This document provides released test questions from the 2011 STAAR U.S. History exam for grade 8 in Texas. The questions cover a range of topics in U.S. history, from early 20th century events like the Supreme Court's Plessy v. Ferguson decision to late 20th century topics like the Vietnam War and Watergate scandal. The questions are multiple choice and assess student understanding of key people, policies, events, and historical reasoning skills.
1. The quiz covers topics like the 5th US President (James Monroe), the Indian Removal Act of 1830 that forced Native Americans west, and Andrew Jackson's establishment of the spoils system where political supporters were given government jobs. It also mentions Jackson's veto of the renewal of the Bank of the United States' charter and the economic Panic of 1837 that resulted.
The document outlines several key events that increased tensions between the North and South leading up to the American Civil War:
1) The invention of the cotton gin in 1793 led to the South becoming dependent on cotton and slavery for cheap labor, while the North's economy was based on industry.
2) Disputes over the expansion of slavery into new western territories through events like the Missouri Compromise of 1820 exacerbated divisions.
3) The Kansas-Nebraska Act of 1854 established "popular sovereignty" and led to violent clashes in "Bleeding Kansas" between pro- and anti-slavery settlers.
4) John Brown's raid on Harper's Ferry in 1859 and the 1860
The document summarizes westward expansion and rising sectional tensions around the issue of slavery in the territories between the 1830s-1860s. Key events included the Mexican-American War resulting in vast new western territories, the Compromise of 1850 which temporarily defused tensions, and the Kansas-Nebraska Act which repealed the Missouri Compromise and led to violence in "Bleeding Kansas" as both sides sought to control the territory's status as slave or free. The Dred Scott decision and John Brown's raid further deepened the crisis, culminating in the election of Lincoln and the secession of southern states forming the Confederacy.
Here are the terms matched to the correct definitions:
1. abolitionist
2. sectionalism
3. nullification
4. tariff
5. 1832
6. popular sovereignty
7. 1828
8. states rights
9. free soil
10. free state
The document summarizes key events leading up to the American Civil War between 1840-1863. Tensions grew between the northern and southern states over the issues of slavery and states' rights. The Mexican-American War and Compromise of 1850 temporarily eased tensions but did not resolve the core issues. The Dred Scott decision and election of Abraham Lincoln further polarized the nation. Several southern states seceded and formed the Confederate States of America. After the Confederate attack on Fort Sumter, the Civil War began in 1861. Major battles like Bull Run, Antietam, and Gettysburg resulted in high casualties as the Union fought to preserve the United States and abolish slavery.
General Gage, the British commander in Boston, was facing growing tensions between his troops and colonists. His plan was to secretly remove weapons from the colonists to gain the upper hand, but intelligence of his plans was leaked to Paul Revere. Revere rode from Boston to Lexington to warn that British troops were coming, lighting lanterns as a signal and avoiding capture along the way. Though Revere was later detained by British troops, he managed to spread the warning and the element of surprise was lost for the British.
The STAAR exam will replace the TAKS exam beginning in the 2011-2012 school year and will assess students in a more rigorous way to show college readiness; it will have increased test items, more complex math problems, and longer writing tests, with scores categorized into three levels to align with high school graduation requirements.
The document provides information about the first 10 amendments to the US Constitution, known as the Bill of Rights. It lists each amendment and provides a brief description of its purpose or focus, such as guaranteeing freedom of religion and speech (Amendment 1) and protecting against unreasonable searches and seizures (Amendment 4). The amendments addressed restrictions on troops quartering in private homes, rights to due process and speedy trials, excessive bail or punishment, and states' rights.
1. The quiz covers topics like the 5th US President (James Monroe), the Indian Removal Act of 1830 that forced Native Americans west, and Andrew Jackson's establishment of the spoils system where political supporters were given government jobs. It also mentions Jackson's veto of the renewal of the Bank of the United States' charter and the economic Panic of 1837 that resulted.
The document outlines several key events that increased tensions between the North and South leading up to the American Civil War:
1) The invention of the cotton gin in 1793 led to the South becoming dependent on cotton and slavery for cheap labor, while the North's economy was based on industry.
2) Disputes over the expansion of slavery into new western territories through events like the Missouri Compromise of 1820 exacerbated divisions.
3) The Kansas-Nebraska Act of 1854 established "popular sovereignty" and led to violent clashes in "Bleeding Kansas" between pro- and anti-slavery settlers.
