Introduction - World History Social Science

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1 LIFORNI STNRS TEST Introduction - Social Science The following released test questions are taken from the Social Science Standards Test. This test is one of the alifornia Standards Tests administered as part of the Standardized Testing and Reporting (STR) Program under policies set by the State oard of Education. ll questions on the alifornia Standards Tests are evaluated by committees of content experts, including teachers and administrators, to ensure their appropriateness for measuring the alifornia academic content and skills standards in Social Science. In addition to content, all items are reviewed and approved to ensure their adherence to the principles of fairness and to ensure no bias exists with respect to characteristics such as gender, ethnicity, and language. This document contains released test questions from the alifornia Standards Test forms in 2003, 2004, 2005, 2006, 2007, and First on the pages that follow are lists of the standards assessed on the Social Science Test. Next are released test questions. Following the questions is a table that gives the correct answer for each question, the content and skills (where applicable) standard that each question is measuring, and the year each question last appeared on the test. The following table lists each reporting cluster, the number of items that appear on the exam, and the number of released test questions that appear in this document. NUMER OF NUMER OF REPORTING LUSTER QUESTIONS RELESE ON EXM TEST QUESTIONS 1. evelopment of Modern Political Thought Industrial Expansion and Imperialism auses and Effects of the First World War auses and Effects of the Second World War International evelopments in the Post World War II Era TOTL In selecting test questions for release, three criteria are used: (1) the questions adequately cover a selection of the academic content standards assessed on the Social Science Test; (2) the questions demonstrate a range of difficulty; and (3) the questions present a variety of ways standards can be assessed. These released test questions do not reflect all of the ways the standards may be assessed. Released test questions will not appear on future tests. For more information about the alifornia Standards Tests, visit the alifornia epartment of Education s Web site at 1 This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

2 LIFORNI STNRS TEST REPORTING LUSTER 1: evelopment of Modern Political Thought The following two alifornia content standards (indicated by bold type) are included in Reporting luster 1 and are represented in this booklet by 20 test questions. These questions represent only some ways in which these standards may be assessed on the alifornia Social Science Standards Test. LIFORNI ONTENT STNRS IN THIS REPORTING LUSTER evelopment of Modern Political Thought WH10.1 WH WH WH WH10.2 WH WH WH WH WH Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in hristianity to the development of Western political thought. nalyze the similarities and differences in Judeo-hristian and Greco-Roman views of law, reason and faith, and duties of the individual. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato s Republic and ristotle s Politics. onsider the influence of the U.S. onstitution on political systems in the contemporary world. Students compare and contrast the Glorious Revolution of England, the merican Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. ompare the major ideas of philosophers and their effect on the democratic revolutions in England, the United States, France, and Latin merica (e.g., John Locke, harles-louis Montesquieu, Jean-Jacques Rousseau, Simón olívar, Thomas Jefferson, James Madison). List the principles of the Magna arta, the English ill of Rights (1689), the merican eclaration of Independence (1776), the French eclaration of the Rights of Man and the itizen (1789), and the U.S. ill of Rights (1791). Understand the unique character of the merican Revolution, its spread to other parts of the world, and its continuing significance to other nations. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire. iscuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the ongress of Vienna and oncert of Europe until the Revolutions of This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

3 LIFORNI STNRS TEST REPORTING LUSTER 2: Industrial Expansion and Imperialism The following two alifornia content standards (indicated by bold type) are included in Reporting luster 2 and are represented in this booklet by 17 test questions. These questions represent only some ways in which these standards may be assessed on the alifornia Social Science Standards Test. LIFORNI ONTENT STNRS IN THIS REPORTING LUSTER Industrial Expansion and Imperialism WH10.3 WH WH WH WH WH WH WH WH10.4 WH WH WH WH Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States. nalyze why England was the first country to industrialize. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry essemer, Louis Pasteur, Thomas Edison). escribe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy. nalyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social emocracy, Socialism, and ommunism. escribe the emergence of Romanticism in art and literature (e.g., the poetry of William lake and William Wordsworth), social criticism (e.g., the novels of harles ickens), and the move away from lassicism in Europe. Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: frica, Southeast sia, hina, India, Latin merica and the Philippines. escribe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social arwinism, and the missionary impulse; material issues such as land, resources, and technology). iscuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule. escribe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in hina, and the role of ideology and religion. 3 This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

