US HISTORY REVIEW
Units 1-5
UNIT ONE
 SSUSH1 The student will describe European settlement in North
America during the 17th centur y.
 a. Explain Virginia’s development; include the Virginia Company,
tobacco cultivation, relationships with Native Americans such as
Powhatan, development of the House of Burgesses, Bacon’s
Rebellion, and the development of slavery.
 b. Describe the settlement of New England; include religious
reasons, relations with Native Americans (e.g., King Phillip’s
War), the establishment of town meetings and development of a
legislature, religious tensions that led to colonies such as Rhode
Island, the half-way covenant, Salem Witch Trials, and the loss of
the Massachusetts charter.
 c. Explain the development of the mid - Atlantic colonies; include
the Dutch settlement of New Amsterdam and subsequent English
takeover, and the settlement of Pennsylvania.
 d. Explain the reasons for French settlement of Quebec.
UNIT ONE
What was the House of Burgesses?
A. the home of Puritan leaders
B. home of the governor of Virginia
C. the Parliament in Virginia
D. an elected governing body in Virginia
UNIT ONE
What phrase BEST describes the
American colonies?
A. religious purpose
B. peace and stability
C. successful from the start
D. social equality
UNIT ONE
 Use the information below to answer the question:
 Plymouth
 Massachusetts
 Pennsylvania
 The above are all examples of colonies
 A. whose primary business was plantation farming
 B. that signed the Mayflower Compact
 C. each formed by a single religious group
 D. formed for mostly economic reasons
UNIT ONE
Which DOES NOT describe Jamestown?
 A. It’s colonial government held the Salem Witch
Trials
 B. In this colony, John Rolfe developed a tobacco cash
crop.
 C. The colony was named after the king of England.
 D. It was the first permanent English colony .
UNIT ONE
 Study the illustration of Jamestown’s beginnings. What
details in the painting give an indication of challenges faced
by the settlers?
UNIT ONE
 SSUSH2 The student will trace the ways that the economy and
society of British North America developed.
 a. Explain the development of mercantilism and the trans Atlantic trade.
 b. Describe the Middle Passage, growth of the African
population, and African- American culture.
 c. Identify Benjamin Franklin as a symbol of social mobility
and individualism.
 d. Explain the significance of the Great Awakening.
UNIT ONE
What effect did the 1808 ban on the Atlantic
slave trade have on slavery in America?
 A. It ended slavery in the South.
 B. It resulted in a gradual end to slavery in America.
 C. It had little effect.
 D. It slowed the expansion of slavery .
UNIT ONE
Which phrase BEST describes the
thirteen colonies?
A. socially and politically alike
B. relatively similar geographically
C. politically and economically diverse
D. economically independent of Britain
UNIT ONE
What was part of the Enlightenment?
A. government as a social contract.
B. restrictions of freedom
C. a distrust of science
D. religious equality
UNIT ONE
All of the following descriptions provide
examples of triangular trade EXCEPT:
 A. the Dutch settling in Japan
 B. Africans being transported on ships to the
Americans
 C. European merchants bringing manufactured goods
to trade for Africans
 D. tobacco and other products being transported to
Europe
UNIT ONE
 Study this painting of George Whitefield during the First Great
Awakening. Discuss how the structure of the New England
town helped spread Christianity during the colonial era.
UNIT ONE
 SSUSH3 The student will explain the primary causes of the
American Revolution.
 a. Explain how the end of Anglo -French imperial competition
as seen in the French and Indian War and the 1763 Treaty of
Paris laid the groundwork for the American Revolution.
 b. Explain colonial response to such British actions as the
Proclamation of 1763, the Stamp Act, and the Intolerable Acts
as seen in Sons and Daughters of Liberty and Committees of
Correspondence.
 c. Explain the importance of Thomas Paine’s Common Sense
to the movement for independence.
UNIT ONE
What followed the Boston Tea Party?
A. the free flow of trade between the colonies
and other countries
B. harsh restrictions on colonial liberties and
trade
C. increased self-government in New England
D. the removal of British troops from the
colonies
UNIT ONE
What did “no taxation without representation”
mean to the colonists?
 A. The taxing power of British shopkeepers is
represented in Parliament.
 B. There should be no taxation of British goods
entering the colonies.
 C. Taxation in the colonies should only be for British
citizens.
 D. The colonists should not be taxed without
representation in Parliament.
UNIT ONE
 Common Sense was a colonial best seller. Within
three months of its publication, it sold 120,000
copies. In what way was use of the press critically
important in America’s fight for independence?
 A. It allowed for limited debate on the subject.
 B. It provided the best reason to oppose the Stamp Tax.
 C. It provided the opportunity for many people to understand
the issues.
 D. It contributed to greater understanding between Loyalists
and Patriots.
UNIT ONE
 Study the drawing. Discuss various methods the Sons of
Liberty took to protest British taxation.
