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Segment 1
Exam Review
Module 1
U.S. History
Florida Virtual School
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Module 1: Reconstruction
1.
The Compromise of 1850:
A.
B.
C.
D.
Created the dividing line at 36 degrees 30
minutes north latitude.
Abolished slavery
Resolved the conflict between the
Northern and Southern states over the
legality of slavery in the new territories.
Disrupted the balance of power between
the North and South, officially starting the
Civil War.
Module 1: Reconstruction
The Fugitive Slave Act:
A. Allowed slaves in free states to be
captured and returned to their owners.
B. Established safe houses for runaway
slaves throughout the North.
C. Allowed slaves in free states full U.S.
citizenship.
D. Allowed any southerner to claim a
slave who had run away from their previous
owner.

Module 1: Reconstruction
According to this map,
President Lincoln received:
A. 24% of the Electoral Votes
and 18% of the Popular
Votes
B. 59% of the Electoral Vote
and 40% of the Popular
Vote
C. 40% of the Electoral Votes
and 59% of the Popular
Votes
D. 18% of the Electoral Votes
and 24% of the Popular
Votes
Module 1: Reconstruction:
Look at the map. What
is one reason Lincoln
was able to win the
Election of 1860?
A. Lincoln strongly
opposed slavery, as
did most people in
United States at this
time.
B. Bell dropped out of
the Presidential
race on election
day. His votes went
to Lincoln.
C. The Democratic Party couldn’t agree
on one candidate, so the democratic
votes were split.
Module 1: Reconstruction
 True
or False: The Civil War began when
Northerners first fired shots at Ft. McHenry.
A.
B.
True
False
Module 1: Reconstruction
 Sand
Creek
Massacre
 Dawes
 Battle
Act
of
Wounded Knee
A. A law designed to assimilate Native
Americans that divided up tribal
reservation land and gave it to
citizens who would become farmers.
B. Miscommunications, combined with
an already hostile army of U.S. soldiers,
led to an attack on the Native
Americans resulting in 150 Native
American Deaths.
C. 300 Sioux were killed, it ended the
Indian Wars and also ended armed
Native American resistance to American
settlement in the West.
Module 1: Reconstruction
 Plessy
A.
B.
C.
D.
vs. Ferguson:
Outlawed discrimination in any placed
that received federal funding.
Established “Separate but Equal,” officially
legalizing segregation.
Upheld a previous court decision that did
not allow African Americans to migrate to
the North
Determined that slaves were property,
and therefore could not sue the U.S.
government for freedom.
Module 1: Reconstruction
 In
order to be readmitted into the Union,
what did Southern states have to do?
Module 1: Reconstruction
 In
the Compromise of 1877, Southern
Democrats agreed to accept Hayes as
president under two conditions. What
were these two conditions? (Presidential
Reconstruction)
 What
was the impact of the Compromise
of 1877?
Module 1: Reconstruction
 What
were the key aspects of Radical
Reconstruction in the South? (1867-1877)
Module 1: Reconstruction
 Which
of the following statements about
the end of Reconstruction is true?
 A. It began when Andrew Johnson was
impeached in 1868.
B. It ended with the death of Abraham
Lincoln in 1865.
C. It was a gradual process as troops
were removed from the South during the
1870s.
D. It ended violently when all troops were
removed at once in 1877.
Module 1: Reconstruction
 What
was the significance of the Dred
Scott decision?




A. It effectively ended slavery in the South
B. It stated that segregation was allowed by
the Federal government
C. Dred Scott was granted freedom
D. It declared slavery to be protected by
the Constitution
Module 1: Reconstruction
 The
Kansas Nebraska Act established
Kansas and Nebraska as territories and
stated that the slavery issue there would
be decided by popular vote. What was
the result of this act?
A.
B.
C.
D.
Settlers went to Kansas in an attempt to sway the
vote, violence followed.
Kansas and Nebraska were declared slave states
Kansas and Nebraska became states in the
Union
Kansas and Nebraska seceded from the Union
Module 1: Reconstruction
 The




