpose of the Underground Railroad was to A. B. C. D. Key C make transportation to the western frontier easier take Native Americans to reservations in the West provide an escape route for slaves fleeing their masters provide a way for European immigrants to move to the Midwest
A house divided against itself cannot stand. I believe this government cannot endure permanently half slave and half free. I do not expect the Union to be dissolved I do not expect the house to fall but I do expect it will cease to be divided. Abraham Lincoln, 1858 142. What did Abraham Lincoln mean in this speech? A. B. C. D. Key C The South should be allowed to separate from the United States. The government should support slavery in the South. Sometime in the future slavery would disappear from the United States. Americans would not be willing to fight a war over slavery.
143. This poster wants "men of color" to fight in which war? A. B. C. D. Key B The The The The Revolutionary War Civil War Second World War Vietnam War
Courtesy Museum of American Political Life. University of Hartford, Hartford, CT.
144. The cartoon above is about women's fight for the right to vote. The message of the cartoon is that women should not vote because if women voted A. B. C. D. Key C men would lose their jobs people would have too many children they would not pay enough attention to their families they would have to go fight in wars
National Archives Franklin D. Roosevelt Library
145. The photograph above shows a breadline in New York City during the Great Depression. Such breadlines were common during this period because A. B. C. D. Key A many people had little money to buy food dust bowls in the West caused a shortage of wheat most food went to feed soldiers fighting in the Second World War most farmers left their farms for jobs in the cities
The following question is based on the graph below.
146. What information is true based on the graph? A. B. C. D. Key B Military Military Military Military spending spending spending spending was higher in 1938 than in 1940. went up the most between 1940 and 1941. went up the most between 1939 and 1940. was the same in 1938 as it was in 1937.
147. Which event caused the largest change in military spending shown in the graph?
A. B. C. D. Key B
The The The The
First World War Second World War Vietnam War Korean War
148. In 1963, Martin Luther King, Jr., led a big march on Washington, D.C. called the March for Jobs and Freedom. Write down two other things that the people who marched with Martin Luther King, Jr., wanted. Do not write "jobs" or "freedom." 1.
2.
Scoring Guide Score & Description Appropriate The response gives two accurate things that supporters of King wanted. Partial The response gives one accurate thing that supporters of King wanted. Inappropriate The response gives no accurate things that supporters of King wanted.
Appropriate - Student Response In 1963, Martin Luther King, Jr., led a big march on Washington, D.C. called the March for Jobs and Freedom. Write down two other things that the people who marched with Martin Luther King, Jr., wanted. Do not write "jobs" or "freedom." 1.
2.
Scorer Comments: The response offers two accurate goalsschool desegregation and respectof people participating in the March for Jobs and Freedom. In 1963, Martin Luther King, Jr., led a big march on Washington, D.C. called the March for Jobs and Freedom. Write down two other things that the people who marched with Martin Luther King, Jr., wanted. Do not write "jobs" or "freedom." 1.
2.
Scorer Comments: The response offers two accurate goalsgreater community involvement and an end to discrimination of people participating in the March for Jobs and Freedom. Partial - Student Response In 1963, Martin Luther King, Jr., led a big march on Washington, D.C. called the March for Jobs and Freedom. Write down two other things that the people who marched with Martin Luther King, Jr., wanted. Do not write "jobs" or "freedom." 1.
2.
Scorer Comments: The response offers one acceptable goal: not to be judged by the color of one's skin. The first answer is not specific enough to receive credit. In 1963, Martin Luther King, Jr., led a big march on Washington, D.C. called the March for Jobs and Freedom. Write down two other things that the people who marched with Martin Luther King, Jr., wanted. Do not write "jobs" or "freedom." 1.
2.
Scorer Comments: Both goalsrespect and dignityare acceptable as individual answers, but they were judged to be too similar to each other to count as two distinct answers. Inappropriate - Student Response In 1963, Martin Luther King, Jr., led a big march on Washington, D.C. called the March for Jobs and Freedom. Write down two other things that the people who marched with Martin Luther King, Jr., wanted. Do not write "jobs" or "freedom." 1.
2.
Scorer Comments: The response does not give any accurate goals. The first answer fails to specify that marchers wanted buses to be integrated; the second is unclear about what "leave them alone" means. In 1963, Martin Luther King, Jr., led a big march on Washington, D.C. called the March for Jobs and Freedom. Write down two other things that the people who marched with Martin Luther King, Jr., wanted. Do not write "jobs" or "freedom." 1.
2.
Scorer Comments: The response provides two unacceptable answers. The first is historically inaccurate, and the second repeats the prompt.
149. When workers strike against the company they work for, they refuse to work for a period of time. Give two reasons why people go on strike. Be specific in your answer. 1.
2.
Scoring Guide Score & Description Appropriate The response gives two accurate reasons why people go out on strike. Partial. The response gives one accurate reason why people go out on strike. Inappropriate The response gives no accurate reasons why people go out on strike.
Appropriate - Student Response When workers strike against the company they work for, they refuse to work for a period of time. Give two reasons why people go on strike. Be specific in your answer. 1.
2.
Scorer Comments: The response gives two specific, accurate reasons workers go on strike. When workers strike against the company they work for, they refuse to work for a period of time. Give two reasons why people go on strike. Be specific in your answer. 1.
2.
Scorer Comments: The response gives two specific, accurate reasons workers go on strike. Partial. - Student Response When workers strike against the company they work for, they refuse to work for a period of time. Give two reasons why people go on strike. Be specific in your answer. 1.
2.
Scorer Comments: The response gives one specific, accurate reason workers go on strike (pay), but the second answer is too vague to receive credit. When workers strike against the company they work for, they refuse to work for a period of time. Give two reasons why people go on strike. Be specific in your answer.
1.
2.
Scorer Comments: The response gives one specific, accurate reason workers go on strike (benefits), but the second answer is too vague to receive credit. Inappropriate - Student Response When workers strike against the company they work for, they refuse to work for a period of time. Give two reasons why people go on strike. Be specific in your answer. 1.
2.
Scorer Comments: The response does not give any specific, accurate reasons why workers go on strike. When workers strike against the company they work for, they refuse to work for a period of time. Give two reasons why people go on strike. Be specific in your answer. 1.
2.
Scorer Comments: The response does not give any specific, accurate reasons why workers go on strike.
150. Directly on the world map above, circle two countries where the United States has sent soldiers to fight a war. Then in the space below explain why the United States sent people to fight in the two places that you circled. Place 1
Place 2
Scoring Guide Score & Description Complete The response correctly identifies two countries where the United States has sent soldiers to war. It specifically explains why the United States sent troops to fight in the wars they have identified. (2 countries and 2 complete explanations) Essential
The response correctly identifies two countries. It gives a correct explanation for only one country OR the explanations for two countries are correct, but vague, such as "to preserve freedom". (2 countries plus 2 vague or 1 complete with or without vague) Partial The response correctly identifies one or two countries without giving any (or any correct) explanations of why the U.S. was at war. (The highest possible score for one country with a correct explanation.) Inappropriate The response does not correctly identify a county where the U.S. was at war or give any explanation.
Complete - Student Response Directly on the world map above, circle two countries where the United States has sent soldiers to fight a war.
Then in the space below explain why the United States sent people to fight in the two places that you circled. Place 1
Place 2
Scorer Comments: The response identifies two countries to which the U.S. has sent troops to fight a war (Mexico in the Mexican War and Iraq in the First Gulf War) and correctly explains why. Directly on the world map above, circle two countries where the United States has sent soldiers to fight a war.
Place 2
Scorer Comments: The response identifies two countries to which the U.S. has sent soldiers to fight a war (Germany in WW II and Iraq in the Iraq War) and explains why the troops were sent. Essential - Student Response Directly on the world map above, circle two countries where the United States has sent soldiers to fight a war.
Place 2
Scorer Comments: The response correctly identifies two countries to which the U.S. has sent troops to fight a war. For Iraq, the oil explanation is acceptable. The explanation for Vietnam is too vague. Directly on the world map above, circle two countries where the United States has sent soldiers to fight a war.
Place 2
Scorer Comments: The response correctly identifies two countries to which the U.S. has sent troops to fight a war. The explanation for Iraq is acceptable, but the explanation for Germany is incorrect and does not specify World War II. Partial - Student Response Directly on the world map above, circle two countries where the United States has sent soldiers to fight a war.
Place 2
Scorer Comments: The response identifies two creditable countries, but both explanations are incorrect. The U.S. has not sent soldiers to Britain to fight the British or to China to extract financial aid. Directly on the world map above, circle two countries where the United States has sent soldiers to fight a war.
Scorer Comments: The response identifies one country to which the U.S. has sent troops to fight a war. The explanation is incorrect. Inappropriate - Student Response Directly on the world map above, circle two countries where the United States has sent soldiers to fight a war. Then in the space below explain why the United States sent people to fight in the two places that you circled. Place 1
Directly on the world map above, circle two countries where the United States has sent soldiers to fight a war.
Scorer Comments: The response does not correctly identify any countries where the U.S. has sent troops. The student has circled two large areas on the map, one of which contains most of Europe and the other much of East Asia. Without any further explanation about which countries are being selected, no credit can be given.
The Image Bank
151. The structures in the photograph above were built to be A. B. C. D. Key B the palace of an American Indian tribal chieftain homes for several hundred American Indians a fortress for the protection of Spanish settlers a religious center for European missionaries
152. The first permanent English settlement in North America was A. St. Augustine B. Santa Fe C. Jamestown
D. New Amsterdam Key C
153. You are writing a report about the kinds of work that people did during the American Revolution. You cannot find enough information in any of your social studies books. What other sources could you use to get information? Name three different sources. 1.
2.
3.
Scoring Guide Score & Description Appropriate. The response correctly identifies three appropriate sources of information. Partial The response correctly identifies one or two sources. Other sources are incorrect or absent. Examples of incorrect sources are film or videos from the time; interviews with people alive at time; social studies books; books. Inappropriate The response mentions no source that is usable or relevant.
Appropriate. - Student Response You are writing a report about the kinds of work that people did during the American Revolution. You cannot find enough information in any of your social studies books. What other sources could you use to get information? Name three different sources. 1.
2.
3.
Scorer Comments: The response identifies three acceptable sources of information: library books, Internet, and encyclopedia You are writing a report about the kinds of work that people did during the American Revolution. You cannot find enough information in any of your social studies books. What other sources could you use to get information? Name three different sources. 1.
2.
3.
Scorer Comments: The response identifies three acceptable sources of information: internet, library books, and old newspapers. Partial - Student Response You are writing a report about the kinds of work that people did during the American Revolution. You cannot find enough information in any of your social studies books. What other sources could you use to get information? Name three different sources. 1.
2.
3.
Scorer Comments: The response identifies two correct sources. "Computer" is not specific enough for credit; response must refer directly to a source that can be accessed on the computer or via computer, like the internet, CD-ROM, encyclopedia, or database. You are writing a report about the kinds of work that people did during the American Revolution. You cannot find enough information in any of your social studies books. What other sources could you use to get information? Name three different sources. 1.
2.
3.
Scorer Comments: The response identifies two correct sources. "Ask someone" is not specific enough to receive credit. Inappropriate - Student Response You are writing a report about the kinds of work that people did during the American Revolution. You cannot find enough information in any of your social studies books. What other sources could you use to get information? Name three different sources. 1.
2.
3.
Scorer Comments: The response does not correctly identify any sources. You are writing a report about the kinds of work that people did during the American Revolution. You cannot find enough information in any of your social studies books. What other sources could you use to get information? Name three different
sources. 1.
2.
3.
Scorer Comments: The response lists kinds of work people did during the Revolution instead of identifying sources of information about the topic.
154. Four events are listed below. A Colonists meet in Philadelphia and declare independence. B Roanoke Island is settled by English settlers. C George Washington becomes the first President. D English Parliament passes Stamp Act. Write the letters that are next to the four events in the circles on the time line below in the order that the events happened, from earliest to latest. Be sure that you put only one letter in each circle.
Scoring Guide Score & Description Appropriate The response places all events in correct chronological order: B - D - A - C.
Inappropriate The response fails to place the events in the correct chronological order.
Inappropriate - Student Response Four events are listed below.
Scorer Comments: The question is scored as either correct or incorrect. The response reverses the order of events A and D and so is scored as incorrect.
155. Which group of Americans followed what has become known as the "Trail of Tears" when they were forced to leave their homes? A. B. C. D. Key C Japanese Americans Irish Americans Cherokee Indians Mormons
The following question refers to the excerpt from the speech below.
. . . we here highly resolve that these dead shall not have died in vain; that this nation, under God, shall have a new birth of freedom; and that government of the people, by the people, for the people, shall not perish from the earth. Abraham Lincoln's Gettysburg Address, 1863 156. When Lincoln talked about "these dead" he was referring to A. B. C. D. Key A soldiers killed in a Civil War battle workers who died building the railroad slaves killed while trying to escape women killed while working as nurses in the Civil War
. . . we here highly resolve that these dead shall not have died in vain; that this nation, under God, shall have a new birth of freedom; and that government of the people, by the people, for the people, shall not perish from the earth. Abraham Lincoln's Gettysburg Address, 1863 157. Why did Lincoln think that the nation was in danger?
Scoring Guide Score & Description Appropriate The response indicates that the Civil War was a threat to the nation by specifically referring to the split between the North and the South. Partial The response mentions the Civil War, but does not fully make the link between the war and the threat to the nation. OR response mentions Civil War but contains a significant inaccuracy. OR the response mentions split but does not mention Civil War. Inappropriate The response does not explain why the nation was in danger.
Appropriate - Student Response Why did Lincoln think that the nation was in danger?
Scorer Comments: The response correctly explains that the nation was in danger from sectional conflict and the resulting constitutional crisis. Why did Lincoln think that the nation was in danger? Scorer Comments: The response correctly points to the Civil War and secession as the dangers of concern to Lincoln. Partial - Student Response Why did Lincoln think that the nation was in danger?
Scorer Comments: The response correctly suggests that there was a Civil War going on ("people from the same country were fighting") but does not specify the sectional nature of the conflict. Why did Lincoln think that the nation was in danger? Scorer Comments: The response explains that there was a sectional division but does not mention there was a Civil War in progress. Inappropriate - Student Response Why did Lincoln think that the nation was in danger?
Scorer Comments: The response offers only generalities, failing to mention the Civil War or the division between North and South. Why did Lincoln think that the nation was in danger?
Scorer Comments: The response incorrectly suggests that Lincoln believed the nation to be in danger because it was being attacked from outside.
158. On the map above, the shaded area shows A. B. C. D. Key B free states slave states eastern states northern states
Caufield & Shook Collection, Photographic Archives, University of Louisville
159. The women in the photograph above were suffragists. Suffragists believed that women should A. B. C. D. Key D not work outside the home wear long skirts all be Republicans have the right to vote
The following question is about the map below.
160. Describe two ways that the western United States changed after the transconti nental (or cross-country) railroads were built. You can use the map to help you answer the question. 1)
2)
Scoring Guide Score & Description Appropriate The answer explains two ways the western United States changed after the transcontinental railroad was built. Partial The answer explains one way the railroad affected the West. Another reason, if present, is inaccurate. Inappropriate The answer does not describe any significant effect of railroads on the West.
Appropriate - Student Response Describe two ways that the western United States changed after the transconti nental (or cross-country) railroads were built. You can use the map to help you answer the question. 1)
2)
Scorer Comments: The response explains two ways that the transcontinental railroads affected life in the western U.S. Describe two ways that the western United States changed after the transconti nental (or cross-country) railroads were built. You can use the map to help you answer the question. 1)
2)
Scorer Comments: The response explains two ways that the transcontinental railroads affected life in the western U.S. Partial - Student Response Describe two ways that the western United States changed after the transconti nental (or cross-country) railroads were built. You can use the map to help you answer the question. 1)
2)
Scorer Comments: The response explains one way that the transcontinental railroads affected life in the west (faster transportation) but makes the same point in both parts. Describe two ways that the western United States changed after the transconti nental (or cross-country) railroads were built. You can use the map to help you answer the question. 1)
2)
Scorer Comments: The response is difficult to understand but makes one creditable pointthat transportation became easierin the second part. Inappropriate - Student Response Describe two ways that the western United States changed after the transconti nental (or cross-country) railroads were built. You can use the map to help you answer the question. 1)
2)
Scorer Comments: The response does not explain any ways that the transcontinental railroads changed life in the western U.S. The railroads did contribute to the formation and growth of new states, but the first answer does not make that point. Describe two ways that the western United States changed after the transconti nental (or cross-country) railroads were built. You can use the map to help you answer the question. 1)
2)
Scorer Comments: The response is too brief to provide an acceptable answer to the question.
161. How did the building of the railroad system shown on the map affect the city of Chicago? A. Chicago became smaller because the railroads allowed many people to leave. B. Chicago became poorer because more trade moved to the southern states. C. Chicago became an important transportation center because of its central position in the railroad system. D. The railroads allowed Chicago to conduct more trade with Europe than any other city in the country conducted. Key C
Telephone Refrigerator Automobile Television
162. Choose TWO of the inventions listed above. Explain how the two inventions changed people's lives in the United States. Invention 1:
Invention 2:
Scoring Guide Score & Description Appropriate The response identifies two items and explains how these inventions changed life. (For example "made communication faster" is acceptable; "made it better" is not.) Partial The response identifies one or two inventions, but only explains how one of the inventions changed life. For example, it might say "refrigerators let people keep food cold." "T.V. something to do". Inappropriate The response may or may not identify an invention, and provides no accurate explanation of how the invention changed life. Or the response defines what one of the inventions does.
Appropriate - Student Response Choose TWO of the inventions listed above. Explain how the two inventions changed people's lives in the United States. Invention 1:
Invention 2:
Scorer Comments: The response accurately explains how two of the inventions changed people's lives. Choose TWO of the inventions listed above. Explain how the two inventions changed people's lives in the United States. Invention 1:
Invention 2:
Scorer Comments: The response accurately explains how two of the inventions changed people's lives. Partial - Student Response Choose TWO of the inventions listed above. Explain how the two inventions changed people's lives in the United States. Invention 1:
Invention 2:
Scorer Comments: The response accurately explains how television changed people's lives, but the explanation for
automobiles is too general. Choose TWO of the inventions listed above. Explain how the two inventions changed people's lives in the United States. Invention 1:
Invention 2:
Scorer Comments: The response accurately explains how automobiles changed people's lives, but the explanation for television, while allowable for partial credit, is too vague to constitute a "complete" answer. Inappropriate - Student Response Choose TWO of the inventions listed above. Explain how the two inventions changed people's lives in the United States. Invention 1:
Invention 2:
Scorer Comments: The response does not give an acceptable explanation of how either the telephone or the automobile changed people's lives. Both responses are too vague. Choose TWO of the inventions listed above. Explain how the two inventions changed people's lives in the United States. Invention 1:
Invention 2:
Scorer Comments: The response repeats the names of the inventions but fails to explain how either one changed people's lives.
163. Near the end of the Second World War, the United States military dropped atomic bombs on cities in A. B. C. D. Key C China Germany Japan the Soviet Union
164. Who was President during the Second World War? A. B. C. D. Key C George Washington Woodrow Wilson Franklin Roosevelt John Kennedy
165. In Montgomery, Alabama, African Americans were required by law to sit in the back of city buses. From 1955 to 1956, African Americans organized a bus boycott, refusing to ride on the city buses. Why was the Montgomery bus boycott important? A. B. C. D. Key B It It It It helped African American workers to get higher pay. helped begin the modern civil rights movement. forced southern bus lines to close. led people to be more conscious of conserving energy.
166. The United States fought one of its longest wars, from 1964 to 1973, in
A. B. C. D. Key D
Germany Japan Kuwait Vietnam
167. The remains of this Sinaguan cliff house tell us something about the way ancient people lived in what is now the southwestern part of the United States. Which of the activities below would be the best way to learn how the Sinaguan people lived in ancient times? A. B. C. D. Key C Study letters and diaries left in the cliff houses. Talk to people living near the cliff houses. Study tools, bones, and pottery left in the cliff houses. Camp out in the cliff houses for a couple of days.
168. The Sinaguan people most likely built their homes in the cliffs because A. B. C. D. Key B they did not know how to build other kinds of homes cliffs formed a natural barrier against enemies and the elements of nature it is easier to build on cliffs than in valleys cliffs offer a better view of the area
169. Indentured servants were different from slaves because indentured servants A. B. C. D. Key B came from the West Indies were freed at the end of their term were paid less money did much easier work
The following question refers to Maps A and B below. Map A shows the southern colonies, and Map B shows the New England colonies.
170. Based on the maps, what is one product that the southern colonies had that the New England colonies did not have?
Scoring Guide Score & Description Appropriate The response accurately chooses one product (tobacco, rice, indigo) the New England colonies did not have and explains why they did not have it. Partial The response accurately chooses one product the New England colonies did not have, but does not accurately explain why they did not have it. Inappropriate
The response does not accurately choose one product the New England colonies did not have.
Appropriate - Student Response Based on the maps, what is one product that the southern colonies had that the New England colonies did not have?
Scorer Comments: The response correctly chooses indigo as one product and explains that it was not grown in New England because the climate there was too cold. Based on the maps, what is one product that the southern colonies had that the New England colonies did not have?
Scorer Comments: The response correctly chooses tobacco as one product. The explanation that it "grows in warmer states" was accepted even though some tobacco was grown in New England. Partial - Student Response Based on the maps, what is one product that the southern colonies had that the New England colonies did not have?
Scorer Comments: The response correctly lists all three products but the explanation is incorrect. Based on the maps, what is one product that the southern colonies had that the New England colonies did not have?
Scorer Comments: The response correctly identifies rice as a product but the explanation, that New England "had too much cattle," is incorrect. Inappropriate - Student Response Based on the maps, what is one product that the southern colonies had that the New England colonies did not have?
Scorer Comments: The response does not name a specific product found on the southern colonies map that does not appear on the northern colonies map. Based on the maps, what is one product that the southern colonies had that the New England colonies did not have?
Scorer Comments: The response lists products found in New England rather than those found in the South. The explanation is vague as well.
171. Sojourner Truth said these words in 1852. I hears talk about the constitution and rights of man. I come up and I takes hold of this constitution. It looks mighty big. And I feels for my rights, but they not there. What did Sojourner Truth want to communicate with her words? A. B. C. D. Key C Poor people did not know what was written in the Constitution. African Americans were not allowed to read the Constitution. The Constitution did not talk about the rights of African Americans. The Constitution needed to talk about the rights of Native Americans.
172. Look carefully at the painting of a western town shown above. Describe three specific things you see in the painting that could have made people want to become settlers in the West. 1.
2.
3.
Scoring Guide Score & Description Appropriate The response gives two or three accurate "3"-level descriptions of specific things in the painting that could have persuaded people to become settlers and go west. Partial The response gives at least one "2"-level description of a specific thing in the painting that could have
persuaded people to become settlers and go west. Inappropriate The response does not give any accurate descriptions of specific things in the painting that could have persuaded people to become settlers and go west.
Appropriate - Student Response Look carefully at the painting of a western town shown above. Describe three specific things you see in the painting that could have made people want to become settlers in the West. 1.
2.
3.
Scorer Comments: The response describes three things from the picture that could have contributed to western settlement. Look carefully at the painting of a western town shown above. Describe three specific things you see in the painting that could have made people want to become settlers in the West. 1.
2.
3.
Scorer Comments: The response offers two things from the picture (open land and transportation) that could have
contributed to western settlement. The third answer is too vague. Scoring criteria awards full credit to responses providing two or three accurate answers. Partial - Student Response Look carefully at the painting of a western town shown above. Describe three specific things you see in the painting that could have made people want to become settlers in the West. 1.
2.
3.
Scorer Comments: The response provides two "2"-level answers (trains and forest), which meets the criteria for a Partial. Slightly more information is required to raise these answers to a "3"-level, e.g., "trains for transportation" or "forest for lumber." Look carefully at the painting of a western town shown above. Describe three specific things you see in the painting that could have made people want to become settlers in the West. 1.
2. 3.
Scorer Comments: The response contains one "3"-level description (a lot of land) and two "2"-level descriptions. The "2"level descriptions are on the right track but need more information to raise them to "3"-level answers. Inappropriate - Student Response Look carefully at the painting of a western town shown above. Describe three specific things you see in the painting that could have made people want to become settlers in the West. 1.
2.
3.
Scorer Comments: The response does not provide any credited answers. The student seems to have misunderstood the task. Look carefully at the painting of a western town shown above. Describe three specific things you see in the painting that could have made people want to become settlers in the West. 1.
2.
3.
Scorer Comments: The response does not provide any credited descriptions. Horses and wagons could be had without settling in the west, and while gold was a draw for some settlers, gold mines are not shown in the painting.
Museum of the City of New York, Harry T. Peters Collection 173. Paintings like this one helped to make people want to go west. How was life on the frontier different from what the painting shows? 1.
2.
Scoring Guide Score & Description Acceptable Response describes two accurate ("A"-level) ways in which frontier life differed from the experience portrayed in the picture OR one "A"-level way and one "B"-level way. Partial Response describes one accurate ("A"-level) way in which frontier life differed from the experience portrayed in the picture OR one or more "B"-level ways. Inappropriate
Response does not describe any way in which frontier life differed from the experience portrayed in the picture. If an opinion is given, it is not supported with references to the lives of settlers on the frontier.
Acceptable - Student Response Paintings like this one helped to make people want to go west. How was life on the frontier different from what the painting shows? 1.
2.
Scorer Comments: The response provides two accurate ways that life on the frontier might have been different than the way portrayed in the painting. Paintings like this one helped to make people want to go west. How was life on the frontier different from what the painting shows? 1.
2.
Scorer Comments: The response provides two accurate ways that life on the frontier might have been different than the way portrayed in the painting. Partial - Student Response Paintings like this one helped to make people want to go west. How was life on the frontier different from what the painting shows? 1.
2.
Scorer Comments: The response provides one way that life on the frontier might have differed from the painting: slaves were present on some portions of the frontier. The second answer is unclear. Paintings like this one helped to make people want to go west. How was life on the frontier different from what the painting shows? 1.
2.
Scorer Comments: The response gives one way that life on the frontier might have differed from the painting: many areas of the frontier were not served by a railroad. The first answer is incorrect. Land was available and was the primary attraction for many frontier settlers. Inappropriate - Student Response Paintings like this one helped to make people want to go west. How was life on the frontier different from what the painting shows? 1.
2.
Scorer Comments: The response provides two answers that address relevant issues, but they are both too vague to receive credit. Paintings like this one helped to make people want to go west. How was life on the frontier different from what the painting shows? 1.
2.
Scorer Comments: The response gives two unacceptable answers. There were both trains and telegraph lines serving the frontier during the second half of the 19th century. To receive credit, the response needed to be specific about chronology.
174. The purpose of the Underground Railroad was to A. B. C. D. Key C make transportation to the western frontier easier take Native Americans to reservations in the West provide an escape route for slaves fleeing their masters provide a way for European immigrants to move to the Midwest
A house divided against itself cannot stand. I believe this government cannot endure permanently half slave and half free. I do not expect the Union to be dissolved I do not expect the house to fall but I do expect it will cease to be divided. Abraham Lincoln, 1858 175. What did Abraham Lincoln mean in this speech? A. B. C. D. Key C The South should be allowed to separate from the United States. The government should support slavery in the South. Sometime in the future slavery would disappear from the United States. Americans would not be willing to fight a war over slavery.
176. This poster wants "men of color" to fight in which war? A. B. C. D. Key B The The The The Revolutionary War Civil War Second World War Vietnam War
Courtesy Museum of American Political Life. University of Hartford, Hartford, CT. 177. The cartoon above is about women's fight for the right to vote. The message of the cartoon is that women should not vote because if women voted A. B. C. D. Key C men would lose their jobs people would have too many children they would not pay enough attention to their families they would have to go fight in wars
National Archives Franklin D. Roosevelt Library
178. The photograph above shows a breadline in New York City during the Great Depression. Such breadlines were common during this period because A. B. C. D. Key A many people had little money to buy food dust bowls in the West caused a shortage of wheat most food went to feed soldiers fighting in the Second World War most farmers left their farms for jobs in the cities
179. What information is true based on the graph? A. B. C. D. Key B Military Military Military Military spending spending spending spending was higher in 1938 than in 1940. went up the most between 1940 and 1941. went up the most between 1939 and 1940. was the same in 1938 as it was in 1937.
180. Which event caused the largest change in military spending shown in the graph?
A. B. C. D. Key B
The The The The
First World War Second World War Vietnam War Korean War
181. In 1963, Martin Luther King, Jr., led a big march on Washington, D.C. called the March for Jobs and Freedom. Write down two other things that the people who marched with Martin Luther King, Jr., wanted. Do not write "jobs" or "freedom." 1.
2.
Scoring Guide Score & Description Appropriate. The response gives two accurate things that supporters of King wanted. Partial. The response gives one accurate thing that supporters of King wanted. Inappropriate. The response gives no accurate things that supporters of King wanted.
Appropriate. - Student Response In 1963, Martin Luther King, Jr., led a big march on Washington, D.C. called the March for Jobs and Freedom. Write down two other things that the people who marched with Martin Luther King, Jr., wanted. Do not write "jobs" or "freedom." 1.
2.
Scorer Comments: The response offers two accurate goalsschool desegregation and respectof people participating in the March for Jobs and Freedom. In 1963, Martin Luther King, Jr., led a big march on Washington, D.C. called the March for Jobs and Freedom. Write down two other things that the people who marched with Martin Luther King, Jr., wanted. Do not write "jobs" or "freedom." 1.
2.
Scorer Comments: The response offers two accurate goalsgreater community involvement and an end to discrimination of people participating in the March for Jobs and Freedom. Partial. - Student Response In 1963, Martin Luther King, Jr., led a big march on Washington, D.C. called the March for Jobs and Freedom. Write down two other things that the people who marched with Martin Luther King, Jr., wanted. Do not write "jobs" or "freedom." 1.
2.
Scorer Comments: The response offers one acceptable goal: not to be judged by the color of one's skin. The first answer is not specific enough to receive credit. In 1963, Martin Luther King, Jr., led a big march on Washington, D.C. called the March for Jobs and Freedom. Write down two other things that the people who marched with Martin Luther King, Jr., wanted. Do not write "jobs" or "freedom." 1.
2.
Scorer Comments: Both goalsrespect and dignityare acceptable as individual answers, but they were judged to be too similar to each other to count as two distinct answers. Inappropriate. - Student Response In 1963, Martin Luther King, Jr., led a big march on Washington, D.C. called the March for Jobs and Freedom. Write down two other things that the people who marched with Martin Luther King, Jr., wanted. Do not write "jobs" or "freedom." 1.
2.
Scorer Comments: The response does not give any accurate goals. The first answer fails to specify that marchers wanted buses to be integrated; the second is unclear about what "leave them alone" means. In 1963, Martin Luther King, Jr., led a big march on Washington, D.C. called the March for Jobs and Freedom. Write down two other things that the people who marched with Martin Luther King, Jr., wanted. Do not write "jobs" or "freedom." 1.
2.
Scorer Comments: The response provides two unacceptable answers. The first is historically inaccurate, and the second repeats the prompt.
182. When workers strike against the company they work for, they refuse to work for a period of time. Give two reasons why people go on strike. Be specific in your answer. 1.
2.
Scoring Guide Score & Description Appropriate The response gives two accurate reasons why people go out on strike. Partial The response gives one accurate reason why people go out on strike. Inappropriate The response gives no accurate reasons why people go out on strike.
Appropriate - Student Response When workers strike against the company they work for, they refuse to work for a period of time. Give two reasons why people go on strike. Be specific in your answer. 1.
2.
Scorer Comments: The response gives two specific, accurate reasons workers go on strike. When workers strike against the company they work for, they refuse to work for a period of time. Give two reasons why people go on strike. Be specific in your answer. 1.
2.
Scorer Comments: The response gives two specific, accurate reasons workers go on strike. Partial - Student Response When workers strike against the company they work for, they refuse to work for a period of time. Give two reasons why people go on strike. Be specific in your answer. 1.
2.
Scorer Comments: The response gives one specific, accurate reason workers go on strike (pay), but the second answer is too vague to receive credit. When workers strike against the company they work for, they refuse to work for a period of time. Give two reasons why people go on strike. Be specific in your answer.
1.
2.
Scorer Comments: The response gives one specific, accurate reason workers go on strike (benefits), but the second answer is too vague to receive credit. Inappropriate - Student Response When workers strike against the company they work for, they refuse to work for a period of time. Give two reasons why people go on strike. Be specific in your answer. 1.
2.
Scorer Comments: The response does not give any specific, accurate reasons why workers go on strike. When workers strike against the company they work for, they refuse to work for a period of time. Give two reasons why people go on strike. Be specific in your answer. 1.
2.
Scorer Comments: The response does not give any specific, accurate reasons why workers go on strike.
183. Directly on the world map above, circle two countries where the United States has sent soldiers to fight a war. Then in the space below explain why the United States sent people to fight in the two places that you circled. Place 1
Place 2
Scoring Guide Score & Description Complete The response correctly identifies two countries where the United States has sent soldiers to war. It specifically explains why the United States sent troops to fight in the wars they have identified. (2 countries and 2 complete explanations) Essential
The response correctly identifies two countries. It gives a correct explanation for only one country OR the explanations for two countries are correct, but vague, such as "to preserve freedom". (2 countries plus 2 vague or 1 complete with or without vague) Partial The response correctly identifies one or two countries without giving any (or any correct) explanations of why the U.S. was at war. (The highest possible score for one country with a correct explanation.) Inappropriate The response does not correctly identify a county where the U.S. was at war or give any explanation.
Complete - Student Response Directly on the world map above, circle two countries where the United States has sent soldiers to fight a war.
Place 2
Scorer Comments: The response identifies two countries to which the U.S. has sent troops to fight a war (Mexico in the Mexican War and Iraq in the First Gulf War) and correctly explains why. Directly on the world map above, circle two countries where the United States has sent soldiers to fight a war.
Place 2
Scorer Comments: The response identifies two countries to which the U.S. has sent soldiers to fight a war (Germany in WW II and Iraq in the Iraq War) and explains why the troops were sent. Essential - Student Response Directly on the world map above, circle two countries where the United States has sent soldiers to fight a war.
Place 2
Scorer Comments: The response correctly identifies two countries to which the U.S. has sent troops to fight a war. For Iraq, the oil explanation is acceptable. The explanation for Vietnam is too vague. Directly on the world map above, circle two countries where the United States has sent soldiers to fight a war.
Place 2
Scorer Comments: The response correctly identifies two countries to which the U.S. has sent troops to fight a war. The explanation for Iraq is acceptable but the explanation for Germany is incorrect and does not specify World War II. Partial - Student Response Directly on the world map above, circle two countries where the United States has sent soldiers to fight a war.
Place 2
Scorer Comments: The response identifies two creditable countries but both explanations are incorrect. The U.S. has not sent soldiers to Britain to fight the British or to China to extract financial aid. Directly on the world map above, circle two countries where the United States has sent soldiers to fight a war.
Scorer Comments: The response identifies one country to which the U.S. has sent troops to fight a war. The explanation is incorrect. Inappropriate - Student Response Directly on the world map above, circle two countries where the United States has sent soldiers to fight a war.
Then in the space below explain why the United States sent people to fight in the
two places that you circled. Place 1
Scorer Comments: This response does not correctly identify any countries where the U.S. has sent troops. Directly on the world map above, circle two countries where the United States has sent soldiers to fight a war.
Scorer Comments: The response has circled two large areas on the map, one of which contains most of Europe and the other much of East Asia. Without any further indication in the response about which countries are being selected, no credit can be given.
The Image Bank
184. The structures in the photograph above were built to be A. B. C. D. Key B the palace of an American Indian tribal chieftain homes for several hundred American Indians a fortress for the protection of Spanish settlers a religious center for European missionaries
185. The first permanent English settlement in North America was A. St. Augustine B. Santa Fe C. Jamestown
D. New Amsterdam Key C
186. You are writing a report about the kinds of work that people did during the American Revolution. You cannot find enough information in any of your social studies books. What other sources could you use to get information? Name three different sources. 1.
2.
3.
Scoring Guide Score & Description Appropriate The response correctly identifies three appropriate sources of information. Partial The response correctly identifies one or two sources. Other sources are incorrect or absent. Examples of incorrect sources are: film or videos from the time; interviews with people alive at time; social studies books; books. Inappropriate The response mentions no source that is usable or relevant.
Appropriate - Student Response You are writing a report about the kinds of work that people did during the American Revolution. You cannot find enough information in any of your social studies books. What other sources could you use to get information? Name three different sources. 1.
2.
3.
Scorer Comments: The response identifies three acceptable sources of information: library books, internet, encyclopedia. You are writing a report about the kinds of work that people did during the American Revolution. You cannot find enough information in any of your social studies books. What other sources could you use to get information? Name three different sources. 1.
2.
3.
Scorer Comments: The response identifies three acceptable sources of information: internet, library books, old newspapers. Partial - Student Response You are writing a report about the kinds of work that people did during the American Revolution. You cannot find enough information in any of your social studies books. What other sources could you use to get information? Name three different sources. 1.
2.
3.
Scorer Comments: The response identifies two correct sources. "Computer" is not specific enough for credit; response must refer directly to a source that can be accessed on the computer or via computer, like the internet, CD-ROM, encyclopedia, or database. You are writing a report about the kinds of work that people did during the American Revolution. You cannot find enough information in any of your social studies books. What other sources could you use to get information? Name three different sources. 1.
2.
3.
Scorer Comments: The response identifies two correct sources. "Ask someone" is not specific enough to receive credit. Inappropriate - Student Response You are writing a report about the kinds of work that people did during the American Revolution. You cannot find enough information in any of your social studies books. What other sources could you use to get information? Name three different sources. 1.
2.
3.
Scorer Comments: The response does not correctly identify any sources. You are writing a report about the kinds of work that people did during the American Revolution. You cannot find enough information in any of your social studies books. What other sources could you use to get information? Name three different
sources. 1.
2.
3.
Scorer Comments: The response lists kinds of work people did during the Revolution instead of identifying sources of information about the topic.
187. Four events are listed below. A Colonists meet in Philadelphia and declare independence. B Roanoke Island is settled by English settlers. C George Washington becomes the first President. D English Parliament passes Stamp Act. Write the letters that are next to the four events in the circles on the time line below in the order that the events happened, from earliest to latest. Be sure that you put only one letter in each circle.
Scoring Guide Score & Description Appropriate The response places all events in correct chronological order: B - D - A - C.
Inappropriate The response fails to place the events in the correct chronological order.
Inappropriate - Student Response Four events are listed below.
Scorer Comments: The question is scored as either correct or incorrect. The response reverses the order of events A and D and so is scored as incorrect.
188. Which group of Americans followed what has become known as the "Trail of Tears" when they were forced to leave their homes? A. B. C. D. Key C Japanese Americans Irish Americans Cherokee Indians Mormons
. . . we here highly resolve that these dead shall not have died in vain; that this nation, under God, shall have a new birth of freedom; and that government of the people, by the people, for the people, shall not perish from the earth. Abraham Lincoln's Gettysburg Address, 1863 189. When Lincoln talked about "these dead" he was referring to A. B. C. D. soldiers killed in a Civil War battle workers who died building the railroad slaves killed while trying to escape women killed while working as nurses in the Civil War
Key A
. . . we here highly resolve that these dead shall not have died in vain; that this nation, under God, shall have a new birth of freedom; and that government of the people, by the people, for the people, shall not perish from the earth. Abraham Lincoln's Gettysburg Address, 1863 190. Why did Lincoln think that the nation was in danger?
Scoring Guide Score & Description Appropriate The response indicates that the Civil War was a threat to the nation by specifically referring to the split between the North and the South. Partial The response mentions the Civil War, but does not fully make the link between the war and the threat to the nation. OR response mentions Civil War but contains a significant inaccuracy. OR the response mentions split but does not mention Civil War. Inappropriate The response does not explain why the nation was in danger.
Appropriate - Student Response Why did Lincoln think that the nation was in danger?
Scorer Comments: The response correctly explains that the nation was in danger from sectional conflict and the resulting constitutional crisis. Why did Lincoln think that the nation was in danger? Scorer Comments: The response correctly points to the Civil War and secession as the dangers of concern to Lincoln. Partial - Student Response Why did Lincoln think that the nation was in danger?
Scorer Comments: The response correctly suggests that there was a Civil War going on ("people from the same country were fighting") but does not specify the sectional nature of the conflict. Why did Lincoln think that the nation was in danger? Scorer Comments: The response explains that there was a sectional division but does not mention there was a Civil War in progress. Inappropriate - Student Response Why did Lincoln think that the nation was in danger?
Scorer Comments: The response offers only generalities, failing to mention the Civil War or the division between North and South. Why did Lincoln think that the nation was in danger?
Scorer Comments: The response incorrectly suggests that Lincoln believed the nation to be in danger because it was being attacked from outside.
191. On the map above, the shaded area shows A. B. C. D. Key B free states slave states eastern states northern states
Caufield & Shook Collection, Photographic Archives, University of Louisville
192. The women in the photograph above were suffragists. Suffragists believed that women should A. B. C. D. Key D not work outside the home wear long skirts all be Republicans have the right to vote
193. Describe two ways that the western United States changed after the transcontinental (or cross-country) railroads were built. You can use the map to help you answer the question. 1)
2)
Scoring Guide Score & Description Appropriate The answer explains two ways the western United States changed after the transcontinental railroad was built. Partial The answer explains one way the railroad affected the West. Another reason, if present, is inaccurate. Inappropriate The answer does not describe any significant effect of railroads on the West.
Appropriate - Student Response Describe two ways that the western United States changed after the transcontinental (or cross-country) railroads were built. You can use the map to help you answer the question. 1)
2)
Scorer Comments: The response explains two ways that the transcontinental railroads affected life in the western U.S. Describe two ways that the western United States changed after the transcontinental (or cross-country) railroads were built. You can use the map to help you answer the question. 1)
2)
Scorer Comments: The response explains two ways that the transcontinental railroads affected life in the western U.S. Partial - Student Response Describe two ways that the western United States changed after the transcontinental (or cross-country) railroads were built. You can use the map to help you answer the question. 1)
2)
Scorer Comments: The response explains one way that the transcontinental railroads affected life in the west (faster transportation) but makes the same point in both parts. Describe two ways that the western United States changed after the transcontinental (or cross-country) railroads were built. You can use the map to help you answer the question. 1)
2)
Scorer Comments: The response is difficult to understand but makes one creditable pointthat transportation became easierin the second part. Inappropriate - Student Response Describe two ways that the western United States changed after the transcontinental (or cross-country) railroads were built. You can use the map to help you answer the question. 1)
2)
Scorer Comments: The response does not explain any ways that the transcontinental railroads changed life in the western U.S. The railroads did contribute to the formation and growth of new states, but the first answer does not make that point. Describe two ways that the western United States changed after the transcontinental (or cross-country) railroads were built. You can use the map to help you answer the question. 1)
2)
Scorer Comments: The response is too brief to provide an acceptable answer to the question.
194. How did the building of the railroad system shown on the map affect the city of Chicago? A. Chicago became smaller because the railroads allowed many people to leave. B. Chicago became poorer because more trade moved to the southern states. C. Chicago became an important transportation center because of its central position in the railroad system. D. The railroads allowed Chicago to conduct more trade with Europe than any other city in the country conducted. Key C
Telephone Refrigerator Automobile Television
195. Choose TWO of the inventions listed above. Explain how the two inventions changed people's lives in the United States. Invention 1:
Invention 2:
Scoring Guide Score & Description Appropriate The response identifies two items and explains how these inventions changed life. (For example "made communication faster" is acceptable; "made it better" is not.) Partial The response identifies one or two inventions, but only explains how one of the inventions changed life. For example, it might say "refrigerators let people keep food cold." "T.V. something to do". Inappropriate The response may or may not identify an invention, and provides no accurate explanation of how the invention changed life. Or the response defines what one of the inventions does.
Appropriate - Student Response Choose TWO of the inventions listed above. Explain how the two inventions changed people's lives in the United States. Invention 1:
Invention 2:
Scorer Comments: The response accurately explains how two of the inventions changed people's lives. Choose TWO of the inventions listed above. Explain how the two inventions changed people's lives in the United States. Invention 1:
Invention 2:
Scorer Comments: The response accurately explains how two of the inventions changed people's lives. Partial - Student Response Choose TWO of the inventions listed above. Explain how the two inventions changed people's lives in the United States. Invention 1:
Invention 2:
Scorer Comments: The response accurately explains how television changed people's lives, but the explanation for
automobiles is too general. Choose TWO of the inventions listed above. Explain how the two inventions changed people's lives in the United States. Invention 1:
Invention 2:
Scorer Comments: The response accurately explains how automobiles changed people's lives, but the explanation for television, while allowable for partial credit, is too vague to constitute a "complete" answer. Inappropriate - Student Response Choose TWO of the inventions listed above. Explain how the two inventions changed people's lives in the United States. Invention 1:
Invention 2:
Scorer Comments: The response does not give an acceptable explanation of how either the telephone or the automobile changed people's lives. Both responses are too vague. Choose TWO of the inventions listed above. Explain how the two inventions changed people's lives in the United States. Invention 1:
Invention 2:
Scorer Comments: The response repeats names of the inventions but fails to explain how either one changed people's lives.
196. Near the end of the Second World War, the United States military dropped atomic bombs on cities in A. B. C. D. Key C China Germany Japan the Soviet Union
197. Who was President during the Second World War? A. B. C. D. Key C George Washington Woodrow Wilson Franklin Roosevelt John Kennedy
198. In Montgomery, Alabama, African Americans were required by law to sit in the back of city buses. From 1955 to 1956, African Americans organized a bus boycott, refusing to ride on the city buses. Why was the Montgomery bus boycott important? A. B. C. D. Key B It It It It helped African American workers to get higher pay. helped begin the modern civil rights movement. forced southern bus lines to close. led people to be more conscious of conserving energy.
199. The United States fought one of its longest wars, from 1964 to 1973, in
A. B. C. D. Key D
Germany Japan Kuwait Vietnam
200. The most powerful social class in Spain's American colonies in the 1500's was composed of people A. B. C. D. Key D of mixed Spanish and Indian ancestry of Mexican ancestry of Spanish ancestry born in America born in Spain
201. Anne Hutchinson was banished from Massachusetts in 1637 because she A. B. C. D. Key B wanted women to have the right to vote expressed religious beliefs that threatened Puritan leaders tried to start a separate colony called Rhode Island refused to marry and have children
202. What impact did the Anti-Federalists have on the United States Constitution? A. Their arguments helped lead to the adoption of the Bill of Rights. B. Their arguments helped lead to the abolition of the slave trade. C. Their influence ensured that the federal government would maintain a standing army. D. Their influence ensured that the federal government would have the power to tax. Key A
203. At the Constitutional Convention in 1787, the large states and the small states disagreed with each other about how the new government should be structured.
Identify the most important issue that large and small states disagreed about.
Explain how this issue was resolved by the Connecticut (Great) Compromise.
Scoring Guide Score & Description Appropriate The response identifies the disagreement that was resolved by the Connecticut (Great)Compromise AND explains how the Connecticut Compromise resolved the disagreement. Partial The response identifies the disagreement that was resolved by the Connecticut (Great)Compromise but does NOT explain how the Compromise resolved the disagreement OR the response does not identify what the disagreement was but does explain how it was resolved by the Connecticut Compromise. Inappropriate The response neither correctly explains what the debate was about nor correctly explains its resolution.
Appropriate - Student Response At the Constitutional Convention in 1787, the large states and the small states disagreed with each other about how the new government should be structured. Identify the most important issue that large and small states disagreed about.
Scorer Comments: The response correctly identifies that the disagreement was over representation in Congress and explains how the Connecticut Compromise resolved the disagreement. At the Constitutional Convention in 1787, the large states and the small states disagreed with each other about how the new government should be structured. Identify the most important issue that large and small states disagreed about.
Scorer Comments: The response correctly identifies that the disagreement was about the relative power large and small states would hold in the new government and explains how the Connecticut Compromise resolved the issue. Partial - Student Response At the Constitutional Convention in 1787, the large states and the small states disagreed with each other about how the new government should be structured.
Scorer Comments: The response correctly identifies that the disagreement was over power in the new legislature, but it incorrectly explains that each state would get one vote in the Senate and fails to mention anything about the House of Representatives. At the Constitutional Convention in 1787, the large states and the small states disagreed with each other about how the new government should be structured. Identify the most important issue that large and small states disagreed about.
Scorer Comments: The response is not very strong, but it does indicate that the disagreement was over how representation would be determined. That was sufficient to receive partial credit. The second part of the response is too vague. Inappropriate - Student Response At the Constitutional Convention in 1787, the large states and the small states disagreed with each other about how the new government should be structured.
Scorer Comments: The response incorrectly identifies the Connecticut Compromise as being about taxation. At the Constitutional Convention in 1787, the large states and the small states disagreed with each other about how the new government should be structured. Identify the most important issue that large and small states disagreed about.
Scorer Comments: The response incorrectly identifies the Connecticut Compromise as being about boundaries and territories.
204. What was a major effect of the introduction of the cotton gin? A. A decline in the southern slave population
B. A decline in the size of southern farms C. An increase in cotton production D. An increase in the import of manufactured goods Key C
The following question refers to the map below.
205. The map shows the route for the expedition of A. B. C. D. Key B Henry Hudson Lewis and Clark Zebulon Pike Mason and Dixon
206. The expedition whose route is shown above was undertaken to explore the A. B. C. D. Key C lands taken in the Mexican War lands taken from England in the War of 1812 Louisiana Purchase Gadsden Purchase
207. Gabriel Prosser, Denmark Vesey, Nat Turner, and Joseph Cinque were all A. B. C. D. Key D soldiers in the American Revolution merchants who were involved in the triangular trade authors who described slave conditions leaders of slave rebellions
208. Throughout the early to mid-1800's, the Lowell factory system primarily employed A. B. C. D. Key married women married men single women single men
209. Which statement best describes the treatment of American Indians living east of the Mississippi River between 1800 and 1850? A. B. C. D. Key A Most were forced to move west of the Mississippi River. Most were forced to work as slaves on plantations. They were encouraged to become American citizens. They were forced onto reservations in the eastern half of the country.
210. Susan B. Anthony was a leader of the movement to A. B. C. D. Key A guarantee women the right to vote in national elections guarantee former slaves the right to vote ensure that harsher laws against criminals were passed reduce the authority of the Constitution of the United States
Question 12 refers to the photograph below.
The New York Times
211. What social policy is reflected in the photograph?
Identify one consequence of this policy for African Americans.
Scoring Guide Score & Description Appropriate The response indicates that the policy was segregation AND identifies one consequence of the policy for African Americans. Partial The response indicates that the policy was segregation OR more generally notes that the policy was discriminatory or racist. The response does not identify any consequences of the policy for African Americans. Inappropriate The response does not indicate either that the policy was segregation or note that the policy was discriminatory or racist. The response does not identify any consequences of the policy for African Americans.
Appropriate - Student Response What social policy is reflected in the photograph?
Scorer Comments: The response correctly points out that the policy was the Jim Crow laws and notes consequences of poor treatment and protest. What social policy is reflected in the photograph?
Scorer Comments: The response correctly identifies the policy of segregation and notes the consequence of unequal rights. Partial - Student Response What social policy is reflected in the photograph?
Scorer Comments: The response correctly identifies the policy of segregation, but the consequence offered is vague. What social policy is reflected in the photograph?
Scorer Comments: The response correctly identifies the policy as segregation, but the consequence offered merely defines segregation. Inappropriate - Student Response What social policy is reflected in the photograph?
Scorer Comments: The response does not indicate a social policy, and the consequence described is vague. What social policy is reflected in the photograph?
Scorer Comments: The response does not offer a social policy but instead describes (inaccurately) the situation presented in the photograph.
IMMIGRATION TO THE UNITED STATES 1901-1930

