U.S. HISTORY - Wikispacescaddocommoncore.wikispaces.com/file/view/EOC+US+history.pdfEOC Tests U.S....

U.S. HISTORYAssessment GuideAugust 2012

©2012 by Louisiana Department of Education

Louisiana State Board of Elementary and Secondary Education

Ms. Penny Dastugue Ms. Kira Orange Jones Ms. Holly BoffyPresident Second BESE District Seventh BESE DistrictMember-at-Large

Ms. Lottie P. Beebe Ms. Carolyn HillMr. Charles E. Roemer Third BESE District Eighth BESE DistrictVice PresidentSixth BESE District Mr. Walter Lee Mr. John L. Bennett

Fourth BESE District Member-at-LargeMr. James D. Garvey, Jr.Secretary/Treasurer Mr. Jay Guillot Ms. Connie BradfordFirst BESE District Fifth BESE District Member-at-Large

Ms. Catherine PozniakExecutive Director

The mission of the Louisiana Department of Education (LDOE) is to ensure equal access to education and to promote equal excellence throughout the state. The LDOE is committed to providing Equal Employment Opportunities and is committed to ensuring that all its programs and facilities are accessible to all members of the public. The LDOE does not discriminate on the basis of age, color, disability, national origin, race, religion, sex, or genetic information. Inquiries concerning the LDOE’s compliance with Title IX and other civil rights laws may be directed to the Attorney, LDOE, Office of the General Counsel, P.O. Box 94064, Baton Rouge, LA 70804-9064; 877-453-2721 or [email protected]. Information about the federal civil rights laws that apply to the LDOE and other educational institutions is available on the website for the Office of Civil Rights, USDOE, at http://www.ed.gov/about/offices/list/ocr/.

This project is made possible through a grant awarded by the State Board of Elementary and Secondary Education from the Louisiana Quality Education Support Fund—8(g).

This public document was published at a total cost of $6,000.00. This web-only document was published for the Louisiana Department of Education, Office of Standards, Assessments, and Accountability, P.O. Box 94064, Baton Rouge, LA 70804-9064, by Pacific Metrics Corporation, 1 Lower Ragsdale Drive, Building 1, Suite 150, Monterey, CA 93940. This material was published in accordance with the standards for printing by state agencies established pursuant to R.S. 43:31 and in accordance with the provisions of Title 43 of the Louisiana Revised Statutes.

For further information, contact: Louisiana Department of Education’s Help Desk

1-877-453-2721

Ask LDOE? www.louisianaschools.net/offices/publicaffairs/ask.aspx

http://www.louisianaschools.net/offices/publicaffairs/ask.aspx

iEOC Tests U.S. History Assessment Guide, August 2012

Table of Contents

PrefaceWhat Is End-of-Course Testing? ....................................................................................... iiiWhat Is the Purpose of the Assessment Guide? ................................................................ iiiWhat Does the Assessment Guide Include? ...................................................................... iiiWho Takes the U.S. History EOC Test and When Is It Administered? ............................ iiiWhat Does the U.S. History EOC Test Assess? ................................................................ ivWhere May I Find Additional Information about the U.S. History EOC Test? ................ ivAdditional Resources ........................................................................................................ iv

The U.S. History EOC TestTest Design .......................................................................................................................... 1Characteristics of Test Items ............................................................................................... 1Assessment of Standard 1 ................................................................................................... 2

U.S. History Grade-Level Expectations (GLEs) and Key ConceptsEligible GLEs for the U.S. History EOC Test .................................................................... 3Explanation of Codes .......................................................................................................... 3Explanation of Key Concepts ............................................................................................. 3

Sample Items for U.S. History EOC TestSample Multiple-Choice Items ......................................................................................... 17Sample Constructed-Response Items and Scoring Rubrics .............................................. 25

AppendixItem Development Process ............................................................................................... 32Test Accommodations ...................................................................................................... 32Technology Requirements ................................................................................................ 33U.S. History EOC Glossary .............................................................................................. 33Acknowledgments ............................................................................................................ 34

List of Tables

Table 1: Suggested Testing Times ...................................................................................... 1Table 2: Blueprint Distribution of U.S. History GLEs by Reporting Category ................. 2Table 3: Eligible U.S. History GLEs ................................................................................. 4

iiiEOC Tests U.S. History Assessment Guide, August 2012

Preface

Louisiana Believes embraces the principle that all children can achieve at high levels. Louisiana Believes also promotes the idea that Louisiana’s educators should be empowered to make decisions to support the success of their students. In keeping with these values, the Department has created assessment guides to help prepare teachers and students for the EOC tests. These guides reflect the State’s commitment to consistent and rigorous assessments and provide educators and families with clear information about expectations for student performance.

What Is End-of-Course Testing?End-of-Course (EOC) testing, a recommendation of the Louisiana High School Redesign Commission, is an increasingly common practice nationwide. Beginning with first-time 9th graders in the 2010–2011 school year, EOC tests replaced the Graduation Exit Examination (GEE) as an assessment requirement for graduation. For further information, see chapter 23 of Bulletin 741.

What Is the Purpose of the Assessment Guide?The Assessment Guide provides an overview of the U.S. History EOC test. In addition to providing teachers with a description of the overall design of the test, this guide presents sample test items and suggested informational resources. Teachers should use this guide to

• become familiar with the U.S. History EOC test format, • include similar item formats in classroom instruction and assessments, • align instruction and assessment with the Louisiana Comprehensive Curriculum (LCC)

and grade-level expectations (GLEs), and• provide appropriate test accommodations.

What Does the Assessment Guide Include?This guide includes information about

• test design (format and test blueprint), • test content (GLEs covered by the test) and key concepts,• test scoring,• sample test items, and• test accommodations.