UNIT ONE
 SSUSH4 The student will identify the ideological, militar y, and
diplomatic aspects of the American Revolution.
 a. Explain the language, organization, and intellectual sources of
the Declaration of Independence; include the writing of John
Locke and Montesquieu, and the role of Thomas Jefferson.
 b. Explain the reason for and significance of the French alliance
and foreign assistance and the roles of Benjamin Franklin and
the Marquis de Lafayette.
 c. Analyze George Washington as a military leader; include the
creation of a professional military and the life of a common
soldier, and describe the significance of the crossing of the
Delaware River and Valley Forge.
 d. Explain Yorktown, the role of Lord Cornwallis, and the Treaty of
Paris, 1783.
UNIT ONE
How did the Treaty of Paris 1783 change
the political map of North America?
A. Great Britain gained land.
B. The United States claimed land that had
been under British control.
C. France ceded Florida to Spain.
D. The United States gained Florida from
Spain.
UNIT ONE
Of what importance were men such as
Marquis de Lafayette and the Baron von
Stuben to the American cause?
 A. They served as spies.
 B. They provided expertise.
 C. They assisted the British.
 D. They served in Congress.
UNIT ONE
 Use the information below to answer the question.
 “That whatever any form of government becomes
destructive of these ends, it is the Right of the
People to alter or abolish it.”
 These words from the Declaration of Independence
describe the enlightened idea of a
 A. need to ensure a representative government
 B. return to a society that has no central authority
 C. social contract between the government and the people
 D. revolutionary intent to overthrow the current government
UNIT ONE
 Analyze the conditions of the troops at Valley Forge(1777 -78).
Then discuss how you think General Washington was able to
convince his soldiers to continue fighting.
UNIT ONE
 SSUSH5 T he student will explain specific events and key ideas that
brought about t he adoption and implementation of the United States
Constitution.
 a. Explain how weaknesses in the Ar ticles of Confederation and Daniel
Shays’ Rebellion led to a call for a stronger central government.
 b. Evaluate the major arguments of the anti -Federalists and Federalists
during the debate on ratification of the Constitution as put for th in The
Federalist concerning form of government, factions, checks and
balances, and the power of the executive, including the roles of
Alexander Hamilton and James Madison.
 c. Explain the key features of the Constitution, specifically the Great
Compromise, separation of power s, limited government, and the issue
of slaver y.
 d. Analyze how the Bill of Rights ser ves as a protector of individual and
states’ rights.
 e. Explain the impor tance of the Presidencies of George Washington
and John Adams; include the Whiskey Rebellion, non -inter vention in
Europe, and the development of political par ties (Alexander Hamilton).
UNIT ONE
What contributed to the demise of the
Articles of Confederation?
A. the lack of representation in Congress
B. the inability of Congress to regulate the
economy
C. the ability to make treaties with foreign
governments
D. the restrictions on debate within Congress
UNIT ONE
James Madison commented that “A
government composed of such extensive
powers should be well organized and
balanced.” Which of the following helped to
balance power between the large and small
states?
 A. the slave trade
 B. the Great Compromise
 C. the three-fifths compromise
 D. the Bill of Rights
UNIT ONE
 Use the information below to answer the question.
 In a letter to James Madison written in 1787, Thomas
Jefferson said “A bill of rights is what the people are
entitled to against every government on earth,
general or particular; and what no just government
should refuse, or rest on inferences.”
 Jefferson believed a bill of rights was needed to
protect
 A. the right of taxation
 B. the unalienable rights of citizens
 C. the rights of the majority
 D. federal rights over states’ rights
UNIT ONE
What did the Whiskey Rebellion show about
George Washington?
 A. He lacked the ability to fore foreign alliances.
 B. He was a strong president who was willing to use
federal troops when needed.
 C. He could not efficiently govern a nation because
he was not well respected.
 D. He strongly believed that political parties should
govern the nation.
UNIT ONE
How did Shay’s Rebellion highlight the ineffectiveness of the Articles of
Confederation?
UNIT TWO
 SSUSH6 The student will analyze the nature of territorial and
population growth and the impact of this growth in the early
decades of the new nation.
 a. Explain the Northwest Ordinance’s importance in the westward
migration of Americans, and on slavery, public education, and
the addition of new states.
 b. Describe Jefferson’s diplomacy in obtaining the Louisiana
Purchase from France and the territory’s exploration by Lewis
and Clark.
 c. Explain major reasons for the War of 1812 and the war’s
significance on the development of a national identity.
 d. Describe the construction of the Erie Canal, the rise of New
York City, and the development of the nation’s infrastructure.
 e. Describe the reasons for and importance of the Monroe
Doctrine.
UNIT TWO
Which legislation established the
procedures for the orderly expansion of
the United States?
A. the Northwest Ordinance (1787)
B. the Louisiana Purchase (1803)
C. the Adams-Onis Treaty (1819)
D. the Monroe Doctrine (1823)
UNIT TWO
Of what significance were railroads and
canals in the 1830’s?
