Standard 1: The student will describe European settlement in North America during the 17 th century.
Terms:
Virginia Company of London – joint stock company formed for the settlement of Jamestown
Jamestown (1607) first colonial settlement along the James River, in what is now Virginia
Joint stock company form of business organization in which many investors pool funds to raise large amounts of money for large projects
Representative government – a system of government in which laws are made by elected representatives
Indentured servants an individual who worked for others for a specified number of years in exchange for payment for transport from another country
Mayflower Compact –an agreement by several to abide by laws made for the colony as a whole
Massachusetts Bay Colony – Puritan settlement founded in 1629
Puritans – someone who wanted to purify the Anglican church during the 1500s and 1600s
Parliament – the British legislative assembly divided into the House of Lords and House of Commons
Salem Witch Trials – trials during which a Puritan government in a small village imprisoned and killed people accused of being witches
Fundamental Orders of Connecticut – (1639) early document that established a foundation for America’s democracy
Questions:
1.
Which statement BEST explains the growth of representative government in Massachusetts Bay Colony? a.
The Puritans wanted to establish order within their societies. b.
England encouraged self-rule among the colonies. c.
Religious tolerance depended on the growth of elected legislatures. d.
Each newly chartered colony patterned itself on other colonies.
2.
The Mayflower Compact served to establish a.
Religious freedom throughout the colonies. b.
The possibility of self-government. c.
Trade agreements with England and France. d.
A covenant between Separatists and non-separatists.
3.
What was the House of Burgesses? a.
The home of Puritan leaders b.
Home of the governor of Virginia c.
The Parliament of Virginia d.
An elected governing body in Virginia
4.
Which phrase BEST describes the American colonies? a.
Religious purpose b.
Peace and stability c.
Successful from the start d.
Social equality
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Standard 2: The student will trace the ways that the economy and society of British North America developed.
Terms:
Charter colonies – Colonies in which the people could elect the governor and legislature
Proprietary colonies – colonies in which the individuals who granted land to the colonists had the power to appoint the governor and legislature
Royal colonies – colonies in which the British government appointed the governor and upper house of the legislature
Mercantilism – the theory that a state’s power depends on its wealth
Navigation Acts – a series of restrictive laws that controlled colonial trade during the 17 th c, designed for the economic advantage of England
Triangular trade – a three way trade route that exchanged goods between the American colonies and two other trading partners
Middle Passage – the difficult journey slaves endures in crossing the Atlantic Ocean to the Americas
Enlightenment – movement during the 1700s that promoted science, knowledge and reason
Natural rights – fundamental rights all people are born possessing, including life, liberty, and property
Questions:
1.
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
2.
What was the purpose of the Navigation Acts? a.
To stop the Middle Passage b.
To control the trans-Atlantic trade c.
To end the Atlantic slave trade d.
To halt the triangular trade
3.
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.
4.
What was part of the Enlightenment? a.
Government as a social contract b.
Restrictions on freedom c.
A distrust of science d.
Religious equality
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Standard 3: The student will explain the primary causes of the American Revolution.
Terms:
French and Indian War – North American phase of a war between France and Britain to control colonial territory (1754 – 1763); the wars more complex European phase was the Seven Years War
Treaty of Paris, 1763 – agreement between France, Spain, and Great Britain ending the French and Indian War
Currency Act of 1764 – act passed by Parliament prohibiting colonial currency

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Proclamation of 1763 – law which prohibited the westward expansion of the colonies beyond an imaginary line crossing the Appalachian Mountains
Sugar Act of 1764 – a tax imposed on the colonies by the British crown
Stamp Act – (1765) a tax imposed on the colonies by the British crown- required a stamp to be placed on printed documents
Quartering Act of 1765 – required colonists to provide housing and supplies needed by British soldiers stationed in the colonies
Townshend Acts – set of laws that placed taxes on glass, paper, lead, paint and tea. Required that these items be purchased from Great Britain – replaced the Stamp Act
Sons of Liberty – colonial group organized to protest British laws that taxed the colonies
Boston Massacre – 1774 killing of 5 colonists by British soldiers
Tea Act – placed a new tax on tea, gave the East India Company control of the colonial tea trade
Boston Tea Party – an act of protest against the actions of Parliament during the American Revolution
Coercive Acts of 1774 – (Intolerable Acts) punitive measures imposed by the British on American colonists following the Boston Tea Party
Committees of Correspondence – Patriots who informed each other of British policies and actions in the colonies
First Continental Congress – assembly of colonial leaders who met in 1774 to address grievances against the British government and the Intolerable
Acts
Minutemen – citizen militias who first clashed with British soldiers at the Battles of Lexington and Concord
Questions:
1.
What effect did the Townshend Acts have on the colonists? a.
They willingly paid taxes because they were loyal British subjects. b.
They sent delegates to Parliament to negotiate the tax rates. c.
They boycotted English goods as a way to protest taxes. d.
They allowed for the taxing of English goods but protested the tax on tea
2.
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
3.
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
4.
In response to the Coercive Acts, the First Continental Congress a.
Agreed to an increased presence of British troops b.
Halted trade with Britain c.
Agreed to Parliament’s conditions d.
Took no action