Who Takes the U.S. History EOC Test and When Is It Administered?Beginning in the 2012–2013 school year, operational U.S. History EOC tests will be administered to all public school students upon their completion of a high school U.S. History course. The test is administered each May to students on traditional schedules and each December and May to students on block schedules. Exact dates for registration and administration are published in the EOC Test Administration Manual as well as on the homepage for End-of-Course testing, www.louisianaeoc.org.

http://www.louisianaeoc.org

ivEOC Tests U.S. History Assessment Guide, August 2012

What Does the U.S. History EOC Test Assess?The U.S. History EOC test assesses the U.S. History GLEs which were revised by committees of Louisiana educators during the 2010–2011 school year and approved by the State Board of Elementary and Secondary Education (BESE) in June 2011. A chart of GLEs eligible for testing is included on pages 4 through 16.

Where May I Find Additional Information about the U.S. History EOC Test?Information about the U.S. History EOC test can be found on the EOC homepage, www.louisianaeoc.org. Questions or requests for more information should be addressed to the Louisiana Department of Education (LDOE), Division of Assessments and Accountability, by calling toll free at 877-453-2721.

Additional Resources The LDOE has several resources available to assist educators as they prepare students for the U.S. History EOC test. The following materials are available on the LDOE website, www.louisianaschools.net, or on the EOC Tests homepage, www.louisianaeoc.org:

• Louisiana Comprehensive Curriculum www.doe.state.la.us/topics/comprehensive_curriculum.html

• EOC online demonstration site and tutorials www.louisianaeoc.org (demo site under Login drop-down menu; tutorials under

Technology Resources drop-down menu) • PASS (Practice Assessment/Strengthen Skills)

www.louisianapass.org • Enhanced Assessment of Grade-Level Expectations (EAGLE)

www.louisianaeagle.org/pma/orca2/diag.htm • EOC Tests: Frequently Asked Questions (FAQs)

www.louisianaeoc.org (under Welcome drop-down menu)


http://www.louisianaschools.net


http://www.doe.state.la.us/topics/comprehensive_curriculum.html


http://www.louisianapass.org

http://www.louisianaeagle.org/pma/orca2/diag.htm


1EOC Tests U.S. History Assessment Guide, August 2012

The U.S. History EOC Test

Test DesignThe U.S. History EOC test includes three sessions, all of which are administered online:

• a 25-item multiple-choice session• a 3-item constructed-response session• a 25-item multiple-choice session

Forty-six multiple-choice items and two constructed-response items are on the operational test. The remaining five items are embedded field test items, which are used in the development of new test forms.

The suggested testing times for the U.S. History test listed in Table 1 are estimates only. There are no strict time limits for the EOC tests.

Table 1: Suggested Testing Times

Session Description Number of Items Testing Time1 Multiple Choice 25 0040 minutes2 Constructed Response 3 0030 minutes3 Multiple Choice 25 0040 minutes

TOTAL 53 0110 minutes

Information about additional time needed to prepare computers for testing, to read test directions to students, to assist students with the log-in process, and to accomplish other activities related to test administration is included in the EOC Test Administration Manual.

Characteristics of Test ItemsMultiple-choice items assess knowledge, conceptual understanding, and application of skills in U.S. History. Multiple-choice items consist of an interrogatory stem followed by four response options (A, B, C, D) and are scored as correct or incorrect.

For the constructed-response items on the U.S. History EOC test, students are required to construct a well-developed response. The EOC constructed-response items are scored on a scale of 0 to 2 points. Please refer to the sample item-specific rubrics on pages 26, 28, and 31 for more information.

Each constructed-response item assesses higher-order thinking (for example, grasp of a concept, analysis of information, or application of a skill). Constructed-response items may assess any eligible GLEs and key concepts.

Both multiple-choice items and constructed-response items may use the following stimulus material:

• a map or illustration of a globe• a table or graph presenting numerical data to be read or interpreted• a timeline, chart, illustration, photograph, or graphic organizer• an excerpt or article from a newspaper or magazine• an excerpt from a primary source or a secondary source• a political cartoon


Table 2 shows the approximate percentage coverage by standard.

Table 2: Blueprint Distribution of U.S. History GLEs by Reporting Category

Reporting CategoryNumber of GLEs on EOC

Percentage of GLEs

on EOC

Number of Points on EOC

Percentage of Points on EOC

Standard 2 – Western Expansion to Progressivism 8 23 12 24

Standard 3 – Isolationism through the Great War 6 17 8 16

Standard 4 – Becoming a World Power through World War II 10 29 15 30

Standard 5 – Cold War Era 5 14 7 14

Standard 6 – The Modern Age 6 17 8 16

Total 35 100 50 100

Assessment of Standard 1Standard 1 (Historical Thinking Skills) contains important social studies content and skills that students are expected to master. However, the content and skills from Standard 1 are necessary to successfully answer items assessed under Standards 2–6. As indicated by Table 2, scores will only be reported for Standards 2–6, but it will be important for students to demonstrate their competency with respect to Standard 1 in order to perform well on the assessment.

GLE US.1.3 will not be included in the assessment. Not all of the GLEs readily lend themselves to inclusion in an on-demand statewide assessment. Although GLE US.1.3 has been identified as not appropriate for the statewide assessment, this GLE reflects content that is important for classroom instruction and would be more appropriately assessed at the classroom level.


U.S. History Grade-Level Expectations (GLEs) and Key Concepts

Eligible GLEs for the U.S. History EOC TestThe U.S. History EOC test measures what students are expected to know and what they are able to do according to Louisiana’s GLEs in the U.S. History course section of the Louisiana Comprehensive Curriculum (LCC). Table 3 lists the GLEs eligible for testing. All assessed GLEs are eligible to be tested with constructed-response items. A test form will assess all eligible GLEs with at least one multiple-choice or constructed-response item. Some GLEs will be assessed by two items on each test form.

Explanation of CodesCurriculum for the high school U.S. History course is organized by standard and GLE. Each GLE is assigned a code with three sections. The first section refers to the grade or course subject. The second section indicates the course standard. The third section identifies the GLE.