A. They slowed city growth.
B. They stopped expansion.
C. They encouraged westward movement.
D. They improved Native American relations.
UNIT TWO
What was the foremost reason for the War of
1812?
 A. the quest for westward expansion beyond the
Mississippi River
 B. the establishment of a representative government
in America
 C. the French fur trade in Canada and in western
United States
 D. the British policy of search and seizure of
American ships
UNIT TWO
 How does this political cartoon represent the message of the
Monroe Doctrine of 1823?
UNIT TWO
 SSUSH7 Students will explain the process of economic growth,
its regional and national impact in the first half of the 19th
centur y, and the dif ferent responses to it.
 a. Explain the impact of the Industrial Revolution as seen in Eli
Whitney’s invention of the cotton gin and his development of
interchangeable parts for muskets.
 b. Describe the westward growth of the United States; include
the emerging concept of Manifest Destiny.
 c. Describe reform movements, specifically temperance,
abolitionism, and public school.
 d. Explain women’s efforts to gain suffrage; include Elizabeth
Cady Stanton and the Seneca Falls Conference.
 e. Explain Jacksonian Democracy, expanding suffrage, the rise of
popular political culture, and the development of American
nationalism.
UNIT TWO
Who led reform of America’s public
school system in the 1800’s?
A. Elizabeth Cady Stanton
B. Andrew Jackson
C. Eli Whitney
D. Horace Mann
UNIT TWO
What was the importance of the Lewis and
Clark expedition?
 A. It dismissed the idea of a water route to the
Pacific Ocean.
 B. It established treaties with Native American
groups.
 C. It provided boundaries of future Western states.
 D. It provided valuable information on Western lands.
UNIT TWO
What characterized Jacksonian
Democracy?
A. abolition of slavery
B. strengthening of states rights
C. expansion of the powers of the presidency
D. elimination of the spoils system
UNIT TWO
 How does this painting of a voting precinct represent
Jacksonian democracy?
UNIT TWO
 SSUSH8 The student will explain the relationship between
growing north-south divisions and westward expansion.
 a. Explain how slavery became a significant issue in American
politics; include the slave rebellion of Nat Turner and the rise
of abolitionism (William Lloyd Garrison, Frederick Douglas,
and the Grimke sisters).
 b. Explain the Missouri Compromise and the issue of slavery
in western states and territories.
 c. Describe the Nullification Crisis and the emergence of
states’ rights ideology; include the role of John C. Calhoun
and development of sectionalism.
 d. Describe the war with Mexico and the Wilmot Proviso.
 e. Explain the Compromise of 1850.
UNIT TWO
The Compromise of 1850 conflicted with the
Missouri Compromise because
 A. It restricted slavery to states below the MasonDixon line.
 B. It assured that Congress would maintain a balance
of free and slave states.
 C. It allowed states to determine their slave status.
 D. It called for an end to slavery by the beginning of
the 20 th century .
UNIT TWO
What was the outcome of the MexicanAmerican War?
 A. Texas became a separate nation.
 B. Mexico gained its independence from Spain.
 C. The United States annexed 500,000 square miles
of territory.
 D. Americans began moving past the Louisiana
Territory.
UNIT TWO
Disagreement over with political policy
fueled the Nullification Crisis?
A. tariffs
B. states’ rights
C. slavery
D. voting rights
UNIT TWO
 How did the Missouri Compromise attempt to settle the
dispute over slavery between Northern and Southern states?
UNIT TWO
 SSUSH9 The student will identify key events, issues, and
individuals relating to the causes, course, and consequences of
the Civil War.
 a. Explain the Kansas -Nebraska Act, the failure of popular
sovereignty, Dred Scott case, and John Brown’s Raid.
 b. Describe President Lincoln’s efforts to preserve the Union as
seen in his second inaugural address and the Gettysburg speech
and in his use of emergency powers, such as his decision to
suspend habeas corpus.
 c. Describe the roles of Ulysses Grant, Robert E. Lee, “Stonewall”
Jackson, William T. Sherman, and Jefferson Davis.
 d. Explain the importance of Fort Sumter, Antietam, Vicksburg,
Gettysburg, and the Battle for Atlanta.
 e. Describe the significance of the Emancipation Proclamation.
 f. Explain the importance of the growing economic disparity
between the North and the South through an examination of
population, functioning railroads, and industrial output.
UNIT TWO
What conclusion can be made about the effect
of the Supreme Court ruling in the Dred Scott
case?
 A. It received greater support in the North than in the
South.
 B. It resulted in less need for the Underground
Railroad.
 C. It strengthened the Fugitive Slave Law and further
divided the country.
 D. It prompted Congress to pass new legislation
protecting the rights of slaveholders.
UNIT TWO
Who was the President of the
Confederate States of America?
A Ulysses S. Grant
B. Robert E. Lee
C. Jefferson Davis
D. John C. Calhoun
UNIT TWO
How did the Civil War affect the economy of
the South?
 A. It rebounded during the war through the
manufacture of war goods.
