Download US History Proficiency 4

U.S. History Proficiency Four
Directions:
 On your answer sheet, fill in the circle that corresponds to your answer for the multiplechoice question.
 Mark only one answer for each question.
 If you do not know the answer, make your best guess.
 Remember to answer ALL parts of the Constructed-Response question.
Multiple Choice
1. How did the 1944 GI Bill change U.S. society?
a. By providing an incentive for future voluntary enlistments in the armed services
b. By leading to an economic recession as veterans had little incentive to find
employment
c. By allowing many people to attend college who otherwise would not have had the
opportunity
d. By continuing wartime rationing and nurturing resentment toward the military
2. This is a famous poster from the World War II era.
What is the implicit message of the poster?
a. Women must continue to fight to earn full equality.
b. Women are ready to enlist for military service.
c. Women will meet the needs of the wartime economy.
d. Women are capable of economic independence.
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U.S. History Proficiency Four
3. With what event is this charter statement associated?
In pursuance of the Agreement signed on the 8th day of August 1945 by the Government
of the United States of America, the Provisional Government of the French Republic, the
Government of the United Kingdom of Great Britain and Northern Ireland and the
Government of the Union of Soviet Socialist Republics, there shall be established an
International Military Tribunal (hereinafter called “The Tribunal”) for the just and
prompt trial and punishment of the major war criminals of the European Axis.
a.
b.
c.
d.
The Nuremberg Trials
The Yalta Conference
The Geneva Accords
The Versailles Conference
4. The successful launching of Sputnik by the Soviet Union in 1957 signaled the beginning
of :
a. American fears that the Soviets had achieved technological superiority.
b. the Cold War with the United States.
c. Soviet aggression in Afghanistan and China.
d. disarmament discussions between the superpowers.
5. A governmental action that was consistent with the Cold War mentality was the:
a. adoption of the GI Bill of Rights.
b. reduction in military defense spending.
c. elimination of the Central Intelligence Agency.
d. establishment of loyalty reviews of government employees.
6. The growth of McCarthyism in the early 1950s was based on:
a. public fear concerning the spread of communism.
b. outrage over government corruption.
c. dissatisfaction with the results of World War II.
d. opposition to the policy of containment.
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7. Most internment camps
for Japanese Americans
were located in which
region of the United
States?
8. The small text in this World War II leaflet reads, “Thou shall go, Americans, and eat the
Australians out of their homes if necessary…The Americans will fight to the last
Australian.” Who produced this leaflet?
a. Japanese military propagandists
b. Australian conscientious objectors
c. American antiwar activists
d. German Nazi sympathizers
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U.S. History Proficiency Four
9. Shortly after World War II, the cold war developed mainly as a result of the:
a. United States’ refusal to send economic aid to European nations.
b. continuation of the pre-World War II balance of power.
c. competition between the superpowers to explore outer space.
d. Soviet domination of Eastern Europe.
10. Which development following World War II caused the urban-suburban pattern shown
in the diagram?
a.
b.
c.
d.
Increase in the number of farms
Expansion of highways and automobile ownership
Movement of most factories to rural areas
Decline in the number of middle-income families
11. After World War II, the United States departed most sharply from its traditional foreign
policy when it:
a. stopped foreign-aid programs.
b. sponsored disarmament treaties.
c. organized global systems of alliances.
d. recognized revolutionary governments .
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U.S. History Proficiency Four
12. What was the main purpose of the Truman Doctrine, the Marshall Plan, and the Berlin
air-lift?
