EOCEP. Release Items by Standard and Indicator. Realigned to 2011 standards in August 2011

Size: px
Start display at page:

Download "EOCEP. Release Items by Standard and Indicator. Realigned to 2011 standards in August 2011"

Transcription

1 EOCEP Release Items by Standard and Indicator Realigned to 2011 standards in August 2011

2 Indicator 1.1 (Additional release item for this indicator found in Teacher s Guide) Which colonial region had the most religious diversity during the 1700s? A. New England colonies B. Southern colonies C. Middle colonies D. Backcountry Key: C Released SCCSS Presentation 07

3 Indicator 1.2 What was the American colonists' primary objection to the taxes imposed by the Stamp Act? A. It was the first time the British tried to control the colonies. B. It set the rate so high that it harmed the colonial economy. C. It had not been approved by colonial representatives. D. It interfered with merchants' right to free trade. Key: C Released SCCSS Presentation 07

4 Indicator 1.3 Read the quotation below and answer the question that follows. The representative of the French people have determined to set forth in a solemn declaration the natural, unreliable, and sacred rights of man [and reinforce] the happiness of all. -French National Assembly, 1789 Which important U.S. document influenced this excerpt? A. the Bill of Rights B. the U.S. Constitution C. the Articles of Confederation D. the Declaration of Independence Key: D

5 Indicator 1.4 Which newspaper headline best illustrates the ineffectiveness of the Articles of Confederation? A. Whiskey Rebellion Begins in Western Pennsylvania B. New York Imposes Tariff on Connecticut Goods C. Supreme Court Denied Power of Judicial Review D. Land Ordinance of 1785 Issued by Congress Key: B

6 Indicator 1.4 (Additional release item for this indicator) What was an important argument that the Federalists made in support of a new constitution? A. It would weaken slavery. B. It would protect states' rights C. It would strengthen the economy. D. It would protect the rights of the individual. Key: C

7 Indicator 1.5 (Release item for this indicator found in Teacher s Guide)

8 Indicator 1.6 Which aspect of economic policy did Thomas Jefferson and Alexander Hamilton agree upon? A. The U.S. government should pass a protective tariff. B. The U.S. government should use liquor taxes to raise revenue. C. The U.S. government should pay off the war debt to foreign countries. D. The U.S. government should insure deposits in the Bank of the United States. Key: C

9 Indicator 1.7 Read the quotation below and answer the question that follows. We are unanimously of opinion, that the law passed by the legislature of Maryland, imposing a tax on the Bank of the United States, is unconstitutional. -McCulloch v. Maryland, 1819 Which was one important outcome of this court decision? A. the principle of no taxation without representation B. the establishment of a federal government C. the strengthening of judicial review D. the creation of a national bank Key: C

10 Indicator 2.1 Which characteristic is most commonly associated with the westward expansion of the United States? A. industrialism B. mercantilism C. individualism D. reformism Key: C

11 Indicator 2.2 (Additional release item found in Teacher s Guide) During the 1800s, what was frequently cited as a justification for U.S. expansionist policies in clashes with other nations? A. Bill of Rights B. Social Contract C. Manifest Destiny D. Gospel of Wealth Key: C Released SCCSS Presentation 07

12 Indicator 2.3 Look at the graph below and answer the question that follows. Bales of Cotton Produced in the South, Which factor most encouraged the trend shown in the graph? A. an increase of paid cotton workers in the South B. the growth of industrial production in the South C. the rise of textile manufacturing in England and the United States D. an increase in the number of railroad lines that crossed the continent Key: C

13 Indicator 3.1 (Additional release item for this indicator found in Teacher s Guide) What did the South gain from both the Compromise of the 1850 and the Kansas-Nebraska Act? A. an enforcement of the Fugitive Slave Law B. a provision to honor the Mason-Dixon line C. the gradual elimination of slavery in the territories being added to the nation D. the use of popular sovereignty in making decisions about slavery in the territories Key: D

14 Indicator 3.2 In the fall of 1862, what was one immediate effect of President Abraham Lincoln's Emancipation Proclamation? A. It ended the Civil War. B. It created confusion in the South. C. It abolished slavery in all states of the Union. D. It led European countries to ally with the South. Key: B

15 Indicator 3.3 What was one significant economic reason why the South remained poor after Reconstruction? A. the physical damage to the South that resulted from the Civil War. B. the shortage of labor as freemen left plantations for northern factories C. the high taxes imposed on the southern states as punishment for secession D. the money printed by the Confederacy that led to inflation in the South Key: A

16 Indicator 3.3 (Additional release item for this indicator) How did the Freedmen's Bureau assist freed slaves in the South after the Civil War? A. It helped them start small businesses. B. It gave them each forty acres of land. C. It set up a sharecropping system for them. D. It created educational opportunities for them. Key: D Released SCCSS Presentation 07

17 Indicator 4.2 How did the federal government use tariffs in the late 1800s to help the United States grow into an industrial power? A. to tax U.S. industry as a source of federal income B. to convince other nations to buy newly available U.S. products C. to support U.S. businesses that imported the newest technologies D. to discourage U.S. consumers from buying foreign-made products Key: D

18 Indicator 4.3 (Release item for this indicator found in Teacher s Guide)

19 Indicator 4.4 Which American political party is best represented by the diagram? A. Populist Party B. Republican Party C. Progressive Party D. Know-Nothing Party Key: A

20 Indicator 4.4 (Additional release item for this indicator) Look at the graph below and answer the question that follows. Child Labor, What accounted for the trend shown in this graph? A. a decrease in productivity after World War I B. an increase in state minimum working ages C. an increase in skilled laborers from immigration D. a decrease in children's charitable organizations Key: B