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Standard 4: The student will identify the ideological, military, and diplomatic aspects of the American Revolution.
Terms:
Battles of Lexington and Concord – (April 1775) early skirmishes between colonists and British troops, sparking the American Revolution
Second Continental Congress – 1775 assembly following the skirmishes at Lexington and Concord, MA, at which the Continental army, Declaration of Independence, and Articles of Confederation were created
Declaration of Independence – 1776 document declaring the independence of the thirteen colonies
Social contract – an agreement between the people and the government, for the government to act on the behalf of the people
Articles of Confederation – initial constitution adopted by the Second Continental Congress to establish a “loose league” of individual states; replaced in 1987 by the United States Constitution
Battle of Saratoga – (Oct 1777) American victory during the American Revolution that convinced the French to lend aid
Battle of Yorktown – (Oct, 1781) definitive victory of the American Revolution resulting in the surrender of 8,000 British troops
Treaty of Paris, 1783 – agreement between the United States and Great Britain ending the American Revolution and ceding all land east of the
Mississippi River to the United States.
Questions:
1.
Of what significance were the Battles of Lexington and Concord? a.
They brought the American Revolution to an end. b.
They were the first battles in America’s fight for independence c.
They gave the upper hand to Great Britain against the Continental Army. d.
The indicated that the war for independence would be swift.
2.
William Franklin, the royal governor of New Jersey, was a loyalist. His father, Benjamin Franklin, signed the Declaration of Independence.
What does this example indicate about colonial sentiment? a.
The loyalists and patriots were able to find common ground. b.
Most colonists felt that the American Revolution was a just cause. c.
The Declaration of Independence had the support of loyalists. d.
The cause of liberty resulted in great division among the colonists.
3.
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.
4.
Of what importance were men such as the Marquis de Lafayette and Baron von Steuben to the American cause? a.
They served as spies. b.
They provided expertise. c.
They assisted the British. d.
They served in Congress.
Standard 5: The student will explain specific events and key ideas that brought about the adoption and implementation of the United States
Constitution.
Terms:
Constitution – plan of government or the rules of a country

Congress – legislative branch of US government which consists of the Senate and the House of Representatives
Constitutional Convention – 1787 assembly in Philadelphia, PA at which the US Constitution was written
Framers – a reference to the individuals whose ideas organized the United States government and are found in the Constitution
Virginia Plan – The plan considered by the Framers of the US Constitution to establish three separate branches of the government, James Madison
New Jersey Plan – a proposal by the framers for a legislature consisting of one house with equal representation regardless of size
Republic – a representative government where citizens vote; a form of government that is not led by a monarch
Limited government – the idea that government is restricted by laws or a constitution
Executive branch – branch of the US government charged with putting into effect a country’s laws and the administrating of its functions; consists of the president
Legislative branch – branch of the US government empowered to make the laws that are then enforced by the executive branch and interpreted by the judicial branch
Judicial branch – branch of US government that interprets the laws or says what the laws mean
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Great Compromise – agreement among Framers of the US Constitution to establish two houses of Congress one with representation based on population and one of equal representation
House of Representatives – an elected house in Congress representative of a state’s population
Senate – a house of Congress popularly elected since ratification of the 17 th amendment (1913) and with equal representation (2 Senators) from each state
Three-fifths compromise – an agreement by the Framers to count slaves as three-fifths of a person when determining a state’s population
Federalists – political party of Alexander Hamilton and others who supported a strong central government, built upon representation of the people; started in the 1796 election
Bill of Rights – first 10 amendments to the Constitution, which guarantee individual rights such as freedom of speech freedom of assembly and freedom of the press; added in 1781
Whiskey Rebellion – tax protest of PA farmers that prompted the President Washington to send troops to quell the uprising, showing the power of the federal government
Republicans – (anti-federalists) originally the political party of Thomas Jefferson which supported strong state governments and the direct involvement of the people in the decision of government; began with the 1796 election
Questions:
1.
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
2.
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