Period Southern and Eastern Europe 6,225,981 3,379,126 1,193,830
1901 -1910 1911 -1920 1921 -1930
212. Briefly identify the pattern of southern- and eastern-European migration between 1901 and 1930 shown in the table above.
Give one reason why this pattern occurred.
Scoring Guide Score & Description Appropriate The response indicates that immigration declined between 1911-1930 AND explains why: EITHER because of restrictive immigration laws OR because of World War I OR both. Partial The response states that immigration declined between 1911-1930, but does not explain why, OR explains why immigration declined without identifying trend. Inappropriate The response does not indicate that immigration declined between 1911-1930 or explain a cause of the decline.
Appropriate - Student Response Briefly identify the pattern of southern- and eastern-European migration between 1901 and 1930 shown in the table above.
Scorer Comments: The response provides brief but accurate answers to both parts of the question. Briefly identify the pattern of southern- and eastern-European migration between 1901 and 1930 shown in the table above.
Scorer Comments: The response provides acceptable answers to both parts of the question. In the first part, the trend is
correct even though the decline from the 1910s to the 1920s was two million, not three million as stated. Credit was awarded for the second part because it suggests, though it does not say explicitly, that the government restricted immigration. Partial - Student Response Briefly identify the pattern of southern- and eastern-European migration between 1901 and 1930 shown in the table above.
Scorer Comments: The response receives partial credit for its accurate answer to the first part. The reason offered for the decline in immigration is incorrect. Briefly identify the pattern of southern- and eastern-European migration between 1901 and 1930 shown in the table above.
Scorer Comments: The response receives credit for its basic, but correct, answer to the first part. The reason is not creditable. Inappropriate - Student Response Briefly identify the pattern of southern- and eastern-European migration between 1901 and 1930 shown in the table above.
Scorer Comments: The response shows an unclear reading of the table, and the reason offered suggests that U.S. immigration should have been increasing rather than decreasing. Briefly identify the pattern of southern- and eastern-European migration between 1901 and 1930 shown in the table above.
Scorer Comments: The response shows a misreading of the graph and fails to identify a trend. The reason offered does not address the trend in immigration.
213. The Monroe Doctrine, the Good Neighbor Policy, and the Alliance for Progress were all United States foreign policy positions relating directly to A. B. C. D. Key A Latin America Africa the Middle East China
Reuters/Corbis 214. What event is depicted in the photograph above?
How was American foreign policy influenced by the event depicted in the photograph? Explain, using one example.
Scoring Guide Score & Description Appropriate
The response identifies the event as the tearing down of the Berlin Wall AND provides one example to explain how American foreign policy was affected by the destruction of the Wall or the end of the Cold War more generally. Partial The response identifies the event but offers no explanation of how American foreign policy was affected by the destruction of the Wall or the end of the Cold War more generally. Inappropriate The response does not identify the event correctly, does not explain how American policy was affected by the destruction of the Wall or the end of the Cold War, and gives no examples.
Appropriate - Student Response What event is depicted in the photograph above?
Scorer Comments: The response correctly identifies the event in the photograph and gives an impact of the event on U.S. foreign policy. What event is depicted in the photograph above?
Scorer Comments: The response correctly identifies the event in the photograph and gives an impact of the event on U.S. foreign policy. Partial - Student Response What event is depicted in the photograph above?
Scorer Comments: The response identifies the event but does not explain correctly how it influenced U.S. foreign policy. What event is depicted in the photograph above?
Scorer Comments: The response correctly identifies the event but the answer to the second part does not address an aspect of U.S. foreign policy. Inappropriate - Student Response What event is depicted in the photograph above?
Scorer Comments: The response incorrectly identifies the event and U.S. foreign policy. What event is depicted in the photograph above?
Scorer Comments: The response gives only a vague description of the event.
215. The Great Society programs of the 1960's were primarily based on the idea that A. B. C. D. Key B American society was hopelessly flawed the federal government should play an active role in promoting social welfare the poor needed to work harder in order to succeed the federal government lacked the authority to help the poor
"For we must consider that we shall be as a city upon a hill, the eyes of all people are upon us. So if we deal falsely with our God in this work we have undertaken, and so cause Him to withdraw His present help from us, we shall open the mouths of enemies to speak evil of the ways of God. . . ." John Winthrop, governor of the Massachusetts Bay Colony, 1631 216. Using the quotation and your knowledge of history, describe the Puritans' main goal in founding their community in the Americas.
The response clearly describes one of the Puritans' main goals in America, referring to the quote and/or to history. Partial The response correctly identifies the Puritan community as a religious community, but does not include specifics from the quote or history that give a description of the main goal. OR, the response may interpret the quote correctly but may draw inaccurate conclusions (e.g., "the Puritans wanted everybody to be free to worship as they pleased.") Inappropriate The response does not accurately describe any aspects or goals of the Puritan community or repeats the words in the question without discussion.
Appropriate - Student Response Using the quotation and your knowledge of history, describe the Puritans' main goal in founding their community in the Americas.
Scorer Comments: The response describes one of the Puritans' main goals in America with supporting information. Using the quotation and your knowledge of history, describe the Puritans' main goal in founding their community in the Americas. Scorer Comments: The response describes one of the Puritans' main goals in America with supporting information. Partial - Student Response Using the quotation and your knowledge of history, describe the Puritans' main goal in founding their community in the Americas.
Scorer Comments: The response identifies an acceptable goal but does not provide any supporting information.
Using the quotation and your knowledge of history, describe the Puritans' main goal in founding their community in the Americas. Scorer Comments: The response identifies an acceptable goal but does not provide any supporting information. Inappropriate - Student Response Using the quotation and your knowledge of history, describe the Puritans' main goal in founding their community in the Americas.
Scorer Comments: The response gives an inaccurate description of a main Puritan goal in founding their community in America. Using the quotation and your knowledge of history, describe the Puritans' main goal in founding their community in the Americas. Scorer Comments: The response does not provide an accurate description of Puritans' goals in America.
"There passed by here about 200 men who marched down to the powderhouse, took the gunpowder, and carried it into the other town and hid it. The reason they gave for taking it was that we had so many Tories here, they dared not trust the town with the gunpowder." Abigail Adams 217. The quotation above provides evidence for which statement? A. B. C. D. Key C Abigail Adams was a supporter of the British. British soldiers stole gunpowder from Abigail Adams' town. Many people in Abigail Adams' town did not support the Revolution. A large number of American soldiers were quartered in Abigail Adams' town.
"We may indeed be said to have reached almost the last stage of national humiliation. Do we owe debts to foreigners, and to our own citizens, contracted in a time of peril? These remain without any proper provision for their repayment. Have we valuable territories in the possession of a foreign power, which ought long since to have been surrendered? Are we in a condi-
tion to repel aggression? We have neither troops, nor treasury, nor government." A criticism of the Articles of Confederation made by Alexander Hamilton in 1787 218. Hamilton said that "We have neither troops, nor treasury, nor government" in part because the Articles of Confederation did not give the A. B. C. D. Key B central government central government states the power to states the power to the power to protect the rights of slaveholders the power to tax make treaties with other countries raise troops for war
219. In the first half of the nineteenth century, which of the following led to the increasing democratization of the United States political system? A. Most states extended the right to vote to women and free African Americans. B. Limitations were placed on the power of the Supreme Court. C. The importance of the electoral college increased. D. Many states reduced or eliminated property qualifications for voting. Key D
220. What was the main issue in the debates between Abraham Lincoln and Stephen A. Douglas in 1858? A. B. C. D. Key B Is slavery morally wrong? Should slavery be allowed to expand to new territories? Do Southern states have the constitutional right to leave the Union? Are free African Americans citizens of the United States?
221. The "Black Codes" passed in the South early in the Reconstruction era were designed to A. restrict the rights of former slaves B. guarantee a minimum wage for former slaves C. force former slaves to move to cities and work in industry
D. offer financial assistance to African Americans who had fought for the Confederacy during the Civil War Key A
222. Which sentence best states the central belief of late nineteenth-century Social Darwinists? A. Members of any species survive in large part because of cooperation among members of that species, and humans should follow this natural model. B. All men and women are created with equal abilities and should, therefore, have equal rights. C. Modern forms of social organization, work, and family life have alienated workers from their labor. D. Some people or nations are more fit to survive than others and will naturally and rightly dominate. Key D
223. Why did the liquor industry oppose women getting the right to vote? A. Liquor manufacturers tended to be very conservative and opposed any change in voting laws. B. Liquor manufacturers worried that women voters would want to ban alcohol. C. Women tended to work for liquor manufacturers, who did not want them taking time off to get involved in politics. D. Liquor manufacturers owned "men-only" bars and worried that women would vote to make such bars illegal. Key B
The following question refers to the photograph below.
224. The women in the photograph are probably demonstrating in favor of A. B. C. D. Key B the right to vote the role of unions in improving working conditions United States involvement in Latin America imposing new tariffs on imported goods
The following question refers to the photograph below.
225. The photograph was probably taken in a A. B. C. D. Key C southern city in the 1880's western city in the 1900's northeastern city in the 1910's political convention in the 1980's
Library of Congress 226. What does the cartoon above suggest about the attitudes of some Americans toward President Woodrow Wilson's plan for the United States to join the League of Nations? A. Some Americans believed that his plan would violate the United States Constitution. B. Some Americans believed that the United States was too weak to participate in the League of Nations. C. Wilson's plan would lead the United States to lose its world leadership role. D. Wilson's plan was unfair to the countries that lost the First World War. Key A
227. Create a thesis statement about the way the changes shown in the table above affected everyday life between 1900 and 1928.
Now use the information in the table to help prove your thesis.
Scoring Guide Score & Description Complete The response creates a thesis about the role of technology or consumerism in everyday life as well as wider range of goods available in discussing changes in everyday life and uses evidence in the table or outside knowledge appropriately to support the thesis. An example of an appropriate thesis might be: "Between 1900 and 1928, technological advances improved the standard of living of American families." Responses may address increases in prosperity during the period covered by the table, as well as the wider range of goods available in discussing changes in everyday life. Essential The thesis statement is weaker than that of a "4", (for example, "Life changed a lot between 1900 and 1928.") but is supported with the table or with historical knowledge. OR, the response doesn't give supporting evidence for a thesis statement that does successfully link changes in technology and/or increased prosperity with the standard of living. Partial
The response is a simple thesis unsupported by evidence in the table or is supported by a misreading of the table or by incorrect historical information. OR, The thesis statement is not made separately but is embedded in the supporting evidence. Inappropriate The response gives a thesis statement that cannot be supported by the table. It shows no knowledge or ability to interpret the table.
Complete - Student Response Create a thesis statement about the way the changes shown in the table above affected everyday life between 1900 and 1928.
Scorer Comments: The response offers a reasonable thesis statement about leisure and cost of living and supports it with evidence from the table. Create a thesis statement about the way the changes shown in the table above affected everyday life between 1900 and 1928.
Scorer Comments: The response offers a reasonable thesis statement about advances in technology and the standard of living and supports it with evidence from the table. Essential - Student Response Create a thesis statement about the way the changes shown in the table above affected everyday life between 1900 and 1928.
Scorer Comments: The response gives a thesis statement that, while pointing out the technological shift, does not clearly express an impact on people's lives. The evidence speaks to the narrowly posed thesis statement. Create a thesis statement about the way the changes shown in the table above affected everyday life between 1900 and 1928.
Scorer Comments: Though not very clearly expressed, the thesis statement suggests an improvement in the standard of living. The evidence is mixed, with only the reference to washing machines really supporting the thesis. Partial - Student Response Create a thesis statement about the way the changes shown in the table above affected everyday life between 1900 and 1928.
Scorer Comments: The response provides a simple and rather vague thesis statement; the evidence is a listing of prices not well connected to the thesis. Create a thesis statement about the way the changes shown in the table above affected everyday life between 1900 and 1928.
Scorer Comments: The response offers a vague thesis. The "evidence" offered is additional conclusions rather than
specific information drawn from the tables. Inappropriate - Student Response Create a thesis statement about the way the changes shown in the table above affected everyday life between 1900 and 1928.
Scorer Comments: The thesis statement is too vague to receive any credit. Create a thesis statement about the way the changes shown in the table above affected everyday life between 1900 and 1928.
Scorer Comments: The response gives a confusing thesis statement that fails to recognize the difference in the types of expenditures and focuses entirely on the issue of price.
228. In 1935 and 1936 the Supreme Court declared that important parts of the New Deal were unconstitutional. President Roosevelt responded by threatening to A. B. C. D. Key impeach several Supreme Court justices eliminate the Supreme Court appoint additional Supreme Court justices who shared his views override the Supreme Court's decisions by gaining three-fourths majorities in both houses of Congress
229. Identify a significant factor that led to United States involvement in the Korean war.
Explain why this factor was significant.
Scoring Guide Score & Description Appropriate The response identifies an important factor leading to U.S. involvement in Korea. The answer explains why the factor selected led to the U.S. involvement. Partial The response identifies a factor that may have led to U.S. involvement, but the explanation is weak or erroneous. Inappropriate The response does not correctly identify any factors that led to U.S. involvement in Korea.
Appropriate - Student Response Identify a significant factor that led to United States involvement in the Korean war.
Scorer Comments: The response gives an important reason for U.S. involvement in Korea and explains why it was important. Identify a significant factor that led to United States involvement in the Korean war.
Scorer Comments: The response gives an important factor that led to U.S. involvement in Korea and explains why it was important. Partial - Student Response Identify a significant factor that led to United States involvement in the Korean war.
Scorer Comments: The response identifies "communism" as a factor that led to U.S. involvement in Korea, but the explanation is weak, failing to tie the issue of communism to the Korean conflict. Identify a significant factor that led to United States involvement in the Korean war.
Scorer Comments: The response correctly identifies "the threat of communism" as a significant factor, but the explanation
then leaves the international context to mention the domestic "red scare" without tying them together. Inappropriate - Student Response Identify a significant factor that led to United States involvement in the Korean war.
Scorer Comments: The responses to both parts of the question are vague and devoid of historical context. Identify a significant factor that led to United States involvement in the Korean war.
Scorer Comments: The response gives unacceptable answers to both parts of the question and fails to address the historical context in which the Korean conflict was fought.
Time Machine
230. What is the main message of this cartoon about President Lyndon Johnson?
Scoring Guide Score & Description Appropriate The response refers to Johnson being trapped between the Vietnam War and the impending 1968 election. Specifically, links war with Johnson's re-election campaign (i.e., the war made it less likely that Johnson could win the election and/or the nomination). (E.g., " If he doesn't get us out of Vietnam, he won't get re-elected .") Partial The response understands that the cartoon is about Johnson and Vietnam and the 1968 election, but it does not successfully link Johnson's election or chance to win the election to the war.
Inappropriate The response does not state that the cartoon is about LBJ and Vietnam and the 1968 election or it makes blatantly false statements.
Appropriate - Student Response What is the main message of this cartoon about President Lyndon Johnson?
Scorer Comments: The response correctly explains the message of the cartoon. What is the main message of this cartoon about President Lyndon Johnson? Scorer Comments: The response correctly explains the message of the cartoon. Partial - Student Response What is the main message of this cartoon about President Lyndon Johnson?
Scorer Comments: The response notes that Johnson is somehow caught between the Vietnam War and the 1968 election, but does not clearly express the idea that Johnson's reelection chances were being jeopardized by the war. What is the main message of this cartoon about President Lyndon Johnson? Scorer Comments: The response gives a literal reading of the cartoon, correctly noting that Johnson would be "stuck" between the war and the election, but does not clearly express what it meant to be "stuck" there. Inappropriate - Student Response What is the main message of this cartoon about President Lyndon Johnson?
Scorer Comments: The response gives an incorrect reading of the cartoon and includes incorrect historical information. What is the main message of this cartoon about President Lyndon Johnson? Scorer Comments: The response misses the central point of the cartoon, ignoring the impact of the war on the 1968 election.
231. In October 1962 the United States and the Soviet Union came close to war over the issue of Soviet A. B. C. D. Key B control of East Berlin missiles in Cuba support of the Ho Chi Minh regime in Vietnam military support of the Marxist regime in Afghanistan
232. The most powerful social class in Spain's American colonies in the 1500's was composed of people A. B. C. D. Key D of mixed Spanish and Indian ancestry of Mexican ancestry of Spanish ancestry born in America born in Spain
233. Anne Hutchinson was banished from Massachusetts in 1637 because she A. B. C. D. wanted women to have the right to vote expressed religious beliefs that threatened Puritan leaders tried to start a separate colony called Rhode Island refused to marry and have children
Key B
234. What impact did the Anti-Federalists have on the United States Constitution? A. Their arguments helped lead to the adoption of the Bill of Rights. B. Their arguments helped lead to the abolition of the slave trade. C. Their influence ensured that the federal government would maintain a standing army. D. Their influence ensured that the federal government would have the power to tax. Key A
235. At the Constitutional Convention in 1787, the large states and the small states disagreed with each other about how the new government should be structured. Identify the most important issue that large and small states disagreed about.
The response identifies the disagreement that was resolved by the Connecticut (Great) Compromise AND explains how the Connecticut Compromise resolved the disagreement. Partial The response identifies the disagreement that was resolved by the Connecticut (Great) Compromise but does NOT explain how the Compromise resolved the disagreement OR the response does not identify what the disagreement was but does explain how it was resolved by the Connecticut Compromise. Inappropriate The response neither correctly explains what the debate was about nor correctly explains its resolution.
Appropriate - Student Response At the Constitutional Convention in 1787, the large states and the small states disagreed with each other about how the new government should be structured. Identify the most important issue that large and small states disagreed about.
Scorer Comments: The response correctly identifies that the disagreement was over representation in Congress and explains how the Connecticut Compromise resolved the disagreemement. At the Constitutional Convention in 1787, the large states and the small states disagreed with each other about how the new government should be structured. Identify the most important issue that large and small states disagreed about.
Scorer Comments: The response correctly identifies that the disagreement was about the relative power large and small states would hold in the new government and explains how the Connecticut Compromise resolved the issue. Partial - Student Response At the Constitutional Convention in 1787, the large states and the small states disagreed with each other about how the new government should be structured. Identify the most important issue that large and small states disagreed about.
Scorer Comments: The response correctly identifies that the disagreement was over power in the new legislature, but it incorrectly explains that each state would get one vote in the Senate and fails to mention anything about the House of Representatives. At the Constitutional Convention in 1787, the large states and the small states disagreed with each other about how the new government should be structured. Identify the most important issue that large and small states disagreed about.
Scorer Comments: The response is not very strong, but it does indicate that the disagreement was over how representation would be determined. That was sufficient to receive partial credit. The second part of the response is too vague. Inappropriate - Student Response At the Constitutional Convention in 1787, the large states and the small states disagreed with each other about how the new government should be structured. Identify the most important issue that large and small states disagreed about.
Scorer Comments: The response incorrectly identifies the Connecticut Compromise as being about taxation. At the Constitutional Convention in 1787, the large states and the small states disagreed with each other about how the new government should be structured. Identify the most important issue that large and small states disagreed about.
Scorer Comments: The response incorrectly identifies the Connecticut Compromise as being about boundaries and territories.
236. What was a major effect of the introduction of the cotton gin? A. B. C. D. Key C A decline in A decline in An increase An increase the southern slave population the size of southern farms in cotton production in the import of manufactured goods
237. The map shows the route for the expedition of
A. B. C. D. Key B
Henry Hudson Lewis and Clark Zebulon Pike Mason and Dixon
238. The expedition whose route is shown above was undertaken to explore the A. B. C. D. Key C lands taken in the Mexican War lands taken from England in the War of 1812 Louisiana Purchase Gadsden Purchase
239. Gabriel Prosser, Denmark Vesey, Nat Turner, and Joseph Cinque were all A. B. C. D. Key D soldiers in the American Revolution merchants who were involved in the triangular trade authors who described slave conditions leaders of slave rebellions
240. Throughout the early to mid-1800's, the Lowell factory system primarily employed A. B. C. D. Key C married women married men single women single men
241. Which statement best describes the treatment of American Indians living east of the Mississippi River between 1800 and 1850? A. B. C. D. Key A Most were forced to move west of the Mississippi River. Most were forced to work as slaves on plantations. They were encouraged to become American citizens. They were forced onto reservations in the eastern half of the country.
242. Susan B. Anthony was a leader of the movement to A. B. C. D. Key A guarantee women the right to vote in national elections guarantee former slaves the right to vote ensure that harsher laws against criminals were passed reduce the authority of the Constitution of the United States
Question 12 refers to the photograph below.
The New York Times
243. What social policy is reflected in the photograph?
Scoring Guide Score & Description Appropriate The response indicates that the policy was segregation AND identifies one consequence of the policy for African Americans. Partial The response indicates that the policy was segregation OR more generally notes that the policy was discriminatory or racist. The response does not identify any consequences of the policy for African Americans. Inappropriate The response does not indicate either that the policy was segregation or note that the policy was discriminatory or racist. The response does not identify any consequences of the policy for African Americans.
Appropriate - Student Response What social policy is reflected in the photograph?
Scorer Comments: The response correctly points out that the policy was the Jim Crow laws and notes consequences of poor treatment and protest. What social policy is reflected in the photograph?
Scorer Comments: The response correctly identifies the policy of segregation and notes the consequence of unequal rights. Partial - Student Response What social policy is reflected in the photograph?
Scorer Comments: The response correctly identifies the policy of segregation, but the consequence offered is vague. What social policy is reflected in the photograph?
Scorer Comments: The response correctly identifies the policy as segregation, but the consequence offered merely defines segregation. Inappropriate - Student Response What social policy is reflected in the photograph?
Scorer Comments: The response does not indicate a social policy, and the consequence described is vague. What social policy is reflected in the photograph?
Scorer Comments: The response does not offer a social policy but instead describes (inaccurately) the situation presented in the photograph.
IMMIGRATION TO THE UNITED STATES 1901-1930