 B. It destroyed its infrastructure and farm fields and
resulted in a shortage of goods.
 C. It remained steady as people went to work making
clothes for the army.
 D. It increased the need for farm items, resulting in
higher profits for farmers.
UNIT TWO
 How did Abraham Lincoln’s suspension of habeas corpus show
the increasing power of the executive branch?
UNIT TWO
 SSUSH10 The student will identify legal, political, and social
dimensions of Reconstruction.
 a. Compare and contrast Presidential Reconstruction with
Radical Republican Reconstruction.
 b. Explain ef forts to redistribute land in the South among the
former slaves and provide advanced education (e.g.,
Morehouse College) and describe the role of the Freedmen’s
Bureau.
 c. Describe the significance of the 13th, 14th, and 15th
amendments.
 d. Explain Black Codes, the Ku Klux Klan, and other forms of
resistance to racial equality during Reconstruction.
 e. Explain the impeachment of Andrew Johnson in relationship
to Reconstruction.
UNIT TWO
Why did the House of Representatives vote
to impeach President Andrew Johnson?
A. Johnson was not supportive of Radical
Republicans
B. Johnson refused to provide funds to set up
military districts.
C. Congress preferred a stronger candidate for
president.
D. The people voted to remove Johnson as
president .
UNIT TWO
The purpose of the 13 th Amendment was
A. to institute a draft
B. to raise needed war funds
C. to abolish slavery
D. to determine citizenship
UNIT TWO
The First Reconstruction Act (1867)
established five military districts in the South.
Why were the military districts resented by
Southerners?
 A. They believed Tennessee should be placed in a
military district.
 B. They included areas that were not part of the
Confederacy.
 C. They did not want to be controlled by Union
officers.
 D. They believed there were too few military districts
to promote Reconstruction.
UNIT TWO
 How did the Compromise of 1877 ef fectively end
Reconstruction?
UNIT THREE
 SSUSH11 The student will describe the growth of big business
and technological innovations af ter Reconstruction.
 a. Explain the impact of the railroads on other industries,
such as steel, and on the organization of big business.
 b. Describe the impact of the railroads in the development of
the West; include the transcontinental railroad, and the use of
Chinese labor.
 c. Identify John D. Rockefeller and the Standard Oil Company
and the rise of trusts and monopolies
 d. Describe the inventions of Thomas Edison; include the
electric light bulb, motion pictures, and the phonograph, and
their impact on American life
UNIT THREE
What was the effect of the growth of
monopolies?
 A. They increased competition among similar
businesses?
 B. They reduced the need for government
intervention.
 C. They spread equal wealth among the entire
population.
 D. They reduced the number of small businesses
within an industry.
UNIT THREE
What was the purpose of the Sherman
Antitrust Act of 1890?
A. to assist robber barons
B. to eliminate government intervention in
business
C. to protect trade and the growth of
monopolies
D. to eliminate big business monopolies
UNIT THREE
President Grover Cleveland stated,
“Corporations, which should be the carefully
restrained creatures of the law and the
servants of the people, are fast becoming the
people’s master.” Cleveland was referring to
the growth of
 A. labor unions
 B. urban centers
 C. the textile industry
 D. monopolies and trusts
UNIT THREE
 Explain how the United States government helped the growth
of the Transcontinental Railroad?
UNIT THREE
 SSUSH12 The student will analyze important consequences of
American industrial growth.
 a. Describe Ellis Island, the change in immigrants’ origins to
southern and eastern Europe and the impact of this change on
urban America.
 b. Identify the American Federation of Labor and Samuel
Gompers.
 c. Describe the growth of the western population and its
impact on Native Americans with reference to Sitting Bull and
Wounded Knee.
 d. Describe the 1894 Pullman strike as an example of
industrial unrest.
UNIT THREE
Increased industrialization led to
A. a reduction in child labor
B. the elimination of the working class
C. improvements in factory work
environments
D. an increase in the number of people
working in manufacturing
UNIT THREE
Why was the process at Ellis Island
bewildering and threatening for immigrants?
 A. It was always accomplished in an individual’s
native language.
 B. It was only required for individuals of great wealth.
 C. It required passing a series of entrance exams.
 D. It required every individual to express his or her
political view.
UNIT THREE
Of what significance was the 1894 Pullman
Strike?
A. It bolstered the labor union movement.
B. It was an isolated case of worker
discontent.
C. It showed the ability of management and
labor to work cooperatively.
D. It is one of several examples of late 19 th
century industrial unrest.
UNIT THREE
What effect did the discovery of gold
in the Black Hills have on the Sioux?
A. an improved economy
B. loss of native lands
C. less government intervention
D. expansion of the reservation system
UNIT THREE
 How did Samuel Gompers and the American Federation of Labor
attempt to improve the working conditions of its members?
