Download Twentieth Century American History

TEACHER
Twentieth Century
United States History
Rise of a Super Power
Benchmark
Grade 11
TEACHER
Title of Test: 11th Grade American History Benchmark #3
Testing Window: March 27, 2009 to April 10, 2009
Purpose:
The SJSD Assessment team emphasizes the purpose of the SJSD benchmark assessment program is to
facilitate and provide information for the following in order to enhance and promote student learning:
1. Student Achievement -- to produce information about student achievement so that
parents/guardians, students and teachers have a baseline against which to monitor academic
mastery of the skills and processes set forth within a particular curriculum sequence.
2. Student Counseling -- to serve as a tool in the counseling and guidance of students for further
direction and for specific academic placement.
3. Instructional Change -- to provide teachers with the information needed to make instructional
decisions, plans and changes regarding classroom objectives and program implementation.
4. School and District Evaluation -- to provide indicators of the progress of the district toward
established goals.
District Subject Coordinator: Mr. Robert Nash
Assistant Director of Assessment: Dr. Laura Nelson
Director of Curriculum, Instruction and Assessment: Mrs. Cheri Patterson
SJSD Curriculum Objective and Missouri Grade/Course Level Expectations (GLEs/CLEs)
for this benchmark:
The student will acquire a solid foundation which includes knowledge of and the ability to
SJSD: 3.1 analyze the highs and lows of the Inter-War period, and how this period
contributed to World War II.
GLE/CLE: H3aAUS (DOK 3) describe the migrations of people from many regions of the world and the
interactions of cultures and religious traditions that have contributed to America’s history.
GLE/CLE: H3aJUS (DOK 3) apply the following major economic concepts in the context of the historical
period studied: natural resources; government regulation and deregulation; profit
GLE/CLE: H3aRUS (DOK 1)identify the roles on government in the U.S. economy (defining and
protecting property right, maintaining competition, promoting goals, such as full employment,
stable prices,
growth and justice.
GLE/CLE: H3aXUS (DOK 2) examine the wars of the twentieth-century pertinent to U.S. history
including: causes, comparisons, consequences and peace efforts.
GLE/CLE: TS7FUS (DOK 3) interpret maps, statistics, charts, diagrams, graphs, timelines, pictures,
political cartoons, audiovisual materials, continua, written resources, art and artifacts.
SJSD: 3.2 analyze the effects and outcomes of World War II on the U.S. and the impact the
U.S. has on the world.
GLE/CLE: H3aRUS (DOK 1)identify the roles on government in the U.S. economy (defining and
protecting property right, maintaining competition, promoting goals, such as full employment,
stable prices,
growth and justice.
GLE/CLE: H3aWUS (DOK 2) describe and evaluate the evolution of U.S. domestic and foreign policies
from Reconstruction to the present, including: isolation, immigration policy, Manifest Destiny,
imperialism, two world wars, Cold War.
TEACHER
GLE/CLE: H3aXUS (DOK 2) examine the wars of the twentieth-century pertinent to U.S. history
including: causes, comparisons, consequences and peace efforts.
GLE/CLE: TS7FUS (DOK 3) interpret maps, statistics, charts, diagrams, graphs, timelines, pictures,
political cartoons, audiovisual materials, continua, written resources, art and artifacts.
Show-Me Standards for this benchmark:
Content standards
The student will acquire a solid foundation which includes knowledge of and proficiency in
SS3a continuity and change in the history of Missouri and the United States.
SS 7 the use of tools of social science inquiry (such as surveys, statistics, maps and documents.
Process standards
The student will demonstrate within and integrate across all content areas the ability to
1.6 discover and evaluate patterns and relationships in information, ideas and structures.
1.9 identify, analyze and compare the institutions, traditions and art forms of past and present
societies.
1.10 apply acquired information, ideas, and skills to different contexts as students, workers,
citizens, and consumers.
3.5 recognize and solve problems reason inductively from a set of specific facts and deductively
from general premises.
3. 6 recognize and solve problemexamine problems and proposed solutions from multiple
perspectives.
TEACHER
Please answer questions 1-11 regarding the period
between the World Wars. (SS3a: 3aA, (DOK 3) 3aJ, (DOK 3) 3aR, (DOK
2) 3aX, (DOK 2) 7F (DOK 3), 1.6, 1.9, 1.10)
1. Which of the following BEST describes a “fear of foreigners”? 3aA
A. Fundamentalism
B. Nativism
C. Normalcy
D. Red Scare
2. Which of the following best describes the purpose of immigration laws like the Emergency
Quota Act, National Origins Act and the Immigration Act that were passed by Congress after
World War I? 3aA & 3aW
A. To stop the limitless immigration of Germans after World War I.
B. As an effort to make equal the number of immigrants from all the countries.
C. To discriminate against all those who did not come from Northern or Western Europe.
D. As an effort to fix the Gentlemen's Agreement of 1907 between Theodore Roosevelt and
Japan.