4 LIFORNI STNRS TEST REPORTING LUSTER 3: auses and Effects of the First World War The following two alifornia content standards (indicated by bold type) are included in Reporting luster 3 and are represented in this booklet by 20 test questions. These questions represent only some ways in which these standards may be assessed on the alifornia Social Science Standards Test. LIFORNI ONTENT STNRS IN THIS REPORTING LUSTER auses and Effects of the First World War WH10.5 WH WH WH WH WH WH10.6 WH WH WH WH Students analyze the causes and course of the First World War. nalyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing civilian population in support of total war. Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate). Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort. iscuss human rights violations and genocide, including the Ottoman government s actions against rmenian citizens. Students analyze the effects of the First World War. nalyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson s Fourteen Points, and the causes and effects of United States s rejection of the League of Nations on world politics. escribe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians. iscuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the lost generation of Gertrude Stein, Ernest Hemingway). 4 This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

5 LIFORNI STNRS TEST REPORTING LUSTER 4: auses and Effects of the Second World War The following two alifornia content standards (indicated by bold type) are included in Reporting luster 4 and are represented in this booklet by 17 test questions. These questions represent only some ways in which these standards may be assessed on the alifornia Social Science Standards Test. LIFORNI ONTENT STNRS IN THIS REPORTING LUSTER auses and Effects of the Second World War WH10.7 WH WH WH WH10.8 WH WH WH WH WH WH Students analyze the rise of totalitarian governments after the First World War. Understand the causes and consequences of the Russian Revolution, including Lenin s use of totalitarian means to seize and maintain control (e.g., the Gulag). Trace Stalin s rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine). nalyze the rise, aggression, and human costs of totalitarian regimes (Fascist and ommunist) in Germany, Italy, and the Soviet Union, noting their common and dissimilar traits. Students analyze the causes and consequences of World War II. ompare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking and other atrocities in hina and the Stalin-Hitler Pact of Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II. Identify and locate the llied and xis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors. escribe the political, diplomatic, and military leaders during the war (e.g., Winston hurchill, Franklin elano Roosevelt, Emperor Hirohito, dolf Hitler, enito Mussolini, Joseph Stalin, ouglas Macrthur, wight Eisenhower). nalyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution and the Holocaust resulted in the murder of six million Jewish civilians. iscuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, ritain, United States, hina and Japan. 5 This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

6 LIFORNI STNRS TEST REPORTING LUSTER 5: International evelopments in the Post-World War II Era The following three alifornia content standards (indicated by bold type) are included in Reporting luster 5 and are represented in this booklet by 16 test questions. These questions represent only some ways in which these standards may be assessed on the alifornia Social Science Standards Test. LIFORNI ONTENT STNRS IN THIS REPORTING LUSTER International evelopments in the Post-World War II Era WH10.9 WH WH WH WH Students analyze the international developments in the post-world War II world. ompare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan. nalyze the causes of the old War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the ongo, Vietnam, and hile. Understand the importance of the Truman octrine and the Marshall Plan, which established the pattern for merica s postwar policy of supplying economic and military aid to prevent the spread of ommunism and the resulting economic and political competition in arenas such as Southeast sia (i.e., the Korean War, Vietnam War), uba, and frica. nalyze the hinese ivil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in hina (e.g., the Great Leap Forward, the ultural Revolution, and the Tiananmen Square uprising). WH escribe the uprisings in Poland (1952), Hungary (1956), and zechoslovakia (1968) and those countries resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control. WH WH WH WH10.10 Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs. nalyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-russian Soviet republics. iscuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SETO, and NTO, and the Organization of merican States. Students analyze instances of nation-building in the contemporary world in two of the following regions or countries: the Middle East, frica, Mexico and other parts of Latin merica, and hina. WH Understand the challenges in the regions, including the geopolitical, cultural, military, and economic significance and the international relationships in which they are involved. WH escribe the recent history of the regions, including the political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns. WH iscuss the important trends in the region today and whether they appear to serve the cause of individual freedom and democracy. WH10.11 Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers). 6 This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