21 Indicator 4.5 Following Reconstruction, Democrats returned to power in the former Confederate states and renewed the social and political oppression of southern African Americans. What was one result of this situation? A. African Americans became farm workers in the North. B. Thousands of African American families migrated to the Midwest. C. The Colonization movement settled African Americans in Liberia. D. Southern African Americans refused to serve in the U.S. military. Key: B

22 Indicator 4.5 (Additional release item for this indicator) Why did immigrants support political machines? A. to have more educational opportunities B. to reform city governments C. to get better public housing D. to gain employment Key: D

23 Indicator 4.6 (Additional release item for this indicator) Look at the photograph below and answer the question that follows. Why would these women participate in such a demonstration? A. They believed food producers often sought profit over consumer safety. B. They wanted to promote vegetarianism as a more healthful lifestyle. C. They wanted to draw attention to the problems of homemakers. D. They believed food-packing workers were unfairly paid. Key: A

24 Indicator 5.1 What event is the best example of the use of the Roosevelt Corollary to the Monroe Doctrine? A. the United States intervening in the Dominican Republic to collect debts B. the United States forcing Japan to open trade with American merchants C. the United States imposing tariffs on produce imported from Panama D. the United States creating spheres of influence on mainland China Key: A

25 Indicator 5.2 How did the results of the Spanish American War affect the expansion of the United States? A. The war ended U.S. expansion because of the extraordinary costs of the war. B. The war allowed the United States to acquire the Texas territory. C. The war led to increased U.S. expansion into South America. D. The war gave the United States territories in the South Pacific. Key: D Released SCCSS Presentation 07

26 Indicator 5.3 What tactic did President Theodore Roosevelt use to get the Panama Canal built? A. He supported a rebellion against the Colombian government. B. He forced the Colombian government to sign the 1903 Hay-Herran treaty. A. He leased the canal zone from an international company. B. He seized Panama from Spain after the Spanish American War. Key: A

27 Indicator 5.4 (Release item for this indicator found in Teacher s Guide)

28 Indicator 6.1 Look at the photograph below from the early 1900s and answer the question that follows. How did the manufacturing of automobiles by the method shown in the photograph affect the U.S. economy? A. It caused high levels of unemployment. B. It reduced the number of new industries. C. It created more products at lower prices. D. It started the growth of urban development. Key: C

29 Indicator 6.1 (Additional release item for this indicator) Which contributed most to the Great Migration of African Americans to the North? A. decreasing numbers of agricultural jobs in the South B. improved transportation systems in the North C. overcrowded conditions in southern cities D. labor shortages in northern cities Key: D

30 Indicator 6.2 What did women's suffrage and Prohibition have in common? A. both were motivated by anti-communist sentiments B. both were successful conservative Christian crusades C. both were state laws in many parts of the country before becoming constitutional amendments D. both were enacted as laws by Congress and then struck down by the Supreme Court as unconstitutional Key: C

31 Indicator 6.3 (Release item for this indicator found in Teacher s Guide)

32 Indicator 6.4 Why did many urban industrial workers support the New Deal? A. It nationalized city utilities. B. It legalized collective bargaining. C. It eased regulations on businesses. D. It actively supported political machines. Key: B Released SCCSS Presentation 07

33 Indicator 7.1 Why did President Franklin D. Roosevelt refrain from intervening in Europe during the rise of totalitarian regimes in Germany and Italy? A. A large portion of the American public did not support U.S. involvement in Europe. B. President Roosevelt did not believe the U.S. military could defeat the German military. C. The leaders of Britain and France did not want the United States intervening in European affairs. D. President Roosevelt was afraid a prolonged war would further damage the weakened U.S. economy. Key: A

34 Indicator 7.2 Read the quotation below by Eleanor Roosevelt and answer the question that follows. I foresee some difficulty for some of the people who live at such great distances and who have no car, no train, no airplane to ride, no way of using a car, of reaching the centers where they can buy. What effect of World War II on the U.S. home front was Mrs. Roosevelt referring to? A. limited access to public transportation B. shutdown of car production C. price controls on goods D. rationing of necessities Key: D

35 Indicator 7.3 How did the United States' goal in World War II differ from its goal in World War I? A. The United States fought to end the war quickly. B. The United States fought for unconditional surrender. C. The United States fought to bring about a lasting peace. D. The United States fought to preserve freedom and democracy. Key: B Released SCCSS Presentation 07

36 Indicator 7.4 In the aftermath of the Holocaust, what new action did the United States take to aid Jews? A. It created shelter programs. B. It recognized Israel as a state. C. It helped locate lost relatives. D. It provided monetary compensation. Key: B

37 Indicator 7.5 (Release item for this indicator found in Teacher s Guide)

38 Indicator 7.6 (Additional release item for this indicator found in Teacher s Guide) How did the status of American women change in the decade following World War II? A. They entered factory jobs created by new levels of consumer demand. B. They started to earn salaries equal to men's salaries equal to men's. C. They returned to the home as men returned from overseas. D. They earned college degrees for the first time. Key: C Released SCCSS Presentation 07

39 Indicator 8.1 How did Martin Luther King Jr.'s strategy to achieve social justice differ from that of Black Power advocates? A. King worked with white leaders. B. King opposed the war in Vietnam. C. King organized marches and public demonstrations. D. King supported voting rights for African Americans. Key: A

40 Indicator 8.3 What was a common criticism of the Gulf of Tonkin Resolution? A. It made the South Vietnamese more vulnerable to communist aggression. B. It encouraged the use of guerrilla warfare in Vietnam. C. It allowed the U.S. executive branch too much power. D. It reduced the freedom of the American press. Key: C

