2017 TEXAS STAAR TEST – END OF COURSE – U.S. HISTORY Total Possible Score: 68 Needed Correct to Pass: 43 Needed Correct to Master: 54 Time Limit: 4 Hours This file contains the State of Texas Assessments of Academic Readiness (STAAR) administered in Spring, 2017, along with the answer key, learning objectives, and, for writing tests, the scoring guide. This document is available to the public under Texas state law. This file was created from information released by the Texas Education Agency, which is the state agency that develops and administers the tests. All of this information appears on the Texas Education Agency web site, but has been compiled here into one package for each grade and subject, rather than having to download pieces from various web pages. The number of correct answers required to "pass" this test is shown above. Because of where the "passing" score is set, it may be possible to pass the test without learning some important areas of study. Because of this, I believe that making the passing grade should not be considered "good enough." A student's goal should be to master each of the objectives covered by the test. The "Needed Correct to Master" score is a good goal for mastery of all the objectives. The test in this file may differ somewhat in appearance from the printed version, due to formatting limitations. Since STAAR questions are changed each year, some proposed questions for future tests are included in each year's exams in order to evaluate the questions. Questions being evaluated for future tests do not count toward a student's score. Those questions are also not included in the version of the test made available to the public until after they used as part of the official test. The test materials in this file are copyright 2017, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. Residents of the state of Texas may reproduce and use copies of the materials and related materials for individual personal use only without obtaining written permission of the Texas Education Agency. For full copyright information, see: http://tea.texas.gov/About_TEA/Welcome_and_Overview/Site_Policies/ Questions and comments about the tests should be directed to: Texas Education Agency Student Assessment Division 1701 N. Congress Ave, Room 3-122A Austin, Texas 78701 phone: 512-463-9536 email: [email protected]Hard copies of the released tests may be ordered online through ETS at: http://texasassessment.com/uploads/2017-released-test-order-form-final-tagged.pdf . When printing questions for math, make sure the print menu is set to print the pages at 100% to ensure that the art reflects the intended measurements. For comments and questions about this file or the web site, you can e-mail me at [email protected]. Please direct any questions about the content of the test to the Texas Education Agency at the address above. Provided as a public service by Former State Representative Scott Hochberg . No tax dollars were used for this web site.
Transcript
2017 TEXAS STAAR TEST – END OF COURSE – U.S. HISTORY
Total Possible Score: 68 Needed Correct to Pass: 43
Needed Correct to Master: 54
Time Limit: 4 Hours This file contains the State of Texas Assessments of Academic Readiness (STAAR) administered in Spring, 2017, along with the answer key, learning objectives, and, for writing tests, the scoring guide. This document is available to the public under Texas state law. This file was created from information released by the Texas Education Agency, which is the state agency that develops and administers the tests. All of this information appears on the Texas Education Agency web site, but has been compiled here into one package for each grade and subject, rather than having to download pieces from various web pages. The number of correct answers required to "pass" this test is shown above. Because of where the "passing" score is set, it may be possible to pass the test without learning some important areas of study. Because of this, I believe that making the passing grade should not be considered "good enough." A student's goal should be to master each of the objectives covered by the test. The "Needed Correct to Master" score is a good goal for mastery of all the objectives. The test in this file may differ somewhat in appearance from the printed version, due to formatting limitations. Since STAAR questions are changed each year, some proposed questions for future tests are included in each year's exams in order to evaluate the questions. Questions being evaluated for future tests do not count toward a student's score. Those questions are also not included in the version of the test made available to the public until after they used as part of the official test. The test materials in this file are copyright 2017, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. Residents of the state of Texas may reproduce and use copies of the materials and related materials for individual personal use only without obtaining written permission of the Texas Education Agency. For full copyright information, see: http://tea.texas.gov/About_TEA/Welcome_and_Overview/Site_Policies/ Questions and comments about the tests should be directed to: Texas Education Agency Student Assessment Division 1701 N. Congress Ave, Room 3-122A Austin, Texas 78701 phone: 512-463-9536 email: [email protected] Hard copies of the released tests may be ordered online through ETS at: http://texasassessment.com/uploads/2017-released-test-order-form-final-tagged.pdf .
When printing questions for math, make sure the print menu is set to print the pages at 100% to ensure that the art reflects the intended measurements. For comments and questions about this file or the web site, you can e-mail me at [email protected]. Please direct any questions about the content of the test to the Texas Education Agency at the address above.
Provided as a public service by Former State Representative Scott Hochberg.
Read each question carefully. Determine the best answer to the question from the four answer choices provided. Then fill in the answer on your answer document.
1 The Progressive goal to implement women’s suffrage was accomplished by —
A a national referendum
B an executive order
C a Supreme Court decision
D a constitutional amendment
U.S. History
Page 4
2 This poster is from the first annual Earth Day in 1970.
Source: Library of Congress, Prints and Photographs Division
Earth Day was created for the purpose of —
F celebrating the diversity of humankind
G honoring the world’s agricultural workers
H raising awareness of environmental issues
J promoting peace throughout the world
U.S. History
Page 5
A heat shield material designed to act as an insulating barrier is now used to protect high-rise buildings from fires.
Source: NASA
4
3 The Korean War was an effort by the United States to —
A carry out its policy of containing the spread of communism
B keep its economy strong by maintaining wartime activities
C secure additional Asian trading partners
D extend the principles of the Marshall Plan to Asia
This technology was originally developed primarily to —
F give rockets greater boost during takeoff
G protect the space shuttle on reentry
H provide astronauts with improved navigational equipment
J slow down space capsules as they landed in the ocean
5 One reason the 2008 presidential election was historically significant is that it was the first time —
A traditionally Republican states voted Democratic
B voters used computerized ballots
C an African American won the presidency
D a Southerner won the vice-presidency
U.S. History
Page 6
6
Source: Library of Congress
What was one direct effect of World War II activities like those promoted by this poster?
F Changes in the traditional roles of women
G The establishment of women’s suffrage
H Combat training for women
J The election of women political leaders
U.S. History
Page 7
An estimated thousand people lived in St. Louis’s Hooverville, located on the banks of the Mississippi near the city dump. In New York, noted one observer in 1931, hobos were “coming into the city in larger numbers than ever before and have set up a ‘jungle’ for themselves in the heart of the East Side” on vacant lots owned by the city.