Emancipation Proclamation:
A. Declared that all slaves were free
B. Declared that all slaves in the North were
free
C. Declared that all slaves in Confederate
States were free.
D. Required all African Americans to serve
in the Union Army for 2 years.
Module 1: Reconstruction
Match the Amendment to its definition:
 13th
Amendment
A. gave African
American men the
right to vote
 14th
Amendment
B. outlawed slavery
 15th
Amendment
C. Made African
Americans citizens
of the United States
Module 1: Reconstruction
 What




did Radical Republicans support:
A. President Johnson’s policies
B. Harsher treatment of rebellious Southern
States
C. Discrimination and violence toward
African Americans
D. More lenient treatment toward rebellious
Southern States.
Module 1: Reconstruction
 TRUE
 The
OR FALSE:
violent activities of the KKK drove
Congress to pass the Force Acts. These
acts made use of threats, violence, or
bribery to influence voters on the basis of
race a federal offense
Module 1: Reconstruction
 What
was the significance of
sharecropping:




A. It allowed newly freed slaves the
opportunity to get jobs in factories
B. It provided money for newly freed slaves
to travel North
C. It kept former slaves below their former
owners in social status.
D. It allowed every Southern state an equal
amount of profit from the crops produced.
Module 1: Reconstruction

What impact did the Homestead Act have?




A. It increased westward migration and thus,
violence between White and native Americans
B. It provided Native Americans with
Reservations to live on
C. It allowed Native Americans to farm crops for
the United States.
D. It allowed white settlers to have access to
unlimited amounts of free land.
Segment 1
Exam Review
Module 2
U.S. History
Florida Virtual School
Module 2: Industrial Revolution
 The
National Grange (1867) was formed in
order to:




A. Stop the famine spreading across the
United States
B. Send farmers to college
C. Give complete control of nation’s food
supply to farmers without government
interference
D. Educate farmers on how to grow plentiful
crops without depleting the soil.
Module 2: Industrial Revolution

What were the benefits of the
Transcontinental Railroad?
Module 2: Industrial Revolution
 True

or False:
The Knights of Labor strived for an eight
hour workday and equal pay for white
males working in factories.
Module 2: Industrial Revolution
 What




did the Chinese Exclusion Act do?
A. denied U.S. citizenship to people born in
China
B. banned immigration from China for 10
years
C. Both A and B
D. Neither A or B
Module 2: Industrial Revolution
 What
was the largest impact of both the
Haymarket Riot and the Homestead
Strike?




A. Unions became illegal
B. The union movement lost public support
C. 7 people died
D. 8 people were charged and found guilty
for starting the riot
Module 2: Industrial Revolution
 What
was the result of Upton Sinclair's
novel The Jungle?
 A. labor unions went on strike
B. other muckrakers started to expose
political corruption
C. government programs to protect
consumers were created
D. laws limiting immigration were passed
Module 2: Industrial Revolution
 The
Gentleman’s Agreement was a deal
between the United States and Japan
that:




A. Limited the number of unskilled workers
moving from Japan to the United States.
B. Prompted the United States to end antiJapanese laws and segregation
C. None of the Above
D. All of the Above
Module 2: Industrial Revolution
 The




Great Migration was:
A. Mass movement of African Americans
looking for industrial jobs
B. Mass movement of Irish immigrants due
to the potato famine
C. Mass Movement of African Americans
looking for agricultural work.
D. Mass movement of Irish Americans to the
suburbs, away from cities.
Module 2: Industrial Revolution

What was the significant result of the Triangle
Shirtwaist Factory Fire?