4) John Brown's raid on Harper's Ferry in 1859 and the 1860
The document summarizes westward expansion and rising sectional tensions around the issue of slavery in the territories between the 1830s-1860s. Key events included the Mexican-American War resulting in vast new western territories, the Compromise of 1850 which temporarily defused tensions, and the Kansas-Nebraska Act which repealed the Missouri Compromise and led to violence in "Bleeding Kansas" as both sides sought to control the territory's status as slave or free. The Dred Scott decision and John Brown's raid further deepened the crisis, culminating in the election of Lincoln and the secession of southern states forming the Confederacy.
Here are the terms matched to the correct definitions:
1. abolitionist
2. sectionalism
3. nullification
4. tariff
5. 1832
6. popular sovereignty
7. 1828
8. states rights
9. free soil
10. free state
The document summarizes key events leading up to the American Civil War between 1840-1863. Tensions grew between the northern and southern states over the issues of slavery and states' rights. The Mexican-American War and Compromise of 1850 temporarily eased tensions but did not resolve the core issues. The Dred Scott decision and election of Abraham Lincoln further polarized the nation. Several southern states seceded and formed the Confederate States of America. After the Confederate attack on Fort Sumter, the Civil War began in 1861. Major battles like Bull Run, Antietam, and Gettysburg resulted in high casualties as the Union fought to preserve the United States and abolish slavery.
General Gage, the British commander in Boston, was facing growing tensions between his troops and colonists. His plan was to secretly remove weapons from the colonists to gain the upper hand, but intelligence of his plans was leaked to Paul Revere. Revere rode from Boston to Lexington to warn that British troops were coming, lighting lanterns as a signal and avoiding capture along the way. Though Revere was later detained by British troops, he managed to spread the warning and the element of surprise was lost for the British.
The STAAR exam will replace the TAKS exam beginning in the 2011-2012 school year and will assess students in a more rigorous way to show college readiness; it will have increased test items, more complex math problems, and longer writing tests, with scores categorized into three levels to align with high school graduation requirements.
The document provides information about the first 10 amendments to the US Constitution, known as the Bill of Rights. It lists each amendment and provides a brief description of its purpose or focus, such as guaranteeing freedom of religion and speech (Amendment 1) and protecting against unreasonable searches and seizures (Amendment 4). The amendments addressed restrictions on troops quartering in private homes, rights to due process and speedy trials, excessive bail or punishment, and states' rights.
1) During the Era of Good Feelings from 1821-1840, the political and social fabrics of American life underwent significant changes, though economically there was less change.
2) The emergence of the Whig party and the restoration of competitive two-party politics ended the Era of Good Feelings and increased tensions between states' rights supporters and nationalists.
3) Westward expansion increased pressures on Native Americans, leading to policies of forced relocation like the Trail of Tears, and heightened tensions over slavery as slave revolts became more common.
This document provides an overview of Reconstruction after the U.S. Civil War, covering key events and policies from the 1860s. It summarizes President Lincoln's 10% Plan for Reconstruction and the opposition to it expressed in the Wade-Davis Bill. Upon Lincoln's assassination, President Johnson took a more lenient approach to Reconstruction, which Congress opposed by passing the Reconstruction Acts of 1867 over Johnson's veto. The acts divided the South into military districts and outlined requirements for readmitting states to the Union. The document also briefly discusses the 13th and 14th Amendments and the rise of sharecropping and debt peonage in the post-war South.
The document appears to be a review for a test on early US history covering topics such as the Constitutional Convention, the early administrations of Washington and Adams, and the early 19th century. It contains multiple choice questions about key events, people, and documents during this period of US history, including questions about the Virginia and New Jersey Plans, Hamilton's financial plans, the War of 1812, and landmark Supreme Court cases.
Andrew Jackson sought to remove Native American tribes from eastern lands to territories west of the Mississippi River. This resulted in the passage of the 1830 Indian Removal Act and the forced relocation of the "Five Civilized Tribes" including the Cherokee on the Trail of Tears. The Supreme Court initially ruled in Worcester v. Georgia that states did not have authority over tribal lands, but President Jackson defied this ruling, allowing the removal to proceed. Over 4,000 Cherokee died during the forced march west.
The document discusses key events and policies during the Reconstruction era following the American Civil War. It provides information on Lincoln's 10% Plan, Johnson's more lenient reconstruction plan, the Black Codes enacted by Southern states, and the Radical Republican's response under the Congressional Reconstruction plan. The summary focuses on the three main groups that influenced Reconstruction and their differing approaches:
1. Lincoln and Johnson favored quicker reunification and less punitive policies towards the South.
2. Southern states passed harsh Black Codes to restrict freedmen's rights.
3. Radical Republicans in Congress implemented a stricter plan through military occupation, protecting civil rights, and attempting to establish political equality for African Americans.