41 Indicator 8.5 Look at the graph below and answer the question that follows. Which statement best explains the changes in economic inequality from 1980 to 2000? A. The number of active union members increased. B. The number of two-income households increased. C. The number of high-wage manufacturing jobs decreased. D. The number part-time and temporary workers decreased. Key: C

42 Indicator 8.6 (Additional release item for this indicator found in Teacher s Guide) What foreign policy under the administrations of has been a consistent feature of U.S. President Harry Truman through President George W. Bush? A. support for the state of Israel B. opposition to dictators in Iraq C. friendly relations with mainland China D. strained relations with France and Germany Key: A Released SCCSS Presentation 07

U.S. TAKS Review. 11th

U.S. TAKS Review. 11th 11th U.S. TAKS Review Add a background color or design template to the following slides and use as a Power Point presentation. Print as slides in black and white on colored paper to use as placards for

More information

8 th grade American Studies sample test questions

8 th grade American Studies sample test questions 8 th grade American Studies sample test questions PASS 1.2 Standard 1. The student will develop and practice process skills in social studies. PASS OBJECTIVE 1.2: Identify, analyze, and interpret primary

More information

Eighth Grade Social Studies United States History Course Outline

Eighth Grade Social Studies United States History Course Outline Crossings Christian School Academic Guide Middle School Division Grades 5-8 Eighth Grade Social Studies Chapter : Early Exploration of the Americas How do new ideas change the way people live? Why do people

More information

Eighth Grade, page 1 rev. May 10, 2011

Eighth Grade, page 1 rev. May 10, 2011 Eighth Grade, page 1 rev. May 10, 2011 PROCESS OBJECTIVES--------------------------------------------------------------------------------------------------1 st 9 Weeks 1 st 9 Weeks 1. Explain the political

More information

EOCT Practice Questions Answer Key. 1) How was the settlement of Virginia different from the settlement of Massachusetts?

EOCT Practice Questions Answer Key. 1) How was the settlement of Virginia different from the settlement of Massachusetts? 1) How was the settlement of Virginia different from the settlement of Massachusetts? A. Massachusetts was created as a haven for Quakers from England. B. Virginia was settled primarily for economic reasons

More information

STAAR STUDY GUIDE 2. Designated materials are the intellectual property of s3strategies, LLC. Permission is granted for internal district use only.

STAAR STUDY GUIDE 2. Designated materials are the intellectual property of s3strategies, LLC. Permission is granted for internal district use only. Dred Scott v. Sandford - Dred Scott, a southern slave, sues for his freedom. Court decision rules that: African Americans had no rights to citizenship & Congress could not limit a slave owner s control

More information

Day One U.S. History Review Packet Scavenger Hunt Unit One: Colonial Era

Day One U.S. History Review Packet Scavenger Hunt Unit One: Colonial Era Day One U.S. History Review Packet Scavenger Hunt Unit One: Colonial Era These two (2) 1. 2. geographic features protect and isolate the United States geographically today? This was the political 3. border

More information

Standard 3: Causes of the American Revolution. e. Declaration of Independence

Standard 3: Causes of the American Revolution. e. Declaration of Independence Name Date Hour U.S. History to 1877 OCCT Review Study Guide Use your notes, your textbook and all of the knowledge gained this year to complete this O.C.C.T. Review Study Guide. This study guide will be

More information

On July 4 of this year, fifty-six representatives from the thirteen colonies unanimously approved the Declaration of Independence.

On July 4 of this year, fifty-six representatives from the thirteen colonies unanimously approved the Declaration of Independence. 1607 In this year, representatives of the Virginia Company of London established the first permanent English settlement in North America. The settlement was called Jamestown in honor of King James I of

More information

2. Transatlantic Encounters and Colonial Beginnings,

2. Transatlantic Encounters and Colonial Beginnings, 1. Pre-Columbian Societies A. Early inhabitants of the Americas B. American Indian empires in Mesoamerica, the Southwest, and the Mississippi Valley C. American Indian cultures of North America at the

More information

SOCIAL STUDIES GRADE 8. I Can Checklist U.S. STUDIES FROM 1492 TO 1877: EXPLORATION THROUGH RECONSTRUCTION

SOCIAL STUDIES GRADE 8. I Can Checklist U.S. STUDIES FROM 1492 TO 1877: EXPLORATION THROUGH RECONSTRUCTION SOCIAL STUDIES U.S. STUDIES FROM 1492 TO 1877: EXPLORATION THROUGH RECONSTRUCTION GRADE 8 I Can Checklist 2015-2016 Aligned with Ohio s New Learning Standards for Social Studies Office of Teaching and

More information

Question of the Day Schedule

Question of the Day Schedule Question of the Day Schedule 2012-2013 Question Dates Topics Subtopics September 3-7 1. Pre-Columbian Societies Early inhabitants of the Americas American Indian empires in Mesoamerica, the Southwest,

More information

Mohawk Local Schools Grade 8 Social Studies Quarter 1 Curriculum Guide

Mohawk Local Schools Grade 8 Social Studies Quarter 1 Curriculum Guide Mohawk Local Schools Grade 8 Social Studies Quarter 1 Curriculum Guide Historical Thinking and Skills, Spatial Thinking and Skills, Civic Participation and Skills, Economic Decision Making and Skills,

More information

Revised February 23, 2017

Revised February 23, 2017 Revised February 23, 2017 I-A-1 II-B-1* III-B-1* IV-A-3 Compare and contrast the settlement patterns Describe how individual and cultural Explain how the development of symbols, Explain that tension between

More information

7th Grade Social Studies GLEs

7th Grade Social Studies GLEs 7th Grade Social Studies GLEs Geography The World in Spatial Terms. Analyze various types of maps, charts, graphs, and diagrams related to U.S. history (G-A-M2) Places and Regions 2. Explain how physical

More information

America Past and Present 9 th Edition, AP* Edition 2011

America Past and Present 9 th Edition, AP* Edition 2011 A Correlation of America Past and Present 9 th Edition, AP* Edition 2011 To the ADVANCED PLACEMENT U.S. HISTORY TOPIC OUTLINE *, Program, AP, and Pre-AP are registered trademarks of the College Board,

More information

7 th Grade Review Sheet for Final Exam.1) What you need to know: What is History? Why do people study history?