—Kenneth Kusmer, 2002
7
Which of the following contributed most to the situation described in this excerpt?
A The rise of corporate monopolies
B Strict banking regulations and high income tax rates
C The influx of immigrants into urban areas
D High unemployment and widespread home foreclosures
8 Which of the following is an example of fulfilling a civic responsibility?
F Interviewing for employment
G Reporting for jury duty
H Collecting donations for charities
J Preserving records of ethnic ancestry
U.S. History
Page 8
? • College “teach-ins”• Burning draft cards• Mass demonstrations
9
Which of the following is the best title for this list?
A Protests Against the Vietnam War
B Opposition to the Arms Race
C Support for Gender Equality
D Demands to Stop Dumping Chemical Waste
10 The main reason the United States launched military operations in Afghanistan in October 2001 was to —
F prevent genocide
G seize weapons of mass destruction
H destroy an international terrorist organization
J overthrow an absolute monarchy
U.S. History
Page 9
11
The House of Representatives shall be composed of Members chosen every second Year by the People of the several States.
—U.S. Constitution, Article I, Section 2
Which statement from the Declaration of Independence influenced Article I, Section 2 of the Constitution?
A “He has affected to render the Military independent of and superior to the Civil power.”
B “To secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.”
C “He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary powers.”
D “These United Colonies are, and of Right ought to be Free and . . . they are Absolved from all Allegiance to the British Crown.”
U.S. History
Page 10
12 This 1917 poster depicts a worker in a shipyard.
Source: Library of Congress, Prints and Photographs Division
This poster could be used to support which assertion?
F Demand for labor in war industries helped increase employment.
G Use of new war technologies required extensive training.
H Conscription caused a shortage of laborers during wartime.
J Standardization of parts helped streamline the production of munitions.
U.S. History
Page 11
14
13 Which of the following was a direct result of the civil rights movement?
A An increase in respect for suburban housewives
B Increased political participation by minority groups
C The revitalization of inner cities
D Increased migration to rural areas
The United States is the world’s best hope, but . . . if you tangle her in the intrigues of Europe, you will destroy her power for good, and endanger her very existence. . . .
—Senator Henry Cabot Lodge
Senator Lodge made this statement in opposition to —
F U.S. membership in the League of Nations
G the funding of a massive buildup of the U.S. Navy
H a relaxation of U.S. citizenship requirements
J U.S. entry into the Spanish-American War
U.S. History
Page 12
15 Miami, 1913
Miami, 1997
1997
pho
to c
ourt
esy
Sout
h Fl
orid
aW
ater
Man
agem
ent
Dis
tric
t The changes shown in these photographs most likely —
A helped improve workplace safety
B increased the supply of natural resources
C altered the makeup of natural ecosystems
D helped decrease energy consumption
U.S. History
Page 13
? • To present new concepts for established products and ideas
• To introduce new technology that replaces existing products
• To organize and manage an enterprise with some personal risk
17
16 The launch of Sputnik I intensified Cold War tensions and caused the —
F United States to increase spending on technology and weapons to compete with the Soviet Union
G Soviet Union to move missiles and warships to Cuba in order to threaten the United States
H United States to send troops and aid to East Berlin to free it from Soviet control
J Soviet Union to threaten Europe with nuclear attack if Soviet airspace were violated
Which title best completes this list?
A Roles of Entrepreneurs
B Goals of the Federal Reserve
C Objectives of Trade Union Leaders
D Responsibilities of Business Professors
18 The establishment of speakeasies in the 1920s was an unintended consequence of which federal government action?
F The taxation of imported luxury goods
G The deportation of suspected communist sympathizers
H The prohibition of the sale of alcoholic beverages
J The implementation of immigration restrictions
U.S. History
Page 14
19 East–West Conflict in Europe During the Cold War
1946–1949
1947
1948–1949
1948–1949
1949
1955
The Soviet Union forms the communist Eastern Bloc.
The United States announces the Truman Plan.
The Soviet Union enforces the Berlin Blockade.
? Western Powers form the North Atlantic Treaty Organization.
The Soviet Union creates the Warsaw Pact.
Which statement correctly completes this time line?
A The Allied powers divide Germany and Berlin into four sectors.
B German citizens vote to reunite East and West Germany.
C The United States and Great Britain airlift supplies to West Berlin.
D The United Nations sends troops into Eastern Europe.
20 In response to public concern over issues raised by Upton Sinclair’s The Jungle, the federal government expanded its role in —
F working with labor unions to increase worker salaries
G taking responsibility for the safety of consumers
H setting limits on the growth of private industry
J implementing social welfare programs
U.S. History
Page 15
22
21 Which of the following demonstrates the diffusion of American culture?
A The establishment of multinational research centers in Antarctica
B The presence of German immigrants in the United States
C The establishment of a Saudi Arabian embassy in the United States
D The rise of baseball as a major sport in Japan
American Indian leaders and activists organize a nonviolent protest to bring attention to issues affecting American Indians. More than 600 people travel in the “Trail of Broken Treaties” in a caravan of buses, cars, trucks, and campers to Saint Paul, Minnesota.
— “1972: Trail of Broken Treaties,” U.S. National Library of Medicine, Native Voices, www.nlm.nih.gov
(accessed April 7, 2014)
Which earlier protest was most similar to the one described above?
F The gathering of disillusioned youth at Woodstock
G The burning of draft cards by opponents of the Vietnam War
H The March on Washington for Jobs and Freedom
J The labor demonstrations during the Pullman strike
U.S. History
Page 16
Urban Mass Transit Vehicles, New York City, 1869–present
Elevated train Train that ran on aboveground tracks 1869–1973
Cable car Streetcar operated by underground steam-driven cable conduits
1883–1909
Trolley Streetcar operated by overhead or underground electrical power 1887–1957
Subway Train that runs on underground tracks 1904–present
23
Courtesy of the New York Transit Museum
How did these developments in transportation most affect the standard of living in U.S. cities?