Period Southern and Eastern Europe 6,225,981 3,379,126 1,193,830
1901 -1910 1911 -1920 1921 -1930
244. Briefly identify the pattern of southern- and eastern-European migration between 1901 and 1930 shown in the table above.
Scoring Guide Score & Description Appropriate The response indicates that immigration declined between 1911-1930 AND explains why: EITHER because of restrictive immigration laws OR because of World War I OR both. Partial The response states that immigration declined between 1911-1930, but does not explain why, OR explains why immigration declined without identifying trend. Inappropriate The response does not indicate that immigration declined between 1911-1930 or explain a cause of the decline.
Appropriate - Student Response Briefly identify the pattern of southern- and eastern-European migration between 1901 and 1930 shown in the table above.
Scorer Comments: The response provides brief but accurate answers to both parts of the question. Briefly identify the pattern of southern- and eastern-European migration between 1901 and 1930 shown in the table above.
Scorer Comments: The response provides acceptable answers to both parts of the question. In the first part, the trend is
correct even though the decline from the 1910s to the 1920s was two million, not three million as stated. Credit was awarded for the second part because it suggests, though it does not say explicitly, that the government restricted immigration. Partial - Student Response Briefly identify the pattern of southern- and eastern-European migration between 1901 and 1930 shown in the table above.
Scorer Comments: The response receives partial credit for its accurate answer to the first part. The reason offered for the decline in immigration is incorrect. Briefly identify the pattern of southern- and eastern-European migration between 1901 and 1930 shown in the table above.
Scorer Comments: The response receives credit for its basic, but correct, answer to the first part. The reason is not creditable Inappropriate - Student Response Briefly identify the pattern of southern- and eastern-European migration between 1901 and 1930 shown in the table above.
Scorer Comments: The response shows an unclear reading of the table, and the reason offered suggests that U.S. immigration should have been increasing rather than decreasing. Briefly identify the pattern of southern- and eastern-European migration between 1901 and 1930 shown in the table above.
Scorer Comments: The response shows a misreading of the graph and fails to identify a trend. The reason offered does not address the trend in immigration.
245. The Monroe Doctrine, the Good Neighbor Policy, and the Alliance for Progress were all United States foreign policy positions relating directly to A. B. C. D. Key A Latin America Africa the Middle East China
Reuters/Corbis 246. What event is depicted in the photograph above?
The response identifies the event as the tearing down of the Berlin Wall AND provides one example to explain how American foreign policy was affected by the destruction of the Wall or the end of the Cold War more generally. Partial The response identifies the event but offers no explanation of how American foreign policy was affected by the destruction of the Wall or the end of the Cold War more generally. Inappropriate The response does not identify the event correctly, does not explain how American policy was affected by the destruction of the Wall or the end of the Cold War, and gives no examples.
Appropriate - Student Response What event is depicted in the photograph above?
Scorer Comments: The response correctly identifies the event in the photograph and gives an impact of the event on U.S. foreign policy. What event is depicted in the photograph above?
Scorer Comments: The response correctly identifies the event in the photograph and gives an impact of the event on U.S. foreign policy. Partial - Student Response What event is depicted in the photograph above?
Scorer Comments: The response identifies the event but does not explain correctly how it influenced U.S. foreign policy. What event is depicted in the photograph above?
Scorer Comments: The response correctly identifies the event, but the answer to the second part does not address an aspect of U.S. foreign policy. Inappropriate - Student Response What event is depicted in the photograph above?
Scorer Comments: The response incorrectly identifies the event and U.S. foreign policy. What event is depicted in the photograph above?
Scorer Comments: The response gives only a vague description of the event.
247. The Great Society programs of the 1960's were primarily based on the idea that A. B. C. D. Key B American society was hopelessly flawed the federal government should play an active role in promoting social welfare the poor needed to work harder in order to succeed the federal government lacked the authority to help the poor
248. Suppose that you are traveling with ONE of the explorers whose route is shown on the map on page 2. Write the name of the explorer that you are traveling with. What is the area you are exploring? Explain why your explorations were important
Scoring Guide Score & Description Appropriate The response is able to accurately describe the explorations of the person selected. Response shows geographic and historical accuracy. Answers all parts of question. Essential The response answers both parts of the question. Responses are generally historically and geographically accurate, but may contain some inaccuracy, or trivial information.
Partial The response answers only one part of the question correctly. Answers may contain some important historical or geographic inaccuracies. Inappropriate The response may name an explorer, but it does not successfully answer either part of the question.
Appropriate - Student Response Suppose that you are traveling with ONE of the explorers whose route is shown on the map on page 2.
Scorer Comments: The response names Cabrillo and accurately states that he explored the Pacific Ocean. The reason given for the importance of his explorations, that Cabrillo had to find "stuff" before Drake did, accurately suggests that exploration was in part motivated by competition between countries. Suppose that you are traveling with ONE of the explorers whose route is shown on the map on page 2.
Scorer Comments: The response names Drake and accurately states that he explored part of California. The reason given for the importance of his exploration, that he claimed land in California for England, is accurate. Essential - Student Response Suppose that you are traveling with ONE of the explorers whose route is shown on the map on page 2.
Scorer Comments: The response names Hudson and accurately states that he explored the northeast part of (what would
later become) the United States. The reason given for the importance of his exploration, that he was one of the first people to discover that area, does not offer any additional information about Hudson's explorations. Suppose that you are traveling with ONE of the explorers whose route is shown on the map on page 2.
Scorer Comments: The response names Ponce de Leon and accurately states that he explored Florida's coast. The reason given for the importance of his exploration, that he found Florida, does not offer any additional information about Ponce de Leon's exploration. Partial - Student Response Suppose that you are traveling with ONE of the explorers whose route is shown on the map on page 2.
Scorer Comments: The response names De Soto and accurately states that he explored the Mississippi River. No reason is given for the importance of his explorations. Suppose that you are traveling with ONE of the explorers whose route is shown on the map on page 2.
Scorer Comments: The response names Coronado and accurately states that he explored North America. No reason is given for the importance of his explorations. Inappropriate - Student Response
Suppose that you are traveling with ONE of the explorers whose route is shown on the map on page 2.
Scorer Comments: The response does not name one of the explorers whose route is shown on the map provided. Suppose that you are traveling with ONE of the explorers whose route is shown on the map on page 2.
Scorer Comments: The response names Hudson but incorrectly identifies the area he explored as Cuba.
The following question refers to the picture of totem poles below.
249. The American Indians who made totem poles like the ones shown in the picture live in which area of the United States? A. B. C. D. Key D The The The The Southwest Midwest Northeast Northwest
The following question refers to the picture of totem poles below.
250. Totem poles like those in the picture were originally made for A. B. C. D. Key C catching animals building homes religious customs transportation
251. The map above shows many of the trade routes for A. B. C. D. Key C spices tea slaves silk
252. Which part of the government of the United States is responsible for passing laws? A. B. C. D. Key C The The The The President Supreme Court Congress State Department
253. What are the people in the picture protesting against? A. B. C. D. Key D French fur trade with American Indians Colonial treatment of American Indians British control of colonial shipping companies British taxation of the colonists
254. The event shown in the picture helped lead directly to the A. B. C. D. Key B adoption of the Bill of Rights American Revolution Great Compromise French and Indian War
255. List TWO jobs you might have had if you had lived in West Granby in 1810, and then describe the kinds of work you would have done for each job. Job 1. Job 2. Scoring Guide Score & Description Appropriate
These responses provide two kinds of work drawn from the information shown on the map, or appropriate for a small town like West Granby in 1810, and describe the kinds of work done for both jobs. Partial These responses only provide one kind of work that can be drawn from the map, or one kind of work appropriate to a small town in 1810. Or, they name one or two kinds of work without describing what either one would involve, or they only describe one kind of work. Inappropriate These responses do not provide occupations at all or do not provide occupations that could have existed in a small town in 1810. "Cleaning the house" and other household tasks that are contemporary are unacceptable.
- Student Response List TWO jobs you might have had if you had lived in West Granby in 1810, and then describe the kinds of work you would have done for each job. Appropriate - Student Response List TWO jobs you might have had if you had lived in West Granby in 1810, and then describe the kinds of work you would have done for each job.
Scorer Comments: The response provides two kinds of workin a hatters' shop and in a sawmillthat are drawn from the information shown on the map. The response also describes the kinds of work that would be performed. List TWO jobs you might have had if you had lived in West Granby in 1810, and then describe the kinds of work you would have done for each job.
Scorer Comments: The response provides two kinds of workas a schoolteacher and as a gristmill workerthat are drawn from the information shown on the map. The response also describes the kinds of work that would be performed. Partial - Student Response List TWO jobs you might have had if you had lived in West Granby in 1810, and then describe the kinds of work you would have done for each job.
Scorer Comments: The response provides one kind of work and describes the kind of work that would be performed. A second example is not provided. List TWO jobs you might have had if you had lived in West Granby in 1810, and then describe the kinds of work you would have done for each job.
Scorer Comments: The response provides two kinds of work without describing what either one would involve. Inappropriate - Student Response List TWO jobs you might have had if you had lived in West Granby in 1810, and then describe the kinds of work you would have done for each job.
Scorer Comments: The response lists two names taken from the map but does not describe jobs that the student might have had in West Granby. List TWO jobs you might have had if you had lived in West Granby in 1810, and then describe the kinds of work you would have done for each job.
Scorer Comments: The response lists two kinds of work that would not have been appropriate for a town like West Granby in 1810.
256. Why do you think that many towns were located near streams and rivers like Salmon Brook? Give two reasons. 1.
2.
Scoring Guide Score & Description Appropriate These responses make use of the information on the map and/or other knowledge to provide two reasons that are relevant to the time period. Partial These responses provide one appropriate reason with a vague reason, or a vague reason alone, as in, "water for working." They also may include one reason inappropriate by virtue of its irrelevance to a town's location near water or its temporal inappropriateness. Examples of such inappropriate reasons could be: Needed water for: swimming pools washing cars a general store a carpenter's shop sailing ships to and from countries with which the town trades Inappropriate These responses do not provide conceivable reasons for locating towns near streams and rivers.
- Student Response Why do you think that many towns were located near streams and rivers like Salmon Brook? Give two reasons. Appropriate - Student Response Why do you think that many towns were located near streams and rivers like Salmon Brook? Give two reasons.
Scorer Comments: The response provides two reasons explaining why many early American towns were located near streams and riversthe need for water to turn a waterwheel and the use of rivers for transportation. Why do you think that many towns were located near streams and rivers like Salmon Brook? Give two reasons.
Scorer Comments: The response provides two reasons explaining why many early American towns were located near streams and riversthe need for water to run mills and the need for drinking water. Partial - Student Response Why do you think that many towns were located near streams and rivers like Salmon Brook? Give two reasons.
Scorer Comments: The response provides one acceptable reason to explain why many early American towns were located near streams and riversthe need for power. The other reason "to get water" was not credited because it was vague. Why do you think that many towns were located near streams and rivers like Salmon Brook? Give two reasons.
Scorer Comments: The response provides one vague reason to explain why many early American towns were located near streams and riversto get fresh water. The other reasona source of electricityis not accurate. Inappropriate - Student Response Why do you think that many towns were located near streams and rivers like Salmon Brook? Give two reasons.
Scorer Comments: The response does not provide any accurate reason to explain why many early American towns were located near streams and rivers. Why do you think that many towns were located near streams and rivers like Salmon Brook? Give two reasons.
Scorer Comments:
The response does not provide any accurate reason to explain why many early American towns were located near streams and rivers.
257. Give TWO reasons why the people we call "pioneers" moved west across the United States. 1.
2.
Scoring Guide Score & Description Appropriate The response correctly identifies two significant reasons why people moved west. Partial The response correctly identifies one significant reason why people moved west. If a second reason is present it is trivial or incorrect. Inappropriate The response does not correctly identify any significant reasons why people moved west. For example, "to settle in a new place," "to go to school in the West," "because the weather in the East was bad," "because there were no Native Americans in the West," etc.
Appropriate - Student Response Give TWO reasons why the people we call "pioneers" moved west across the United States.
Scorer Comments:
The response identifies two significant reasons why people moved westthe desire for freedom and the desire for more space. Give TWO reasons why the people we call "pioneers" moved west across the United States.
Scorer Comments: The response identifies two significant reasons why people moved westthe discovery of gold and job opportunities. Partial - Student Response Give TWO reasons why the people we call "pioneers" moved west across the United States.
Scorer Comments: The response identifies one significant reason why people moved westthe desire for land. The other reasons given are too vague to be credited. Give TWO reasons why the people we call "pioneers" moved west across the United States.
Scorer Comments: The response identifies one significant reason why people moved westthe desire for land. Both reasons are variants on that theme. Inappropriate - Student Response Give TWO reasons why the people we call "pioneers" moved west across the United States.
Scorer Comments: The response does not identify any acceptable reasons why people moved west. Both reasons given are inaccurate. Give TWO reasons why the people we call "pioneers" moved west across the United States.
Scorer Comments: The response does not identify any acceptable reasons why people moved west. Both reasons given are inaccurate.
258. What was a major cause of the Civil War? A. People in the North and in the South had different religions. B. People in the North and in the South disagreed over slavery. C. People in the North wanted control of the country when they found out that gold had been discovered in the South. D. People in the South wanted control of the country when they found out that oil had been discovered in the North. Key
The following question refers to the passage below.

"Land! Land!" came the joyous shout. "America! We're in America!" cried my mother, almost crushing us in her happiness. Everyone crowded and pushed on deck. They strained and stretched to get the first glimpse of the "golden country," lifting their children on their shoulders that they might see beyond them. Men fell on their knees to pray. Women hugged their babies and wept. Children danced. Strangers hugged and kissed like old friends. Old men and women had in their eyes a look of young people in love. Age-old visions sang themselves in mesongs of freedom of an oppressed people. America! America!
259. Who probably said this? A. B. C. D. Key C a Spanish explorer an African slave a European immigrant a Mexican farm worker

"Land! Land!" came the joyous shout. "America! We're in America!" cried my mother, almost crushing us in her happiness. Everyone crowded and pushed on deck. They strained and stretched to get the first glimpse of the "golden country," lifting their children on their shoulders that they might see beyond them. Men fell on their knees to pray. Women hugged their babies and wept. Children danced. Strangers hugged and kissed like old friends. Old men and women had in their eyes a look of young people in love. Age-old visions sang themselves in me-songs of freedom of an oppressed people. America! America!
260. Give TWO reasons why the people described in the passage might have wanted to come to America. 1.
2.
Scoring Guide Score & Description Appropriate The response accurately describes two reasons immigrants came to America. Partial The response gives one correct reason immigrants often came to the United States. It may give a second reason, which is incorrect. Inappropriate The response does not identify any reasons why people came to the United States as immigrants. For example: "To see what it was like."
Appropriate - Student Response Give TWO reasons why the people described in the passage might have wanted to come to America.
Scorer Comments: The response accurately describes two reasons immigrants came to Americato improve their lives and to find job opportunities. Give TWO reasons why the people described in the passage might have wanted to come to America.
Scorer Comments: The response accurately describes two reasons immigrants came to Americato escape unfair treatment in Europe and to find gold. Partial - Student Response Give TWO reasons why the people described in the passage might have wanted to come to America.
Scorer Comments: The response accurately describes one reason immigrants came to Americato improve their economic status. Both reasons given are statements of this theme. Give TWO reasons why the people described in the passage might have wanted to come to America.
Scorer Comments: The response accurately describes one reason immigrants came to America"they wanted peace", which is a variant of the creditable response that immigrants were escaping war or seeking peace. Inappropriate - Student Response Give TWO reasons why the people described in the passage might have wanted to come to America.
Scorer Comments: The response does not identify any reason why people came to America as immigrants. The reasons provided, that they wanted to see America and that they wanted a war, are both inaccurate. Give TWO reasons why the people described in the passage might have wanted to come to America.
Scorer Comments: The response does not identify any reason why people came to America as immigrants. The reason provided, that immigrants were escaping slavery, is inaccurate.
261. To achieve his goals, Martin Luther King, Jr., told people to A. peacefully disobey laws that were not fair
B. ignore politics and participate in religion C. move away from countries where they were not treated fairly D. protest by not voting Key A
262. Examine this label from a product people buy and use in the United States. The label shows that people in the United States A. B. C. D. Key A import goods from other countries export goods to other countries study about other countries often travel to other countries
263. The first Spanish explorers who reached the Americas were looking for A. B. C. D. Key B a route to Alaska a new route to Asia proof that the world was flat new land for farming
264. Choose an American Indian group from the map on page 2, and circle its name directly on the map. On the chart below, list one way this American Indian group got food, shelter, and clothing in the period before Europeans came to America. Then list one way your family gets food, shelter, and clothing. American Indians in the Period Before Europeans Came 1. Food: 1. Food: Your Family
2. Shelter:
2. Shelter:
3. Clothing:
3. Clothing:
Give one reason why the American Indian group long ago and your family today differ in the ways they get their food, shelter, or clothing.
Scoring Guide Score & Description Appropriate The response circles an American Indian group. It lists correctly one way that the group chosen got food, shelter, and clothing, and one way that his/her own family gets food, shelter, and clothing. It then gives one appropriate reason for differences between the ways the American Indian group got food, clothing, and shelter, and the ways his/her family get food, shelter, and clothing. For example, it might mention changes in technology, resources, ways of life (e.g. - growth of cities and modern economies), social organization, changed attitudes and beliefs. Essential The response circles an American Indian group. The response is able to identify correctly two ways the American Indian group specified met basic needs and two ways modern families meet their needs. It does not explain why the ways families meet needs have changed; or, any explanation provided merely repeats information already presented in the chart. OR The response identifies one way American Indians met their needs and one way the modern families meet their needs, and gives one appropriate reason for the differences. Partial The response circles an American Indian group and is able to identify correctly one way the American Indian group specified met its needs and one way modern families meet their needs. Inappropriate The response circles an American Indian group but does not explain how the American Indian group specified met its needs, or provide a difference between American Indians and modern families. The response fails to identify an American Indian group. To determine whether students have knowledge of how one Indian group lived and contrasts with modern life.
Appropriate - Student Response Choose an American Indian group from the map on page 2, and circle its name directly on the map. On the chart below, list one way this American Indian group got food, shelter, and clothing in the period before Europeans came to America. Then list one way your family gets food, shelter, and clothing.
Scorer Comments: The student circles an American Indian group, the Iroquois. The response lists correctly one way that the group circled got food, shelter, and clothing; and one way that the student's family gets food, shelter, and clothing. It then gives one appropriate reason for these differences. Choose an American Indian group from the map on page 2, and circle its name directly on the map.
On the chart below, list one way this American Indian group got food, shelter, and clothing in the period before Europeans came to America. Then list one way your family gets food, shelter, and clothing.
Scorer Comments: The student circles an American Indian group, the Iroquois. The response lists correctly one way that the group circled got food, shelter, and clothing; and one way that the student's family gets food, shelter, and clothing. It then gives one appropriate reason for these differences. Essential - Student Response Choose an American Indian group from the map on page 2, and circle its name directly on the map. On the chart below, list one way this American Indian group got food, shelter, and clothing in the period before Europeans came to America. Then list one way your family gets food, shelter, and clothing.
Scorer Comments: The student circles an American Indian group, the Sioux. The response lists correctly one way that the group got food, shelter, and clothing; but only lists ways that the student's family gets shelter and clothing. The reason given for the differences is not acceptable. Choose an American Indian group from the map on page 2, and circle its name directly on the map. On the chart below, list one way this American Indian group got food, shelter, and clothing in the period before Europeans came to America. Then list one way your family gets food, shelter, and
clothing.
Scorer Comments: The student circles an American Indian group, the Blackfeet. The response lists correctly one way that the group circled got food, shelter, and clothing; and one way that the student's family gets food,
shelter, and clothing. However, the reason given for the differencesthat "the Blackfeet make their food, shelter, and clothing and we buy those things"is too general to be acceptable. Partial - Student Response Choose an American Indian group from the map on page 2, and circle its name directly on the map. On the chart below, list one way this American Indian group got food, shelter, and clothing in the period before Europeans came to America. Then list one way your family gets food, shelter, and clothing.
Scorer Comments: The student circles an American Indian group, the Apache. The response compares the American Indian way and the student's family's way of getting food acceptably, but no comparison is provided for shelter or clothing. The reason given for the differences is not acceptable. Choose an American Indian group from the map on page 2, and circle its name directly on the map.
On the chart below, list one way this American Indian group got food, shelter, and clothing in the period before Europeans came to America. Then list one way your family gets food, shelter, and clothing.
Scorer Comments: The student circles an American Indian group, the Seminole. The response acceptably compares the American Indian way and the student's family's way of getting food. It gives an unacceptable comparison for clothing. No reason for the differences is provided. Inappropriate - Student Response Choose an American Indian group from the map on page 2, and circle its name directly on the map. On the chart below, list one way this American Indian group got food, shelter, and clothing in the period before Europeans came to America. Then list one way your family gets food, shelter, and clothing.
Scorer Comments: The student does not circle an American Indian group, therefore, the response is inappropriate. Choose an American Indian group from the map on page 2, and circle its name directly on the map. On the chart below, list one way this American Indian group got food, shelter, and clothing in the period before Europeans came to America. Then list one way your family gets food, shelter, and clothing.
Scorer Comments: The student does not circle an American Indian group; therefore, the response is inappropriate.
The following question is about the portion of the diary of Elizabeth Fuller shown below. Elizabeth was 14 years old in 1790 when she wrote this diary. She lived in Princeton, Massachusetts.
October 4 October 7 October 11 October 12 November 11 November 24 November 25 November 27 December 4 December 16 December 17
Mr. Pope was here, bought a pair of oxen from Pa. Mr. Keys at work here. Very pleasant today. I have to work very hard. I washed today. Pa got in his corn. Mr. Joseph Eveleth died last night. Timmy went to mill. We baked two ovensfull of pies. Mr. Nathan Perry here this eve. Thanksgiving today we baked three ovensfull of pies. Mr. Nathan Perry here this eve. Mr. Gregory killed our hogs today. I minced the link meat. John Brooks here killing our sheep. A severe snow storm. Very cold. I made sixteen dozen candles.
265. Explain one important way that Elizabeth Fuller's days were different from the lives of children today.
Scoring Guide Score & Description Appropriate The response explains one important difference between contemporary children and Fuller. Partial The response makes accurate observations that lack direct comparisons e.g. "her life was hard", "she worked hard", "she had to do chores and wash." OR use of third-person to describe her actions, such as "she made sixteen dozen candles." Inappropriate The response does not correctly identify a difference between Fuller's day and a modern one. Statements about actions that we all do , as in "she washed" are not acceptable. A restatement of the diary, such as "we baked two ovensfull of pies" is not acceptable.
Appropriate - Student Response Explain one important way that Elizabeth Fuller's days were different from the lives of children today.
Scorer Comments: The response explains one important difference between contemporary children and Fuller. Explain one important way that Elizabeth Fuller's days were different from the lives of children today.
Scorer Comments: The response explains one important difference between contemporary children and Fuller. Partial - Student Response Explain one important way that Elizabeth Fuller's days were different from the lives of children today.
Scorer Comments: The response makes an accurate observation about her actions, described in the third-person. However, it lacks a comparison. Explain one important way that Elizabeth Fuller's days were different from the lives of children today.
Scorer Comments: The response makes an accurate observation about her actions, described in the third-person. However, it lacks a comparison. Inappropriate - Student Response Explain one important way that Elizabeth Fuller's days were different from the lives of children today.
Scorer Comments: The response does not correctly identify a difference between Fuller's day and a modern one. The statement made about the absence of toys in Fuller's time is incorrect.
Explain one important way that Elizabeth Fuller's days were different from the lives of children today.
Scorer Comments: The response does not correctly identify a difference between Fuller's day and a modern one. The comment that "she lived a long time ago" does not indicate a contrast between the student's day and Fuller's.
The following question is about the portion of the diary of Elizabeth Fuller shown below. Elizabeth was 14 years old in 1790 when she wrote this diary. She lived in Princeton, Massachusetts.
October 4 October 7 October 11 October 12 November 11 November 24 November 25 November 27 December 4 December 16 December 17 Mr. Pope was here, bought a pair of oxen from Pa. Mr. Keys at work here. Very pleasant today. I have to work very hard. I washed today. Pa got in his corn. Mr. Joseph Eveleth died last night. Timmy went to mill. We baked two ovensfull of pies. Mr. Nathan Perry here this eve. Thanksgiving today we baked three ovensfull of pies. Mr. Nathan Perry here this eve. Mr. Gregory killed our hogs today. I minced the link meat. John Brooks here killing our sheep. A severe snow storm. Very cold. I made sixteen dozen candles.
266. Identify two modern inventions or machines that we have today that would have made Elizabeth Fuller's life easier. Invention 1:
Invention 2:
Appropriate The response identifies two inventions or machines that might have improved Fuller's life, such as washing machines, gas stoves, electric lights, or central heating. Partial The response identifies one invention or machine. A second, if present, does not show an understanding of the difference between Fuller's life and ours, such as a motorcycle. Or, the response identifies one or two modern inventions or machines that were not relevant to Fuller's life. Inappropriate The response does not identify any inventions or machines that would have helped Fuller, or identifies machines that were available in Fuller's time.
Appropriate - Student Response Identify two modern inventions or machines that we have today that would have made Elizabeth Fuller's life easier.
Scorer Comments: The response identifies two inventionselectric ovens and running waterthat might have improved Fuller's life. Identify two modern inventions or machines that we have today that would have made Elizabeth Fuller's life easier.
Scorer Comments: The response identifies two inventionswashing machines and dishwashersthat might have improved Fuller's life. Partial - Student Response Identify two modern inventions or machines that we have today that would have made Elizabeth Fuller's life easier.
Scorer Comments: The response identifies one category of inventionwasher/dryerthat might have improved Fuller's life. The second, "stores" is inaccurate; stores played a significant role in the America of the 1790s. Identify two modern inventions or machines that we have today that would have made Elizabeth Fuller's life easier.
Scorer Comments: The response identifies one inventionthe tractorthat might have improved Fuller's life. The second invention, "lawnmower," was not relevant to Fuller's life. Inappropriate - Student Response Identify two modern inventions or machines that we have today that would have made Elizabeth Fuller's life easier.
Scorer Comments: The response does not identify any invention or machine that would have helped Fuller. The two examples are not inventions and both existed in Fuller's time. Identify two modern inventions or machines that we have today that would have made Elizabeth Fuller's life easier.
Scorer Comments:
The response does not identify any invention or machine that would have helped Fuller.
267. The Spanish colonies in the Americas were located close to which areas? A. B. C. D. Key B 1 2 3 5 and and and and 3 5 4 6
268. Most people brought to the Americas as slaves were born in which area? A. B. C. D. Key D 1 4 6 7

We hold these truths to be self-evident: That all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness . . .
269. The passage comes from the A. B. C. D. Key C Constitution Mayflower Compact Declaration of Independence Articles of Confederation

We hold these truths to be self-evident: That all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness . . .
270. According to this document, "life, liberty, and the pursuit of happiness" are A. B. C. D. Key A God-given rights that governments cannot take away rights given to citizens and not to noncitizens rights that are made into laws by governments the rights to a place to live and a place to work
271. In pioneer schools, feathers like this were most often used for A. B. C. D. Key C measuring sewing writing playing a game
272. The poster shown above is trying to attract recruits by appealing to their A. B. C. D. Key C homesickness religious beliefs patriotism need for money
A map of the place from 100 years ago A diary or journal from 100 years ago A local newspaper from 100 years ago An encyclopedia printed this year A cemetery 273. Imagine that you want to learn about what everyday life was like 100 years ago in the place where you live. Choose ONE of the items on the list above and circle it. Tell what information you could get from that item that would help you.
Scoring Guide
Score & Description Appropriate The response chooses one source and explains the kind of information that one could learn from that source. Partial The response chooses one source. It identifies useful information to retrieve, but the information identified is vague or partially incorrect, as in "a newspapers show what people were doing." Inappropriate The response may or may not choose a sources but it does not correctly identify information that could be gotten from any of the primary historical sources listed.
Appropriate - Student Response Imagine that you want to learn about what everyday life was like 100 years ago in the place where you live. Choose ONE of the items on the list above and circle it. Tell what information you could get from that item that would help you.
Scorer Comments: The response chooses a local newspaper from 100 years ago and provides an acceptable kind of information that one could get from a newspaper. Imagine that you want to learn about what everyday life was like 100 years ago in the place where you live. Choose ONE of the items on the list above and circle it. Tell what information you could get from that item that would help you.
Scorer Comments: The response chooses an encyclopedia printed this year and provides an acceptable kind of information that one could get from an encyclopedia. Partial - Student Response Imagine that you want to learn about what everyday life was like 100 years ago in the place where you live. Choose ONE of the items on the list above and circle it. Tell what information you could get from that item that would help you.
Scorer Comments: The response chooses a cemetery and provides a kind of information that one could learn from examining a cemetery, but the description of that information"what cemeteries were like then"is vague. Imagine that you want to learn about what everyday life was like 100 years ago in the place where you live. Choose ONE of the items on the list above and circle it. Tell what information you could get from that item that would help you.
Scorer Comments: The response chooses a local newspaper from 100 years ago and provides a kind of information that one could learn from a newspaperwhat happened a long time agobut the description is vague. Inappropriate - Student Response Imagine that you want to learn about what everyday life was like 100 years ago in the place where you live. Choose ONE of the items on the list above and circle it. Tell what information you could get from that item that would help you.
Scorer Comments: The response chooses a map of the place from 100 years ago but does not correctly identify information that could be obtained from that source; the description of that information is too unclear to be even partially acceptable. Imagine that you want to learn about what everyday life was like 100 years ago in the place where you live. Choose ONE of the items on the list above and circle it. Tell what information you could get from that item that would help you.
Scorer Comments: The response chooses a cemetery but does not correctly identify information that could be obtained from that source.
274. What is the astronaut in this picture exploring? A. B. C. D. Key C The Sun The Arctic The Moon Pluto
The following question refers to two photographs. The first photograph shows a sign in front of a laundry that states "We wash for white people only." The second photograph shows a sign stating "For Whites Only" next to a picnic area at a beach.
275. The photographs show A. B. C. D. Key A prejudice poverty political protest environmental conservation
276. Laws that are supposed to prevent the kind of things shown in the photographs are called A. B. C. D. Key C Jim Crow laws blue laws civil rights laws criminal laws
277. What are two things that African Americans did to protest against the conditions shown in the pictures? 1.
2.
Scoring Guide Score & Description Appropriate The response identifies two protest strategies used by African Americans. Partial The response identifies one correct protest strategy. It may identify a second, but this strategy is incorrect, trivial, or vague. An example of a vague response is "fought for their rights." Inappropriate The response does not identify any protest strategies used by African Americans.
Appropriate - Student Response What are two things that African Americans did to protest against the conditions shown in the pictures?
Scorer Comments: The response identifies two protest strategies used by African Americans to protest against discriminatory conditionsconducting protest marches and making speeches. What are two things that African Americans did to protest against the conditions shown in the pictures?
Scorer Comments: The response identifies two protest strategies used by African Americans to protest against discriminatory conditionsconducting boycotts and ignoring segregation rules. Partial - Student Response What are two things that African Americans did to protest against the conditions shown in the pictures?
Scorer Comments: The response identifies one protest strategy used by African Americans to protest against discriminatory conditionssitting in the White-only section of buses. The other example is not a protest strategy used by African Americans. What are two things that African Americans did to protest against the conditions shown in the pictures?
Scorer Comments: The response identifies one protest strategy used by African Americans to protest against discriminatory conditionsconducting boycotts. The other example is too vague to be credited. Inappropriate - Student Response What are two things that African Americans did to protest against the conditions shown in the pictures?
Scorer Comments: Neither example identifies a protest strategy used by African Americans to protest against discriminatory conditions. The first example is too vague; the second example is inaccurate. What are two things that African Americans did to protest against the conditions shown in the pictures?
Scorer Comments: Neither example identifies a protest strategy used by African Americans to protest against discriminatory conditions. Both examples are too vague and unclear.
278. At the time Columbus arrived in the Americas, most of the area that is now called Mexico was controlled by people called the A. B. C. D. Key B Apache Aztecs Iroquois Inuit
279. Why was Roger Williams forced to leave the Massachusetts Bay Colony? A. B. C. D. He He He He claimed that the Puritan government had no right to control religious beliefs was more loyal to the King of Spain than to the English monarchy. refused to do his share of the farming and other work. wanted to lead a war against the American Indians.
Key A
280. One major consequence of the Seven Years' War (French and Indian War) was that the A. colonists' decision to side with France led Britain to retaliate against them B. expense of fighting the war led Britain to tax the colonies directly for the first time C. loyalty of the colonists to the British side led Britain to grant them a high degree of selfgovernment D. elimination of the French threat in North America led Britain to concentrate on conquering all of the remaining Spanish colonies Key B
281. Using the information in the charts above, identify the most significant changes in the colonial population between 1700 and 1755.
Explain why these changes occurred.
Scoring Guide Score & Description Appropriate The response correctly identifies the significant changes in the population: population grew more diverse, proportion of English declined, etc. It explains that the changes occurred because of such reasons as the expansion of colonization or slavery. Credited responses could include: Changes in Population: decrease of English/Welsh increase of African greater diversity beginning of German immigration increase in Scotch, Irish, and Scotch-Irish Explanations: proportion of English declined because: economic conditions (wages & employment) improved in England; increasing numbers of settlers from other European nations in search of land and economic opportunity and religious freedom many left Ireland to flee economic and religious discrimination by British Germans fleeing war and poverty at home expansion of slavery (could mention that growth of plantation system and southern crops such as rice and tobacco made slavery increasingly profitable) availability of land (better land not ok) prosperity = economic opportunity Partial The response identifies the significant changes in population correctly, but can't explain them; OR it explains why population changes occurred without identifying the changes themselves. OR, it identifies and explains just one significant change. Or, both parts of answer are very general or vague. Inappropriate The response does not correctly identify changes in the colonial population or explain why the population changes occurred.
Appropriate - Student Response Using the information in the charts above, identify the most significant changes in the colonial
population between 1700 and 1755.
Scorer Comments: The response correctly identifies significant changes in the population and provides acceptable explanations for some of those changes. Using the information in the charts above, identify the most significant changes in the colonial population between 1700 and 1755.
Scorer Comments: The response correctly identifies significant changes in the population and provides acceptable explanations for those changes. Partial - Student Response
Using the information in the charts above, identify the most significant changes in the colonial population between 1700 and 1755.
Scorer Comments: The response correctly identifies significant changes in the population but the explanation merely describes the changes rather than gives reasons that explain why those changes happened. Using the information in the charts above, identify the most significant changes in the colonial population between 1700 and 1755.
Scorer Comments: The response correctly identifies significant changes in the population but the explanation is too vague to be acceptable. Inappropriate - Student Response Using the information in the charts above, identify the most significant changes in the colonial population between 1700 and 1755.
Scorer Comments: The response neither identifies significant changes in the population nor explains them; in indicating that the English and Welsh proportion of the population increased, it misreads the pie charts. Using the information in the charts above, identify the most significant changes in the colonial population between 1700 and 1755.
Scorer Comments: The response neither identifies significant changes in the population nor explains them. It does not cite any changes in the distribution of ethnic and racial groups during the colonial period.
282. Many people opposed ratification of the Constitution without a bill of rights because they A. B. C. D. Key D were afraid the states would be too powerful without a bill of rights thought that a bill of rights would strengthen the President's power did not want the national government to have an army feared that the new national government would deny people their rights
283. During the Revolutionary War, one outcome of the colonial victory at the Battle of Saratoga that helped ensure the final defeat of the British was the A. B. C. D. Key A entrance of France on the American side recapture of New York City from the British mutiny of the British forces under General Howe defeat of British forces at Valley Forge, Pennsylvania
284. What was the most significant factor that led the American colonists to form the First Continental Congress in 1774? A. B. C. D. Key C Religious conflict inside the colonies The desire of the colonists to write a Constitution to replace the Articles of Confederation Colonial frustration with laws passed by the British Parliament The desire of the colonists to stop the war between Britain and the colonies
285. The Mormons moved to Utah mainly to A. B. C. D. Key D gain better farmland search for new jobs escape attacks from American Indians practice their religion without interference
UNION AND CONFEDERATE RESOURCES (as percentages of total United States resources) Resource Population Railroads Farm acreage Factory Workers North 71% 71% 65% 92% South 29% 29% 35% 8%
286. Use the information in the table above to evaluate the statement, "The South could never have won the Civil War."
Scoring Guide Score & Description Appropriate These responses use the data in the table in a specific way to explain at least two distinct advantages that the North had over the South in making war. (e.g. railroads facilitated both movement of soldiers and equipment, and manufacture of war material.) (There are 2 or more items of data and they are both linked to the war.) Essential These responses show an understanding of the specific elements in the table, and link the table to an evaluation of Northern strength in general, but not specifically to Northern advantages in making war. The response may contain some inaccuracies. (There is some link of data to the war effort. Implies impact on war in some fashion.) Partial These responses may make general statements about northern strength, but contain no specific reference to the data in the table. OR, the response shows some understanding of the table but does not evaluate the statement. OR, the response shows some specific understanding of only one piece of data in the table. The responses at this level may contain important inaccuracies. (Refers to table but often regurgitates; no substance) Inappropriate These responses neither address the statement nor accurately describe any information in the table.
Appropriate - Student Response Use the information in the table above to evaluate the statement, "The South could never have won the Civil War."
Scorer Comments: Student response uses the data in the table to explain two distinct advantages that the North had over the South in making war railroads, transport troops, and more factory workers to produce supplies. Use the information in the table above to evaluate the statement, "The South could never have won the Civil War."
Scorer Comments: Student response uses the data in the table to explain more than the required two distinct advantages that the North had over the South in making war railroads to ship supplies, farm acreage to provide
food, and factory workers to produce artillery. Essential - Student Response Use the information in the table above to evaluate the statement, "The South could never have won the Civil War."
Scorer Comments: Student response uses the data in the table to explain one distinct advantage that the North had over the South in making war railroads to ship supplies. Use the information in the table above to evaluate the statement, "The South could never have won the Civil War."
Scorer Comments: Student response uses the data in the table to explain one distinct advantage that the North had over the South in making war greater population and hence more potential soldiers. Although other information in the table is noted, it is not directly linked to the war. Partial - Student Response Use the information in the table above to evaluate the statement, "The South could never have won the Civil War."
Scorer Comments: Student response uses the data in the table to make a general statement about northern strength. Use the information in the table above to evaluate the statement, "The South could never have won the Civil War."
Scorer Comments: Student response uses the data in the table to make a general statement about northern strength. Inappropriate - Student Response Use the information in the table above to evaluate the statement, "The South could never have won the Civil War."
Scorer Comments:
Student response does not use the data in the table to address the statement. Use the information in the table above to evaluate the statement, "The South could never have won the Civil War."
Scorer Comments: Student response does not use the data in the table to address the statement.
287. List two issues that were important in causing the Civil War. 1.
2.
On the chart below, list the Northern and Southern positions on each of these issues. MANY NORTHERNERS BELIEVED MANY SOUTHERNERS BELIEVED 1. 1.
2.
2.
Scoring Guide Score & Description Appropriate These responses correctly list two issues and fill the table with two pairs of contrasting beliefs. Partial These responses correctly list one or two issues, but do not provide accurate northern and southern positions on two different issues; may be correct on one issue but may reverse positions on the other or list an incorrect issue. Inappropriate These responses do not list any correct disagreements between the North and the South that helped to bring about the Civil War.
Appropriate - Student Response List two issues that were important in causing the Civil War.
Scorer Comments: The response lists two issues and fills the table with two pairs of contrasting beliefs. List two issues that were important in causing the Civil War.
Scorer Comments: The response lists two issues and fills the table with two pairs of contrasting beliefs. Partial - Student Response List two issues that were important in causing the Civil War.
Scorer Comments: The response lists two issues and fills the table with one pair of contrasting beliefs whether slavery should continue or be abolished. List two issues that were important in causing the Civil War.
Scorer Comments: The response lists two issues and fills the table with one pair of contrasting beliefs whether slavery is acceptable because it helps the economy or unacceptable because it is unconstitutional. Inappropriate - Student Response List two issues that were important in causing the Civil War.
Scorer Comments: The response does not list any disagreement between the North and the South that helped to bring about the Civil War. Neither issue cited helped to bring about the Civil War. List two issues that were important in causing the Civil War.
Scorer Comments: The response does not list any disagreement between the North and the South that helped to bring about the Civil War. The issues cited are too vaguely described to be credited.
The following question refers to the period (the late 1800's and early 1900's) during which workers began to form labor unions. These unions had important effects on politics and economics in the United States.
288. One of the earliest labor unions was known as the A. B. C. D. Key A Knights of Labor AFL-CIO Third Worker's International United States Chamber of Commerce
289. A major weapon unions have used in their struggles against factory owners is the A. B. C. D. lockout strike voter registration drive party convention
Key B
290. How did many factory owners react to the formation of unions in the 1800's and early 1900's? Identify two reactions and be as specific as possible. 1.
2.
Scoring Guide Score & Description Appropriate These responses provide two accurate and specific reactions factory owners had to the formation of unions. The opinion is explained with specificity. Partial These responses list one correct reaction of business to unions, (the response may lack specifics.) Other reactions given may be incorrect or incomplete. Inappropriate These responses do not identify any correct reactions of business to unions, or the reactions listed are trivial.
Appropriate - Student Response How did many factory owners react to the formation of unions in the 1800's and early 1900's? Identify two reactions and be as specific as possible.
Scorer Comments: The response provides two accurate reactions factory owners had to the formation of unions bringing in the military and blacklisting workers. How did many factory owners react to the formation of unions in the 1800's and early 1900's? Identify two reactions and be as specific as possible.
Scorer Comments: Response provides two accurate reactions to the formation of unions that factory owners had locking them out and bribing them. Partial - Student Response How did many factory owners react to the formation of unions in the 1800's and early 1900's? Identify two reactions and be as specific as possible.
Scorer Comments:
The response provides one accurate reaction factory owners had to the formation of unions hiring replacement workers. The other response is too vague to be acceptable. How did many factory owners react to the formation of unions in the 1800's and early 1900's? Identify two reactions and be as specific as possible.
Scorer Comments: The response provides one accurate reaction factory owners had to the formation of unions firing workers. Inappropriate - Student Response How did many factory owners react to the formation of unions in the 1800's and early 1900's? Identify two reactions and be as specific as possible.
Scorer Comments: The response does not identify a specific reaction to the formation of unions; the response provided is too vague to be creditable. How did many factory owners react to the formation of unions in the 1800's and early 1900's? Identify two reactions and be as specific as possible.
Scorer Comments: The response does not identify a specific reaction to the formation of unions; the response provided is too vague to be creditable.
291. Why was the invention of the steel plow important in United States history?
Scoring Guide Score & Description Appropriate The response explains that the plow allowed the soil to be easily broken up, leading to the growth of large-scale wheat and corn farming in the mid-West. OR says "could farm/plow quicker" or "resulted in bigger farms," "increased productivity," "moister soil," or "looser soil." Partial The response attempts to explain why the invention was important, but the explanation is vague or incomplete. For example: "made farmers' lives easier," "hard ground," "improve land," "better soil." Partial credit also given for "less likely to break," "tougher than wooden plows" Inappropriate The response does not tell why the invention of the steel plow was important. Ex: "better than plowing by hand".
Appropriate - Student Response Why was the invention of the steel plow important in United States history?
Scorer Comments: The response explains that the steel plow allowed farmers to produce crops more quickly. Why was the invention of the steel plow important in United States history?
Scorer Comments: The response explains that the steel plow facilitated greater efficiency in farming, specifying how that innovation was superior to the wooden variety that it replaced. Partial - Student Response Why was the invention of the steel plow important in United States history?
Scorer Comments: The response explains that the steel plow made farming easier and faster without specifying how it did so. Why was the invention of the steel plow important in United States history?
Scorer Comments: The response explains that the steel plow made farming easier and faster without specifying how it did so. Inappropriate - Student Response Why was the invention of the steel plow important in United States history?
Scorer Comments: The response does not accurately describe a reason why the steel plow was important; it was not used to make railroads. Why was the invention of the steel plow important in United States history?
Scorer Comments: The response does not accurately describe a reason why the steel plow was important; it does not sufficiently differentiate the steel plow from the wooden plows it replaced.
292. The phrase "Jim Crow" refers to laws that A. made liquor illegal
B. enforced racial segregation C. restricted immigration to the United States D. protected the environment Key B
Brown v. Board of Education of Topeka Montgomery Bus Boycott March on Washington "I Have a Dream" Speech Voting Rights Act
293. The events listed would be most important in a discussion of which movement? A. B. C. D. Key A Civil rights Anti-Vietnam War Immigration reform Women's liberation
"The 'control of nature' is a phrase conceived in arrogance, born of the Neanderthal age of biology and philosophy, when it was supposed that nature exists for the convenience of man. It is our alarming misfortune that so primitive a science has armed itself with the most modern and terrible weapons, and that in turning them against the insects it has also turned them against the earth." -Rachel Carson, Silent Spring, 1962
294. The book quoted above was important in helping to begin the A. B. C. D. Key A environmental movement anti-nuclear arms movement anti-Vietnam War movement America First movement
INTRODUCTION - This section contains information and questions about immigration to the United
States.
295. Over the years, many people have immigrated to the United States. Give two reasons why people have come. Name a group of immigrants who came for each reason you have given.
Scoring Guide Score & Description Appropriate The response successfully identifies two reasons people have chosen to come to the United States. Reasons may include push factors (bad economic, political, or religious conditions at home) or pull factors (opportunity, freedom, etc.). The answer names a group of immigrants for each reason given, although it may be vague about the nationality of one group (for example, Asians have come to avoid war, Europeans came for job opportunities). Partial The response identifies one or two reasons why people have come to the United States, but does not identify two immigrant groups who came for different reasons. Or, it identifies immigrant groups without explaining why they each came. Inappropriate The response does not correctly identify any people who have come to the United States or why they came.
Appropriate - Student Response Over the years, many people have immigrated to the United States. Give two reasons why people have come. Name a group of immigrants who came for each reason you have given.
Scorer Comments: The response identifies two reasons people have chosen to come to the United States and names a
group of immigrants for each reasonfreedom from religious control by the Church of England in the case of the Pilgrims and the desire to escape poverty in the case of Mexicans. Over the years, many people have immigrated to the United States. Give two reasons why people have come. Name a group of immigrants who came for each reason you have given.
Scorer Comments: The response identifies two reasons people have chosen to come to the United States and names a group of immigrants for each reasonjobs in the case of Mexicans and freedom in the case of Cambodians. Partial - Student Response Over the years, many people have immigrated to the United States. Give two reasons why people have come. Name a group of immigrants who came for each reason you have given.
Scorer Comments: The response identifies two reasons people have chosen to come to the United States religious freedom and economic bettermentbut only links religious freedom to an immigrant group, Russians. Over the years, many people have immigrated to the United States. Give two reasons why people have come. Name a group of immigrants who came for each reason you have given.
Scorer Comments: The response identifies one acceptable reason people have chosen to come to the United States religious freedomand links it to a group, the Pilgrims. The other reason provided, "because they were locked up and decided to escape," is not accurate. Inappropriate - Student Response
Over the years, many people have immigrated to the United States. Give two reasons why people have come. Name a group of immigrants who came for each reason you have given.
Scorer Comments: The response does not identify any acceptable reason that people have chosen to come to the United States. Over the years, many people have immigrated to the United States. Give two reasons why people have come. Name a group of immigrants who came for each reason you have given.
Scorer Comments: The response does not identify any acceptable reason that people have chosen to come to the United States.
296. According to the pie charts, how did immigration to the United States change between 1854 and 1907? A. The percentage of immigrants coming from southern and eastern Europe increased dramatically. B. The percentage of immigrants coming from Germany and Britain gradually increased.
C. By 1907 Russia replaced Britain as the source of the greatest number of immigrants. D. The total number of immigrants coming to the United States declined. Key A
In America, it was no disgrace to work at a trade. Workmen and capitalists were equal. The employer addressed the employee as you, not familiarly as thou. The cobbler and the teacher had the same title, "mister," and all the children, boys and girls, Jews and Gentiles, went to school! -Polish immigrant, 1910
297. Using the quotation above and your knowledge of history, explain in your own words two important aspects of life in the United States that seemed good to this immigrant. 1)
2)
What do you think was the most important difference this man saw between Poland and the United States?
Scoring Guide Score & Description Appropriate The response identifies two aspects of life in America that the quotation shows as good, and offers one general most important reason. Partial The response identifies either one or two aspects but no general difference, or a general difference but no more than one aspect of life. Inappropriate The response identifies no correct aspects of life.
Appropriate - Student Response Using the quotation above and your knowledge of history, explain in your own words two important aspects of life in the United States that seemed good to this immigrant.
Scorer Comments: The response identifies two aspects of life in America that the quotation shows as goodthat workers and employers were equal and that children of different groups went to school together. It also provides a general difference that the immigrant saw between Poland and the United Statesthat people were equal in the United States. Using the quotation above and your knowledge of history, explain in your own words two important aspects of life in the United States that seemed good to this immigrant.
Scorer Comments: The response identifies two aspects of life in America that the quotation shows as good that men and women were treated equally and that all children had the right to attend school. It also provides a general difference that the immigrant saw between Poland and the United Statesthat there was more freedom in the United States. Partial - Student Response Using the quotation above and your knowledge of history, explain in your own words two important aspects of life in the United States that seemed good to this immigrant.
Scorer Comments: The response identifies two aspects of life in America that the quotation shows as good that men and women were treated equally and that all children had the right to attend school. It does not provide a general difference that the immigrant saw between Poland and the United States. Using the quotation above and your knowledge of history, explain in your own words two important aspects of life in the United States that seemed good to this immigrant.
Scorer Comments: The response identifies one aspect of life in America that the quotation shows as good that everyone is equal. The other aspect provided, that "they have good trade," is too vague. The general difference provided, that "he had a whole different life and different rights" is also too vague to be acceptable. Inappropriate - Student Response Using the quotation above and your knowledge of history, explain in your own words two important aspects of life in the United States that seemed good to this immigrant.
Scorer Comments: The response does not identify an aspect of life in America that the quotation shows as good. The references to World War II are irrelevant and hence unacceptable. Using the quotation above and your knowledge of history, explain in your own words two important aspects of life in the United States that seemed good to this immigrant.
Scorer Comments: The response does not identify an aspect of life in America that the quotation shows as good. Getting jobs in factories is not addressed in the quotation. Having "a better life" is too vague. The general difference could not be credited without the specific points above being addressed. The response to that part, that "it was a disgrace to work a trade," is unclear and vague.
298. The graph above traces "peaks" and "valleys" in immigration to the United States from 1870 to 1970. Choose two valleys on the graph. Using your knowledge of United States history, explain one major reason for each of the valleys you selected. 1)
2)
Scoring Guide Score & Description Appropriate The response correctly identifies two valleys and gives a correct explanation of each. The explanations may be brief as long as they are clear. Essential The response correctly identifies one or two valleys and it gives a correct explanation of only one valley, or the second explanation, if present, is historically incorrect. Partial
The response correctly identifies one or two valleys but does not give an accurate historical explanation for either one. Or, it explains why immigration can decline at times without identifying a valley on the graph. Must not negate the response by choosing a valley by talking about mountains, or "increase in immigration". Inappropriate The response fails to accurately identify any of the valleys or to explain why immigration can decline at times.
Appropriate - Student Response The graph above traces "peaks" and "valleys" in immigration to the United States from 1870 to 1970. Choose two valleys on the graph. Using your knowledge of United States history, explain one major reason for each of the valleys you selected.
Scorer Comments: The response correctly identifies two valleys, 1930s and 1918, and gives an acceptable explanation for why immigration decreased during that period. The graph above traces "peaks" and "valleys" in immigration to the United States from 1870 to 1970. Choose two valleys on the graph. Using your knowledge of United States history, explain one major reason for each of the valleys you selected.
Scorer Comments: The response correctly identifies two valleys, 1914-1918 and the late 1920s to the late 1930s, and
gives an acceptable explanation for why immigration decreased during that period. Essential - Student Response The graph above traces "peaks" and "valleys" in immigration to the United States from 1870 to 1970. Choose two valleys on the graph. Using your knowledge of United States history, explain one major reason for each of the valleys you selected.
Scorer Comments: The response correctly identifies one valley, 1930-1940, and provides an acceptable explanation for why immigration decreased during that period. The second time period identified, 1910-1920, is identified as a peak rather than a valley, and the explanation given provides a reason for an increase in immigration rather than a decrease. The graph above traces "peaks" and "valleys" in immigration to the United States from 1870 to 1970. Choose two valleys on the graph. Using your knowledge of United States history, explain one major reason for each of the valleys you selected.
Scorer Comments: The response correctly identifies one valley, the 1940s, and provides an acceptable explanation for why immigration decreased during that period. The second time period identified, 1910-1920, includes years of high as well as low immigration and therefore cannot be considered a valley. Partial - Student Response The graph above traces "peaks" and "valleys" in immigration to the United States from 1870 to 1970. Choose two valleys on the graph. Using your knowledge of United States history, explain one major
reason for each of the valleys you selected.
Scorer Comments: The response correctly identifies one valley, 1930-1940, but does not provide an explanation for the low immigration rates of that decade. The second time period identified, 1900-1910, includes years of high as well as low immigration and therefore cannot be considered a valley. The graph above traces "peaks" and "valleys" in immigration to the United States from 1870 to 1970. Choose two valleys on the graph. Using your knowledge of United States history, explain one major reason for each of the valleys you selected.
Scorer Comments: The response correctly identifies one valley, 1930-1940, but the explanation provided for the low immigration rates of that decade is incorrect. The second time period identified, 1870-1886, includes years of high as well as low immigration and therefore cannot be considered a valley. Inappropriate - Student Response The graph above traces "peaks" and "valleys" in immigration to the United States from 1870 to 1970. Choose two valleys on the graph. Using your knowledge of United States history, explain one major reason for each of the valleys you selected.
Scorer Comments: The response indicates the purpose of the graph, but does not respond to the question asked. The graph above traces "peaks" and "valleys" in immigration to the United States from 1870 to 1970. Choose two valleys on the graph. Using your knowledge of United States history, explain one major reason for each of the valleys you selected.
Scorer Comments: The response fails both to accurately identify any of the valleys and to address the subject of immigration.
299. What point is the cartoonist trying to make?
Scoring Guide Score & Description Appropriate The response states or clearly implies that the cartoon is about discrimination and that discrimination is a bad thing. It also refers to immigrants. The response must be essentially an accurate statement. "new people from other countries" (not more people) "not being treated fairly" "not being treated equally" "not being treated right" "being treated wrongly" Partial The response demonstrates understanding that the cartoon is about discrimination and that the shark is not a physical threat. The response may be vague. "don't/won't let them come" exploit "don't like" "prejudice" "racism" "not treated well" "treated badly" Inappropriate The response does not explain the cartoonist's point.
Appropriate - Student Response What point is the cartoonist trying to make?
Scorer Comments: The response indicates that the cartoon is about discrimination and that discrimination makes life in the United States difficult for immigrants. What point is the cartoonist trying to make?
Scorer Comments: The response indicates that the cartoon is about discrimination and that discrimination makes life in the United States difficult for immigrants. Partial - Student Response What point is the cartoonist trying to make?
Scorer Comments: The response indicates that the cartoon is about discrimination, but does not make it clear that the cartoon concerns discrimination by Americans against immigrants. What point is the cartoonist trying to make?
Scorer Comments: The response indicates that the cartoon is about discrimination, but does not make it clear that the cartoon concerns discrimination by Americans against immigrants. Inappropriate - Student Response What point is the cartoonist trying to make?
Scorer Comments: The response describes the cartoon literally rather than explaining the cartoonist's point. What point is the cartoonist trying to make?
Scorer Comments: The response does not explain the cartoonist's point.
The following question refers to the list below.