UNIT THREE
 SSUSH13 The student will identify major ef forts to reform
American society and politics in the Progressive Era.
 a. Explain Upton Sinclair’s The Jungle and federal oversight of
the meatpacking industry.
 b. Identify Jane Addams and Hull House and describe the role
of women in reform movements.
 c. Describe the rise of Jim Crow, Plessy v. Ferguson, and the
emergence of the NAACP.
 d. Explain Ida Tarbell’s role as a muckraker.
 e. Describe the significance of progressive reforms such as
the initiative, recall, and referendum; direct election of
senators; reform of labor laws; and ef forts to improve living
conditions for the poor in cities.
UNIT THREE
Muckrakers, like Ida Tarbell, hoped to
A. oversee the Tennessee Valley Authority
B. stop ratification of the 18 th Amendment
C. expose abuses in business and corruption in
politics
D. improve methods of mass production
UNIT THREE
The Seventeenth Amendment calls for
the election of United States senators by
A. the people
B. state legislators
C. only other senators
D. registered progressives
UNIT THREE
The United States Supreme Court ruling
in Brown v. Board of Education (1954)
overturned which principle upheld in the
Plessy v. Ferguson (1896) decision?
A. freedom of speech
B. separate but equal
C. clear and present danger
D. right to petition the government
UNIT THREE
 Looking at this photo from Jacob Riis’ “How the Other Half
Lives”, describe the living conditions of poor Italian and
Polish immigrants living in tenements.
UNIT THREE
 SSUSH14 The student will explain America’s evolving
relationship with the world at the turn of the twentieth
century.
 a. Explain the Chinese Exclusion Act of 1882 and anti - Asian
immigration sentiment on the west coast.
 b. Describe the Spanish- American War, the war in the
Philippines, and the debate over American expansionism.
 c. Explain U.S. involvement in Latin America, as reflected by
the Roosevelt Corollary to the Monroe Doctrine and the
creation of the Panama Canal.
UNIT THREE
Late 19 th century and early 20 th century
American imperialism can be explained as
 A. a desire to profit both politically and economically
from involvement in foreign countries
 B. working to maintain a balance of political power
within the Western Hemisphere
 C. having little interest in expanding American
economic and political influence
 D. a lack of concern for expanding the military power
of the United States
UNIT THREE
The Spanish-American War was fought to
A. allow Cuba to become a part of the US
B. free Cuba from Spanish rule
C. assist Spain in establishing control of the
Cuban government
D. remove United States military presence in
Cuba
UNIT THREE
Teddy Roosevelt believed American
military, economic and political interests
were best served by
A. limiting contact with Cuba
B. restricting foreign policy to trade with
Europe
C. building of the Panama Canal
D. encouraging French and Spanish influence
in Latin America
UNIT THREE
Which event sparked the SpanishAmerican War?
A. the sinking of the USS Maine
B. Roosevelt’s Corollary to the Monroe
Doctrine
C. the building of the Panama Canal
D. the Platt Amendment
UNIT THREE
 What does this political cartoon say about the current
political state of America in 1898?
UNIT THREE
 Explain the reasoning behind Teddy Roosevelt’s “Big Stick
Diplomacy”.
UNIT FOUR
 SSUSH15 The student will analyze the origins and impact of
U.S. involvement in World War I.
 a. Describe the movement from U.S. neutrality to engagement
in World War I, with reference to unrestricted submarine
warfare.
 b. Explain the domestic impact of World War I, as reflected by
the origins of the Great Migration, the Espionage Act, and
socialist Eugene Debs.
 c. Explain Wilson’s Fourteen Points and the proposed League
of Nations.
 d. Describe passage of the Eighteenth Amendment,
establishing Prohibition, and the Nineteenth Amendment,
establishing woman suf frage.
UNIT FOUR
All of the following contributed to
American involvement in WWI
EXCEPT
A. isolationism
B. anti-German propaganda
C. submarine warfare
D. the Zimmerman telegram
UNIT FOUR
Among the president’s Fourteen
Points was a proposal to
A. disarm all major powers
B. form a League of Nations
C. create and alliance with Germany
D. make Great Britain repay its war
debts
UNIT FOUR
What did the Espionage Act of 1917
forbid?
A. trade agreements with Great Britain
B. interference in Army recruiting
C. speaking out against the government
D. travel by ship to Europe
UNIT FOUR
 Explain how women helped the passage of the 18 th
Amendment.
UNIT FOUR
 SSUSH16 The student will identify key developments in the
af termath of WW I.
 a. Explain how rising communism and socialism in the United
States led to the Red Scare and immigrant restriction.
 b. Identify Henry Ford, mass production, and the automobile.
 c. Describe the impact of radio and the movies.
 d. Describe modern forms of cultural expression; include Louis
Armstrong and the origins of jazz, Langston Hughes and the
Harlem Renaissance, Irving Berlin, and Tin Pan Alley.
UNIT FOUR
The Red Scare was prompted by
A. westward expansion due to the increased
immigration
B. the rise of communism and socialism in the
United States
C. the annexation of Hawaii following military
action by the United States
D. US involvement in Latin America
UNIT FOUR
Which BEST defines the Harlem
Renaissance?