A. All factory employees were required to
attend fire safety training
B. The state of New York began to study safety
in the workplace, and eventually the United
States Department of Labor was established.
C. The United States Department of Labor was
sued for not requiring sprinkler systems in
factories
D. The owners of the company were found,
“Not Guilty” for the fire.
Module 2: Industrial Revolution
 Match
the term to
the correct
definition:
 Populist Party
 Labor
Union
 Political
Machine
 Muckrakers
A. Newspaper columnists who raised
awareness and brought about
social and political reforms.
B. Used strength in numbers and
forced business owners to consider
the well-being of their employees.
C. Succeeded in getting new laws
passed, such as the adoption of
an eight-hour workday and the
abandonment of the gold
standard
D. Bosses often received bribes and
money from the government
official they helped elect.
Module 2: Industrial Revolution
 Vertical
Integration
 Monopoly
 Horizontal
Integration
A. Exists when one company or
group of companies controls
most or all of the business in
an industry.
B. A system of related
businesses in which a
company owns its suppliers
C. A system of related
businesses in which a
company owns its
competitors
Module 2 Industrial Revolution
 Social
Gospel Movement:
 Social
Gospel Movement:
Module 3
Matching
 Dawes
Plan
 Sedition
Act

made it a crime to help the
enemy or relay false
information that interfered
with a military mission

a plan to keep the
economic conflict in Europe
from becoming worse after
World War I.
 Espionage
Act
 Selective
Service Act


This law required adult men ages
21 to 30 to register for random
selection to military service.
extended the Espionage Act
of 1917 by making it a crime
to make any communication
that interfered with the war
effort or to say anything
disloyal to the U.S.
government.
Matching
 Dawes
Plan
 Sedition
Act

made it a crime to help the
enemy or relay false
information that interfered
with a military mission

a plan to keep the
economic conflict in Europe
from becoming worse after
World War I.
 Espionage
Act
 Selective
Service Act


This law required adult men ages
21 to 30 to register for random
selection to military service.
extended the Espionage Act
of 1917 by making it a crime
to make any communication
that interfered with the war
effort or to say anything
disloyal to the U.S.
government.
Which Act is represented by this picture?
A. Sedition Act
B. Espionage Act
C. Selective
Service Act
D. Dawes Act
Which Act is represented by this picture?
A. Sedition Act
B. Espionage Act
C. Selective
Service Act
D. Dawes Act
In the 1800’s where European nations set up colonies to
acquire raw materials and sell their goods in new markets
 A.
Belgium and France
 B.
South America and Asia
 C.
Asia and Africa
 D.
Africa and North America
In the 1800’s where European nations set up colonies to
acquire raw materials and sell their goods in new markets
 A.
Belgium and France
 B.
South America and Asia
 C.
Asia and Africa
 D.
Africa and North America
Which of the following stated that the United States
would intervene in Latin America on behalf of
European nations?
 A.
Roosevelt Corollary
 B.
The Dawes Plan
 C.
Treaty of Paris
 D.
Big Stick Diplomacy
Which of the following stated that the United States
would intervene in Latin America on behalf of
European nations?
 A.
Roosevelt Corollary
 B.
The Dawes Plan
 C.
Treaty of Paris
 D.
Big Stick Diplomacy
What is message of the following political cartoon?
What is message of the following political cartoon?
The term Big Stick Diplomacy describes President Theodore
Roosevelt's policy of foreign relations, especially his Corollary to
the Monroe Doctrine.
Who: President Theodore Roosevelt and the United States
Significance: The term is based on the proverb: "Speak softly and
carry a big stick; you will go far." The idea means to negotiate
peacefully with other nations but simultaneously threaten them
with the "big stick" or military muscle. This policy served to increase
the United States' influence.
Who is represented in the following political cartoon?
Who is represented in the following political cartoon?
William Randolph Hearst as a jester tossing newspapers with
sensationalist headlines to a crowd of eager readers. On
the left, men carry bags of money that they dump into
Hearst's printing press.
What: Sensationalist, or exaggerated, style of journalism
When: during the late 1890s
Significance: During this period, newspapers published
shocking accounts of the suffering of the Cuban people.
These newspapers were well known for sensationalist, or
exaggerated, stories. Journalists used this style of writing to
sway the American public to support certain efforts on the
world stage. Yellow press contributed to public support for
the Spanish-American War.
Why was the Treaty of Paris
signed?
 A.
To end the Civil War
 B.
To increase trade in Europe
 C.
 D.
To officially end World War I
To officially end the Spanish American
War
Why was the Treaty of Paris
signed?
 A.
To end the Civil War
 B.
To increase trade in Europe
 C.
 D.
To officially end World War I
To officially end the Spanish American
War
Why was the Treaty of
Versailles signed?
 A.
To end the Civil War
 B.
To increase trade in Europe
 C.
 D.
To officially end World War I
To officially end the Spanish American
War
Why was the Treaty of
Versailles signed?
 A.
To end the Civil War
 B.
To increase trade in Europe
 C.
 D.
To officially end World War I
To officially end the Spanish American
War
What was the Zimmerman
Telegram?
What was the Zimmerman
Telegram?
 The
Zimmerman Telegram stated that if
the United States were to go to war
against Germany, Germany would give
Mexico financial support for an invasion
into the U.S. to recover the territory it had
lost in the Mexican-American War. The
British gave the text to President Wilson,
who made the telegram public. By doing
so, Wilson turned American opinion firmly
in favor of supporting the Allies.
What was the League of
Nations?
What was the League of
Nations?