3. All of the following are reasons it was difficult for the government to enforce laws dealing
with prohibition EXCEPT 3aJ
A. many people were determined to break the laws.
B. insufficient funds were provided to pay for enforcement.
C. prohibition banned only alcoholic beverages manufactured in the U.S.
D. many law enforcement officials took bribes from smugglers and bootleggers.
TEACHER
Use the charts AND your knowledge of the period to answer question 4.
4. Which of the following statements about the economy in 1929 is supported by the
information in the charts? 3aJ & 7F
A. Wealth was distributed evenly among Americans.
B. A strong middle class was steadily emerging in the US.
C. The economy was the most prosperous it had ever been in American history.
D. A small percentage of Americans received a large portion of the total income earned.
5. All of the following were important causes of the Great Depression EXCEPT 3aR
A. the stock market crashed.
B. tariffs on foreign imports were lowered.
C. the federal government did not insure people’s bank accounts.
D. both individuals and businesses built up large debts because of easy credit.
6. Which of the following best describes a government system for giving payments or food to
the poor? 3aJ
A. Bonus Army.
B. direct relief.
C. price support.
D. rugged individualism.
TEACHER
7. Which one of the following was a response by Herbert Hoover to the Great Stock Market
Crash and the Great Depression? 3aJ
A. He supported large numbers of citizens into “Hoovervilles.”
B. He wanted to maintain a budget that spent governmental funds.
C. He believed in laissez-faire principals that the economy would fix itself.
D. He created an all encompassing stimulus package to revive the economy.
TEACHER
Use the passage AND your knowledge of the 1930s to answer questions 8-9.
“This is a day of national consecration
{blessing}. I am certain that my fellow
Americans expect that on my induction into
the presidency I will address them with a
candor and a decision which the present
situation of our nation impels. This is
preeminently the time to speak the truth, the
whole truth, frankly and boldly. Nor need we
shrink from honestly facing conditions in our
country today. This great nation will endure as
it has endured, will revive and will prosper.
So, first of all, let me assert my firm belief that
the only thing we have to fear is fear itself—
nameless, unreasoning, unjustified terror
which paralyzes needed efforts to convert
retreat into advance. In every dark hour of our
national life a leadership of frankness and
vigor has met with that understanding and
support of the people themselves which is
essential to victory. I am convinced that you
will again give that support to leadership in
these critical days…
If I read the temper {attitudes} of our people
correctly, we now realize as we have never
realized before our interdependence on each
other; that we cannot merely take but we must
give as well; that if we are to go forward, we
must move as a trained and loyal army willing
to sacrifice for the good of a common
discipline, because without such discipline no
progress is made, no leadership becomes
effective. We are, I know, ready and willing to
submit our lives and property to such
discipline, because it make possible a
leadership which aims at a larger good. This I
propose to offer, pledging that the larger
purposes will bind upon us all as a cared
obligation with a unity of duty, hitherto
evoked only in time of armed strife.
With this pledge taken, I assume
unhesitatingly the leadership of this great
army of people dedicated to a disciplined
attack upon our common problems.
Action in this image and to this end is feasible
under the form of government which we have
inherited from our ancestors…
We face the arduous {difficult} days that lie
before us in the warm courage of national
unity…The people of the United States have
not failed. In their need they have registered a
mandate {an authorization} that they want
direct, vigorous action. They have asked for
discipline and direction under leadership.
They have made me the present instrument of
their wishes. In the spirit of the gift I take it.
Franklin Roosevelt, 1933
8. Franklin Delano Roosevelt’s primary purpose in the first paragraph is to 3aR & 7F
A. Minimize the severity of the difficulties facing the country.
B. Emphasize that he will be more honest than his predecessors.
C. Prepare his listeners for the unpleasant topic he must address.
D. Assert that he will be the strongest leader ever to face difficult times in America.
9. All of the following can be inferred from the passage EXCEPT 3aR & 7F
A. It emphasized that Franklin Delano Roosevelt was a strong leader.
B. It made Franklin Delano Roosevelt’s listeners feel their own importance.
C. It stressed the need to fight the nation’s problems vigorously.
D. It subtly warned foreign nations that America was prepared to fight.
TEACHER
10. Why did members of the political “left” criticize Franklin Delano Roosevelt’s First New
Deal? 3aR
A. They believed that the New Deal was making America a communist nation.
B. They believed that the New Deal was not doing enough to help suffering Americans.
C. They believed FDR should follow Senator Long of Louisiana’s plan, the "Share the
Wealth" Plan.