7 LIFORNI STNRS TEST LIFORNI NLYSIS SKILLS STNRS FOR WORL HISTORY History and Social Science nalysis Skills () hronological and Spatial Thinking S1. S2. S3. S4. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. Students relate current events to the physical and human characteristics of places and regions. Historical Research, Evidence, and Point of View HR1. HR2. HR3. HR4. Historical Interpretation HI1. HI2. HI3. HI4. HI5. HI6. Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors use of evidence and the distinctions between sound generalizations and misleading oversimplifications. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations of determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present day norms and values. Students understand the meaning, implication, and impact of historical events while recognizing that events could have taken other directions. Students analyze human modifications of a landscape, and examine the resulting environmental policy issues. Students conduct cost/benefit analyses and apply basic economic indicators to analyze the aggregate economic behavior of the U.S. economy. t least twenty-five percent of the content questions must include an element of the skills standards. 7 This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

8 LIFORNI STNRS TEST 1 Jewish and hristian beliefs differ from the Greco-Roman tradition in matters concerning the importance of the role of law. individual morality. belief in one God. the family unit. 3 He who trusts any man with supreme power gives it to a wild beast, for such his appetite sometimes makes him: passion influences those in power, even the best of men, but law is reason without desire.... ristotle 2 S00101 Who believed that in an ideal society the government should be controlled by a class of philosopher kings? Muhammad Plato Lao-tzu Thomas quinas S00293 Which feature of modern Western democratic government reflects ristotle s views as given above? the direct election of members of the legislature the power of the courts to review the law the granting of emergency powers to the chief executive the requirement that government actions must adhere to the law 4 Which of the following is a concept from classical thens that is central to Western political thought today? S00311 Individuals should fight against nature and society to achieve greatness. Individual achievement, dignity, and worth are of great importance. Individual recognition impedes societal progress. Individuals play an insignificant role in shaping ideas, society, and the state. S This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

9 LIFORNI STNRS TEST for the administration of justice... is the principle of order in political society. ristotle, Politics From ristotle s statement above, it can be inferred that monarchs protect citizens from tyranny. only elected officials should impose laws. laws maintain the stability of the nation. majority rule ensures a stable government. SV21226 From the onstitution of Japan We, the Japanese people, acting through our duly elected representatives in the National iet, determined that we shall secure for ourselves and our posterity the fruits of peaceful cooperation with all nations and the blessings of liberty throughout this land When a country s constitution requires the branches of government to remain independent of each other, it is adhering to the constitutional principle of popular sovereignty. separation of powers. federalism. direct democracy. SV The English philosopher John Locke argued that life, liberty, and property are natural rights that should be protected by government. political rights to be granted as determined by law. economic rights earned in a capitalistic system. social rights guaranteed by the ruling class. S00456 Which of these is a source for the ideas outlined in the Japanese onstitution? harter of the United Nations legal writings of Thomas Hobbes writings on constitutions by Voltaire United States onstitution S This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