For example, the code for GLE US.2.1 has three sections. The first section stands for the course subject, U.S. History. The second section represents Standard 2: Western Expansion to Progressivism. The third section refers to GLE 1: Evaluate the social, political, and economic antagonism that occurred between ethnic and cultural groups as a result of westward expansion.

Explanation of Key ConceptsThe U.S. History key concepts explain what students are expected to know and be able to do to demonstrate the content knowledge and skills described in the GLEs. These key concepts are merely illustrative examples and should not be considered all inclusive; some test items may exceed the scope of these key concepts.


Table 3: Eligible U.S. History GLEs

Standard 1 – Historical Thinking SkillsStudents use facts and concepts to solve problems, interpret, analyze, and draw conclusions from historical events and to relate historical events to contemporary events.

Grade-Level Expectations Key ConceptsUS.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by: • conducting short and sustained research • evaluating conclusions from evidence

(broad variety, primary and secondary sources)

• evaluating varied explanations for actions/events

• determining the meaning of words and phrases from historical texts

• analyzing historians’ points of view

Please refer to the information provided on page 2 regarding the assessment of Standard 1.

US.1.2 Compare and/or contrast historical periods in terms of: • differing political, social, religious, or

economic contexts • similar issues, actions, and trends • both change and continuityUS.1.4 Discriminate between types of propaganda and draw conclusions concerning their intentUS.1.5 Analyze historical periods using timelines, cartoons, maps, graphs, debates, and other historical sourcesStandard 2 – Western Expansion to ProgressivismStudents understand the social, political, and economic changes that developed between the periods of the United States’ westward expansion, industrial growth, and the Progressive Era.

Grade-Level Expectations Key ConceptsUS.2.1 Evaluate the social, political, and economic antagonism that occurred between ethnic and cultural groups as a result of westward expansion

• assimilation• Chinese Exclusion Act• Exodusters • battles with Plains Indians• Dawes Act• dispersal of the Plains Indians • Ghost Dance

US.2.2 Describe the economic changes that came about on the western frontier as a result of the expansion of the railroad, cattle kingdoms, and farming

• boom and bust nature of mining towns • effects of the Homestead Act • end of the open range • transcontinental trade from the railroad


US.2.3 Describe the causes of the political, social, and economic problems encountered by farmers on the western frontier and critique the solutions developed by the Populist movement

• agrarian movement• Patrons of Husbandry/the Grange• Populism• People’s Party/Populist Party• bimetallism• free silver• William Jennings Bryan• “Cross of Gold” speech

US.2.4 Examine the effect of the government’s laissez-faire policy, innovations in technology and transportation, and changes in business organization that led to the growth of an industrial economy

• Bessemer process• electricity• telephone• expansion of railroads• mass production• assembly line• corporations• horizontal integration• vertical integration• monopolies• trusts• robber barons vs. captains of industry • Andrew Carnegie • John D. Rockefeller• J. P. Morgan• Standard Oil Company• Carnegie Steel

US.2.5 Illustrate the phases, geographic origins, and motivations behind mass immigration and explain how these factors accelerated urbanization

• “new” immigrants of the late nineteenth century and early twentieth century

• eastern and southern European immigrants

• push and pull factors of immigration • Angel Island • Ellis Island

US.2.6 Describe the challenges associated with immigration, urbanization, and rapid industrialization and evaluate the government’s response

• assimilation • ghettos• settlement houses (Hull House)• tenement housing• political machines (Boss William

Tweed, Tammany Hall)• Sherman Anti-Trust Act• Clayton Anti-Trust Act• Federal Reserve Act • Social Darwinism


US.2.7 Examine the social, political, and economic struggles of a growing labor force that resulted in the formation of labor unions and evaluate their attempts to improve working conditions

• labor leaders (Terence V. Powderly, Samuel Gompers, Eugene Debs)

• labor unions (Knights of Labor, American Federation of Labor, Industrial Workers of the World)

• major labor strikes (Great Railroad Strike of 1877, Homestead Strike, Pullman Strike)

• Haymarket Square Riot• child labor• working conditions• Triangle Shirtwaist factory fire• Socialist Party

US.2.8 Identify the goals of Progressivism; describe the influence of the muckrakers, political leaders, and intellectuals; and evaluate the movement’s successes and failures

• social reformers (Mother Jones, Florence Kelley)

• muckrakers (Ida Tarbell, Upton Sinclair)

• trust busting• conservation• municipal reforms• voting reforms (direct primary,

initiative, referendum, recall)• women’s suffrage movement

(Alice Paul, Carrie Chapman Catt)• legislation (Meat Inspection Act,

Pure Food and Drug Act)• amendments (Sixteenth, Seventeenth,

Eighteenth, & Nineteenth Amendments)

• founding of the National Association for the Advancement of Colored People

• W. E. B. Du Bois• Theodore Roosevelt• William Howard Taft• Woodrow Wilson• Progressive Party/Bull Moose Party• election of 1912


Standard 3 – Isolationism through the Great WarStudents trace the transition in U.S. foreign policy from isolationism to internationalism from the late nineteenth century until the end of World War I.

Grade-Level Expectations Key ConceptsUS.3.1 Analyze the causes of U.S. imperialistic policies and describe both the immediate and long-term consequences upon newly acquired territories

• economic causes• jingoism• military expansion• Social Darwinism• yellow journalism• annexation of Hawaii• Spanish-American War• Cuba • Guam • Philippines• Puerto Rico• Panama Canal• Great White Fleet• map of territories acquired• Anti-Imperialist League

US.3.2 Describe the influence of U.S. imperialistic foreign policies upon Latin America and the Pacific region

• Open Door policy• Roosevelt Corollary/Big Stick policy• dollar diplomacy• moral diplomacy• banana republics• Boxer Rebellion • Philippines Insurrection• Mexican Revolution and Pancho Villa

US.3.3 Describe the root causes of World War I and evaluate the reasons for U.S. entry into the war