A. a time of great racial tension exemplified
by race riots in New York
B. a time of high interest in southern African
American culture
C. a concentrated time of African American
achievement in literature and music
D. the renovation of turn of the century
buildings in Harlem
UNIT FOUR
 How did Henry Ford’s assembly line revolutionize the
American manufacturing industry?
UNIT FOUR
 SSUSH17 The student will analyze the causes and
consequences of the Great Depression.
 a. Describe the causes, including overproduction,
underconsumption, and stock market speculation that led to
the stock market crash of 1929 and the Great Depression.
 b. Explain the impact of the drought in the creation of the
Dust Bowl.
 c. Explain the social and political impact of widespread
unemployment that resulted in developments such as
Hoovervilles.
UNIT FOUR
The Great Depression was caused by
A. the stock market crash of 1929
B. an overproduction of farm products
C. poor regulation of the banking industry
D. a combination of several economic factors
UNIT FOUR
Which does NOT characterize the Great
Depression?
A. farm foreclosures and price controls
B. an effort by government to economically
intervene in the lives of Americans
C. an improved gross national product and
consumer spending
D. limited schooling and malnutrition among
children
UNIT FOUR
Why were the shantytowns of the Great
Depression called Hoovervilles?
 A. They were named to honor the success of the
Hoover Administration.
 B. They show political support for President Hoover.
 C. They expressed the political disillusionment of the
unemployed.
 D. They were built by the boyhood home of Herbert
Hoover.
UNIT FOUR
What effect did the Dust Bowl have on the
states of the Great Plains?
UNIT FOUR
 SSUSH18 The student will describe Franklin Roosevelt’s New
Deal as a response to the depression and compare the ways
governmental programs aided those in need.
 a. Describe the creation of the Tennessee Valley Authority as
a works program and as an ef fort to control the environment.
 b. Explain the Wagner Act and the rise of industrial unionism.
 c. Explain the passage of the Social Security Act as a part of
the second New Deal.
 d. Identify Eleanor Roosevelt as a symbol of social progress
and women’s activism.
 e. Identify the political challenges to Roosevelt’s domestic
and international leadership; include the role of Huey Long,
the “court packing bill,” and the Neutrality Act.
UNIT FOUR
Why did Congress pass the Neutrality
Acts?
A. to declare war
B. to support Japan
C. to punish Europe
D. to isolate itself.
UNIT FOUR
In what way did programs like the WPA
help to end the Great Depression?
A. They regulated banking practices
B. They regulated farming practices
C. They provided Social Security benefits for
the elderly and disabled
D. They put people to work and added dollars
to the economy
UNIT FOUR
In 1933 Congress passed the Tennessee
Valley Authority Act. It helped raise the
standard of living for some 3.5 million people
through the construction of dams and
 A. the laying of railroad tracks across Tennessee
 B. the installation of electricity in rural communities
 C. the purchase of new farming equipment for poor
farmers
 D. the building of one-room school houses in rural
communities
UNIT FOUR
 What can you infer from this political button about the role of
Eleanor Roosevelt in her husband’s administration?
UNIT FOUR
 SSUSH19 The student will identify the origins, major
developments, and the domestic impact of World War II,
especially the growth of the federal government.
 a. Explain A. Philip Randolph’s proposed march on Washington,
D.C., and President Franklin D. Roosevelt’s response.
 b. Explain the Japanese attack on Pearl Harbor and the
internment of Japanese - Americans, German- Americans, and
Italian- Americans.
 c. Explain major events; include the lend -lease program, the
Battle of Midway, D-Day, and the fall of Berlin.
 d. Describe war mobilization, as indicated by rationing, war -time
conversion, and the role of women in war industries.
 e. Describe Los Alamos and the scientific, economic, and
military implications of developing the atomic bomb.
UNIT FOUR
Why did the federal government
encourage American citizens to buy
war bonds?
A. to help finance the war
B. to ration food and other goods
C. to improve the banking industry
D. to ensure
UNIT FOUR
What was the result of the attack on
Pearl Harbor?
A. an American declaration of war on Japan
B. the complete destruction of the US Navy
C. renewed effort in Europe to rid region of
Hitler’s dominance
D. continued isolationism and a belief that
American soldiers should stay state-side
UNIT FOUR
 In what way did the Lend-Lease Act provide a
compromise between the will of the president and
the belief of many in Congress?
 A. It allowed assistance to friendly nations without the US
directly participating in the war.
 B. It limited American involvement in European affairs by only
providing advisors to friendly nations.
 C. It curtailed the sale of supplies to all nations involved in
conflict.
 D. It assisted Great Britain’s efforts against Germany but did
not offer help to other nations.
UNIT FOUR
 Women played an integral role in war -time industries during
World War II. What do you think happened to their factory
positions after the war?