7 th Grade Review Sheet for Final Exam.1) What you need to know: What is History? Why do people study history? Name: Rondinelli Date: 7 th Grade Review 7 th Grade Review Sheet for Final Exam.1) What you need to know: What is History? Why do people study history? 2) What is Geography? 3) What is archeology? 4.)

More information

Geography 8th Grade Social Studies Standard 1

Geography 8th Grade Social Studies Standard 1 Geography Standard 1 1. I can determine how geography affected the development of the United States. 8. 1. a I can identify the 5 aspects of geography including location, place, human-environmental interaction,

More information

Civics (History and Government) Items for the Redesigned Naturalization Test

Civics (History and Government) Items for the Redesigned Naturalization Test Civics (History and Government) Items for the Redesigned Naturalization Test Beginning October 1, 2008, U.S. Citizenship and Immigration Services (USCIS) will begin implementation of a redesigned naturalization

More information

Civics (History and Government) Questions for the Naturalization Test

Civics (History and Government) Questions for the Naturalization Test (rev. 01/17) Civics (History and Government) Questions for the Naturalization Test The 100 civics (history and government) questions and answers for the naturalization test are listed below. The civics

More information

Academic Vocabulary CONTENT BUILDER FOR THE PLC SOCIAL STUDIES GRADE 8

Academic Vocabulary CONTENT BUILDER FOR THE PLC SOCIAL STUDIES GRADE 8 Academic Vocabulary CONTENT BUILDER FOR THE PLC SOCIAL STUDIES GRADE 8 : academic vocabulary directly taken from the standard : academic vocabulary used on the assessment (source released tests) STANDARD

More information

U.S. History Final Exam - Review Guide Semester 1

U.S. History Final Exam - Review Guide Semester 1 Date U.S. History Final Exam - Review Guide Semester 1 Name Hr American Revolution 1. What was salutary neglect and how did it contribute to the American Revolution. (70) 2. Describe and explain the French

More information

Texas Assessment of Knowledge and Skills - Answer Key

Texas Assessment of Knowledge and Skills - Answer Key Texas Assessment of Knowledge and Skills - Answer Key Grade: 08 Subject: Social Studies Administration: April 2006 Item Correct Objective Student Number Answer Measured Expectations 01 A 03 8.24 (E) 02

More information

Essential Question: & Latin America? Clicker Review. What role did the United States play as an imperial power in Asia. CPWH Agenda for Unit 10.

Essential Question: & Latin America? Clicker Review. What role did the United States play as an imperial power in Asia. CPWH Agenda for Unit 10. Essential Question: What role did the United States play as an imperial power in Asia & Latin America? CPWH Agenda for Unit 10.8: Clicker Review Imperialism by the USA notes Today s HW: 28.3 Unit 10 Test:

More information

Grade Eight: US History Semester Two REVIEW PACKET. Student Final Exam Study Sheet

Grade Eight: US History Semester Two REVIEW PACKET. Student Final Exam Study Sheet Grade Eight: US History Semester Two 2011 REVIEW PACKET Student Final Exam Study Sheet Office of Curriculum and Instructional Programs Department of Curriculum and Instruction Grade Eight US History: Semester

More information

US Early Test #1 TEST A

US Early Test #1 TEST A US Early Test #1 TEST A Matching A. Boston Tea Party B. Bill of Rights C. George Washington D. Railroads E. 13 th Amendment AB. Robert E Lee AC. Nueces AD. Dred Scott AE. Crop Lien BC. Sharecropping BD.

More information

AGS United States Government Michigan Grade 8 Grade Level Content Expectations

AGS United States Government Michigan Grade 8 Grade Level Content Expectations Correlated to Michigan Grade 8 Grade Level Content Expectations 5910 Rice Creek Pkwy, Suite 1000 Shoreview, MN 55126 Copyright 2007 Pearson Education, Inc. or its affiliate(s). All rights reserved. F1

More information

America: History of Our Nation, Survey Edition 2009 Correlated to: Michigan Grade Level Content Expectations for Social Studies for Grade 8 (Grade 8)

America: History of Our Nation, Survey Edition 2009 Correlated to: Michigan Grade Level Content Expectations for Social Studies for Grade 8 (Grade 8) FOUNDATIONS IN UNITED STATES HISTORY AND GEOGRAPHY ERAS 1-3 These foundational expectations are included to help students draw upon their previous study of American history and connect 8th grade United

More information

Unit 3 Test Review (Study Guide) 1) Who were some of the important figures in George Washington's administration?

Unit 3 Test Review (Study Guide) 1) Who were some of the important figures in George Washington's administration? Name: Unit 3 Test Review (Study Guide) 1) Who were some of the important figures in George Washington's administration? 2) What were the primary beliefs of the Democratic Republican Party? Who was the

More information

Grade Eight. Integrated United States History INTEGRATED * UNITED STATES HISTORY, ORGANIZED BY ERA (USHG)

Grade Eight. Integrated United States History INTEGRATED * UNITED STATES HISTORY, ORGANIZED BY ERA (USHG) Integrated United States History INTEGRATED * UNITED STATES HISTORY, ORGANIZED BY ERA (USHG) Eras 1-3 Addressed in 5th Grade Eras 3-5 Addressed in 8th Grade USHG ERA 1 Beginnings to 1620 (Grade 5) 1.1

More information

SOCIAL STUDIES Grade 8 Standard: History

SOCIAL STUDIES Grade 8 Standard: History Standard: History Chronology A. Interpret relationships between events shown on multipletier time lines. 1. Select events and construct a multiple-tier time line to show relationships among events. Early

More information

X On record with the USOE.