The document discusses the racial composition of African American US Senators throughout history. It notes that from 1789-2012, there have been 6 African American Senators compared to over 1,925 Caucasian, Hispanic, or Asian Senators. It then lists the names and terms of the 6 African American Senators: Blanche Bruce (Mississippi, 1875-1881), Hiram R. Revels (Mississippi, 1870-1871), Edward Brooke (Massachusetts, 1967-1979), Carol Moseley Braun (Illinois, 1993-1999), Barack Obama (Illinois, 2005-2008), and Roland Burris (Illinois, 2009-2010).
1) After the Civil War, Congress debated whether to pay the Illinois Central Railroad millions of dollars for transporting troops and supplies during the war.
2) Some Congressmen argued the railroad deserved payment for its service to the war effort, while others argued paying it would reward corrupt capitalists.
3) The debate revealed conflicts within the government over its relationship with private businesses and showed that supporters of a stronger partnership between government and industry prevailed.
1. Which one of these ideas was NOT in Hamilton’s plan as the firs.docxjeremylockett77
1. Which one of these ideas was NOT in Hamilton’s plan as the first Secretary of Finance?
a. Creation of a Whiskey tax to create revenue
b. The Creation of a National Bank to stabilize currency
c. The National Government took on the States’ debt to create unity in the country
d. Outlawed Deuling
2. Reading the following excerpt of the Constitution and answer the following question
“Each State shall appoint, in such Manner as the Legislature thereof may direct, a Number of Electors, equal to the whole Number of Senators and Representatives to which the State may be entiled in the Congress: but no Senator or Representative, or Person holding an Office of Trust or Profit under the United States, shall be appointed an Elector”
What is this section of the constitution describing?
a. The Great Compromise
b. The “Elastic” Clause
c. The Necessary & Proper Clause
d. The Electoral College
3. Readin the following the primary source from the Constitution. What compromise does it describe?
“Section 1. All legislative Powers herein granted shall be vested in a Congress of the United States, which shall consist of a Senate and House of Representatives
Section 2. The House of Representatives shall be composed of Members chosen every second Year by the People of the several States, and the Electors in each State shall have the Qualifications requisite for Electors of the most numerous Branch of the State Legislature.”
a. The Electoral College
b. The XYZ Affair
c. The 3/5ths Compromise
d. The Great Compromise
4. What did George Washington warn Americans of in the future?
a. Beware of Political Parties- they can divide people
b. No more than two terms in office
c. The U.S. should remain neutral and avoid alliances
d. All of the above
5. Reading the following excerpt from the Constitution to answer the following question. “Congress shall have the power to … To make all Laws which shall be necessary and proper for carrying into Execution the foregoing Powers, and all other Powers vested by this Constitution in the Government of the United States, or in any Department or Officer thereof.”
When was this clause first used in our history?
a. The Creation of the National Bank
b. The Battle of Lexington & Concord
c. The Louisiana Purchase
d. When aiding the French Revolution
6. What is the clause called that gives an “elastic” or flexibility to the Constitution that keeping this document living in the modern era?
a. The 3/5ths Compromise
b. The National Bank Clause
c. The Great Compromise
d. The Necessary & Proper Clause
7. Who was a diplomat to France and later bought the Louisiana Purchase?
a. John Adams
b. James Madison
c. Ben Franklin
d. Thomas Jefferson
8. Who was the 1st President?
a. Ben Franklin
b. John Adams
c. Thomas Jefferson
d. George Washington
9. Who is considerd the” Father of the Constitution”?
a. Thomas Jefferson
b. George Washington
c. John Adams
d. James Madison ( the Little Giant)
10. Which event tested the “Necessary and Proper” Clause?
a. The Hami ...
1. Which one of these ideas was NOT in Hamilton’s plan as the firs.docxcroysierkathey
1. Which one of these ideas was NOT in Hamilton’s plan as the first Secretary of Finance?
a. Creation of a Whiskey tax to create revenue
b. The Creation of a National Bank to stabilize currency
c. The National Government took on the States’ debt to create unity in the country
d. Outlawed Deuling
2. Reading the following excerpt of the Constitution and answer the following question
“Each State shall appoint, in such Manner as the Legislature thereof may direct, a Number of Electors, equal to the whole Number of Senators and Representatives to which the State may be entiled in the Congress: but no Senator or Representative, or Person holding an Office of Trust or Profit under the United States, shall be appointed an Elector”
What is this section of the constitution describing?
a. The Great Compromise
b. The “Elastic” Clause
c. The Necessary & Proper Clause
d. The Electoral College
3. Readin the following the primary source from the Constitution. What compromise does it describe?
“Section 1. All legislative Powers herein granted shall be vested in a Congress of the United States, which shall consist of a Senate and House of Representatives
Section 2. The House of Representatives shall be composed of Members chosen every second Year by the People of the several States, and the Electors in each State shall have the Qualifications requisite for Electors of the most numerous Branch of the State Legislature.”
a. The Electoral College
b. The XYZ Affair
c. The 3/5ths Compromise
d. The Great Compromise
4. What did George Washington warn Americans of in the future?
a. Beware of Political Parties- they can divide people
b. No more than two terms in office
c. The U.S. should remain neutral and avoid alliances
d. All of the above
5. Reading the following excerpt from the Constitution to answer the following question. “Congress shall have the power to … To make all Laws which shall be necessary and proper for carrying into Execution the foregoing Powers, and all other Powers vested by this Constitution in the Government of the United States, or in any Department or Officer thereof.”