A By increasing the expenses associated with relocation
B By giving residents more flexibility in employment
C By expanding the options for personal education
D By increasing traffic congestion on city streets
U.S. History
Page 17
24
As secretary of commerce . . . Herbert Hoover seized on the cooperation between industry and science that had emerged during World War I and boldly extended it further into the realm of commerce. . . . Among Secretary Hoover’s most significant initiatives . . . was standardization and simplification of industrial parts and procedures. . . . The formulation of standard weights for loaves of bread, standard sizes for cans, and uniform rating of canned goods for quality, as well as standardization of packaging units . . . greatly facilitated distribution, retailing, and accounting.
—“Herbert Hoover, Economic Mastermind,” Library of Congress, www.lcweb2.loc.gov
(accessed March 18, 2014)
How did the introduction of these new practices most benefit U.S. business?
F By increasing production efficiency
G By preventing shortages of goods
H By increasing protective tariffs
J By decreasing exports
25 The Chinese Exclusion Act of 1882 was primarily a response to —
All who recall the condition of the country in 1890 will remember that . . . the country was in real danger from another kind of slavery . . . that would result from the aggregations of capital in the hands of a few individuals and [businesses] controlling, for their own profit and advantage exclusively, the entire business of the country, including the production and sale of the necessaries of life.
—Supreme Court Justice John Marshall Harlan, 1911
In this excerpt, Justice Harlan is warning against —
A a civil service based on patronage rather than merit
B allowing powerful monopolies to dominate interstate commerce
C a lack of federal funding for essential transportation systems
D allowing labor unions to interfere with production goals
U.S. History
Page 20
29
28 As part of the Nixon administration’s policy of Vietnamization, the U.S. military —
F trained South Vietnamese forces to take over combat responsibilities from U.S. troops
What was the goal of the protests depicted on this map?
A To pressure Congress to prohibit discrimination against disabled citizens
B To demonstrate the economic impact of discriminatory practices on interstate transportation
C To challenge the federal government to enforce Supreme Court rulings against discrimination in interstate transportation
D To persuade states to abandon discriminatory voter-registration procedures
U.S. History
Page 21
30
31
In the last half of the nineteenth century, the United States experienced vast industrial growth. A new class of wealthy entrepreneurs and a prosperous middle class emerged. Factory jobs also increased to meet production demands.
Which demographic change in the United States is most associated with this transformation?
F Increased property values in rural areas
G Increased life expectancies in urban areas
H Increased birth rates in rural areas
J Increased migration to urban areas
Where . . . the investigation is no longer a general inquiry into an unsolved crime but has begun to focus on a particular suspect, the suspect . . . has requested and been denied an opportunity to consult with his lawyer, and the police have not effectively warned him of his absolute constitutional right to remain silent, the accused has been denied “the Assistance of Counsel” in violation of the Sixth Amendment . . .
—Escobedo v. Illinois, 1964
What was one impact of this ruling?
A Impeachment procedures were redefined.
B Due process guidelines were reexamined.
C Full faith and credit was reaffirmed.
D State laws were deemed supreme over federal laws.
U.S. History
Page 22
32
This naval dispatch reads “AIR RAID ON PEARL HARBOR X THIS IS NOT DRILL.”
Source: Library of Congress, Manuscript Division
The event reported in this dispatch led directly to —
F the implementation of sanctions against Japan
G U.S. entry into World War II
H the establishment of the Truman Doctrine
J U.S. annexation of Hawaii
U.S. History
Page 23
• The president may only make use of armed forcesfollowing a declaration of war, authorization byCongress, or an attack on the United States.
• The president must consult with Congress regularlyregarding the use of armed forces as long astroops remain in hostile situations.
• Within 60 days the president will end the use ofarmed forces unless Congress acts to approvecontinued military action.
34 Selected Features of the War Powers Resolution, 1973
33 How did the creation of the Federal Deposit Insurance Corporation change the nature of banking in the United States?
A The government began to guarantee bank deposits.
B Depositors could transfer investments without penalties.
C Depositors were guaranteed minimum interest rates on savings accounts.
D The government required taxpayers to open savings accounts.
How does this resolution demonstrate the principle of checks and balances?
F It expands the power of judicial review to military courts.
G It allows the executive to determine the length of military conflicts.
H It allows Congress to limit the military authority of the executive branch.
J It gives Congress oversight of military strategy and operations.
U.S. History
Page 24
35
Commerce makes men independent of each another, gives quite another idea of their personal value, persuades them to manage their own affairs, and teaches them to be successful. . . .
No country in the world has a more lively or concerned feeling for property than the United States and nowhere else does the majority display less inclination toward those doctrines which threaten to impair in any way at all the manner in which property is owned.
— Alexis de Tocqueville, Democracy in America
Which value important to America’s success as a constitutional republic is best illustrated in this excerpt?
A Social justice
B Populism
C Laissez-faire
D Egalitarianism
U.S. History
Page 25
Populist Demands in the Late 1800s
• Regulation of railroad shipping charges• A graduated income tax• Free and unlimited coinage of silver
37
36 Some of President Franklin D. Roosevelt’s New Deal programs were declared unconstitutional when the Supreme Court held that they —
F required U.S. cooperation with foreign nations
G prevented equal access to the judicial system
H granted privileges to religious organizations
J infringed on powers reserved to the states
These demands most reflected the concerns of —
A small farmers in need of affordable credit
B robber barons pursuing higher profits
C prominent bankers who controlled the money supply
D immigrant workers seeking economic justice
U.S. History
Page 26
38 Soviet Premier Leonid Brezhnev and
President Richard Nixon, June 19, 1973
Source: NARA
What was the primary goal of discussions between these two leaders?
F To recognize the independence of former satellite states
G To reach a formal agreement on weapons control
H To negotiate the reunification of Germany
J To develop a global environmental-protection policy
U.S. History
Page 27
39
Whenever normal agencies prove inadequate to the task and it becomes necessary for the Executive Branch of the Federal Government to use its powers and authority . . . the President’s responsibility is inescapable. In accordance with that responsibility, I have today issued an Executive Order directing the use of troops under Federal authority to aid . . . at Little Rock, Arkansas.
