U.S. History, Constitution, and Government

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1 2005 Sandy Garrett State Superintendent of Public Instruction Oklahoma State Department of Education Oklahoma City, Oklahoma Oklahoma Core Curriculum Tests Multiple-Choice Release Item Book U.S. History, Constitution, and Government 8 Copyright 2005 by Oklahoma State Department of Education. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. HARCOURT and the Harcourt logo are trademarks of Harcourt, Inc. registered in the United States of America and/or other jurisdictions. Portions of this work were published in previous editions. Printed in the United States of America

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3 U.S. HISTORY, CONSTITUTION, AND GOVERNMENT Introduction Grade 8 U.S. History, Constitution, and Government The purpose of this test is to measure Oklahoma eighth-grade students level of proficiency in U.S. History. On the Grade 8 U.S. History, Constitution, and Government Test, students are required to respond to a variety of items linked to the eighth-grade U.S. History content standards identified in the Priority Academic Student Skills (PASS). Each U.S. History, Constitution, and Government Test item tests an identified content standard and objective listed below. The following standards and objectives are intended to summarize the knowledge as identified in PASS. PASS Content Standards and Objectives Social Studies Process Skills (1.0) Causes of the American Revolution (3.0) Results of the American Revolution (4.0) Governing Documents/Early Federal Period (5.0) Northern/Southern Economic Growth (6.0) Jacksonian Era (7.0) Cultural Growth and Reform (8.0) Westward Movement (9.0) Eve of War (10.0) Each year committees of Oklahoma educators review and approve items for use on the Oklahoma Core Curriculum Tests. The items in this document were selected from the pool of those eligible items. These are examples of items that appear on tests; this is not an example of a test form. The items are arranged in the order of the PASS Standards and Objectives shown above. A table at the end of this document lists the items in sequence, the PASS Standards and Objectives, and the correct answer for each item. All of these items have been modified to reflect the principles of Universal Test Design in order to more closely align them with the style and format of items on current tests. However, the fifty-item collection does not match the balance and proportion of items required on operational tests as identified by the Grade 8 U.S. History, Constitution, and Government Blueprint. The Blueprint can be found on the State Department of Education website at ALL items in this document and on our tests have been reviewed and approved by committees of content-area teachers from school districts around the state of Oklahoma. 3

4 Standard 1: The student will develop and practice process skills in social studies Louisiana Purchase 2. War of Ratification of the Constitution 4. American Revolution In what order did these events occur? A 2, 1, 4, U.S. Presidential Elections, Percent of Year Popular Registered Vote Voters Casting a Ballot , ,155, ,217, B 3, 4, 2, 1 C 1, 2, 4, 3 D 4, 3, 1, 2 * Which statement is supported by the information in the table? A A majority of the U.S. population cast a ballot in the 1820s. B A majority of the U.S. population was not qualified to vote in the election of C A majority of registered voters did not cast a ballot in the 1830s. D A majority of registered voters participated in the election of * 4

5 AR AR1 THE UNITED STATES I During the 1840s, the belief expressed in this poster led the United States to A fight a war with Mexico.* B sign a treaty with France. C export textiles to Canada. The cartoonist most likely thought that President Polk D boycott tea from Britain. A needed to act carefully. * B had been caught napping. C had a gambling problem. D was worried about his reputation. 5

6 Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery?... I know not what course others may take; but as for me, give me liberty or give me death! This quotation is associated with which historical event? In the 1844 election, the slogan Fifty-four forty or Fight promoted A Indian removal. B western expansion. * C slavery in the Florida Territory. D abolition in the western territories. A King Philip s War B Nat Turner s Rebellion C the War of 1812 D the American Revolution * 6

7 Standard 3: The student will examine and explain the causes of the American Revolution and the ideas and interests involved in forging the revolutionary movement AR AR1 Proclamation Line of 1763 Proclamation Line of 1763 Atlantic Ocean N Atlantic Ocean N W E W E S S Legend Proclamation Line Legend Proclamation Line What was the purpose of the dashed line drawn on this map? A It identifies the western boundary of the United States. B It marks the eastern border of the Louisiana Purchase. C It shows the western boundary of British colonial settlement. * D It defines the eastern border of Native American lands. Which war was partly caused by the establishment of the dashed line shown on this map? A the French and Indian War B the Revolutionary War * C King Phillip s War D War of

8 The colonists disliked the Proclamation of 1763 because it prevented them from Which action was an American response to the Intolerable Acts of 1774? A trading with the colonies of France. A The Sons of Liberty was formed to resist tyranny. 10 B settling west of the Appalachian Mountains. * C fishing in the Grand Banks near Newfoundland. D raising an American army for defense of the colonies B The Declaration of Independence was written in Philadelphia. C The Albany Plan was issued to unite the colonies. D The First Continental Congress was called into session in Philadelphia. * NO STAMP ACT! Which statement supports this colonial opinion? A Parliament does not have the right to tax the colonies. * B Colonists do not have the right to sell British products. C Britain can regulate the colonial postal system Which act of Parliament required colonists to house British soldiers? A Tea Act B Stamp Act C Quartering Act * D Declaratory Act D Colonists can choose how to collect taxes. 8

