Florida Benchmarks Title Page

Florida United States History End-of-Course Assessment Table of Contents Florida Benchmarks Title Page SS.912.A.1.1 Skills Practice: Historiography 1 SS.912.A.1.2 Skills Practice: Using Primary and Secondary Sources 2 SS.912.A.1.3 Skills Practice: Using Timelines 3 SS.912.A.1.4 Skills Practice: Using Images to Understand History 4 SS.912.A.1.5 Skills Practice: Evaluating Current Resources 5 SS.912.A.1.6 Skills Practice: Using Case Studies 6 SS.912.A.1.7 Skills Practice: Understanding Socio-cultural Material 7 SS.912.A.1 Skills Practice: EOC Quiz 1 8 SS.912.A.2.1 Causes of the Civil War 10 SS.912.A.2.1 Economic Impact of the Civil War 12 SS.912.A.2.1 Social Impact of the Civil War 13 SS.912.A.2.2 Post-War Contributions of Key Leaders 14 SS.912.A.2.3 Political Effects of the Civil War 15 SS.912.A.2.4 The Civil War Amendments 17 SS.912.A.2.5 Discrimination and Segregation 18 SS.912.A.2.6 Black Codes and Sharecropping 19 SS.912.A.2.7 American Indians 20 SS.912.A.2 EOC Quiz 2 21 SS.912.A.3.1 Farmers Challenges and the Populist Party 22 SS.912.A.3.2 The Second Industrial Revolution 23 SS.912.A.3.3 The First and Second Industrial Revolutions 24 SS.912.A.3.4 Big Business and the Economy 25 SS.912.A.3.5 Significant Inventors and Their Inventions 26 SS.912.A.3.6 A Changing Nation 27 SS.912.A.3.7 Immigrants Flock to America 29 SS.912.A.3.1 SS.912.A.3.7 EOC Quiz 3 31 SS.912.A.3.8 The Social Gospel Movement 32 SS.912.A.3.9 The Labor Movement 33 SS.912.A.3.10 Social Darwinism 35 SS.912.A.3.11 Political Machines 36 SS.912.A.3.12 The Progressive Movement 37 SS.912.A.3.13 Henry Morrison Flagler and the Development of Florida 39 SS.912.A.3.8 SS.912.A.3.13 EOC Quiz 4 40 SS.912.A.2.1 SS.912.A.3.13 Benchmark Test 1 41 FL 2

Florida United States History End-of-Course Assessment SS.912.A.4.1 Imperialism 47 SS.912.A.4.2 The United States Acquires Territories 48 SS.912.A.4.3 American Imperialism and the Spanish-American War 49 SS.912.A.4.4 The Panama Canal 50 SS.912.A.4.5 World War I 51 SS.912.A.4.6 The United States Prepares for War 53 SS.912.A.4.1 SS.912.A.4.6 EOC Quiz 5 55 SS.912.A.4.7 New Weapons and New War Strategies 56 SS.912.A.4.8 Minority Groups and Military Service 58 SS.912.A.4.9 Minorities on the Home Front 59 SS.912.A.4.10 Peace Settlements 60 SS.912.A.4.11 Florida: Key Geographic Location 62 SS.912.A.4.7 SS.912.A.4.11 EOC Quiz 6 63 SS.912.A.5.1 The Economic Impact of Demobilization 64 SS.912.A.5.2 The Red Scare 65 SS.912.A.5.3 U.S. Economic Policy During the 1920s 66 SS.912.A.5.4 The Consumer and the Economy During the 1920s 67 SS.912.A.5.5 International Peace Attempts 68 SS.912.A.5.6 Cultural Changes During the 1920s 69 SS.912.A.5.1 SS.912.A.5.6 EOC Quiz 7 71 SS.912.A.5.7 The Push for Civil Rights 72 SS.912.A.5.8 The African American Experience 73 SS.912.A.5.9 The Resurgence of the Ku Klux Klan 74 SS.912.A.5.10 Resistance to Civil Rights Movements During the 1920s 76 SS.912.A.5.11 Causes of the Great Depression 77 SS.912.A.5.11 Impact of the Great Depression 79 SS.912.A.5.11 Roosevelt s New Deal 80 SS.912.A.5.12 Zora Neale Hurston 82 SS.912.A.5.7 SS.912.A.5.12 EOC Quiz 8 83 SS.912.A.4.1 SS.912.A.5.12 Benchmark Test 2 84 SS.912.A.6.1 World War II in Europe 90 SS.912.A.6.1 Allied Strategy 91 SS.912.A.6.1 Major Battles and Turning Points of World War II 92 SS.912.A.6.2 From Isolationism to the Brink of War 94 SS.912.A.6.3 The Holocaust 95 SS.912.A.6.4 Minorities in World War II 96 FL 3

