Download Grade 10 History-Social Science California Standards Test (CST) A

Grade 10 History-Social Science California Standards Test (CST)
A Few Points to Consider from the Released Questions
Academic Vocabulary
The following terms occur multiple times on the released questions suggesting frequency of use
on the CST. These terms could be utilized regularly in classroom talk, on word walls, and on
teacher made assignments and tests to strengthen student access and understanding.
Terms (in no particular order): principle, development, response,
contributed/contribute/contribution, enabled, reason, affect/affected,
provide/provided, emphasis/emphasized, describe/describes,
reflects/reflected, purpose, cause, result, significant, as a response to,
in order to.
In addition, the following terms occur frequently and are usually italicized:
best, most, primarily
Skills
At least 25% of the content questions include an element of the skills standards. The three most
cited skills from the released questions are Historical Interpretation 1, 2, and 3. Activities and
questions imbedding these skills can be incorporated into teacher made activities and
assessments.
Historical Interpretation 1 = “Students show the connections, causal and otherwise, between
particular historical events and larger social, economic, and political trends and developments.”
Sample question: (#22) Louis Pasteur’s research into germ theory in the nineteenth century is
significant because it
Answer: proved that cleanliness helps to prevent infections.
Historical Interpretation 2 = “Students recognize the complexity of historical causes and effects,
including the limitations of determining cause and effect.”
Sample question: (#39) According to some historians, Europe’s system of alliances prior to 1914
increased the likelihood that
Answer: small disputes would develop into large-scale wars.
Historical Interpretation 3 = “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.”
Sample question: (#87) NATO was created in order to
Answer: create a unified military defense between the U.S. and Western Europe.
Released Questions
Grade 10
=
Questions 1 – 90
Released Questions by Emphasis
“A” (High Emphasis) “B” (Medium Emphasis) “C” (Low Emphasis) “*” (Not Ranked for Emphasis)
A = 26
B= 7
C= 0
* = 57
Standards Emphasis
The following fourteen standards have at least 3 released questions each, suggesting that these
are regularly assessed on the CST. For example, standard 10.5.1 has released questions from 4
of the last 5 years. This does not imply that these are the only standards that should be taught,
however they may be worth noting for teaching and for review purposes.
Standards: 10.1.2, 10.2.2, 10.2.3, 10.2.4, 10.3.5, 10.5.1, 10.6.1, 10.6.2, 10.7.1, 10.7.2, 10.8.3,
10.9.1, 10.9.2, 10.9.3
Questions by Standard
10.1
=
5
10.2
=
8
10.3
=
7
10.4
=
3
10.5
=
7
10.6
=
7
10.7
=
6
10.8
=
7
10.9
=
8
10.10 =
1
10.11 =
1
3 Sub Standards
5 Sub Standards
7 Sub Standards
4 Sub Standards
5 Sub Standards
4 Sub Standards
3 Sub Standards
6 Sub Standards
8 Sub Standards
3 Sub Standards
0 Sub Standards
3 (*)
3 (A), 2 (*)
2 (A), 5 (*)
2 (A), 2 (*)
5 (*)
1 (A), 3 (*)
3 (*)
2 (A), 4(*)
3 (A), 4 (B), 1(*)
3 (*)
Equating Raw Scores to Performance Levels
While there is no clear equation of a students raw score on the CST to the Performance Level
Band into which they will fall, based on previous results some very good estimates can be made.
The following information is based on 2009 data, but has not changed significantly.
Raw Score
Raw Score
Raw Score
Raw Score
Raw Score
0 – 22
23 – 28
29 – 38
39 – 47
48 – 60
=
=
=
=
=
Far Below Basic
Below Basic
Basic
Proficient
Advanced
There are 60 questions on the Grade 10 HSS CST. A student must answer approximately 65 –
78% of the questions correctly to fall into the Proficient Performance Level. Note also, that a
student must answer approximately 48 – 64% of questions correctly to fall into the Basic
Performance Level.
Opportunity also exists to move Below Basic students into the Basic Performance Level. Below
Basic students need only improve their raw score by 1 – 6 points to move from Below Basic to the
Basic Performance Level. Helping students to do this will positively impact your API. Although it
varies from school to school, History/Social Science is roughly 14% of API. The Periodic
Assessments allow you to identify and target students for improvement.
Introduction to the Curricular Map
The curricular maps are a plan that allocates the time needed to teach all of the content standards
adequately in one instructional year. They were created to assist teachers with instructional
planning as well as to develop a unified yet flexible instructional approach to History/Social
Science within the Los Angeles Unified School District.
The maps are divided into three instructional components consisting of the standard sets to be
taught, each component comprising roughly 1/3 of the time in a year–long course. Within each
instructional component, there are specified standards and days allocated for each standard;
within that component, the sequence of standards and the number of instructional days may be
adjusted to best fit the needs of your students before the Periodic Assessment window. The
number of instructional days for each standard was determined by the number of “A” and “B”
substandards and the content within the standard, as well as the time needed to prepare for and
take the California Standards Test (ten days). The maps also build in nine flexible days to
account for other activities that may impact classroom time (fire drills, assemblies, minimum
days).
Periodic assessments are calendared at the end of each instructional component. In order for
students to be prepared for the assessment, the standard sets in each component must be
completed in the allotted time.
The curricular maps are organized in the following manner:
Standards
•
California
History/Social
Content
Standards
•
•
Blue Print Focus
Standards
The number of
questions on the CST
for each standards
The testing emphasis
for the substandards as
determined by the CDE
o “A” indicates
high emphasis
o “B” medium
o “C” low
o Standards that
are not ranked
for emphasis
and are
identified with
an asterisk (*)
Concepts
•
•
•
The California
Concepts
Collection II,
created by
•
California Council
for the Social
Studies
Concepts
highlight
important ideas
that deepen
student
understanding of
the standard.
Instructional Days
Number of days of
instruction allocated
for each standard
Differentiated
according to school
calendar
Items Specific to 10th Grade:
•
It is necessary to conclude the instruction on Standard 10.1 at an appropriate time in order
to reach Standard 10.11 in the allocated instructional days.
GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD
Instructional Component 1: Development of Western Political Thought, Revolutions, Industrial
Revolution, Imperialism (Standards 10.1, 10.2, 10.3, 10.4)
Blue Print Focus Standards:
“A” indicates high emphasis
“B” indicates medium emphasis
“C” indicates low emphasis
“*” not ranked for emphasis
First 5 days (traditional) and 4 days (year-round) of the Fall Semester:
• Building classroom community
• Constitution Day activities
• Thinking as a historian
• Review of World geography
Blue Print
Focus
Standards
Standards
10.1 Students relate the moral and ethical principles in ancient
Greek and Roman philosophy, in Judaism, and in Christianity to the
development of Western political thought.
1. Analyze the similarities and differences in Judeo-Christian and
Greco-Roman views of law, reason and faith, and duties of the
individual.
2. Trace the development of the Western political ideas of the rule
of law and illegitimacy of tyranny, drawing from selections from
Plato’s Republic and Aristotle's Politics.
3. Consider the influence of the U.S. Constitution on political
systems in the contemporary world.
5 Questions
*
Concepts
•
•
•
•
•
•
Ethics
Genocide
Democracy
Reason
Faith
Tyranny
Traditional
Calendar
15 Days
Concept 6
Calendar
A-Track
12 Days
*
B-Track
13 Days
C-Track
12 Days
*
Blue Print Focus Standards:
“A”Official
indicates
high emphasis
“B” indicates
Draft:
September 13,
2006 medium emphasis
Instructional
Days
“C” indicates low emphasis
Four by Four
Calendar
5 Days
“*” not ranked for emphasis
GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD
Blue Print
Focus
Standards
Standards
10.2 Students compare and contrast the Glorious Revolution of
England, the American Revolution, and the French Revolution and
their enduring effects worldwide on the political expectations for
self-government and individual liberty.
1. Compare the major ideas of philosophers and their effect on the
democratic revolutions in England, the United States, France, and
Latin America (e.g., biographies of John Locke, Charles-Louis
Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas
Jefferson, James Madison).
2. List the principles of the Magna Carta, the English Bill of Rights
(1689), the American Declaration of Independence (1776), the
French Declaration of the Rights of Man and the Citizen (1789), and
the U.S. Bill of Rights (1791).
3. Understand the unique character of the American Revolution, its
spread to other parts of the world, and its continuing significance to
other nations.
4. Explain how the ideology of the French Revolution led France to
develop from constitutional monarchy to democratic despotism to
the Napoleonic empire.
5. Discuss how nationalism spread across Europe with Napoleon
but was repressed for a generation under the Congress of Vienna
and Concert of Europe until the Revolutions of 1848.
Blue Print Focus Standards:
“A”Official
indicates
high emphasis
“B” indicates
Draft:
September 13,
2006 medium emphasis
8 Questions
A
Concepts
•
•
•
•
•
•
Equality
Natural rights
Revolution
Tyranny
Nationalism
Empire
Instructional
Days
Traditional
Calendar
18 Days
Concept 6
Calendar
A-Track
19 Days
B-Track
19 Days
C-Track
A
19 Days
*
Four by Four
Calendar
9 Days
A
*
“C” indicates low emphasis
“*” not ranked for emphasis
GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD
Blue Print
Focus
Standards
Standards
10.3 Students analyze the effects of the Industrial Revolution in
England, France, Germany, Japan and the United States.
1. Analyze why England was the first country to industrialize.
2. 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 Bessemer, Louis Pasteur, Thomas
Edison).
3. Describe the growth of population, rural to urban
migration, and growth of cities associated with the
Industrial Revolution.
4. Trace the evolution of work and labor, including the
demise of the slave trade and effects of immigration,
mining and manufacturing, division of labor, and the union
movement.
5. Understand the connections among natural resources,
entrepreneurship, labor, and capital in an industrial
economy.
6. Analyze the emergence of capitalism as a dominant
economic pattern and the responses to it, including
Utopianism, Social Democracy, Socialism, and
Communism.
7. Describe the emergence of Romanticism in art and
literature (e.g., the poetry of William Blake and William
Wordsworth), social criticism (e.g., the novels of Charles
Dickens), and the move away from Classicism in Europe.
Blue Print Focus Standards:
“A”Official
indicates
high emphasis
“B” indicates
Draft:
September 13,
2006 medium emphasis
7 Questions
A
*
*
*
Concepts
•
•
•
•
•
•
•
•
•
•
•
•
Capitalism
Labor union
Pollution
Romanticism
Social
Darwinism
Social reform
Socialism
Urbanization
Entrepreneurship
Communism
Utopianism
Classicism
*
A
*
“C” indicates low emphasis
“*” not ranked for emphasis
Instructional
Days
Traditional
Calendar
17 Days
Concept 6
Calendar
A-Track
12 Days
B-Track
13 Days
C-Track
12 Days
Four by Four
Calendar
10 Days
GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD
Blue Print
Focus
Standards
Standards
10.4 Students analyze patterns of global change in the era of New
Imperialism in at least two of the following regions or countries:
Africa, Southeast Asia, China, India, Latin America and the
Philippines.
1. Describe 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 search for
national hegemony, Social Darwinism, and the missionary impulse;
material issues such as land, resources, and technology).
2. Discuss the locations of the colonial rule of such nations as
England, France, Germany, Italy, Japan, the Netherlands, Russia,
Spain, Portugal, and the United States.
3. 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.
4. Describe the independence struggles of the colonized regions of
the world, including the role of leaders, such as Sun Yat-sen in
China, and the role of ideology and religion.
Blue Print Focus Standards:
“A”Official
indicates
high emphasis
“B” indicates
Draft:
September 13,
2006 medium emphasis
Concepts
•
3 Questions
A
*
•
•
•
•
•
•
•
A
*
“C” indicates low emphasis
•
•
•
Social
Darwinism
Balance of
power
Civil service
Cultural
diffusion
Ethnocentrism
Non-violence
Resource
distribution
Social
Structure
Traditional
Imperialism
Colonization
“*” not ranked for emphasis
Instructional
Days
Traditional
Calendar
10 Days
Concept 6
Calendar
A-Track
9 Days
B-Track
10 Days
C-Track
10 Days
Four by Four
Calendar
5 Days
GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD
Instructional Component 2: Causes and Effects of the First World War and the Rise of Totalitarian
Governments (Standards 10.5, 10.6, 10.7)
Blue Print
Focus
Standards
Standards
10.5 Students analyze the causes and course of the First World
War.
1. Analyze 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."
2. 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).
3. Explain how the Russian Revolution and the entry of the United
States affected the course and outcome of the war.
4. 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.