• alliances• assassination of Archduke Franz

Ferdinand• imperialism• nationalism• militarism• unrestricted submarine warfare • sinking of the Lusitania• Sussex Pledge • Zimmermann Telegram


US.3.4 Explain how the U.S. government financed WWI, managed the economy, and directed public support for the war effort

• Great Migration• victory gardens• liberty bonds• propaganda• Committee on Public Information• Selective Service Act• Espionage Act of 1917• War Industries Board• voluntary policies of the Food

Administration• Sedition Act of 1918• Schenk v. United States

US.3.5 Analyze how key military leaders, innovations in military technology, and major events affected the outcome of WWI

• new weapons (airplanes, automatic weapons, poison gas, tanks)

• trench warfare• Bolshevik Revolution • Gen. John Pershing• entry of American Expeditionary Force

US.3.6 Describe the goals of political leaders at the Paris Peace Conference and analyze the consequences of the Treaty of Versailles

• Big Four• Fourteen Points• League of Nations• self-determination• reparations• war guilt clause• return to isolationism

Standard 4 – Becoming a World Power through World War IIStudents examine the social, economic, and political struggles and achievements that led to the U.S. becoming a world power from the 1920s until the end of World War II.

Grade-Level Expectations Key ConceptsUS.4.1 Use examples to show how population shifts, artistic movements, Prohibition, and the women’s movement of the Roaring Twenties were a reflection of and a reaction to changes in American society

• Great Migration• Harlem Renaissance• Jazz Age• women’s changing roles• Equal Rights Amendment• flappers• bootlegging • organized crime


US.4.2 Examine the economic policies, attacks on civil liberties, and the presidential administrations of the 1920s and explain how each reflected a return to isolationism

• the First Red Scare• immigration quotas • nativism• Palmer Raids• Sacco and Vanzetti case• anti-lynching campaign• Jim Crow laws• Ku Klux Klan• Marcus Garvey• Warren Harding and “normalcy”• Calvin Coolidge• laissez-faire

US.4.3 Describe the impact of major technological innovations and scientific theories of the 1920s on American society

• Scopes Trial• assembly line• Henry Ford• effects of automobiles on society• electrical appliances (refrigerators,

vacuum cleaners, washing machines)• growth of consumer economy

(advertising, buying on credit)• airplane• growth of national culture• motion pictures • radio

US.4.4 Examine the causes of the Great Depression and its effects on the American people and evaluate how the Hoover administration responded to this crisis

• unequal distribution of wealth• weaknesses in agricultural sector• overproduction• consumer debt• speculation• buying on margin• stock market crash• bank failures• unemployment• underconsumption• Hawley-Smoot Tariff• dust bowl• psychological effects• Bonus Army• Hoovervilles• Reconstruction Finance Corporation


US.4.5 Classify the key New Deal programs according to Relief, Recovery, and Reform programs and describe their impact on the social, economic, and political structure of the United States

• Civilian Conservation Corps• Agricultural Adjustment

Administration• Tennessee Valley Authority• Federal Deposit Insurance

Corporation• Securities and Exchange Commission• Black Cabinet • Works Progress Administration • National Labor Relations Act/

Wagner Act• Social Security Act• Supreme Court packing plan• critics of New Deal (Father Coughlin,

Huey Long)• limitations of New Deal

US.4.6 Examine the causes of World War II and explain the reasons for U.S. entry into the war

• fascism• Nazism• totalitarianism• Treaty of Versailles• appeasement• Munich Conference• Axis power aggression• Non-Aggression Pact• U.S. isolationism • Neutrality Acts• “Four Freedoms” speech• Lend-Lease Act • Pearl Harbor

US.4.7 Explain how the U.S. government financed World War II, managed the economy, and encouraged public support for the war effort

• Office of War Mobilization• Office of Price Administration • deficit spending• patriotic activities• propaganda • rationing • victory gardens• war bond drives


US.4.8 Examine the role of minority groups, including women, on the home front and in the military and describe how it changed their status in society

• Rosie the Riveter• Double V Campaign• Executive Order 8802• Congress of Racial Equality• A.Philip Randolph• Tuskegee Airmen • code talkers• 1943 repeal of Chinese Exclusion Act• Zoot-Suit Riots of 1943• Japanese internment• Korematsu v. United States

US.4.9 Analyze the major events, turning points, and key strategic decisions of World War II and describe how they affected the outcome of the war

• Battle of the Atlantic • Battle of Stalingrad• North Africa Campaign• D-Day• Battle of Midway• Battle of Okinawa• island hopping• kamikaze pilots• Manhattan Project• dropping of atomic bombs on Japan• war conferences (Tehran, Yalta,

Potsdam)• Holocaust • Nuremberg Trials

US.4.10 Describe how key political and military leaders affected the outcome of World War II and led to the beginning of the Cold War

• Atlantic Charter• the Big Three (Roosevelt, Churchill,

Stalin)• Gen. Dwight D. Eisenhower• Gen. Douglas MacArthur• Adm. Chester Nimitz• Harry S. Truman• founding of the United Nations


Standard 5 – Cold War Era Students examine the Cold War era and how it influenced U.S. foreign policy decisions, domestic programs, and major social movements.