3.
Why did the Framers believe freedom of the press to be an essential right? a.
It prevents taxation without representation. b.
It helps to balance the power of government. c.
It establishes a system of free international trade. d.
It underscores the importance of a trial by jury.
4.
What was added to the Constitution in order to ensure its ratification? a.
Bill of Rights b.
An executive branch c.
Political parties d.
The right of foreign intervention
Standard 6: 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.
Terms
Northwest ordinance – (1787) legislation governing the Northwest Territory that established a method for statehood
Lewis and Clark Expedition – (1803) exploration by Meriwether Lewis and William Clark through the northwest region of the Louisiana Purchase, west to the Pacific Ocean
Louisiana Purchase – (1803) land west of the Mississippi River purchased from France which doubled the size of the United States
Adams –Onis Treaty – or Transcontinental Treaty) treaty negotiated by John Quincy Adams and Luis de Onis, in which Spain ceded Florida and
Oregon Country to the United States in exchange for sovereignty over Texas
Monroe Doctrine – 1823 policy of President Monroe that the US would not tolerate any additional European colonies in North America
Questions
1.
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)
2.
What was the effect of the Lewis and Clark Expedition? a.
It called for passage of the Homestead Act. b.
It decreased interest in land west of the Mississippi. c.
It encouraged westward expansion. d.
It created interest in gold mining in California.
3.
Which event led to the largest amount of land gained in the history of the United States? a.
The Homestead Act b.
The Northwest Ordinance c.
The Louisiana Purchase d.
The Adams-Onis Treaty
4.
Of what significance were railroads and canals in 1830s? a.
They slowed city growth. b.
They stopped expansion. c.
They encouraged westward movement d.
They improved Native American relations
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Standard 7: Students will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different responses to it.
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Terms
Industrialization – process of converting to a socioeconomic order in which industry is dominant
Cotton gin – machine used for cleaning seeds from cotton, invented by Eli Whitney in 1793
Indian Removal Act – 1830 legislation that called for the removal of Native American living east of the Mississippi River
Trail of Tears – 1838-1839 forced migration of the Cherokee from the Southeast to Indian Territory (OK), during which thousands of Cherokee died
Manifest Destiny – the mid 19 th Century belief that America as destined to expand its territory from the Atlantic seaboard to the Pacific Ocean
Homestead Act – 1862 legislation that opened up 270 million acres of land to be claimed by settlers in 160 acre parcels
Abolition – the immediate ending of slavery
Temperance - moderation in or abstinence from the use of alcoholic beverages
Spoils system – a practice of regarding public offices as rewards to be distributed to individuals who assisted elected officials
Secede – to leave a union of states
Force bill – (1833) allowed the president to take military action to enforce acts of Congress
Nationalism – a strong belief in the values and traditions of one’s country; loyalty to one’s country above all else
Questions
1.
What did the Homestead Act allow people to do? a.
Own land in the western territories after five years of residence b.
Get assistance from the government to build a house in a new state c.
Move east of the Mississippi River d.
Travel on the Oregon Trail
2.
The concept of Manifest Destiny meant it was providential that American settlers a.
Build railroads to encourage trade between regions b.
Settle the United States from the Atlantic to the Pacific Ocean c.
Establish river towns to encourage the use of steam power d.
Ban slavery in all new states entering the Union
3.
Who led reform of America’s public school system in the 1800s? a.
Elizabeth Cady Stanton b.
Andrew Jackson c.
Eli Whitney d.
Horace Mann
4.
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

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Standard 8: The student will explain the relationship between growing north-south divisions and westward expansion.
Terms
States’ rights – the right of states to pass and enforce laws without federal interference
Tariff – a fee paid on the importation of goods
Nullification Crisis – South Carolina’s threat to nullify tariff legislation passed by Congress in 1828 and to secede from the Union
Fugitive Slave Law – (1793) allowed owners to reclaim runaway slaves; (1850) obligated individuals to assist in the capture of runaway slaves
Missouri Compromise of 1820 – legislation that prohibited slavery in states carved from the Louisiana Purchase north of the 36*-30’ N parallel
Compromise of 1850 – federal legislation that allowed the people of a state to determine if the state would be free or slave
Mexican American War – (1846-1848) war fought between the US and Mexico over Texas indpendence
Questions
1.
Southern states believed they had the right to self-govern to protect their a.
Economic interests b.
Voting in Congress c.
Right to freedom of speech d.
Trade relations within the United States
2.
The Compromise of 1850 conflicted with the Missouri Compromise because a.
It restricted slavery to states below the Mason-Dixon 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
3.
Disagreement over which political party fueled the Nullification Crisis? a.
Tariffs b.
States’ rights c.
Slavery d.
Voting rights
4.
What was the result of the slave rebellion of Nat Turner? a.
Aboltion b.
The Wilmot Proviso c.
The Missouri Compromise d.
Greater restrictions on slave
Standard 9: The student will identify key events, issues, and individuals relating to the causes, course and consequences of the Civil War.
Terms
Kansas-Nebraska Act – 1854 legislation that allowed the people of Kansas and Nebraska to decide if their states would be free or slave
Sectionalism – a division of regional loyalty based on political, social and economic factors
Confederate States of America – political alliance formed by 11 southern states that had seceded from the Union following the election of Lincoln in
1860; also called the Confederacy
Border states – upper southern states, including DE, KY, MD, and MO, who chose to stay with the Union during the Civil War
Robert E. Lee – Commander of the Confederate forces