When was this clause first used in our history?
a. The Creation of the National Bank
b. The Battle of Lexington & Concord
c. The Louisiana Purchase
d. When aiding the French Revolution
6. What is the clause called that gives an “elastic” or flexibility to the Constitution that keeping this document living in the modern era?
a. The 3/5ths Compromise
b. The National Bank Clause
c. The Great Compromise
d. The Necessary & Proper Clause
7. Who was a diplomat to France and later bought the Louisiana Purchase?
a. John Adams
b. James Madison
c. Ben Franklin
d. Thomas Jefferson
8. Who was the 1st President?
a. Ben Franklin
b. John Adams
c. Thomas Jefferson
d. George Washington
9. Who is considerd the” Father of the Constitution”?
a. Thomas Jefferson
b. George Washington
c. John Adams
d. James Madison ( the Little Giant)
10. Which event tested the “Necessary and Proper” Clause?
a. The Hami.
Week 2.1 History 385 - !1Week 2.1 The Civil War and the Re.docxcockekeshia
Week 2.1 History 385 - !1
Week 2.1 The Civil War and the Reconstruction
History 385
Julie de Chantal
March to the Civil War
The armed conflict began with the attack on Fort Sumter in April 1861. Prior to the attack on the
fort, seven states had declared their secession from the United States and had formed the
Confederate States of America. They acted along the same principle the colonies did during the
war of Independence. The Southern States declared their independence from an oppressive
nation, here the United States instead of England.
There were 5 major causes for the secession of the Southern states
• Slavery -> It is usually the first cause that comes to mind. Indeed, some feared that
slavery would be abolished. However, slavery, in and of itself was not the sole cause
of the conflict.
• Sectionalism -> the country was divided by different economies, social structures,
and political values. Those divisions were profound enough for the Southern states to
feel like they were not part of the same country as the Northern states.
• Protectionism -> The South did not want to have tariffs imposed on their exports.
The North wanted to protect its industrial economy from the outside. Tariffs would
reduce competition from England for example but also reduce England’s incentives
to import American cotton.
• States’ Rights -> this is a big one. States in the South felt that the North was
infringing on their rights to self-govern.
• Finally, some Southern politicians saw the American Constitution as compact,
similar to the contract that the Massachusetts Bay Company had signed in order to
create the Massachusetts colony. For that reason, they felt that all of these reasons
violated the compact hence that they could secede.
Ambivalence in Boston
People in the North did not see the conflict through the same lens, and there was a lot of division
among factions of Northerners.
• Opposition to the Secession
• Industrialists were opposed to the war. This was somewhat logical. People
who have a lot, and have a lot to lose, seek stability to preserve their fortune.
Industrialists established in Boston did not want to lose their access to cotton
from the South. They especially did not want the country to go into a
recession due to the war
• Some members of the government called for a compromise to avoid the
Secession and the War. They gathered 22,313 signatures in a petition
favoring a compromise on slavery. They called themselves “The Union-
Savers.” Governor Andrew, for example, felt that if he did not go to
Week 2.1 History 385 - !2
Washington to try to negotiate an agreement, he could later be blamed for
not having done enough to save the Union.
• Neutrality
• African Americans were afraid that any compromise would tip Boston in
favor of the South. Some feared that either slavery would expand to the
North or that their personal liberties (right to vote, etc) would be revoked.
They fe.
The document discusses key events in the westward expansion of the United States in the early to mid-1800s, including the Louisiana Purchase, annexation of Florida, Monroe Doctrine, Missouri Compromise, Indian removal policies like the Trail of Tears, war with Mexico resulting in acquisition of territory, and tensions over states' rights and the balance of free and slave states that contributed to the impending Civil War.
12Score for this quiz 97 out of 100Question 12 .docxdrennanmicah
12
Score for this quiz: 97 out of 100
Question 1
2 / 2 pts
Other than rice, what was South Carolina’s most significant export in the early eighteenth century?
tobacco
Correct!
Indigo CORRECT
cotton
corn
slaves
Question 2
2 / 2 pts
By the eighteenth century, the leading slave-trading nation had become
Correct!