X On record with the USOE. Textbook Alignment to the Utah Core 8 th Grade Social Studies U.S. History This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.)

More information

X On record with the USOE.

X On record with the USOE. Textbook Alignment to the Utah Core 8 th Grade Social Studies U.S. History This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.)

More information

X On record with the USOE.

X On record with the USOE. Textbook Alignment to the Utah Core 8 th Grade Social Studies U.S. History This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.)

More information

An Early Republic. George Washington. Dept./Office Head Function

An Early Republic. George Washington. Dept./Office Head Function Name An Early Republic George Washington What does the Executive Branch look like? Dept./Office Head Function State Department Thomas Jefferson Dept. of Treasury Alexander Hamilton Dept. of War Henry Knox

More information

American Cultures I. Unit 1: Beginnings of American History. Part 1 Roots of the American and European People. Competencies (Do)

American Cultures I. Unit 1: Beginnings of American History. Part 1 Roots of the American and European People. Competencies (Do) American Cultures I Unit 1: Beginnings of American History Part 1 Roots of the American and European People 12 Days World history influence Pennsylvanians, citizens of the United, and individuals throughout

More information

History and Social Science Standards of Learning for Virginia Public Schools March 2015

History and Social Science Standards of Learning for Virginia Public Schools March 2015 History and Social Science Standards of Learning for Virginia Public Schools March 2015 Virginia and United States History The standards for Virginia and United States History expand upon the foundational

More information

Pre-AP American Cultures I

Pre-AP American Cultures I Pre-AP American Cultures I 1: Beginnings of American History 25 World history influence Pennsylvanians, citizens of the ed States, and individuals throughout the world today. Commonwealth influence Pennsylvanians

More information

1. How did the colonists protest British taxes? Pg They boycotted, petitioned the English government, and signed nonimportation

1. How did the colonists protest British taxes? Pg They boycotted, petitioned the English government, and signed nonimportation Topic 3 1. How did the colonists protest British taxes? Pg 88-89 They boycotted, petitioned the English government, and signed nonimportation agreements 2. How did the British respond to the Boston Tea

More information

LECTURE 3-3: THE ARTICLES OF CONFEDERATION AND THE CONSTITUTION

LECTURE 3-3: THE ARTICLES OF CONFEDERATION AND THE CONSTITUTION LECTURE 3-3: THE ARTICLES OF CONFEDERATION AND THE CONSTITUTION The American Revolution s democratic and republican ideals inspired new experiments with different forms of government. I. Allegiances A.

More information

1. What is the supreme law of the land? the Constitution

1. What is the supreme law of the land? the Constitution Do you need to take the citizenship test? / Necesitas tomar el exámen de ciudadanía? The 100 Questions of Citizenship / Las 100 Preguntas de Ciudadanía 1. What is the supreme law of the land? the Constitution

More information

WESTFIELD VOCATIONAL TECHNICAL HIGH SCHOOL CURRICULUM United Sates History I Curriculum Term 1

WESTFIELD VOCATIONAL TECHNICAL HIGH SCHOOL CURRICULUM United Sates History I Curriculum Term 1 WESTFIELD VOCATIONAL TECHNICAL HIGH SCHOOL CURRICULUM United Sates History I Curriculum Term 1 Essential Questions: 1. How did life in colonial America make Americans more prone to self-government? 2.

More information

Period 5: TEACHER PLANNING TOOL. AP U.S. History Curriculum Framework Evidence Planner

Period 5: TEACHER PLANNING TOOL. AP U.S. History Curriculum Framework Evidence Planner 1491 1607 1607 1754 1754 1800 1800 1848 1844 1877 1865 1898 1890 1945 1945 1980 1980 Present TEACHER PLANNING TOOL Period 5: 1844 1877 As the nation expanded and its population grew, regional tensions,

More information

Name Date Per. Social Studies Primary source: Examples: 2. Define geography: Mountain: Island: Peninsula: Hemisphere: Equator:

Name Date Per. Social Studies Primary source: Examples: 2. Define geography: Mountain: Island: Peninsula: Hemisphere: Equator: Name Date Per. Social Studies 7 7 th Grade Final Review Mrs. Myles- McAnally Geography/ Culture/ Native Americans: 1. Primary source: Examples: 2. Define geography: Mountain: Island: Peninsula: Hemisphere:

More information

TAKS Diagnostic and Practice Tests

TAKS Diagnostic and Practice Tests Teacher s Edition Texas Assessment Consultant Sharon Sicinski Skeans Texas Consultant Sue Hudson Lubbock Independent School District Lubbock, Texas To the Teacher This booklet is designed to help students

More information

-Evaluate sources and evidence through contextualizing and corroborating in order to make a claim.