Imagine that you are studying the restriction of immigration to the United States in the 1920's. You have the following sources of information available to you. 1. A 1924 newspaper editorial supporting the quota system that limited immigration 2. The text of the 1924 Immigration Act (or the National Origins Act) 3. The text of a speech made at a Ku Klux Klan rally in 1923 4. A Russian woman's account of her experiences during the Russian Civil War and her escape to the United States in 1922 5. A 1924 magazine editorial opposing the quota system that limited immigration 6. The story of a Greek family's journey to the United States in 1906 written by a journalist in 1955 7. The 1910, 1920, and 1930 United States census data telling how many immigrants came from which countries
300. Identify one source that would probably help you understand why immigrants wanted to come to the United States. Explain why you chose that source.
Scoring Guide Score & Description Appropriate The response explains why one source would likely contain appropriate information and gives a reasonable explanation. The response shows an accurate understanding of the information that might be found in the source and relates it to the question to be answered. (Note: most likely correct answers are sources 4 and 6 -- it will be difficult to make correct arguments for the other sources.)
Partial The response lists source 4 or source 6 with no explanation or a simple restatement of the prompt. Inappropriate The response does not identify a source that would likely contain appropriate information, nor does it justify the choice. (Usually they are 1, 2, 3, 5, 7.)
Appropriate - Student Response Identify one source that would probably help you understand why immigrants wanted to come to the United States. Explain why you chose that source.
Scorer Comments: The response lists source #4, which is an acceptable choice, and explains why it would be likely to contain information that would help the student understand why immigrants wanted to come to the United States. Identify one source that would probably help you understand why immigrants wanted to come to the United States. Explain why you chose that source.
Scorer Comments: The response lists source #6, which is an acceptable choice, and explains why it would be likely to contain information that would help the student understand why immigrants wanted to come to the United States. Partial - Student Response Identify one source that would probably help you understand why immigrants wanted to come to the United States. Explain why you chose that source.
Scorer Comments: The response lists source #4, which is an acceptable choice. It does not, however, explain why that source would contain information to help the student understand why immigrants wanted to come to the United States. Identify one source that would probably help you understand why immigrants wanted to come to the United States. Explain why you chose that source.
Scorer Comments: The response lists source #6, which is an acceptable choice. It does not, however, offer an acceptable reason why that source would contain information to help the student understand why immigrants wanted to come to the United States. Inappropriate - Student Response Identify one source that would probably help you understand why immigrants wanted to come to the United States. Explain why you chose that source.
Scorer Comments: The response lists source #7, which is not acceptable without a clear explanation of how it helps the student to understand why immigrants wanted to come to the United States. Identify one source that would probably help you understand why immigrants wanted to come to the United States. Explain why you chose that source.
Scorer Comments: The response lists source #2, which is not acceptable without a clear explanation of how it helps the
student to understand why immigrants wanted to come to the United States.

301. Which two sources are most likely to show similar attitudes about immigration? A. B. C. D. Key A 1 2 2 3 and and and and 3 4 6 5

Imagine that you are studying the restriction of immigration to the United States in the 1920's. You have the following sources of information available to you. 1. A 1924 newspaper editorial supporting the quota system that limited immigration 2. The text of the 1924 Immigration Act (or the National Origins Act) 3. The text of a speech made at a Ku Klux Klan rally in 1923 4. A Russian woman's account of her experiences during the Russian Civil War and her escape to the United States in 1922
5. A 1924 magazine editorial opposing the quota system that limited immigration 6. The story of a Greek family's journey to the United States in 1906 written by a journalist in 1955 7. The 1910, 1920, and 1930 United States census data telling how many immigrants came from which countries
302. Which source would tell you most about the effects of the 1924 Immigration Act on changes in the pattern of immigration to the United States? A. B. C. D. Key D 3 4 6 7

303. Which is a secondary source? A. B. C. D. Key 4 5 6 7

304.
"Arriving in New York, 1906" Suppose you had to give a class presentation on immigration using the photograph above and ONE of the sources listed on page 7. Which source would be most suitable to use with the photograph?
Scoring Guide Score & Description Appropriate The response identifies a source and links information in the photo to a presentation using the source (e.g. lots of people show need for restrictions on immigration or crowded conditions and expressions on people's faces indicate hardship they would endure to reach a better life). Partial The response identifies a source, and gives a vague explanation of how the photo would add to a presentation. For example, "the photo would help to show that a lot of people came to the US . . . ". OR, the response does not identify a source but gives a lot of good information in the photograph. OR, identifies a good source but not linked to the information in the photo. Inappropriate Either does not identify a correct source (1,2,5,6,7) but gives vague information (i.e. lots of people) OR, gives a correct source with wrong information, OR gives no explanation.
Appropriate - Student Response "Arriving in New York, 1906" Suppose you had to give a class presentation on immigration using the photograph above and ONE of the sources listed on page 7. Which source would be most suitable to use with the photograph?
Scorer Comments: The response identifies source #7 (the 1910, 1920, and 1930 United States census data) and provides an acceptable linkage of that source to the information that would be gained from the photograph. "Arriving in New York, 1906" Suppose you had to give a class presentation on immigration using the photograph above and ONE of the sources listed on page 7. Which source would be most suitable to use with the photograph?
Scorer Comments: The response identifies source #6 (the story of a Greek family's journey to the United States in 1906 written by a journalist in 1955) and provides an acceptable linkage of that source to the information that would be gained from the photograph. Partial - Student Response "Arriving in New York, 1906" Suppose you had to give a class presentation on immigration using the photograph above and ONE of the sources listed on page 7. Which source would be most suitable to use with the photograph?
Scorer Comments: The response identifies source #2 (the text of the 1924 Immigration Act) and provides a vague explanation of how the photograph would add to the presentation. It does not make it clear how the fact that many people wanted to immigrate is related to the Act. "Arriving in New York, 1906" Suppose you had to give a class presentation on immigration using the photograph above and ONE of the sources listed on page 7. Which source would be most suitable to use with the photograph?
Scorer Comments:
The response identifies source #5 (a 1924 magazine editorial opposing the quota system that limited immigration) and provides a vague explanation of how the photograph would add to the presentation. It does not make it clear how the facts that there were a lot of immigrants and that the ships they came on were crowded are related to the editorial's opposition to the quota system. Inappropriate - Student Response "Arriving in New York, 1906" Suppose you had to give a class presentation on immigration using the photograph above and ONE of the sources listed on page 7. Which source would be most suitable to use with the photograph?
Scorer Comments: The response identifies source #3 (the text of a speech made at a Ku Klux Klan rally in 1923), which is not an acceptable source for this question. "Arriving in New York, 1906" Suppose you had to give a class presentation on immigration using the photograph above and ONE of the sources listed on page 7. Which source would be most suitable to use with the photograph?
Scorer Comments: The response identifies source #1 (a 1924 newspaper editorial supporting the quota system that limited immigration) but does not explain how information drawn from the photograph could be used in the presentation.
305. What does the political cartoon above show? A. B. C. D. Key A effects of a new law limiting immigration The need for skilled immigrants to fill jobs created by the boom after the First World War The desire of reformers to provide social services for European immigrants The eagerness of the government to settle immigrants inland rather than in the eastern industrial cities
306. According to the graph, how did immigration to the United States change from 1941 to 1990? A. B. C. D. Key D The total number of immigrants coming to the United States declined. The percentage of immigrants coming from Europe increased steadily. By 1990, Africa replaced Europe as the source of the greatest number of immigrants. By 1990, most immigrants came from Asia and the Americas.
307. Look back at the information in this booklet. 1) Identify three important changes in the pattern of immigration to the United States from 1854 to 1990.
2) Explain why one of the changes you identified happened.
Scoring Guide Score & Description Appropriate The response accurately identifies three important changes in immigration in the period and explains why one of the changes occurred. Answers may be based on the data in the unit or on historical knowledge. Essential The response uses data in booklet to accurately identify one or two important changes, and explains why one of the changes occurred. Other changes are identified but these are somewhat inaccurate or trivial. OR, the response identifies three correct changes, but does not explain any of these changes or the explanations are wrong. Partial The response identifies at least one important change, but other changes identified lack significance or are incorrect. Inappropriate The response does not accurately identify changes in immigration over the period, OR explain why one change occurred.
Appropriate - Student Response Look back at the information in this booklet. 1) Identify three important changes in the pattern of immigration to the United States from 1854 to 1990.
Scorer Comments: The response identifies three important changes in immigration between 1854 and 1990. The explanation for the lack of immigration during the 1940s is acceptable. Look back at the information in this booklet. 1) Identify three important changes in the pattern of immigration to the United States from 1854 to 1990.
Scorer Comments: The response identifies three important changes in immigration between 1854 and 1990gradual decline in the proportion of European immigration, gradual increase of non-European immigrants, particular growth in the proportion of Asian immigrants in recent decades. The explanation for the decline in European immigration is acceptable. Essential - Student Response Look back at the information in this booklet. 1) Identify three important changes in the pattern of immigration to the United States from 1854 to 1990.
Scorer Comments: The response identifies three important changes in immigration between 1854 and 1990gradual decline in the proportion of European immigrants, gradual increase in Asian and Latin American immigration, modest increase in the proportion of immigrants from Africa. The other point identified, that people came mostly to the United States in the early 1900s, does not constitute a change in the pattern of immigration to the United States. The explanation provided, which concerns the popularity of the United States as a destination in the early 1900s, does not address any of the acceptable changes listed. Look back at the information in this booklet. 1) Identify three important changes in the pattern of immigration to the United States from 1854 to 1990.
Scorer Comments: The response identifies two important changes in immigration between 1854 and 1990gradual decline in the proportion of European immigrants and gradual increase in Asian and Latin American immigration. The explanation does not address why these changes took place. Partial - Student Response Look back at the information in this booklet. 1) Identify three important changes in the pattern of immigration to the United States from 1854 to 1990.
Scorer Comments: The response identifies one important changethat the 1940s witnessed little immigration. Neither of the other changes provided is acceptable. No acceptable explanation for the lack of immigration in the 1940s is provided. Look back at the information in this booklet. 1) Identify three important changes in the pattern of immigration to the United States from 1854 to 1990.
Scorer Comments: The response identifies one important changethat the proportion of European immigration has decreased. The other changes identified are not acceptable. The statement that Africans have not immigrated much does not constitute a change. The statement that Asians kept going up suggested a continuous increase in the proportion of Asian immigrants since 1854, which is not accurate. The explanation provided for the increase of Asian immigration is not accurate. Inappropriate - Student Response Look back at the information in this booklet. 1) Identify three important changes in the pattern of immigration to the United States from 1854 to 1990.
Scorer Comments: The response does not accurately identify changes in immigration over the period. Look back at the information in this booklet. 1) Identify three important changes in the pattern of immigration to the United States from 1854 to 1990.
Scorer Comments: The response does not accurately identify changes in immigration over the period.
308. Which of the following best describes the British colonial policy called mercantilism? A. B. C. D. Key C Encouraging colonists to sell manufactured goods to European countries Sending raw materials from Britain to the colonies Exercising British control over economic activities in the colonies Attempting to make the colonies economically self-sufficient
309. What was the major cause of the shift from the use of White indentured servants to the use of Black slave labor in Virginia in the 1600's? A. B. C. D. Key C Many White indentured servants escaped. African people had more experience farming than did White indentured servants. Economic recovery in England reduced the supply of White indentured servants. Most wealthy planters viewed indentured servitude as immoral.
Both parts of Question 3 are about the statement below. "My logic teaches me that land cannot be sold. The Great Spirit gave the land to his children to live upon. . . . Nothing can be sold but such things as can be carried away." -Black Hawk, Chief of the Sac and Fox
310. On the table below, list two ways in which the beliefs about landownership held by many Native Americans (such as Black Hawk) differed from the beliefs about landownership probably held by many White Americans. In your answer, use both the quote above and your knowledge of history. WAYS IN WHICH BELIEFS ABOUT LANDOWNERSHIP DIFFERED 1.
2.
In the space below, explain how the differences in beliefs about landownership you identified affected the relationship between White Americans and Native Americans.
Scoring Guide Score & Description Appropriate The response is able to identify two differences in views of land ownership and to explain, with some specificity, the ways these affected the relationship between Native Americans and Europeans; for example, "White Americans wanted to own their own land for farming, and so they forced many Native Americans off their tribal lands. This led to many wars over land." Essential The response identifies two differences correctly, although one may be weaker than the other and provides no explanation or a very weak explanation. For example: "White Americans made the Native Americans angry because White Americans wanted more and more land." OR The response discusses one important difference and correctly explains how this difference affects the relationship between White Americans and Native Americans. Partial The response identifies one belief or one difference but goes no further, OR the response understand the problems in Native American/White American relations but cannot relate these problems to beliefs about land ownership. Inappropriate The response does not identify differences or relate these differences to Native American/White American problems.
Appropriate - Student Response On the table below, list two ways in which the beliefs about landownership held by many Native Americans (such as Black Hawk) differed from the beliefs about landownership probably held by many White Americans. In your answer, use both the quote above and your knowledge of history. WAYS IN WHICH BELIEFS ABOUT LANDOWNERSHIP DIFFERED
Scorer Comments: The response identifies two differences between many Native Americans and many White Americans about land ownership and provides an acceptable explanation of how those differences affected the relationship between Native Americans and White Americans. On the table below, list two ways in which the beliefs about landownership held by many Native Americans (such as Black Hawk) differed from the beliefs about landownership probably held by many White Americans. In your answer, use both the quote above and your knowledge of history. WAYS IN WHICH BELIEFS ABOUT LANDOWNERSHIP DIFFERED
Scorer Comments: The student identifies two differences between the beliefs about land ownership held by many Native Americans and the beliefs about land ownership probably held by many White Americans. The response also provides an acceptable explanation of how those differences affected the relationship between Native Americans and White Americans. Essential - Student Response On the table below, list two ways in which the beliefs about landownership held by many Native Americans (such as Black Hawk) differed from the beliefs about landownership probably held by many White Americans. In your answer, use both the quote above and your knowledge of history. WAYS IN WHICH BELIEFS ABOUT LANDOWNERSHIP DIFFERED
Scorer Comments: The response identifies two differences between many Native Americans and many White Americans about land ownership. The explanation of how those differences affected the relationship between Native Americans and White Americans is too general to be acceptable. On the table below, list two ways in which the beliefs about landownership held by many Native Americans (such as Black Hawk) differed from the beliefs about landownership probably held by many White Americans. In your answer, use both the quote above and your knowledge of history. WAYS IN WHICH BELIEFS ABOUT LANDOWNERSHIP DIFFERED
Scorer Comments: The response identifies two differences between many Native Americans and many White Americans about land ownership. The explanation of how those differences affected the relationship between
Native Americans and White Americans is too general to be acceptable. Partial - Student Response On the table below, list two ways in which the beliefs about landownership held by many Native Americans (such as Black Hawk) differed from the beliefs about landownership probably held by many White Americans. In your answer, use both the quote above and your knowledge of history. WAYS IN WHICH BELIEFS ABOUT LANDOWNERSHIP DIFFERED
Scorer Comments: The response identifies one difference between many Native Americans and many White Americans about land ownership. The explanation of how those differences affected the relationship between Native Americans and White Americans is too general to be acceptable. On the table below, list two ways in which the beliefs about landownership held by many Native Americans (such as Black Hawk) differed from the beliefs about landownership probably held by many White Americans. In your answer, use both the quote above and your knowledge of history. WAYS IN WHICH BELIEFS ABOUT LANDOWNERSHIP DIFFERED
Scorer Comments: The response identifies one difference between many Native Americans and many White Americans about land ownershipthat Black Hawk "cherished" his land, suggesting that White Americans tended to lack a special feeling about it. The explanation of how those differences affected the relationship between Native Americans and White Americans is too general to be acceptable. Inappropriate - Student Response On the table below, list two ways in which the beliefs about landownership held by many Native Americans (such as Black Hawk) differed from the beliefs about landownership probably held by many White Americans. In your answer, use both the quote above and your knowledge of history. WAYS IN WHICH BELIEFS ABOUT LANDOWNERSHIP DIFFERED
Scorer Comments: The response does not identify differences between Native American and White American beliefs about land. The first difference indicated, that "land couldn't be sold but belongings could be carried away," repeats words from the quotation from Black Hawk. The second difference indicated, that "Native
Americans traded out such objects for land," does not successfully address the question. On the table below, list two ways in which the beliefs about landownership held by many Native Americans (such as Black Hawk) differed from the beliefs about landownership probably held by many White Americans. In your answer, use both the quote above and your knowledge of history. WAYS IN WHICH BELIEFS ABOUT LANDOWNERSHIP DIFFERED
Scorer Comments: The response does not identify differences between Native American and White American beliefs about land. Neither difference identified, that Native Americans lived on reservations and that White Americans, "lived on the land and had others to work for them," successfully addresses the question.
"In every free government, the people must give their assent to the laws by which they are governed. Now, in a large republic, it is impossible to have a representation to declare the minds of the people . . . the great officers of government would soon become above the control of the people, and would abuse their power." -Brutus, 1787
311. According to Brutus, why are small republics better than large republics? A. B. C. D. Key A In a small republic officials are more likely to represent the interests of the people. In a small republic political leaders are likely to be stronger. Small republics are better able to expand to new territories. Small republics are better able to maintain order.
"In spite of the obvious advantages held by the North, the South was able to fight for four years and to achieve some real military successes. So while the North held most of the cards, the South had one or two aces up its sleeves."
312. Identify two of the "aces" (significant advantages) that the South had in the Civil War. Explain how these advantages helped the South.
Scoring Guide Score & Description Appropriate The response identifies two advantages held by the South. It explains how each advantage identified aided the Southern war effort. Response contains no significant inaccuracies (minor inaccuracies acceptable). Essential The response identifies two advantages but does not fully explain how both of those advantages helped the Southern war effort. OR, the response identifies one advantage the South had and fully explains how this advantage helped the Southern war effort.
Partial The response identifies only one advantage that the South had, and does not link this to the war effort or explain it. Inappropriate The response is unable to identify any advantages the South had during the Civil War or it identifies incorrect things.
Appropriate - Student Response Identify two of the "aces" (significant advantages) that the South had in the Civil War. Explain how these advantages helped the South.
Scorer Comments: The response identifies two advantages held by the South and explains how both of them aided the southern war effort. Identify two of the "aces" (significant advantages) that the South had in the Civil War. Explain how these advantages helped the South.
Scorer Comments: The response identifies two advantages held by the South and explains how both of them aided the southern war effort. Essential - Student Response Identify two of the "aces" (significant advantages) that the South had in the Civil War. Explain how these advantages helped the South.
Scorer Comments: The response identifies one advantage held by the Souththat the Civil War was largely fought on its home territoryand explains why that advantage helped the South. Identify two of the "aces" (significant advantages) that the South had in the Civil War. Explain how these advantages helped the South.
Scorer Comments: The response identifies and explains one advantage held by the Souththat Robert E. Lee was an able military leader. The other advantage indicated, that "the South had more slaves to fight" is incorrect, as slaves did not play a significant role in the fighting on the Confederate side. Partial - Student Response Identify two of the "aces" (significant advantages) that the South had in the Civil War. Explain how these advantages helped the South.
Scorer Comments: The response identifies one advantage held by the Southgreater knowledge of the territory on which the war was foughtbut does not sufficiently explain why this was an advantage. The other advantage providedthat the southern army had more soldiersis incorrect. Identify two of the "aces" (significant advantages) that the South had in the Civil War. Explain how these advantages helped the South.
Scorer Comments: The response identifies one advantage held by the Souththat they fought on their own territorybut does not explain why this was an advantage. Inappropriate - Student Response
Identify two of the "aces" (significant advantages) that the South had in the Civil War. Explain how these advantages helped the South.
Scorer Comments: The response does not identify any advantage held by the South. The South was not better equipped than the North, nor is it accurate to say that the South had more knowledge of war and weaponry. Identify two of the "aces" (significant advantages) that the South had in the Civil War. Explain how these advantages helped the South.
Scorer Comments: The response does not identify any advantage held by the South. While the South had some resources needed by the North, the North held an overall advantage in most resources needed to win the war.
313. The urban population explosion in the late 1800's was primarily a result of A. B. C. D. Key A immigration rapid increases in family size dramatic reductions in the urban death rate African American migration to the North and West
The following question refers to the following cartoon.
314. When the cartoon was created, the artist was probably thinking of which foreign policy slogan? A. B. C. D. Key D The arsenal of democracy Peace with honor We have nothing to fear but fear itself Speak softly and carry a big stick
The following question refers to the following cartoon.
315. Describe the type of foreign policy that the policeman in the cartoon represents.
Give one specific example of this type of foreign policy from the period that the cartoon shows.
Scoring Guide Score & Description Appropriate The response correctly describes the foreign policy as playing an aggressive, strong role in world affairs OR in the mediation of world disputes. The answer also gives a correct historical example of this type of policy. The response may identify Teddy Roosevelt, though this is not necessary. Partial The response indicates that the policy involves a strong or aggressive United States, but does not give a specific example of the policy. OR, it gives a specific, historically accurate, example without describing the policy. Inappropriate The response does not describe the foreign policy accurately, and lacks historical specifics.
Appropriate - Student Response Describe the type of foreign policy that the policeman in the cartoon represents.
Scorer Comments: The response correctly describes the foreign policy represented by the cartoon's image of Theodore Roosevelt in a policeman's uniform as one that stressed a strong role for the United States in world affairs. The answer also gives an appropriate example of that policythe Roosevelt Corollary to the Monroe Doctrine, which asserted American power in the Western Hemisphere. Describe the type of foreign policy that the policeman in the cartoon represents.
Scorer Comments: The response correctly describes the foreign policy that the policeman in the cartoon represents as one that stressed a strong role for the United States in world affairs. The answer also gives an appropriate example of that policythe building of the Panama Canal. Partial - Student Response Describe the type of foreign policy that the policeman in the cartoon represents.
Scorer Comments: The response correctly describes one aspect of the foreign policy represented by the cartoon's image of Theodore Roosevelt in a policeman's uniformthe assumption by the United States of a role as an arbiter of disputes around the world. The answer does not, however, give an appropriate example of that policy. Describe the type of foreign policy that the policeman in the cartoon represents.
Scorer Comments: The response correctly describes the foreign policy represented by the cartoon's image of Theodore Roosevelt in a policeman's uniform as one that stressed an aggressive position for the United States in world affairs. The example provided, however, is too vague to be acceptable. Inappropriate - Student Response Describe the type of foreign policy that the policeman in the cartoon represents.
Scorer Comments: The response does not clearly describe the foreign policy represented by the cartoon's image of Theodore Roosevelt in a policeman's uniform. Describe the type of foreign policy that the policeman in the cartoon represents.
Scorer Comments: The response does not clearly describe the foreign policy represented by the cartoon's image of Theodore Roosevelt in a policeman's uniform.
316. In which book did Upton Sinclair describe the terrible working and food-production conditions in the meat-packing industry? A. B. C. D. Key D The The The The Grapes of Wrath Pit Octopus Jungle
The following question refers to the quotation below.

We will answer [the] demand for a gold standard by saying. . . you shall not press down upon the brow of labor this crown of thorns, you shall not crucify mankind on a cross of gold. -William Jennings Bryan, 1896
317. What was Bryan arguing in his "Cross of Gold" speech? A. B. C. D. Key C Free coinage of silver would cause a depression. The gold standard was needed to preserve economic stability. The gold standard harmed some groups in society. The government should stop buying silver immediately.

We will answer [the] demand for a gold standard by saying. . . you shall not press down upon the brow of labor this crown of thorns, you shall not crucify mankind on a cross of gold. -William Jennings Bryan, 1896
318. Which groups wanted the United States to stay on the gold standard?
A. B. C. D. Key B
Western farmers and ranchers Eastern bankers and the Republican party Unionized workers and nonunionized farm laborers The Socialist party and the Industrial Workers of the World (Wobblies)
319. The poster above is from Warren G. Harding's 1920 presidential campaign. It was meant to appeal to A. B. C. D. Key B poor people's mistrust of big business people's concerns about involvement in European conflicts union members' fears of communist domination of unions recent immigrants' fears of prejudice in the United States
The following question refers to the statement below.