England. CORRECT
Spain.
Portugal.
France.
Holland.
Question 3
2 / 2 pts
What aspect of the New England economy grew most dramatically in the eighteenth century?
textile manufacturing
the fur trade
farming
education
Correct!
the maritime economy CORRECT
Question 4
2 / 2 pts
How did Thomas Paine’s pamphlet Common Sense transform American thinking about politics?
It was the first publication to propose independence from Britain.
Correct!
It denounced monarchy as being incompatible with liberty. CORRECT
It explained that independence could be achieved without war.
It argued that constitutional monarchy is the best system of government.
It laid out a framework for the constitution of the newly independent states.
Question 5
2 / 2 pts
Why did the British shift their attention to the South in the latter years of the American Revolution?
Their naval power could easily overwhelm the ports and cities of the South.
They believed the contributions of escaped slaves would tip the balance in their favor.
The geography of the South was better suited to their style of warfare.
They had already defeated the colonies of the North and secured their positions there.
Correct!
There were more Loyalists in the South. CORRECT
Question 6
2 / 2 pts
What was the effect of King George III’s rejection of the “Olive Branch” petition sent by the First Continental Congress?
George III effectively repudiated the British Constitution.
The Continental Congress declared war on the British government.
British troops were given the authority to arrest any Patriots and seize their property.
Correct!
Those who supported independence no longer believed reconciliation was possible. CORRECT
Great numbers of Loyalists decided to take up the cause of the Patriots instead.
Question 7
2 / 2 pts
How might the Whig theory of virtual representation have contributed to the tensions leading to the American Revolution?
The British hoped to impose a similar system of representation on the colonial assemblies.
The colonists did not understand the workings of Parliament.
The British placed more faith than the colonists did in the power of the crown.
Correct!
The British did not comprehend the colonists’ view that they were not represented in Parliament. CORRECT
The colonists believed that Parliament could represent their interests but the king could not.
Question 8
2 / 2 pts
Why did Americans of the revolutionary generation look to the Roman Republic as a model?
It represented imperial power.
Correct!
It represented the ideal of republic virtue. CORRECT
It represented the mythical past.
It represented the separation of chur.
Good feelings, jacksonian democracy, and manifest destiny pt 2Dave Phillips
This document outlines objectives related to analyzing the effects of territorial expansion and the admission of new states to the Union in the early-to-mid 19th century United States. It also describes growth of nationalism and sectionalism as reflected in art, literature and language, and distinguishes between economic and social issues that led to these phenomena. Finally, it assesses political events, issues and personalities that contributed to sectionalism and nationalism, and evaluates the role of religion in debates over slavery and other social movements.
The Indian Removal Act of 1830 forced the relocation of Native American tribes living east of the Mississippi River to lands west of the river. This opened up millions of acres of land for white settlement but caused immense suffering for Native Americans forced to relocate. Under the act, nearly all relocations were carried out under duress through military escorts, broken treaties, or when tribes had no other option after being decimated. The removal process devastated many tribes and disrupted Native American homelands and cultures in what is now Kansas.
The document discusses several key aspects of early 19th century American history, including westward expansion, population growth, industrialization, and political developments. It summarizes that Americans rapidly moved westward across the frontier, establishing an individualistic culture, while the population grew significantly between 1620 and 1860. It also outlines the growth of industry and transportation, the rise of Andrew Jackson and championing of the common man, conflicts over states' rights and slavery, and the development of the two-party system between Democrats and Whigs.
The document provides context on Andrew Jackson's inauguration in 1828 and presidency. It describes how Jackson's inauguration was unusually rowdy, with thousands of dollars of glass and china being broken and alcohol being carried out in tubs as people celebrated. Jackson appealed to common white men and helped usher in a new era of mass politics and the spoils system. His presidency aimed to limit the power of entrenched urban elites in Washington and attacked the National Bank, which he saw as overly powerful. He also strongly supported Indian removal, negotiating treaties to move Native American tribes west of the Mississippi River.
The document summarizes population trends in early American cities from 1790 to 1810 based on census data, and provides context about Washington's presidency. Key points:
- The populations of major cities like Boston, New York, Philadelphia, and Baltimore grew substantially in this period, indicating expansion and development in the young nation.
- Washington served two successful terms as the first President, establishing important precedents for the office and helping develop the new government system into practice. He successfully confronted domestic challenges like the Whiskey Rebellion.
1) The document discusses the planning for reconstruction and peace before the surrender of the Confederacy, including Lincoln's preliminary Emancipation Proclamation of September 1862 and his 1865 Proclamation of Amnesty and Reconstruction.