-Evaluate sources and evidence through contextualizing and corroborating in order to make a claim. Course: Grade 8 Social Studies: American History Year: 2016-2017 Teacher: C. Sabetta and P. DePalma Unit 1: What is History? CCSS- -What is history? RH 6-8.1 RH 6-8.2 RH 6-8.4 RH 6-8.6 RH 6-8.8 Frameworks-

More information

A Correlation of. To the. Louisiana 2011 Social Studies Grade Level Expectations Grade 7

A Correlation of. To the. Louisiana 2011 Social Studies Grade Level Expectations Grade 7 A Correlation of 2016 To the Louisiana 2011 Social Studies Grade Level Expectations Grade 7 Introduction This document demonstrates how Pearson, 2016 meets the Louisiana 2011 Social Studies Grade Level

More information

Present PERIOD 5:

Present PERIOD 5: 1491 1607 1607 1754 1754 1800 1800 1848 1844 1877 1865 1898 1890 1945 1945 1980 1980 Present PERIOD 5: 1844 1877 The AP U.S. History nat-3.0: Analyze how ideas about national identity changed in response

More information

Indiana Academic Standards Social Studies

Indiana Academic Standards Social Studies A Correlation of To the Introduction This document demonstrates how,, meets the for,. Correlation page references are to the Student Edition and Teacher Edition. The all new myworld Interactive encourages

More information

OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS Grade-Level Indicators

OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS Grade-Level Indicators Prentice Hall The American Nation 2005, Beginnings Through 1877 Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators (Grade 8) Grade-Level Indicators History Students use materials

More information

Writing Prompts US History

Writing Prompts US History Writing Prompts US History In order to be successful in the classroom, students must have choice, write everyday and be able to defend positions. These prompts allow students to do all three. Please consider

More information

Social Studies - Grade 8

Social Studies - Grade 8 investigating the question RELEASED TEST Aligned to the Standards Social Studies - Grade 8 For more information, visit www.lead4ward.com IQ Analysis Investigating the Question SE 8.1A RC: 1 8.1A identify

More information

European Settlement in the New World

European Settlement in the New World European Settlement in the New World Place the information in the correct section of the chart below: Canada Cooperative relationships with American Indians East Coast of North America Fur trade No large-scale

More information

12 Reconstruction and Its Effects QUIT

12 Reconstruction and Its Effects QUIT 12 Reconstruction and Its Effects QUIT CHAPTER OBJECTIVE INTERACT WITH HISTORY TIME LINE SECTION 1 The Politics of Reconstruction MAP SECTION 2 Reconstructing Society SECTION 3 The Collapse of Reconstruction

More information

MARKING PERIOD 1. Shamokin Area 7 th Grade American History I Common Core I. UNIT 1: THREE WORLDS MEET. Assessments Formative/Performan ce

MARKING PERIOD 1. Shamokin Area 7 th Grade American History I Common Core I. UNIT 1: THREE WORLDS MEET. Assessments Formative/Performan ce Shamokin Area 7 th Grade American History I Common Core Marking Period Content Targets Common Core Standards Objectives Assessments Formative/Performan ce MARKING PERIOD 1 I. UNIT 1: THREE WORLDS MEET

More information

U.S. HISTORY SUMMER PROJECT

U.S. HISTORY SUMMER PROJECT U.S. HISTORY SUMMER PROJECT TOPIC 1: CIVIL WAR AND RECONSTRUCTION Main End of Course Exam Tested Benchmarks: SS.912.A.1.1 Describe the importance of historiography, which includes how historical knowledge

More information

Imperialism by the US

Imperialism by the US Imperialism by the US Quick Class Discussion: Based on this image, what important changes took place in the United States from 1783 to 1900? 115 years after gaining independence from Britain, the United

More information

Elmore County Pacing Guide Fifth Grade Social Studies

Elmore County Pacing Guide Fifth Grade Social Studies Elmore County Pacing Guide Fifth Grade Social Studies Elmore County Vision Statement Elmore County Public School System strives to prepare students to be responsible and productive citizens in an ever-changing

More information

The United States Lesson 2: History of the United States

The United States Lesson 2: History of the United States Lesson 2: History of the United States ESSENTIAL QUESTION Why is history important? Terms to Know indigenous living or occurring naturally in a particular place nomadic describes a way of life in which

More information

CHAPTER 4: FEDERALISM. Section 1: Dividing Government Power Section 2: American Federalism: Conflict and Change Section 3: Federalism Today

CHAPTER 4: FEDERALISM. Section 1: Dividing Government Power Section 2: American Federalism: Conflict and Change Section 3: Federalism Today CHAPTER 4: FEDERALISM Section 1: Dividing Government Power Section 2: American Federalism: Conflict and Change Section 3: Federalism Today 1 SECTION 1: DIVIDING GOVERNMENT POWER Why Federalism A way of

More information

A Correlation of United States History, 2018, to the Virginia Standards of Learning for Virginia and United States History

A Correlation of United States History, 2018, to the Virginia Standards of Learning for Virginia and United States History Virginia Standards of Learning United States History, 2018 T = Topic; L = Lesson The standards for Virginia and United States History expand upon the foundational knowledge and skills previously introduced

More information

Geneva CUSD 304 Content-Area Curriculum Frameworks Grades 6-12 Social Studies

Geneva CUSD 304 Content-Area Curriculum Frameworks Grades 6-12 Social Studies Geneva CUSD 304 Content-Area Curriculum Frameworks Grades 6-12 Social Studies Mission Statement It is our belief that Social Studies education is ultimately to prepare students to assume the responsibilities

More information

American History: A Survey

American History: A Survey National ADVANCED PLACEMENT* Traditional and Thematic CORRELATION GUIDE to accompany Brinkley American History: A Survey 12e *AP and Advanced Placement Program are registered trademarks of the College

More information

Name Period Teacher. Wantagh Middle School 7 th Grade Social Studies Final Exam Review Guide

Name Period Teacher. Wantagh Middle School 7 th Grade Social Studies Final Exam Review Guide Name Period Teacher Wantagh Middle School 7 th Grade Social Studies Final Exam Review Guide 1. How did the earliest people migrate to North America? 2. How did Native Americans use the environment around