UNIT FIVE
 SSUSH20 The student will analyze the domestic and
international impact of the Cold War on the United States.
 a. Describe the creation of the Marshall Plan, U.S.
commitment to Europe, the Truman Doctrine, and the origins
and implications of the containment policy.
 b. Explain the impact of the new communist regime in China
and the outbreak of the Korean War and how these events
contributed to the rise of Senator Joseph McCarthy.
 c. Describe the Cuban Revolution, the Bay of Pigs, and the
Cuban missile crisis.
 d. Describe the Vietnam War, the Tet of fensive, and growing
opposition to the war.
UNIT FIVE
 Use the information below to answer the question.
 “One of the primary objectives of the foreign policy
of the United States is the creation of conditions in
which we and other nations will be able to work out a
way of life free from coercion…”
 In what way did the Truman Doctrine direct the policy
of containment?
 A. It tried to spread democracy through military and economic
aid.
 B. It sought to limit trade with Japan and China.
 C. It provided military control of the islands in the Caribbean.
 D. It encouraged a military buildup in the Pacific Ocean.
UNIT FIVE
Which factor was instrumental in prolonging
the Cold War from the years of the Truman
presidency until the fall of the Soviet
government in 1991?
a. the arms race
b. the Marshall Plan
c. the Lend-Lease Act
d. the Berlin Blockade
UNIT FIVE
The domino theory held that if one
country in a region fell to communism,
other would soon follow. The domino
theory was a factor in
A. the Vietnam War
B. the Warsaw Pact
C. the Berlin Blockade
D. the North Atlantic Treaty Organization
UNIT FIVE
 Why was the Korean War a stalemate?
UNIT FIVE
 SSUSH21 The student will explain economic growth and its
impact on the United States, 1945 -1970.
 a. Describe the baby boom and its impact as shown by
Levittown and the Interstate Highway Act.
 b. Describe the impact television has had on American
culture; include the presidential debates
(Kennedy/Nixon,1960) and news coverage of the Civil Rights
Movement.
 c. Analyze the impact of technology on American life; include
the development of the personal computer and air
conditioning.
 d. Describe the impact of competition with the USSR as
evidenced by the launch of Sputnik I and President
Eisenhower’s actions.
UNIT FIVE
In 1950 approximately 4 million homes had a
television. By 1960, televisions could be
could in 45 million homes. What does this
indicate?
 A. an increase in prosperity
 B. a distaste for modern technology
 C. a rise in the use of the automobile
 D. a downward trend in the entertainment industry
UNIT FIVE
What effect did news coverage of the
civil rights movement have?
A. It resulted in Jim Crow legislation in the
South.
B. It forced the federal government
C. It increased pressure on the federal
government to pass civil rights legislation.
D. It reduced the momentum of the civil rights
movement.
UNIT FIVE
The 1956 National Interstate and Defense
Highway Act reads in part, “It is hereby
declared to be essential to the national
interest…” What was an important concern of
this legislation?
 A. to enhance rural life
 B. to add to the economy of the cities
 C. to provide good roads for suburban living
 D. to create a system of roads for the efficient
transport of military troops
UNIT FIVE
 How did the launching of the Russian satellite Sputnik I affect
the United States?
UNIT FIVE
 SSUSH22 The student will identify dimensions of the Civil
Rights Movement, 1945-1970.
 a. Explain the importance of President Truman’s order to
integrate the U.S. military and the federal government.
 b. Identify Jackie Robinson and the integration of baseball.
 c. Explain Brown v. Board of Education and ef forts to resist
the decision.
 d. Describe the significance of Martin Luther King, Jr.’s Letter
from a Birmingham Jail and his I have a dream speech.
 e. Describe the causes and consequences of the Civil Rights
Act of 1964 and the Voting Rights Act of 1965.
UNIT FIVE
What was the importance of the Civil Rights
Act of 1964?
 A. It created a federal board to oversee voter
registration.
 B. It eliminated literacy tests as a requisite for voting.
 C. It ended legalized segregation.
 D. It allowed southern states to restrict voting
privileges.
UNIT FIVE
What was the impact of the Voting
Rights Act?
A. It immediately struck down all Jim Crow
laws enacted in the South.
B. It has little effect on political change in the
South.
C. Within four years more than 70 percent of
southern blacks had registered to vote.
D. It prompted ratification of the 24 th
Amendment
UNIT FIVE
Why is Rosa Parks referred to as the
“mother of the civil rights movement”?
A. She was married to a civil rights protester.
B. She was the first woman to protest
discrimination.
C. She worked as a civil rights activist in the
1970s.
D. She helped to change segregation practices
in America’s cities.
UNIT FIVE
 SSUSH23 The student will describe and assess the impact of
political developments between 1945 and 1970.
 a. Describe the Warren Court and the expansion of individual
rights as seen in the Miranda decision.
 b. Describe the political impact of the assassination of
President John F. Kennedy; include the impact on civil rights
legislation.
 c. Explain Lyndon Johnson’s Great Society; include the
establishment of Medicare.
 d. Describe the social and political turmoil of 1968; include
the assassinations of Martin Luther King, Jr. and Robert F.