9 Which quotation expresses the belief of Loyalists during the American Revolution? A I do not believe we will be successful but it is my duty to fight the British. B I will not fight for the colonies or for the King in this senseless war. C I will fight as an Englishman and die for the King if necessary. * D I believe these colonies should fight for independence from Britain. 9

10 Standard 4: The student will evaluate and describe the factors which affected the course of the American Revolution and contributed to the American victory He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures. Declaration of Independence In this quotation, He refers to A General George Washington. B President Thomas Jefferson. C General Thomas Gage. D King George III. * The purpose of the Declaration of Independence was to A warn Britain about the effects of continuing hostility toward the colonies. B proclaim independence and to explain why separation from Britain was necessary.* C explain colonial rights and to describe how the new American government would operate. D caution Americans about the future cost of independence Which advantage did the Continental Army in the American Revolution possess? A training B leadership * C naval tactics D military funding Which best describes the role of Native Americans in the American Revolution? A Most were allied with the British.* B Most were war scouts for the French. C Many Continental Army soldiers in the west were enslaved Native Americans. D Many British Army units in the south were commanded by Native Americans. 10

11 Why is the Battle of Saratoga known as the turning point of the American Revolution? How did the pamphlet Common Sense affect the American Revolution? A It exposed the fact that the British army was employing Native American scouts. B It convinced the French government to militarily support American independence.* C It revealed that the British military had attacked an American church. A It raised the morale of British soldiers. B It rallied American support for independence. * C It encouraged colonists to join the Loyalist cause. D It convinced the British government to recognize American independence. 19 D It persuaded the leaders of the Spanish government to secretly buy American exports What battle convinced British leaders to begin the peace talks that ended the American Revolution? The shot heard round the world describes the A Boston Massacre. B Battle of Lexington. * C Intolerable Acts. D Proclamation of A Charleston B Camden C Yorktown* D Savannah 11

12 Why did the United States seek an alliance with France during the American Revolution? A France could provide supplies and naval support. * B France could get additional aid from Spain and Russia The surrender of Lord Cornwallis at Yorktown resulted in the A Boston Massacre. B Battle of Saratoga. C Whiskey Rebellion. D Treaty of Paris. * 23 C France promised to give up any land conquered in the war. D France had a system of government that was admired by Americans Which was an advantage gained by the United States because of the British surrender at Saratoga? I have never met with a man, either in England or America, who hath not confessed his opinion, that a separation... would take place one time or other. Common Sense, 1776 During the American Revolution, these words were written by A The British navy was destroyed. B The United States received help from France. * C Experienced British officers quit the military. A John Adams. B John Hancock. C Thomas Paine.* D George Washington. D Captured soldiers aided the United States war effort. 12

13 Standard 5: The student will examine the significance of and describe the institutions and practices of government created during the American Revolution and how they were revised between 1787 and 1815 to create the United States Constitution and the Bill of Rights The Articles of Confederation created a national government that could A regulate state trade Articles of Confederation A one-house legislature A difficult system of passing laws B apply a military draft. No chief executive officer C conduct foreign affairs.* D appoint a chief executive. No national courts No power to regulate trade No authority to establish armed forces No list of protected rights Which conclusion about the writers of the Articles of Confederation is supported by this list? A They wanted a single leader for the whole nation. B They wanted each state to maintain independent powers.* C They demanded written guarantees of individual freedoms. D They recognized the need for three branches of government. 13

14 The Articles of Confederation was written to A create a strong and effective U.S. government. B provide a model for state constitutions. C preserve British power in the colonies. D preserve the states as being separate and sovereign. * Ratification of the U.S. Constitution depended on the promise that A George Washington would be a candidate for president. B the states would receive funding from the federal government. C the capital city would be located on the Potomac River. D amendments guaranteeing basic freedoms would be approved. * Under the Articles of Confederation, Congress had no power to A declare war. B impose taxes. * C maintain an army. D regulate foreign trade The Anti-Federalists insisted that the U.S. Constitution must include a A peace treaty with Native Americans. B military alliance with France. C strong executive branch. D bill of rights.* 14

15 One major advantage of federalism is that it A requires politicians to act in the interest of all registered voters. B allows leaders to be independent of all political parties. C permits a local government to solve local problems.* D empowers the national government to enforce state laws. 15