—President Dwight D. Eisenhower, address from the White House, September 24, 1957
President Eisenhower exercised his federal authority in an effort to —
A ensure the safety of protesters at lunch counter sit-ins
B end the violence directed against the Freedom Riders
C enforce a ruling to desegregate public schools
D protect citizens from rioting spurred by Ku Klux Klan rallies
U.S. History
Page 28
A song for the grand old Temp’rance tree, That is bearing goodly fruit! Its blessings ev’ry where we see, We praise it, branch and root. We’ll plant it wherever rum shops are, In our native land so far, Till its noble branches spread afar On the golden sunny air!
Oh! we’ll gather round The Temp’rance tree, And sing our songs of joy. Till the viper that is in the cup, Shall no more destroy! Till the viper that is in the cup, Shall no more destroy!
40
Source: Library of Congress, Music Division
These lyrics are representative of a movement that culminated in a constitutional amendment during the —
F Harlem Renaissance
G New Deal
H Reconstruction era
J Progressive Era
U.S. History
Page 29
41
Source: NARA
This cartoon depicts President Woodrow Wilson calling on Congress to —
A ratify the Treaty of Versailles
B issue a declaration of war against Germany
C authorize the use of funds to support Russian revolutionaries
D enact trade sanctions against Germany
U.S. History
Page 30
?____________ was more involved in the minds andhearts and aspirations of people than any other First Lady in history. By the end of her life she was one of the most esteemed women in the world.
During her 12 years in the White House she was sometimes laughed at and sometimes bitterly resented. But during her last years she became the object of almost universal respect. . . .
She was hailed by countless numbers as their personal champion in a world first depression-ridden, then war-torn and finally maladjusted in the postwar years. She was a symbol of the new role women were to play in the world. As a result of her work in the United Nations, particularly in behalf of the little peoples of the world, this esteem soon transcended national barriers to become virtually worldwide. . . .
—New York Times, November 8, 1962
42
Who is described in the obituary above?
F Jacqueline Kennedy
G Mamie Eisenhower
H Eleanor Roosevelt
J Claudia “Lady Bird” Johnson
43 Which factor contributed most to the flooding in New Orleans during Hurricane Katrina?
A The location of the surrounding barrier islands
B The city’s low elevation
C The presence of offshore oil rigs
D The buildup of silt in the Mississippi
U.S. History
Page 31
Principles of the World Trade Organization
• Grants trading partners “most favorednation” status
• Lowers trade barriers through negotiations• Discourages unfair trade practices and
encourages competition• Creates trade opportunities for less-
developed countries
44
How have these principles most affected U.S. markets?
F By stimulating consumer demand for products
G By making business transactions costlier
H By causing shortages of essential materials
J By discouraging coordination among producers
U.S. History
Page 32
45
A homesteader had only to be the head of a household or at least 21 years of age to claim a 160-acre parcel of land. Settlers from all walks of life including newly arrived immigrants, farmers without land of their own from the East, single women and former slaves came to meet the challenge of “proving up” and keeping this “free land.” Each homesteader had to live on the land, build a home, make improvements and farm for 5 years before they were eligible to “prove up.” A total filing fee of $18 was the only money required. . . .
—National Park Service, www.nps.gov (accessed November 14, 2013)
The process described above led to —
A peaceful resolution of territorial disputes with American Indians
B the establishment of agricultural communities on the American frontier
C federal regulation of agriculture
D a decline in immigration to urban areas
U.S. History
Page 33
46
The reason . . . is not because our only powerful potential enemy has sent men to invade our shores . . . but rather because of the traitorous actions of those who have been treated so well by this Nation. . . .
This is glaringly true in the State Department. There the bright young men who are born with silver spoons in their mouths are the ones who have been most traitorous. . . .
—Joseph McCarthy, speech at Wheeling, West Virginia, February 9, 1950
In this excerpt, McCarthy is attempting to incite fear about —
F Japanese Americans confined in internment camps
G organizers of the Civil Rights movement
H accomplices in the Watergate scandal
J members of the Communist Party in government positions
47 During the late nineteenth century, many Irish immigrants were discriminated against for being —
A opposed to machine politics
B loyal to the United Kingdom
C conscientious objectors
D Roman Catholics
U.S. History
Page 34
48
As early as 1925, then-Secretary of Commerce Hoover had warned President Coolidge that stock market speculation was getting out of hand. Yet in his final State of the Union Address, Coolidge saw no reason for alarm. Hoover, however, remained fearful. Even before his inauguration, he urged the Federal Reserve to halt “crazy and dangerous” gambling on Wall Street by increasing the discount rate the Federal Reserve charged banks for speculative loans. He asked magazines and newspapers to run stories warning of the dangers of rampant speculation.
But Presidents in 1929 were not supposed to regulate Wall Street, or even talk about the gyrating market for fear of inadvertently setting off a panic, and Hoover backed off.
—Richard Norton Smith and Timothy Walch, “The Ordeal of Herbert Hoover,” 2004
The economic conditions described in this excerpt contributed to —
F a global economic depression
G an increase in foreign investments in the U.S. market
H the adoption of the gold standard
J an increase in free market activity
49 How did Andrew Carnegie contribute to civic and social life in the United States?
A By promoting spiritual and moral values in public schools
B By supporting conservative ideals in federal legislation and foreign policy
C By establishing philanthropic organizations dedicated to education and the arts
D By creating a charitable foundation to end hunger
U.S. History
Page 35
50
The fundamental . . . purpose is to conserve the scenery and the natural and historic objects and the wild life therein and to provide for the enjoyment of the same in such manner and by such means as will leave them unimpaired for the enjoyment of future generations.
—The Organic Act of 1916
What was the primary result of this legislation?
F States instituted their own environmental regulations.
G Settlement on lands with fragile ecosystems was prohibited.
H Monopolies seized control of natural resources.
J National parks were created as a way to manage land resources.
U.S. History
Page 36
51 U.S. Soldiers During World War I
Source: Library of Congress, Prints and Photographs Division
This photograph shows a military tactic that —
A made troops more vulnerable to long-range missiles, resulting in heavy casualties
B required highly skilled soldiers, resulting in lengthy training periods
C made frontal assaults difficult, resulting in long periods of stalemate
D required the ability to attack quickly, resulting in a reliance on cavalry forces
U.S. History
Page 37
52
On June 25, 1998, the United States Supreme Court in Clinton, et al. v. City of New York, et al. held that the Line Item Veto Act violated the Presentment Clause of the Constitution. The Clause requires that every bill which has passed the House and Senate before becoming law must be presented to the President for approval or veto, but is silent on whether the President may amend or repeal provisions of bills that have passed the House and Senate in identical form. The Court interpreted silence on this issue as equivalent to an express prohibition.