What: an association of nations suggested by
Woodrow Wilson and formed after World War
I designed to solve disputes between nations
Significance: The League could place
economic sanctions on a nation, such as
preventing any member nations from trading
with the offender or use military force against
a nation that violated League principles.
Member nations would defend each other in
case of aggression. The League was
weakened by the U.S.'s refusal to join.
Which war ended the Spanish Navy's
dominance as a sea power?
 A.
Philippine-American War
 B.
Spanish-American War
 C.
Spanish Civil War
 D.
World War I
Which war ended the Spanish Navy's
dominance as a sea power?
 A.
Philippine-American War
 B.
Spanish-American War
 C.
Spanish Civil War
 D.
World War I
After the end of World War I,
the United States:
 A.
became the world superpower
 B.
returned to its practice of isolationism
 C.
gave up all of its territorial possessions
 D.
returned to its practice of imperialism
After the end of World War I,
the United States:
 A.
became the world superpower
 B.
returned to its practice of isolationism
 C.
gave up all of its territorial possessions
 D.
returned to its practice of imperialism
Which phrase describes President Theodore
Roosevelt's foreign relations policy?
 A.
"Open Door Policy"
 B.
"Monroe Doctrine"
 C.
"Sussex Pledge"
 D.
"Big Stick Diplomacy"
Which phrase describes President Theodore
Roosevelt's foreign relations policy?
 A.
"Open Door Policy"
 B.
"Monroe Doctrine"
 C.
"Sussex Pledge"
 D.
"Big Stick Diplomacy"
What does this political cartoon represent?
A. the imperialist tendencies of
European nations toward China
B. Japan's isolationist tendencies while
other nations expanded
C. the reaction of European nations to
Hay's Open Door Policy
D. the creation of spheres of influence
through the League of Nations
What does this political cartoon represent?
A. the imperialist tendencies of
European nations toward China
B. Japan's isolationist tendencies while
other nations expanded
C. the reaction of European nations to
Hay's Open Door Policy
D. the creation of spheres of influence
through the League of Nations
Module 4
 18th
Matching

raised tariffs significantly on
imported agricultural and
manufactured goods
 19th

made it illegal to make, sell, or
transport alcohol in the United
States
 Fordney-

an agreement signed by all of
the world’s “civilized” nations to
renounce war “as an instrument
of national policy
 Kellogg-

This law gave women the
Constitutional right to vote.
Amendment
Amendment
McCumber
Act
Briand Pact
 18th
Matching

raised tariffs significantly on
imported agricultural and
manufactured goods
 19th

made it illegal to make, sell, or
transport alcohol in the United
States
 Fordney-

an agreement signed by all of
the world’s “civilized” nations to
renounce war “as an instrument
of national policy
 Kellogg-

This law gave women the
Constitutional right to vote.
Amendment
Amendment
McCumber
Act
Briand Pact
Matching


Smoot-Hawley
Tariff Act

sought equality for
African Americans

placed a high tariff on
many goods imported
into the United States

the American public
feared a Communist
revolution

the most devastating
stock market crash in the
history of the United
States
Black Tuesday