Florida United States History End-of-Course Assessment SS.912.A.6.4 Minorities on the Home Front During World War II 97 SS.912.A.6.5 U.S. Resources During World War II 98 SS.912.A.6.5 Media During World War II 99 SS.912.A.6.6 The Atomic Bomb 100 SS.912.A.6.7 The Nuremberg Trials and Their Aftermath 101 SS.912.A.6.1 SS.912.A.6.7 EOC Quiz 9 102 SS.912.A.6.8 The Effects of the Red Scare 103 SS.912.A.6.9 The Beginnings of the United Nations 104 SS.912.A.6.10 The Early Years of the Cold War 105 SS.912.A.6.10 Origins of the Cold War 106 SS.912.A.6.11 The Nuclear Arms Race 108 SS.912.A.6.12 Korean War 109 SS.912.A.6.13 Postwar Foreign Policy 110 SS.912.A.6.14 Vietnam War 111 SS.912.A.6.15 Mary McLeod Bethune 113 SS.912.A.6.8 SS.912.A.6.15 EOC Quiz 10 114 SS.912.A.7.1 Post-War Prosperity 115 SS.912.A.7.2 Post-War Prosperity Did Not Reach All People 116 SS.912.A.7.3 Women Struggle for Equality 117 SS.912.A.7.4 Foreign and Domestic Policy in the 1960s 118 SS.912.A.7.5 The Struggle for Civil Rights 119 SS.912.A.7.6 Leaders of the Civil Rights Movement 121 SS.912.A.7.7 The Ongoing Struggle for Civil Rights 123 SS.912.A.7.8 Supreme Court Decisions and Civil Rights 124 SS.912.A.7.1 SS.912.A.7.8 EOC Quiz 11 126 SS.912.A.7.9 Social Movements of the 1960s and 1970s 127 SS.912.A.7.10 The Legacy of Vietnam and Watergate 128 SS.912.A.7.11 U.S. Foreign Policy 129 SS.912.A.7.12 Changes in the New Century 131 SS.912.A.7.13 New Deal and Great Society Programs 133 SS.912.A.7.14 The Global Economy 134 SS.912.A.7.15 The Attacks of September 11 136 SS.912.A.7.15 Terrorism and Its Effects on Foreign Policy 137 SS.912.A.7.16 Immigration 138 SS.912.A.7.17 Cape Canaveral, Florida 139 SS.912.A.7.9 SS.912.A.7.17 EOC Quiz 12 140 SS.912.A.2.1 SS.912.A.7.17 Florida Final Outcome Test 141 FL 4

Skills Practice: Understanding Socio-cultural Material SS.912.A.1.7 Describe various socio-cultural aspects of American life including arts, artifacts, literature, education, and publications. History is more than just facts, events, names, and dates. It is also the everyday things that impact people what they read, how they learn, the arts and items they enjoy and use, and how they relate to the world around them. This skill will help you answer test questions like the one below. Follow the steps to apply this skill. Then, answer the multiple choice item below. 1 The Roaring Twenties The 1920s could be symbolized by a Model T automobile being driven by a flapper. Thanks to Henry Ford and his genius for automation, the average American family could own a car. It was America s ticket to travel. With their automobiles, Americans could travel the roads being built across the nation, visiting family and friends and traveling for pleasure to distant places. The flapper, with her short dress, short hair and long dangling necklace was the picture of the liberated woman. She could vote, she could drive, she could work for a living and she did not have to marry until she was ready. She was educated, sometimes held a college degree, and she could read about the latest in fashion in Vogue Magazine or about political scandal in The New Republic. Like the auto, she was active, not tied down to one place, and you could see her everywhere. Step 1 Identify the socio-cultural aspects in this essay. What arts, artifacts, literature, education, and publications are mentioned? Step 2 What do these socio-cultural aspects tell you about the way people lived? How did people interact with the arts, artifacts, literature, education, and publications? Step 3 Draw conclusions about the time period. Which sentence best describes American Life in the Roaring Twenties? A. Life in the Roaring Twenties was slow and quaint. B. Cars and flappers represent the quiet country life of the 1920s. C. The Roaring Twenties were symbolized by the automobile because of the roaring engine. D. The 1920s were a time when people were going places and lifestyles were changing. Step 4 Circle the best answer to the question 7