Grade-Level Expectations Key ConceptsUS.5.1 Analyze the impact of U.S. domestic and foreign policy on Cold War events during the 1940s and 1950s and explain how these policies attempted to contain the spread of communism

• containment• deterrence• domino theory• “Iron Curtain” speech• Truman Doctrine• Marshall Plan• Berlin airlift• North Atlantic Treaty Organization• Warsaw Pact• China (Chang Kai-shek/Mao Zedong)• Korean War• Suez Crisis• Sputnik• the Second Red Scare• House Un-American Activities

Committee• Hollywood Ten• Taft-Hartley Act of 1947• Fair Deal• McCarthyism• military-industrial complex

US.5.2 Cite evidence that links domestic events and foreign policies of the 1960s and 1970s to escalating Cold War tensions

• foreign policies of Kennedy, Johnson, Nixon, and Carter

• space race• U-2 incident• Bay of Pigs invasion• brinkmanship• Cuban Missile Crisis• Berlin Wall• Limited Test Ban Treaty• domino theory• Vietnam War (Gulf of Tonkin

Resolution, Tet Offensive, My Lai Massacre, Vietnamization, Cambodia, War Powers Act)

• silent majority• President Nixon travels to China • détente • Soviet invasion of Afghanistan• cultural and athletic competitions


US.5.3 Explain how the post-war social movements caused change by analyzing the methods used by the leaders, the effectiveness of legislation, and the impact of key events

• baby boomers• GI Bill• counterculture • Great Society programs (War on Poverty,

Medicaid, Medicare, education, Dept. of Housing and Urban Development)

• Students for a Democratic Society• Democratic Party Convention of 1968• anti-war protests (Kent State,

Jackson State)• women’s rights movement (Betty Friedan,

Equal Rights Amendment, National Organization for Women, opposition to the women’s rights movement)

• environmental movement• American Indian movement• Cesar Chavez

US.5.4 Describe the role and importance of the civil rights movement in the expansion of opportunities for African Americans in the United States

• National Association for the Advancement of Colored People

• Brown v. Board of Education • massive resistance• Rosa Parks • Montgomery Bus Boycott • Dr. Martin Luther King, Jr.• Southern Christian Leadership Conference • Little Rock Nine• lunch counter sit-ins • Student Nonviolent Coordinating

Committee • New Orleans school integration crisis• Freedom Rides • integration of the University of

Mississippi (James Meredith)• “Letter from Birmingham Jail”• March on Washington of 1963• Twenty-Fourth Amendment• Freedom Summer • Civil Rights Act of 1964• Selma Marches • Voting Rights Act of 1965• Malcolm X• black power • Black Panther Party• race riots (Harlem, Watts) • de jure vs. de facto segregation• desegregation busing• affirmative action


US.5.5 Explain how the leaders’ personalities, events, and policies of the 1980s combined to bring about an end to the Cold War

• Mikhail Gorbachev• Ronald Reagan• Poland’s Solidarity movement• Strategic Defense Initiative• Intermediate-Range Nuclear Forces

Treaty• Strategic Arms Reduction Treaties• glasnost• perestroika• German reunification• Tiananmen Square protests of 1989• dissolution of the Soviet Union

Standard 6 – The Modern AgeStudents understand the shift in American government and society from a Cold War identity to a culture of global interdependence.

Grade-Level Expectations Key ConceptsUS.6.1 Compare and contrast the domestic policies of the post-Cold War presidencies

• George H. W. Bush• Bill Clinton• George W. Bush• Barack Obama• the Religious Right• 1988 “read my lips” campaign promise• effects of the North American Free

Trade Agreement• 1993 failure of health care vs. 2010

passage of health care• Contract with America of 1994• federal government shutdown of

1995–1996• Clinton impeachment• election of 2000• Bush tax cuts of 2001 and 2003 • election of 2008

US.6.2 Describe advances in medicine, technology, and the media during the modern era and explain how these advances have altered society

• AIDS research• breakthroughs in genetic research

(Human Genome Project)• cancer research• stem cell research • genetically modified food• personal computer• the Internet• cell phone and smart phone• digital divide • social media


US.6.3 Trace the evolution of United States relationships with Middle East countries and explain how these interactions have defined our image in the region

• Afghanistan• Egypt• Iran• Iraq• Israel• Palestinian Liberation Organization• Organization of Petroleum Exporting

Countries• Arab-Israeli Conflict • oil embargo of 1973• Camp David Accords• oil crisis of 1979• Iran hostage crisis• Persian Gulf War• war in Afghanistan• war in Iraq• Axis of Evil• Arab Spring • weapons of mass destruction

US.6.4 Describe events that changed American people’s perceptions of government over time

• Vietnam War • Pentagon Papers• Watergate scandal• Love Canal• Iran-Contra Affair• Clarence Thomas Supreme Court

nomination hearing • “Don’t Ask, Don’t Tell” policy• Clinton impeachment• presidential election of 2000• response to 9/11 attacks• wars in Iraq and Afghanistan• response to Hurricane Katrina• federal debt

US.6.5 Identify landmark Supreme Court decisions from the Warren Court to the present, categorize the ideology of the decisions, and assess the impact on political and social institutions

• Engel v. Vitale • Gideon v. Wainwright• Escobedo v. Illinois• New York Times Co. v. Sullivan• Reynolds v. Sims• Griswold v. Connecticut• Miranda v. Arizona• Roe v. Wade


US.6.6 Trace the rise in domestic and foreign terrorism and analyze its effect on America’s way of life

• Oklahoma City bombing• USS Cole bombing• September 11, 2001• al-Qaeda • Osama bin Laden• Taliban• weapons of mass destruction • Department of Homeland Security • Transportation Security Administration• Patriot Act• Guantánamo Bay, Cuba, detention

camp


This item measures aspects of GLE US.2.3—Describe the causes of the political, social, and economic problems encountered by farmers on the western frontier and critique the solutions developed by the Populist movement.

The Populist movement was formed by small farmers, sharecroppers, and industrial workers. What was a goal of the Populist movement in the 1890s?

A. the adoption of the gold standard

B. the abolition of the graduated income tax

C. the end of the secret ballot for elections

*D. the nationalization of the railroad industry

Sample Items for U.S. History EOC Test

Sample Multiple-Choice ItemsNine sample multiple-choice items follow. The content and format of these items are similar to actual items that will be included on the U.S. History EOC test. Correct responses are indicated by an asterisk (*).


This item measures aspects of GLE US.2.8—Identify the goals of Progressivism; describe the influence of the muckrakers, political leaders, and intellectuals; and evaluate the movement’s successes and failures.

This item also measures aspects of GLE US.1.5—Analyze historical periods using timelines, cartoons, maps, graphs, debates, and other historical sources.