16 AR1 BRANCHES OF THE FEDERAL GOVERNMENT Judicial Executive Legislative 1. interprets laws 1. enforces laws 1. makes laws 2. can rule a law passed by Congress unconstitutional 3. can rule President s actions unconstitutional 2. appoints judges to Supreme Court and can pardon someone convicted of a crime 3. proposes the budget and other laws, can veto a law passed by Congress 2. determines number of Supreme Court justices 3. can override President s veto, passes the budget The main reason the founders included this system in the U.S. Constitution was to A allow one branch to organize the activities of the other branches. B protect the national government from foreign interference. C defend the national government against influence from state governments. D allow each branch to limit the powers of the other branches. * 16

17 The President can... The Congress can... The Supreme Court can... veto legislation override a presidential veto declare a law unconstitutional What is the title of this table? A Federalism B Executive Responsibilities C System of Checks and Balances * D Majority Rule and Minority Rights Which two freedoms guaranteed in the Bill of Rights are exercised in a public political debate? A freedom of religion and the right to petition B freedom of speech and the right to assemble * C the right to a jury trial and the right to bear arms D the right to property and the right to a speedy trial Why is it necessary for citizens to serve on a jury when called? A Judges are too busy to serve on every jury in the United States. B People are guaranteed a trial by jury in the U.S. Constitution.* C Jury duty requires members to help fund the trial. D Jury duty requires too much time to be done by just a few individuals. 17

18 Lisa is organizing a march and rally to protest a recent federal tax increase. At the rally, several people will explain why they are opposed to the increase. Which individual freedom allows Lisa to organize the march and rally? A speech * B petition The purpose of the Monroe Doctrine was to A reduce foreign trade with European nations. B create new colonies in the Western Hemisphere. C allow new settlements in the Louisiana Territory. D limit European influence in the Western Hemisphere.* C religion D press British impress American sailors Which was an effect of Marbury v. Madison? A The Supreme Court gained the power to review laws passed by Congress. * B The Supreme Court acquired the power to enforce laws passed by state legislatures. C Supreme Court judges could be impeached by the House of Representatives. War Hawks elected to Congress Battle of New Orleans These events are associated with the A Civil War. B War of * C Mexican War. D Revolutionary War. D Supreme Court judges could serve on the court for a lifetime term. 18

19 Standard 7: The student will examine the significance of the Jacksonian era AR1 Protective Tariff Which statement describes President Andrew Jackson s policy toward Native Americans? South Carolina Which term completes this word web?? States Rights Threat of Secession A They should be removed from their homelands. * B They should eventually be granted conditional U.S. citizenship. C They should gradually be integrated into U.S. society. D They should be forced to live on reservations. A Gadsden Purchase B Nullification Crisis * C Revolutionary War D Northwest Ordinance 19

20 Standard 8: The student will research and interpret evidence of how Americans endeavored to reform society and create a distinct culture from 1801 to Which statement best describes the role of women in social reform movements before the Civil War? A Women held most of the leadership positions in these movements. B Women only provided the funding for these movements. C These movements provided early public positions for women. * D These movements were only open to wealthy women. 20

21 Standard 9: The student will evaluate and explain the westward expansion of the United States from 1801 to Manifest Destiny was an idea that encouraged A temperance. B southern slavery. C industrialization. D westward expansion.* Which statement describes the territorial growth of the United States? A The largest territory was acquired through military action. B The only territory that was acquired peacefully was through a treaty with Mexico AR1 U.S. Territorial Expansion C The largest territory was gained during the 1800s. * D The only territory that was purchased was bought from Native Americans. Territory of of the Thirteen States Original States N X W S E The United States acquired the territory marked with an X from A Spain.* B Britain. C France. D Mexico. 21

22 Which was a main reason for the Lewis and Clark Expedition? A to make a claim on the Oregon Country B to build a series of forts along the Missouri River C to establish an alliance with Native Americans D to explore the territory of the Louisiana Purchase* The United States population was increasing due to a high birth rate and immigration. Economic depressions in 1818 and 1839 led some Americans to seek a better life elsewhere. The land was abundant, fertile, and inexpensive or free. New ports would lead to increased opportunity and more trade with Pacific countries Who led the 1804 expedition to explore the land of the Louisiana Purchase? A Muir and Pike B Lewis and Clark* C Colter and Bridger D Fremont and Boone Which is the best title for this list? A Results of the War of 1812 B Goals of the American System C Effects of the Gold Rush of 1849 D Causes of U.S. Westward Expansion* 22

23 Standard 10: The student will examine and describe how the North and South differed and how politics and ideologies led to the Civil War One result of the Dred Scott decision was that A abolitionists gained political support. * B slavery was no longer allowed in the North. C new territories were no longer open to slavery. D Republicans vowed to support the ruling. 23

24 Answer Key Item Number Standard / Objective Correct Answer D D A A D B C B B A D C C D B B A B C B B A B D C Item Number Standard / Objective Correct Answer C B D B D D C D C B B A A D B B A C D A C D B D A 24

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