5. Discuss human rights violations and genocide, including
the Ottoman government's actions against Armenian citizens.
Blue Print Focus Standards:
“A”Official
indicates
high emphasis
“B” indicates
Draft:
September 13,
2006 medium emphasis
7 Questions
*
*
*
Concepts
•
•
•
•
•
•
•
•
•
•
Balance of
power
Alliances
Disarmament
Internationalism
Isolationism
Mass
communication
Militarism
Propaganda
Genocide
Racism
Traditional
Calendar
16 Days
Concept 6
Calendar
A-Track
17 Days
B-Track
13 Days
C-Track
19 Days
Four by Four
Calendar
10 Days
*
*
“C” indicates low emphasis
Instructional
Days
“*” not ranked for emphasis
GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD
Standards
10.6 Students analyze the effects of the First World War.
1. Analyze 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.
2. Describe 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.
3. Understand the widespread disillusionment with prewar
institutions, authorities, and values that resulted in a void that was
later filled by totalitarians.
4. Discuss 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).
Blue Print Focus Standards:
“A”Official
indicates
high emphasis
“B” indicates
Draft:
September 13,
2006 medium emphasis
Blue Print
Focus
Standards
7 Questions
A
Concepts
•
•
•
Disarmament
Total war
Totalitarian
dictatorship
Instructional
Days
Traditional
Calendar
19 Days
Concept 6
Calendar
A-Track
*
14 Days
B-Track
18 Days
*
C-Track
15 Days
Four by Four
Calendar
10 Days
*
“C” indicates low emphasis
“*” not ranked for emphasis
GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD
Blue Print
Focus
Standards
Standards
10.7 Students analyze the rise of totalitarian governments after
the First World War.
1. 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).
2. 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).
3. Analyze the rise, aggression, and human costs of
totalitarian regimes (Fascist and Communist) in Germany,
Italy, and the Soviet Union, noting their common and
dissimilar traits.
Blue Print Focus Standards:
“A”Official
indicates
high emphasis
“B” indicates
Draft:
September 13,
2006 medium emphasis
6 Questions
Concepts
•
•
*
*
*
“C” indicates low emphasis
•
•
•
•
•
•
•
•
•
Authoritarianism
Command
economy /
centralization
Collectivism
Communism
Dictatorship
Genocide
Ideology
Indoctrination
Police state
Racism
Anti-Semitism
“*” not ranked for emphasis
Instructional
Days
Traditional
Calendar
16 Days
Concept 6
Calendar
A-Track
13 Days
B-Track
15 Days
C-Track
16 Days
Four by Four
Calendar
10 Days
GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD
Instructional Component 3: Causes and effects of World War II and the Cold War, Present Day
State of the World (Standards 10.8, 10.9, 10.10, 10.11
Standards
10.8 Students analyze the causes and consequences of World War II.
1. Compare the German, Italian, and Japanese drives for empire in
the 1930s, including the 1937 Rape of Nanking and other atrocities in
China and the Stalin-Hitler Pact of 1939.
2. 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.
3. Identify and locate the Allied and Axis 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.
4. Describe the political, diplomatic, and military leaders during the
war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor
Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas
MacArthur, Dwight Eisenhower).
5. Analyze 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.
6. Discuss the human costs of the war, with particular attention to the
civilian and military losses in Russia, Germany, Britain, United States,
China and Japan.
Blue Print Focus Standards:
“A”Official
indicates
high emphasis
“B” indicates
Draft:
September 13,
2006 medium emphasis
Blue Print
Focus
Standards
7 Questions
A
*
Concepts
•
•
•
•
•
•
•
•
*
•
Racism
Aggression
Anti-Semitism
Appeasement
Expropriation
Occupation
Partition
Nonintervention/
isolationism
Diplomacy
Traditional
Calendar
15 Days
Concept 6
Calendar
A-Track
15 Days
B-Track
15 Days
C-Track
12 Days
Four by Four
Calendar
10 Days
*
A
*
“C” indicates low emphasis
Instructional
Days
“*” not ranked for emphasis
GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD
Blue Print
Focus
Standards
Standards
10.9 Students analyze the international developments in the post-World War
II world.
1. Compare 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.
2. Analyze the causes of the Cold 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 Congo, Vietnam, and Chile.
3. Understand the importance of the Truman Doctrine and Marshall Plan,
which established the pattern for America's postwar policy of supplying
economic and military aid to prevent the spread of Communism and the
resulting economic and political competition in arenas such as Southeast
Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.
4. Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the
subsequent political and economic upheavals in China (e.g., the Great Leap
Forward, the Cultural Revolution, and the Tiananmen Square uprising).
5. Describe the uprisings in Poland (1952), Hungary (1956), and
Czechoslovakia (1968) and those countries' resurgence in the 1970s and
1980s as people in Soviet satellites sought freedom from Soviet control.
6. 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.
7. Analyze 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.
8. Discuss the establishment and work of the United Nations and the
purposes and functions of the Warsaw Pact, SEATO, and NATO, and the
Organization of American States.
Blue Print Focus Standards:
“A”Official
indicates
high emphasis
“B” indicates
Draft:
September 13,
2006 medium emphasis
8 Questions
B
A
Concepts
•
•
•
•
•
•
•
•
•
Partition
Reconstruction
Cold War
Hegemony
Geopolitics
Intolerance
Nuclear
proliferation
Class conflict
Xenophobia
Instructional
Days
Traditional
Calendar
14 Days
Concept 6
Calendar
A-Track
15 Days
B-Track
12 Days
C-Track
A
10 Days
B
Four by Four
Calendar
7 Days
B
A
*
B
“C” indicates low emphasis
“*” not ranked for emphasis
GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD
Blue Print
Focus
Standards
Standards
10.10 Students analyze instances of nation-building in the
contemporary world in two of the following regions or countries: the
Middle East, Africa, Mexico and other parts of Latin America, and
China.
1. Understand the challenges in the regions, including the
geopolitical, cultural, military, and economic significance and the
international relationships in which they are involved.
2. Describe the recent history of the regions, including the political
divisions and systems, key leaders, religious issues, natural features,
resources, and population patterns.
3. Discuss the important trends in the region
today and whether they appear to serve the
cause of individual freedom and democracy.
Blue Print Focus Standards:
“A”Official
indicates
high emphasis
“B” indicates
Draft:
September 13,
2006 medium emphasis
1 Question
*
*
Concepts
•
•
•
•
•
•
•
Apartheid
Autonomy
Developing
world/third
world
Ethnocentrism
Intolerance
Segregation
Xenophobia
Instructional
Days
Traditional
Calendar
7 Days
Concept 6
Calendar
A-Track
8 Days
B-Track
6 Days
C-Track
8 Days
Four by Four
Calendar
3 Days
*
“C” indicates low emphasis
“*” not ranked for emphasis
GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD
Blue Print
Focus
Standards
Standards
10.11 Students analyze the integration of countries into the world
economy and the information, technological, and communications
revolutions (e.g., television, satellites, computers).
Concepts
•
•
1 Question
•
•
Blue Print Focus Standards:
“A”Official
indicates
high emphasis
“B” indicates
Draft:
September 13,
2006 medium emphasis
“C” indicates low emphasis
Environmental
pollution
Global
infrastructure
International
commerce
Market
economy
“*” not ranked for emphasis
Instructional
Days
Integrated with
Standard 10.3
Textbook Correlation for the 10th Grade Standards
STANDARD
Glencoe
Prentice Hall
World History:
Modern Times
World History:
The Modern World
10.1
Chapter:
1
Chapter:
1
10.2
Chapters:
2,3,4
Chapters:
2,3,4,7
10.3
Chapters:
4,5,10
Chapters:
5,6,8
10.4
Chapters:
6,7,10
Chapters:
7,8,9,10
10.5
Chapter:
8,10
Chapter:
8,9,11,13
10.6
Chapter:
8,10
Chapter:
12,13
10.7
Chapters:
8,9,10,11
Chapters:
13
10.8
Chapters:
10,11
10.9
Chapters:
10,12,13
Chapters:
14,15,17,18,19
10.10
Chapters:
14
Chapters:
16,17,18,19
10.11
Chapters:
17
Chapters:
19
Chapters:
12,13,14
CA L I F O R N I A S TA N DA R D S T E S T
World History
Released Test Questions
Introduction - World History–Social Science The following released test questions are taken from the World History–Social Science Standards Test. This test
is one of the California Standards Tests administered as part of the Standardized Testing and Reporting (STAR)
Program under policies set by the State Board of Education.
All questions on the California Standards Tests are evaluated by committees of content experts, including
teachers and administrators, to ensure their appropriateness for measuring the California academic content and
skills standards in World History–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 California Standards Test forms in 2003, 2004, 2005,
2006, 2007, and 2008. First on the pages that follow are lists of the standards assessed on the World History–
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.
NUMBER OF
QUESTIONS
ON EXAM
REPORTING CLUSTER
NUMBER OF
RELEASED
TEST QUESTIONS
1. Development of Modern Political Thought
13
20
2. Industrial Expansion and Imperialism
10
17
3. Causes and Effects of the First World War
14
20
4. Causes and Effects of the Second World War
13
17
5. International Developments in the Post–World War II Era
10
16
TOTAL
60
90
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 World History–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 California Standards Tests, visit the California Department of Education’s
Web site at http://www.cde.ca.gov/ta/tg/sr/resources.asp.
— 1 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
Released Test Questions
REPORTING CLUSTER 1: Development of Modern Political Thought
The following two California content standards (indicated by bold type) are included in Reporting Cluster 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 California World History–Social Science Standards Test.
CALIFORNIA CONTENT STANDARDS IN THIS REPORTING CLUSTER Development of Modern Political Thought
WH10.1 Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
WH10.1.1.
Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of
law, reason and faith, and duties of the individual.
WH10.1.2.
Trace the development of the Western political ideas of the rule of law and illegitimacy of
tyranny, using selections from Plato’s Republic and Aristotle’s Politics.
WH10.1.3.
Consider the influence of the U.S. Constitution on political systems in the contemporary
world.
WH10.2 Students compare and contrast the Glorious Revolution of England, the American
Revolution, and the French Revolution and their enduring effects worldwide on the
political expectations for self-government and individual liberty.
WH10.2.1. Compare the major ideas of philosophers and their effect on the democratic revolutions
in England, the United States, France, and Latin America (e.g., John Locke,
Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas
Jefferson, James Madison).
WH10.2.2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American
Declaration of Independence (1776), the French Declaration of the Rights of Man and
the Citizen (1789), and the U.S. Bill of Rights (1791).
WH10.2.3.
Understand the unique character of the American Revolution, its spread to other parts
of the world, and its continuing significance to other nations.
WH10.2.4.
Explain how the ideology of the French Revolution led France to develop from
constitutional monarchy to democratic despotism to the Napoleonic empire.
WH10.2.5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a
generation under the Congress of Vienna and Concert of Europe until the Revolutions of
1848.
— 2 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
Released Test Questions
REPORTING CLUSTER 2: Industrial Expansion and Imperialism
The following two California content standards (indicated by bold type) are included in Reporting Cluster 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 California World History–Social Science Standards Test.
CALIFORNIA CONTENT STANDARDS IN THIS REPORTING CLUSTER
Industrial Expansion and Imperialism
WH10.3
Students analyze the effects of the Industrial Revolution in England, France,
Germany, Japan and the United States.
WH10.3.1.
Analyze why England was the first country to industrialize.
WH10.3.2. 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 Bessemer, Louis Pasteur, Thomas
Edison).
WH10.3.3.
Describe the growth of population, rural to urban migration, and growth of cities
associated with the Industrial Revolution.
WH10.3.4. 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.
WH10.3.5.
Understand the connections among natural resources, entrepreneurship, labor, and
capital in an industrial economy.
WH10.3.6.
Analyze the emergence of capitalism as a dominant economic pattern and the
responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
WH10.3.7. Describe the emergence of Romanticism in art and literature (e.g., the poetry of William
Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens),
and the move away from Classicism in Europe.
WH10.4 Students analyze patterns of global change in the era of New Imperialism in at
least two of the following regions or countries: Africa, Southeast Asia, China,
India, Latin America and the Philippines.
WH10.4.1. Describe 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 Darwinism, and the missionary impulse;
material issues such as land, resources, and technology).
WH10.4.2.
Discuss the locations of the colonial rule of such nations as England, France, Germany,
Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
WH10.4.3.
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.
WH10.4.4. Describe the independence struggles of the colonized regions of the world, including
the roles of leaders, such as Sun Yat-sen in China, and the role of ideology and
religion.