Use the political cartoon to answer the question.

In the political cartoon, President Theodore Roosevelt is depicted opposing which group?

A. labor unions B. political reformers C. civil servants *D. corporate monopolies


This item measures aspects of GLE US.4.5—Classify the key New Deal programs according to Relief, Recovery, and Reform programs and describe their impact on the social, economic, and political structure of the United States.

In 1934, President Franklin D. Roosevelt created the Securities and Exchange Commission (SEC) as part of the New Deal. What was the main purpose of the Securities and Exchange Commission?

A. to restrict the manufacture and sale of alcohol

*B. to regulate the stock and bond markets against fraud

C. to establish tariffs on imported commercial and agricultural goods

D. to provide employment for men in the armed forces and border patrol

This item measures aspects of GLE US.3.6—Describe the goals of political leaders at the Paris Peace Conference and analyze the consequences of the Treaty of Versailles.

The United States was one of the victorious powers that defeated Germany in World War I. What was an immediate consequence of the end of World War I for the United States?

A. the decline of the Red Scare

B. the acquisition of Puerto Rico

*C. the rise of isolationist sentiment

D. the desegregation of the military


This item measures aspects of GLE US.4.5—Classify the key New Deal programs according to Relief, Recovery, and Reform programs and describe their impact on the social, economic, and political structure of the United States.

Use the graphic organizer to answer the question.

The graphic organizer identifies effects of a New Deal program from the 1930s. Which New Deal program best completes the graphic organizer?

*A. Tennessee Valley Authority (TVA)

B. Work Projects Administration (WPA)

C. Civilian Conservation Corps (CCC)

D. Agricultural Adjustment Administration (AAA)


This item measures aspects of GLE US.5.1—Analyze the impact of U.S. domestic and foreign policy on Cold War events during the 1940s and 1950s and explain how these policies attempted to contain the spread of communism.


Use the excerpt to answer the question.

Based on the excerpt, which country was President Truman criticizing?

A. South Korea

*B. the Soviet Union

C. West Germany

D. the United Kingdom

At the present moment in world history nearly every nation must choose between alternative ways of life. The choice is too often not a free one. . . .

The second way of life is based upon the will of a minority forcibly imposed upon the majority. It relies upon terror and oppression, a controlled press and radio, fixed elections, and the suppression of personal freedoms.

—President Harry S. Truman, speech to Congress (1947)


This item measures aspects of GLE US.5.2—Cite evidence that links domestic events and foreign policies of the 1960s and 1970s to escalating Cold War tensions.

Which statement explains why President John F. Kennedy ordered the Bay of Pigs invasion in 1961?

A. The United States government believed the new government in Cuba was a right-wing dictatorship.

*B. The United States government feared stronger ties between Communist Cuba and the Soviet Union.

C. The United States government suspected the Soviet Union had placed nuclear missiles in Cuba.

D. The United States government wanted to acquire Cuba as an agricultural colony.


This item measures aspects of GLE US.5.4—Describe the role and importance of the civil rights movement in the expansion of opportunities for African Americans in the United States.


Use the table to answer the question.

The table shows the change in the estimated percentages of African Americans registered to vote as a result of the Voting Rights Act of 1965. What was most likely the long-term impact of the trend in the table?

A. African Americans became the largest voting bloc in the South.

B. The number of African Americans joining the Democratic Party decreased in the South.

*C. The number of African Americans holding public office increased in the South.

D. African Americans shifted their interest away from national politicsto state politics in the South.


This item measures aspects of GLE US.6.2—Describe advances in medicine, technology, and the media during the modern era and explain how these advances have altered society.


Use the table to answer the question.

Household Internet Usage in the Home: 2009

Category Internet Accessat Home

66.69%74.24%77.77%75.83%58.20%

71.72%65.53%

73.31%54.25%80.70%52.77%

37.70%57.18%75.01%88.54%

Age of householder: Under 25 years old 25 to 34 years old 35 to 44 years old 45 to 54 years old 55 years and olderSex of householder: Male FemaleRace and ethnicity of householder: White Black Asian HispanicEducational attainment of householder: Some high school High school diploma/GED Some college Bachelor’s degree or more

Based on the table, the digital divide is greatest across all of the groups in which category?

A. age of householder

B. sex of householder

C. race and ethnicity of householder

*D. educational attainment of householder


Sample Constructed-Response Items and Scoring RubricsThree constructed-response items follow, along with their item-specific scoring rubrics. A maximum of 2 points is possible for each constructed-response item on the U.S. History EOC test. The content and format of these sample items is similar to actual constructed-response items that will be included on the test.

This item measures aspects of GLE US.5.1—Analyze the impact of U.S. domestic and foreign policy on Cold War events during the 1940s and 1950s and explain how these policies attempted to contain the spread of communism.


Use the excerpt to help answer the question.

Part A Explain why the United States government began the Marshall Plan.

Part B Explain how the Marshall Plan contributed to the Cold War.

It is logical that the United States should do whatever it is able to do to assist in the return of normal economic health in the world, without which there can be no political stability and no assured peace. Our policy is directed not against any country or doctrine but against hunger, poverty, desperation, and chaos. Its purpose should be the revival of a working economy in the world so as to permit the emergence of political and social conditions in which free institutions can exist.

—Secretary of State George Marshall, speech (1947)


Scoring Rubric

Score Description2 The student correctly explains why the United States government began the

Marshall Plan. The student correctly explains how the Marshall Plan contributed to the Cold War. There are no errors.

1 The student correctly explains why the United States government began the Marshall Plan. There are minor errors.ORThe student correctly explains how the Marshall Plan contributed to the Cold War. There are minor errors.

0 The student’s response is incorrect, irrelevant, too brief to evaluate, or blank.

Scoring Notes (not inclusive)

Part A: The Marshall Plan was an economic plan intended to revitalize the world economy following World War II. The United States established the plan in 1948 to provide economic aid to European countries so that they could rebuild their economies following World War II. The aid brought food, machinery, capital, and raw materials to Europe in the hope that it would stimulate industrial production and trade. The United States also feared that an economically depressed Europe would become susceptible to the spread of communism. The revival of the economies in Europe would restore faith in liberal capitalism amongst the European people.