We now know what we should have known thennot only was the evacuation wrong but Japanese Americans were and are loyal Americans. - Gerald R. Ford, 1976
320. The "evacuation" that Ford refers to directly affected A. B. C. D. Key C Japanese Americans and German Americans Japanese citizens living on the East Coast United States citizens of Japanese descent Japanese soldiers serving in the United States Army

We now know what we should have known thennot only was the evacuation wrong but Japanese Americans were and are loyal Americans. - Gerald R. Ford, 1976
321. What historical circumstances and attitudes led many United States citizens to regard Japanese Americans as disloyal Americans? Be as specific as possible in your answer.
Scoring Guide Score & Description Appropriate The response should mention the attack on Pearl Harbor or discuss the specific aspects of World War Two that led to unjust actions like blaming innocent Japanese Americans for the bombing. The response should also mention attitudes such as racism, the wish to seize Japanese American property in the West, or fear of internal spying or fifth-column plots. These responses deal with both historical circumstances and attitudes, and have some historical specificity. Partial
The response ties Japanese American internment to World War Two but lacks historical specifics or the response mentions attitudes without historical circumstances or the response mentions Pearl Harbor but goes no further. Inappropriate The response does not relate Japanese American internment to World War Two. To determine whether students understand the attitudes and events that caused some to view the Japanese Americans as disloyal.
Appropriate - Student Response What historical circumstances and attitudes led many United States citizens to regard Japanese Americans as disloyal Americans? Be as specific as possible in your answer.
Scorer Comments: The response notes a "historical circumstance"the attack on Pearl Harborand a consequent prejudicial attitudethat Japanese people were untrustworthy, both helping to explain the policy of interning Japanese Americans. What historical circumstances and attitudes led many United States citizens to regard Japanese Americans as disloyal Americans? Be as specific as possible in your answer.
Scorer Comments: The response notes a "historical circumstance"the bombing of Pearl Harborand a consequent prejudicial attitude toward people who appeared to be Japanese, both helping to explain the policy of interning Japanese Americans. Partial - Student Response What historical circumstances and attitudes led many United States citizens to regard Japanese Americans as disloyal Americans? Be as specific as possible in your answer.
Scorer Comments: The response notes a "historical circumstance"the bombing of Pearl Harborbut does not note the relationship between that event and American attitudes toward Japanese Americans. What historical circumstances and attitudes led many United States citizens to regard Japanese Americans as disloyal Americans? Be as specific as possible in your answer.
Scorer Comments: The response notes a "historical circumstance"the bombing of Pearl Harborbut is insufficiently explicit about the relationship between that event and American attitudes toward Japanese Americans. Inappropriate - Student Response What historical circumstances and attitudes led many United States citizens to regard Japanese Americans as disloyal Americans? Be as specific as possible in your answer.
Scorer Comments: The response does not relate American attitudes toward Japanese Americans to World War Two. The example of the Vietnam War is not relevant to that period. What historical circumstances and attitudes led many United States citizens to regard Japanese Americans as disloyal Americans? Be as specific as possible in your answer.
Scorer Comments: The response does not relate American attitudes toward Japanese Americans to World War Two. The example provided, "trade", is not relevant to that period.
322. The North Atlantic Treaty Organization (NATO) and the Warsaw Pact are best described as two
A. organizations founded by the European Economic Community to promote trade between Europe and the United States B. treaties negotiated between the Allies and the Central Powers at Versailles after the First World War C. bodies established by the United Nations to promote peace within multiethnic European countries such as Czechoslovakia and Yugoslavia D. military organizations made up, respectively, of the United States and its allies and the Soviet Union and its allies during the Cold War Key D
323. Churches and other religious institutions have been important in reform movements in the United States. Identify one reform movement in which religious institutions have been involved since 1945.
Why did these institutions get involved in this movement, and what actions did they take?
Scoring Guide Score & Description Appropriate The response identifies one important movement and describe why the religious institution got involved OR what action it took. Partial The response may identify one movement but doesn't describe the actions of the religious institution. Inappropriate The response does not identify any movements in which religious institutions have played an active role since 1945.
Appropriate - Student Response Churches and other religious institutions have been important in reform movements in the United States. Identify one reform movement in which religious institutions have been involved since 1945.
Scorer Comments: The response identifies a reform movement that has been important since 1945, the movement for prayer in the schools, and describes why religious institutions got involved in that movement. Churches and other religious institutions have been important in reform movements in the United States. Identify one reform movement in which religious institutions have been involved since 1945.
Scorer Comments: The response identifies a reform movement that has been important since 1945, the civil rights movement, and describes why religious institutions got involved in that movement and what actions they took. Partial - Student Response Churches and other religious institutions have been important in reform movements in the United States. Identify one reform movement in which religious institutions have been involved since 1945.
Scorer Comments: The response identifies a reform movement that has been important since 1945, the civil rights movement, but the explanation for why religious institutions got involved in that movement is vague and unclear.
Churches and other religious institutions have been important in reform movements in the United States. Identify one reform movement in which religious institutions have been involved since 1945.
Scorer Comments: The response identifies a reform effort that was important in the post-1945 period, Vatican II, but the explanation for why religious institutions got involved in that movement is vague and unclear. Inappropriate - Student Response Churches and other religious institutions have been important in reform movements in the United States. Identify one reform movement in which religious institutions have been involved since 1945.
Scorer Comments: The response does not identify a reform effort that has been important since 1945, as slavery was abolished in 1865. Churches and other religious institutions have been important in reform movements in the United States. Identify one reform movement in which religious institutions have been involved since 1945.
Scorer Comments: The response does not identify a reform effort that has been important since 1945. The example provided is too vague and general to be acceptable.
324. The Gulf of Tonkin Resolution (1964) was significant because it A. ended the war in Korea B. gave President Johnson the authority to expand the scope of the Vietnam War
C. was an attempt to take foreign policy power away from the President D. allowed China to become a member of the United Nations Key B
325. In the late 1400's and early 1500's, the primary motivation for the European voyages of exploration was A. B. C. D. Key D an attempt to improve the navigation skills of Portuguese sailors the need to find new sources of tin and wool the desire to establish foreign colonies to relieve overpopulation the desire to find new trade routes to China and the East Indies
326.
Article I, Section 2, United States Constitution "[The population of states] shall be determined by adding to the whole number of free persons . . . three-fifths of all other persons." An important debate led to the writing of this section of the Constitution. Identify the issue being debated.
Describe the northern position in this debate and explain why many northerners took it.
Describe the southern position in this debate and explain why many southerners took it.
Appropriate The response accurately identifies and explains the debate between the North and the South over the counting of slaves for purposes of representation. The response understands that southern states wanted slaves counted (since this increased the number of votes they received in the House of Representatives) while northern states did not want slaves counted. Students must make the connection to representation/ political power clear. Essential The response identifies the debate, and the arguments made by northern and southern states over how to count slaves for the purposes of representation, without mentioning the desire of the southern states to increase their voting power in the House, OR top portion is blank but the issue is made clear in two correct positions. Partial The response identifies the position of either North or South but not both, OR one is wrong, OR the response is confused on or fails to state the northern and southern positions on this issue, but does correctly identify the issue. Inappropriate The response does not accurately identify the debate or either argument (North or South).
Appropriate - Student Response Article I, Section 2, United States Constitution "[The population of states] shall be determined by adding to the whole number of free persons . . . three-fifths of all other persons." An important debate led to the writing of this section of the Constitution. Identify the issue being debated.
Scorer Comments:
The response identifies and explains the debate between the North and the South over the counting of slaves for purposes of representation. The response makes it clear that southern states wanted slaves counted in order to increase their representation in Congress, while northern states did not want slaves counted. Article I, Section 2, United States Constitution "[The population of states] shall be determined by adding to the whole number of free persons . . . three-fifths of all other persons." An important debate led to the writing of this section of the Constitution. Identify the issue being debated.
Scorer Comments: The response identifies and explains the debate between the North and the South over the counting of slaves for purposes of representation. The response makes it clear that southern states wanted slaves counted in order to increase their representation in Congress, while northern states did not want slaves counted. Essential - Student Response Article I, Section 2, United States Constitution "[The population of states] shall be determined by adding to the whole number of free persons . . . three-fifths of all other persons." An important debate led to the writing of this section of the Constitution. Identify the issue being debated.
Scorer Comments: The response indicates that the debate between the North and the South concerned the counting of slaves, but does not make it clear that the issue at the center of that debate was representation in Congress. Article I, Section 2, United States Constitution "[The population of states] shall be determined by adding to the whole number of free persons . . . three-fifths of all other persons." An important debate led to the writing of this section of the Constitution. Identify the issue being debated.
Scorer Comments: The response indicates that the debate between the North and the South concerned the counting of slaves, but does not make it clear that the issue at the center of that debate was representation in Congress.
Partial - Student Response Article I, Section 2, United States Constitution "[The population of states] shall be determined by adding to the whole number of free persons . . . three-fifths of all other persons." An important debate led to the writing of this section of the Constitution. Identify the issue being debated.
Scorer Comments: The response indicates that the debate between the North and the South concerned the counting of slaves but does not explain the northern and southern positions correctly. Article I, Section 2, United States Constitution "[The population of states] shall be determined by adding to the whole number of free persons . . . three-fifths of all other persons." An important debate led to the writing of this section of the Constitution. Identify the issue being debated.
Scorer Comments: The response indicates that the debate between the North and the South concerned the counting of slaves but does not explain the northern and southern positions correctly. Inappropriate - Student Response Article I, Section 2, United States Constitution "[The population of states] shall be determined by adding to the whole number of free persons . . . three-fifths of all other persons." An important debate led to the writing of this section of the Constitution. Identify the issue being debated.
Scorer Comments: The response does not identify the subject of the debate between the North and the South.
Article I, Section 2, United States Constitution "[The population of states] shall be determined by adding to the whole number of free persons . . . three-fifths of all other persons." An important debate led to the writing of this section of the Constitution. Identify the issue being debated.
Scorer Comments: The response does not identify the subject of the debate between the North and the South.

The following is from a speech given in 1826 by Elias Boudinot, a Cherokee who was educated at a school in a predominantly White community. The Cherokees have advanced far and rapidly in civilization. But there are yet powerful obstacles, both within and without, to be surmounted in the march of improvement. . . . In defiance, however, of these obstacles, the Cherokees have improved and are rapidly improving . . . . At this time [on Cherokee lands] there are 22,000 cattle; 7,600 horses; 46,000 swine; 2,500 sheep; 762 looms; 1,488 spinning wheels; 172 wagons; 2,948 plows; 10 sawmills; 31 grist mills; 62 blacksmith shops; 8 cotton machines; 18 schools; 18 ferries; and a number of public roads. In one district there were, last winter, upward of 1,000 volumes of good books . . .
327. Identify some of the evidence Boudinot cites to show that the Cherokee had advanced far in civilization.
Do you think that in the early nineteenth century most American Indians would have agreed that these things were advances in civilization? Why or why not?
Scoring Guide Score & Description Appropriate The response answers both parts of the question. It successfully identifies evidence Boudinot uses to show Cherokee advances. It offers a logical argument for why or why not most American Indians would have agreed with Boudinot. Essential The response answers both parts of question, but the answer is significantly weaker in one part than in the other. The explanation in the second part may be vague or contain historical inaccuracies. Partial The response answers the first half of the question with evidence from the passage; it gives more than one thing or at least generalizes about what the "things" mean. For example, the Cherokee had many economic resources or they valued education. It omits or gives unconvincing answers to the second part of the question. OR, the response answers only the second part of the question. Inappropriate The response attempts to answer the first half of the question, but fails to identify appropriate evidence for the first part of question. It omits or gives unconvincing answers to the second part of the question.
Appropriate - Student Response Identify some of the evidence Boudinot cites to show that the Cherokee had advanced far in civilization.
Scorer Comments: The response identifies evidence that Boudinot cites to show that the Cherokees had advanced in civilization and it provides a clear reason why most American Indians might have agreed that such developments constituted "advances". Identify some of the evidence Boudinot cites to show that the Cherokee had advanced far in civilization.
Scorer Comments: The response identifies evidence that Boudinot cites to show that the Cherokees had advanced in civilization and it provides a clear reason why most American Indians might have disagreed with Boudinot's view that such developments constituted "advances". Essential - Student Response Identify some of the evidence Boudinot cites to show that the Cherokee had advanced far in civilization.
Scorer Comments: The response identifies evidence that Boudinot cites to show that the Cherokees had advanced in civilization. The reason provided to explain why American Indians might have disagreed with Boudinot's view that such developments constituted "advances" is vague. Identify some of the evidence Boudinot cites to show that the Cherokee had advanced far in civilization.
Scorer Comments: The response identifies evidence that Boudinot cites to show that the Cherokees had advanced in civilization. The reason provided to explain why American Indians might have disagreed with Boudinot's view that such developments constituted "advances" is vague. Partial - Student Response Identify some of the evidence Boudinot cites to show that the Cherokee had advanced far in civilization.
Scorer Comments: The response identifies evidence that Boudinot cites to show that the Cherokees had advanced in civilization. The reason provided to explain why American Indians might have disagreed with Boudinot's view that such developments constituted "advances" is not clear enough to be acceptable even as a vague response. Identify some of the evidence Boudinot cites to show that the Cherokee had advanced far in civilization.
Scorer Comments: The response identifies evidence that Boudinot cites to show that the Cherokees had advanced in civilization. No reason is provided to explain why American Indians might have agreed or disagreed with Boudinot's view that such developments constituted "advances." Inappropriate - Student Response Identify some of the evidence Boudinot cites to show that the Cherokee had advanced far in civilization.
Scorer Comments: The response identifies only one piece of evidence that Boudinot cites; this is not a sufficient amount of detail. No response is given to the second part. Identify some of the evidence Boudinot cites to show that the Cherokee had advanced far in civilization.
Scorer Comments: The response does not identify any evidence that Boudinot cites. The response to the second part is confusing.

328. Which statement best describes the effect of the changes described by Boudinot? A. The changes impressed President Jackson, who wanted the Cherokee to stay on their land. B. The changes led the Cherokee to decide to start additional settlements farther west. C. The changes did not impress the Supreme Court, which ordered the Cherokee to leave their lands. D. The changes did not prevent the forced removal of the Cherokee from Georgia. Key D

329. Boudinot made certain assumptions about American Indian "advances." What piece of legislation is based on similar assumptions? A. B. C. D. Key B The The The The Morrill Land Grant Act Dawes Act Freedman's Bureau Act Sherman Antitrust Act
330. The United States acquired large portions of the Southwest as a result of the A. B. C. D. Key War of 1812 Mexican-American War Civil War Spanish-American War
331. The struggle between President Andrew Johnson and the Radical Republicans was mainly over A. B. C. D. Key B United States alliances with European nations the nature and control of Reconstruction the purchase of Alaska whether or not to have a tariff
332. The Progressive movement of 1890-1920 is best described as A. a broad-based reform movement that tried to reduce the abuses that had come with modernization and industrialization B. a loose coalition of groups primarily dedicated to passing a constitutional amendment prohibiting the consumption of alcohol C. an anti-tariff movement led by a federation of business owners and manufacturers who wanted to promote trade abroad D. a grass-roots movement that attempted to gather support for the establishment of an international organization such as the League of Nations Key A
333. What statement about the widespread use of vaccines for smallpox and measles in the United States is true? A. B. C. D. Key C The vaccines proved ineffective, and these diseases have continued to spread rapidly. Children caught smallpox and measles at a later age and suffered less from them. The vaccines led to a dramatic decline in the death rate. Controversy about the ethics of vaccination prevented their wide-scale acceptance and adoption.
334.
"Imagine a six-foot-deep ditch weaving from Washington, D.C., to Detroit, Michigan. Men's heads could not be seen over the top edges. Dugouts would be tunneled for sleeping and eating quarters." The passage above describes battle conditions first experienced by United States soldiers fighting in the
A. B. C. D. Key A
First World War Second World War Korean War Vietnam War
335. The phrase "Harlem Renaissance" refers to A. B. C. D. Key B African American political gains during the Reconstruction period African American achievements in art, literature, and music in the 1920's religious revival in the African American community that swept the nation in the 1950's a series of urban renewal projects that were part of the Great Society program of the 1960's
336. When the United States entered the Second World War, one of its allies was A. B. C. D. Key C Germany Japan the Soviet Union Italy

It must be the policy of the United States to support free peoples who are resisting . . . armed minorities or . . . outside pressures. - Harry S Truman, 1947
337. The policy described was part of a larger policy of the Truman administration that was referred to as A. B. C. D. Key nativism massive retaliation isolationism containment

It must be the policy of the United States to support free peoples who are resisting . . . armed minorities or . . . outside pressures. - Harry S Truman, 1947
338. How did Truman's assertion change traditional United States foreign policy?
Give two specific examples of United States actions that illustrate the new foreign policy. 1.
2.
Scoring Guide Score & Description Appropriate The response understands that Truman's assertion led to a new focus on opposing Communist movements in the world. Links to one or two specifics such as Cold War, Vietnam, Korea, Berlin, etc., but not necessarily to a specific event in these conflicts. (One has to be an accurate example.) Partial The response either mentions one or two specific incidents of containment or describes general policy without specifics, as a means of explaining how Truman's assertion affected foreign policy. Inappropriate The response cannot describe foreign policy or link Truman's statement to specific policy decisions.
Appropriate - Student Response How did Truman's assertion change traditional United States foreign policy?
Scorer Comments: The response explains that Truman's assertion led to a shift toward an active involvement in world affairs. The response provides two examplesUS opposition to Communist movements in South Korea and South Vietnamthat make clear that the thrust of United States policy was the "containment" of Communist expansionism. How did Truman's assertion change traditional United States foreign policy?
Scorer Comments: The response explains that Truman's assertion led to a shift toward an active involvement in world affairs. The response provides two examplesaid to Eastern Europe and involvement in the Vietnam Warthat make clear that the thrust of United States policy was the "containment" of Communist expansionism. Partial - Student Response How did Truman's assertion change traditional United States foreign policy?
Scorer Comments: The response does not explain that Truman's assertion led to a shift toward an active involvement in world affairs or a new focus on opposing Communist expansionism. It does, however, provide examplesincluding the U.S.-led airlift to Berlin and involvement in the Korean Warthat suggest that the thrust of United States policy was the "containment" of Communist expansionism. How did Truman's assertion change traditional United States foreign policy?
Scorer Comments: The response indicates in both the first part and the second part of the answer that Truman's assertion led to a shift toward a more active involvement in world affairs and a new focus on opposing Communist expansionism. It does not, however, provide specific examples of United States actions in support of that policy. Inappropriate - Student Response How did Truman's assertion change traditional United States foreign policy?
Scorer Comments: The response does not accurately describe how Truman's assertion changed traditional United States foreign policy nor does it give any specific examples of that policy. How did Truman's assertion change traditional United States foreign policy?
Scorer Comments: The response does not accurately describe how Truman's assertion changed traditional United States foreign policy nor does it give any specific examples of that policy.
The following question

"Suppose a young girl came to you and asked your advice about taking up a profession. Assuming she was qualified to enter any of these professions, which one of them would you first recommend?" Nurse Teacher Secretary Social service worker Dietician Dressmaker Beautician Airline stewardess Actress Journalist Musician Model 33% 15 8 8 7 4 4 3 3 2 2 2
Librarian Medical, dental technician Others Don't know
2 1 2 4
339. Summarize what the surveys indicate about the assumptions of some Americans in 1950 toward the roles of men and women in the workplace.
Scoring Guide Score & Description Appropriate These responses indicate an understanding that American attitudes tended to assign men and women to different jobs, with men and women having a set of jobs that were seen as appropriate for that sex but not the other (the only exception being teachers). Partial These responses indicate some understanding of the fact that American attitudes tended to assign men and women to different jobs according to gender. But the comparison between male and female jobs will only be vague. Specific relation to chart, no generalization or just a single gender reference. Inappropriate These responses fail to indicate an understanding of the fact that men and women were relegated to different jobs according to gender.
Appropriate - Student Response Summarize what the surveys indicate about the assumptions of some Americans in 1950 toward the roles of men and women in the workplace.
Scorer Comments: The response indicates that American assumptions in 1950 tended to be that men and women would do different types of work.
Summarize what the surveys indicate about the assumptions of some Americans in 1950 toward the roles of men and women in the workplace.
Scorer Comments: The response indicates that prevalent American assumptions in 1950 tended to be that men and women would do different types of work. Partial - Student Response Summarize what the surveys indicate about the assumptions of some Americans in 1950 toward the roles of men and women in the workplace.
Scorer Comments: The response, by indicating that work as doctors would be best for men and work as nurses would be best for women, shows some understanding that in 1950 prevalent American assumptions tended to be that men and women would do different types of work. Summarize what the surveys indicate about the assumptions of some Americans in 1950 toward the roles of men and women in the workplace.
Scorer Comments: The response, by indicating that work as doctors would be best for men and work as nurses would be best for women, shows some understanding that in 1950 prevalent American assumptions tended to be that men and women would do different types of work. Inappropriate - Student Response Summarize what the surveys indicate about the assumptions of some Americans in 1950 toward the roles of men and women in the workplace.
Scorer Comments: The response does not discuss the roles of men and women in the workplace. Summarize what the surveys indicate about the assumptions of some Americans in 1950 toward the roles of men and women in the workplace.
Scorer Comments: The response does not discuss the roles of men and women in the workplace.

"Suppose a young girl came to you and asked your advice about taking up a profession. Assuming she was qualified to enter any of these professions, which one of them would you first recommend?" Nurse Teacher Secretary Social service worker Dietician Dressmaker Beautician Airline stewardess Actress Journalist Musician Model Librarian Medical, dental technician Others Don't know 33% 15 8 8 7 4 4 3 3 2 2 2 2 1 2 4
340. Suppose that similar surveys were conducted in 1990. Identify one way the imaginary survey and its results would probably be different from the 1950 survey.
Identify one way the imaginary 1990 survey and its results would probably be similar to the 1950 survey.
Scoring Guide Score & Description Appropriate The response identifies one significant way in which the 1950 and 1990 surveys or their results would be similar AND one way they would be different. Partial The response identifies one significant way in which the 1950 and 1990 surveys or their results would be similar OR one way they would be different. Inappropriate These responses do not indicate an understanding that the passage of time could affect the survey in some way. Responses do not identify any significant ways in which the surveys would have looked similar/different in 1950 and 1990.
Appropriate - Student Response Suppose that similar surveys were conducted in 1990. Identify one way the imaginary survey and its results would probably be different from the 1950 survey.
Scorer Comments: The response identifies one significant way in which the 1950 survey results and hypothetical 1990 survey results would probably be differentthat jobs on the list of men's professions would also appear on the list of women's professionsand also identifies one way that the 1950 and a hypothetical 1990 survey would be similarthat many jobs on the list of women's professions would still be considered to be more appropriate for women. Suppose that similar surveys were conducted in 1990. Identify one way the imaginary survey and its results would probably be different from the 1950 survey.
Scorer Comments: The response identifies one significant way in which the 1950 survey results and hypothetical 1990 survey results would probably be differentthat jobs on the list of men's professions would also appear on the list of women's professionsand also identifies one way that the 1950 and a hypothetical 1990 survey would be similarthe specific example that men would be preferred to women for jobs as doctors and lawyers. Partial - Student Response Suppose that similar surveys were conducted in 1990. Identify one way the imaginary survey and its results would probably be different from the 1950 survey.
Scorer Comments: The response identifies one significant way in which the 1950 survey results and hypothetical 1990 survey results would probably be differentthat jobs on the list of men's professions would also appear on the list of women's professionsbut does not identify one way in which the 1950 survey and a hypothetical 1990 survey would be similar. Suppose that similar surveys were conducted in 1990. Identify one way the imaginary survey and its results would probably be different from the 1950 survey.
Scorer Comments: The response identifies one significant way in which the 1950 survey results and hypothetical 1990 survey results would probably be differentthat jobs on the list of men's professions would also appear on the list of women's professionsbut does not identify one way in which the 1950 survey and a hypothetical 1990 survey would be similar. Inappropriate - Student Response Suppose that similar surveys were conducted in 1990. Identify one way the imaginary survey and its results would probably be different from the 1950 survey.
Scorer Comments: Although the response does attempt to address the question, it identifies neither one significant way in which the 1950 survey results and hypothetical 1990 survey results would be different nor one significant way in which those survey results would be similar. Suppose that similar surveys were conducted in 1990. Identify one way the imaginary survey and its results would probably be different from the 1950 survey.
Scorer Comments: Although the response does attempt to address the question, it identifies neither one significant way in which the 1950 survey results and hypothetical 1990 survey results would be different nor one significant way in which those survey results would be similar.
341. The cartoon above depicts United States frustration with A. B. C. D. Key D the Good Neighbor policy Dollar Diplomacy the Spanish-American War the Bay of Pigs invasion
342. What has been the main purpose of labor unions? A. B. C. D. Key A To To To To protect the jobs and interests of workers help pioneers settle in the West help people move to other countries end slavery for African Americans
343. What best describes this monument? A. B. C. D. Key D For many For many For many For many States. Americans, it has been a symbol of the power of the President. people moving west in covered wagons, it has been a symbol of bravery. soldiers, it has been a symbol of the United States Army. immigrants, it has been a symbol of the freedom they hoped to find in the United
344. These pictures show three common forms of transportation in the United States 100 years ago. Name one form of transportation that is common now in the United States, and explain how it is different from the forms of transportation shown above.
Describe one way that the form of transportation you named is better than the forms of transportation that were used 100 years ago.
Scoring Guide Score & Description Appropriate The response identifies one form of modern transportation and describes how it is different, and how it is better, from one or more forms of transportation shown in the pictures. (Information about "better" or "different" is acceptable regardless of where it is written.) Essential The response identifies a modern form of transportation. It describes either how transportation is different now or how it is better. Partial Response identifies a modern form of transportation but does not answer the rest of the question or it fails to explicitly identify a modern form but describes a difference or improvement. Inappropriate The response fails to identify a modern form of transportation or describe how transportation is
different and/or better today. Credited responses could include the following: Name one form of transportation and explain how it differs: Airplanes are faster, carry many people, use gasoline, airlines are a big business. Railroads are faster, carry many people, run on electricity or on hydrocarbon fuel. Automobiles are faster, run on gasoline, can be used in most weather conditions. Transport boats are larger, run on hydrocarbon fuel rather than wind, are faster than sailboats. Modern forms of transportation are made of different things, like different kinds of metal, plastic, computers, etc. Modern forms of transportation have things like lights, radios, air conditioning, etc. How transportation is better today: Travel is faster. Travel is easier, more comfortable, and more convenient. Distance has become a less important factor; travel takes a lot less time and is therefore less of an obstacle. For long journeys, it is relatively cheaper today. Modern travel is less dependent on variability of weather (no wind for sail, no mud for wagons or stagecoaches to get stuck in). Today's transport often carries more people than were carried in carriages, small sailboats. Modern vehicles hold more things. Not acceptable: fast (must say faster); ship on water/car on land; doesn't go on water; and/or legs/wheels.
Appropriate - Student Response These pictures show three common forms of transportation in the United States 100 years ago. Name one form of transportation that is common now in the United States, and explain how it is different from the forms of transportation shown above.
Essential - Student Response These pictures show three common forms of transportation in the United States 100 years ago.
Name one form of transportation that is common now in the United States, and explain how it is different from the forms of transportation shown above.
Partial - Student Response These pictures show three common forms of transportation in the United States 100 years ago. Name one form of transportation that is common now in the United States, and explain how it is different from the forms of transportation shown above.
Inappropriate - Student Response These pictures show three common forms of transportation in the United States 100 years ago. Name one form of transportation that is common now in the United States, and explain how it is different from the forms of transportation shown above.
345. The voyages of Columbus changed life in Europe by A. B. C. D. Key A introducing new foods and spices to Europe showing Europeans a shorter route to Asia introducing the horse to Spain proving that the Earth was flat
The following question is about the drawing below, which shows an American Indian village that was located on the southeast coast of North America.
346. Name TWO ways the people in the village could get food. 1.
2.
What in the picture helped you to answer the question?
Scoring Guide Score & Description Appropriate The response includes TWO of the following four means of getting food: hunting, gathering, farming, or fishing AND uses evidence in the picture as support. References to gathering wild foods must be clearly linked to wild food or food not grown as a crop (berries, kinds of roots, wild greens, nuts, etc.) Partial The response includes at least ONE of the following four means of getting food: hunting, gathering, farming, or fishing but does not use evidence in the picture as support. Inappropriate The response does not identify any acceptable means of getting food. Examples of acceptable use of the picture for evidence include the following: "Wild foods are being sorted in bowls at picture's center." "The trees in the picture may have acorns that can be gathered." References to fish portrayed in the center of the picture.
Appropriate - Student Response Name TWO ways the people in the village could get food.
Partial - Student Response Name TWO ways the people in the village could get food.
Inappropriate - Student Response Name TWO ways the people in the village could get food.
The following question is about the drawing below, which shows an American Indian village that was located on the southeast coast of North America.
347. Describe the homes that are shown in the picture.
What in the picture shows how the lives of the American Indians who built these homes were different from the lives of American Indians who built homes that were easy to move, like teepees?
Scoring Guide Score & Description Appropriate The response describes shapes or other immediately visible traits such as the number of windows-and/or the materials from which such dwellings were made. Regionally appropriate materials are as follows: wood; bark; and thatch (straw, leaves). It also identifies aspects of the picture that would indicate differences between settled and nomadic American Indians. Such differences could be as follows: large dwellings; dwellings (made of wood and thatch) that can't be moved; fields, indicating a settled agricultural way of life; quantity and arrangement of dwellings, that suggest a permanent village; and/or settled areas for rituals, that suggest a village. Partial The response describes aspects of the picture that show the dwellings by visible traits or construction materials, but does not describe aspects of the picture that show differences in ways of life. Or, it describes differences in ways of life, but does not accurately describe the dwellings. It may, for example, describe construction materials used by American Indians to build dwellings that are not regionally appropriate, like mud, ice, buffalo skins, or adobe. Inappropriate The response does not describe the homes in the picture or identify any aspects of the picture that show how the lives of the Indians in the picture and those Indians that used movable dwellings were different.
Appropriate - Student Response Describe the homes that are shown in the picture.
Partial - Student Response Describe the homes that are shown in the picture.
Inappropriate - Student Response Describe the homes that are shown in the picture.
348. Most people in the southern colonies made their living by A. B. C. D. Key C iron mining fishing farming shipbuilding
349. The document that contains the basic rules used to run the United States government is A. B. C. D. Key D the Declaration of Independence Magna Carta the Mayflower Compact the Constitution
The following question is about the part of the song shown below.
Follow the Drinkin' Gourd Follow the drinkin' gourd; Follow the drinkin' gourd, For the old man is awaitin' for to carry you to freedom If you follow the drinkin' gourd. The river bank will make a mighty good road, The dead trees will show you the way, Left foot, peg foot travellin' on; Follow the drinkin' gourd. 350. In this song "follow the drinkin' gourd" means to A. B. C. D. Key A use a group of stars (the Big Dipper) as a guide never go out at night never travel long distances alone share your food and drink with others
The following question is about the part of the song shown below.
Follow the Drinkin' Gourd Follow the drinkin' gourd; Follow the drinkin' gourd, For the old man is awaitin' for to carry you to freedom If you follow the drinkin' gourd. The river bank will make a mighty good road, The dead trees will show you the way, Left foot, peg foot travellin' on; Follow the drinkin' gourd. 351. Why did African Americans originally sing this song?
A. B. C. D. Key C
It It It It
helped teach children to read and write. celebrated American independence. gave directions about how to escape from slavery. was written by slaves in Africa.
The following question refers to the quotation and picture below.

When a country first develops industry, young children often work in factories. PICTURE OF CHILD LABOR
352. Look at the picture of the child. How do you think her job harmed her education and health? Education:
Health:
Scoring Guide Score & Description Appropriate The answer correctly explains how labor like that shown in the picture could affect health and education adversely. Partial The answer correctly explains how labor like that shown in the picture affected health or education adversely, or gives only partially correct answers for both parts. Inappropriate The response cannot relate child labor to problems in health or education. Credited responses could include the following: Education: She had to work all the time, so she could not go to school to learn. Health--Her health could have been harmed by the following: poor working conditions, bad air, dirt; dangerous machinery; very long work days--10 hours a day; boring job; paid very little, therefore little money for food, shelter, doctors, etc.; not enough food, if connected to her work, e.g., didn't have time to eat enough (general foodrelated comments such as "she's puny" or "she probably doesn't get enough to eat" should not get credit); "no shoes" acceptable if connected to health generally, e.g., "no shoes not good for feet." Do not accept: "Her feet hurt." "Her dress was dirty."
"She needs a bath."
Appropriate - Student Response Look at the picture of the child. How do you think her job harmed her education and health?
Partial - Student Response Look at the picture of the child. How do you think her job harmed her education and health?
Inappropriate - Student Response Look at the picture of the child. How do you think her job harmed her education and health?
The following question refers to the quotation and picture below.