— 3 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
Released Test Questions
REPORTING CLUSTER 3: Causes and Effects of the First World War
The following two California content standards (indicated by bold type) are included in Reporting Cluster 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 California World History–Social Science Standards Test.
CALIFORNIA CONTENT STANDARDS IN THIS REPORTING CLUSTER
Causes and Effects of the First World War
WH10.5
Students analyze the causes and course of the First World War.
WH10.5.1. Analyze 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.”
WH10.5.2. 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).
WH10.5.3.
Explain how the Russian Revolution and the entry of the United States affected the
course and outcome of the war.
WH10.5.4.
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.
WH10.5.5.
Discuss human rights violations and genocide, including the Ottoman government’s
actions against Armenian citizens.
WH10.6
Students analyze the effects of the First World War.
WH10.6.1. Analyze 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.
WH10.6.2. Describe 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.
WH10.6.3.
Understand the widespread disillusionment with prewar institutions, authorities, and
values that resulted in a void that was later filled by totalitarians.
WH10.6.4.
Discuss 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 California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
Released Test Questions
REPORTING CLUSTER 4: Causes and Effects of the Second World War
The following two California content standards (indicated by bold type) are included in Reporting Cluster 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 California World History–Social Science Standards Test.
CALIFORNIA CONTENT STANDARDS IN THIS REPORTING CLUSTER
Causes and Effects of the Second World War
WH10.7
Students analyze the rise of totalitarian governments after the First World War.
WH10.7.1.
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).
WH10.7.2. 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).
WH10.7.3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and
Communist) in Germany, Italy, and the Soviet Union, noting their common and
dissimilar traits.
WH10.8
Students analyze the causes and consequences of World War II.
WH10.8.1.
Compare the German, Italian, and Japanese drives for empire in the 1930s, including
the 1937 Rape of Nanking and other atrocities in China and the Stalin-Hitler Pact of 1939.
WH10.8.2.
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.
WH10.8.3. Identify and locate the Allied and Axis 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.
WH10.8.4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston
Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini,
Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
WH10.8.5. Analyze 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.
WH10.8.6.
Discuss the human costs of the war, with particular attention to the civilian and military
losses in Russia, Germany, Britain, United States, China and Japan.
— 5 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
Released Test Questions
REPORTING CLUSTER 5: International Developments in the Post-World War II Era
The following three California content standards (indicated by bold type) are included in Reporting Cluster 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 California World History–Social Science Standards Test.
CALIFORNIA CONTENT STANDARDS IN THIS REPORTING CLUSTER
International Developments in the Post-World War II Era
WH10.9
Students analyze the international developments in the post-World War II world.
WH10.9.1. Compare 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.
WH10.9.2. Analyze the causes of the Cold 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
Congo, Vietnam, and Chile.
WH10.9.3. Understand the importance of the Truman Doctrine and the Marshall Plan, which
established the pattern for America’s postwar policy of supplying economic and military
aid to prevent the spread of Communism and the resulting economic and political
competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War),
Cuba, and Africa.
WH10.9.4. Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political
and economic upheavals in China (e.g., the Great Leap Forward, the Cultural
Revolution, and the Tiananmen Square uprising).
WH10.9.5. Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968)
and those countries’ resurgence in the 1970s and 1980s as people in Soviet satellites
sought freedom from Soviet control.
WH10.9.6. 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.
WH10.9.7. Analyze 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.
WH10.9.8.
Discuss the establishment and work of the United Nations and the purposes and functions
of the Warsaw Pact, SEATO, and NATO, and the Organization of American States.
WH10.10 Students analyze instances of nation-building in the contemporary world in two of
the following regions or countries: the Middle East, Africa, Mexico and other parts
of Latin America, and China.
WH10.10.1. Understand the challenges in the regions, including the geopolitical, cultural, military, and
economic significance and the international relationships in which they are involved.
WH10.10.2. Describe the recent history of the regions, including the political divisions and systems,
key leaders, religious issues, natural features, resources, and population patterns.
WH10.10.3. Discuss 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 California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
Released Test Questions
CALIFORNIA ANALYSIS SKILLS STANDARDS FOR WORLD HISTORY
History and Social Science Analysis Skills (World History)
Chronological and Spatial Thinking
CS1.
Students compare the present with the past, evaluating the consequences of past
events and decisions and determining the lessons that were learned.
CS2.
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.
CS3.
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.
CS4.
Students relate current events to the physical and human characteristics of places and
regions.
Historical Research, Evidence, and Point of View
HR1.
Students distinguish valid arguments from fallacious arguments in historical
interpretations.
HR2.
Students identify bias and prejudice in historical interpretations.
HR3.
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.
HR4.
Students construct and test hypotheses; collect, evaluate, and employ information from
multiple primary and secondary sources; and apply it in oral and written presentations.
Historical Interpretation
HI1.
Students show the connections, causal and otherwise, between particular historical
events and larger social, economic, and political trends and developments.
HI2.
Students recognize the complexity of historical causes and effects, including the
limitations of determining cause and effect.
HI3.
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.
HI4.
Students understand the meaning, implication, and impact of historical events while
recognizing that events could have taken other directions.
HI5.
Students analyze human modifications of a landscape, and examine the resulting
environmental policy issues.
HI6.
Students conduct cost/benefit analyses and apply basic economic indicators to analyze
the aggregate economic behavior of the U.S. economy.
At least twenty-five percent of the content questions must include an element of the skills standards.
— 7 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
1
�
Released Test Questions
Jewish and Christian beliefs differ from the
Greco-Roman tradition in matters concerning
the importance of
A
the role of law.
B
individual morality.
C
belief in one God.
D
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. . . .
—Aristotle
CSD00101
2
�
Who believed that in an ideal society the
government should be controlled by a class of
“philosopher kings”?
Which feature of modern Western democratic
government reflects Aristotle’s views as given
above?
A
Muhammad
B
Plato
A the direct election of members of the
legislature
C
Lao-tzu
B the power of the courts to review the law
D
Thomas Aquinas
C the granting of emergency powers to the chief
executive
CSD00293
D the requirement that government actions must
adhere to the law
CSD00311
4
�
Which of the following is a concept from
classical Athens that is central to Western
political thought today?
A Individuals should fight against nature and
society to achieve greatness.
B Individual achievement, dignity, and worth
are of great importance.
C Individual recognition impedes societal
progress.
D Individuals play an insignificant role in
shaping ideas, society, and the state.
CSD00366
— 8 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
Released Test Questions
5
�
7
�
. . . for the administration of justice . . . is
the principle of order in political society.
—Aristotle, Politics
From Aristotle’s statement above, it can be
inferred that
A
monarchs protect citizens from tyranny.
B
only elected officials should impose laws.
C
laws maintain the stability of the nation.
D
majority rule ensures a stable government.
When a country’s constitution requires the
branches of government to remain independent
of each other, it is adhering to the constitutional
principle of
A
popular sovereignty.
B
separation of powers.
C
federalism.
D
direct democracy.
CSV21742
8
�
The English philosopher John Locke argued
that life, liberty, and property are
A natural rights that should be protected by
government.
B political rights to be granted as determined
by law.
CSV21226
6
�
C economic rights earned in a capitalistic
system.
From the Constitution of Japan
We, the Japanese people, acting
through our duly elected representatives
in the National Diet, 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. . . .
D social rights guaranteed by the ruling class.
CSD00456
Which of these is a source for the ideas outlined
in the Japanese Constitution?
A
Charter of the United Nations
B
legal writings of Thomas Hobbes
C
writings on constitutions by Voltaire
D
United States Constitution
CSD00151
— 9 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
Released Test Questions
9
�
11
�
. . . 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.
Natural Rights Philosophy
Emphasizes individual rights to life,
liberty and property.
What document best exemplifies the natural
rights philosophy described above?
—Virginia Declaration of Rights, 1776
Which philosopher’s ideas were the basis for
this quotation from the Virginia Declaration of
Rights?
A
The Communist Manifesto
B
Plato’s Republic
C
Luther’s Ninety-five Theses
D
The Declaration of Independence
CSH10067
12
�
A
Charles-Louis Montesquieu
B
Jean-Jacques Rousseau
C
John Locke
A
It created a two-house parliament.
D
Voltaire
B
It extended voting rights.
C
It provided for a bill of rights.
D
It limited the power of the monarch.
CSV40001
10
�
Use the following information to answer the
question below.
Both the United States Declaration of
Independence and the French Declaration of
the Rights of Man emphasized the idea that
governments must
How did the Magna Carta (1215) contribute to
the development of the English government?
CSV21399
13
�
A
guarantee economic prosperity.
B
protect the rights of people.
C
support established religious beliefs.
D
operate on a system of checks and balances.
In which of the following documents is the
principle of limitation of governmental power
first stated?
A
Magna Carta
B
Declaration of Independence
C
English Bill of Rights
D
French Declaration of the Rights of Man and
the Citizen
CSD00120
CSF10330
— 10 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
Released Test Questions
14
�
17
�
Unlike the French Revolution, the American
Revolution produced
A
women’s suffrage.
B
short-term military rule.
C
strategic alliances.
D
a lasting constitution.
When members of the Third Estate took the
Tennis Court Oath (1789) at the start of the
French Revolution, they were attempting to
A
establish a military government.
B
draft a new national constitution.
C
restore the king to power.
D
persuade Napoleon to take power.
CSD00212
�
15
CSV21666
Which leader was inspired by the ideas of the
American Revolution and the Enlightenment to
lead the liberation of much of South America
from Spain?
18
�
Which of these first demonstrated that popular
protest would play a role in the French
Revolution?
A
Simón Bolívar
A
the reign of the Committee of Public Safety
B
Padre Miguel Hidalgo
B
the trial of Louis XIV
C
José Martí
C
the fall of the Bastille
D
Antonio López de Santa Anna
D
the Civil Constitution of the Clergy
CSD00231
CSF10352
16
�
The principles of the American Revolution and
the French Revolution are similar in many
ways. Which of the following best summarizes
their similarities?
A
Both favored representative governments.
B
Both limited voting rights to an economic
elite.
C
Both retained certain hereditary rights for
aristocrats.
D
Both supported equal rights for women.
CSD10031
19
�
What was one factor that enabled Napoleon to
seize control of France?
A
the weakness of the French government
B
the endorsement by foreign governments
C
the support Napoleon received from French
aristocrats
D
the strong democratic reforms Napoleon
advocated
CSV21670
20
�
Between 1815 and 1848, the Congress of
Vienna and the Concert of Europe suppressed
nationalism by
A
ensuring a balance of power between nations.
B
promoting democratic institutions.
C
sharing colonies among the great powers.
D
establishing international economic ties.
CSD10026
— 11 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
21
�
Released Test Questions
23
�
The agricultural changes which took place in
England during the 1600s contributed to
England’s later industrial development by
A
strengthening the importance of the family
farm.
B
breaking large estates into smaller farms.
C
encouraging city dwellers to return to
farming.
D
producing more food with fewer workers.
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.
CSD00130
22 �
Louis Pasteur’s research into germ theory in the
nineteenth century is significant because it
—Charles Dickens, Hard Times, 1854
A created safety standards for machine workers.
B led to techniques that increase crop
production.
The historical era most likely referred to in this
quotation is the
C identified the importance of vitamins to
nutrition.
A
Industrial Revolution.
D proved that cleanliness helps to prevent
infections.
B
Great Awakening.
C
French Revolution.
D
Enlightenment.
CSV23431
CSF10080
— 12 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
Released Test Questions
24
�
26
�
Population (in thousands)
Population of Birmingham,
England (1801–1851)
300
250
200
150
To increase production output during the
Industrial Revolution, businesses primarily
invested in
A
workers’ wages.
B
machinery.
C
training.
D
marketing.
CSV21628
27
�
100
50
In the mid-1700s, how did trade contribute to
the early growth of an industrial economy in
Great Britain?
A It allowed the British to educate their
workforce.
0
1801 1811 1821 1831 1841 1851
Census Year
B It provided funds to pay high wages to the
new labor class.
Source: HM Records Office
C It enabled British merchants to hire skilled
foreign laborers.
What historical trend was most responsible for
the change in Birmingham’s population shown
above?
A
immigration from the colonies
B
industrial growth
C
improvements in urban health care
D
famine in rural areas
D It gave British entrepreneurs the capital
needed to open new factories.
CSV20411
28
�
CSV22998
25 �
The American Civil War decreased Europe’s
supply of cotton from the American South.
What did the Europeans do to maintain the
flow of this natural resource for their textile
industries?
A European factory owners agreed to pay a
higher price for American cotton.
In the nineteenth century, labor unions
developed mostly in response to
B European factory owners supported abolition
of slavery to end the Civil War.