a. Controlling Nazism in Europe
b. Establishing friendly relations between the United States and the Soviet Union
c. Spreading democracy to developing nations
d. Limiting Soviet expansion
Constructed Response Truman Doctrine
_
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U.S. History Proficiency Four
Answer Key
1. C
2. C
3. A
4. A
5. D
6. A
7. B
8. A
9. D
10. B
11. D
12. D
Constructed-Response Answer Key
Scoring Criteria
Students should write an essay in which they explain how the Truman Doctrine is belief in a
world divided “between two ways of life” shaped the Truman administration. In the essay,
students should discuss TWO of the following:
Truman’s foreign policy:
The Truman Doctrine had a pronounced effect on U.S. foreign policy, both immediately and for
generations to come. The immediate effect was to create a firm and divisive wall between the
United States and the Soviet Union. Truman began to devise foreign policy from the
perspective of an “us” versus “them” mentality with democratic nations falling in the former
and communist nations and their allies falling in the latter. The division made clear which
countries the United States would work with and which countries the United States would
oppose or even attempt to undermine. The Doctrine was also used to sell the ambitious
Marshall Plan, under which the United States offered generous aid to European nations to help
in the rebuilding effort.
Truman’s relationship with Congress:
Although some members of the opposition Republican Party welcomed the pronouncement of
the Truman Doctrine, most Republicans considered the doctrine a tacit admission that the fifth
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column was already undermining U.S. politics at home and abroad. Rather than healing the rift
between the Republican Party (that had long been out of the White House) and Democrats, the
Truman Doctrine merely reinforced Republican beliefs that the Democrats were not up to the
challenges posed by international communism. Truman found it increasingly difficult to work
with leading members of the Republican Party. This division became increasingly evident in the
run-up to the 1948 elections when Republicans painted Truman as “soft on communism” for
failing to heed the rhetoric of his own doctrine. The charges gained currency when the Truman
administration announced the fall of China to communism.
Truman’s domestic agenda:
Less than two weeks after pronouncing the Truman Doctrine, with elections approaching and
Republicans charging that Truman was “soft on communism,” Truman issued an executive
order establishing a wide-ranging and powerful government apparatus to perform loyalty
checks on all federal civil servants. Loyalty boards were set up in every department and agency
of the federal government. Using lists of “totalitarian, fascist, communist, or subversive”
organizations provided by the attorney general and relying on investigations by the Federal
Bureau of Investigation, these boards were to review every federal employee. If reasonable
grounds existed to doubt an employee’s loyalty, he or she would be dismissed. The effect of
Truman’s executive order was dramatic for its natural divisiveness and for its effect on virtually
all public sectors in the United States. Truman’s approval of the federal loyalty program
provided the impetus for state and local governments to enact similar anti- communist policies
and ultimately led to much more far-reaching attempts to rid the nation of communist
elements. The results were devastating for those accused who were unable to prove that they
were not communists and gave rise and support to civil rights movements across the country.
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U.S. History Rubric: Analysis
4 A response at this level provides evidence of thorough knowledge and understanding of
the subject matter.
 The essay demonstrates thoughtful interpretation and/or analysis of the historical
issue and its implications.
 The essay provides insightful explanation of the topic, effectively using relevant
and accurate facts, examples, and details.
 The essay effectively conveys knowledge and ideas.
3 A response at this level provides evidence of competent knowledge and understanding of
the subject matter.
 The essay demonstrates reasonable interpretation and/or analysis of the
historical issue and its implications.
 The essay provides sufficient explanation of the topic, appropriately using
generally accurate facts, examples, and details.
 The essay adequately conveys knowledge and ideas.
2 A response at this level provides evidence of basic knowledge and understanding of the
subject matter.
 The essay demonstrates incomplete or inconsistent interpretation and/or analysis
of the historical issue and its implications.
 The essay provides some explanation of the topic. Facts, examples, and details
included are partially correct, though a few may be incorrect or lack depth.
 The essay conveys knowledge and ideas somewhat unclearly.
1 A response at this level provides evidence of minimal knowledge and understanding of
the subject matter.
 The essay demonstrates little or no interpretation and/or analysis of the historical
issue and its implications.
 The essay provides little or no explanation of the topic. Facts, examples, and
details included are mostly incorrect or lack depth.
 The essay conveys knowledge and ideas in a manner that is unclear and/or
impedes understanding.
0 A response at this level is not scorable.
 The essay is off-topic, blank, hostile, or otherwise not scorable.
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