Thomas “Stonewall” Jackson – leader of the Confederate forces, wounded and died in 1863
Ulysses S. Grant – Commander of the Northern Army
Battle of Antietam – bloodiest one day battle in US history; prompted Lincoln to issue the Emancipation Proclamation
Emancipation Proclamation – (Jan. 1, 1863) decree by President Lincoln freeing all slaves held in the Confederacy
Battle of Vicksburg – Northern victory, gave the Union complete control of the Mississippi River
Battle of Gettysburg – Union victory, beginning of the end for the Confederate forces. Battle left Confederate forces weak
Gettysburg Address – (1863) President Lincoln’s speech to commemorate the new cemetery at Gettysburg battlefield, which conveyed the moral cause of preserving the Union.
Appomattox Court House – location of surrender of the Army of Northern Virginia to the Union Army on April 9-10 1865, ending the Civil War
Questions
1.
Why was the Emancipation Proclamation limited in its scope? a.
It only applied to enslaved people living under the Confederacy b.
It freed the enslaved people only for a year. c.
It prohibited blacks from serving in the military. d.
It fostered negotiations between the North and South to end the war.
2.
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.
3.
The first battle of the Civil War occurred at a.
Atlanta b.
Antietam c.
Gettysburg d.
Fort Sumter
4.
What was a result of the Civil War? a.
The federal government was weakened. b.
Slavery was allowed to extend to the West. c.
The Union was preserved. d.
The Confederacy remained a separate nation
Standard 10: The student will identify legal, political, and social dimensions of Reconstruction.
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Terms
Thirteenth Amendment – (1865) amendment that abolished slavery
Freedmen’s Bureau – government agency established after the Civil War to help freed slaves find jobs and education
Radical Republicans – post Civil War Republican congressmen who sought Reconstruction legislation that punished the South
Black codes – harsh laws passed by southern legislatures following the Civil War to restrict the economic, political, and social growth of African
Americans
Fourteenth Amendment – (1868) granted citizenship to all Americans regardless of race, color, or previous condition of servitude
Jim Crow laws – late 19 th century legislation that established the political, economic, and social separation of races

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Fifteenth Amendment – ratified in 1870; enfranchised, or gave the vote to, black men
Reconstruction – a federal plan for social, economic, ad political change in the former Confederacy following the Civil War
Poll taxes – a set of taxes established by southern states in the late 1800s with the intent of disenfranchising poor whites and blacks
Literacy tests – reading and civics test devised by southern legislatures to disenfranchise poor white and African American voters
Questions
1.
How did the Reconstruction plans of the Radical Republicans differ from those of Andrew Johnson? a.
The Radical Republicans preferred the nation split into two regions. b.
The Radical Republicans believed Johnson’s plan was too harsh. c.
The Radical Republicans wanted to punish the South. d.
The Radical Republicans hoped to reestablish the plantation system.
2.
In 1877, President Hayes told an audience, “...your rights and interests would be safer if this great mass of intelligent white men were left alone by the general government.” Which of the following is a summary of this quote? a.
Northern politicians need to take greater control of Southern state governments. b.
Southern leaders would be more effective if they are left alone by the federal government. c.
Southern congressmen should not be allowed back into Congress d.
Former Confederate leaders should be universally pardoned by Congress
3.
Why did the House of Representatives vote to impeach President Johnson? a.
Johnson was not supportive of Radical Republians. b.
Johnson refused to provide funds to set up military districts. c.
Congress preferred a stronger candidate for president. d.
The people had voted to remove Johnson as president.
4.
The purpose of the Thirteenth Amendment was a.
To institute a draft b.
To raise needed war funds c.
To abolish slavery d.
To determine citizenship
Standard 11: The student will describe the growth of big business and technical innovations after Reconstruction.
Terms
Pacific Railway Act – (1862) authorized the building of a transcontinental railroad from the Missouri River to the Pacific Ocean
Chinese Exclusion Act – excluded Chinese workers from the US for 10 years
Robber barons – group of wealthy businessmen who wanted to eliminate competition and create monopolies
Interstate Commerce Act – (1887)- intended to regulate the movement of goods across state lines by railroads
Questions
1.
In what way did railroads and advances in communication affect geographic patterns in the United States? a.
They stalled the need for new inventions. b.
They assisted in maintaining cultural traditions in an area. c.
They changed the physical characteristics of a region.
2.
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.