A
increasing unemployment.
B
government ownership of businesses.
C
wages and working conditions.
D
racial and gender discrimination.
C European factory owners turned to Egypt and
India as new sources of cotton.
D European governments intervened militarily to
force the resumption of the trade in cotton.
CSE10021
CSV21254
— 13 —
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based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
29
�
Released Test Questions
What late-eighteenth-century European artistic
movement arose as a reaction against
Classicism’s emphasis on reason?
A
impressionism
B
realism
C
romanticism
D
surrealism
32
�
A Agricultural advances increased the
population and forced Japan to look for new
land.
B Japanese trade wars against the United States
removed regional competition for colonies.
C Industrialization allowed Japan to expend
resources on military and colonial expansion.
CSV20613
30 �
D The Japanese were forced to acquire colonies
in Asia when European trade was banned.
The social criticism of Charles Dickens’s
novels Hard Times and David Copperfield was a
response to conditions brought about by
A
colonial conflicts.
B
industrialization.
C
unionization.
D
parliamentary reforms.
Economically, what enabled Japan to become a
colonial power after 1894?
CSE10010
33 �
In the late nineteenth century, the British
commonly referred to the Suez Canal in Egypt
as the “Lifeline of the Empire” because it
A held large deposits of coal needed by British
industries.
CSV20614
31 �
B provided a strategic shipping route to British
colonies.
At the end of the 1800s, colonies were generally
seen as a
A
place to banish criminals.
B
sign of a country’s relative power.
C
location to train military forces.
D
method for suppressing nationalism.
C served as a ship-building center for the British
navy.
D irrigated several cash crops in the British
colonies.
CSV23487
CSD00279
34
�
In 1900, anti-foreign sentiment in China led to
an uprising known as the
A
Nian Rebellion.
B
Boxer Rebellion.
C
Taiping Rebellion.
D
Sepoy Rebellion.
CSV21616
— 14 —
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based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
Released Test Questions
35
�
The collapse of the last Chinese Empire in 1912
was caused by the imperial government’s
failure to
A
control foreign influence.
B
educate the masses.
C
enter into alliances with other nations.
D
repel communist guerrillas.
38
�
A to protect their colonies from invasion by
other nations
B to develop an economic alliance based on
open markets
C to suppress minority nationalists in their own
countries
CSV20273
36
�
D to respond to the increased military power of
Germany
Mohandas Gandhi used his philosophy of
nonviolent noncooperation in an effort to
A
form a Marxist government in India.
B
convince his fellow Indians to support the Allies in World War II.
C
persuade Pakistanis to separate from India.
D
achieve India’s independence from Great
Britain.
CSF10184
39 �
B nations would be protected from economic
exploitation.
C colonization of undeveloped nations would
cease.
37 By 1914, Ethiopia and Liberia were the only
two African countries to
A
establish democratic governments.
B
develop industrial economies.
C
retain their independence.
D
colonize other nations.
According to some historians, Europe’s
system of alliances prior to 1914 increased the
likelihood that
A democratic ideals would spread throughout
the continent.
CSV20421
�
Why did Great Britain, France, and Russia
form the Triple Entente in 1907?
D small disputes would develop into large-scale
wars.
CSV20362
40 �
CSV22485
During World War I, U.S. propaganda posters
often portrayed German soldiers as
A
honorable opponents.
B
violators of human rights.
C
unbeatable enemies.
D
liberators of oppressed peoples.
CSV21410
— 15 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
41
�
Released Test Questions
One major reason for the tension between
France and Germany before World War I was
that
44
�
A address U.S. troop deployments in France.
A France had begun to surpass Germany in
industrial output.
B strengthen the defense of Germany’s colonies
in Africa.
B Germany wanted to join the Triple Entente
with Great Britain.
C neutralize Great Britain’s naval control of the
North Sea.
C Germany controlled French access to the
North Sea.
D avoid the problem of fighting Allied powers
on two fronts.
D France wanted to regain lands previously
seized by Germany.
CSD10094
45 �
CSV21412
42 �
Great Britain’s stated reason for declaring war
on Germany in 1914 was the
�
How did Russia’s participation in World War I
affect its empire?
A A string of decisive military victories gained
land from the Central Powers.
A
French attacks on German colonies. B
U.S. entry into the war.
B Russia’s sale of supplies to its western allies
strengthened its economy.
C
Serbian assassination of Archduke Franz Ferdinand.
C The czar adopted the reforms necessary to
win the support of the Russian people.
D
German invasion of Belgium.
D Economic hardships brought on by the war
resulted in the downfall of the czar.
CSV22784
43
The Schlieffen Plan was designed by the
German military to
CSF10285
Why did most of the combat on the Western
Front in World War I take place in a relatively
small area?
46 �
Which of the following most affected the course
and outcome of World War I?
A There is only a small amount of flat land in
all of Europe.
A Allied withdrawal from the Turkish peninsula
of Gallipoli
B The armies became immobile because of
trench warfare.
B British victories in the Sinai that secured the
Suez Canal
C Each side cut off the fuel supply of the other.
C American military and financial intervention
in the war
D Germany’s military tactics were based on
“static warfare.”
D the switch in allegiance of Italy from the
Central Powers to the Allies
CSD00285
CSF10086
— 16 —
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CA L I F O R N I A S TA N DA R D S T E S T
World History
Released Test Questions
47
�
One contribution of overseas colonies to the
Allied effort during World War I was that they
provided
50
�
A large numbers of soldiers to reinforce the
Allied armies.
B protected sites for new Allied industrial
factories.
C most of the agricultural labor in the Allied
nations.
D places of refuge for displaced Allied civilian
populations.
CSV20424
48 �
a lasting and just peace.
B
determining war reparations.
C
expanding colonial empires.
D
punishing aggressor nations.
A
to gain territory from Austria-Hungary
B
to assume control of Austria’s industries
C
to guarantee the partition of Germany
D
to gain possession of Austria’s overseas
colonies
CSF10008
51 �
President Wilson said that his Fourteen Points
would provide a framework for
A
What aim did Italian leader Vittorio Orlando
have during the creation of the Treaty of
Versailles?
What basic idea was shared by both Britain and
France at the Paris Peace Conference in 1919?
A Italy should give up its colonies in Africa.
B Germany should be divided into occupation
zones.
C German military power should be permanently
restricted.
D The Central Powers should divide the cost of
the war equally.
CSV20828
CSD00137
49
�
A major goal of France and Great Britain at
the Conference of Versailles following World
War I was to
A
create a politically unified Europe.
B
keep Germany from rebuilding its military
forces.
C
restore pre-war imperial governments to
power.
D
help Germany rebuild its industrial economy.
CSD00319
— 17 —
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based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
52
�
Released Test Questions
Use the information to answer the question that follows.
Southwest Asia and Northeast Africa, 1922–1934
A
C
D
B
After World War I, the territories of the Ottoman Empire in Southwest Asia were partitioned. Into which
area did nearly 400,000 Jewish people immigrate between 1919 and 1941?
A
A
B
B
C
C
D
D
CSF10288
— 18 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
Released Test Questions
Europe Before World War I
Europe After World War I
N
FINLAND
AY
RW
NO
ESTONIA
W
North Sea
ED
EN
53
�
W
S
E
LATVIA
Baltic
Sea
DENMARK
S
LITHUANIA
NETHERLANDS
U. K.
GERMANY
GERMANY
BELGIUM
FRANCE
LUXEMBOURG
SOVIET
UNION
POLAND
CZ
EC H
OSLOV
AKIA
IA
Y
AUSTR HUNGAR
ROMANIA
SWITZERLAND
YUGOSLAVIA
ITALY
BULGARIA
SPAIN
ALBANIA
Mediterranean Sea
GREECE
New Nations
A comparison of the two maps indicates that one of the results of the war and the peace treaty was the
A
partitioning of Germany into zones of occupation.
B
dismemberment of the Austrian-Hungarian Empire.
C
shift of the balance of power from Western to Southern Europe.
D
new dominant role for Russia in Eastern Europe.
CSD00176
54
�
The collapse of the Russian and AustroHungarian empires during World War I
contributed directly to the
A
formation of the European Union.
B
start of the Cold War.
C
development of the Marshall Plan.
D
creation of new nations in Eastern Europe.
55
�
CSV23490
One way fascist leaders in the 1920s and 1930s
gained popular support was by
A
promising to maintain peace with other
countries.
B
attracting foreign investment for industrial
development.
C
limiting military influence in the government.
D
appealing to national pride.
CSV21292
— 19 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
56
�
Released Test Questions
The Nazis blamed most of Germany’s pre–
World War II social and economic problems on
Jews and the
A
communists.
B
military.
C
industrialists.
D
Catholics.
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,
Decree of November 14th, 1919
CSV20609
57 �
The excerpt above describes Lenin’s method for
dealing with those who opposed
Authors Ernest Hemingway and F. Scott
Fitzgerald are identified with
A
the lost generation.
B
romanticism.
C
the classical era.
D
naturalism.
A
Russian involvement in World War I.
B
the establishment of a communist government.
C
technological advances in industry.
D
the implementation of a market economy.
CSV21462
CSV20429
58
�
61 �
How did the Cheka (secret police) help Lenin
gain control of Russia?
Stalin’s “Great Purge” from 1934 to 1939
A eliminated the army’s dominance in state
decisions.
A
They infiltrated the Czar’s army.
B
They organized the redistribution of the land.
B expanded Soviet agriculture at the expense of
industry.
C
They used terror tactics against the enemies of Bolshevism.
C brought about the death of millions of people.
D
They negotiated peace with Germany.
D replaced agricultural workers with
technology.
CSD00463
59
�
CSD00252
62 �
Lenin hoped that the Russian Revolution of
1917 would
A inspire the Russians to continue the European
war effort.
B incite similar socialist rebellions throughout
Europe.
C persuade the combatants in Western Europe to
sign an armistice.
In the struggle to gain control of the Soviet
Union in the 1920s, Stalin’s chief political rival
was
A
Kerensky.
B
Bukharin.
C
Romanov.
D
Trotsky.
D counter U.S. military presence in Eastern
Europe.
CSF10181
CSV21463
— 20 —
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based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
Released Test Questions
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?
A
individualism
B
freedom
C
human dignity
D
aggression
In 1939, France and Great Britain declared war
on Germany as a direct result of the German
A
annexation of Austria.
B
occupation of the Rhineland.
C
seizure of the Sudetenland.
D
invasion of Poland.
CSF10182
67 �
CSD00338
64 �
66
�
Both the Italian Fascists and the German Nazis
gained power partly because they
A had the support of an electoral majority of
their nations’ peoples.
B carefully followed accepted democratic
political practices.
Which nation sought to establish the Greater
East Asia Co-Prosperity Sphere between 1931
and 1945?
A
Japan
B
India
C
China
D
Korea
C used terror tactics against political opponents.
CSV23212
68
�
D represented the ideas of compromise and
prudent government.
Use the following information to answer the
question.
CSD00155
65 �
Which of the following does not describe
Hitler’s Germany, Mussolini’s Italy, and
Stalin’s Russia?
A
They were all totalitarian governments.
B
Political opponents were killed in each state.
C
All three nations wanted to expand their borders.
My good friends, for the second time in
our history, a British 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 Chamberlain, April 30, 1938
(following his return from the
Munich Conference)
D Marxist principles governed all economic
activity.
The statement reflects the British belief that
which of the following policies would prevent
another war?
CSD00113
A
containment
B
isolation
C
reparation
D
appeasement
CSF10026
— 21 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
69
�
Released Test Questions
Following the United States’ entry into World
War II, American and British leaders decided
that their highest priority would be to
A
recapture Pacific possessions lost to the
Japanese.
B
invade Europe and defeat Germany.
C
send armies to the Russian Front to help the
Soviet Union.
D
strike directly at the Japanese home islands.
CSD00124
70
�
72
�
Early in World War II, Allied leaders decided
that the enemy they had to defeat first was
A
the Ottoman Empire.
B
the Soviet Union.
C
Imperial Japan.
D
Nazi Germany.
CSV22452
73
�
Yesterday, December 7, 1941—a date
which will live in infamy . . .
Why did Hitler sign a non-aggression treaty
with Stalin on the eve of World War II?
A to prevent the League of Nations from acting
to stop the war
—from a speech by President
Franklin D. Roosevelt to Congress
B to show that Hitler had changed his views on
communism
The purpose of Roosevelt’s speech was to
persuade Congress to
C to allow Germany to invade Poland without
Soviet opposition
D to insure that Germany had direct access to
the Baltic Sea
CSD00197
71 �
One major purpose of the Yalta Conference in
1945 was to decide
A
end all trade with Japan.