—Thomas J. Nicola, Congressional Research Service Report for Congress, 1998
The Supreme Court’s actions in agreeing to hear this case illustrate —
F key aspects of a democracy based on popular sovereignty
G checks and balances between branches of the federal government
H legal rulings of a partisan nature as a result of judicial activism
J separate roles of state and national governments in a federal system
U.S. History
Page 38
1973
1974
1975
1976
1977
1978
1979
1980
1981
1982
1983
Trends in Confidence in Government, 1973–1983 40%
30%
20%
10%
0%Perc
enta
ge o
f Res
pons
es I
ndic
atin
g a
“Gre
at D
eal o
f Con
fiden
ce”
Executive Office Congress
53
Source: National Opinion Research Center at the University of Chicago
Which of the following was the primary reason for the trends in public confidence from 1973 to 1976?
A The normalization of relations with China
B The explosion aboard Apollo 13
C The Watergate scandal
D The nuclear-power accident at Three Mile Island
U.S. History
Page 39
Agencies Created During the New Deal
• Civilian Conservation Corps• Works Progress Administration• Farm Credit Administration• Home Owners’ Loan Corporation
54
The goals of these New Deal agencies support the conclusion that the New Deal —
F gave the federal government a larger role in the day-to-day welfare of its citizens
G forced citizens to participate in federal programs
H gave preference to state-run agencies over federally run agencies
J forced the federal government to adopt isolationist foreign policies
U.S. History
Page 40
55
Source: NARA
These demonstrations led to —
A a global energy crisis brought on by an OPEC oil embargo
B the bombing of a Marine barracks, followed by retaliatory U.S. air strikes
C a U.S. boycott of the Olympics in protest of events in Central Asia
D a hostage crisis that severely damaged confidence in the Carter administration
U.S. History
Page 41
1 32
4 5 6
7
8
9
1110
12
13
Picture of a flapper. Thirteen qualifications: No. 1, hat of soft silk or felt; No. 2, bobbed hair; No. 3, flapper curl on forehead; No. 4, flapper collar; No. 5, flapper earrings; No. 6, slip-over sweater; No. 7, flapper beads; No. 8, metallic belt; No. 9, bracelet of strung jet; No. 10, knee-length fringed skirt; No. 11, exposed, bare knees; No. 12, rolled hose with fancy garter; No. 13, flat-heeled, little-girl sandals.
—Weekly Journal-Miner, Prescott, Arizona, August 2, 1922
56
Which inference about the 1920s is supported by this illustration?
F Women confronted discrimination in employment and education.
G Women challenged traditional attitudes and social norms.
H Reform organizations targeted women’s issues.
J Mass media reflected trends popular in rural communities.
U.S. History
Page 42
57
Today, on behalf of your fellow Americans, I offer a sincere apology to you for the actions that unfairly denied . . . families fundamental liberties during World War II.
In passing the Civil Liberties Act of 1988, we acknowledged the wrongs of the past and offered redress to those who endured such grave injustice. In retrospect, we understand that the nation’s actions were rooted deeply in racial prejudice, wartime hysteria, and a lack of political leadership.
—President Bill Clinton, letter of apology, October 1, 1993
In this excerpt, President Clinton is apologizing for —
A the passage of the Chinese Exclusion Act
B the verdict of the Sacco and Vanzetti trial
C the hearings of the House Un-American Activities Committee
D the internment of Japanese Americans
U.S. History
Page 43
Tom Torlino, Navajo As He Entered the As He Appeared Three
School in 1882 Years Later
58 These photographs are of the same student at Carlisle Indian School during the late nineteenth century.
Source: Archives and Special Collections, Dickinson College, Carlisle, PA
Which word best explains the changes shown in these photographs?
F Immigration
G Assimilation
H Nullification
J Nativism
U.S. History
Page 44
59 Which of the following identifies two effects of the Harlem Renaissance?
A • Increased geographic concentration of African Americans
• Increased popularity of venues featuring African Americanartists
B • Founding of colleges for African Americans
• Founding of the Socialist Party
C • Founding of Tuskegee University
• Migration of African Americans to western states
D • Ratification of constitutional amendments ensuring rights for
African Americans
• Increased support for the prohibition of alcoholic beverages
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Selected Aspects of the U.S. Economy, 1950–1960
• Civilian employment grew from 59.7 million to 66.4million.
• The gross domestic product (GDP) increased 39percent.
• The average family income increased 57.9 percent.
On January 22, 1964, the Joint Chiefs of Staff sent Secretary of Defense McNamara a memorandum that included the following recommendations:
• Assign responsibilities for the total U.S. program inVietnam to the U.S. military commander
• Commit additional U.S. forces, as necessary, insupport of the combat action within South Vietnam
• Commit U.S. forces, as necessary, in direct actionsagainst North Vietnam
60
61
What happened as a direct result of these recommendations?
F North Vietnamese leaders appealed for a ceasefire.
G U.S military involvement in Vietnam escalated.
H South Vietnamese leaders rejected military assistance.
J Soviet ground troops were deployed to Vietnam.
The changes described in this list contributed most directly to —
62 Which of these is the best definition of an era?
F A period of time identified by political, economic, or social trends
G A series of various changes over many years
H A series of events unified by individual or organized protests
J A period of time lasting between 10 and 15 years
Which numbered territory did the United States gain by winning the Spanish-American War?
A 1
B 2
C 3
D 4
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1980s 2010s
Work in an office Work from home In-house customer-service departments Outsourcing of customer service Handmade items sold at local fairs Handmade items sold to people all over the world Research conducted at libraries Research conducted remotely
64
Which of the following is most responsible for the differences shown on the table?