More information

MISSISSIPPI SOCIAL STUDIES FRAMEWORKS, UNITED STATES HISTORY TO 1877 EIGHTH GRADE

MISSISSIPPI SOCIAL STUDIES FRAMEWORKS, UNITED STATES HISTORY TO 1877 EIGHTH GRADE Mississippi Social Studies Frameworks, Mississippi Social Studies Frameworks, United States History to 1877 (Grade 8) EIGHTH GRADE (United States History to 1877) STRANDS: (C-Civics); (H-History); (G-Geography);

More information

Balancing Nationalism and Sectionalism

Balancing Nationalism and Sectionalism 7 QUIT Balancing Nationalism and Sectionalism CHAPTER OBJECTIVE INTERACT WITH HISTORY TIME LINE GRAPH SECTION 1 Regional Economics Create Differences SECTION 2 Nationalism at Center Stage MAP SECTION 3

More information

Unit 2: Imperialism and Isolationism ( )

Unit 2: Imperialism and Isolationism ( ) Unit 2: Imperialism and Isolationism (1890-1930) What is an empire? Is imperialism the same as colonization? Why would the U.S. get involved in this practice? What is the difference between acquiring and

More information

8 th Grade: United States Studies 1607 to Suggested Units and Pacing

8 th Grade: United States Studies 1607 to Suggested Units and Pacing 8 th Grade: United States Studies 1607 to 1877 2005-06 Suggested Units and Pacing The historical sequence continues in the eighth grade with an in-depth study of the early years of our country. This study

More information

A Correlation of. to the. Pennsylvania Academic Standards for History, Grades 6-8

A Correlation of. to the. Pennsylvania Academic Standards for History, Grades 6-8 A Correlation of 2016 to the for Introduction This document demonstrates how Pearson, 2016 meets the for History, Grades 6, 7, 8. Pearson is excited to announce its NEW program for middle grades! The program

More information

Spanish Colonization Explain the causes and effects of the transatlantic slave trade.

Spanish Colonization Explain the causes and effects of the transatlantic slave trade. Middle School United States History - From Early Exploration Through the (1877) Unit Lesso Experience Objectives Identify reasons for European exploration of the Americas. European Exploration European

More information

U.S. History & Government Unit 12 WWII Do Now

U.S. History & Government Unit 12 WWII Do Now 1. Which precedent was established by the Nuremberg war crimes trials? (1) National leaders can be held responsible for crimes against humanity. (2) Only individuals who actually commit murder during a

More information

FINAL EXAM (2018) STUDY GUIDE

FINAL EXAM (2018) STUDY GUIDE FINAL EXAM (2018) STUDY GUIDE *Semester Final will be divided into two parts: Part 1 DBQ Essay December 14 (B Day), December 17 (A Day) You will use one of the outlines you created to write ONE document-based

More information

Early to Mid 1800's Practice Quiz

Early to Mid 1800's Practice Quiz 1 Which action is most closely associated with the term Manifest Destiny? (1) declaring independence from Great Britain (2) deciding to end the War of 1812 (3) acquiring territory from Mexico in 1848 (4)

More information

The Early Republic

The Early Republic The Early Republic 1789-1828 Essential Questions What challenges faced the new nation under the Constitution? How did the first American political parties emerge? How did the Supreme Court establish its

More information

UNITED STATES HISTORY

UNITED STATES HISTORY 8th Grade Social Studies Standards Crosswalk UNITED STATES HISTORY 1760 1877 The focus of the course in United States History for Grade 8 is the American Revolution through the Civil War and Reconstruction

More information

U.S. History Spring Semester FINAL EXAM

U.S. History Spring Semester FINAL EXAM U.S. History Spring Semester FINAL EXAM Key Terms Neutrality: decision not to take sides in a war Faction: party or group that is split because of differences National Debt: total amount of money that

More information

Practice Basic Civics Test

Practice Basic Civics Test Practice Basic Civics Test Here is a practice test using 50 of the 100 United States Customs and Immigration Services (USCIS) Civics Test questions. The multiple-choice questions and answers were selected

More information

America, History of Our Nation Civil War to the Present 2014

America, History of Our Nation Civil War to the Present 2014 A Correlation of Civil War to the Present 2014 To the Utah Core State Standards for Resource Title:, Civil War to the Present Publisher: Pearson Education publishing as Prentice Hall ISBN: SE: 9780133231441

More information

US Survey Course. Introduction. Essential Questions

US Survey Course. Introduction. Essential Questions US Survey Course Introduction I. Balancing Liberty and Order 1753 1820 (4 5 II. An Emerging New Nation 1783 1855 (6 9) III. Division and Uneasy Reunion 1846 1877(10 12) IV. Expansion: Rewards and Costs

More information

Red Comet. Grade 8 Social Studies

Red Comet. Grade 8 Social Studies Red Comet Grade 8 Social Studies In this course, students learn about the many cultures around the world. They learn about cultures & traditions of Western Europe, North American countries, Latin American

More information

Unit 6 Chapter Test. World History: Patterns of Interaction Grade 10 McDougal Littell NAME. Main Ideas Choose the letter of the best answer.

Unit 6 Chapter Test. World History: Patterns of Interaction Grade 10 McDougal Littell NAME. Main Ideas Choose the letter of the best answer. World History: Patterns of Interaction Grade 10 McDougal Littell NAME Unit 6 Chapter Test Main Ideas Choose the letter of the best answer. 1) How did the War of 1812 help pave the way for the United States

More information

Civics Exam Pre-Test

Civics Exam Pre-Test Civics Exam Pre-Test 1.The idea of self-government is in the first three words of the Constitution. What are those words? A. Just a bill B. America the Beautiful C. We the People D. Defend our rights 2.