B
declare war on Japan.
C
condemn Japan’s aggression in China.
D
support dropping an atomic bomb on Hiroshima.
CSV23019
A
when to open the second front against
Germany.
B
where to launch the final invasion of Japan.
C
how to restructure Europe after the war.
D
which countries to include in the United
Nations.
74 �
Which of the following countries suffered high
civilian and military casualties because it was
invaded and partially occupied during World
War II?
A
Great Britain
B
the Soviet Union
C
the United States
D
Japan
CSV20497
CSV21313
— 22 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
Released Test Questions
75
�
Which of these is the main reason that Poland,
Czechoslovakia, Hungary, and Romania
became satellites of the Soviet Union?
A
a competition for political influence over
other countries
B The people in each country voted in free
elections to ally with the Soviets.
B
direct, armed conflict between the two
nations
C The Soviet army occupied these areas at the
end of World War II.
C
a deep reduction in military expenditures
D
the founding of the United Nations
CSF10222
79 �
CSD00115
The economic recovery of Japan following
World War II focused primarily on
A rebuilding its military and weapons
capabilities.
B exporting raw materials in exchange for
consumer goods.
U.S. intervention in Vietnam came as a result of
the Cold War policy of
A
détente.
B
brinkmanship.
C
appeasement.
D
containment.
CSV21487
C developing an agricultural economy and
marine resources.
D developing industry and an export economy.
80
�
What was one major goal of the Soviet Union
during the early years of the Cold War?
A
to establish a competitive market economy
B
to create a defensive buffer zone in Eastern
Europe
A England and France increased their overseas
colonial possessions.
C
to expand individual liberties in the Baltic
republics
B The communists gained control over most of
Western Europe.
D
to attract foreign economic investments
CSV23507
�
Which of the following was a primary cause of
the Cold War between the United States and
the Soviet Union?
A These areas were given to the Soviet Union
by a League of Nations mandate.
D Hitler surrendered control of these areas to
the Soviet Union at the end of the war.
76 �
78
�
77 What was one outcome of World War II?
C Japan and Germany became dominant military
powers in their regions.
D The Soviet Union emerged as an international
superpower.
CSV23517
— 23 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CSV20038
CA L I F O R N I A S TA N DA R D S T E S T
World History
81
�
Released Test Questions
83
�
Use the information below to complete the
statement that follows.
A an attempt by leaders in communist Hungary
to withdraw from the Warsaw Pact
One way of life is based upon the will of
the people, and is distinguished by . . .
freedom from political oppression.
B the creation of East Germany as a separate
Soviet military occupation zone
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.
Monroe Doctrine.
B
New Frontier.
C
Truman Doctrine.
D
Good Neighbor Policy.
C an invasion of South Korea by armed
communist forces from North Korea
D the installation in Cuba of Soviet offensive
intermediate-range missiles
CSV23523
This quote from a speech delivered in 1947
forms part of the rationale for the
A
84
�
• began as a writers’ protest
When the United States sent military aid
to African governments to help them resist
communism, it was continuing a foreign policy
first asserted in the
A
Marshall Plan.
B
Potsdam Agreement.
C
Truman Doctrine.
D
Teheran Conference.
Use the following information to answer the
question.
Events of 1968
CSV20103
82 �
What crisis brought the Soviet Union and the
United States to the brink of nuclear war in
1962?
• hard-line Communist 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 Communists to
power
In what country did the events being described
above take place?
CSV21316
A
Czechoslovakia
B
Yugoslavia
C
Hungary
D
Poland
CSF10048
— 24 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
Released Test Questions
85 �
88
�
The Soviet Union dealt with uprisings in
Poland, Hungary, and Czechoslovakia during
the 1950s and 1960s by
A
formation of the North Atlantic Treaty
Organization.
crushing the uprisings with military force.
B
start of the Communist revolution in Cuba.
permitting greater democratic reforms in
government.
C
U.S. development of the hydrogen bomb.
D
UN intervention in Korea.
A
taking over direct rule of these countries.
B
C
D
privatizing industrial enterprises.
CSV22556
CSD00141
�
86 The Arab oil embargo against the United States
89
�
in 1973 was initiated because of U.S. support
for
A
Egypt in the Suez Crisis.
B
Iraq in its conflict with Iran.
C
Israel in the Yom Kippur War.
D
Greece in its conflict with Turkey.
1.
2.
3.
4.
Technological innovations
Production of nuclear power
Religious and ethnic conflict
Existence of vast oil reserves
During the twentieth century, which factors
from this list have made the Middle East
significant to the rest of the world?
CSV20016
87 �
The Warsaw Pact was developed in 1955 as a
response to the
NATO was created in order to
A
1 and 2
A develop goodwill between Eastern and
Western Europe.
B
3 and 4
C
1 and 3
B encourage diplomatic solutions to regional
problems in North Africa.
D
2 and 4
CSV40219
C facilitate regional economic development in
North America.
D create a unified military defense between the
U.S. and Western Europe.
90
�
CSD00193
In India and Pakistan, feelings of nationalism
are intertwined with religious conflict between
A Buddhists and Hindus.
B Christians and Muslims.
C Taoists and Buddhists.
D Muslims and Hindus.
CSD00112
— 25 —
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based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
Released Test Questions
Question Number
Correct Answer
Standard
Skills
1
C
WH10.1.1
2007
2
B
WH10.1.2
2003
3
D
WH10.1.2
4
B
WH10.1.2
5
C
WH10.1.2
HR 4
2008
6
D
WH10.1.3
HI 1
2003
7
B
WH10.1.3
2006
8
A
WH10.2.1
2005
9
C
WH10.2.1
10
B
WH10.2.2
2003
11
D
WH10.2.2
2006
12
D
WH10.2.2
2007
13
A
WH10.2.2
14
D
WH10.2.3
2004
15
A
WH10.2.3
2004
16
A
WH10.2.3
2005
17
B
WH10.2.4
2005
18
C
WH10.2.4
2004
19
A
WH10.2.4
2008
20
A
WH10.2.5
2007
21
D
WH10.3.1
HI 3
2003
22
D
WH10.3.2
HI 1
2006
23
A
WH10.3.3
HR 4
2004
24
B
WH10.3.3
HI 1
2007
HI 1
Year of Release
2003
2005
HR 4
HI 3
2008
2008
25
C
WH10.3.4
2006
26
B
WH10.3.5
2006
27
D
WH10.3.5
2007
28
C
WH10.3.5
2008
29
C
WH10.3.7
2004
30
B
WH10.3.7
2007
31
B
WH10.4.1
2003
32
C
WH10.4.1
2005
33
B
WH10.4.2
2008
34
B
WH10.4.3
2004
35
A
WH10.4.4
2004
— 26 —
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based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
Released Test Questions
Question Number
Correct Answer
Standard
Skills
36
D
WH10.4.4
2005
37
C
WH10.4.4
2006
38
D
WH10.5.1
2004
39
D
WH10.5.1
40
B
WH10.5.1
41
D
WH10.5.1
HI 2
2007
42
D
WH10.5.1
HI 1
2008
43
B
WH10.5.2
HI 2
2003
44
D
WH10.5.2
45
D
WH10.5.3
46
C
WH10.5.3
2005
47
A
WH10.5.4
2006
48
A
WH10.6.1
2003
49
B
WH10.6.1
2003
50
A
WH10.6.1
2005
51
C
WH10.6.1
2008
52
C
WH10.6.2
2005
53
B
WH10.6.2
2007
54
D
WH10.6.2
2008
55
D
WH10.6.3
2006
56
A
WH10.6.3
2007
57
A
WH10.6.4
2004
58
C
WH10.7.1
2003
59
B
WH10.7.1
2006
HI 2
Year of Release
2006
2007
2005
HI 2
HI 3
2004
60
B
WH10.7.1
61
C
WH10.7.2
2003
62
D
WH10.7.2
2007
63
D
WH10.7.2
2008
64
C
WH10.7.3
2004
65
D
WH10.7.3
2005
66
D
WH10.8.1
67
A
WH10.8.1
2006
68
D
WH10.8.2
2005
69
B
WH10.8.3
HI 4
2003
70
C
WH10.8.3
HI 3
2003
HI 2
2007
2004
— 27 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T
World History
Question Number
Released Test Questions
Correct Answer
Standard
Skills
Year of Release
71
C
WH10.8.3
2005
72
D
WH10.8.3
2007
73
B
WH10.8.4
2008
74
B
WH10.8.6
2006
75
C
WH10.9.1
76
D
WH10.9.1
77
D
WH10.9.1
78
A
WH10.9.2
2005
79
D
WH10.9.2
2006
80
B
WH10.9.2
2007
81
C
WH10.9.3
2004
82
C
WH10.9.3
2006
83
D
WH10.9.3
2008
84
A
WH10.9.5
2005
85
B
WH10.9.5
2008
86
C
WH10.9.6
2004
87
D
WH10.9.8
88
A
WH10.9.8
2007
89
B
WH10.10.1
2008
90
D
WH10.10.2
2003
HI 2
2004
2006
HI 3
HI 3
2008
2003
— 28 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2009 California Department of Education.
CST REVIEW
CLUSTER 1: DEVELOPMENT OF MODERN POLITICAL THOUGHT (Standards 10.1-10.2)
ROOTS OF DEMOCRACY
Contributors
Greeks
Romans
Judaism
Christianity
Renaissance
Reformation
Contributions
Reason & intelligence to discover natural laws; development of direct democracy, 3
branches of government
Republic & written legal code that applies equally to all citizens
Emphasis on individual morality
Equality of believers
Growth of individualism
Challenging of traditional authority
MAJOR IDEAS OF THE ENLIGHTENMENT AND THEIR IMPACT
Idea
Natural rights—life,
liberty, and property
Right to rebel
Thinker
Locke
Locke
Separation of powers
Montesquieu
Freedom of thought
and expression
Voltaire
Abolishment of torture
Beccaria
Religious freedom
Voltaire
Women’s equality
Wollstonecraft
Social contract
Hobbes
Legitimate power
comes from the people
Rousseau
Impact
Fundamental to U. S. Declaration of
Independence
Fundamental to U. S. Declaration of
Independence/American Revolution
France, United States, Latin American
nations use separation of powers in new
constitutions
Guaranteed in U.S. Bill of Rights, &
French Declaration or Rights of Man,
European monarchs reduce or eliminate
censorship
Guaranteed in U.S. Bill of Rights, torture
outlawed or reduced in nations of Europe
and the Americas
Guaranteed in U.S. Bill of Rights &
French Declaration of Rights of Man;
European monarchs reduce persecution
Women’s rights groups form in Europe &
North America
The use of a periodic, consistent vote
Fundamental to U.S. Declaration of
Independence, U.S. Constitution &
American Revolution
Book
Two Treatises on
Government
Two Treatises on
Government
The Spirit of Laws
Ideas contained in
more than 70
books & essays
On Crimes and
Punishments
Idea contained in
more than 70
books & essays
A Vindication of
the Rights of
Women
Leviathan
The Social
Contract
French Revolution
Causes of Revolution: Prioritize the list
Heavy taxes
Desire for privileges
Poor harvest & high bread prices
Gap between rich & poor
Poor leadership
Government debt
Enlightenment ideas
Timeline of Events:
Assembly creates a constitution
War with Austria begins when Austria offers support for Louis XVI
War goes badly for the French and mobs rule Paris
King is Executed
Reign of Terror begins as radicals take over the government
Terror ends as moderates gain control
CST REVIEW
Add the dates
French Legislative Assembly
Radicals
Moderates
•Sat on the left side of the hall;
• sat in the center of the hall &
were called left-wring & said to be
were called centrists
on the left
• wanted some changes in
•Opposed the king & the idea of a
government, but as many as the
monarchy
radicals
•Wanted sweeping changes in
government & proposed that
common people have full power in a
republic
Conservatives
• sat on the right side of the hall;
were called the right-wring & said to
be on the right
• upheld the idea of a limited
monarchy
• wanted few changes in
government
Question: After the French rejected the king’s absolute control, they struggled to create a more democratic government.
However, in 1793, Robespierre became a dictator. What caused this to happen?
Answer: War, economic problems, and struggling political factions caused confusion. People needed stability and
leadership; Robespierre’s strong personality filled the vacuum.
Below is a chart of dates and events in Napoleon’s career. For each event, draw an arrow up or down to show
whether Napoleon lost or gained power because of it.