F Robert L. Johnson’s creation of a major television network
G Tim Berners-Lee’s invention of the World Wide Web
H Jeff Bezos’ founding of Amazon.com
J Michael Dell’s use of just-in-time manufacturing
65 Which of the following is an example of using a renewable resource to generate electricity?
A Building pipelines to maximize the efficiency of transporting oil and gas
B Placing large wind turbines in areas with strong, steady winds
C Using hydraulic fracturing with water and sand to release oil and gas
D Conducting open-pit mining in areas where coal is found near the surface
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66 These murals were painted during the 1970s in California.
STAAR U.S. History Assessment Based on Revised Curriculum
Reporting Category 1: History The student will demonstrate an understanding of issues and events in U.S. history.
(1) History. The student understands the principles included in the Celebrate Freedom Week program. The student is expected to
(A) analyze and evaluate the text, intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, and identify the full text of the first three paragraphs of the Declaration of Independence; Supporting Standard
(B) analyze and evaluate the application of these founding principles to historical events in U.S. history; and Supporting Standard
(C) explain the contributions of the Founding Fathers such as Benjamin Rush, John Hancock, John Jay, John Witherspoon, John Peter Muhlenberg, Charles Carroll, and Jonathan Trumbull Sr. Supporting Standard
(2) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to
(A) identify the major characteristics that define an historical era; Supporting Standard
(B) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics; Readiness Standard
(C) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and Supporting Standard
(D) explain the significance of the following years as turning points: 1898 (Spanish-American War), 1914–1918 (World War I), 1929 (the Great Depression begins), 1939–1945 (World War II), 1957 (Sputnik launch ignites U.S.–Soviet space race), 1968–1969 (Martin Luther King Jr. assassination and U.S. lands on the moon), 1991 (Cold War ends), 2001 (terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama). Supporting Standard
(3) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to
(A) analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism; Readiness Standard
(B) analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business; Readiness Standard
(C) analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists; and Readiness Standard
(D) describe the optimism of the many immigrants who sought a better life in America. Supporting Standard
(4) History. The student understands the emergence of the United States as a world power between 1898 and 1920. The student is expected to
(A) explain why significant events, policies, and individuals such as the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, Theodore Roosevelt, Sanford B. Dole, and missionaries moved the United States into the position of a world power; Readiness Standard
(B) evaluate American expansionism, including acquisitions such as Guam, Hawaii, the Philippines, and Puerto Rico; Supporting Standard
(C) identify the causes of World War I and reasons for U.S. entry; Readiness Standard
(D) understand the contributions of the American Expeditionary Forces (AEF) led by General John J. Pershing; Supporting Standard
(E) analyze the impact of significant technological innovations in World War I such as machine guns, airplanes, tanks, poison gas, and trench warfare that resulted in the stalemate on the Western Front; Supporting Standard
(F) analyze major issues such as isolationism and neutrality raised by U.S. involvement in World War I, Woodrow Wilson’s Fourteen Points, and the Treaty of Versailles; and Readiness Standard
(G) analyze significant events such as the Battle of Argonne Forest. Supporting Standard
(5) History. The student understands the effects of reform and third-party movements in the early 20th century. The student is expected to
(A) evaluate the impact of Progressive Era reforms, including initiative, referendum, recall, and the passage of the 16th, 17th, 18th, and 19th amendments; Readiness Standard
(B) evaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan B. Anthony, Ida B. Wells, and W. E. B. DuBois on American society; and Supporting Standard
(C) evaluate the impact of third parties, including the Populist and Progressive parties. Supporting Standard
(6) History. The student understands significant events, social issues, and individuals of the 1920s. The student is expected to
(A) analyze causes and effects of events and social issues such as immigration, Social Darwinism, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role of women; and Readiness Standard
(B) analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, Glenn Curtiss, Marcus Garvey, and Charles A. Lindbergh. Supporting Standard
(7) History. The student understands the domestic and international impact of U.S. participation in World War II. The student is expected to
(A) identify reasons for U.S. involvement in World War II, including Italian, German, and Japanese dictatorships and their aggression, especially the attack on Pearl Harbor; Readiness Standard
(B) evaluate the domestic and international leadership of Franklin D. Roosevelt and Harry Truman during World War II, including the U.S. relationship with its allies and domestic industry’s rapid mobilization for the war effort; Supporting Standard
(C) analyze the function of the U.S. Office of War Information; Supporting Standard
(D) analyze major issues of World War II, including the Holocaust; the internment of German, Italian, and Japanese Americans and Executive Order 9066; and the development of conventional and atomic weapons; Readiness Standard
(E) analyze major military events of World War II, including the Battle of Midway, the U.S. military advancement through the Pacific Islands, the Bataan Death March, the invasion of Normandy, fighting the war on multiple fronts, and the liberation of concentration camps; Supporting Standard
(F) evaluate the military contributions of leaders during World War II, including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, Chester A. Nimitz, George Marshall, and George Patton; and Supporting Standard
(G) explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including high levels of military enlistment; volunteerism; the purchase of war bonds; Victory Gardens; the bravery and contributions of the Tuskegee Airmen, the Flying Tigers, and the Navajo Code Talkers; and opportunities and obstacles for women and ethnic minorities. Readiness Standard
(8) History. The student understands the impact of significant national and international decisions and conflicts in the Cold War on the United States. The student is expected to
(A) describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization, the Berlin airlift, and John F. Kennedy’s role in the Cuban Missile Crisis; Readiness Standard
(B) describe how Cold War tensions were intensified by the arms race, the space race, McCarthyism, and the House Un-American Activities Committee (HUAC), the findings of which were confirmed by the Venona Papers; Supporting Standard
(C) explain reasons and outcomes for U.S. involvement in the Korean War and its relationship to the containment policy; Readiness Standard
(D) explain reasons and outcomes for U.S. involvement in foreign countries and their relationship to the Domino Theory, including the Vietnam War; Readiness Standard