2) It also covers the alternative Wade-Davis Bill of 1864 which proposed stricter reconstruction terms, as well as the surrender of Robert E. Lee in April 1865 and Lincoln's assassination a week later.
3) Lincoln's assassination was part of a larger conspiracy plot to kill other government leaders and potentially overthrow the US government, though this broader plot ultimately failed.
George Washington was elected the first President of the United States in 1789. He faced many challenges in establishing the new government, including a small army, threats from Native Americans and pirates, and no precedent for the presidency. Washington proved to be a capable leader. Alexander Hamilton established the first cabinet and departments to help Washington lead. Congress also passed the Bill of Rights and established the Supreme Court and other parts of the new government. Hamilton's plans to pay off war debts and establish the Bank of the United States faced opposition but were ultimately approved.
This document outlines the assessment calendar for 2011-2012 for an elementary school district. It includes the administration dates for 3 benchmark assessments to be given in October-November, January-February, and May for various subjects and grade levels. It also lists the dates for the state standardized STAAR tests in March-April. Several reading, math, and language screeners are outlined along with their grade level focus and administration windows. The calendar provides the planned delivery dates for test materials and scantrons to support each assessment period.
1) During the Era of Good Feelings from 1821-1840, the political and social fabrics of American life underwent significant changes, though economically there was less change.
2) The emergence of the Whig party and the restoration of competitive two-party politics ended the Era of Good Feelings and increased tensions between states' rights supporters and nationalists.
3) Westward expansion increased pressures on Native Americans, leading to policies of forced relocation like the Trail of Tears, and heightened tensions over slavery as slave revolts became more common.
This document provides an overview of Reconstruction after the U.S. Civil War, covering key events and policies from the 1860s. It summarizes President Lincoln's 10% Plan for Reconstruction and the opposition to it expressed in the Wade-Davis Bill. Upon Lincoln's assassination, President Johnson took a more lenient approach to Reconstruction, which Congress opposed by passing the Reconstruction Acts of 1867 over Johnson's veto. The acts divided the South into military districts and outlined requirements for readmitting states to the Union. The document also briefly discusses the 13th and 14th Amendments and the rise of sharecropping and debt peonage in the post-war South.
The document appears to be a review for a test on early US history covering topics such as the Constitutional Convention, the early administrations of Washington and Adams, and the early 19th century. It contains multiple choice questions about key events, people, and documents during this period of US history, including questions about the Virginia and New Jersey Plans, Hamilton's financial plans, the War of 1812, and landmark Supreme Court cases.
Andrew Jackson sought to remove Native American tribes from eastern lands to territories west of the Mississippi River. This resulted in the passage of the 1830 Indian Removal Act and the forced relocation of the "Five Civilized Tribes" including the Cherokee on the Trail of Tears. The Supreme Court initially ruled in Worcester v. Georgia that states did not have authority over tribal lands, but President Jackson defied this ruling, allowing the removal to proceed. Over 4,000 Cherokee died during the forced march west.
The document discusses key events and policies during the Reconstruction era following the American Civil War. It provides information on Lincoln's 10% Plan, Johnson's more lenient reconstruction plan, the Black Codes enacted by Southern states, and the Radical Republican's response under the Congressional Reconstruction plan. The summary focuses on the three main groups that influenced Reconstruction and their differing approaches:
1. Lincoln and Johnson favored quicker reunification and less punitive policies towards the South.
2. Southern states passed harsh Black Codes to restrict freedmen's rights.
3. Radical Republicans in Congress implemented a stricter plan through military occupation, protecting civil rights, and attempting to establish political equality for African Americans.
The document discusses the racial composition of African American US Senators throughout history. It notes that from 1789-2012, there have been 6 African American Senators compared to over 1,925 Caucasian, Hispanic, or Asian Senators. It then lists the names and terms of the 6 African American Senators: Blanche Bruce (Mississippi, 1875-1881), Hiram R. Revels (Mississippi, 1870-1871), Edward Brooke (Massachusetts, 1967-1979), Carol Moseley Braun (Illinois, 1993-1999), Barack Obama (Illinois, 2005-2008), and Roland Burris (Illinois, 2009-2010).
1) After the Civil War, Congress debated whether to pay the Illinois Central Railroad millions of dollars for transporting troops and supplies during the war.
2) Some Congressmen argued the railroad deserved payment for its service to the war effort, while others argued paying it would reward corrupt capitalists.
3) The debate revealed conflicts within the government over its relationship with private businesses and showed that supporters of a stronger partnership between government and industry prevailed.