10 LIFORNI STNRS TEST 9... all men are by nature equally free and independent, and have certain inherent rights, of which when they enter into a state of society, they cannot, by any compact, deprive or divest their posterity; namely, the enjoyment of life and liberty, with the means of acquiring and possessing property, and pursuing and obtaining happiness and safety. Virginia eclaration of Rights, 1776 Which philosopher s ideas were the basis for this quotation from the Virginia eclaration of Rights? harles-louis Montesquieu Jean-Jacques Rousseau John Locke Voltaire SV oth the United States eclaration of Independence and the French eclaration of the Rights of Man emphasized the idea that governments must guarantee economic prosperity. protect the rights of people. support established religious beliefs. operate on a system of checks and balances. S Use the following information to answer the question below. Natural Rights Philosophy Emphasizes individual rights to life, liberty and property. What document best exemplifies the natural rights philosophy described above? The ommunist Manifesto Plato s Republic Luther s Ninety-five Theses The eclaration of Independence SH How did the Magna arta (1215) contribute to the development of the English government? It created a two-house parliament. It extended voting rights. It provided for a bill of rights. It limited the power of the monarch. SV In which of the following documents is the principle of limitation of governmental power first stated? Magna arta eclaration of Independence English ill of Rights French eclaration of the Rights of Man and the itizen SF This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

11 LIFORNI STNRS TEST 14 Unlike the French Revolution, the merican Revolution produced women s suffrage. short-term military rule. strategic alliances. a lasting constitution. S Which leader was inspired by the ideas of the merican Revolution and the Enlightenment to lead the liberation of much of South merica from Spain? 17 When members of the Third Estate took the Tennis ourt Oath (1789) at the start of the French Revolution, they were attempting to establish a military government. draft a new national constitution. restore the king to power. persuade Napoleon to take power. SV Which of these first demonstrated that popular protest would play a role in the French Revolution? Simón olívar the reign of the ommittee of Public Safety Padre Miguel Hidalgo the trial of Louis XIV José Martí the fall of the astille ntonio López de Santa nna the ivil onstitution of the lergy SF The principles of the merican Revolution and the French Revolution are similar in many ways. Which of the following best summarizes their similarities? oth favored representative governments. oth limited voting rights to an economic elite. oth retained certain hereditary rights for aristocrats. oth supported equal rights for women. S10031 S What was one factor that enabled Napoleon to seize control of France? the weakness of the French government the endorsement by foreign governments the support Napoleon received from French aristocrats the strong democratic reforms Napoleon advocated SV etween 1815 and 1848, the ongress of Vienna and the oncert of Europe suppressed nationalism by ensuring a balance of power between nations. promoting democratic institutions. sharing colonies among the great powers. establishing international economic ties. S This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

12 LIFORNI STNRS TEST 21 The agricultural changes which took place in England during the 1600s contributed to England s later industrial development by strengthening the importance of the family farm. breaking large estates into smaller farms. encouraging city dwellers to return to farming. producing more food with fewer workers. S Louis Pasteur s research into germ theory in the nineteenth century is significant because it created safety standards for machine workers. led to techniques that increase crop production. identified the importance of vitamins to nutrition. proved that cleanliness helps to prevent infections. SV Use the information to complete the statement. The streets were hot and dusty on the summer day. Stokers emerged from low underground doorways into factory yards, and sat on steps, and posts, and palings, wiping their swarthy visages, and contemplating coals. The whole town seemed to be frying in oil. There was a stifling smell of hot oil everywhere. The steam-engines shone with it, the mills throughout their many stories oozed and trickled it. harles ickens, Hard Times, 1854 The historical era most likely referred to in this quotation is the Industrial Revolution. Great wakening. French Revolution. Enlightenment. SF This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