When a country first develops industry, young children often work in factories. PICTURE OF CHILD LABOR
353. What is the main reason that some families allowed their young children to work in factories? A. B. C. D. Key C The families thought their children should learn to save money. Many families wanted children to work in factories so adults could stay on farms. The families needed the money their children would earn. Children were treated better at factories than at schools.
354. Both pictures shown on page 12 are of school classes. The top picture was taken in 1973, and the bottom picture was taken in 1930. Describe two ways that these pictures show how schools have changed. Give reasons for the changes shown by the pictures. 1.
2.
Scoring Guide Score & Description Appropriate The response correctly identifies two differences and explains them both fully. Essential The response correctly identifies one or two differences and correctly explains one difference. Partial The response identifies one or two correct differences but does not explain it/them. Inappropriate The response does not identify correct differences between the two pictures. Credited responses could include: In the newer picture, all the students are the same age, and in the older picture, they are different ages (because schools used to be smaller and all students were together in the same room). The newer picture was taken inside in an auditorium, and the older picture was taken outside
(because many schools then didn't have space for more than one room or economic differences). In the new picture, students are from several different ethnic groups, and in the old picture, they are all White (because many schools were segregated then). Children are dressed differently in the two pictures, due to changes in society and economy. Gender of teacher may differ because men were school teachers for younger children more often in earlier periods than in contemporary America. There was only one teacher for all the students in a class in the older school, unlike large modern schools, that have different teachers for each grade (education perceived differently, more money). *No responses taken from the question (i.e., about dates) are acceptable. Neither are responses that refer to one photo being in color, or one school being public.
Appropriate - Student Response Both pictures shown on page 12 are of school classes. The top picture was taken in 1973, and the bottom picture was taken in 1930. Describe two ways that these pictures show how schools have changed. Give reasons for the changes shown by the pictures.
Essential - Student Response Both pictures shown on page 12 are of school classes. The top picture was taken in 1973, and the bottom picture was taken in 1930. Describe two ways that these pictures show how schools have changed. Give reasons for the changes shown by the pictures.
Partial - Student Response
Both pictures shown on page 12 are of school classes. The top picture was taken in 1973, and the bottom picture was taken in 1930. Describe two ways that these pictures show how schools have changed. Give reasons for the changes shown by the pictures.
Inappropriate - Student Response Both pictures shown on page 12 are of school classes. The top picture was taken in 1973, and the bottom picture was taken in 1930. Describe two ways that these pictures show how schools have changed. Give reasons for the changes shown by the pictures.
The following question is based on the map below.
355. Which area became part of the United States last? A. B. C. D. Key A Hawaii Texas Oregon Alaska
The following question is based on the map below.
356. Write the name of the state or area where you live in the space below. State or Area:____________________ In the space below, write one important fact about the way your state or area became part of the United States.
Scoring Guide Score & Description Appropriate The response correctly identifies one significant fact about how the state or area indicated on the map became part of the United States. (See list following. The list begins with areas, and then goes state by state.) The answer uses some historical specifics; the material attached should be used to check accuracy. A response that explains how a state (prior to actual statehood) became part of the territory of the United States is also acceptable, as in "the Mexican Cession" for California.
Partial The response attempts to tell one thing about how the state or area indicated became part of the Union but the answer has significant inaccuracies, lacks specificity or significance. Inappropriate The response cannot tell one thing about how the state or area indicated became part of the United States. Responses that do not identify a state or area should also receive a score of "1." Credited Responses could include: Note: Students should get credit for explaining statehood or when their area was incorporated as U.S. territory (i.e., Louisiana Purchase) A. AREAS 1. 1783 Area MA, NH, RI, CN, NY, PA, NJ, DE, MD, VA, SC, and GA were all one of the 13 original states. The area which includes what are now WI, MI, OH, IN, IL, KY, TN, MS, and AL was ceded by Great Britain at the Paris Peace Conference in 1783, after the Revolutionary War (NW Territory) See explanations for WI (1848) and MI (1837) 2. 1819 Area FL was ceded to the U.S. by Spain in 1819. (In exchange, the U.S. gave up its claim to Texas). 3. 1845 Area (Texas Annexation) The area that includes what are now TX and parts of NM, CO, OK, and WY was annexed by the U.S. in 1845 from Mexico. Texas had petitioned the U.S. for annexation after declaring its independence from Mexico in 1836. 4. 1803 Area (Louisiana Purchase) The area that includes what are now parts of LA, MN, WY, CO, KA, and all of SD, NE, MO, AR, and IA, was purchased from France for $15 million in 1803. This acquisition was called the "Louisiana Purchase," and represented President Jefferson's desire to expand the U.S. and prevent French encroachment in North America. 5. 1818 Area The area that includes what are now parts of ND and MN was ceded to the U.S. by Britain in 1818. This was part of an agreement between the U.S. and Britain that set the northern boundary of the U.S. at the 49th parallel. 6. 1846 Area (Oregon Country) The area that includes what are now WA, OR, ID, and parts of MT and WY was disputed by several nations, including Britain. After becoming a popular goal for settlers moving West, who took the "Oregon Trail," the population of Americans increased, and there was mounting pressure on the government to annex Oregon. James K. Polk agreed with Britain in 1846 to limit Oregon's territory as a state to the 49th parallel, in order to put disputes over the land to rest. (Original demands were for a much larger area.) NOT CORRECT--Oregon became part of the US because of the Oregon Trail or Mississippi River. 7. 1848 Area (Mexican Cession) The area that includes what are now parts of WY, CO, NM, AZ, and all of NV and CA was ceded to the U.S. by Mexico in 1848, after the U.S. defeated Mexico in the Mexican War (1846-48). Mexico sold the territory to the U.S. for $15-million according to the terms of the Treaty of Guadalupe Hidalgo. 8. 1853 Area (Gadsen Purchase) The U.S. paid Mexico $10 million for this area (Southern California and New Mexico) in 1853. The U.S. purchased the land for a transcontinental railroad. This purchase completed the Southern boundary of the US.
9. 1867 Area The area that is now Alaska was purchased from Russia in 1867 for $7 million. The area became a territory in 1912 and a state in 1959. It was called Seward's Folly. 10. 1898 Area Americans led a revolt against the Queen in 1893, and petitioned the U.S. for annexation. The U.S. annexed Hawaii in 1898. It became a territory in 1900 and a state in 1959. B. STATES 1. New England--Revolutionary War Connecticut--One of the original 13 colonies; reorganized as a state in 1776, as a result of the Declaration of Independence (D of I), the document created by the 13 colonies establishing themselves as a nation independent from British rule. Maine--Originally part of Massachusetts; frontier settlers wanted to separate because MA didn't protect them against British raids. Became a state under the Missouri Compromise of 1820, when ME was admitted as a free state and Missouri as a slave state. Massachusetts--One of the original 13 colonies; reorganized as a state in 1776 (D of I). New Hampshire--One of the original 13 colonies; officially became a state in 1776, issuing its own Declaration of Independence before the national Declaration. Rhode Island--Colony formed by settlers from MA colony seeking religious freedom; became a state in 1776 with D of I. Vermont--territory disputed by NH & NY; early settlers led the first offensive action of Revolution at Ticonderoga and created an independent republic in 1777. Vermont became the 14th state when it joined the Union in 1791. It was NOT one of the original 13 colonies. Important name in history: Ethan Allen and the Green Mountain Boys. 2. Middle Atlantic States Delaware--One of the original 13 colonies; achieved statehood in 1776 (D of I). Administered as part of NY until 1682. District of Columbia--Constitution describes size of area and its purpose--to be seat of U.S. Government. Bill for creation of national capital passed in 1790. In 1791, President Washington sent message to Congress stating that he'd selected a site. Boundaries of area were shifted slightly until they were finalized in 1846. Maryland--One of the original 13; became a state in 1776 by D of I. New Jersey--One of the original 13; became a state in 1776 by virtue of D of I. New York--One of the original 13; statehood in 1776 by virtue of D of I. Pennsylvania--One of the original 13 states. 3. The South Alabama--in 1783, American control was recognized as part of Northwest Territory conceded to U.S. by Treaty of Paris with British; U.S. defeated Spanish claims by claiming the area as part of the Louisiana Purchase; Alabama Territory was created in 1817, and Alabama was granted statehood in 1819. Arkansas--originally part of Louisiana Purchase. Became a separate territory from Louisiana in 1812, and from Missouri in 1819. Admitted as a state in 1836. Florida--in 1810, U.S. claimed West Florida was under U.S. jurisdiction, by virtue of being part of the Louisiana Purchase; East and West Florida were formally granted to the U.S. by Spain in 1819; state opened to settlement, and after a war that removed most Seminole Indians, who were resisting increasing white settlement, Florida became a state in 1845. Georgia--one of the original 13 colonies; statehood in 1776 due to D of I. Kentucky--part of Northwest Territory acquired in 1783; became a state in 1792, after new settlers applied for statehood, demanding that Kentucky be a separate jurisdiction from Virginia. Louisiana--part of territory known as Louisiana Purchase, acquired by U.S. in 1803; territory petitioned for statehood in 1812. Mississippi--Area granted to U.S. in 1783 (Northwest Territory); Mississippi Territory created in 1798 and granted statehood in 1817. North Carolina--One of the original 13 colonies; statehood in 1776 due to D of I. South Carolina--One of the original 13 colonies; statehood in 1776 due to D of I.
Tennessee--Part of Northwest Territory ceded to U.S. by Britain in 1783; originally part of North Carolina; territory formally ceded by NC to the U.S. government in 1789, and then Tennessee was admitted to the Union in 1796. (Earlier in 1785 settlers had tried to establish a state called "Franklin", that was rejected by both NC and Congress.) Virginia--One of the original 13 states; state due to D of I in 1776. West Virginia--Distinct identity from the rest of Virginia; conflict deepened during Civil War, when Western delegates opposed secession; eventually area declared the Richmond government void (1861); the area was granted federal recognition and placed under civil jurisdiction until it was admitted as a state in 1863. A condition of entry was the eventual emancipation of slaves in the area. 4. The Midwest Illinois--Area part of the Northwest Territory given by British to U.S.; area divided in 1800 (Illinois county became part of the Indiana territory); Illinois territory was formed in 1809, and Illinois was admitted as a state in 1818. Indiana--Part of the Northwest Territory that was ceded to the U.S. in 1783 by the Treaty of Paris; area was rapidly settled and was granted statehood in 1816, after Native American resistance defeated. Iowa--Part of the Louisiana Purchase from France in 1803; area was rapidly settled, and a Territory of Iowa was established in 1838. Iowa was admitted to the Union in 1846 as part of a free North/slaveholding South compromise. Kansas--Part of the Louisiana Purchase from France in 1803; Kansas-Nebraska Act of 1854 created two territories open to settlement, both of which were settled rapidly. A competition developed between the North and South, each desiring to send as many settlers as possible, but the area was admitted to the Union as a free state in 1861. Michigan--Part of the Northwest Territory given to U.S. in 1783; area rapidly settled after Native Americans defeated in 1796; Michigan Territory separated from Indiana in 1805; increased settlement after War of 1812; wanted to become a state to enable internal improvements, but petition denied until 1837, when MI was granted statehood in return for relinquishing territorial claims to the North of the Maumee River. Minnesota--Part of area in Louisiana Purchase (1803) and Northwest Territory (1783); area rapidly settled in latter half of 19th century, when people became aware of value of forests; area became a territory in 1849; a diminished territory became a state in 1858; (boundaries were cut back from the Missouri to the Red River.) Missouri--Part of the Louisiana Purchase from France in 1803; became a state in 1821 as part of the Missouri Compromise, whereby Maine would be admitted to the Union as a free state and Missouri admitted as a slave state. Nebraska--Part of the Louisiana Purchase from France in 1803; area considered desirable for railroad route to Pacific, so Nebraska territory established via the Kansas-Nebraska Act in 1854. Diminished territory was admitted as state to Union in 1867, after population increases due to land speculation and the building of the Union Pacific Railroad. North Dakota--Part of area in Louisiana Purchase (1803); great increases in White settlement in the area occurred as a result of railroad growth in 1871; farmers got land under the Homestead Act; became crucial wheat producing area; the Dakota Territory was divided in 1889, and North and South Dakota were both admitted to the Union in 1889. Ohio--Part of the Northwest Territory (1783); first state to be made from that territory; attained statehood in 1803. South Dakota--Part of area in Louisiana Purchase (1803); settlers came to area due to gold, and then railroad; rapid population expansion led to demands that the Dakota Territory be divided and the South given separate statehood; Congress approved the desires of S. Dakota for separate statehood in 1889. Territory expanded due to concessions from the Dakota Indians. Wisconsin--Part of Northwest Territory ceded by Britain to U.S. in the Treaty of Paris of 1783; settlers looking to mine and trap for furs swelled population; area became territory in 1836, after Native Americans subdued; admitted to the Union as state in 1848. 5. The Southwest Arizona--Area was ceded by Mexico to U.S. after the Mexican War (as part of New Mexico) in 1848; an additional portion of AZ, part of the Gadsen Purchase, was added in 1853. The
California gold rush brought first settlers, but settlement only increased greatly after the Civil War. The area became a state in 1912. New Mexico--Initially a Spanish Territory, part of Mexico in 1821; area seized during Mexican War by U.S., who granted amnesty and citizenship in exchange for loyalty to U.S.; Territory established in 1850; the cattle industry, the subduing of Native Americans, and the development of irrigation and railroads swelled the settler population, and the area was granted statehood in 1912. Oklahoma--Area acquired by U.S. in 1803 as part of Louisiana Purchase; area initially set aside for Native Americans; settlers desiring new land and space for railroads settled against federal law, until the U.S. government distributed remaining land to Indian tribes and granted the area statehood in 1907. Texas--Part of Republic of Mexico; conflicts between White colonists and Mexican troops led to Texans forming a provisional government and declaring their independence in 1836. Texans were defeated at the Alamo, but ultimately triumphed (many Mexicans participated on the Texan side); Republic of Texas established; annexed in 1845 by U.S.; territory established in 1848 after a war with Mexico that ended any Mexican claim to area; territory that had attained state status in 1845 was established in its final form in 1850. 6. Mountain Region Colorado--Part of Louisiana Purchase of 1803; settlement greatly increased after gold rush of 1850's, but then diminished; the area became a territory in 1861, and in 1876 Colorado became a state. Idaho--Originally part of Oregon Country, which became part of the Oregon Territory belonging to the U.S. in 1846. It became the Idaho Territory in 1863, and was granted statehood in its present form in 1890. Prior to statehood, settlement swelled by 70,000 in less than 30 years, in large part due to Confederate refugees, fleeing Republican government after the Civil War. Montana--Large portion of current state was part of the Louisiana Purchase of 1803 and Oregon Country; gold rushes and cattle herding increased population of settlers; settlers demanded independent political status; Territory created in 1864 in order to ensure adequate government in area, and Montana entered the Union in 1889. Nevada--Came under U.S. sovereignty with the Mexican Cession of 1848 (see region entries); became a Territory in 1861 as a result of a great influx of settlers due to goldmining. Congress approved statehood in 1864, after Lincoln encouraged the area to apply for statehood, because Nevada would provide valuable mineral resources to the Northern Civil War effort, and add a Northern state to support anti-slavery amendments. Utah--Attained statehood in 1896, after many failed attempts. Part of area ceded to U.S. by Mexico in 1848; area settled, socially well-ordered and farmed by Mormons; other settlers introduced later: several attempts at gaining statehood failed, until Morman leaders agreed to end their Church's involvement in politics, end the policy of dealing economically only with Mormons, and end the practice of polygamy. Wyoming--Partly composed of area in Louisiana Purchase (1803), Oregon Country (1846), Mexican Cession (1848), and the Texas Annexation of 1845. Area through which many settlers passed on their way West; railroad brought large numbers of settlers mostly to the South due to Native American resistance in the North; Territory created in 1868 to protect settlers from Native American resistance; large cattle ranches were opened in the Northern area after army campaigns defeated Native Americans; Territory became a state in 1890. 7. Pacific Coast Alaska--Area sold to the U.S. by Russia in 1867; a gold rush in early 20th century made U.S. aware of land's value; became a territory in 1912 after developing the largest salmon industry in the world; an oil industry developed in the 1950s; Alaska was granted statehood in 1959. California--Part of area ceded to U.S. by Mexico in 1848 (Guadalupe Hidalgo Treaty). Students may refer to the Bear Flag Revolt against Mexico by U.S. settlers, that was supported by the U.S. army. Initial development (commercial/social) occurred due to Mission system set up by Spanish friars. After a huge influx of settlers due to the 1848 gold rush, CA was granted statehood in 1850. Hawaii--Original contact with Western settlers grew out of whaling industry; population of
settlers grew steadily. U.S. annexed area in 1898, (white settlers petitioning for annexation) and made area a Territory in 1900. Agricultural and military links with the U.S. developed through 1930s and movement for statehood developed so Hawaii could have legislative representation. Statehood was achieved in 1959. Oregon--Steady migration of settlers to this area, from the Midwest, began in 1830. The Oregon Trail brought many more people beginning in the early 1840s. These settlers all pressed for statehood; the Oregon Country was established in 1846 by agreement with Britain; the moving of Native American communities to reservations and the building of a railroad greatly increased settlement and economic growth; the area was granted statehood in 1859. Washington--Part of the Oregon Country (1846) established by agreement with Britain. Settlers came along the Oregon Trail between the 1830s and the 1850s; Congress created the Washington territory in 1853, due to pressure from settlers desiring better, more localized government; settlement greatly increased after the building of railroads; statehood was granted in 1889.
Appropriate - Student Response Write the name of the state or area where you live in the space below.
Partial - Student Response Write the name of the state or area where you live in the space below.
Inappropriate - Student Response Write the name of the state or area where you live in the space below.
357. Why were most early sawmills and flour mills located on rivers and streams? A. B. C. D. Key B Water was needed to cool hot machinery. Waterwheels powered the cutting and grinding machines. People thought it was safer to live near rivers. It was easiest to expand the mills if they were near rivers.
358. In 1492, when Christopher Columbus first landed in the Americas, he thought he was in A. B. C. D. Key B Spain the East Indies the Hawaiian Islands Italy
The following question refers to the time line below.
359. What can you tell from the time line? A. B. C. D. Key C The The The The Mayflower took more than one year to sail to Plymouth. Mayflower arrived in Plymouth in 1621. first Thanksgiving was not celebrated in the same month as it is today. Pilgrims in Plymouth ate mostly fish.
360. How did American Indians help the Pilgrims when they first arrived? A. B. C. D. They They They They helped the Pilgrims grow food. built houses for the Pilgrims. taught the Pilgrims their religion. helped the Pilgrims explore the Pacific coast.
Key A
361. In what season did the Pilgrims arrive in Plymouth?
How did the fact that they arrived in this season make their first months very difficult? Give two reasons in your answer.
Scoring Guide Score & Description Appropriate The response indicates that they came in winter and includes two or more reasons why this hindered the Pilgrims. Partial The response indicates that they arrived in winter (Christmas, December, January or February) and supplies no one reason why this hindered the Pilgrims. Or, the response lists wrong season but provides two acceptable reasons. Inappropriate The response does not indicate that the Pilgrims arrived in winter. Correct reasons that winter made life difficult for Pilgrims include the following:
cold/harsh winter; nothing could be grown/planted; not many edible plants alive; hard to build shelters; inadequate clothing/food/supplies/ran out of food; didn't have tools or knowledge for building shelters; unfamiliar with getting food during winter in new place; disease/many Pilgrims were sick or dying; and/or lack of knowledge of their environment/crops/didn't know what to do. Unacceptable reasons as follows: no trees to build; no medicines; and/or lack of animals.
Appropriate - Student Response In what season did the Pilgrims arrive in Plymouth?
Partial - Student Response In what season did the Pilgrims arrive in Plymouth?
Inappropriate - Student Response In what season did the Pilgrims arrive in Plymouth?
362. When the Pilgrims celebrated the first Thanksgiving, what were they thankful for? Name three different things in your answer. 1. 2. 3.
Scoring Guide Score & Description Appropriate The response correctly identifies three things that the Pilgrims were thankful for. Partial The response correctly identifies one or two things that the Pilgrims were thankful for. Inappropriate The response does not correctly identify any things that the Pilgrims were thankful for. Examples of appropriate answers as follows: free land/good land/new land/land/earth/soil/new town/settlement/city; Indians; shelter/homes/houses; food/fish/meat/what they ate/good harvest/crops; religion/freedom to worship; freedom/peace/freedom from oppression; and/or surviving the winter/living/being alive/lived through long journey/for life/all together.
Not acceptable responses as follows: thankful for themselves (everyone, etc.); thankful for clothes; new country/America/new colony; They made new friends; and/or nice people/help/friendships.
Appropriate - Student Response When the Pilgrims celebrated the first Thanksgiving, what were they thankful for? Name three different things in your answer.
Partial - Student Response When the Pilgrims celebrated the first Thanksgiving, what were they thankful for? Name three different things in your answer.
Inappropriate - Student Response When the Pilgrims celebrated the first Thanksgiving, what were they thankful for? Name three different things in your answer.
363. Your teacher has asked you to teach your classmates about ONE of these famous people from American history: George Washington Sojourner Truth Sitting Bull Thomas Jefferson Choose one of these famous people. My famous person from American history is ____________________. Write down three facts about the person you have chosen that would help you teach about that person. Fact 1
Fact 2
Fact 3
Scoring Guide Score & Description Appropriate The response gives one of the four names and three accurate facts about his/her identity. Essential The response gives one of the four names and two accurate facts about his/her identity. Partial The response gives one of the four names and provides one accurate fact about his/her identity. Inappropriate The response gives one of the four names but is unable to provide any accurate facts about his or her identity, although some attempt is made to provide facts. NOTE: If no name is chosen, but accurate facts are given for one of the people listed in the item, the response may receive credit. Also, facts derived from reading the question (for example, "my name is George") are unacceptable. Credited responses could include the following: George Washington crossed the Delaware; president; owned slaves; had wooden teeth; surveyor; lived in Mt. Vernon; Mt. Rushmore; survived Valley Forge winter; on $1 bill; helped his men to survive Valley Forge; on quarter; helped to think of the plan that defeated the British at Yorktown; led Constitutional Convention;
General in the French and Indian War (Seven Years' War); fought in a war; and/or General. Do NOT accept the cherry tree story. Sojourner Truth African American; Famous African American abolitionist; Underground Railroad; freed slave; gender and work rights; spoke against slavery and for women's rights; feminist; helped to free slaves; traveled through New England and western states spreading her views; and/or speaker. Sitting Bull Native American; Sioux/chief/Indian/medicine man; led his people in a war against the US government in the 1800's (1874) in order to prevent seizing of their lands & forced removal to reservations; spent years touring with a Wild West show; escaped with his people to Canada; and/or Little Big Horn--Custer. Thomas Jefferson writer of the Declaration of Independence; from Virginia; Secretary of State for Washington; on the nickel; president; on the $2 bill; sent Lewis and Clark on their expedition; inventor--made machines (NOT light); had slaves; and/or Ambassador to France.
Appropriate - Student Response Your teacher has asked you to teach your classmates about ONE of these famous people from American history: George Washington Sojourner Truth Sitting Bull Thomas Jefferson Choose one of these famous people.
Essential - Student Response Your teacher has asked you to teach your classmates about ONE of these famous people from American history: George Washington Sojourner Truth Sitting Bull Thomas Jefferson Choose one of these famous people.
Partial - Student Response Your teacher has asked you to teach your classmates about ONE of these famous people from American history: George Washington Sojourner Truth Sitting Bull Thomas Jefferson Choose one of these famous people.
Inappropriate - Student Response Your teacher has asked you to teach your classmates about ONE of these famous people from American history: George Washington Sojourner Truth Sitting Bull Thomas Jefferson Choose one of these famous people.
364. What is the purpose of the Bill of Rights? A. B. C. D. Key B To To To To say how much Americans should pay in taxes protect freedoms like freedom of speech describe the jobs of the President and Congress make Washington, D.C., the capital of the United States
365. If you were putting these inventions on a time line, which would come last?
A. B. C. D. Key D
Automobile Electric light Telephone Computer
366. What was the purpose of the Underground Railroad? A. B. C. D. Key C To To To To improve transportation in the South move food from the South to the North help slaves escape to the North get workers to the silver mines in Colorado
367. Name two kinds of work women do today that they could not do 100 years ago. 1.
2.
Explain why the kinds of work women do today are different from the kinds of work women did 100 years ago.
Scoring Guide Score & Description Appropriate The response identifies two types of work women do and shows an understanding that the range of
career opportunities open to women is much wider today, e.g., "women are allowed to do many more kinds of jobs today"; "women do many jobs that men do today"; etc. The response should make it clear that the student knows women's roles have changed, not just that kinds of work have changed. (See below for a list of jobs women can do today that they could not do 100 years ago.) Partial The response identifies one or two kinds of work but does not explain how the work women do is different today or explains incorrectly. OR, offers explanation but does not identify two correct types of work. Inappropriate The response does not identify the kinds of work women can do today, nor does it explain why today's kinds of work are different. Credited responses could include the following: computer operator; lawyer; corporate manager/business person/business woman; boss; doctor; banker; professor; priest (Episcopalian); soldier (military); astronaut; pilot; construction; plumber; farmer; athlete; mechanic; rabbi; and/or governor. Unacceptable responses as follows: secretary; teacher; nurse; clerk; waitress; and/or chef/cook.
Appropriate - Student Response Name two kinds of work women do today that they could not do 100 years ago.
Partial - Student Response Name two kinds of work women do today that they could not do 100 years ago.
Inappropriate - Student Response Name two kinds of work women do today that they could not do 100 years ago.
368. Look at the pictures of Ellis Island on page 8. What part of history could you learn about by visiting Ellis Island? A. B. C. D. Key D The way the United States became a new country The war the United States fought against Spain How people lived in North America before Europeans arrived Some of the people who came to the United States as immigrants
369. Who helped to start the boycott of the Montgomery bus system by refusing to give up her seat on a segregated bus? A. Phillis Wheatley B. Mary McLeod Bethune C. Rosa Parks
D. Shirley Chisholm Key C
The following question is about the portion of a speech shown below.

I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident; that all men are created equal." . . . I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slaveowners will be able to sit down together at the table of brotherhood . . . I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character . . . I have a dream that one day . . . little Black boys and Black girls will be able to join hands with little White boys and girls and walk together as sisters and brothers. 370. The speech was given by A. B. C. D. Key D Abraham Lincoln Gloria Steinem George Bush Martin Luther King, Jr.
The following question is about the portion of a speech shown below.

I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident; that all men are created equal." . . . I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slaveowners will be able to sit down together at the table of brotherhood . . . I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character . . . I have a dream that one day . . . little Black boys and Black girls will be able to join hands with little White boys and girls and walk together as sisters and brothers. 371. The speaker dreamed that one day children would not be judged by the color of their skin. What did the speaker probably mean by this?
Explain what was going on in the country that made the speaker's wishes only "dreams."
Scoring Guide Score & Description Appropriate The response correctly explains that the speaker meant that he hoped that some day people would not be prejudiced against others because of their color. It explains that this dream was a reaction to the fact that many people at the time discriminated against African Americans and other minorities, and minorities were segregated in housing, schools, transportation, and restaurants. Statements like "Blacks were discriminated against" are acceptable as credited responses. Partial The response correctly explains what the speaker meant or the objective circumstances in the country, but not both. Or, the response explains both what the speaker meant and the objective circumstances, but the explanations are vague or are stated in terms that simply repeat the passage. Statements like "there was segregation" or the words "discrimination" or "segregation," even with a complete response to the first part of the question, will receive only a "2." Inappropriate The response does not explain what the speaker meant and does not explain what circumstances in the country help place the speech in context. Examples of credited responses for 1st part, as follows: Everyone is the same inside. Blacks and whites should be treated the same. He wanted racism to stop. Examples of credited responses for 2nd part, as follows: Black people did not have the same rights. Black people had to drink from different faucets. Black people had to sit in the back of the bus.
Appropriate - Student Response The speaker dreamed that one day children would not be judged by the color of their skin. What did the speaker probably mean by this?
Partial - Student Response The speaker dreamed that one day children would not be judged by the color of their skin. What did the speaker probably mean by this?
Inappropriate - Student Response The speaker dreamed that one day children would not be judged by the color of their skin. What did the speaker probably mean by this?
372. "That's one small step for a man, one giant leap for mankind." This statement was first made when A. B. C. D. Key D Columbus arrived in the Americas Thomas Edison invented the light bulb Lewis and Clark saw the Pacific Neil Armstrong first stepped on the moon
373. You are writing a history report about an old town. What kinds of historical things could you learn about the old town from its cemetery? Name two historical things you could learn. 1.
2.
Scoring Guide Score & Description Appropriate Correctly identifies two historical things one could learn in a cemetery. Partial The response correctly identifies one historical thing; or, it identifies two things, but the second is incorrect. An example of an unacceptable piece of information is, "what kinds of flowers people liked to put on graves." Or one or both responses is vague, e.g., "about the people who lived there." Inappropriate The response does not identify any historical things that could be learned from the cemetery. Credited responses could include the following: views about death; learn about wars and when they occurred; language styles; ethnicity; causes of death; religious beliefs; dates of birth and death of people (both together are considered ONE response); life expectancy; family names; occupations; architectural styles; who had money in the society; and/or who founded the town and when was it founded (considered ONE response). Also accept the following: famous people who lived there; if town is famous; what the town is best known for; how old the town was; that they were slaves; the language; learn what happened in that town (many years ago); how the person died; how they worked (accept any logical town occupation, i.e. mayor); about how long ago people settled; who lived there; and/or
how old the oldest person was that died. Note: credit important people just once (i.e., mayor and important person. Do NOT credit the following: "size of town"; "size of cemetery"; "who died"; "color"; "historical facts"; "how many people died in the town"; "it's old"/"it's a very small town"; "how the town came to be"; "how the women were treated"; "population"; "background of town (or people)"; and/or "how old the tombstones are".
Appropriate - Student Response You are writing a history report about an old town. What kinds of historical things could you learn about the old town from its cemetery? Name two historical things you could learn.
Partial - Student Response You are writing a history report about an old town. What kinds of historical things could you learn about the old town from its cemetery? Name two historical things you could learn.
Inappropriate - Student Response You are writing a history report about an old town. What kinds of historical things could you learn about the old town from its cemetery? Name two historical things you could learn.
374. Your teacher has asked you to teach your classmates about ONE of these famous places where an important event in American history happened: the Alamo Pearl Harbor Gettysburg Roanoke Island My famous place in American history is ____________________ Write down three facts about the place that you have chosen that will help you teach your classmates about that place. Fact 1
Fact 2
Fact 3
Scoring Guide Score & Description Appropriate The answer gives three facts that are relevant to the particular place and that would help another person understand the place. Essential The answer gives two facts that are relevant to the particular place and that would help another person understand the place. Partial The answer gives one fact that is relevant to the particular place and that would help another person
understand the place. Inappropriate The answer gives no facts that are relevant to the particular place and that might help another person understand the place, but makes an attempt at giving facts.
Note--if the line given for listing the chosen place is blank, but there are two or more facts correct for one of the places listed above, the response should be scored according to the above guide.
Credited responses could include the following: The Alamo Spanish mission used as fort (in San Antonio, TX); Used as fort during battle fought by band of Texans demanding independence from Mexico; Texans defeated by Mexicans (March 1836); Texans fought (assisted by some Mexicans) under Colonel Travis; Many Texans at Alamo were recent settlers from U.S.; held out in fort, but defeated w/ barely any survivors; defeated by Mexicans led by General Santa Anna; there was a war there; and/or can accept "many people died." Pearl Harbor in Hawaii; bombed by Japanese in 1941 (on December 7th); led to U.S. joining Allied forces in WW II--declared war against Japan; and/or most important naval base in Pacific. Gettysburg site of important battle in Civil War; in Pennsylvania; site where President Lincoln delivered important speech (in 1863) honoring soldiers who died in battle there; President dedicated a part of the battlefield there to a cemetery for soldiers; Union forces defeated Confederate forces here, so badly that the battle was a turning point in the Civil War; and/or stopped Southern advance in Civil War. Roanoke Island off coast of present-day North Carolina; Algonquin Indians lived there before White settlers arrived; first English settlement there in 1585; soldiers led by Walter Raleigh established a fort there in 1585; soldiers there traded with Indians (1585), but returned home because of trouble with Indians and food shortages; second group of English settlers (led by John White) brought families, and received land, in order to make a permanent settlement in 1587; and/or this second group of settlers disappeared.
Appropriate - Student Response
Your teacher has asked you to teach your classmates about ONE of these famous places where an important event in American history happened: the Alamo Pearl Harbor Gettysburg Roanoke Island
Essential - Student Response Your teacher has asked you to teach your classmates about ONE of these famous places where an important event in American history happened: the Alamo Pearl Harbor Gettysburg Roanoke Island
Partial - Student Response Your teacher has asked you to teach your classmates about ONE of these famous places where an important event in American history happened: the Alamo Pearl Harbor Gettysburg Roanoke Island
Inappropriate - Student Response Your teacher has asked you to teach your classmates about ONE of these famous places where an important event in American history happened: the Alamo Pearl Harbor Gettysburg Roanoke Island
375. The centers of religious activity in the Spanish colonies in the Americas were called A. B. C. D. Key A missions presidios courthouses monasteries
376. What is the main reason the Pilgrims and Puritans came to America?
A. B. C. D. Key A
To To To To
practice their religion freely make more money and live a better life build a democratic government expand the lands controlled by the king of England
377. Imagine that you are living on the frontier. Write a letter to friends back east telling them either why they should come to the frontier OR why they should not come. Your letter should give TWO reasons why your friends should come OR should not come to the frontier.
Scoring Guide Score & Description Appropriate The response is in some approximation of letter form and consistently argues one position or the other by giving two reasons. Partial The response may or may not be in letter form and gives one appropriate reason why people should or should not come west; or two reasons are given, but one position is not taken consistently, or one or both reasons are vague, as in "don't come because life is hard, and there is a lot of work to survive." Or, "come because there are a lot of opportunities." Inappropriate The response does not give an appropriate reason why people should or should not come west. Credited responses could include the following: Come: land to farm on; religious freedom; adventure (specific reasons why "exciting," for example); fleeing debt or the law; fur-trading/hunting & fishing; mining; lots of room; ample food; cheap land; free to do as you please;
friendship/companionship; and/or economic opportunity. Don't Come: long, dangerous journey because of weather, duration, hostile Native Americans, animals, exhaustion; cold winters, general extremes of weather ("hot and dry"); poor farmland (hard to survive if crops fail); disease; hostile Native Americans; far from any eastern comforts; had to make all their food and necessities for themselves; fighting for land among homesteaders; food shortages; miss way of life; and/or war.
Appropriate - Student Response Imagine that you are living on the frontier. Write a letter to friends back east telling them either why they should come to the frontier OR why they should not come. Your letter should give TWO reasons why your friends should come OR should not come to the frontier.
Partial - Student Response Imagine that you are living on the frontier. Write a letter to friends back east telling them either why they should come to the frontier OR why they should not come. Your letter should give TWO reasons why your friends should come OR should not come to the frontier.
Inappropriate - Student Response Imagine that you are living on the frontier. Write a letter to friends back east telling them either why they should come to the frontier OR why they should not come. Your letter should give TWO reasons why your friends should come OR should not come to the frontier.
378. American Indians taught European settlers how to grow A. B. C. D. Key D rice sugar tea corn
379. Study the picture above. Using the picture and your knowledge of history, identify TWO ways that Phillis Wheatley (1753-1784) was different from most slaves in the American colonies. 1)
2)
Scoring Guide Score & Description Appropriate The response lists two valid differences between Phillis Wheatley and most slaves which could include: that she could read and write; that her master freed her upon his death; that she was sent by her master to study abroad; that she wrote patriotic poems during the Revolution; that she lived in the North; that she was not beaten; that she was treated well; that she was famous; that she had nice clothes. Partial The response identifies one valid difference between Wheatley and most slaves. If a second difference is cited, it is incorrect, such as "she's sitting down," etc. Inappropriate The response does not identify any valid differences between Wheatley and most slaves. Note: She did NOT write poems or any literature protesting slavery. Note: "She could read" and "she could write" count as ONE difference. 1 Pen in hand. Note: "She was intelligent" is NOT acceptable as a difference between Wheatley and other slaves. Acceptable answers are as follows: lived in North/Northeast/Boston; didn't work in fields; allowed in house; author; freedom for colonies; well educated/went to school; treated nice; and/or had clean/nice clothes.
Appropriate - Student Response Study the picture above. Using the picture and your knowledge of history, identify TWO ways that Phillis Wheatley (1753-1784) was different from most slaves in the American colonies.
Partial - Student Response Study the picture above. Using the picture and your knowledge of history, identify TWO ways that Phillis Wheatley (1753-1784) was different from most slaves in the American colonies.
Inappropriate - Student Response Study the picture above. Using the picture and your knowledge of history, identify TWO ways that Phillis Wheatley (1753-1784) was different from most slaves in the American colonies.
380. Imagine you could use a time machine to visit the past. You have landed in Philadelphia in the summer of 1776. Describe an important event that is happening.
Scoring Guide Score & Description Appropriate The response should demonstrate an understanding of the significance of the date and place, and supply accurate information about what would be happening. Specifically, it should relate to an event relevant to the Continental Congress and Revolution, such as the Declaration of Independence, etc. Partial The response may describe something happening in Philadelphia (but at the wrong time, as in "the writing of the Constitution") or at the right time (but in the wrong place, as in the "battles of the Revolutionary War"). It may also identify something that is happening at right time or place but that is trivial or vague, such as "people were talking about taxes." (Reference to the hanging of the Liberty Bell should receive a "2.") Inappropriate The response does not describe an event happening at the appropriate time or place. Credited responses could include the following: Richard Henry Lee suggests in a meeting of Congress in Philadelphia that the colonies declare their independence. People meeting in Congress in Philadelphia would be considering adopting the Declaration of Independence, the document declaring the 13 colonies free states, not British colonies.
(Note: The Revolutionary War was going on, but no battle had yet been fought in Philadelphia.)
Appropriate - Student Response Imagine you could use a time machine to visit the past. You have landed in Philadelphia in the summer of 1776. Describe an important event that is happening.
Partial - Student Response Imagine you could use a time machine to visit the past. You have landed in Philadelphia in the summer of 1776. Describe an important event that is happening.
Inappropriate - Student Response Imagine you could use a time machine to visit the past. You have landed in Philadelphia in the summer of 1776. Describe an important event that is happening.
381. Which of these was one of the thirteen colonies that fought the American Revolution against the British? A. B. C. D. Key C Illinois California New York Texas
382. The Oregon Trail was a A. B. C. D. Key C path taken by American Indians forced west in the 1800's route on the Underground Railroad for escaped slaves route taken by many settlers who traveled to the Northwest in the 1840's border between territory held by Great Britain and the United States

A house divided against itself cannot stand. I believe this government cannot endure permanently half slave and half free. I do not expect the Union to be dissolved--I do not expect the house to fall--but I do expect it will cease to be divided. 383. The statement was made by A. B. C. D. Key C George Washington Thomas Jefferson Abraham Lincoln Theodore Roosevelt

A house divided against itself cannot stand. I believe this government cannot endure permanently half slave and half free. I do not expect the Union to be dissolved--I do not expect the house to fall--but I do expect it will cease to be divided. 384. What war broke out soon after the statement was made? A. B. C. D. Key D American Revolution War of 1812 Mexican-American War Civil War
385. Susan B. Anthony was a leader who helped A. women win the right to vote B. immigrants win the right to come to the United States
C. children win the right to an education D. older people win the right to get social security Key A
386. What explains the change in voter registration shown by these graphs? A. B. C. D. Key A New laws made it difficult for African Americans to vote. Most African Americans were Democrats. Most African Americans moved out of Louisiana. The White population in Louisiana increased greatly.
387. The phonograph was invented by A. B. C. D. Key C Samuel Morse Benjamin Franklin Thomas Edison Cyrus McCormick
388. Which war did the United States enter to prevent the spread of communism? A. The Mexican-American War B. The First World War
C. The Second World War D. The Vietnam War Key D
389. The land-bridge theory suggests that the first people came to North America from A. B. C. D. Key B Europe Asia Africa Atlantis
390. Magellan's expedition was significant because it was the first to A. B. C. D. Key A circle the world reach South America bring horses to the Americas sail around Africa
391. Identify the event that is portrayed in the picture above.
Why is the event important in United States history?
Scoring Guide Score & Description Appropriate The response correctly identifies the event as the Boston Tea Party. It also explains that the event is important because it showed colonial determination to combat undesirable British policies, and to seize control of the colonial economy and of colonial politics. Partial The response correctly identifies the event (as the Boston Tea Party and does NOT just repeat the title of the picture) or explains what the colonists are doing without addressing its historical significance, OR, it describes the historical significance but does not explicitly identify the event as the Boston Tea Party. Inappropriate The response does not correctly identify the event, or offer any information relevant to the event. 3's Identifies AND Explains 2's Identifies OR Explains 1's Neither identifies nor explains
Appropriate - Student Response Identify the event that is portrayed in the picture above.
Partial - Student Response Identify the event that is portrayed in the picture above.
Inappropriate - Student Response Identify the event that is portrayed in the picture above.