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3.
What was the purpose of the Sherman Antitrust Act? 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
4.
Who invented the electric lightbulb? a.
Jay Gould b.
Thomas Edison c.
John D. Rockefeller d.
Andrew Carnegie
Standard 12: The student will analyze important consequences of American industrial growth.
Terms
Reservations – an area set aside for a specific purpose, such as for the American Indians
Dawes Act – (1887) disbanded the reservation system and provided 160 acre plots of farmland for Native American families, placed the government in charge of Indian land and life
Labor unions – an organization of workers formed for the purpose of advancing member’s interests
Laissez-Faire – policy that government should interfere as little as possible in the nation’s economy
Standard of living – measure of a person’s overall quality of life
Questions
1.
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
2.
As part of the garment industry, adults and children worked making clothes in small, crowded rooms called sweatshops. Their hours were long. Their pay was little. Often the rooms were dark. What advantage were sweatshops to the textile industry? a.
They eliminated textile factories. b.
They kept the cost of production low. c.
They employed only women and children. d.
They helped families create their own small businesses.
3.
Labor unions formed as a way to help workers a.
Find better jobs b.
Learn more skilled trades c.
Improve their working conditions d.
Increase the hours children could work
4.
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

Standard 13: The student will identify major efforts to reform American society and politics during the Progressive Era.
Terms
Gilded Age – era in the late 19 th century, great deal of wealth was concentrated in the hands of a few industrialists who controlled he railroad industry as well as he production and sale of oil and steel
Progressivism – political movement that crossed party lines which believed industrialism and urbanization had created many social problems and that government should take a more active role.
Referendum – practice of letting voters accept or reject measures proposed by the Legislature.
Initiative – right of citizens to place a measure before the voters or legislature for approval
Recall – right that enables voters to remove unsatisfactory elected officials from office
Seventeenth Amendment – US Senators elected by popular vote instead of being appointed by state legislatures
Hull House – founded in Chicago, IL in 1899 with the purpose of providing social and educational opportunities for working class people in the neighborhood, many of whom were recent immigrants
Muckrakers – journalist who uncovers abuses and corruption in a society
Nineteenth Amendment – gave women the right to vote
Questions
1.
In 1906, Congress passed the Meat Inspection Act and the Pure Food and Drug Act. Both laws were in response to industry practiced exposed by a.
Muckrakers b.
Political machines c.
Corrupt politicians d.
Company presidents
2.
While there were only a hundred public schools in 1860, by 1914 the number of public schools had risen to 12,000. Progressive education included teaching good citizenship and character. Which is the BEST reason for civic education to be a part of a progressive curriculum? a.
Civic education lowers educational costs. b.
Good citizenship is essential to good government. c.
An informed citizen is less likely to participate in government. d.
Civic education gives a greater understanding of the Pendleton Act.
3.
The People’s Party was formed by the a.
Populists b.
Progressives c.
Labor unions d.
muckrakers
4.
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
Standard 14: The student will explain Americas evolving relationship with the world at the turn of the twentieth century.
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Terms
Imperialism – actions used by one nation to exercise political or economic control over a smaller or weaker nation
Neutrality – a political position of non-interference in the affairs of a foreign country