More information

SOCIAL STUDIES AP American History Standard: History

SOCIAL STUDIES AP American History Standard: History A. Explain connections between the ideas of Enlightenment and changes in the relationship between citizens and their government. B. Identify the causes of political, economic and social oppression and

More information

The term Era of Good Feelings refers to the period of American history when there seemed to be political harmony during the Monroe administration.

The term Era of Good Feelings refers to the period of American history when there seemed to be political harmony during the Monroe administration. The term Era of Good Feelings refers to the period of American history when there seemed to be political harmony during the Monroe administration. 1 2 In 1816, James Monroe became president, inaugurating

More information

Unit 4: { Politics Economics Society

Unit 4: { Politics Economics Society Unit 4: 1800-1848 { Politics Economics Society Established Cabinet of close advisers French Revolution Neutrality Proclamation Organized troops against Whiskey Rebellion BIG PICTURE IMPACT: Promoted unity;

More information

Great Emancipator or White Supremacist?

Great Emancipator or White Supremacist? 1861-1865 Great Emancipator or White Supremacist? I have no purpose to introduce political and social equality between the white and black races. There is a physical difference between the two, which,

More information

FB/CCU U.S. HISTORY COURSE DESCRIPTION / LEARNING OBJECTIVES

FB/CCU U.S. HISTORY COURSE DESCRIPTION / LEARNING OBJECTIVES FB/CCU U.S. HISTORY COURSE DESCRIPTION / LEARNING OBJECTIVES In the pages that follow, the Focus Questions found at the beginning of each chapter in America: A Narrative History have been reformulated

More information

United States History and Government

United States History and Government Name: United States History and Government Period: Date: Regents Review #2: Early American Republic, Westward Expansion, Sectionalism, the Civil War, and Reconstruction Early American Republic: George

More information

Grade Eight: US History Semester Two REVIEW PACKET. Student Final Exam Study Sheet

Grade Eight: US History Semester Two REVIEW PACKET. Student Final Exam Study Sheet Grade Eight: US History Semester Two 2015 REVIEW PACKET Student Final Exam Study Sheet Office of Curriculum and Instructional Programs Department of Curriculum and Instruction Grade Eight US History: Semester

More information

Name: Review Quiz Which heading best completes the partial outline below?

Name: Review Quiz Which heading best completes the partial outline below? Name: Review Quiz 1 1. Which heading best completes the partial outline below? I. A. Magna Carta B. House of Burgesses C. Town meetings D. John Locke (1) Ideas of Social Darwinism (2) Basis of British

More information

Washington to Madison Practice Questions

Washington to Madison Practice Questions 1 Washington s Proclamation of Neutrality (1793), Jefferson s Embargo Act (1807), and the Monroe Doctrine (1823) were all efforts to (1) avoid political conflicts with European nations (2) directly support

More information

Unit 3: Building the New Nation FRQ Outlines. Prompt:Analyze the reasons for the Anti-Federalists opposition to ratifying the Constitution.

Unit 3: Building the New Nation FRQ Outlines. Prompt:Analyze the reasons for the Anti-Federalists opposition to ratifying the Constitution. Prompt:Analyze the reasons for the Anti-Federalists opposition to ratifying the Constitution. Re-written as a Question: What were the reasons for the Anti-Federalist opposition to ratifying the constitution?

More information

America, History of Our Nation Beginnings Through

America, History of Our Nation Beginnings Through A Correlation of Beginnings Through 1877 2014 To the Utah Core State Standards for Resource Title: America History of Our Nation, Beginnings Through 1877 Publisher: Pearson Education publishing as Prentice

More information

Unit 7: America Comes of Age FRQ Outlines

Unit 7: America Comes of Age FRQ Outlines Prompt: 2. Analyze the extent to which the Spanish-American War was a turning point in American foreign policy. Re-written as a Question: What was the extent to which the Spanish American war a turning

More information

Test - STAAR SS E 0

Test - STAAR SS E 0 Test - STAAR 04 2013 08 SS E 0 1. Which of the following best replaces the question mark in the diagram above? A. Former Mexican territory B. Dependent on slavery C. Settled by Mormons D. Large coal deposits

More information

United States History I CP

United States History I CP United States History I CP Social Studies Department North Brunswick Township High School Written by Elisa DePasquale, Social Studies Teacher Approved by Aaron Speller, Supervisor of Social Studies August

More information

Subject: U.S. History Calendar: Aug., Sept. Timeframe: 2 wks Level/Grade: 5

Subject: U.S. History Calendar: Aug., Sept. Timeframe: 2 wks Level/Grade: 5 Subject: U.S. History Calendar: Aug., Sept. Timeframe: 2 wks Level/Grade: 5 Our Country s Geography Apply critical thinking skills to organize and analyze information Use primary sources to acquire information

More information

REVIEW FOR CHAPTERS 15, 16, AND 17 TEST

REVIEW FOR CHAPTERS 15, 16, AND 17 TEST Define the following with detail: REVIEW FOR CHAPTERS 15, 16, AND 17 TEST 1. Wilmot Proviso A bill passed by the House of Representatives but not by the Senate that would have outlawed slavery in the Mexican

More information

US History Ms. Jones Unit 3 Test

US History Ms. Jones Unit 3 Test US History Ms. Jones Unit 3 Test Please read the following instructions carefully. For each question, please select the best answer and fill in the bubble on your answer sheet. Do not write on the test,

More information

Period 3: American Revolution Timeline: The French and Indian War (Seven Years War)

Period 3: American Revolution Timeline: The French and Indian War (Seven Years War) Period 3: 1754-1800 British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation

More information