Kennedy, and the events surrounding the Democratic National
Convention.
UNIT FIVE
 In his 1965 Inaugural Address, President
Lyndon Johnson told the nation “In a land of
great wealth, families must not live in hopeless
poverty. In a land rich in harvest, children must
not go hungry. In a land of healing miracles,
neighbors must not suffer and die unattended.”
What were two key elements of Johnson’s Great
Society program?
 A. Social Security and Head Start
 B. food stamps and the TVA
 C. the CCC and FDIC
 D. Medicare and Medicaid
UNIT FIVE
Which social initiative was President John F.
Kennedy working on at the time of his
assassination on November 22, 1963?
 A. establishing a federal office to address homeland
security
 B. civil rights legislation to expand civil liberties for
African Americans.
 C. the advancement of women’s rights through
passages of the equal rights amendment
 D. the elimination of the military draft, since the
Vietnam War had ended
UNIT FIVE
The Miranda Warning resulted from a case
that came before the Warren Court in 1966
called Miranda v. Arizona. The Miranda
Warning upholds the Bill of Rights by
 A. assuring everyone’s right to vote in federal
elections
 B. protecting the rights of individuals being accused
 C. allowing the court to hold an individual for as long
as it wants
 D. assisting individuals in finding a lawyer that will
always win the case
UNIT FIVE
 SSUSH24 The student will analyze the impact of social change
movements and organizations of the 1960s.
 a. Compare and contrast the Student Non -Violent Coordinating
Committee (SNCC) and the Southern Christian Leadership
Conference (SCLC) tactics; include sit -ins, freedom rides, and
changing composition.
 b. Describe the National Organization of Women and the origins
and goals of the modern women’s movement.
 c. Analyze the anti -Vietnam War movement.
 d. Analyze Cesar Chavez and the United Farm Workers’
movement.
 e. Explain Rachel Carson and Silent Spring, Earth Day, the
creation of the EPA, and the modern environmentalist
movement.
 f. Describe the rise of the conservative movement as seen in the
presidential candidacy of Barry Goldwater (1964) and the
election of Richard M. Nixon (1968).
UNIT FIVE
All of the following were tactics of the Student
Non-Violent Coordinating Committee (SNCC)
EXCEPT
 A. organizing sit-ins where segregation was very
public
 B. working for voter registration in the South
 C. bombing of Sterling Hall at the University of
Wisconsin
 D. working with the Southern Christian Leadership
Conference
UNIT FIVE
Which BEST describes what Cesar Chavez
hoped to accomplish?
A. establish a working relationship with
industry
B. improve working conditions for migrant
workers
C. work with antiwar protestors to end the
Vietnam War
D. work for the re-election of Richard Nixon
UNIT FIVE
What impact did Rachel Carson have?
A. She united farm workers?
B. She created an awareness of environmental
problems.
C. She spoke out against civil disobedience.
D. She advanced ratification of the 24 th
Amendment.
UNIT FIVE
 SSUSH25 The student will describe c hanges in national politics since 1968.
 a. Describe President Richard M. Nixon’s opening of China, his resignation
due to the Watergate scandal, changing attitudes toward government, and
the Presidency of Gerald Ford.
 b. Explain the impact of Supreme Cour t decisions on ideas about civil
liber ties and civil rights; include such decisions as Roe v. Wade (1973) and
the Bakke decision on af firmative action.
 c. Explain the Car ter administration’s ef for ts in the Middle East; include the
Camp David Accords, his response to the 1979 Iranian Revoluti on, and the
Iranian hostage crisis.
 d. Describe domestic and international events of Ronald Reagan’s
presidency; include Reaganomics, the Iran -contra scandal, and the collapse
of the Soviet Union.
 e. Explain the relationship between Congress and President Bill Clinton;
include the Nor th American Free Trade A greement and his impeachment
and acquittal.
 f. Analyze the 2000 presidential election and its outcome, emphasizing the
role of the electoral college.
 g. Analyze the response of President George W. Bush to the attacks of
September 11 , 2001 , on the United States, the war against terrorism, and
the subsequent American inter ventions in Afghanistan and Iraq.
UNIT FIVE
What ultimately led to President Nixon
stepping down as president of the United
States?
A. visiting the Communist country of Romania
B. establishing trade relations with China
C. the events surrounding Watergate
D. the resignation of Vice President Spiro
Agnew
UNIT FIVE
Use the information below to answer the
question.
 Reduced government spending
 Reduced taxation on businesses
 Reduction of social programs
 Deregulation
 A. the Iran Contra Scandal
 B. NAFTA
 C. the Great Society
 D. Reganomics
UNIT FIVE
What role did the Electoral College play in the
2000 Presidential election?
 A. Delegates from the Electoral College needed to
verify the vote count.
 B. The Electoral College suspended the vote count in
Florida.
 C. Some members of the Electoral College called for
its reform.
 D. The outcome was delayed for a month until the
Electoral College could cast its vote.