Spanish American War – 1898 conflict that resulted in Spain transferring Puerto Rico, Guam, and the Philippines to the US and granting Cuba independence
Roosevelt Corollary – established the US as the controlling political and economic power in the Western Hemisphere
Questions
1.
The Spanish-American War was fought to a.
Allow Cuba to become part of the U.S. b.
Free Cuba from Spanish rule c.
Assist Spain in establishing control of the Cuban government d.
Remove United States military presence in Cuba
2.
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
3.
1898 marks the year of a.
The Platt Amendment b.
Corollary to the Monroe Doctrine c.
The Spanish-American War d.
The opening of the Panama Canal
4.
Roosevelt believed American military, economic, and political interests were 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
Standard 15: The student will analyze the origins of and impact of U.S. involvement in World War I.
Terms
Central powers – Included German Empire and Austria-Hungary; they were defeated by the Allied Powers in WWI
Selective Service – 1917 – established the Selective Service, with the mandate of organizing the military draft
Espionage Act – 1917 – provided stiff penalties for spying or interfering with army recruitment
Socialists – individuals who believe in equal distribution of wealth and ownership by the state
Great Migration – movement of African Americans from the south to the north to take factory jobs during WWI
Armistice – temporary agreement to end fighting
Fourteen Points – President Woodrow Wilson’s international peace plan which became the terms for German surrender ending WWI and the establishment of the League of Nations
Treaty of Versailles – treaty officially ending WWI between the Allied Powers and Germany
League of Nations - international peacekeeping body formed following WWI
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Questions
1.
Which of the following created the spark that started World War I? a.
European alliances b.
American Imperialism c.
The growth of military power d.
The assassination of Archduke Franz Ferdinand
2.
The Great Migration refers to a.
The movement of thousands of African Americans north in search of employment b.
The movement of troops across France c.
The movement of troops across the Atlantic as the United States entered the war d.
The movement of thousands of refugees fleeing the destruction of war
3.
Among the president’s Fourteen Points was a proposal to a.
Disarm all major powers b.
Form a League of Nations c.
Create an alliance with Germany d.
Make Great Britain repay its war debts
4.
One result of World War I was a.
The creation of new countries b.
An expansion of German colonies c.
A move toward democracy in Russia d.
An alliance between Germany and France
Standard 16: The student will identify key developments in the aftermath of World War I.
Terms
Roaring Twenties – term describing the music, fashion and changing social attitudes of the 1920s
Harlem Renaissance – relating to a period (1920s) when the literary work of African Americans particularly flourished in American culture
Anarchists – person who believes there should be no government
Red Scare – idea in US after WWII that communists were trying to take control of the US
National Origins Act of 1924 – restricted immigration from Eastern and Southern Europe in favor of immigration from Western Europe, barred immigration from the Far East
Questions
1.
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 an music d.
The renovation of turn of the century buildings in Harlem
2.
Why was the National Origins Act of 1924 passed? a.
To provide a database for immigrants b.
To promote immigration for all parts of the world c.
To create a means of tracking immigrants from Europe d.
To limit immigration from southern and eastern Europe
3.
Which phrase describes the 1920s? a.
Spirited and uncertain b.
Prosperous and secure c.
Stable and traditional d.
Trusting and patriotic
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4.
Why were the 1920s called the Roaring Twenties? a.
Americans wanted to intervene in European politics b.
Many immigrants entered the United States eager to find jobs c.
Congress passed many pro-immigration bills. d.
There was much lifestyle change.
Standard 17: The student will analyze the causes and consequences of the Great Depression.
Terms
Stock - money or capital invested or available for investment or trading
Stock market crash – beginning of a US recession that became the Great Depression by 1932
Dust bowl – name given to the area of the southern Great Plains severely damaged by droughts and dust storms during the 1930s
Hoovervilles – nickname given to shantytowns in the US during the Depression
Questions
1.
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
2.
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 prices d.
Limited schooling and malnutrition among children
3.
Which BEST describes the economic situation in America in 1930? a.
Several banks had closed. b.
Farms prices were on the rise. c.
People had plenty of money to buy food. d.
Jobs were plentiful in California.
4.
What caused the Dust Bowl? a.
Farm foreclosure b.
Overfarming and drought c.
Urban unemployment d.
Lack of government intervention
Standard 18: 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.
Terms
Civilian Conservation Corps – New Deal program for single unemployed men between the ages of 18 and 25 to build and maintain state and national parks and forests
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Tennessee Valley Authority – New Deal program to provide federally owned electricity to local entities and to oversee flood control navaigation and related aspects of national defense
Social Security – payroll funded retirement and disability benefits for all Americans

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Works Progress Administration – largest New Deal program that built buildings, bridges and roads, included the Golden Gate Bridge
Questions
1.
What was the New Deal? a.
A regulation agreement between banks b.
A plan to prevent stocks from losing value c.
An agreement between Hoover and Roosevelt d.
A series of programs aimed at economic reform
2.
All of the following situations provide examples of the effects of New Deal programs EXCEPT a.
A need being created for more workers b.
The construction of public works like dams and bridges c.
People moving from the Midwest to California d.
Farmers receiving government subsidies
3.
Why did President Roosevelt want to “pack the court”? a.
To allow justices to hear cases on a rotating basis b.
To keep New Deal programs from the United States Supreme Court c.
To appoint justices who would rule favorably on New Deal programs d.
To have a greater understanding of the economic benefits of the New Deal
4.
Why did Congress pass the Neutrality Acts? a.
To declare war b.
To support Japan c.
To punish Europe d.
To isolate itself
Standard 19: The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government.
Terms
Allies – WWII alliance between Great Britain, USA, France, China, USSR, and several other European nations in an effort to defeat the Axis powers
Lend-lease Act – 1941 allowed supplies to be loaned or traded to Allied nations during WWII
Axis powers – alliance between Germany, Italy, and Japan against the allied nations in WWII
Yalta Conference – (Feb. 1945) meeting between US, USSR, British leaders, discussed Germany’s defeat and occupation, as well as post war assistance to German people, Stalin agreed to assist the war on Japan after German surrender
Potsdam Conference – (July and Aug 1945) US, USSR, British leaders discussed European peace settlements, the division of Germany, Poland’s boundaries, USSR role in Europe and how to proceed in Japan
Operation Overlord – code name for the D-Day invasion, June 6, 1944
Manhattan Project – secret WWII project to harness atomic power; resulted in atomic bombs dropped on Hiroshima and Nagasaki Japan
Japanese Relocation Order – Executive order 9906, directed Secretary of War to establish military districts which could intern people deemed to be a risk to national security
Internment camps – to place within camps without free access to the outside