13 LIFORNI STNRS TEST 24 Population (in thousands) Population of irmingham, England ( ) 26 To increase production output during the Industrial Revolution, businesses primarily invested in workers wages. machinery. training. marketing. SV In the mid-1700s, how did trade contribute to the early growth of an industrial economy in Great ritain? 0 Source: HM Records Office ensus Year What historical trend was most responsible for the change in irmingham s population shown above? immigration from the colonies industrial growth improvements in urban health care famine in rural areas SV22998 It allowed the ritish to educate their workforce. It provided funds to pay high wages to the new labor class. It enabled ritish merchants to hire skilled foreign laborers. It gave ritish entrepreneurs the capital needed to open new factories. SV The merican ivil War decreased Europe s supply of cotton from the merican South. What did the Europeans do to maintain the flow of this natural resource for their textile industries? 25 In the nineteenth century, labor unions developed mostly in response to increasing unemployment. government ownership of businesses. wages and working conditions. racial and gender discrimination. SV21254 European factory owners agreed to pay a higher price for merican cotton. European factory owners supported abolition of slavery to end the ivil War. European factory owners turned to Egypt and India as new sources of cotton. European governments intervened militarily to force the resumption of the trade in cotton. SE This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

14 LIFORNI STNRS TEST 29 What late-eighteenth-century European artistic movement arose as a reaction against lassicism s emphasis on reason? impressionism realism romanticism surrealism SV The social criticism of harles ickens s novels Hard Times and avid opperfield was a response to conditions brought about by colonial conflicts. industrialization. unionization. parliamentary reforms. SV t the end of the 1800s, colonies were generally seen as a place to banish criminals. sign of a country s relative power. location to train military forces. method for suppressing nationalism. S Economically, what enabled Japan to become a colonial power after 1894? gricultural advances increased the population and forced Japan to look for new land. Japanese trade wars against the United States removed regional competition for colonies. Industrialization allowed Japan to expend resources on military and colonial expansion. The Japanese were forced to acquire colonies in sia when European trade was banned. SE In the late nineteenth century, the ritish commonly referred to the Suez anal in Egypt as the Lifeline of the Empire because it held large deposits of coal needed by ritish industries. provided a strategic shipping route to ritish colonies. served as a ship-building center for the ritish navy. irrigated several cash crops in the ritish colonies. SV In 1900, anti-foreign sentiment in hina led to an uprising known as the Nian Rebellion. oxer Rebellion. Taiping Rebellion. Sepoy Rebellion. SV This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

15 LIFORNI STNRS TEST 35 The collapse of the last hinese Empire in 1912 was caused by the imperial government s failure to control foreign influence. educate the masses. enter into alliances with other nations. repel communist guerrillas. 36 Mohandas Gandhi used his philosophy of nonviolent noncooperation in an effort to form a Marxist government in India. SV20273 convince his fellow Indians to support the llies in World War II. persuade Pakistanis to separate from India. achieve India s independence from Great ritain. SV y 1914, Ethiopia and Liberia were the only two frican countries to establish democratic governments. develop industrial economies. retain their independence. colonize other nations. SV Why did Great ritain, France, and Russia form the Triple Entente in 1907? to protect their colonies from invasion by other nations to develop an economic alliance based on open markets to suppress minority nationalists in their own countries to respond to the increased military power of Germany SF ccording to some historians, Europe s system of alliances prior to 1914 increased the likelihood that democratic ideals would spread throughout the continent. nations would be protected from economic exploitation. colonization of undeveloped nations would cease. small disputes would develop into large-scale wars. SV uring World War I, U.S. propaganda posters often portrayed German soldiers as honorable opponents. violators of human rights. unbeatable enemies. liberators of oppressed peoples. SV This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