D. They argued that Americans needed to “pull themselves up by their own bootstraps”
and learn to be more “thrifty”.
11. Which of the following explains Franklin Delano Roosevelt’s need to create a “Second New
Deal” in 1935? 3aR
A. The Second New Deal repealed all aspects of the First New Deal’s programs.
B. The Supreme Court supported the National Recovery Act, one of the key programs of
the First New Deal.
C. Franklin Delano Roosevelt’s critics helped him realize that he needed to offer less
financial and retirement relief for Americans.
D. Franklin Delano Roosevelt’s many critics led him to believe that the First New Deal did
not provide enough relief to certain groups, such as senior citizens.
TEACHER
Please answer questions 12-20 regarding the effects
and outcomes of World War II. (SS3a: 3aR (DOK 2), 3aW (DOK 3),
3aX (DOK 2), 7F (DOK 3), 1.6, 1.9, 1.10, 3.5, 3.6
12. All of the following are true of the forced relocation of Japanese Americans from the West
Coast during the Second World War EXCEPT 3aX
A. The majority of those confined were native-born Americans.
B. President Roosevelt claimed that military necessity justified the action.
C. They were forced from their homes and businesses on the West Coast into detention
camps.
D. The Supreme Court immediately declared the legislative act for the internment
unconstitutional.
13. Which of the following shows the largest impact women had on the American war effort
during World War II? 3aR & 3aX
A. They joined the work force in record numbers.
B. They assumed the majority elected political positions.
C. They were allowed to join the military in front line combat roles.
D. They assumed most executive positions in key wartime industries.
14. All of the following belong in a discussion of FDR’s “Arsenal of Democracy” EXCEPT
3aW
A. Destroyers for Bases
B. Isolationism
C. Lend-Lease
D. Neutrality Act of 1939
TEACHER
Use the image to answer number 15.
15. Which of the following best describes the intention of the United States in this political
cartoon? 3aW
A. To halt foreign aggression.
B. To avoid involvement in war.
C. To increase its trade with the Allies.
D. To give new methods of warfare to the Allies.
16. What was significant about the Atlantic Charter meeting? 3aX
A. The United States along with the other Allied nations decided to invade Italy.
B. Harry S Truman and Winston Churchill agreed to use the atomic bomb on Japan.
C. Franklin Delano Roosevelt and Joseph Stalin agreed to divide Germany into 3 zones of
occupation.
D. Franklin Delano Roosevelt and Winston Churchill held a secret meeting where they
formed a military alliance between the United States and Britain.
TEACHER
Use the quotation and your background knowledge to answer question 17.
"If your neighbor's house was on fire, and he didn't have a garden hose, wouldn't it make sense to
let him use your hose to fight the fire so the fire could be put out before it spread to your house?"
17. This quotation was raised by Franklin Roosevelt to justify the 3aW & 3aX
A. Atlantic Charter.
B. Four Freedoms Speech.
C. Lend-Lease Act
D. Neutrality Acts.
18. Which of the following shows the largest impact the Office of Price Administration had on
American citizens during World War II? 3aR
A. To enforce the “cost-plus” system.
B. To help civilian factories convert to wartime production.
C. To prevent worker strikes against industries that were needed with the war effort.
D. To prevent sky-rocketing prices on rationed goods by establishing “price ceilings”.
19. World War II had all of the following effects upon the United States economy EXCEPT the
A. the abilty to strike against industries needed for the war effort. 3aR
B. War Production Board supervised conversion from a peace time to wartime economy.
C. Fair Employment Practices Committee was established as a result of a march on
Washington.
D. income tax was levied against 74% of the population and began the practice of
withholding; collecting the income tax before the money reached the individual.
20. All of the following are reasons the United States dropped the atomic bomb on Japan
EXCEPT? 3aX
A. To force the Japanese empire into surrendering.
B. To save an estimated 1 million American lives in a potential invasion of Japan.
C. To prevent Britain from capturing any Japanese territory and absorb it into their empire.
D. To prevent the U.S.S.R. from capturing any Japanese territory and converting it to
communism.