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Questions
1.
In 1944, journalist Ernie Pyle wrote, “It seems to me a miracle that we ever took the beach at all.” What can you infer about D-Day from this statement? a.
There were not enough soldiers and machines to go to war b.
It was a long, bloody, and very difficult battle c.
The United States was unprepared d.
The beach terrain was difficult
2.
What was the result of the attack on Pearl Harbor? a.
An American declaration of war on Japan b.
The complete destruction of the United States Navy c.
Renewed efforts in Europe to rid the region of Hitler’s dominance d.
Continued isolationism and a belief that American soldiers should stay state-side
3.
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 wage increases in industry
4.
Which word describes the homefront during World War II? a.
Easy b.
Selfish c.
Sacrifice d.
uncooperative
Standard 20: The student will analyze the domestic and international impact of the Cold War on the United States.
Terms
Iron curtain – political and military barrier that isolated Soviet controlled countries of Eastern Europe after WWII
Containment – policy or process of preventing the expansion of a hostile power
Truman Doctrine – policy of containment initiated during the Truman presidency
Marshall Plan – post WWII plan to infuse funds in Europe to rebuild the infrastructure and bring vital supplies to European countries while building the economy of the US through trade
Berlin Airlift – the supply of food and necessities to West Berlin by Britain and US military air transport during the blockade
North Atlantic Treaty Organization (NATO) – established in 1949 as a military alliance among democratic nations
Cold War – ideological and often confrontational conflict between the US and USSR between 1946 and 1990
McCarthyism – mid 1900s political approach initiated by Joseph McCarthy, characterized by the use of unsubstantiated charges used to defame the people he accused of being communists
Sputnik – series of Earth orbiting spacecraft whose launching by the USSR started the space age
Space race – refers to the Cold War competition over dominance of space exploration capability
Bay of Pigs – failed 1961 US assisted invasion of Cuba
Cuban Missile Crisis – confrontation between the US and USSR over the presence of Soviet nuclear missiles in Cuba in 1962
Tet Offensive – Jan 1968 – intense military offense by North Vietnam; turning point in the Vietnam War as public opinion in support of the war began to change

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Questions
1.
The policy of containment was introduced as America’s foreign policy with the a.
The Tet Offensive c. the Berlin Airlift b.
The Truman Doctine d. The Marshall Plan
2.
The domino theory held that if one country in a region fell to communism, others would soon follow. The Domino theory was a factor in a.
The Vietnam War b.
The Warsaw Pact
3.
What was the focus of McCarthyism? a.
A presidential bid c. The Berlin Blockade d. The North Atlantic Treaty Organization b.
Campaign finance reform c.
A political movement promoting liberalism d.
Rooting out communism in the United States
4.
The decline in public support for the Vietnam War included all of the following EXCEPT a.
Scenes of the carnage was shown on television b.
The space race c.
The death of American soldiers d.
Protests calling for an end to the war
Standard 21: The student will explain economic growth and its impact on the United States – 1945 – 1970.
Terms
GI Bill of 1944 – (Servicemens Readjustment Act) allowed for expanded educational opportunities for Veterans
Questions
1.
Why was the 1947 suburban development Levittown of importance? a.
Levitt was a well-known developer. b.
Other suburban developments had failed. c.
It signified a trend in American society. d.
It was the only suburban development for years.
2.
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
3.
In 1950, approximately 4 million homes had a television. By 1960, televisions could be found 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
4.
What had a major impact on the outcome of the 1960 Kennedy-Nixon debates? a.
Political platforms b.
Radio c.
Computers d.
television