Economic Impact of the Civil War SS.912.A.2.1 Review causes and consequences of the Civil War. Vocabulary Builder: compensate (KAHM puhn sayt) v. to make up for The South in Shambles Because most of the war was fought in the South, the infrastructure roads, transportation systems, and schools in many parts of the South was destroyed. General William Tecumseh Sherman s army had damaged or destroyed farms, railroad tracks, and countless buildings and homes. Major cities such as Atlanta and Richmond were burned to the ground. The many battles left scars throughout the South. Because the South had to compensate and rebuild, it was not able to invest in industrialization. During Reconstruction, the South remained an agricultural economy. When the Confederacy declared independence, it had issued its own currency. At the end of the war, Confederate money was worthless. The South also suffered huge losses in its labor pool. Many Southern white men died or were wounded in the war. Additionally, those African Americans who chose to remain in the South could no longer be forced to work for free, nor could they be forced to work. For many decades following the war, the South remained the poorest section of the nation. The South Left Behind While the South struggled to rebuild, the industrial economies of the North and Midwest grew rapidly. When the Civil War ended, industrialization there boomed, and the North became the center of industry and capitalism. The U.S. economy began to grow rapidly. By the 1900s, the United States would become a major economic world power. But the South was largely left behind by the growing economy. In addition, the completion of the transcontinental railroad made it easier for people to move West. While the population of the booming North and Midwest grew with foreign immigration, the population of the South, whose economy depended upon large numbers of workers, continued to dwindle. Check for Understanding How did the location of the Civil War affect the South s ability to develop economically following the war? 12

The visitor [to St. Louis] is told of the wealth of the residents,... yet he sees poorly paved, refuse-burdened streets, and dusty or mud-covered alleys; he passes a ramshackle firetrap crowded with the sick and learns that this is the City Hospital... Lincoln Steffens and Claude Wetmore, Corruption and Reform in St. Louis, McClure s Magazine, October 1902 18 Which statement BEST explains the situation described by Lincoln Steffens and Claude Wetmore? F. Rapid growth of cities led to housing shortages, lack of services, and crowded, dirty tenements. G. Rapid industrialization led to a growth of rural populations and a lack of rural services. H. City bosses did not care about the needs of their constituents. I. St. Louis was unlike other American cities in that it lacked good housing and services. 19 Progressives such as Jane Addams worked to improve the lives of urban poor by establishing A. corporations. B. tenements. C. granges. D. settlement houses. It was a world of greed; the human being didn t mean anything. The hours were from 7:30 in the morning to 6:30 at night when it wasn t busy. When the season was on we worked until 9:00. No overtime pay, not even supper money... Pauline Newman, organizer of the International Ladies Garment Workers Union 20 Which of the following would likely have been a demand of the Ladies Garment Workers Union? F. company provision of supper money G. shorter hours H. lower wages I. letting children work with their mothers 21 The term American melting pot refers to A. industrialization in the United States. B. the assimilation of immigrants in the United States. C. urbanization in the United States. D. innovations and inventions in the United States. 44 GO ON

Minority Groups and Military Service SS.912.A.4.8 Compare the experiences Americans (African Americans, Hispanics, Asians, women, conscientious objectors) had while serving in Europe. Vocabulary Builder: segregate (SEG re gate) v. to separate a one group from the rest When the United States entered World War I in 1917, the government began to gear up for war. The Selective Service Act was passed to fill the ranks of the military. Although the vast majority of the soldiers who served were young white men, minorities and women were also represented in Europe. Ethnic Minorities Over 367,000 African Americans served in the U.S. military in World War I. African Americans fought in Europe, serving in segregated units under the command of white officers. Hundreds died while fighting for their country. In addition, over 200,000 Hispanic Americans served in World War I. Most were of Mexican descent. Unlike the African American units, Hispanic Americans were integrated into regular army units. Several thousand Puerto Ricans also served in the U.S. military. Most were assigned to guard Puerto Rico and the Panama Canal, but some Puerto Rican forces served in France. Immigrants of Asian descent enlisted in World War I and served with distinction in the battlefields of Europe. After the war, their service was recognized as they were allowed to become naturalized U. S. citizens. Women Although many women stayed in the United States to fill the jobs vacated by young men who were fighting overseas, some women also served their country in Europe. Many enlisted in what became the Army Nurse Corps. Others worked with the Red Cross and the American Women s Hospital Service as doctors, nurses, clerks, and ambulance drivers. Conscientious Objectors Although the Selective Service Act exempted members of recognized religious groups with pacifist beliefs from active service, it was not always easy for a young man to be classed as a conscientious objector. Many men whose moral or religious beliefs prohibited them from taking part in war were treated unfairly by the local draft boards. Some were required to enlist, and some felt they were treated badly in military training camps. Check for Understanding How did service in World War I impact Asian Americans? 58