We hold these truths to be self-evident: That all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness. That, to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed; that, whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute a new government. --1776
392. The quotation is from the A. B. C. D. Key C Articles of Confederation Constitution Declaration of Independence Missouri Compromise

We hold these truths to be self-evident: That all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness. That, to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed, that, whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute a new government. 1776
393. The primary author of the document was A. B. C. D. Key D George Washington John Marshall Robert E. Lee Thomas Jefferson

We hold these truths to be self-evident: That all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness. That, to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed, that, whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute a new government. 1776
394. Explain why the document quoted on page 4 was written.
Scoring Guide Score & Description Appropriate The response shows an understanding that the document was written to declare independence from England (not vital to response). The response also shows an understanding that the document was written to justify, strengthen, or explain this declaration. It can contain a MINOR error. Partial The response provides a statement that the document was written to declare independence, but contains no explanation or amplification OR The response explains the document as an attempt to enumerate basic human rights, but does not link the document to the struggles against England. Inappropriate The response provides inaccurate reasons for the writing of the document or simple, direct
restatements of the quotation.
Appropriate - Student Response Explain why the document quoted on page 4 was written.
Partial - Student Response Explain why the document quoted on page 4 was written.
Inappropriate - Student Response Explain why the document quoted on page 4 was written.
The following question refers to the first census of the United States, shown below.
FIRST CENSUS OF THE UNITED STATES (1790) Free White Free White District Vermont New Hampshire Maine Massachusetts Rhode Island Connecticut New York New Jersey Pennsylvania Males of 16 Years and Up 22,435 36,036 24,384 95,453 16,019 60,523 83,700 45,251 110,783 All Other Free White Males Free Under Slaves 16 Years Females Persons 22,323 34,351 24,748 87,289 15,799 54,403 78,122 41,416 106,948 40,505 70,160 46,870 190,582 32,652 117,448 152,320 83,287 206,363 255 630 538 5,463 3,407 2,808 4,654 2,762 6,537 16 158 None None 948 2,764 21,324 11,423 3,737
Total 85,539 141,385 96,540 378,787 68,825 237,946 340,120 184,139 434,373
Delaware Maryland Virginia Kentucky North Carolina South Carolina Georgia Total Number of Inhabitants of the United States Exclusive of Other Territories
11,783 55,915 110,936 15,154 69,988 35,576 13,103
12,143 51,339 116,135 17,057 77,506 37,722 14,044
22,384 101,395 215,046 28,922 140,710 66,380 25,739
3,899 8,043 12,866 114 4,975 1,801 393
8,387 103,036 292,627 12,430 100,572 107,094 29,264
59,094 319,723 747,610 73,677 393,751 249,073 82,548
807,094
791,850
1,541,263 59,150 694,280 3,893,635
395. The information in the census could be used to answer which question? A. B. C. D. Key A Which state had the highest official population? How many people moved to the United States in the year 1790? Which state was the largest in area? How many more male than female slaves were there in 1790?
The following question refers to the first census of the United States, shown below.
FIRST CENSUS OF THE UNITED STATES (1790) Free White Free White District Vermont New Hampshire Maine Massachusetts Rhode Island Connecticut New York New Jersey Pennsylvania Delaware Maryland Virginia Kentucky North Carolina South Carolina Males of 16 Years and Up 22,435 36,036 24,384 95,453 16,019 60,523 83,700 45,251 110,783 11,783 55,915 110,936 15,154 69,988 35,576 All Other Free White Males Free Under Slaves 16 Years Females Persons 22,323 34,351 24,748 87,289 15,799 54,403 78,122 41,416 106,948 12,143 51,339 116,135 17,057 77,506 37,722 40,505 70,160 46,870 190,582 32,652 117,448 152,320 83,287 206,363 22,384 101,395 215,046 28,922 140,710 66,380 255 630 538 5,463 3,407 2,808 4,654 2,762 6,537 3,899 8,043 12,866 114 4,975 1,801 16 158 None None 948 2,764 21,324 11,423 3,737 8,387 103,036 292,627 12,430 100,572 107,094
Total 85,539 141,385 96,540 378,787 68,825 237,946 340,120 184,139 434,373 59,094 319,723 747,610 73,677 393,751 249,073
Georgia Total Number of Inhabitants of the United States Exclusive of Other Territories
13,103
14,044
25,739
393
29,264
82,548
807,094
791,850
1,541,263 59,150 694,280 3,893,635
396. The census was important in 1790 because it A. B. C. D. Key D helped determine which citizens were eligible to vote told people which states had the most members of American Indian nations told people whether men or women tended to live longer helped determine state representation in the House of Representatives
397. During the Constitutional Convention, there was an important debate between large and small states about representation. What were the main issues in this debate?
How did the Connecticut (or Great) Compromise resolve this debate?
Scoring Guide Score & Description Appropriate The response explains that small states feared being overpowered and wanted each state to have the same number of representatives in a national legislature, regardless of the state's population, while large states wanted representation to be determined by population. The response accurately describes how the Connecticut (Great) Compromise resolved this debate by determining that, in a bicameral legislature, each state would be represented according to population in the lower house (House of Representatives), while in the upper house (Senate), each state would have two representatives and two votes. Essential The response correctly identifies the debate as being about power in the national legislature AND explains that small states were afraid of being outvoted by large states. It also explains that the Connecticut (Great) Compromise divided modes of representation in a bicameral legislature OR explains that the number of representatives will be determined by population without explaining bicameral legislature. The response does not, however, provide the specifics of the means of representation. Partial The response either explains that the debate was about power in the national legislature, or explains that the Connecticut (Great) Compromise sought to divide means of representation between large and small states. Alternatively, the response refers vaguely to issues of the kinds of representation sought by large and small states. Inappropriate The response does not correctly explain what the debate was about, or correctly explain the resolution of the Connecticut (Great) Compromise.
Appropriate - Student Response During the Constitutional Convention, there was an important debate between large and small states about representation. What were the main issues in this debate?
Essential - Student Response During the Constitutional Convention, there was an important debate between large and small states about representation. What were the main issues in this debate?
Partial - Student Response During the Constitutional Convention, there was an important debate between large and small states about representation. What were the main issues in this debate?
Inappropriate - Student Response
During the Constitutional Convention, there was an important debate between large and small states about representation. What were the main issues in this debate?
398. Explain why the framers of the Constitution established a system of checks and balances among the three branches of government.
Scoring Guide Score & Description Appropriate The response clearly explains that the purpose of the system was to prevent too much power being amassed in one branch of government. The response contains a sense that the powers of the branches are weighted against each other. Partial The response demonstrates a general understanding of the separation of powers but does not clearly and explicitly explain that the checks and balances were designed to prevent concentration of power in one branch. Response may be vague or partially inaccurate. Inappropriate The response does not show any understanding of the system of checks and balances.
Explain why the framers of the Constitution established a system of checks and balances among the three branches of government.
Partial - Student Response Explain why the framers of the Constitution established a system of checks and balances among the three branches of government.
Inappropriate - Student Response Explain why the framers of the Constitution established a system of checks and balances among the three branches of government.
399. What was the main effect of Eli Whitney's cotton gin? A. It reduced global demand for cotton and led United States farmers to grow other crops. B. It made it possible to produce clothing by machine and led to the building of textile factories throughout the southern United States. C. It allowed people to grow cotton on land that had previously been considered too dry and led to large-scale irrigation projects in the western United States. D. It allowed cotton to be processed more quickly and profitably and led to the expansion of slavery in the southern United States. Key D
The following question refers to the grocery advertisement shown below.
400. From the advertisement, one can tell that in 1830 the United States A. B. C. D. Key A traded with both Europe and the Caribbean relied primarily on European farming and industry to meet its basic needs had Prohibition laws was already using steamships in the Atlantic trade
The following question refers to the grocery advertisement shown below.
401. Which product in the advertisement was probably produced in the United States? A. B. C. D. Key B Cloves Wheat flour Tamarinds Coffee
Note: In order to answer the question, students were not expected to read the actual text of the Fifteenth Amendment printed below. The quality of the text reproduced here is as true to the original as possible.
Which group was this amendment designed to help? ____________________ Why was it proposed at this particular time in United States history?
Scoring Guide Score & Description Appropriate The response answers all parts of the question adequately by identifying former slaves and/or all African American males as those who the resolution was designed to help, and identifies Radical
Reconstruction, the "Black Codes," or the end of the Civil War as being the reason that the resolution was proposed at this time. Partial The response either identifies who the amendment was designed to help or places it in its historical context, but does not do both. Inappropriate The response does not identify who the amendment is designed to help or place it in its historical context.
Partial - Student Response
Inappropriate - Student Response
403. The Lend-Lease Act, the Yalta Conference, and the dropping of the atomic bomb on Hiroshima are all associated with the A. B. C. D. First World War Second World War Korean War Vietnam War
Key B
The following question is about the song below. O Freedom! O Freedom! O Freedom over me! And before I'd be a slave, I'd be buried in my grave, And go home to my Lord and be free!
404. The song was associated with A. B. C. D. Key B the temperance movement the civil rights movement pioneers on the Oregon Trail farmers in the Dust Bowl during the Great Depression
The following question is about the song below. O Freedom! O Freedom! O Freedom over me! And before I'd be a slave, I'd be buried in my grave, And go home to my Lord and be free!
405. The song suggests that in the United States there has been a relationship between A. B. C. D. Key C slaves and organized labor education and social class reform and religious ideas African Americans and American Indians
406. You are writing a history report about an old town. What kinds of historical things could you learn about the old town from its cemetery?
Name two historical things you could learn. 1.
2.
Scoring Guide Score & Description Appropriate Correctly identifies two historical things one could learn in a cemetery. Partial The response correctly identifies one historical thing; or, it identifies two things, but the second is incorrect. An example of an unacceptable piece of information is, "what kinds of flowers people liked to put on graves." Or one or both responses is vague, e.g., "about the people who lived there." Inappropriate The response does not identify any historical things that could be learned from the cemetery. Credited responses could include: views about death learn about wars and when they occurred language styles ethnicity causes of death religious beliefs dates of birth and death of people (both together are considered ONE response) life expectancy family names occupations architectural styles who had money in the society who founded the town and when it was founded (considered ONE response) Also accept: famous people who lived there if town is famous what the town is best known for
how old the town was that they were slaves the language learn what happened in that town (many years ago) how the person died how they worked (accept any logical town occupation, i.e. mayor) about how long ago people settled who lived there how old the oldest person was that died Note: credit important people just once (i.e, mayor and important person) Do NOT credit: "size of town" "size of cemetery" "who died" "color" "historical facts" "how many people died in the town" "it's old"/"it's a very small town" "how the town came to be" "how the women were treated" "population" "background of town (or people)" "how old the tombstones are"
Appropriate - Student Response You are writing a history report about an old town. What kinds of historical things could you learn about the old town from its cemetery? Name two historical things you could learn.
Partial - Student Response You are writing a history report about an old town. What kinds of historical things could you learn about the old town from its cemetery? Name two historical things you could learn.
Inappropriate - Student Response You are writing a history report about an old town. What kinds of historical things could you learn about the old town from its cemetery? Name two historical things you could learn.
407. Your teacher has asked you to teach your classmates about ONE of these famous places where an important event in American history happened: the Alamo Pearl Harbor Gettysburg Roanoke Island My famous place in American history is ____________________ Write down three facts about the place that you have chosen that will help you teach your classmates about that place. Fact 1
Fact 2
Fact 3
Scoring Guide Score & Description Appropriate The answer gives three facts that are relevant to the particular place and that would help another person understand the place. Essential
The answer gives two facts that are relevant to the particular place and that would help another person understand the place. Partial The answer gives one fact that is relevant to the particular place and that would help another person understand the place. Inappropriate The answer gives no facts that are relevant to the particular place and that might help another person understand the place, but makes an attempt at giving facts.
Note--if the line given for listing the chosen place is blank, but there are two or more facts correct for one of the places listed above, the response should be scored according to the above guide.
Credited responses could include: The Alamo Spanish mission used as fort (in San Antonio, TX) Used as fort during battle fought by band of Texans demanding independence from Mexico Texans defeated by Mexicans (March 1836) Texans fought (assisted by some Mexicans) under Colonel Travis Many Texans at Alamo were recent settlers from U.S. held out in fort, but defeated w/barely any survivors defeated by Mexicans led by General Santa Anna there was a war there can accept "many people died" Pearl Harbor in Hawaii bombed by Japanese in 1941 (on December 7th) led to U.S. joining Allied forces in WWII - declared war against Japan most important naval base in Pacific Gettysburg site of important battle in Civil War in Pennsylvania site where President Lincoln delivered important speech (in 1863) honoring soldiers who died in battle there President dedicated a part of the battlefield there to a cemetery for soldiers Union forces defeated Confederate forces here, so badly that the battle was a turning point in the Civil War stopped Southern advance in Civil War Roanoke Island off coast of present-day North Carolina Algonquin Indians lived there before White settlers arrived first English settlement there in 1585 soldiers led by Walter Raleigh established a fort there in 1585 soldiers there traded with Indians (1585), but returned home because of trouble with Indians and food shortages second group of English settlers (led by John White) brought families, and received land, in order
to make a permanent settlement in 1587 this second group of settlers disappeared
Appropriate - Student Response Your teacher has asked you to teach your classmates about ONE of these famous places where an important event in American history happened: the Alamo Pearl Harbor Gettysburg Roanoke Island
Essential - Student Response Your teacher has asked you to teach your classmates about ONE of these famous places where an important event in American history happened: the Alamo Pearl Harbor Gettysburg Roanoke Island
Partial - Student Response Your teacher has asked you to teach your classmates about ONE of these famous places where an important event in American history happened: the Alamo
Pearl Harbor Gettysburg Roanoke Island
Inappropriate - Student Response Your teacher has asked you to teach your classmates about ONE of these famous places where an important event in American history happened: the Alamo Pearl Harbor Gettysburg Roanoke Island
408. The centers of religious activity in the Spanish colonies in the Americas were called A. B. C. D. Key A missions presidios courthouses monasteries
409. What is the main reason the Pilgrims and Puritans came to America? A. B. C. D. Key A To To To To practice their religion freely make more money and live a better life build a democratic government expand the lands controlled by the king of England
410. Imagine that you are living on the frontier. Write a letter to friends back east telling them either why they should come to the frontier OR why they should not come. Your letter should give TWO reasons why your friends should come OR should not come to the frontier.
Scoring Guide Score & Description Appropriate The response is in some approximation of letter form and consistently argues one position or the other by giving two reasons. Partial The response may or may not be in letter form and gives one appropriate reason why people should or should not come west; or two reasons are given, but one position is not taken consistently, or one or both reasons are vague, as in "don't come because life is hard, and there is a lot of work to survive." Or, "come because there are a lot of opportunities." Inappropriate The response does not give an appropriate reason why people should or should not come west. Credited Responses could include: Come: land to farm on religious freedom adventure (specific reasons why "exciting," for example) fleeing debt or the law fur-trading/hunting & fishing mining lots of room ample food cheap land
free to do as you please friendship/companionship economic opportunity Don't Come: long, dangerous journey because of weather, duration, hostile Native Americans, animals, exhaustion cold winters; general extremes of weather ("hot and dry") poor farmland (hard to survive if crops fail) disease hostile Native Americans far from any Eastern comforts had to make all their food and necessities for themselves fighting for land among homesteaders food shortages miss way of life war
Appropriate - Student Response Imagine that you are living on the frontier. Write a letter to friends back east telling them either why they should come to the frontier OR why they should not come. Your letter should give TWO reasons why your friends should come OR should not come to the frontier.
Partial - Student Response Imagine that you are living on the frontier. Write a letter to friends back east telling them either why they should come to the frontier OR why they should not come. Your letter should give TWO reasons why your friends should come OR should not come to the frontier.
Inappropriate - Student Response Imagine that you are living on the frontier. Write a letter to friends back east telling them either why they should come to the frontier OR why they should not come. Your letter should give TWO reasons why your friends should come OR should not come to the frontier.
411. American Indians taught European settlers how to grow A. B. C. D. Key D rice sugar tea corn
412. Study the picture above. Using the picture and your knowledge of history, identify TWO ways that Phillis Wheatley (1753-1784) was different from most slaves in the American colonies. 1)
2)
Scoring Guide Score & Description Appropriate The response lists two valid differences between Phillis Wheatley and most slaves which could include: that she could read and write; that her master freed her upon his death; that she was sent by her master to study abroad; that she wrote patriotic poems during the Revolution; or that she lived in the North; that she was not beaten; that she was treated well; that she was famous; that she had nice clothes. Partial The response identifies one valid difference between Wheatley and most slaves. If a second difference is cited, it is incorrrect, such as "she's sitting down," etc. Inappropriate The response does not identify any valid differences between Wheatley and most slaves. Note: She did NOT write poems or any literature protesting slavery. Note: "She could read" and "she could write" count as ONE difference. 1 Pen in hand. Note: "She was intelligent" is NOT acceptable as a difference between Wheatley and other slaves. Lived in North/Northeast/Boston Didn't work in fields Allowed in house Author Freedom for colonies Well educated/went to school Treated nice Had clean/nice clothes
Appropriate - Student Response Study the picture above. Using the picture and your knowledge of history, identify TWO ways that Phillis Wheatley (1753-1784) was different from most slaves in the American colonies.
Partial - Student Response Study the picture above. Using the picture and your knowledge of history, identify TWO ways that Phillis Wheatley (1753-1784) was different from most slaves in the American colonies.
Inappropriate - Student Response Study the picture above. Using the picture and your knowledge of history, identify TWO ways that Phillis Wheatley (1753-1784) was different from most slaves in the American colonies.
413. Imagine you could use a time machine to visit the past. You have landed in Philadelphia in the summer of 1776. Describe an important event that is happening.
Scoring Guide Score & Description Appropriate The response should demonstrate an understanding of the significance of the date and place, and supply accurate information about what would be happening. Specifically, it should relate to an event relevant to the Continental Congress and Revolution, such as the Declaration of Independence, etc. Partial The response may describe something happening in Philadelphia (but at the wrong time, as in "the writing of the Constitution") or at the right time (but in the wrong place, as in the "battles of the revolutionary war"). It may also identify something that is happening at the right time or place but that is trivial or vague, such as "people were talking about taxes." (Reference to the hanging of the Liberty Bell should receive a 2). Inappropriate The response does not describe an event happening at the appropriate time or place. Credited responses could include the following: Richard Henry Lee suggests in a meeting of Congress in Philadelphia that the colonies declare their independence. People meeting in Congress in Philadelphia would be considering adopting the Declaration of Independence, the document declaring the 13 colonies free states, not British colonies.
(Note: The Revolutionary War was going on, but no battle had as yet been fought in Philadelphia.)
Appropriate - Student Response Imagine you could use a time machine to visit the past. You have landed in Philadelphia in the summer of 1776. Describe an important event that is happening.
Partial - Student Response Imagine you could use a time machine to visit the past. You have landed in Philadelphia in the summer of 1776. Describe an important event that is happening.
Inappropriate - Student Response Imagine you could use a time machine to visit the past. You have landed in Philadelphia in the summer of 1776. Describe an important event that is happening.
414. Which of these was one of the thirteen colonies that fought the American Revolution against the British? A. B. C. D. Key C Illinois California New York Texas
415. The Oregon Trail was a
A. B. C. D. Key C
path taken by American Indians forced west in the 1800's route on the Underground Railroad for escaped slaves route taken by many settlers who traveled to the Northwest in the 1840's border between territory held by Great Britain and the United States

A house divided against itself cannot stand. I believe this government cannot endure permanently half slave and half free. I do not expect the Union to be dissolvedI do not expect the house to fallbut I do expect it will cease to be divided. 416. The statement was made by A. B. C. D. Key C George Washington Thomas Jefferson Abraham Lincoln Theodore Roosevelt

A house divided against itself cannot stand. I believe this government cannot endure permanently half slave and half free. I do not expect the Union to be dissolvedI do not expect the house to fallbut I do expect it will cease to be divided. 417. What war broke out soon after the statement was made? A. B. C. D. Key D American Revolution War of 1812 Mexican-American War Civil War
418. Susan B. Anthony was a leader who helped A. women win the right to vote B. immigrants win the right to come to the United States C. children win the right to an education
D. older people win the right to get social security Key A
419. What explains the change in voter registration shown by these graphs? A. B. C. D. Key A New laws made it difficult for African Americans to vote. Most African Americans were Democrats. Most African Americans moved out of Louisiana. The White population in Louisiana increased greatly.
420. The phonograph was invented by A. B. C. D. Key C Samuel Morse Benjamin Franklin Thomas Edison Cyrus McCormick
421. Which war did the United States enter to prevent the spread of communism? A. The Mexican-American War B. The First World War C. The Second World War
D. The Vietnam War Key D
422. During the 1500's and 1600's, what was the major cause of death among Indians of the Americas? A. B. C. D. Key C Warfare among tribes Warfare between Native Americans and Europeans Infections and diseases brought by Europeans Changing climatic conditions
423. The Great Awakening of the 1730's was important because it led people in the American colonies to A. B. C. D. Key D increase toleration for Roman Catholics examine the different positions of men and women in society reaffirm that God gave kings their right to rule question the authority of church and government leaders

Students were shown two early American paintings portraying George Washington. In one, Washington is deified; he is seen rising to the heavens accompanied by angels. The other shows Washington as president reviewing troops as they prepare to put down the Whiskey Rebellion of 1794.
We did not receive copyright approval to put the actual text from the student booklet on the Website.
424. Early American paintings such as these two of George Washington tended to A. B. C. D. Key C show Washington's interest in science show life in a realistic fashion glorify American political figures celebrate Washington's humble origins

425. The top picture shows that A. B. C. D. Key B many people believed Washington was a weak President religious symbols were used in politics in the early United States American Indian art had a strong influence on early Republic art Washington had come from a close-knit family

426. The bottom painting shows Washington with an army raised to put down the Whiskey Rebellion in western Pennsylvania in 1794. The painting was probably intended to show the A. B. C. D. Key A strength of the new central government strength of the Americans and weakness of the European powers alliance between Washington and American Indians of the Northwest Territory violence of Washington and the peacefulness of the Pennsylvania Quakers
427. What was one consequence of Nat Turner's rebellion? A. B. C. D. Key D Large numbers of slaves fled to the North. Slave revolts broke out throughout the South. Conditions for slaves on many southern plantations improved. Southern states passed laws designed to tightly control slaves.
428. The Monroe Doctrine was intended to A. B. C. D. Key C promote United States trade with China help keep the peace in Europe discourage European involvement in the Americas protect United States business in Japan and Korea
The following question refers to the newspaper report below.

A city of ruins, of desolation, of vacant houses, of widowed women, of rotting wharves, of deserted warehouses . . . acres of pitiful and voiceless barrennessthat is Charleston. 429. The news report was most likely written in A. B. C. D. Key D 1835 1845 1855 1865

A city of ruins, of desolation, of vacant houses, of widowed women, of rotting wharves, of deserted warehouses . . . acres of pitiful and voiceless barrennessthat is Charleston. 430. The news report best supports which statement? A. B. C. D. Key B Cities on the coast saw the worst of the fighting in the Civil War. During the Civil War urban areas in the South suffered. The destruction of cities had little effect on the progress of the Civil War. The Civil War had little effect on city life in the North.
431. What was the main reason that many leaders in Great Britain leaned toward supporting the Confederacy in the Civil War? A. Plantation owners in Britain held slaves. B. Most British immigrants to the United States lived in the South.
C. Britain relied on Southern cotton for its factories. D. British politicians wanted to make the United States weaker so that they could conquer it. Key C
432. The drawing above is from 1869. Describe the point that the artist is trying to make.
How does the point the artist is making relate to social changes during this period?
Scoring Guide Score & Description Appropriate The response indicates that the artist is showing that gender roles are reversed. The response relates the cartoon to the Women's Rights Movement in some way. Partial The response correctly makes the point that gender roles are reversed but does not place the cartoon
in a historical context. Responses that miss the cartoon's point of view ("women have the same rights as men do and can do whatever men do") will not receive credit. OR, the response discusses the historical context without describing the cartoon's message concerning gender roles. OR, both parts are correct but very vaguely expressed. Inappropriate The response does not indicate the cartoon shows reversal of gender roles.
Appropriate - Student Response The drawing above is from 1869. Describe the point that the artist is trying to make.
Partial - Student Response The drawing above is from 1869. Describe the point that the artist is trying to make.
Inappropriate - Student Response The drawing above is from 1869. Describe the point that the artist is trying to make.
433. Look at the magazine cover. What historical events would have led this question and picture to appear on the cover of a popular magazine in 1876?
What attitudes displayed toward American Indians by other Americans are suggested by this magazine cover?
Scoring Guide Score & Description Appropriate The response answers both parts of the question. It shows an understanding of the problems expressed by the combination of the title and the picture of Sioux leaders. It may explain (using specifics) that the attitudes of other Americans ranged from sympathy to paternalism to hostility. Essential The response answers both parts of the question, although one part gives a general statement without providing any specifics. For instance, the response may state that the issue is addressed on a magazine cover because "there were lots of arguments between the government and the Indians then"; or, the response may describe the attitude of many other Americans by saying "they did not like the Sioux Indians." Partial The response correctly answers only one part of the question or it may give two answers that are vague. Inappropriate The response does not correctly answer either part of the question. Credited responses could include the following: 1) Reasons Why Picture Would Have Appeared: Debates about rights to western lands: as more people moved west to lands they felt they had a right to as Americans and often seized Indian land illegally, Sioux Indians (chiefs featured in picture) and other western tribes reacted with fear and anger, because they were losing their lands and ways of life; often attacked pioneers and settlements. A series of battles between Sioux and United States forces had led to the placement of the Sioux on small reservations, usually on the poorest land. Settlers and hunters slaughtered buffalo for food and sport, depriving Sioux Indians (and other western tribes) of a source of food. A battle was fought (Battle of the Little Bighorn) between Sioux Indians and U.S. Army forces
under General Custer, in which the U.S. Army troops were defeated. Placement of western Indians on reservations administered by the Bureau of Indian Affairs curtailed traditional American Indian ways of life. 2) Attitudes displayed toward Native Americans by other Americans Indians should be deprived of power, so the country can be peacefully settled, and resources in west (necessary for industry) can be exploited. Indians should be placed on reservations, in order to enable peaceful White settlement and/or Indian survival. (Reasons ranged from self-serving to compassionate). Indians should be assimilated into White society, as that will enable them to live peacefully with other Americans, (and/or learn a 'superior' way of life). Indians have been consistently mistreated by Whites, and should be treated fairly. Fate of Indians is a problem for White Americans to solve (paternalism). Indians are noble savages, tragic figures. Indians are picturesque and exotic, admirable.
Appropriate - Student Response Look at the magazine cover. What historical events would have led this question and picture to appear on the cover of a popular magazine in 1876?
Essential - Student Response Look at the magazine cover. What historical events would have led this question and picture to appear on the cover of a popular magazine in 1876?
Partial - Student Response Look at the magazine cover. What historical events would have led this question and picture to appear on the cover of a popular magazine in 1876?
Inappropriate - Student Response Look at the magazine cover. What historical events would have led this question and picture to appear on the cover of a popular magazine in 1876?
434. Between 1960 and 1990, what invention most changed the way people in the United States worked? A. B. C. D. Key B The The The The typewriter computer superconductor radio
435. What goal was most important in shaping United States foreign policy between 1945 and 1990? A. Preventing the spread of communism to new areas and weakening it where it already existed B. Encouraging trained scientists and other skilled workers who lived in foreign countries to immigrate to the United States C. Strengthening the United States industrial and agricultural sectors to help them compete against the British and the French D. Providing foreign aid to all poor countries to help them develop economically and technologically Key A
436. President Jimmy Carter played a major role in negotiating the Camp David accords, which promoted peace between A. B. C. D. Key C the Soviet Union and China the Palestinians and the Jordanians Egypt and Israel North Korea and the United States
The following question refers to the cartoon below.
437. Circle the decade in which you believe this cartoon was drawn. 1920's 1940's 1960's 1980's Citing specific historical evidence, explain why you chose the decade you did.
Scoring Guide Score & Description Appropriate The response explains why the cartoon was drawn in the 1960's with attention to specifics, citing, for example, Martin Luther King, Malcolm X, Rosa Parks, civil rights legislation, civil rights demonstrations. OR the response identifies the 1940's or the 1980's and gives a reasonable explanation. Partial The response explains why the cartoon was drawn in the 1960's OR explains why the cartoon was drawn in the 1980's. The explanation for the decade chosen is vague. Identifying the 1940's and offering a vague explanation is not acceptable. Inappropriate The response does not identify the 1960's or the 1980's as the decade or the response identifies the 1960's or the 1980's but omits an explanation or gives an inappropriate explanation. Credited responses could include the following: 1940's:
fair employment laws; CORE; books published in reference to racial problems; NAACP civil rights litigation; and/or anti-school segregation cases that would lead to Brown vs. Board of Education . 1960's: 1964 Civil Rights Act (no discrimination in unions, schools, public accommodations). 1980's: Could argue that although there was little legislative activity in this decade, the cartoon's message is still accurate.
Appropriate - Student Response Circle the decade in which you believe this cartoon was drawn.
Partial - Student Response Circle the decade in which you believe this cartoon was drawn.
Inappropriate - Student Response Circle the decade in which you believe this cartoon was drawn.
438. What is the main message of this cartoon?
Scoring Guide Score & Description Appropriate The response correctly identifies the main message of the cartoon as being that passing civil rights laws does not mean that civil rights issues are resolved, and that social, economic, and political (and not just legal) changes were also necessary. Partial The response understands that the cartoon is about problems associated with the civil rights bill but is not able to explain the cartoon in a specific and precise fashion. Inappropriate The response does not correctly identify the message of the cartoon. It does not indicate that the cartoon refers to problems in the civil rights movement in the United States.
Appropriate - Student Response What is the main message of this cartoon?
Partial - Student Response What is the main message of this cartoon?
Inappropriate - Student Response What is the main message of this cartoon?
439. What was an important difference between the English colonies in the Americas and those controlled by France, Portugal, and Spain? A. B. C. D. Key B English colonies had more slaves than did other colonies. English colonists were allowed to form a type of self-government and other colonists were not. Fewer people settled in the English colonies than in other colonies. Fewer people seeking religious freedom settled in the English colonies than in other colonies.
440. Many American colonists believed that the Stamp Act (1765) represented a form of A. B. C. D. Key A taxation without representation colonial self-government compromise with the British Parliament limitation on international trade
Article I. Section 2.
"Representatives . . . shall be apportioned among the several states which may be included within this Union, according to their respective numbers . . . ." Article I. Section 3. "The senate of the United States shall be composed of two senators from each state . . . ." 441. An important debate between large states and small states led to the writing of these portions of the Constitution. Identify the issue being debated.
What position on this issue did large states hold, and why did they hold it?
What position on this issue did small states hold, and why did they hold it?
Scoring Guide Score & Description Appropriate The response correctly answers all three parts of the question. It explains the issue debated between large states and small states at the Constitutional Convention AND indicates the positions taken by both sides. It should include the following points: the issue: how should representatives in the new national legislature (Congress) be determined? the position held by large states: representation should be based on population, because this would increase the power of large states or because this would be democratic the position held by small states: representation should be equal for all states, because this would increase the power of small states or because this would be consistent with federalism Essential The response answers two parts of the question correctly. Partial The response answers one part of the question correctly. Inappropriate The response does not answer any part of the question correctly.
Appropriate - Student Response An important debate between large states and small states led to the writing of these portions of the Constitution. Identify the issue being debated.
Essential - Student Response An important debate between large states and small states led to the writing of these portions of the Constitution. Identify the issue being debated.
Partial - Student Response An important debate between large states and small states led to the writing of these portions of the Constitution. Identify the issue being debated.
Inappropriate - Student Response An important debate between large states and small states led to the writing of these portions of the Constitution. Identify the issue being debated.
"Our reconstruction measures were radically defective because they failed to give the ex-slaves any land." --Frederick Douglass
442. Describe briefly the way in which Douglass's statement helps explain the rise of sharecropping in the South after the Civil War. In your answer, be sure to define the term sharecropping.
Scoring Guide Score & Description Appropriate The response accurately defines sharecropping AND the response explains the link between the rise of sharecropping and specific Reconstruction policies or explains specific ways in which the failure to give ex-slaves land led them to accept sharecropping. Essential The response accurately defines sharecropping AND the response links the use of sharecropping to general economic conditions faced by ex-slaves but does not link the use of sharecropping to the failure of Reconstruction policy or to the failure of Reconstruction to bring about land reform. Partial The response is able to define sharecropping or is able to show an understanding of what sharecropping is, but does not explain its rise or link it to economic conditions. Inappropriate The response does not show an understanding of what sharecropping is.
Appropriate - Student Response Describe briefly the way in which Douglass's statement helps explain the rise of sharecropping in the South after the Civil War. In your answer, be sure to define the term sharecropping.
Essential - Student Response Describe briefly the way in which Douglass's statement helps explain the rise of sharecropping in the South after the Civil War. In your answer, be sure to define the term sharecropping.
Partial - Student Response Describe briefly the way in which Douglass's statement helps explain the rise of sharecropping in the South after the Civil War. In your answer, be sure to define the term sharecropping.
Inappropriate - Student Response Describe briefly the way in which Douglass's statement helps explain the rise of sharecropping in the South after the Civil War. In your answer, be sure to define the term sharecropping.
443. Religious groups played a major role in many of the reform movements of the 1800's and early 1900's. Select one reform movement (such as the abolition movement, the temperance movement, or the settlement house movement) and identify two reasons that religious groups were important to this movement.
Appropriate The response correctly identifies two reasons that religious groups were important to the chosen reform movement. Although the movement does not have to be stated explicitly, it must be clearly implied. Partial The response correctly identifies one reason religious groups were important to the chosen movement. The second reason, if present, is incorrect or unimportant. Inappropriate The response does not identify any reasons religious groups were important to a reform movement. Credited responses could include: Abolitionist Movement: Members of Churches (e.g., Quakers) helped to spread message and win converts. Religion provided basis for Abolitionist ideology--evils of slavery and its inhumanity offensive to religious principles. Churches helped to organize people in movement. Temperance Movement: Members of Protestant churches spread message of evils of alcohol. Social Gospel Movement: They engaged in philanthropy for the poor, e.g., settlement houses. They were led by clergy who felt that they should follow the example of Jesus, and help the poor. They established the Salvation Army, a religious organization that set up shelters, children's homes, and visited the poor. Their clergy formed other associations that helped working people deal with poverty and industrial conditions.
Appropriate - Student Response Religious groups played a major role in many of the reform movements of the 1800's and early 1900's. Select one reform movement (such as the abolition movement, the temperance movement, or the settlement house movement) and identify two reasons that religious groups were important to this movement.
Partial - Student Response Religious groups played a major role in many of the reform movements of the 1800's and early 1900's. Select one reform movement (such as the abolition movement, the temperance movement, or the settlement house movement) and identify two reasons that religious groups were important to
this movement.
Inappropriate - Student Response Religious groups played a major role in many of the reform movements of the 1800's and early 1900's. Select one reform movement (such as the abolition movement, the temperance movement, or the settlement house movement) and identify two reasons that religious groups were important to this movement.
444. Briefly explain two ways that the building of railroads encouraged westward expansion.
Scoring Guide Score & Description Appropriate The response accurately explains two ways railroads encouraged westward expansion. Partial The response accurately explains one way railroads encouraged westward expansion, but a second explanation, if provided, is inappropriate. Inappropriate The response does not explain any ways that railroads encouraged westward expansion. Credited Responses could include the following: convenience; faster; easier; safer; faster transportation to new places to settle; possibility of cross-national commerce--increase in commerce;
easier communication; growth of towns and cities in West (might also point out that railroads advertised for settlers to take railroads west); less expensive, cheaper; mining; more goods; and/or more trade. Do NOT Accept as follows: bring more people; better transportation; open territory; and/or "People wanted to find a way to go west."
Appropriate - Student Response Briefly explain two ways that the building of railroads encouraged westward expansion.
Partial - Student Response Briefly explain two ways that the building of railroads encouraged westward expansion.
Inappropriate - Student Response Briefly explain two ways that the building of railroads encouraged westward expansion.
AVERAGE FARM SIZE AND TOTAL NUMBER OF FARMS Year 1900 1980 Farm Size 150 acres 425 acres Number of Farms 6,250,000 2,225,000
445. Summarize the changes shown in the table above.
Explain how one invention or development helped cause the changes you have described.
Scoring Guide Score & Description Appropriate The response clearly understands that there were fewer, larger farms in 1980 than in 1900. The answer clearly cites a historically accurate development to help explain this change. Partial The response clearly understands that there were fewer, larger farms in 1980 than in 1900 but does not cite a historically accurate development to help explain this change OR it cites a historically accurate development without showing a clear understanding that there were fewer, larger farms in the latter period OR it completes both tasks in a vague way. Inappropriate The response does not understand that there were fewer, larger farms in 1980 than in 1900 and it does not cite a historically accurate development to help explain this change. Credited responses could include the following: refrigerated railroad cars which allowed food to be shipped further to market; fertilizers which allow individuals to farm more areas; combines and other machines which allow people to farm large areas; declining prices which at times drove people off the land; the rise of business which makes small farming uncompetitive--agribusiness; periods of drought like the dust bowls which drove people off the land; foreclosures; boll weevil destroyed cotton and drove people off the land in the South; cost of machinery and gasoline made small farms uncompetitive; rising land price led small farmers to sell to developers; and/or factory jobs drew off marginal farmers.
Appropriate - Student Response Summarize the changes shown in the table above.
Partial - Student Response Summarize the changes shown in the table above.
Inappropriate - Student Response Summarize the changes shown in the table above.
446. An important factor leading the United States to enter the First World War was A. the existence of treaties between the United States, Great Britain, and Austria-Hungary
B. the United States policy of opposing communism C. German attacks on United States shipping D. Russian attacks on United States settlements in the Aleutian Islands Key C
447. Many writers of the "lost generation," such as F. Scott Fitzgerald, wrote books in which they A. B. C. D. Key A criticized what they regarded as the shallow materialism of the United States during the 1920's sought to capture the freedom experienced by people living on the western frontier praised the quick pace and unique opportunities found in large cities in the United States expressed deep yearning for what they regarded as the simple lives led by rural Americans
448. A consequence of Prohibition was A. B. C. D. Key B the failure of the Republicans in the 1928 presidential election the growth of organized crime the turning of public attention to pressing international issues widespread popular support for further moral reform
449. President Franklin D. Roosevelt's goal in supporting the Lend-Lease Act of 1941 was to A. B. C. D. Key D encourage Japanese Americans to relocate voluntarily use foreign investment as a way of stimulating the American economy maintain an isolationist stance by providing only limited aid to both sides in the European conflict assist Britain's war effort without violating United States neutrality laws
450. The graph above supports which statement about the birthrate in the United States? A. B. C. D. Key C It It It It declined steadily from 1920 to 1950. increased rapidly during the Great Depression. increased after the Second World War. tended to increase after each war.
The following question refers to the headline and newspaper cartoon below.
451. What did the United States government do in response to the event referred to in the cartoon and headline? A. B. C. D. Key C The The The The government government government government decided to seek peace immediately and to end the Cold War. banned civilian contact between United States and Soviet citizens. decided to spend more on both scientific education and the military. requested that the United Nations prohibit Soviet space exploration.
The following question refers to the headline and newspaper cartoon below.
452. Give two reasons why many people in the United States were upset by the event shown in the cartoon and the headline.
Scoring Guide Score & Description Appropriate The response gives two acceptable reasons why the Soviet launching of a man-made satellite made Americans upset. Partial The response gives on acceptable reason why the Soviet launching of a man-made satellite made Americans upset. Inappropriate The response does not give any acceptable reason why the Soviet launching of a man-made satellite made Americans upset. Credited Responses could include the following: fear of being technologically behind in a nuclear world; the cold war; fear that Soviets were better educated;
US wasn't first; and/or fear of Russians. Note: it is not necessary for students to mention Sputnik by name.
Appropriate - Student Response Give two reasons why many people in the United States were upset by the event shown in the cartoon and the headline.
Partial - Student Response Give two reasons why many people in the United States were upset by the event shown in the cartoon and the headline.
Inappropriate - Student Response Give two reasons why many people in the United States were upset by the event shown in the cartoon and the headline.
453.
Increases in automobile ownership Building of a modern highway system Tax deductions for mortgage interest Explain how one of these factors contributed to the growth of suburbs.
Scoring Guide Score & Description Appropriate The response explains the link between one of the factors listed and suburbanization, citing specifics or elaborating on the explanation. Partial The response suggests a link between one of the factors listed and suburbanization, but it is vague and lacks specifics. Inappropriate The response does not address the link between any of the factors listed and suburbanization. Credited responses could include the following: Automobiles and highways enabled people to move farther away from places where they worked and shopped, encouraging the growth of communities (suburbs) at some distance from workplace, from which people can commute. Tax deductions enabled more people to buy homes, which led to the rapid growth of suburban areas (sprawl).
Appropriate - Student Response Increases in automobile ownership Building of a modern highway system Tax deductions for mortgage interest Explain how one of these factors contributed to the growth of suburbs.
Partial - Student Response Increases in automobile ownership Building of a modern highway system Tax deductions for mortgage interest Explain how one of these factors contributed to the growth of suburbs.
Inappropriate - Student Response Increases in automobile ownership Building of a modern highway system Tax deductions for mortgage interest Explain how one of these factors contributed to the growth of suburbs.
454. In the 1970's the United States economy was directly affected by A. B. C. D. Key A a sharp increase in the price of oil an increase in the cost of solar energy an overall decline in international trade a rapid decline in prices of consumer goods
455. The opening of diplomatic relations between the United States and China's communist government occurred during the presidential administration of A. B. C. D. Key D Harry S Truman John F. Kennedy Lyndon B. Johnson Richard M. Nixon
456. During the 1500's and 1600's, what was the major cause of death among Indians of the Americas? A. Warfare among tribes B. Warfare between Native Americans and Europeans
C. Infections and diseases brought by Europeans D. Changing climatic conditions Key C
457. The Great Awakening of the 1730's was important because it led people in the American colonies to A. B. C. D. Key D increase toleration for Roman Catholics examine the different positions of men and women in society reaffirm that God gave kings their right to rule question the authority of church and government leaders

458. Early American paintings such as these two of George Washington tended to A. B. C. D. Key C show Washington's interest in science show life in a realistic fashion glorify American political figures celebrate Washington's humble origins

459. The top picture shows that A. many people believed Washington was a weak President B. religious symbols were used in politics in the early United States
C. American Indian art had a strong influence on early Republic art D. Washington had come from a close-knit family Key B
The following question refers to the paintings below.