(E) analyze the major issues and events of the Vietnam War such as the Tet Offensive, the escalation of forces, Vietnamization, and the fall of Saigon; and Supporting Standard
(F) describe the responses to the Vietnam War such as the draft, the 26th Amendment, the role of the media, the credibility gap, the silent majority, and the anti-war movement. Readiness Standard
(9) History. The student understands the impact of the American civil rights movement. The student is expected to
(A) trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th amendments; Readiness Standard
(B) describe the roles of political organizations that promoted civil rights, including ones from African American, Chicano, American Indian, women’s, and other civil rights movements; Supporting Standard
(C) identify the roles of significant leaders who supported various rights movements, including Martin Luther King Jr., Cesar Chavez, Rosa Parks, Hector P. Garcia, and Betty Friedan; Supporting Standard
(D) compare and contrast the approach taken by some civil rights groups such as the Black Panthers with the nonviolent approach of Martin Luther King Jr.; Supporting Standard
(E) discuss the impact of the writings of Martin Luther King Jr. such as his “I Have a Dream” speech and “Letter from Birmingham Jail” on the civil rights movement; Supporting Standard
(F) describe presidential actions and congressional votes to address minority rights in the United States, including desegregation of the armed forces, the Civil Rights acts of 1957 and 1964, and the Voting Rights Act of 1965; Readiness Standard
(G) describe the role of individuals such as governors George Wallace, Orval Faubus, and Lester Maddox and groups, including the Congressional bloc of southern Democrats, that sought to maintain the status quo; Supporting Standard
(H) evaluate changes and events in the United States that have resulted from the civil rights movement, including increased participation of minorities in the political process; and Readiness Standard
(I) describe how litigation such as the landmark cases of Brown v. Board of Education, Mendez v. Westminster, Hernandez v. Texas, Delgado v. Bastrop I.S.D., Edgewood I.S.D. v. Kirby, and Sweatt v. Painter played a role in protecting the rights of the minority during the civil rights movement. Supporting Standard
(10) History. The student understands the impact of political, economic, and social factors in the U.S. role in the world from the 1970s through 1990. The student is expected to
(A) describe Richard M. Nixon’s leadership in the normalization of relations with China and the policy of détente; Supporting Standard
(B) describe Ronald Reagan’s leadership in domestic and international policies, including Reaganomics and Peace Through Strength; Supporting Standard
(C) compare the impact of energy on the American way of life over time; Supporting Standard
(D) describe U.S. involvement in the Middle East such as support for Israel, the Camp David Accords, the Iran-Contra Affair, Marines in Lebanon, and the Iran Hostage Crisis; Readiness Standard
(E) describe the causes and key organizations and individuals of the conservative resurgence of the 1980s and 1990s, including Phyllis Schlafly, the Contract with America, the Heritage Foundation, the Moral Majority, and the National Rifle Association; and Supporting Standard
(F) describe significant societal issues of this time period. Supporting Standard
(11) History. The student understands the emerging political, economic, and social issues of the United States from the 1990s into the 21st century. The student is expected to
(A) describe U.S. involvement in world affairs, including the end of the Cold War, the Persian Gulf War, the Balkans Crisis, 9/11, and the global War on Terror; Readiness Standard
(B) identify significant social and political advocacy organizations, leaders, and issues across the political spectrum; Supporting Standard
(D) analyze the impact of third parties on presidential elections; and Supporting Standard
(E) discuss the historical significance of the 2008 presidential election. Supporting Standard
Reporting Category 2: Geography and Culture The student will demonstrate an understanding of geographic and cultural influences on U.S. history.
(12) Geography. The student understands the impact of geographic factors on major events. The student is expected to
(A) analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina; and Readiness Standard
(B) identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts. Supporting Standard
(13) Geography. The student understands the causes and effects of migration and immigration on American society. The student is expected to
(A) analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt; and Readiness Standard
(B) analyze the causes and effects of changing demographic patterns resulting from legal and illegal immigration to the United States. Readiness Standard
(14) Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to
(A) identify the effects of population growth and distribution on the physical environment; Readiness Standard
(B) identify the roles of governmental entities and private citizens in managing the environment such as the establishment of the National Park System, the Environmental Protection Agency (EPA), and the Endangered Species Act; and Supporting Standard
(C) understand the effects of governmental actions on individuals, industries, and communities, including the impact on Fifth Amendment property rights. Supporting Standard
(25) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to
(A) describe how the characteristics and issues in U.S. history have been reflected in various genres of art, music, film, and literature; Supporting Standard
(B) describe both the positive and negative impacts of significant examples of cultural movements in art, music, and literature such as Tin Pan Alley, the Harlem Renaissance, the Beat Generation, rock and roll, the Chicano Mural Movement, and country and western music on American society; Readiness Standard
(C) identify the impact of popular American culture on the rest of the world over time; and Supporting Standard
(D) analyze the global diffusion of American culture through the entertainment industry via various media. Supporting Standard
(26) Culture. The student understands how people from various groups contribute to our national identity. The student is expected to
(A) explain actions taken by people to expand economic opportunities and political rights, including those for racial, ethnic, and religious minorities as well as women, in American society; Readiness Standard
(B) discuss the Americanization movement to assimilate immigrants and American Indians into American culture; Supporting Standard
(C) explain how the contributions of people of various racial, ethnic, gender, and religious groups shape American culture; Readiness Standard
(D) identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah Winfrey to American society; Supporting Standard
(E) discuss the meaning and historical significance of the mottos “E Pluribus Unum” and “In God We Trust”; and Supporting Standard
(F) discuss the importance of Congressional Medal of Honor recipients, including individuals of all races and genders such as Vernon J. Baker, Alvin York, and Roy Benavidez. Supporting Standard
Reporting Category 3: Government and Citizenship The student will demonstrate an understanding of the role of government and the civic process in U.S. history.