1. Which one of these ideas was NOT in Hamilton’s plan as the firs.docxjeremylockett77
1. Which one of these ideas was NOT in Hamilton’s plan as the first Secretary of Finance?
a. Creation of a Whiskey tax to create revenue
b. The Creation of a National Bank to stabilize currency
c. The National Government took on the States’ debt to create unity in the country
d. Outlawed Deuling
2. Reading the following excerpt of the Constitution and answer the following question
“Each State shall appoint, in such Manner as the Legislature thereof may direct, a Number of Electors, equal to the whole Number of Senators and Representatives to which the State may be entiled in the Congress: but no Senator or Representative, or Person holding an Office of Trust or Profit under the United States, shall be appointed an Elector”
What is this section of the constitution describing?
a. The Great Compromise
b. The “Elastic” Clause
c. The Necessary & Proper Clause
d. The Electoral College
3. Readin the following the primary source from the Constitution. What compromise does it describe?
“Section 1. All legislative Powers herein granted shall be vested in a Congress of the United States, which shall consist of a Senate and House of Representatives
Section 2. The House of Representatives shall be composed of Members chosen every second Year by the People of the several States, and the Electors in each State shall have the Qualifications requisite for Electors of the most numerous Branch of the State Legislature.”
a. The Electoral College
b. The XYZ Affair
c. The 3/5ths Compromise
d. The Great Compromise
4. What did George Washington warn Americans of in the future?
a. Beware of Political Parties- they can divide people
b. No more than two terms in office
c. The U.S. should remain neutral and avoid alliances
d. All of the above
5. Reading the following excerpt from the Constitution to answer the following question. “Congress shall have the power to … To make all Laws which shall be necessary and proper for carrying into Execution the foregoing Powers, and all other Powers vested by this Constitution in the Government of the United States, or in any Department or Officer thereof.”
When was this clause first used in our history?
a. The Creation of the National Bank
b. The Battle of Lexington & Concord
c. The Louisiana Purchase
d. When aiding the French Revolution
6. What is the clause called that gives an “elastic” or flexibility to the Constitution that keeping this document living in the modern era?
a. The 3/5ths Compromise
b. The National Bank Clause
c. The Great Compromise
d. The Necessary & Proper Clause
7. Who was a diplomat to France and later bought the Louisiana Purchase?
a. John Adams
b. James Madison
c. Ben Franklin
d. Thomas Jefferson
8. Who was the 1st President?
a. Ben Franklin
b. John Adams
c. Thomas Jefferson
d. George Washington
9. Who is considerd the” Father of the Constitution”?
a. Thomas Jefferson
b. George Washington
c. John Adams
d. James Madison ( the Little Giant)
10. Which event tested the “Necessary and Proper” Clause?
a. The Hami ...
1. Which one of these ideas was NOT in Hamilton’s plan as the firs.docxcroysierkathey
1. Which one of these ideas was NOT in Hamilton’s plan as the first Secretary of Finance?
a. Creation of a Whiskey tax to create revenue
b. The Creation of a National Bank to stabilize currency
c. The National Government took on the States’ debt to create unity in the country
d. Outlawed Deuling
2. Reading the following excerpt of the Constitution and answer the following question
“Each State shall appoint, in such Manner as the Legislature thereof may direct, a Number of Electors, equal to the whole Number of Senators and Representatives to which the State may be entiled in the Congress: but no Senator or Representative, or Person holding an Office of Trust or Profit under the United States, shall be appointed an Elector”
What is this section of the constitution describing?
a. The Great Compromise
b. The “Elastic” Clause
c. The Necessary & Proper Clause
d. The Electoral College
3. Readin the following the primary source from the Constitution. What compromise does it describe?
“Section 1. All legislative Powers herein granted shall be vested in a Congress of the United States, which shall consist of a Senate and House of Representatives
Section 2. The House of Representatives shall be composed of Members chosen every second Year by the People of the several States, and the Electors in each State shall have the Qualifications requisite for Electors of the most numerous Branch of the State Legislature.”
a. The Electoral College
b. The XYZ Affair
c. The 3/5ths Compromise
d. The Great Compromise
4. What did George Washington warn Americans of in the future?
a. Beware of Political Parties- they can divide people
b. No more than two terms in office
c. The U.S. should remain neutral and avoid alliances
d. All of the above
5. Reading the following excerpt from the Constitution to answer the following question. “Congress shall have the power to … To make all Laws which shall be necessary and proper for carrying into Execution the foregoing Powers, and all other Powers vested by this Constitution in the Government of the United States, or in any Department or Officer thereof.”