Part B: The Marshall Plan contributed to the Cold War because the Soviet Union refused to allow any of the Eastern European countries under its control to accept aid from the United States. The Soviet Union was suspicious of the intentions of the United States. As a result, Western Europe became much more economically prosperous than Eastern Europe. This economic divide increased tensions between the capitalist West and the communist East.


This constructed-response item measures aspects of GLE US.3.1—Analyze the causes of U.S. imperialistic policies and describe both the immediate and long-term consequences upon newly acquired territories.

This constructed-response item also measures aspects of GLE US.1.5—Analyze historical periods using timelines, cartoons, maps, graphs, debates, and other historical sources.

Use the political cartoon to answer the question.

The political cartoon is from 1899 and shows President William McKinley with a pick standing over Central America.

Part A Describe one example of imperialism by the United States shown in the political cartoon.

Part B Explain one reason the United States adopted imperialism as part of its foreign policy in the late 1800s.


Scoring Rubric

Score Description2 The student correctly describes one example of imperialism by the United States

shown in the political cartoon. The student correctly explains one reason the United States adopted imperialism as part of its foreign policy in the late 1800s. There are no errors.

1 The student correctly describes one example of imperialism by the United States shown in the political cartoon. There are minor errors.ORThe student correctly explains one reason the United States adopted imperialism as part of its foreign policy in the late 1800s. There are minor errors.



Part A:• The political cartoon shows an American flag on Cuba. The United States entered the

Spanish-American War in 1898 to gain control over Cuba. The Platt Amendment of 1901 gave the United States the right to intervene in the internal affairs of Cuba.

• The political cartoon shows an American flag on Puerto Rico. The United States seized Puerto Rico during the Spanish-American War. In 1900, the United States established Puerto Rico as a colony.

• The political cartoon shows an American flag on the Philippines. The United States seized the Philippines during the Spanish-American War. In 1898, the United States established military rule in the Philippines.

• The political cartoon shows an American flag on Hawaii. In 1893, the United States supported the overthrow of the Hawaiian monarchy. In 1898 the United States accepted formal sovereignty over Hawaii and in 1900 it made Hawaii a U.S. territory.

• The political cartoon shows President McKinley about to dig in Central America. It is referring to creating a canal in Central America to support American commerce. Nicaragua and Panama were seen as possible sites for the canal. Panama was eventually selected.


Part B:• The United States wanted to secure overseas markets for its agricultural and industrial

products. U.S. business leaders believed that the United States needed to find new markets for its surplus goods. They believed that if the United States did not seize territories, then other European countries would do so, and these countries would prevent the United States from selling goods to the conquered territories.

• The United States wanted to seize territories for international prestige. In the late 1800s, many American politicians and political thinkers believed that the acquisition of territories was a sign of a country’s economic and military power. They watched European powers seize territories in Africa and Asia and concluded that the United States also needed to seize territories if it was to be treated as a great power by Europe.

• The United States wanted to seize overseas territories, particularly islands, for strategic military reasons. Military officials wanted to secure overseas naval bases in the Pacific Ocean and Caribbean Sea. These naval bases would help secure shipping lanes and provide resources to the U.S. Navy.

• The United States believed that it had a mission to spread American democratic principles and Christianity around the world.


This constructed-response item measures aspects of GLE US.5.1—Analyze the impact of U.S. domestic and foreign policy on Cold War events during the 1940s and 1950s and explain how these policies attempted to contain the spread of communism.

This constructed-response item also measures aspects of GLE US.1.5—Analyze historical periods using timelines, cartoons, maps, graphs, debates, and other historical sources.

Use the excerpts to answer the question.

Until this moment, Senator, I think I never really gauged your cruelty or your recklessness. . . . If it were in my power to forgive you for your reckless cruelty, I will do so. I like to think I am a gentle man, but your forgiveness will have to come from someone other than me. . . . I regret to say . . . that I fear [the man accused] shall always bear a scar needlessly inflicted by you. You have done enough. Have you no sense of decency sir, at long last? Have you left no sense of decency? —Joseph Welch, U.S. Army Attorney

Nothing is more serious than a traitor to this country in the Communist conspiracy. . . . If a . . . witless man in a position of power . . . is found aiding the Communist Party, he will be exposed. The fact that he might be a General places him in no special class as far as I am concerned. Apparently—apparently, the President and I now agree on the necessity of getting rid of Communists. —Senator Joseph McCarthy

Part A Explain one reason people would have agreed with the views expressed by Senator Joseph McCarthy in his speech.

Part B Explain one reason people would have reacted, as Joseph Welch did, against the sentiments of Senator Joseph McCarthy.


Scoring Rubric

Score Description2 The student correctly explains one reason people would have agreed with the

views expressed by Senator Joseph McCarthy in his speech. The student correctly explains one reason people would have reacted, as Joseph Welch did, against the sentiments of Senator Joseph McCarthy. There are no errors.

1 The student correctly explains one reason people would have agreed with the views expressed by Senator Joseph McCarthy in his speech. There are minor errors.ORThe student correctly explains one reason people would have reacted, as Joseph Welch did, against the sentiments of Senator Joseph McCarthy. There are minor errors.



Part A: In the 1950s, the United States was in the middle of the Cold War against the Soviet Union. Many people in the United States feared that the Soviet Union was spreading communism around the world and attempting to undermine the United States. They pointed to the Soviet Union’s efforts to isolate West Berlin and to the Korean War as proof of the spread of communism. They saw the conviction of the Rosenbergs for stealing atomic bomb secrets and the Alger Hiss case as proof that communists were planning to overthrow the government. This led many to believe that communists had infiltrated the government and that drastic efforts were needed to find them. At the local level, some cities banned controversial books and many teachers and civil servants were fired.