Defense of
National
Convention
Coup
Emperor
Winning
Battles
Trafalgar
Large
Empire
Russia
Elba
Waterloo
1795
1799
1804
1805
1805
1810
1812
1814
1815
Napoleon’s Journey to Emperor
1789 – French Revolution breaks out
1795 – Napoleon defeats royalist rebels
1796 – to 1799 – Napoleon wins many victories
1799 – Napoleon seizes power from the Directory
1800 – New constitution gives Napoleon all real power
1804 – Napoleon crowned emperor
CST REVIEW
Napoleon Brings Order After the Revolution
The Economy
Government & Society
Less government corruption
Equal opportunity in
government
Goals of the Revolution
Equal taxation
Lower inflation
Napoleon’s
Actions
Set up fairer tax code
Set up national bank
Stabilized currency
Gave state loans to
business
Appointed officials by merit
Fired corrupt officials
Created lycees (public schools)
Created code of laws
Results
Equal taxation
Stable economy
Honest, competent officials
Equal opportunity in
government
Public education
Napoleon’s Mistakes
Continental system
Peninsula War
Russian invasion
Religion
Less powerful Catholic
Church
Religious tolerance
Recognized Catholicism as
“faith of Frenchmen”
Signed concordat with
pope
Retained seized church
lands
Religious tolerance
Government control of
church lands
Government recognition of
church influence
Effects on Empire
Weakening of France
Great loss of life & prestige
Loss of much of army
Metternich’s Plan at Congress of Vienna
Problem
French aggression
Solution
Surrounding France with strong countries
Power struggles between countries
Creating a balance of power so that no country can
dominate others
Lack of legitimate leaders
Restoring royal families to their thrones
CST REVIEW
Revolution
Glorious
Causes
Hopes
Outcome
The French Revolution
and Napoleon
Long-Term Causes
*Enlightenment-ideas-liberty
American
and equality
*Example furnished by the
American Revolution
*Social and economic injustices
of the Old Regime
French
Immediate Causes
*Economic crisis-famine and
government debt
*Weak leadership
*Discontent of the Third Estate
Revolution
* Fall of the Bastille
* National Assembly
* Declaration of the
Rights of Man and
a new constitution
Immediate Effects
* End of the Old Regime
* Execution of monarchs
* War with the First Coalition
* Reign of Terror
* Rise of Napoleon
Long-Term Effects
* Conservative reaction
* Decline in French power
* Spread of Enlightenment ideas
* Growth of nationalism
* Rise of international
Organizations (Congress of
Vienna)
* Revolutions in Latin America
CST REVIEW
CLUSTER 1 VOCABULARY
Standard 10.1
CLUSTER 1 VOCABULARY
Standard 10.2
Students relate the moral and ethical principles in ancient
Greek and Roman philosophy, in Judaism, and in
Christianity to the development of Western political
thought.
Students compare and contrast the Glorious Revolution
of England, the American Revolution, and the French
Revolution and their enduring effects world wide on the
political expectations for self-government and individual
liberty.
citizen
Bill of Rights
common law
constitutional monarchy
constitutional monarchy
Declaration of Independence
democracy
divine right
direct democracy
English Bill of Rights
government
enlightenment
Judaism
French Declaration of the Rights of Man
Judeo-Christian ideals
French Revolution
justice
Magna Carta
Magna Carta
monarchy
monarchy
Napoleon Bonaparte
natural laws
Nationalism
republic
natural rights
rule of law
Parliament
social contract
philosophers
tyranny
revolution
separation of powers
social contract
CST REVIEW
CST REVIEW
CLUSTER 2: INDUSTRIAL EXPANSION AND IMPERIALISM (Standards 10.3-10.4)
SEVEN REASONS WHY GREAT BRITAIN WAS THE FIRST COUNTRY TO INDUSTRIALIZE
(Numbers 1-3 are known as the factors of production)
Industrialization is the process of developing machine production of goods.
1.
2.
3.
4.
5.
6.
7.
Land
Capital
Labor Supply
Resources
Transportation system
Entrepreneurs
Governmental Support
EFFECTS OF INDUSTRIALIZATION
Size of Cities
Living Conditions
Working Conditions
Emerging Social
Classes
Questions
CST REVIEW
*
*
*
*
Growth of factories, bringing job seekers to cities
Urban areas doubling, tripling, or quadrupling in size
Factories developing near sources of energy
Many new industrial cities specializing in certain industries
*
*
*
*
*
No sanitary codes or building controls
Lack of adequate housing, education, and police protection
Lack of running water and indoor plumbing
Frequent epidemics sweeping through slums
Eventually, better housing, healthier diets, and cheaper clothing
*
*
*
*
*
*
Industrialization creating new jobs for workers
Workers trying to keep pace with machines
Factories dirty and unsanitary
Workers running dangerous machines for long hours in unsafe conditions
Harsh and severe factory discipline
Eventually, higher wages, shorter hours, and better working conditions
*
*
*
*
*
Growing middle class of factory owners, shippers, and merchants
Upper class of landowners and aristocrats resentful of rich middle class
Lower middle class of factory overseers and skilled workers
Workers overworked and underpaid
In general, a rising standard of living, with some groups excluded
1. Which social class benefited most and which suffered most from industrialization?
2. What were some of the advantages and disadvantages of industrialization?
INDUSTRIAL REVOLUTION BRINGS CHANGE
Identify if the following changes are economic, social, or political. Please mark one only for each answer.
Economic
Social
Political
1. New social classes emerged.
2. New political philosophies erupted from the Industrial Revolution.
3. The gap widened between industrialized nations and non-industrialized
nations.
4. New inventions like the railroad changed the way people transported goods
and traveled.
5. Many of the changes are present in today’s society.
TECHNOLOGICAL ADVANCES
1. Kay’s flying shuttle helped speed up weaving.
2. Arkwright’s water frame enabled more efficient weaving and created the need for factories.
3. The cotton gin sped up cleaning cotton.
4. The steam engine provided power for factories.
CAPITALISM vs. MARXISM
Capitalist Ideas (Adam Smith)
Marxist Ideas
Progress results when individuals follow their
• All great movements in history are the result of
own self interest
an economic class struggle.
• Businesses follow their own self-interest when
• The “haves” take advantage of the “have-nots.”
they compete with one another the consumer’s
• The Industrial Revolution intensified the class
money.
struggle.
• Each producer tried to provide goods and
• Workers are exploited by employers.
services that are better and less expensive than
• The labor or workers creates profit for
those of competitors.
employers.
• Consumers compete with one another to
• The capitalist system will eventually destroy
purchase the best goods at the lowest prices.
itself. The state will wither away as a classless
• Market economy aims to produce the best
society develops.
products and the lowest prices
• Government should not interfere in the
economy.
1. Which ideas of Marxism seems to be a direct reaction to the Industrial Revolution?
•
2. Which system of ideas seems dominant in the world today?
CST REVIEW
Using a Venn Diagram, please identify the similarities and differences between capitalism and Marxism.
The Industrial Revolution
Economic Effects
Social Effects
• New inventions and development
of factories.
• Rapidly growing industry in the
1800s
• Increased production and higher
demand for raw materials.
• Growth of worldwide trade
• Population explosion and a large
labor force.
• Exploitation of mineral resources
• Highly developed banking and
investment system.
• Advances in transportation,
agriculture, and communication
• Long hours worked by children
in factories.
• Increase in population of cities
• Poor city planning
• Loss of family stability
• Expansion of middle class
• Harsh conditions for laborers
• Workers progress vs. laissez faire
economic attitudes
• Improved standard of living
• Creation of new jobs
• Encouragement of technological
progress
Movement
Romanticism
Description
Emotional approach
Realism
Objective approach
Impressionism
Using light & color to catch
the fleeting moment
Social Conditions
Common people in heroic
fight against tyranny
Everyday working people &
problems of industrial age
A more positive view of
urban, industrialized society
Europeans Enter Africa
European Motives
External Forces
* Nationalism
* Maxim gun
* Railroads and steamships
* Cure for malaria
* Economic competition
* European racism
* Missionary impulse
Internal Forces
•
•
•
Variety of cultures and languages
Low level of technology
Ethnic strife
SKILLBUILDER:
Interpreting Charts
1. Which two of the internal forces were connected with
each other? Explain.
2. Which of the European motives do you believe was
the most powerful? Explain.
CST REVIEW
Political Effects
• Child labor laws to end abuses
• Reformers urging equal distribution
of wealth
• Trade unions
• Social reform movements, such as
utilitarianism, utopianism, socialism
and Marxism
• Reform bills in Parliament
Artists
Byron, Beethoven, Victor
Hugo
Balzac, Zola, Dickens,
Courbet
Manet, Monet, Degas,
Renoir
Imperialism Motives
Economic
Cultural
Exploratory
Social
Political
Religious
IMPERIALISM
Forms of Imperialism
Characteristics
A country or region governed internally
by a foreign power.
A country or territory with its own
Protectorate
internal government but under the
control of an outside power.
An area in which an outside power
Sphere of Influence
claims exclusive investment or trading
privileges.
Independent but less developed nations
Economic Imperialism
controlled by private business interests
rather than by other governments.
1. Which two forms are guided by interests in business or trade?
Colony
Example
Somaliland in East Africa was a French
colony.
Britain established a protectorate over
the Niger River delta.
Liberia was under the sphere of
influence of the United States.
The Dole Fruit company controlled
Pineapple trade in Hawaii.
2. What is the difference between a protectorate and a colony?
MANAGEMENT METHODS
Indirect Control
Direct Control
Local government officials were used
Limited self-rule
Goal: to develop future leaders
Government institutions are based on European styles
but may have local rules
Examples:
• British colonies such as Nigeria, India, Burma
• U. S. Colonies on Pacific islands
Foreign officials brought in to rule
No self-rule
Goal: assimilation
Government institutions are based only on European
Styles
Examples:
• French colonies such as Somaliland, Vietnam
• German colonies such as Tanganyika
• Portuguese colonies such as Angola
1. In which management method are the people less empowered to rule themselves?
•
•
•
•
•
•
•
•
2. In what ways are the two management methods different?
RESISTANCE TO IMPERIALISM
Africa
Armed resistance all over
the continent
CST REVIEW
Muslim Lands
Attempts at modernization
India
Armed rebellion &
information of nationalist
parties
Southeast Asia
Armed resistance in some
areas; modernization in
others
The New Imperialism, 1850-1914
CAUSES
EFFECTS
Nationalism
To gain power, European
nations compete for
colonies and trade.
Colonization
Europeans control land and
people in areas of Africa,
Asia, and Latin America.
Economic Competition
Demand for raw materials
and new markets, spurs a
search for colonies.
Colonial Economics
Europeans control trade in
the colonies and set up
dependent cash-crop
economies.
Missionary Spirit
Europeans believe they
must spread their
Christian teachings to the
world.
Christianization
Christianity spread to
Africa, India, and Asia.
Transformations Around the Globe
China
• Fails to prevent Britain from pursuing illegal
Japan
• Signs 1854 Treaty of Kangawa, opening
• Deals with internal unrest during almost two
• Modernizes based on Western models
• Attempts to build self-sufficiency during 1860s
• Fights 1894 Sino-Japanese War seeking
• Violently opposes foreigners in 1900 Boxer
• Wages 1904 Russo-Japanese War seeking
opium trade in 1839 Opium War
decades of Hong Xiuguan’s Taiping Rebellion
in self-strengthening movement
Rebellion
• Begins to establish constitutional
government in 1908
Latin America
• Depends on exports to fuel economy
• Receives much foreign investment
• Gains U. S military support in 1898 SpanishAmerican War
• Becomes crossroads of world trade when
U. S. completes Panama Canal in 1914
CST REVIEW
Japanese ports to foreign trade
during Meiji era (1867-1912)
control of Korea
control of Manchuria
• Annexes Korea in 1910
Mexico
• Fights to hold Texas territory from U. S.
colonialism (1835-1845)
• Tries to establish a national identity in the
Early 1850s under Benito Juarez’s La
Reforma
• Overcomes French occupation in 1867
• Stages the Mexican Revolution in 1910
CLUSTER 2 VOCABULARY
Standard 10.3
Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States.
Identify how each term is connected to the Industrial Revolution.
Adam Smith
bourgeoisie
capital
capitalism
communism
cottage industry
crop rotation
enclosure
entrepreneur
factors of production
factory
immigration/migration
Industrial Revolution
industrialization
Karl Marx
labor
laissez faire
marxism
middle class
natural resources
proletariat
romanticism
rural/urban
socialism
urbanization
utopianism
CST REVIEW
CLUSTER 2 VOCABULARY
Standard 10.4
Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions
or countries: Africa, Southeast Asia, China, India, Latin America and the Philippines.