Postwar Foreign Policy SS.912.A.6.13 Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations. Vocabulary Builder: entanglement (in TAN gel ment) n. troublesome situation Truman and Eisenhower The key foreign policy events of President Truman s time included the end of World War II, including the decision to use atomic weapons. The Marshall Plan provided resources to help rebuild Europe, and the Truman Doctrine pledged aid to nations threatened by communism. The goal was to contain communism. The Korean War put this doctrine into action when North Korea overran South Korea. President Eisenhower oversaw the ceasefire ending the Korean War and successfully kept the United States free of open entanglements in other countries. Bay of Pigs Invasion President Eisenhower broke off diplomatic relations with Cuba and instructed the Central Intelligence Agency (CIA) to make plans to invade Cuba and overthrow Castro. The CIA trained Cuban exiles to carry out the mission. When Eisenhower left office, the invasion was still just a plan. However, after John F. Kennedy became President, he decided to implement the plan. On April 17, 1961, a CIA-led force of Cuban exiles attacked Cuba. This was named the Bay of Pigs Invasion, after the bay in Cuba where the exiles came ashore. The plan ended in disaster. Poorly managed, the invasion left 1,100 of the 1,400 invaders dead or captured. Kennedy accepted responsibility for the invasion but insisted that he would continue to resist the spread of communism in the Western Hemisphere. The Cuban Missile Crisis Kennedy s resolve was soon tested. In 1962, Kennedy learned that the Soviets were building nuclear missile sites in Cuba. This would put nuclear missiles within range of several American cities. Kennedy demanded that the Soviet Union remove the missiles. For six days, the world waited to see if nuclear war would break out. Finally, the Soviet Union backed down and agreed to remove the missiles. Secretary of State Dean Rusk later told reporters that we were eyeball to eyeball, and the other fellow just blinked. Vietnam The United States involvement in Vietnam began with Eisenhower and was stepped up under Kennedy. However, it was President Johnson who turned the conflict into a full scale military action. By 1968, more than half a million U.S. troops were in South Vietnam and the United States was looking for a way to end its involvement in the conflict. The end to U.S. involvement occurred under President Nixon, although South Vietnam actually fell to North Vietnam during the presidency of Gerald Ford. China and Détente Nixon is most remembered for escalating and then ending U.S. involvement in the Vietnam War, but his foreign policy also helped reduce Cold War rivalries. In 1972, he traveled to Moscow and negotiated directly with the Soviet Premier Leonid Brezhnev. Nixon s foreign policy toward the Soviet Union became known as détente, a relaxing of tensions between the two superpowers. President Nixon s overtures to China were also significant. By opening a dialogue with the People s Republic of China, he began the process of separating China from the USSR. Check for Understanding Why was Kennedy so concerned about the missile sites in Cuba? 110

Terrorism and its Effects on Foreign Policy SS.912.A.7.15 Analyze the effects of foreign and domestic terrorism on the American people. Vocabulary Builder: compel (kuhm PEHL) v. to force someone to do something The Patriot Act Although terrorist groups had been a concern of the U.S. government for quite some time, the events of September 11, 2001, caused a new urgency in the fight against terrorism. Soon after the attacks, Congress passed the USA Patriot Act. The full name of the act gives some clue as to its purpose: Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism. This act, together with the creation of the Department of Homeland Security, is aimed at fighting terrorism within the United States. It gives law enforcement more authority in monitoring suspected terrorists. This includes intercepting communications of any kind and relaxed surveillance requirements. The Patriot Act also makes it easier to detain or deport aliens suspected of terrorist activity. Opponents of the act claim that it infringes on citizens civil liberties and is too easily abused by law enforcement. Supporters believe that the act is necessary to keep the country safe. Terrorism Abroad The post 9/11 terrorism initiative does not rest on apprehending terrorists who enter the country. President George W. Bush went on the offensive after the attacks. In his State of the Union Address in January 2002, he said of the terrorists operating across the globe, These enemies view the entire world as a battlefield, and we must pursue them wherever they are. In addition to military action by the U.S. against Afghanistan and Iraq (where terrorist groups are known to operate), the war on terror includes diplomatic initiatives. The U.S. actively seeks the support of its traditional allies, such as Great Britain. It also seeks the support of countries in the Middle East and elsewhere that are friendly to the American cause. In addition, the government has put pressure on foreign governments that harbor terrorists. The U.S., UN, and European Union have levied sanctions against nations that are considered to pose a terrorist threat, such as Iran and Libya. The hope is that nations that harbor terrorists will be compelled to expel them or halt their activities. Check for Understanding Why would the U.S. respond to terrorists by initiating actions both in this country and abroad? 137

141_162_hsus13_EOC_Final_Outcome_Test_FL.indd Page 148 3/9/11 2:33:24 AM s-60user /Volumes/130/PE00149/HSUS_13/FLORIDA/ANCILLARY/0133189228/ NAME CLASS DATE 35 Which of the following restricted immigration from Eastern and Southern Europe? A. Dawes Plan B. National Origins Act C. Sedition Act D. Patriot Act June 6, 1944 36 Which World War II event is the subject of this map? F. the Battle of Britain G. the Attack on Pearl Harbor H. the Battle of Midway I. D-Day 148 GO ON