Part B: Joseph Welch represents the reaction against McCarthyism. People began to react negatively toward the government’s persecution of people. They worried that the civil rights of individuals were being ignored as the government sought to find communists. People began to recognize that the tactics used by McCarthy and the House Un-American Activities Committee (HUAC) were destroying the reputations and lives of innocent people.


Appendix

Item Development ProcessTest items for the U.S. History EOC test are developed by professional test developers under contract with the state.

All items are reviewed and approved by Louisiana educators through state-level item review committees. All EOC test items are developed to align with the GLEs for U.S. History.

Test AccommodationsAccommodations are available to qualifying students who are classified as IDEA Special Education, Section 504, and Limited English Proficient (LEP). Test accommodations should not be different from or in addition to the accommodations provided in the classroom during instruction and as indicated on the student’s Individualized Education Program (IEP), Section 504 Individual Accommodation Plan (IAP), or LEP accommodation plan. Testing and instructional accommodations must be based on each student’s needs as documented in the student’s IEP, IAP, or LEP plan.

For students with disabilities, test accommodations are provided to minimize the effects of a disability to ensure that a student can demonstrate the degree of achievement he or she actually possesses. An accommodation is a change in the setting of the test administration, the timing, scheduling, presentation format, and/or method of response to the assessment. Not all students with disabilities will need test accommodations, but many will need them to provide a valid and accurate measure of their abilities. The goal in using accommodations is to give students with disabilities an equal opportunity in assessment, not to give students with disabilities an unfair advantage over other students or to subvert or invalidate the purpose of the test. The accommodation should allow the test score to reflect a student’s proficiency in the area tested, without the interference of his or her disability.

Students classified as LEP may receive LEP accommodations if they are used regularly in the student’s classroom instruction and assessment. LEP accommodations are provided for these students to aid them in accessing the content.

Special online test forms are available to students who are assigned Large Print or Tests Read Aloud accommodations. Braille test forms also are available. Other allowed accommodations for students with IEPs or Section 504 IAPs are Assistive Technology, Communication Assistance, Individual/Small Group Administration, and Extended Time. Use of the following LEP accommodations will be determined by the classroom teacher and ESL teacher or other individual providing language services: Extended Time, Individual/Small Group Administration, Provision of English/Native Language Word-to-Word Dictionary (No Definitions), Test Administered by ESL Teacher or by Individual Providing Language Services, and Tests Read Aloud.

Since accommodations used during state assessments must be an ongoing part of classroom instruction and assessment, it is crucial that general educators be knowledgeable about accommodations, use them routinely in the classroom, and be prepared to implement the use of approved accommodations during state assessments.


For a list of approved test accommodations that may be used for students with disabilities or LEP students and suggestions for implementing accommodations during assessment, refer to the EOC Test Administration Manual, which will be available approximately two weeks prior to testing, and the Guidelines for Test Accommodations posted on the LDOE website, www.louisianaschools.net.

Technology RequirementsThe U.S. History test is administered online only, with the exception of the braille test; therefore, schools will need to ensure that appropriate technology requirements are met. The EOC Test Administration Manual provides general information on how to prepare for online testing. For more specific technology information, refer to the EOC Tests Technology Guidelines, which are posted on the EOC Tests homepage.

U.S. History EOC GlossaryThis brief glossary includes definitions of specialized vocabulary associated with the U.S. History EOC assessments.

• accommodation: a change in the setting of the test administration, the timing, scheduling, presentation format, and/or method of response to the assessment

• assessment: a test designed to measure knowledge, skills, or abilities

• blueprint: a table or chart that identifies how items on an assessment will be distributed across standards or GLEs

• constructed-response (CR) item: an open-ended item in which students write their own responses and are scored against a rubric

• item: a question or prompt that is designed to measure particular knowledge, skills, or abilities

• key concepts: specific examples (persons, events, ideas, etc.) of what may be assessed for each GLE

• multiple-choice (MC) item: an item in which students select a correct answer from among more than one response option; for the purpose of the U.S. History EOC assessment, there are four response options

• response options: answer choices in a multiple-choice test item

• rubric: a set of rules or criteria for scoring student responses to short-answer items

http://www.louisianaschools.net

http://louisianaeoc.org/Documents/EOC_Technology_Guidelines.pdf


Acknowledgments

Information for sample items with stimuli have been reproduced or modified from the sources listed below.

• Estimated Percentages of Voting Age African Americans Registered in 1960 and 1970 in the South: Statistical Abstract of the United States, 1970, 91st Edition, United States Census Bureau.

• “No Lack of Big Game” (political cartoon), Charles Lewis Bartholomew, c. 1901–1912. Library of Congress.

• Excerpt from “The Truman Doctrine,” 1947. National Archives and Records Administration.

• Household Internet Usage in the Home: 2009. The 2011 Statistical Abstract. United States Census Bureau.

• Excerpt from “The Marshall Plan,” 1948. National Archives and Records Administration.

• “A Thing Well Begun is Half Done” (political cartoon), Victor F. Gillam, October 7, 1899. Library of Congress.

• Excerpt from “A Report on Senator Joseph R. McCarthy,” See It Now (CBS-TV, March 9, 1954), Edward R. Murrow. Found at College of Urban & Public Affairs, Portland State University, http://www.upa.pdx.edu/IMS/currentprojects/TAHv3/Content/PDFs/ Murrow_vs_McCarthy_1954.pdf.

• Excerpt from “Have You No Sense of Decency,” The Army-McCarthy Hearings, 1954, Joseph Welch. Found at History Matters, George Mason University, http://historymatters.gmu.edu/d/6444.

Louisiana Department of EducationOffice of Standards, Assessments, and Accountability

Division of Assessments and Accountability

August 2012

END-OF-COURSE

TESTS

Date post:	20-May-2018
Category:	Documents
Upload:	dinhtuyen
View:	219 times
Download:	1 times