Identify how each term is connected to New Imperialism.
Berlin Conference
Colonialism
Direct rule
Imperialism
Imperialism motives
Indirect rule
Nationalism
Racism
Social Darwinism
White Man’s Burden
CST REVIEW
CST REVIEW
CLUSTER 3: CAUSES AND EFFECTS OF THE FIRST WORLD WAR (Standards 10.5-10.6)
CAUSES OF WORLD WAR I
Nationalism:
Militarism:
Alliance system
Imperialism:
EVENTS THAT LED TO WORLD WAR I
1882 – Triple Alliance formed
1890 – German foreign policy changed
1890s – European arms race
1907 – Triple Entente formed
1908 – Austria annexed Bosnia & Herzogovina
1914 – Archduke Franz Ferdinand and wife killed
War Declaration
Germany on Russia
Germany on France
Britain on Germany
TRIPLE ALLIANCE
Germany
Austria-Hungary
Italy
TRIPLE ENTENTE
Great Britain
France
Russia
SCHIEFFEN PLAN
German plan for possible two front war:
Large part of German army races west to defeat
France then return fight Russia in east (lack of
railroads would cause Russia difficulty in
mobilizing troops)
Reason for Declaration
Saw Russian troops on German border as a threat
Wanted a quick victory in the west
Outraged over violation of Belgian neutrality
COMPARISON OF WESTERN AND EASTERN FRONTS
Western Front
Eastern Front
• Trench warfare
• Absence of trenches
• Small land gains
• Larger land gains
• Germany vs. Britain & France
• Germans, Austrians, Turks vs. Russians & Serbs
• More mobile warfare
Both fronts:
• Huge numbers of soldiers killed
• Mass destruction of land
• Deplorable conditions
• Stalemates
ALLIES/ALLIED POWERS
Great Britain
France
Russia
(United States)
1.
2.
3.
4.
CENTRAL POWERS
Germany
Austria-Hungary
(Ottoman Turks)
REASONS FOR U. S. ENTRY INTO WORLD WAR I
The Germans sink the Lusitania, a British ship carrying some American passengers.
Germany returns to unrestricted submarine warfare, sinking U. S ships.
Zimmerman note decoded – German note urging Mexico to take up arms against the U. S.
A strong feeling of sympathy for the allies.
The war was a global conflict because it was fought in many places outside Europe: Africa, Southwest
Asia, China, and the Pacific. People from many nations participated in the war effort, including colonial
subjects throughout Africa and Asia.
CST REVIEW
TOTAL WAR AFFECTED WARRING NATIONS’ ECONOMIES





Governments took great control of economies, telling factories what & how much to produce
Civilian factories were turned into munitions factories
Rationing was common
Women became a significant part of the work force
More people were put to work
•
•
•
•
•
•
•
WILSON’S FOURTEEN POINTS
End to secret treaties
Freedom of the seas
Free trade
Reduced national armies and navies
Adjustment of colonial claims with fairness toward colonial peoples
(6-14) Specific suggestions for changing & creating new nations guided by self-determination principle
General association of nations that would protect great & small states alike (League of Nations)
THE TREATY OF VERSAILLES: MAJOR PROVISIONS
Territorial Losses
Military Restrictions
• Germany returns
• Limits set on the size of the
Alsace-Lorraine to
Germany army
France; French border
• Germany prohibited from
extended to the west
importing or manufacturing
bank of the Rhine river
weapons or war material
• Germany surrenders all
• Germany forbidden to
of its overseas colonies
build or buy submarines
in Africa & the Pacific
or have an air force
1. In what ways did the treaty punish Germany?
2. What two provinces were returned to France as a result of the treaty?
League of Nations
• International peace
organization; membership
to include Allied war
powers & 32 Allied &
neutral nations
• Germany & Russia
excluded
War Guilt
• Sole responsibility for the
war placed on Germany’s
shoulders
• Germany forced to pay the
Allies $33 billion in
reparations over 30 years
The Great War
EFFECTS OF WORLD WAR I
 Millions of lives lost
 $338 billion cost
 Land, towns, & villages destroyed
 Widespread disillusionment
Long-Term Causes
• Nationalism spurs competition among
European nations.
• Imperialism deepens national rivalries.
• Militarism leads to large standing armies.
• The alliance system divides Europe into
two rival camps.
Immediate Causes
• The assassination of Archduke Franz
Ferdinand in June 1914 prompts Austria
to declare war on Serbia
• The alliance system requires nations to
support their allies. European countries
declare war on one another
CST REVIEW
Immediate Effects
• A generation of Europeans are killed or
Wounded.
• Dynasties fall in Germany, AustriaHungary, and Russia.
• New countries are created.
• The League of Nations is established to
help promote peace.
WORLD BETWEEN THE WARS: CONTRIBUTIONS
Field
Contributors
• Sartre
PHILOSOPHY
• Jaspers
EXISTENTIALISM
• Nietzsche
• Kafka – people in threatening situations
LITERATURE
• Joyce – stream of consciousness
• Klee – expressionism
• Kandinsky – expressionism
ART
• Braque – cubism
• Picasso – cubism
• Dali – surrealism
• Wright –
ARCHITECTURE
• Gropius
• Stravinsky—The Rite of Spring, irregular rhythms
& dissonances
MUSIC
• Schoenberg – created 12 tone scale
• Ellington – jazz
• African American musicians - jazz
SCIENCE BETWEEN
Albert Einstein
• Theory of relativity changed scientific thought
• Upset absolute laws of science
• Finding used to develop atomic weaponry
THE WORLD WARS
Sigmund Freud
• Developed new theory of human mind
• Ushered in era of psychoanalysis
• Created new understanding of human behavior
• Wide personal influence
Which man’s ideas had a bigger impact on the world?
The Great Depression
Long-Term Causes
• World economies are connected.
• Some countries have huge war debts from
World War I.
• Europe relies on American loans and
investments.
• Prosperity is built on borrowed money.
• Wealth is unequally distributed.
Immediate Causes
U. S. stock market crashes.
Banks demand repayment of loans.
Farms fail and factories close.
Americans reduce foreign trade to protect
economy.
• Americans stop loans to foreign countries.
• American banking system collapses.
•
•
•
•
Worldwide Economic
Depression
CST REVIEW
Worldwide Economic
Depression
Immediate Effects
• Millions become unemployed worldwide
• Businesses go bankrupt
• Governments take emergency measures to
protect economies.
• Citizens lose faith in capitalism and democracy
• Nations turn toward authoritarian leaders
•
•
•
•
•
Long-Term Effects
Nazis take control in Germany
Fascists come to power in other countries
Democracies try social welfare programs
Japan expands in East Asia
World War II breaks out
CLUSTER 3 VOCABULARY
Standard 10.5
CLUSTER 3 VOCABULARY
Standard 10.6
Students analyze the causes and course of the First
World War.
Students analyze the effects of the First World War.
abdicate
allies
alliances
armistice
genocide
Central Powers
home front
eastern front
mechanized
Fourteen Points
militarism
front
mobilize
League of Nations
nationalism
Lost Generation
propaganda
mandate
rationing
Polish corridor
Russian Revolution
propaganda
Schlieffen Plan
rationing
total war
self-determination
trench warfare
total war
Triple Alliance
Treaty of Versailles
Triple Entente
trench warfare
unrestricted submarine warfare
western front
Zimmerman note
CST REVIEW
CST REVIEW
CLUSTER 4: CAUSES AND EFFECTS OF THE SECOND WORLD WAR (Standards 10.7-10.8)
CAUSES AND EFFECTS OF TWO RUSSIAN REVOLUTIONS
Causes
Russian Revolutions of 1917
Effects
• Widespread discontent among
• Abdication of Czar Nicholas II
• Civil War (1918-1920)
all classes of Russian society
• Failure of provisional government • Czar & his family killed – end of
• Agitation from revolutionaries
• Growing power of soviets
czarist rule
• Weak leadership of Czar Nicholas
• Lenin’s return to Russia
• Peace with Germany under
II
• Bolshevik takeover under Lenin
Treaty of Brest-Litovsk (1918)
• Defeat in Russo Japanese War
• Bolshevik control of government
(1905)
• Russian economy in ruins
• Bloody Sunday (1905)
• Losses in World War I
• Strikes and riots
1. Based on the chart, form a generalization about why the Russian Revolutions occurred.
2. What similarities exist between the causes of the Revolution and the effects?
SIGNIFICANT EVENTS FROM END OF CZARIST RULE TO COMMUNIST RULE
1891 – Construction of the Trans-Siberian Railway begins
1894 – Czar Nicholas II becomes the last Russian czar
1917 – Russian Revolution ends czarist rule
1921 – Lenin launches New Economic Policy
1922 – Union of Soviet Socialist republics formed
TOTALITARIANISM
Description
• Exercises absolute authority
• Dominates the government
• Helps unite people toward meeting shared goals or realizing a common vision
• Encourages people to devote their unconditional loyalty & uncritical support to
the regime
• Becomes a symbol of the government
Ideology (Set of
• Justifies government actions
Beliefs)
• Glorifies the aims of the state
State Control Over the
• business
• labor
• housing
• education
Individual
• family life • youth groups
• religion
• the arts
State Control Over the
• Demands total obedience to authority & personal sacrifice for the good of the
Individual
State
• Denies basic liberties
Dependence on Modern
• Relies on mass communication, such as radios, new streets, and loudspeakers, to
Technology
spread propaganda
• Builds up advanced military weapons
Organized Violence
• Uses force, such as police terror, to crush all opposition
• Targets certain groups, such as national minorities & political opponents, as
Enemies
1. Based on the chart, how are individuals in a totalitarian state molded into obedient citizens?
Key Traits
Dictatorship &
One-Party Rule
Dynamic Leader
STALIN’S USE OF WEAPONS OF TOTALITARIANISM
Weapons
Examples
Police Terror
• Great Purge
• Execution of kulaks
Propaganda
• Socialist realism
• Training of youth
Censorship
• Government-controlled media
Religious Persecution
• Destruction of buildings
• Elimination of leadership
CST REVIEW
Aggression in Europe and Asia, 1930 – 1939
September 1931 Japan
invades Manchuria
1930
•
October 1935 Italy
attacks Ethiopia.
1935 •
March 1938 Germany
annexes Austria
•
March 1936 Germany
occupies Rhineland.
•
July 1937 Japan
invades China.
•
September 1938 Germany
takes Sudetenland
•
•
March 1939
Germany seizes
Czechoslovakia.
•
April 1939
Italy conquers
Albania.
JAPAN’S MOVE FROM DEMOCRATIC REFORM TO MILITARY AGRESSION
1922 – Japan signs treaty agreeing to respect China’s borders
1928 – Japan signs Kellogg-Briand Pact renouncing war
1930 – The Great Depression puts the military in control
1931 – Japan invades Manchuria
1936 – Japan allies with Germany
1937 – Japan invades China
•
•
•
•
GERMANY’S AGGRESSIVE ACTIONS (UNDER HITLER) and EUROPEAN RESPONSES
Hitler renounces Versailles Treaty and rebuilds Germany’s armed forces – no response
Germany seizes the Rhineland – Great Britain urges appeasement
Germany takes Austria – France and Great Britain ignore pledge to protect Austria
After the Munich Conference – Great Britain and France let Germany take the Sudetenland
COMPARING FASCISM/NAZISM AND COMMUNISM
Fascism/Nazism and Communism are two different totalitarian political systems with some common characteristics.
Fascism/Nazism
Basic Principles
Political
Social
Cultural
Economic
Examples
Communism
Authoritarian; action-oriented;
charismatic leader, state more
important than individual
Nationalist; racist (Nazism); one-party
rule; supreme leader
Supported by middle class,
industrialists, & military
Censorship; indoctrination; secret
police
Private property control by state
corporations or state
Marxist-Leninist ideas; dictatorship of
proletariat; state more important than
individual
Internationalist; one-party rule;
supreme leader
Italy, Spain, Germany
U.S.S.R.
Supported by workers & peasants
Censorship; indoctrination; secret
police
Collective ownership; centralized state
planning
Using this chart, please create a VENN diagram comparing Fascism/Nazism & Communism
CST REVIEW
EFFECTS OF EARLY EVENTS OF WORLD WAR II
Cause
First blitzkrieg
Allies stranded at Dunkirk
British radar detects German aircraft
Lend-Lease Act
•
•
•
•
•
•
Effect
The fall of Poland
338,000 soldiers saved
British forces leave Western Europe
British are able to hold off German occupation
U.S. supplied Allies with war goods
U.S. decision to favor Allies
WAR IN THE PACIFIC: 1941-1943
Event 1
Japan bombs Pearl Harbor
Event 2
United States bombs Tokyo
Event 3
Battle of Midway
Event 4
Battle of Guadalcanal
Which event was the most important in turning the tide of war against Japan? Why?