16 LIFORNI STNRS TEST 41 One major reason for the tension between France and Germany before World War I was that France had begun to surpass Germany in industrial output. Germany wanted to join the Triple Entente with Great ritain. Germany controlled French access to the North Sea. France wanted to regain lands previously seized by Germany. SV Great ritain s stated reason for declaring war on Germany in 1914 was the French attacks on German colonies. U.S. entry into the war. Serbian assassination of rchduke Franz Ferdinand. German invasion of elgium. SV Why did most of the combat on the Western Front in World War I take place in a relatively small area? 44 The Schlieffen Plan was designed by the German military to address U.S. troop deployments in France. strengthen the defense of Germany s colonies in frica. neutralize Great ritain s naval control of the North Sea. avoid the problem of fighting llied powers on two fronts. S How did Russia s participation in World War I affect its empire? string of decisive military victories gained land from the entral Powers. Russia s sale of supplies to its western allies strengthened its economy. The czar adopted the reforms necessary to win the support of the Russian people. Economic hardships brought on by the war resulted in the downfall of the czar. SF Which of the following most affected the course and outcome of World War I? There is only a small amount of flat land in all of Europe. llied withdrawal from the Turkish peninsula of Gallipoli The armies became immobile because of trench warfare. ritish victories in the Sinai that secured the Suez anal Each side cut off the fuel supply of the other. Germany s military tactics were based on static warfare. S00285 merican military and financial intervention in the war the switch in allegiance of Italy from the entral Powers to the llies SF This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

17 LIFORNI STNRS TEST 47 One contribution of overseas colonies to the llied effort during World War I was that they provided large numbers of soldiers to reinforce the llied armies. protected sites for new llied industrial factories. most of the agricultural labor in the llied nations. places of refuge for displaced llied civilian populations. SV President Wilson said that his Fourteen Points would provide a framework for a lasting and just peace. determining war reparations. expanding colonial empires. punishing aggressor nations. S major goal of France and Great ritain at the onference of Versailles following World War I was to 50 What aim did Italian leader Vittorio Orlando have during the creation of the Treaty of Versailles? to gain territory from ustria-hungary to assume control of ustria s industries to guarantee the partition of Germany to gain possession of ustria s overseas colonies SF What basic idea was shared by both ritain and France at the Paris Peace onference in 1919? Italy should give up its colonies in frica. Germany should be divided into occupation zones. German military power should be permanently restricted. The entral Powers should divide the cost of the war equally. SV20828 create a politically unified Europe. keep Germany from rebuilding its military forces. restore pre-war imperial governments to power. help Germany rebuild its industrial economy. S This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

18 LIFORNI STNRS TEST 52 Use the information to answer the question that follows. Southwest sia and Northeast frica, fter World War I, the territories of the Ottoman Empire in Southwest sia were partitioned. Into which area did nearly 400,000 Jewish people immigrate between 1919 and 1941? SF This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

19 LIFORNI STNRS TEST 53 Europe efore World War I Europe fter World War I W N S E U. K. ELGIUM North Sea ENMRK NETHERLNS NORWY GERMNY LUXEMOURG SWEEN altic Sea ZEHOSLOVKI FINLN GERMNY POLN ESTONI LITHUNI LTVI SOVIET UNION FRNE SWITZERLN USTRI HUNGRY ROMNI SPIN ITLY YUGOSLVI ULGRI LNI Mediterranean Sea GREEE New Nations comparison of the two maps indicates that one of the results of the war and the peace treaty was the partitioning of Germany into zones of occupation. dismemberment of the ustrian-hungarian Empire. shift of the balance of power from Western to Southern Europe. new dominant role for Russia in Eastern Europe. S The collapse of the Russian and ustro- Hungarian empires during World War I contributed directly to the formation of the European Union. start of the old War. development of the Marshall Plan. creation of new nations in Eastern Europe. SV One way fascist leaders in the 1920s and 1930s gained popular support was by promising to maintain peace with other countries. attracting foreign investment for industrial development. limiting military influence in the government. appealing to national pride. SV This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