Red Scare

NAACP
Matching


Smoot-Hawley
Tariff Act

sought equality for
African Americans

placed a high tariff on
many goods imported
into the United States

the American public
feared a Communist
revolution

the most devastating
stock market crash in the
history of the United
States
Black Tuesday

Red Scare

NAACP
What event is represented in this
picture?
 A.
Dust Bowl
 Great
Depression
 C.
Prohibition
 D.
Suffrage
What event is represented in this
picture?
 A.
Dust Bowl
 Great
Depression
 C.
Prohibition
 D.
Suffrage
What is the significance of the
Dust Bowl?
What is the significance of the
Dust Bowl?

For those who lived on farmland in the Great
Plains, the economic crisis of the Great
Depression went from bad to worse in 1934. A
severe drought hit and lasted for several
years. During World War I, much of the
grassland in the area had been deeply
plowed. The removal of the grass and the
dryness of the drought combined to turn the
topsoil into dust. Then, huge windstorms
whipped the dirt into the air, causing massive
dust storms.
What was the New Deal?
What was the New Deal?
 During
his campaign for president, Franklin
D. Roosevelt promised American voters
that he would give them a New Deal.
Unlike Hoover, Roosevelt believed that
government should and could directly
promote economic recovery. He
promised to reform the troubled banking
industry and to provide relief to the
American people.
What was the purpose of the Nineteenth Amendment to the
U.S. Constitution?
A. to grant African American men suffrage
B. to establish the prohibition of alcohol
C. to repeal the prohibition of alcohol
D. to grant women's suffrage
What was the purpose of the Nineteenth Amendment to the
U.S. Constitution?
A. to grant African American men suffrage
B. to establish the prohibition of alcohol
C. to repeal the prohibition of alcohol
D. to grant women's suffrage
Which of following was an attempt by the
world's nations to foster peace and end war?
 A.
the Smoot-Hawley Tariff Act
 B.
the Fordney-McCumber Act
 C.
the Kellogg-Briand Pact
 D.
the Bonus Expeditionary Force
Which of following was an attempt by the
world's nations to foster peace and end war?
 A.
the Smoot-Hawley Tariff Act
 B.
the Fordney-McCumber Act
 C.
the Kellogg-Briand Pact
 D.
the Bonus Expeditionary Force
In what year did the Great Wall Street Crash,
also known as Black Tuesday, occur?
 A.
1928
 B.
1929
 C.
1930
 D.
1933
In what year did the Great Wall Street Crash,
also known as Black Tuesday, occur?
 A.
1928
 B.
1929
 C.
1930
 D.
1933
What did the Rosewood Incident reveal about
the state of American society during the
1920s?

A. Racial tension between white and black
Americans led to violent conflicts.

B. The separation between the upper and lower
classes was growing worse and more violent.

C. Florida was the center of a violent political
debate about immigration.

D. Many Americans feared the ideologies of Italian
immigrants.
What did the Rosewood Incident reveal about
the state of American society during the
1920s?

A. Racial tension between white and black
Americans led to violent conflicts.

B. The separation between the upper and lower
classes was growing worse and more violent.

C. Florida was the center of a violent political
debate about immigration.

D. Many Americans feared the ideologies of Italian
immigrants.
In July 1936 the construction of the Fort Peck Dam in
Montana employed 10,500 workers. Which component
of the New Deal made this project possible?
 A.
Tennessee Valley Authority (TVA)
 B.
National Labor Relations Board (NLRB)
 C.
Public Works Administration (PWA)
 D.
Civilian Conservation Corps (CCC)
In July 1936 the construction of the Fort Peck Dam in
Montana employed 10,500 workers. Which component
of the New Deal made this project possible?
 A.
Tennessee Valley Authority (TVA)
 B.
National Labor Relations Board (NLRB)
 C.
Public Works Administration (PWA)
 D.
Civilian Conservation Corps (CCC)
Questions?
 Remember
you can call, text or email
your instructor for additional help