WORLD WAR II BATTLES
Battle
Outcome
Battle of El Alamein
Rommel’s army defeated in North Africa
Battle of Stalingrad
Held by Soviets
D-Day Invasion
Allies held beachheads
Battle of the Bulge
Allies eventually pushed Germans back
Which battle was the most important turning point? Why?
AFTERMATH OF WAR IN EUROPE AND JAPAN
Europe
Japan
• Displaced persons looking for families
• Japanese emperor no longer a god
• Famine
• Japanese people humiliated
• Rise of Communism
• Radiation poisoning from the atomic bomb
Both Europe and Japan:
• Destruction of land and property
• Natural resources depleted
• Heavy loss of life
• Major cities in shambles
Historians studying the Nazi’s mass murder of 6 million Jews called it “the
Holocaust,” an ancient term for a sacrifice by fire. Although massacres had
taken place before in human history, the Holocaust seemed unique: Hitler and
the Nazis had had one goal—to destroy Jews—and they had created a coldly
efficient organization to achieve it.
1935 – Nuremberg Laws
1938 – Kristallnachi
1939 – Nazi-Soviet Pact
1941 – The Final Solution
CST REVIEW
ALLIES
Great Britain
France
Soviet Union
United States
CLUSTER 4
VOCABULARY
Standard 10.7
AXIS POWERS
Germany
Japan
Italy
Events of World War II
Europe
Pacific
Aug. 1939
Nonaggression pact
between Germany and the
Soviet Union
Sept. 1939 Germany
invades Poland: World War
II begins
A-bomb
civil
appeasement
Command economy
Axis Powers
blitzkrieg
Fascism
final solution
1940
June 1941
Germany invades the
Soviet Union
1941
gulag
human rights
Aug. 1942
Hitler orders attack on
Stalingrad
1942
Nov. 1942
Allies land in
North Africa
1943
1944
Holocaust
pogrom
kamikaze
Apr. 1942
Allies surrender in
Philippines: Bataan Death
March begins
regime
Munich Conference
soviet
Nazism
May 1942
Allies turn back Japanese
fleet in Battle of the Coral
Sea
totalitarianism
Feb. 1943
Japanese abandon the
island of Guadalcanal
Oct. 1944
Allies defeat Japan in
Battle of Leyte
Mar. 1945
Allies capture Iwo Jima
1945
ghettoes
isolationism
Dec. 1944 Battle of
the Bulge begins
May 1945
Germany surrenders
genocide
Nazism
Dec. 1941
Japanese attack Pearl
Harbor; U.S. declares war
on Japan
June 1942
Allies defeat Japan in
Battle of Midway
Aug. 1945
Atomic bombs dropped on
Hiroshima and Nagasaki
Sept. 1945
Japan surrenders
CST REVIEW
Bolsheviks
fascism
June 1940
France surrenders;
the Battle of Britain
begins
June 1944
Allies invade Europe
on D-Day
Students analyze the
causes and consequences
of Work War II.
farm
May 1940
Evacuation of British
forces at Dunkirk
Feb. 1943
Germans surrender at
Stalingrad
Students analyze the rise
of totalitarian
governments
after the First World
War.
Duma
1939
CLUSTER 4
VOCABULARY
Standard 10.8
Non-Aggression Pact
Pearl Harbor
Rape of Nanking
Third Reich
CST REVIEW
CLUSTER 5: INTERNATIONAL DEVELOPMENTS IN THE POST WORLD WAR II ERA
(Standards 10.9-10.11)
Cold War, 1946-1980
United States
1948 Gives massive foreign aid to
Europe under Marshall Plan
1946 institutes
containment
Policy to block
Soviet influences
•
1952 Tests first H=bomb
1953 Adopts brinkmanship policy,
which escalates Cold War
•
•
1948 U.S. and
Britain break
Soviet blockade of
Berlin with airlift
•
•
1955
• •
1950 Communist
North Korea attacks
South Korea
•
•
•
1965 Sends troops
to Vietnam
1960 U-2 incident
reignites tension
between superpowers
1955
1950 Signs friendship
Treaty with China
•
•
•
1962 U.S. blockades
Cuba in response to
buildup of Soviet
missiles
•
•
1965
1957 Launches Sputnik,
starting space race
1953 Tests first H-Bomb
•
1975
1972 Nixon and
Brezhnev sign
SALT 1 treaty
•
•
1980 U.S boycotts
Moscow Summer
Olympic to protest
invasion of Afghanistan
•
1975
1968 Violently brings Prague
Spring to an end
•
1979 Invades
Afghanistan
1956 Puts down revolt in Hungary
and later executes lmre Nagy
Soviet Union
SUPERPOWERS AIMS IN EUROPE POST WORLD WAR II
Encourage democracy in other countries in order
• Encourage communism in other countries as part
to help prevent the rise of Communist government
of a world wide worker’s revolution
• Gain access to raw materials & markets to fuel
• Rebuilt its war-ravaged economy using Eastern
booming industries
Europe’s industrial equipment & raw materials
• Rebuild European governments to promote
• Control Eastern Europe to protect Soviet borders
stability & create new markets for American goods
& balance the U.S. influence in
• Reunite Germany to stabilize it & increase the
• Keep Germany divided to prevent its waging war
security of Europe
again
1. Which Soviet aims involved self-protection?
2. Which U.S. & soviet aims in Europe conflicted?
•
CAUSES OF THE COLD WAR
•
Incompatible political & economic philosophies
•
Conflicting aims in Europe
•
Desire for world domination
•
Soviet defiance of Yalta agreement
•
Berlin blockade
WHAT WERE STALIN’S OBJECTIVES IN SUPPORTING COMMUNIST GOVERNMENTS IN EASTERN EUROPE?
•
To protect borders
•
To counteract U.S. influence in Europe
•
To have access to raw materials
•
To keep Germany from rebuilding & attacking Russia again
CST REVIEW
COLD WAR TACTICS
Backing wars or revolutions
Spying
Increasing military forces & nuclear arsenals
Providing military & economic aid
Setting up schools
COMPARISON OF CAUSES & EFFECTS OF WARS IN KOREA & VIETNAM
Korea
Vietnam
• Neither side gained advantage
• Soviet-supported North Vietnamese won
Both Korea & Vietnam:
• American involvement stemmed from Cold War
• Land was destroyed
• Millions of people died
U.S. PRESIDENTS CONTRIBUTION TO COLD WAR TENSIONS
Include the policies & actions of each president in the above chart
Increased
Decreased
Nixon
Eisenhower
Kennedy
Ford
Johnson
Carter
Reagan
CHINESE POLITICAL OPPONENTS -- 1945
Nationalists
Communists
Jiang Jieshi
LEADER
Southern China
AREA RULED
Mao Zedong
Northern China
United States
FOREIGN SUPPORT
Soviet Union
Defeat of Communists
DOMESTIC POLICY
National liberation
Weak due to inflation & failing
economy
PUBLIC SUPPORT
Ineffective, corrupt leadership &
poor morale
MILITARY ORGANIZATION
Strong due to promised land reform
Experienced, motivated guerilla army
1. Which party’s domestic policy appealed more to Chinese peasants?
2. Which aspect of the Communist approach do you think was most responsible for Mao’s victory?
MAIN EVENTS OF U.S. INVOLVEMENT IN CUBA
• Castro nationalize U.S. –owned sugar mills
• Eisenhower orders embargo on trade
• Castro turns to Soviets for aid
• Bay of Pigs invasion
• Cuban missile crisis
CST REVIEW
MAJOR CHALLENGES OF COUNTRIES AFTER INDEPENDENCE
Colonizer
Challenges after Independence
• Military bases
• Bell Act
The Philippines
United States
• Difficulties with democracy
• Assassinations
• Marcos stealing money
• Unstable governments
Burma
Great Britain
• Assassinations
• Ethnic conflicts
• Ethnic conflicts
Indonesia
Netherlands
• Coup
• Huge gap between rich & poor
Nation
CAUSE AND EFFECTS OF MILITARY & POLITICAL EVENTS AFTER SUEZ CRISIS
Suez Crisis
Six-Day War
Yom Kippur War
Sadat peace offer
Camp David Accords
CONFLICT OVER PALESTINE
BELIEFS OF JEWS
• Jews believe their right to a
Palestinian homeland is a
covenant from God
BELIEFS OF ARABS
•
•
Arabs believe the land has
belong to them since the Jews
were driven out in A. 135
Other Arabs believe it has belonged
to them since their 7th century
conquest of the region.
OTHER INFLUENCES
• Oil interests
• Global politics
• Persecution of Jews in Europe
SIGNIFICANT EVENTS IN THE SOVIET UNION AND EASTERN EUROPE FROM 1985-1995
1985-1987 – Gorbachev introduces glasnost, perestroika, and democratic reforms; signs the INF treaty
1989 – Berlin Wall comes down; Poland, Hungary, Romania, and Czechoslovakia oust Communist leaders
1990 – Germany is reunified; Polish voters choose Solidarity; Romania holds elections
1993 – Neo-Nazis kill Turkish immigrants in Germany
1994 – Socialists win in Hungary
During what year did most of Eastern Europe turn toward democracy?
Gorbachev’s reforms helped move the Soviet Union closer toward democracy:
• Glasnost encouraged freedom of speech and citizen participation
• Perestroika promised to improve the economy
• Democratic reforms provided more open elections
CST REVIEW
Soviet Union
Yugoslavia
Czechoslovakia
BREAK UP OF SOVIET UNION, YUGOSLAVIA, AND CZECHOSLOVAKIA
• Ethnic tensions
• Desire for self-rule by various republics
• Hard-liners’ loss of control of people
• Ethnic tensions
• Loss of Tito’s authority
• Serbian aggression
• Economic differences between regions
Why did ethnic tensions become such a server problem in the Soviet Union and Yugoslavia in the early 1900s?
In the past, Communist leaders had suppressed nationalism and demands for self-rule. With the spread of democratic reforms, many
ethnic groups demanded self-rule. This broke apart the Soviet Union. In Yugoslavia, one group—the Serbs—tried to dominate
others. This led to civil war.
The Struggle
for Independence
The timeline shows the dates on which various countries
in Asia and Africa achieved their independence after
World War II. It also shows (in parenthesis) the countries
from which they achieved independence.
1945
1946
Philippines (United States)
1947
India, Pakistan, (Great Britain)
1948
Israel (Great Britain)
1949
Indonesia (The Netherlands)
1955
1957
Federation of Malaya, Ghana (Great Britain)
1960
Zaire (Belgium)
1962
Algeria (France)
1963
Kenya (Great Britain)
1965
1965
Singapore (Great Britain, Malaya)
1971
Bangladesh (Pakistan)
1975
1975
Angola (Portugal)
CLUSTER 5
VOCABULARY
Standard 10.9
Students analyze the international developments in the postWorld War II world.
38th Parallel
arms race
Berlin airlift
Berlin blockade
brinkmanship
Cold War
containment
Cuban Missile Crisis
demilitarization
de-Stalinization
domino theory
glasnost
Iron Curtain
Korean War
Marshall Plan
NATO
CLUSTER 5
VOCABULARY
Standard 10.10
Students analyze instances of nationbuilding in the contemporary world.
apartheid
culture
ethnic cleansing
geopolitical
nation-building
Nations
perestroika
Politburo
Third World
CST REVIEW
Nuremburg Trials
perestroika
Space Race
Tianamen Square
Truman Doctrine
United Nations
Vietcong
Vietnam War
Warsaw Pact
Yalta Pact
Zionism
GRADE 10 HISTORY-SOCIAL SCIENCE REVIEW TEMPLATE
STANDARD
THEME
10.1
Development
of Western
Political
Thought
10.2
Rise of
Democratic
Ideals
10.3
The Industrial
Revolution
10.4
New
Imperialism
10.5
World War I
10.6
The Effects of
World War I
PLACE/LOCATION
EVENTS
PEOPLE
VOCABULARY
GRADE 10 HISTORY-SOCIAL SCIENCE REVIEW TEMPLATE
STANDARD
THEME
10.7
Rise of
Totalitarian
Governments
10.8
World War II
10.9
Postwar World
10.10
Nation
Building in the
Contemporary
World
10.11
Global
Integration
PLACE/LOCATION
EVENTS
PEOPLE
VOCABULARY