20 LIFORNI STNRS TEST 56 The Nazis blamed most of Germany s pre World War II social and economic problems on Jews and the communists. military. industrialists. atholics. 60 Particular obstructive workers who refuse to submit to disciplinary measures will be subject, as non-workers, to discharge and confinement in concentration camps. Vladimir Lenin, ecree of November 14th, uthors Ernest Hemingway and F. Scott Fitzgerald are identified with the lost generation. romanticism. the classical era. naturalism. SV20609 SV How did the heka (secret police) help Lenin gain control of Russia? They infiltrated the zar s army. They organized the redistribution of the land. They used terror tactics against the enemies of olshevism. They negotiated peace with Germany. S Lenin hoped that the Russian Revolution of 1917 would inspire the Russians to continue the European war effort. incite similar socialist rebellions throughout Europe. persuade the combatants in Western Europe to sign an armistice. counter U.S. military presence in Eastern Europe. The excerpt above describes Lenin s method for dealing with those who opposed Russian involvement in World War I. the establishment of a communist government. technological advances in industry. the implementation of a market economy. 61 Stalin s Great Purge from 1934 to 1939 SV21462 eliminated the army s dominance in state decisions. expanded Soviet agriculture at the expense of industry. brought about the death of millions of people. replaced agricultural workers with technology. S In the struggle to gain control of the Soviet Union in the 1920s, Stalin s chief political rival was Kerensky. ukharin. Romanov. Trotsky. SF10181 SV This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

21 LIFORNI STNRS TEST 63 From the perspective of Western leaders, Stalin s actions as leader of the Union of Soviet Socialist Republics reflected an emphasis on which of the following concepts? individualism freedom human dignity aggression S oth the Italian Fascists and the German Nazis gained power partly because they had the support of an electoral majority of their nations peoples. carefully followed accepted democratic political practices. used terror tactics against political opponents. represented the ideas of compromise and prudent government. 65 Which of the following does not describe Hitler s Germany, Mussolini s Italy, and Stalin s Russia? They were all totalitarian governments. S00155 Political opponents were killed in each state. ll three nations wanted to expand their borders. Marxist principles governed all economic activity. S In 1939, France and Great ritain declared war on Germany as a direct result of the German annexation of ustria. occupation of the Rhineland. seizure of the Sudetenland. invasion of Poland. SF Which nation sought to establish the Greater East sia o-prosperity Sphere between 1931 and 1945? Japan India hina Korea SV Use the following information to answer the question. My good friends, for the second time in our history, a ritish Prime Minister has returned from Germany bringing peace with honor. I believe it is peace for our time.... Go home and get a nice quiet sleep. Neville hamberlain, pril 30, 1938 (following his return from the Munich onference) The statement reflects the ritish belief that which of the following policies would prevent another war? containment isolation reparation appeasement SF This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

22 LIFORNI STNRS TEST 69 Following the United States entry into World War II, merican and ritish leaders decided that their highest priority would be to recapture Pacific possessions lost to the Japanese. invade Europe and defeat Germany. send armies to the Russian Front to help the Soviet Union. strike directly at the Japanese home islands. S Why did Hitler sign a non-aggression treaty with Stalin on the eve of World War II? to prevent the League of Nations from acting to stop the war to show that Hitler had changed his views on communism to allow Germany to invade Poland without Soviet opposition to insure that Germany had direct access to the altic Sea S One major purpose of the Yalta onference in 1945 was to decide 72 Early in World War II, llied leaders decided that the enemy they had to defeat first was 73 the Ottoman Empire. the Soviet Union. Imperial Japan. Nazi Germany. Yesterday, ecember 7, 1941 a date which will live in infamy... SV22452 from a speech by President Franklin. Roosevelt to ongress The purpose of Roosevelt s speech was to persuade ongress to end all trade with Japan. declare war on Japan. condemn Japan s aggression in hina. support dropping an atomic bomb on Hiroshima. when to open the second front against Germany. where to launch the final invasion of Japan. how to restructure Europe after the war. which countries to include in the United Nations. SV20497 SV Which of the following countries suffered high civilian and military casualties because it was invaded and partially occupied during World War II? Great ritain the Soviet Union the United States Japan SV This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