(19) Government. The student understands changes over time in the role of government. The student is expected to
(A) evaluate the impact of New Deal legislation on the historical roles of state and federal government; Readiness Standard
(B) explain constitutional issues raised by federal government policy changes during times of significant events, including World War I, the Great Depression, World War II, the 1960s, and 9/11; Readiness Standard
(C) describe the effects of political scandals, including Teapot Dome, Watergate, and Bill Clinton’s impeachment, on the views of U.S. citizens concerning trust in the federal government and its leaders; Supporting Standard
(D) discuss the role of contemporary government legislation in the private and public sectors such as the Community Reinvestment Act of 1977, USA PATRIOT Act of 2001, and the American Recovery and Reinvestment Act of 2009; and Supporting Standard
(E) evaluate the pros and cons of U.S. participation in international organizations and treaties. Supporting Standard
(20) Government. The student understands the changing relationships among the three branches of the federal government. The student is expected to
(A) describe the impact of events such as the Gulf of Tonkin Resolution and the War Powers Act on the relationship between the legislative and executive branches of government; and Supporting Standard
(B) evaluate the impact of relationships among the legislative, executive, and judicial branches of government, including Franklin D. Roosevelt’s attempt to increase the number of U.S. Supreme Court justices and the presidential election of 2000. Readiness Standard
(21) Government. The student understands the impact of constitutional issues on American society. The student is expected to
(A) analyze the effects of landmark U.S. Supreme Court decisions, including Brown v. Board of Education, and other U.S. Supreme Court decisions such as Plessy v. Ferguson, Hernandez v. Texas, Tinker v. Des Moines, Wisconsin v. Yoder, and White v. Regester; and Readiness Standard
(B) discuss historical reasons why the constitution has been amended. Supporting Standard
(22) Citizenship. The student understands the concept of American exceptionalism. The student is expected to
(A) discuss Alexis de Tocqueville’s five values crucial to America's success as a constitutional republic: liberty, egalitarianism, individualism, populism, and laissez-faire. Supporting Standard
(23) Citizenship. The student understands efforts to expand the democratic process. The student is expected to
(A) identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, non-violent protesting, litigation, and amendments to the U.S. Constitution; Readiness Standard
(B) evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments and congressional acts such as the American Indian Citizenship Act of 1924; and Supporting Standard
(C) explain how participation in the democratic process reflects our national ethos, patriotism, and civic responsibility as well as our progress to build a “more perfect union.” Supporting Standard
(24) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to
(B) evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Thurgood Marshall, Billy Graham, Barry Goldwater, Sandra Day O’Connor, and Hillary Clinton. Supporting Standard
Reporting Category 4: Economics, Science, Technology, and Society The student will demonstrate an understanding of economic and technological influences on U.S. history.
(15) Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. The student is expected to
(A) describe how the economic impact of the Transcontinental Railroad and the Homestead Act contributed to the close of the frontier in the late 19th century; Supporting Standard
(B) describe the changing relationship between the federal government and private business, including the costs and benefits of laissez-faire, anti-trust acts, the Interstate Commerce Act, and the Pure Food and Drug Act; Readiness Standard
(C) explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas; Supporting Standard
(D) describe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States; and Readiness Standard
(E) describe the emergence of monetary policy in the United States, including the Federal Reserve Act of 1913 and the shifting trend from a gold standard to fiat money. Supporting Standard
(16) Economics. The student understands significant economic developments between World War I and World War II. The student is expected to
(A) analyze causes of economic growth and prosperity in the 1920s, including Warren Harding’s Return to Normalcy, reduced taxes, and increased production efficiencies; Supporting Standard
(B) identify the causes of the Great Depression, including the impact of tariffs on world trade, stock market speculation, bank failures, and the monetary policy of the Federal Reserve System; Readiness Standard
(C) analyze the effects of the Great Depression on the U.S. economy and society such as widespread unemployment and deportation and repatriation of people of European and Mexican heritage and others; Readiness Standard
(D) compare the New Deal policies and its opponents’ approaches to resolving the economic effects of the Great Depression; and Supporting Standard
(E) describe how various New Deal agencies and programs, including the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security Administration, continue to affect the lives of U.S. citizens. Supporting Standard
(17) Economics. The student understands the economic effects of World War II and the Cold War. The student is expected to
(A) describe the economic effects of World War II on the home front such as the end of the Great Depression, rationing, and increased opportunity for women and minority employment; Readiness Standard
(B) identify the causes of prosperity in the 1950s, including the Baby Boom and the impact of the GI Bill (Servicemen’s Readjustment Act of 1944), and the effects of prosperity in the 1950s such as increased consumption and the growth of agriculture and business; Readiness Standard
(C) describe the economic impact of defense spending on the business cycle and education priorities from 1945 to the 1990s; Supporting Standard
(D) identify actions of government and the private sector such as the Great Society, affirmative action, and Title IX to create economic opportunities for citizens and analyze the unintended consequences of each; and Supporting Standard
(E) describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system such as the Organization of Petroleum Exporting Countries (OPEC) oil embargo, the General Agreement of Tariffs and Trade (GATT), and the North American Free Trade Agreement (NAFTA). Readiness Standard
(18) Economics. The student understands the economic effects of increased worldwide interdependence as the United States enters the 21st century. The student is expected to
(A) discuss the role of American entrepreneurs such as Bill Gates, Sam Walton, Estée Lauder, Robert Johnson, Lionel Sosa, and millions of small business entrepreneurs who achieved the American dream; and Supporting Standard
(B) identify the impact of international events, multinational corporations, government policies, and individuals on the 21st century economy. Supporting Standard
(27) Science, technology, and society. The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States. The student is expected to
(A) explain the effects of scientific discoveries and technological innovations such as electric power, telephone and satellite communications, petroleum-based products, steel production, and computers on the economic development of the United States; Readiness Standard
(B) explain how specific needs result in scientific discoveries and technological innovations in agriculture, the military, and medicine, including vaccines; and Supporting Standard
(C) understand the impact of technological and management innovations and their applications in the workplace and the resulting productivity enhancements for business and labor such as assembly line manufacturing, time-study analysis, robotics, computer management, and just-in-time inventory management. Readiness Standard
(28) Science, technology, and society. The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States. The student is expected to
(A) analyze how scientific discoveries, technological innovations, and the application of these by the free enterprise system, including those in transportation and communication, improve the standard of living in the United States; Readiness Standard
(B) explain how space technology and exploration improve the quality of life; and Supporting Standard
(C) understand how the free enterprise system drives technological innovation and its application in the marketplace such as cell phones, inexpensive personal computers, and global positioning products. Supporting Standard
These skills will not be listed under a separate reporting category. Instead, they will be incorporated into the test questions from reporting categories 1–4 and will be identified along with content standards.
(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to
(A) use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions;
(D) use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence;
(G) identify and support with historical evidence a point of view on a social studies issue or event; and
(H) use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons.
(30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to
(B) use correct social studies terminology to explain historical concepts.
(31) Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to
(B) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases.