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Standard 22: The student will identify dimensions of the Civil Rights Movement, 1945-1970
Terms
Executive Order 9981 – order by Truman in 1948 to desegregate the armed forces
Brown v. The Board of Education – 1954, racial segregation in schools was a violation of the 14 th amendment
Civil Rights movement – post WWII social and political movement culminating in federal legislation ensuring equal rights for African Americans
Civil Rights Act of 1964 – landmark civil rights legislation that prohibited discrimination based on race, color, sex, religion, or national origin
Voting Rights Act of 1965 – outlawing literacy tests and other state means to disenfranchise voters; provided for federal voter registration
Civil Disobedience – citizen protest against the actions of government
Questions
1.
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.
2.
In 1964, Martin Luther King, Jr. stated, “We must all learn to live together as brothers or we will all perish as fools.” King was referring to the state of a.
Race relations in the United States b.
The elimination of poll taxes c.
The 1963 March on Washington d.
Literacy tests used in voter registration
3.
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
4.
Brown v. Board of Education had the most immediate effect on a.
Segregation of schools b.
Jim Crow Laws in Alabama c.
Integration of the military d.
Separation of races in restaurants
Standard 23: The student will describe and assess the impact of political developments between 1945 and 1970.
Terms
Judicial review – power of the Supreme Court to determine whether laws of Congress are constitutional and to strike down those that are not
Due Process – a judicial requirement that laws may not treat individuals unfairly, arbitrarily or unreasonably, and that courts must follow proper procedures and rules when trying cases
Great Society – LBJs plan to create programs such as food stamps and school lunches, to improve the lives of low-income Americans

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Questions
1.
Judicial review refers to a.
The power of the courts to determine if a law abides by the Constitution b.
The time it takes the legislative branch to compare a bill to existing laws c.
The ability of courts to create and compare laws d.
The right of the courts to review a bill before it becomes law
2.
Newspapers and television reports brought news of antiwar civil disobedience and nonviolent protests into the homes of Americans. Use of the media in the late 1960s a.
Decreased the number of antiwar protests b.
Solely ended American involvement in the war in Vietnam c.
Caused all Americans to be against the war in Vietnam d.
Created an awareness of the extent of social and political turmoil
3.
What civil right was upheld in the Gideon v. Wainwright decision? a.
The right to a warrant before the search or seizure of property b.
The right of an individual to petition the government c.
The right to an attorney, even if one cannot afford to pay attorney fees d.
The right to punishment that is not cruel or unusual
4.
Which president proposed social programs collectively called the Great Society? a.
Dwight D. Eisenhower b.
John F. Kennedy c.
Lyndon B. Johnson d.
Richard M. Nixon
Standard 24: The student will analyze the impact of social change movements and organizations of the 1960s.
Terms
Anarchy – absence of government
Women’s liberation movement – social and political movement calling for equal rights for women
Feminism – the idea that men and women should be equal; politically, economically, and socially
National Organization for Women (NOW) – women’s rights organization cofounded by Betty Friedan in 1966; advocates the political, social and economic equality of women in various ways
Questions
1.
Mary Beth Tinker was suspended from school for wearing a black armband as a way to protest the Vietnam War. She was engaging in a.
Civil disobedience b.
Judicial review c.
Civic participation d.
Illegal activity
2.
What impact did Rachel Carlson 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 Twenty-fourth Amendment
3.
The bombing of Sterling Hall on the University of Wisconsin-Madison campus was a.
Not reported by the media b.
A violent act of civil disobedience c.
An unplanned consequence of a nonviolent protest d.
Condoned by most as an acceptable form of protest

4.
What did the election of Richard Nixon signal? a.
A new conservative movement b.
Support of demonstration c.
Growing sectionalism d.
An end to Vietnam War protests
Standard 25: The student will describe changes in national politics since 1968.
Terms
Twenty-sixth Amendment – 1971- lowered voting age to 18
Détente – policy which attempts to relax or ease of tensions between nations
Decriminalized – to remove criminal penalties for an action
Affirmative Action – an active effort to improve employment or educational opportunities for minorities
North American Free Trade Agreement (NAFTA) – trade agreement among Canada, the US and Mexico that eliminates tariffs
Terrorism – the use of violence by non-governmental groups against civilians to achieve a political goal by instilling fear and frightening governments into changing policies
Question
1.
What can be said about the presidential administrations of the second half of the 20 th century? a.
They were very similar in foreign policy. b.
The approached domestic problems in a uniform way. c.
They worked together to establish economic policy. d.
The reacted to foreign and domestic issues.
2.
All of the following provide examples of the Cold War détente except that a.
Tensions between the U.S. and Soviets decreased b.
Trade increased between the Soviet Union and the U.S. c.
The Cuban Missile Crisis occurred d.
Peaceful relations between Communist and democratic countries existed
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