GW Paintings -- Army Shows Students were shown two early American paintings portraying George Washington. In one, Washington is deified; he is seen rising to the heavens accompanied by angels. The other shows Washington as president reviewing troops as they prepare to put down the Whiskey Rebellion of 1794.
460. The bottom painting shows Washington with an army raised to put down the Whiskey Rebellion in western Pennsylvania in 1794. The painting was probably intended to show the A. B. C. D. Key A strength of the new central government strength of the Americans and weakness of the European powers alliance between Washington and American Indians of the Northwest Territory violence of Washington and the peacefulness of the Pennsylvania Quakers
461. What was one consequence of Nat Turner's rebellion? A. B. C. D. Key D Large numbers of slaves fled to the North. Slave revolts broke out throughout the South. Conditions for slaves on many southern plantations improved. Southern states passed laws designed to tightly control slaves.
462. The Monroe Doctrine was intended to A. B. C. D. promote United States trade with China help keep the peace in Europe discourage European involvement in the Americas protect United States business in Japan and Korea
Key C

A city of ruins, of desolation, of vacant houses, of widowed women, of rotting wharves, of deserted warehouses . . . acres of pitiful and voiceless barrennessthat is Charleston. 463. The news report was most likely written in A. B. C. D. Key D 1835 1845 1855 1865

A city of ruins, of desolation, of vacant houses, of widowed women, of rotting wharves, of deserted warehouses . . . acres of pitiful and voiceless barrennessthat is Charleston. 464. The news report best supports which statement? A. B. C. D. Key B Cities on the coast saw the worst of the fighting in the Civil War. During the Civil War urban areas in the South suffered. The destruction of cities had little effect on the progress of the Civil War. The Civil War had little effect on city life in the North.
465. What was the main reason that many leaders in Great Britain leaned toward supporting the Confederacy in the Civil War? A. B. C. D. Key C Plantation owners in Britain held slaves. Most British immigrants to the United States lived in the South. Britain relied on Southern cotton for its factories. British politicians wanted to make the United States weaker so that they could conquer it.
466. The drawing above is from 1869. Describe the point that the artist is trying to make.
How does the point the artist is making relate to social changes during this period?
Scoring Guide Score & Description Appropriate The response indicates that the artist is showing that gender roles are reversed. The response relates the cartoon to the Women's Rights Movement in some way. Partial The response correctly makes the point that gender roles are reversed but does not place the cartoon in a historical context. Responses that miss the cartoon's point of view ("women have the same rights as men do and can do whatever men do") will not receive credit. OR, the response discusses the historical context without describing the cartoon's message concerning gender roles. OR, both parts are correct but very vaguely expressed. Inappropriate The response does not indicate the cartoon shows reversal of gender roles.
Appropriate - Student Response The drawing above is from 1869. Describe the point that the artist is trying to make.
Partial - Student Response The drawing above is from 1869. Describe the point that the artist is trying to make.
Inappropriate - Student Response The drawing above is from 1869. Describe the point that the artist is trying to make.
467. Look at the magazine cover. What historical events would have led this question and picture to appear on the cover of a popular magazine in 1876?
What attitudes displayed toward American Indians by other Americans are suggested by this magazine cover?
Scoring Guide Score & Description Appropriate The response answers both parts of the question. It shows an understanding of the problems expressed by the combination of the title and the picture of Sioux leaders. It may explain (using specifics) that the attitudes of other Americans ranged from sympathy to paternalism to hostility. Essential The response answers both parts of the question, although one part gives a general statement without providing any specifics. For instance, the response may state that the issue is addressed on a magazine cover because "there were lots of arguments between the government and the Indians then"; or, the response may describe the attitude of many other Americans by saying "they did not like the Sioux Indians." Partial The response correctly answers only one part of the question or it may give two answers that are vague. Inappropriate The response does not correctly answer either part of the question. Credited responses could include: 1) Reasons Why Picture Would Have Appeared: debates about rights to Western lands; as more people moved West to lands they felt they had a right to as Americans and often seized Indian land illegally, Sioux Indians (chiefs featured in picture) and other Western tribes reacted with fear and anger, because they were losing their lands and ways of life; often attacked pioneers and settlements. a series of battles between Sioux and United States forces had led to the placement of the Sioux on small reservations, usually on the poorest land settlers and hunters slaughtered buffalo for food and sport, depriving Sioux Indians (and other Western tribes) of a source of food A battle was fought (Battle of the Little Bighorn) between Sioux Indians and U.S. Army forces under General Custer, in which the U.S. Army troops were defeated.
placement of Western Indians on reservations administered by the Bureau of Indian Affairs curtailed traditional American Indian ways of life 2) Attitudes, displayed toward Native Americans by other Americans Indians should be deprived of power, so the country can be peacefully settled, and resources in West (necessary for industry) can be exploited Indians should be placed on reservations, in order to enable the peaceful White settlement and/or Indian survival. (Reasons ranged from self-serving to compassionate.) Indians should be assimilated into White society, as that will enable them to live peacefully with other Americans, (and/or learn a 'superior' way of life) Indians have been consistently mistreated by Whites, and should be treated fairly Fate of Indians a problem for White Americans to solve (paternalism) Indians are noble, noble savages, tragic figures Indians are picturesque and exotic, admirable
Appropriate - Student Response Look at the magazine cover. What historical events would have led this question and picture to appear on the cover of a popular magazine in 1876?
Essential - Student Response Look at the magazine cover. What historical events would have led this question and picture to appear on the cover of a popular magazine in 1876?
Partial - Student Response Look at the magazine cover. What historical events would have led this question and picture to appear on the cover of a popular magazine in 1876?
Inappropriate - Student Response Look at the magazine cover. What historical events would have led this question and picture to appear on the cover of a popular magazine in 1876?
468. Between 1960 and 1990, what invention most changed the way people in the United States worked? A. B. C. D. Key B The The The The typewriter computer superconductor radio
469. What goal was most important in shaping United States foreign policy between 1945 and 1990? A. Preventing the spread of communism to new areas and weakening it where it already existed B. Encouraging trained scientists and other skilled workers who lived in foreign countries to immigrate to the United States C. Strengthening the United States industrial and agricultural sectors to help them compete against the British and the French D. Providing foreign aid to all poor countries to help them develop economically and technologically Key A
470. President Jimmy Carter played a major role in negotiating the Camp David accords, which promoted peace between A. B. C. D. Key C the Soviet Union and China the Palestinians and the Jordanians Egypt and Israel North Korea and the United States
471. Circle the decade in which you believe this cartoon was drawn. 1920's 1940's 1960's 1980's Citing specific historical evidence, explain why you chose the decade you did.
Scoring Guide Score & Description Appropriate The response explains why the cartoon was drawn in the 1960's with attention to specifics, citing, for example, Martin Luther King, Malcolm X, Rosa Parks, civil rights legislation, civil rights demonstrations. OR the response identifies the 1940's or the 1980's and gives a reasonable explanation. Partial The response explains why the cartoon was drawn in the 1960's OR explains why the cartoon was drawn in the 1980's. The explanation for the decade chosen is vague. Identifying the 1940's and offering a vague explanation is not acceptable. Inappropriate The response does not identify the 1960's or the 1908's as the decade or the response identifies the 1960's or the 1980's but omits an explanation or gives an inappropriate explanation. Credited responses could include the following: 1940's: fair employment laws
CORE books published in reference to racial problems NAACP civil rights litigation anti-school segregation cases that would lead to Brown vs. Board of Education 1960's: 1964 Civil Rights Act (no discrimination in unions, schools, public accommodations) 1980's: Could argue that although there was little legislative activity in this decade, the cartoon's message is still accurate.
Appropriate - Student Response Circle the decade in which you believe this cartoon was drawn.
Partial - Student Response Circle the decade in which you believe this cartoon was drawn.
Inappropriate - Student Response Circle the decade in which you believe this cartoon was drawn.
472. What is the main message of this cartoon?
Scoring Guide Score & Description Appropriate The response correctly identifies the main message of the cartoon as being that passing civil rights laws does not mean that civil rights issues are resolved, and that social, economic, and political (and not just legal) changes were also necessary. Partial The response understands that the cartoon is about problems associated with the civil rights bill but is not able to explain the cartoon in a specific and precise fashion. Inappropriate The response does not correctly identify the message of the cartoon. It does not indicate that the cartoon refers to problems in the civil rights movement in the United States.
Appropriate - Student Response What is the main message of this cartoon?
Partial - Student Response What is the main message of this cartoon?
Inappropriate - Student Response What is the main message of this cartoon?
Question 473 refers to Extra Documents

473. Documents A and C contain different information about the stock market crash. How is the information in the two documents different?
Scoring Guide Score & Description Appropriate The response shows an understanding of a clear difference between the New York Times account of the stock market crash and the account by stockbroker Arthur Robinson. Essential The response shows an understanding of both documents, but if a difference is identified it is an unimportant difference, or is expressed vaguely. Partial
The response shows an understanding of only one of the two documents. It may identify a relatively unimportant difference. Inappropriate The response does not identify any correct ways in which the two accounts differ, or show an understanding of either of the documents. Credited responses could include the following: NY Times: General size of crash; reaction of business community; tends to underestimate the importance of the crash, etc. Robertson: Effect on business people, brokers, the financial system; tends to describe the crash in more human terms. First person account; not written at the time of the crash but rather a remembrance.
Appropriate - Student Response Documents A and C contain different information about the stock market crash. How is the information in the two documents different?
Essential - Student Response Documents A and C contain different information about the stock market crash. How is the information in the two documents different?
Partial - Student Response Documents A and C contain different information about the stock market crash. How is the information in the two documents different?
Inappropriate - Student Response Documents A and C contain different information about the stock market crash. How is the information in the two documents different?

474. The crash affected people from different economic backgrounds in different ways. Compare how Gordon Parks and Arthur Robertson were affected by the crash.
Scoring Guide Score & Description Appropriate The response draws appropriate conclusions from the document to show how people of different backgrounds were affected by the Crash. The response demonstrates understanding of both passages and applies this understanding in an appropriate manner. Partial The response shows an understanding of one of the documents but not of the other. Or the response shows a vague or simplistic understanding of both. Inappropriate The response does not show an understanding of either document. Most important parts of the passages as follows: Parks: He was poor. He worked at country club. When Crash hit he got laid off, and had to drop out of school. He was on his own and couldn't find work. Robertson: He was affluent, probably not hurt badly (at least at first) by the Crash. Biggest impact on Robertson was watching friends suffer, and having to refuse requests for loans.
There was possible psychological impact of losing friends who committed suicide.
Appropriate - Student Response The crash affected people from different economic backgrounds in different ways. Compare how Gordon Parks and Arthur Robertson were affected by the crash.
Partial - Student Response The crash affected people from different economic backgrounds in different ways. Compare how Gordon Parks and Arthur Robertson were affected by the crash.
Inappropriate - Student Response The crash affected people from different economic backgrounds in different ways. Compare how Gordon Parks and Arthur Robertson were affected by the crash.

475. According to Document D, the prosperity of the 1920's was mainly based on A. B. C. D. Key D a strong banking sector increased agricultural profits an expanded volume of exports the automobile and housing industries

476. According to Document D, which groups were largely excluded from the prosperity of the 1920's?
A. B. C. D. Key B
The middle class Farmers and workers Stockbrokers and bankers Industrialists

477. Which of the causes of the Depression discussed in Document D do you think was the most important? Explain why, giving specific evidence from the document or from your knowledge of history.
Scoring Guide Score & Description Appropriate The response makes a coherent argument for the primacy of one of the causes identified in the passage. The argument should make reference to information provided in the passage or to other historical evidence. The argument should explain specific ways in which a given cause led to the Great Depression. Partial The response shows some understanding of a cause of the Depression discussed in the passage but does not use data in the passage or other historical evidence to support the case being made, or explanation is weak or vague. Inappropriate The response does not discuss or show understanding of a cause of the Depression discussed in the passage. Credited responses could include the following: Widespread weakness in high employment sectors affected employment throughout the economy. Unemployment led to spiralling weakness. Excessive debt led business to cut back, which led to a downward spiral in employment and hiring. Unbalanced economy led to great weaknesses in certain sectors, which meant that when industries that had been strong in the 1920's went into cyclical downturns, there was nothing to pick up the slack. Uneven distribution of wages led many Americans to lose purchasing power, which led to excessive inventories, unemployment, and a downward spiral of wages.
Excessive debt led to bank failures and personal bankruptcies, and the psychological and economic effects caused a downward spiral in the economy. Farm failures led to weakness in the banking sector. Responses that do no more than repeat a section of the passage (make no attempt to put it into their own words) should receive 1's.
Appropriate - Student Response Which of the causes of the Depression discussed in Document D do you think was the most important? Explain why, giving specific evidence from the document or from your knowledge of history.
Partial - Student Response Which of the causes of the Depression discussed in Document D do you think was the most important? Explain why, giving specific evidence from the document or from your knowledge of history.
Inappropriate - Student Response Which of the causes of the Depression discussed in Document D do you think was the most important? Explain why, giving specific evidence from the document or from your knowledge of history.

478. Based on the graphs and your knowledge of history, you can conclude that the first successful steps toward partial recovery from the Great Depression occurred
A. B. C. D. Key D
at the end of the First World War with the passage of the Hawley-Smoot Tariff with United States entry into the Second World War with the election of Franklin Delano Roosevelt as President

479. What effect did government spending seem to have on the economy during the Depression?
Scoring Guide Score & Description Appropriate The answer notes a specific relationship between government spending and economic growth such as decrease in unemployment, or increase in GNP or income, although it may note that the effect was not great and that these data do not prove that the effect was causal. Partial The answer notes that there was a relationship between government spending and the economy, but it is vague or slightly inaccurate. For example, it might indicate that government spending remains above income. OR, the response shows some understanding of the graphs but does not make accurate conclusions about the relationship between government spending and the economy. Inappropriate The response does not successfully relate government spending to economic recovery.
Appropriate - Student Response What effect did government spending seem to have on the economy during the Depression?
Partial - Student Response What effect did government spending seem to have on the economy during the Depression?
Inappropriate - Student Response What effect did government spending seem to have on the economy during the Depression?

480. Identify two economic statistics that justify calling this period the "Great Depression."
Scoring Guide Score & Description Appropriate The response cites two economic statistics that show the magnitude of the Depression (e.g., 25% unemployment or the rapid and large drop in GNP). Evidence may simply be listed. Partial The response cites one economic statistic which shows the magnitude of the Great Depression. Or, it
cites two statistics, but they are not the most significant that could be used to answer the question. For example, the budget deficit. Inappropriate The response does not cite evidence showing the magnitude of the Great Depression. Credited responses include the following: high unemployment; large and rapid decline in GNP; lower trade; decline in prices; foreclosures; low interest rates; bank failures; stock market crash; and/or decrease in income.
Appropriate - Student Response Identify two economic statistics that justify calling this period the "Great Depression."
Partial - Student Response Identify two economic statistics that justify calling this period the "Great Depression."
Inappropriate - Student Response Identify two economic statistics that justify calling this period the "Great Depression."
481. What effect did the Depression have on families? Use both the passages and your knowledge of history in your answer.
Scoring Guide Score & Description Appropriate The response indicates that the Depression dislocated many families. The answer may also indicate that the Depression put huge tensions on many families. The answer refers to the passage or historical evidence in the response. The response shows a sense of the specific changes families were forced to undergo, and not just of bad conditions. Partial The response indicates that the Depression led people to live in bad conditions. It does not use evidence in the passage or other historical data for support. OR, the response uses passages correctly but very literally and fails to generalize from them. Inappropriate The response does not indicate that the Depression led many families to become homeless or live in bad conditions. OR, the responses are significantly exaggerated or inaccurate.
Appropriate - Student Response What effect did the Depression have on families? Use both the passages and your knowledge of history in your answer.
Partial - Student Response What effect did the Depression have on families? Use both the passages and your knowledge of history in your answer.
Inappropriate - Student Response What effect did the Depression have on families? Use both the passages and your knowledge of history in your answer.

482. Documents G and H show that Roosevelt's highest priority was reducing A. B. C. D. Key unemployment trade imbalances food prices stock prices

483. Which sentence states what most New Deal supporters thought the federal government should do? A. The federal government B. The federal government C. The federal government hiring. D. The federal government Key C should protect business in order to increase productivity. should protect the rights and interests of minority groups. should regulate and directly stimulate the economy by spending and should play as small a role as possible in the economy.

484. In his 1937 inaugural address, Roosevelt portrayed the continuing Depression primarily as a A. B. C. D. Key B political issue moral issue diplomatic issue cultural issue

485. Reread Roosevelt's 1933 and 1937 inaugural speeches. Would you characterize Roosevelt as more pessimistic or more optimistic in 1937 than in 1933? Explain why. Be sure to refer to the documents to support your answer.
Appropriate The response appropriately uses evidence from the speeches and/or history to argue either side. If arguing that Roosevelt is more optimistic in 1937, the student would likely cite Roosevelt's discussion of the strides that have been made and the fact that the worst of the Depression was over. If arguing that Roosevelt is more pessimistic the student would likely mention the questioning of the moral fiber of America, the slow pace of improvement, and the resistance to the New Deal of many important sectors of society. It is clear, and cites the passage or historical knowledge. Partial The response compares the speeches or characterizes them as optimistic or pessimistic, but the explanation is weak or inconsistent. For example, "FDR is pessimistic because of the Depression." Inappropriate The response does not compare the speeches, or explain FDR's outlook. The response may be inconsistent. For example, "FDR is pessimistic because the nation has begun to prosper again."
Appropriate - Student Response Reread Roosevelt's 1933 and 1937 inaugural speeches. Would you characterize Roosevelt as more pessimistic or more optimistic in 1937 than in 1933? Explain why. Be sure to refer to the documents to support your answer.
Partial - Student Response Reread Roosevelt's 1933 and 1937 inaugural speeches. Would you characterize Roosevelt as more pessimistic or more optimistic in 1937 than in 1933? Explain why. Be sure to refer to the documents to support your answer.
Inappropriate - Student Response Reread Roosevelt's 1933 and 1937 inaugural speeches. Would you characterize Roosevelt as more pessimistic or more optimistic in 1937 than in 1933? Explain why. Be sure to refer to the documents to support your answer.

486. In Document K, Huey Long is criticizing President Roosevelt for his A. B. C. D. Key B foreign policy agricultural policy Civilian Conservation Corps attacks on the rich

487. Based on the Huey Long documents, how do you think Long would have tried to solve the problems of the country? A. B. C. D. Key A By By By By dividing wealth more evenly giving federal aid to industry establishing farm price supports working closely with business leaders

488. In their speeches, Roosevelt and Long both appealed to people's emotions. Using specific examples from the documents, compare the ways Roosevelt (in Documents G and I) and Long (in Documents J and K) tried to appeal to people.
Scoring Guide Score & Description Appropriate The response indicates that the two appeals are different (FDR to hope, community, and courage and Long to anger). The answer uses specific evidence from the passages in a logical fashion to help prove the argument being made. The response may show that Long's criticism is that the New Deal was not going far enough. Essential The response indicates that the two appeals are different or similar but uses general or weak evidence from the passages. May get only part right. Partial The response shows some understanding of the documents though any discussion of the differences or similarities between the two appeals is vague. The response does not support the argument with meaningful reference to the passages. Inappropriate The response does not show an understanding of the documents or identify any significant differences or similarities between the two passages.
Appropriate - Student Response In their speeches, Roosevelt and Long both appealed to people's emotions. Using specific examples from the documents, compare the ways Roosevelt (in Documents G and I) and Long (in Documents J and K) tried to appeal to people.
Essential - Student Response In their speeches, Roosevelt and Long both appealed to people's emotions. Using specific examples from the documents, compare the ways Roosevelt (in Documents G and I) and Long (in Documents J and K) tried to appeal to people.
Partial - Student Response In their speeches, Roosevelt and Long both appealed to people's emotions. Using specific examples from the documents, compare the ways Roosevelt (in Documents G and I) and Long (in Documents J and K) tried to appeal to people.
Inappropriate - Student Response In their speeches, Roosevelt and Long both appealed to people's emotions. Using specific examples
from the documents, compare the ways Roosevelt (in Documents G and I) and Long (in Documents J and K) tried to appeal to people.

489. What criticisms of Roosevelt are being made in the cartoons?
Identify the ways that the cartoons differ from the Huey Long passages (Documents J-K) in their criticisms of Roosevelt.
The response explains the criticisms of Roosevelt in both cartoons, such as claims that he had no regard for the Constitution and that his policies were communistic. The response correctly contrasts these criticisms with the populist criticisms made by Huey Long. Essential The response explains the criticisms of Roosevelt in both cartoons, but the comparison of the cartoons and Long is made in general terms or is missing. For instance, "Long doesn't like the New Deal." OR, the response explains the criticism in one cartoon and effectively contrasts this with Long. Partial The response correctly explains the criticisms of Roosevelt in one of the cartoons but does not contrast the cartoons with the criticisms of Huey Long OR suggests differences between the cartoons and Long's criticisms without adequately describing the criticisms in the cartoons. Inappropriate The response does not correctly describe either the criticisms of FDR in the cartoons or how they differ from Long's criticisms.
Appropriate - Student Response What criticisms of Roosevelt are being made in the cartoons?
Essential - Student Response What criticisms of Roosevelt are being made in the cartoons?
Partial - Student Response What criticisms of Roosevelt are being made in the cartoons?
Inappropriate - Student Response What criticisms of Roosevelt are being made in the cartoons?

490. Look at the poem and the song together. What effect did the Depression have on people's beliefs in the American ideals of economic advancement and economic opportunity?
What different beliefs about America do the poem and the song show?
Scoring Guide Score & Description Appropriate The response indicates that the Depression led to deep questioning of the faith Americans held in economic advancement and opportunity. It also differentiates between the song and poem by making the point that the poem reflects the view of minorities who were never included in the American Dream, while the song shows the view of someone who had had success and then fallen on hard times. Essential The response indicates that the Depression led to a deep questioning of beliefs but describes what the poem and/or the song say rather than analyzing them or differentiating between them. The respondent's description of the poem and/or song is essentially correct but may not be complete. Partial The response indicates that the Depression led to a change in beliefs, but does not elaborate; it does not differentiate between the song and the poem. OR it describes the song or the poem without describing the change in beliefs. Answers in this score range will tend to be general rather than
specific. Inappropriate The response does not successfully describe any effects that the Depression had on American beliefs. NOTE: A correct response should be credited, regardless of where it is written on the page.
Appropriate - Student Response Look at the poem and the song together. What effect did the Depression have on people's beliefs in the American ideals of economic advancement and economic opportunity?
Essential - Student Response Look at the poem and the song together. What effect did the Depression have on people's beliefs in the American ideals of economic advancement and economic opportunity?
Partial - Student Response Look at the poem and the song together. What effect did the Depression have on people's beliefs in the American ideals of economic advancement and economic opportunity?
Inappropriate - Student Response Look at the poem and the song together. What effect did the Depression have on people's beliefs in the American ideals of economic advancement and economic opportunity?

491. Compare the two pictures and the painting of the Depression with Steinbeck's description in The Grapes of Wrath. Which seems to show more optimism? Why? Make specific reference to the documents in your answer.
Scoring Guide Score & Description Appropriate The response indicates that Steinbeck focuses on the ways people cast adrift by the Depression formed community while the art focuses on their isolation. The response cites evidence from the materials to prove that Steinbeck seems more optimistic. Essential The response states a difference between Steinbeck and the art and states that Steinbeck is more optimistic; however, it supports the assertions with only vague or trivial references to the evidence such as "the people in the photos are all dirty." OR response does not indicate that Steinbeck is the most optimistic, but makes a clear, well supported argument. Partial The response states a difference between Steinbeck and the art, but the difference may not be the most significant (e.g., the art is more realistic). If evidence is provided, it is vague, trivial, or inaccurate. Inappropriate The response does not state a difference between Steinbeck and the art. The response does not refer successfully to specific evidence. NOTE: Responses that state that neither is optimistic and cite no evidence should receive 1's.
Good evidence for art means: despair in faces; desperate conditions; and/or painting: dehumanized people; masses looking for work, etc.
Appropriate - Student Response Compare the two pictures and the painting of the Depression with Steinbeck's description in The Grapes of Wrath. Which seems to show more optimism? Why? Make specific reference to the documents in your answer.
Essential - Student Response Compare the two pictures and the painting of the Depression with Steinbeck's description in The Grapes of Wrath. Which seems to show more optimism? Why? Make specific reference to the documents in your answer.
Partial - Student Response Compare the two pictures and the painting of the Depression with Steinbeck's description in The Grapes of Wrath. Which seems to show more optimism? Why? Make specific reference to the documents in your answer.
Inappropriate - Student Response Compare the two pictures and the painting of the Depression with Steinbeck's description in The Grapes of Wrath. Which seems to show more optimism? Why? Make specific reference to the documents in your answer.
Extra Documents
Referred to in NAEP History Questions
INTRODUCTION The Great Depression of 1929-1941 was among the most traumatic economic disasters in United States history. Stock prices plummeted, manufacturing declined by one-third, people had little money to invest, and most people stopped investing their money altogether. Families were uprooted and faith in the American dream was shaken. The country had experienced economic crises before, but never on such a scale. PART I--THE CAUSES AND NATURE OF THE GREAT DEPRESSION The prosperity of the 1920's came to an end with the stock market crash in October 1929. In the months after the crash, bankers, business people, and government officials, including President Herbert Hoover, tried a variety of remedies, but nothing stopped the continuing decline of the economy. The documents in this part are about the causes and nature of the Great Depression. The first three documents (Documents A-C) are about Black Thursday, the stock market crash of October 24, 1929. Document A: The New York Times, October 25, 1929 THE MOST DISASTROUS DECLINE in the biggest and broadest stock market of history rocked the financial district yesterday. In the very midst of the collapse five of the country's most influential bankers hurried to the office of J. P. Morgan & Co., and after a brief conference gave out word that they believe the foundations of the market to be sound, that the market smash has been caused by technical rather than fundamental considerations, and that many sound stocks are selling too low. The decline carried down with it speculators, big and little, in every part of the country, wiping out thousands of accounts. It is probable that if the stockholders of the country's foremost corporations had not been calmed by the attitude of leading bankers and the subsequent rally, the business of the country would have been seriously affected. Doubtless business will feel the effects of the drastic stock shake-out, and this is expected to hit the luxuries most severely.
Page 1 of 16
Document B: In 1929 Gordon Parks--later a world-famous photographer--was sixteen years old, living alone and attending high school in St. Paul, Minnesota. To support himself he worked parttime as a bellboy at an exclusive club. Here he describes the impact of the stock market crash on his life. By Thursday the entire world knew. "MARKET CRASHES--PANIC HITS NATION!" one headline blared. The newspapers were full of it, and I read everything I could get my hands on, gathering in the full meaning of such terms as Black Thursday, deflation, and depression. I couldn't imagine such financial disaster touching my small world; it surely concerned only the rich. But by the first week of November I too knew differently; along with millions of others across the nation, I was without a job. All that next week I searched for any kind of work that would prevent my leaving school. Again it was, "We're firing, not hiring." "Sorry, sonny, nothing doing here." Finally, on the seventh of November I went to school and cleaned out my locker, knowing it was impossible to stay on. A piercing chill was in the air as I walked back to the rooming house. The hawk had come. I could already feel his wings shadowing me.
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Document C: Arthur Robertson, a stockbroker and banker, remembers the crash. October 1929, yeah. A frenzy. I must have gotten calls from a dozen and a half friends who were desperate. In each case, there was no sense in loaning them the money that they would give the broker. Tomorrow they'd be worse off than yesterday. Suicides, left and right, made a terrific impression on me, of course. People I knew. One of my friends said to me, "If things keep on as they are, we'll all have to go begging." I asked, "Who from?" Many brokers did not lose money. They made fortunes on commissions while their customers went broke. The only brokers that got hurt badly were those that gambled on their own--or failed to sell out in time customers' accounts that were underwater. Of course, the brokerage business fell off badly, and practically all pulled in their belts, closed down offices, and threw people out of work.
Page 3 of 16
Document D: A modern historian's explanation of the causes of the Great Depression
For one thing, the American economy had weakened significantly during the 1920's. The economic difficulties felt by farmers increasingly were shared by such distressed industries as coal, railroads, and textiles. As a result, by 1929, unsold inventories were stacking up, investments were shrinking, workers were being laid off, and consumers were buying fewer products. Second, the American business system was unbalanced, with a few industries carrying the weight of the economy. Automobiles and housing construction, in particular, fueled the economic boom of the 1920's. Newer industries, such as chemicals, were still not fully developed. Thus when the market for houses and cars began to weaken, as it did in 1928, other industries were not able to take up the slack. Third, poor distribution of purchasing power weakened the economy. Although the wages of most Americans increased in the 1920's, they grew at a much slower rate than the economy as a whole. Fourth, an enormous amount of debt threatened the country's economic health. Farmers carried large mortgages on their land and were unable to keep up payments as their crop prices fell. Small banks, particularly the ones that had loaned money to farmers, were having serious problems as borrowers defaulted on their loans.
Page 4 of 16
Document E: Charts and graphs showing economic information about the Great Depression
Page 5 of 16
Document F: Two people's memories of the early years of the Depression Oh, I remember having to move out of our house. My father had brought in a team of horses and wagon. We had always lived in that house, and we couldn't understand why we were moving out. When we got the other house, it was a worse house, a poor house. That must have been around 1934. I was about six years old. -- Cesar Chavez The oil boom come [to Oklahoma City] in '29. People come from every direction in there. A coupla years later, they was livin' in everything from pup tents, houses built out of cardboard boxes and old pieces of metal that they'd pick up-anything that they could find to put somethin' together to put a wall around 'em to protect 'em from the public. -- Mary Owsley
Page 6 of 16
PART II--FRANKLIN D. ROOSEVELT AND THE NEW DEAL President Franklin D. Roosevelt's actions helped to restore people's confidence. In his first hundred days in office, he introduced numerous pieces of legislation designed to end the Depression. This package of legislation was known as the New Deal. Although most people supported Roosevelt's policies, many opposed both him and his New Deal. The documents in this part are about the New Deal and people's reactions to it. The next three documents (G-I) are about the New Deal and New Deal legislation. Document G: Excerpt from Franklin D. Roosevelt's First Inaugural Address (1933) This great Nation will endure as it has endured, will revive and will prosper. So, first of all, let me assert my firm belief that the only thing we have to fear is fear itself--nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. A host of unemployed citizens face the grim problem of existence, and an equally great number toil with little return. Our greatest primary task is to put people to work. This is not an unsolvable problem if we face it wisely and courageously. It can be accomplished in part by direct recruiting by the Government itself, . . . accomplishing greatly needed projects to stimulate and reorganize the use of our natural resources.
Page 7 of 16
Document H: Key New Deal Legislation

KEY NEW DEAL LEGISLATION, 1933-1938
Year Act or Agency 1933 Agricultural Adjustment Administration (AAA) 1933 Tennessee Valley Authority (TVA) 1933 National Industrial Recovery Act (NIRA)
1933 Public Works Administration (PWA) 1933 Federal Emergency Relief Act (FERA) 1933 Civil Works Administration (CWA) 1933 Civilian Conservation Corps (CCC) 1934 Federal Housing Administration (FHA) 1935 Social Security Act
Provisions Granted farmers direct payments for reducing crop production; funds for payment provided by a processing tax, later declared unconstitutional. Constructed dams and power projects and developed the economy of a nine-state area in the Tennessee River Valley. Sought to revive business through a series of faircompetition codes; created National Recovery Administration (NRA) to write, coordinate, and implement these codes; NIRA's Section 7a guaranteed labor's right to organize (act later declared unconstitutional). Sought to increase employment and business activity through construction of roads, buildings, and other projects. Provided federal funds for state and local relief efforts. Provided federal jobs for the unemployed. Employed young men in reforestation, road construction, and flood control projects. Insured loans provided by banks for the building and repair of houses. Created a system of social insurance that included unemployment compensation and old age survivors' insurance; paid for by a joint tax on employers and employees. Employed more than eight million people to repair roads, build bridges, and work on other projects; also hired artists and writers. Provided job training for unemployed youths and part-time jobs for students in need. Established a minimum wage of 40 cents an hour and a maximum workweek of 40 hours for businesses engaged in interstate commerce.
1935 Works Progress Administration
1935 National Youth Administration (NYA) 1938 Fair Labor Standards Act
Page 8 of 16
Document I: Excerpt from Franklin Roosevelt's Second Inaugural Address (1937) We have always known that heedless self-interest was bad morals; we know now that it is bad economics. Out of the collapse of a prosperity whose builders boasted their practicality has come the conviction that in the long run economic morality pays. We are beginning to wipe out the line that divides the practical from the ideal; and in so doing we are fashioning an instrument of unimagined power for the establishment of a morally better world. Let us ask again. Have we reached the goal of our vision of that fourth day of March, 1933? Have we found our happy valley? I see a great nation, upon a great continent, blessed with a great wealth of natural resources. But here is the challenge to our democracy. In this nation I see tens of millions of its citizens--a substantial part of its whole population--who at this very moment are denied the greater part of what the very lowest standards of today call the necessities of life. I see one-third of a nation ill-housed, ill-clad, ill-nourished. We are determined to make every American citizen the subject of his country's interest and concern; and we will never regard any faithful, law-abiding group within our borders as superfluous.
Page 9 of 16
The next three documents (Documents J-L) were produced by people who believed either that the New Deal had done too much or that it was not doing enough to end the Depression. Document J: Portion of a campaign song for Senator Huey Long of Louisiana, 1935 Every Man a King Why weep or slumber America Land of brave and true With castles and clothing and food for all All belongs to you Ev'ry man a King, ev'ry man a King For you can be a millionaire But there's something belonging to others There's enough for all people to share
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Document K: Excerpt from a speech given by Huey Long, March 7, 1935 So it has been while millions have starved and gone naked and while babies have cried and died wanting milk; so it has been while people begged for meat and bread to eat. Mr. Roosevelt's administration has sailed merrily along, plowing under and destroying the things to eat and wear, with tear-dimmed eyes and hungry souls made to chant for this New Deal so that even their starvation dole is not taken away from them, and meanwhile the food and clothes craved by humanity for their bodies and souls go to destruction and ruin.
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Document L: Two anti-Roosevelt cartoons
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PART III--DEPRESSION ART AND WRITING Writiers and artists -- many of them supported by the Works Progress Administration (WPA) -tried to express the mood of the people of the United States. They wrote not about the leaders, millionaires, and bankers, but about ordinary people, the everyday heroes struggling to survive. These people faced the breadlines, the unemployment lines, and the lines of migrants traveling across the desert in the battered jalopies. Artists and writers asked questions about how these experiences affected American people and values. The documents in this part show art produced about the Great Depression. Document M: Part of a poem called "Let America Be America Again," by Langston Hughes Let America be America again. Let it be the dream it used to be. Let it be the pioneer on the plain. Seeking a home where he himself is free. (America never was America to me.) I am the young man, full of strength and hope, Tangled in that ancient, endless chain Of profit, power, gain, of grab the land! Of grab the gold! Of grab the ways of satisfying need! Of work the men! Of take the Pay! Of owning everything for one's own greed! O, let America be America again-The land that has never been yet-And yet must be--the land where every man is free. The land that's mine--the poor man's, Indian's Negro's ME-Who made America, Whose sweat and blood, whose faith and pain, Whose hand at the foundry, whose plow in the rain, Must bring back our mighty dream again.
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Document N: Part of a song called "Brother Can You Spare a Dime?" that was popular during the Depression They used to tell me I was building a dream With peace and glory ahead Why should I be standing in line Just waiting for bread? Once I built a railroad, made it run, Made it race against time. Once I built a railroad, Now it's done Brother, can you spare a dime?
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Document O: An excerpt from "The Grapes of Wrath," a novel about the Depression written by John Steinbeck In the evening a strange thing happened: the twenty families became one family, the children were the children of all. The loss of home became one loss, and the golden time in the West was one dream. And it might be that a sick child threw despair into the hearts of twenty families, of a hundred people; that a birth there in a tent kept a hundred people quiet and awestruck through the night and filled a hundred people with the birth-joy in the morning. A family which the night before has been lost and fearful might search for goods to find a present for a new baby. Every night a world created, complete with furniture--friends made and enemies established; a world complete with braggarts and with cowards, with quiet men, with humble men, with kindly men. Every night relationships that made a world, established; and every morning the world torn down like a circus.
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Document P: TW0 photographs by Dorothea Lange and one painting about the Great Depression
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NAEP History Questions

with Native American people who live in the area today

2. Reports from archaeologists who have excavated Native American ruins.

3. A story written for children in 1957 about the first Thanksgiving

D Abraham Lincoln announces the Emancipation Proclamation.

Complete - Student Response

This question is based on the map below.

This question is based on the map below.

This question is based on the map shown below.

This question is based on the map shown below.

This question is based on the map shown below.

23. What was the purpose of the Declaration of Independence?

This question refers to the drawing below.

This question refers to the drawing below.

Scoring Guide Score & Description Complete

34. Who was the first President of the United States?

Thomas Jefferson John Quincy Adams Abraham Lincoln George Washington

Describe how the controversy was resolved.

Complete - Student Response

Describe how the controversy was resolved.

Describe how the controversy was resolved.

Describe how the controversy was resolved.

Describe how the controversy was resolved.

Describe how the controversy was resolved.

Describe how the controversy was resolved.

Describe how the controversy was resolved.

Describe how the controversy was resolved.

This question refers to the poster below.

This question refers to the poster below.

Why does the poster refer to 1778 to make its point?

Why does the poster refer to 1778 to make its point?

Why does the poster refer to 1778 to make its point?

D. Philadelphia, Pennsylvania, in 1990 Key C

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This question is based on the map below.

This question is based on the map below.

This question refers to the advertisement below.

This question refers to the advertisement below.

61. The invention shown in the advertisement contributed to the

This question refers to the poster below.

This question refers to the poster below.

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What was the main message of the poster?

What was the main message of the poster?

What was the main message of the poster?

British (English, Welsh, Scottish, Scots-Irish)

Where did they usually settle?

What kind of work did they usually do?

Where did they usually settle?

What kind of work did they usually do?

Where did they usually settle?

What kind of work did they usually do?

Where did they usually settle?

What kind of work did they usually do?

Where did they usually settle?

What kind of work did they usually do?

Where did they usually settle?

What kind of work did they usually do?

Where did they usually settle?

What kind of work did they usually do?

Where did they usually settle?

What kind of work did they usually do?

and cities in the United States in the late 1800s.