23 LIFORNI STNRS TEST 75 Which of these is the main reason that Poland, zechoslovakia, Hungary, and Romania became satellites of the Soviet Union? These areas were given to the Soviet Union by a League of Nations mandate. The people in each country voted in free elections to ally with the Soviets. The Soviet army occupied these areas at the end of World War II. Hitler surrendered control of these areas to the Soviet Union at the end of the war. S The economic recovery of Japan following World War II focused primarily on rebuilding its military and weapons capabilities. exporting raw materials in exchange for consumer goods. developing an agricultural economy and marine resources. developing industry and an export economy. 77 What was one outcome of World War II? SV23507 England and France increased their overseas colonial possessions. The communists gained control over most of Western Europe. Japan and Germany became dominant military powers in their regions. The Soviet Union emerged as an international superpower. 78 Which of the following was a primary cause of the old War between the United States and the Soviet Union? a competition for political influence over other countries direct, armed conflict between the two nations a deep reduction in military expenditures the founding of the United Nations SF U.S. intervention in Vietnam came as a result of the old War policy of détente. brinkmanship. appeasement. containment. SV What was one major goal of the Soviet Union during the early years of the old War? to establish a competitive market economy to create a defensive buffer zone in Eastern Europe to expand individual liberties in the altic republics to attract foreign economic investments SV20038 SV This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

24 LIFORNI STNRS TEST 81 Use the information below to complete the statement that follows. 83 What crisis brought the Soviet Union and the United States to the brink of nuclear war in 1962? One way of life is based upon the will of the people, and is distinguished by... freedom from political oppression. The second way of life is based on the will of a minority forcibly imposed upon the will of the majority. It relies upon... the suppression of personal freedoms. an attempt by leaders in communist Hungary to withdraw from the Warsaw Pact the creation of East Germany as a separate Soviet military occupation zone an invasion of South Korea by armed communist forces from North Korea the installation in uba of Soviet offensive intermediate-range missiles This quote from a speech delivered in 1947 forms part of the rationale for the Monroe octrine. New Frontier. Truman octrine. Good Neighbor Policy. SV When the United States sent military aid to frican governments to help them resist communism, it was continuing a foreign policy first asserted in the Marshall Plan. Potsdam greement. Truman octrine. Teheran onference. SV21316 SV Use the following information to answer the question. Events of 1968 began as a writers protest hard-line ommunist leader resigned and was replaced by one more open to democratic reform new leader instituted reforms allowing greater freedom of speech and the press Soviets reestablished control and restored hard-line ommunists to power In what country did the events being described above take place? zechoslovakia Yugoslavia Hungary Poland SF This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.

25 LIFORNI STNRS TEST 85 The Soviet Union dealt with uprisings in Poland, Hungary, and zechoslovakia during the 1950s and 1960s by taking over direct rule of these countries. crushing the uprisings with military force. permitting greater democratic reforms in government. privatizing industrial enterprises. S The rab oil embargo against the United States in 1973 was initiated because of U.S. support for Egypt in the Suez risis. Iraq in its conflict with Iran. Israel in the Yom Kippur War. Greece in its conflict with Turkey. 87 NTO was created in order to develop goodwill between Eastern and Western Europe. SV20016 encourage diplomatic solutions to regional problems in North frica. facilitate regional economic development in North merica. create a unified military defense between the U.S. and Western Europe. S The Warsaw Pact was developed in 1955 as a response to the 89 formation of the North tlantic Treaty Organization. start of the ommunist revolution in uba. U.S. development of the hydrogen bomb. UN intervention in Korea. 1. Technological innovations 2. Production of nuclear power 3. Religious and ethnic conflict 4. Existence of vast oil reserves SV22556 uring the twentieth century, which factors from this list have made the Middle East significant to the rest of the world? 1 and 2 3 and 4 1 and 3 2 and 4 SV In India and Pakistan, feelings of nationalism are intertwined with religious conflict between uddhists and Hindus. hristians and Muslims. Taoists and uddhists. Muslims and Hindus. S This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 2009 alifornia epartment of Education.