When was this clause first used in our history?
a. The Creation of the National Bank
b. The Battle of Lexington & Concord
c. The Louisiana Purchase
d. When aiding the French Revolution
6. What is the clause called that gives an “elastic” or flexibility to the Constitution that keeping this document living in the modern era?
a. The 3/5ths Compromise
b. The National Bank Clause
c. The Great Compromise
d. The Necessary & Proper Clause
7. Who was a diplomat to France and later bought the Louisiana Purchase?
a. John Adams
b. James Madison
c. Ben Franklin
d. Thomas Jefferson
8. Who was the 1st President?
a. Ben Franklin
b. John Adams
c. Thomas Jefferson
d. George Washington
9. Who is considerd the” Father of the Constitution”?
a. Thomas Jefferson
b. George Washington
c. John Adams
d. James Madison ( the Little Giant)
10. Which event tested the “Necessary and Proper” Clause?
a. The Hami.
Week 2.1 History 385 - !1Week 2.1 The Civil War and the Re.docxcockekeshia
Week 2.1 History 385 - !1
Week 2.1 The Civil War and the Reconstruction
History 385
Julie de Chantal
March to the Civil War
The armed conflict began with the attack on Fort Sumter in April 1861. Prior to the attack on the
fort, seven states had declared their secession from the United States and had formed the
Confederate States of America. They acted along the same principle the colonies did during the
war of Independence. The Southern States declared their independence from an oppressive
nation, here the United States instead of England.
There were 5 major causes for the secession of the Southern states
• Slavery -> It is usually the first cause that comes to mind. Indeed, some feared that
slavery would be abolished. However, slavery, in and of itself was not the sole cause
of the conflict.
• Sectionalism -> the country was divided by different economies, social structures,
and political values. Those divisions were profound enough for the Southern states to
feel like they were not part of the same country as the Northern states.
• Protectionism -> The South did not want to have tariffs imposed on their exports.
The North wanted to protect its industrial economy from the outside. Tariffs would
reduce competition from England for example but also reduce England’s incentives
to import American cotton.
• States’ Rights -> this is a big one. States in the South felt that the North was
infringing on their rights to self-govern.
• Finally, some Southern politicians saw the American Constitution as compact,
similar to the contract that the Massachusetts Bay Company had signed in order to
create the Massachusetts colony. For that reason, they felt that all of these reasons
violated the compact hence that they could secede.
Ambivalence in Boston
People in the North did not see the conflict through the same lens, and there was a lot of division
among factions of Northerners.
• Opposition to the Secession
• Industrialists were opposed to the war. This was somewhat logical. People
who have a lot, and have a lot to lose, seek stability to preserve their fortune.
Industrialists established in Boston did not want to lose their access to cotton
from the South. They especially did not want the country to go into a
recession due to the war
• Some members of the government called for a compromise to avoid the
Secession and the War. They gathered 22,313 signatures in a petition
favoring a compromise on slavery. They called themselves “The Union-
Savers.” Governor Andrew, for example, felt that if he did not go to
Week 2.1 History 385 - !2
Washington to try to negotiate an agreement, he could later be blamed for
not having done enough to save the Union.
• Neutrality
• African Americans were afraid that any compromise would tip Boston in
favor of the South. Some feared that either slavery would expand to the
North or that their personal liberties (right to vote, etc) would be revoked.
They fe.
The document discusses key events in the westward expansion of the United States in the early to mid-1800s, including the Louisiana Purchase, annexation of Florida, Monroe Doctrine, Missouri Compromise, Indian removal policies like the Trail of Tears, war with Mexico resulting in acquisition of territory, and tensions over states' rights and the balance of free and slave states that contributed to the impending Civil War.
12Score for this quiz 97 out of 100Question 12 .docxdrennanmicah
12
Score for this quiz: 97 out of 100
Question 1
2 / 2 pts
Other than rice, what was South Carolina’s most significant export in the early eighteenth century?
tobacco
Correct!
Indigo CORRECT
cotton
corn
slaves
Question 2
2 / 2 pts
By the eighteenth century, the leading slave-trading nation had become
Correct!
England. CORRECT
Spain.
Portugal.
France.
Holland.
Question 3
2 / 2 pts
What aspect of the New England economy grew most dramatically in the eighteenth century?
textile manufacturing
the fur trade
farming
education
Correct!
the maritime economy CORRECT
Question 4
2 / 2 pts
How did Thomas Paine’s pamphlet Common Sense transform American thinking about politics?
It was the first publication to propose independence from Britain.
Correct!
It denounced monarchy as being incompatible with liberty. CORRECT
It explained that independence could be achieved without war.
It argued that constitutional monarchy is the best system of government.
It laid out a framework for the constitution of the newly independent states.
Question 5
2 / 2 pts
Why did the British shift their attention to the South in the latter years of the American Revolution?
Their naval power could easily overwhelm the ports and cities of the South.
They believed the contributions of escaped slaves would tip the balance in their favor.
The geography of the South was better suited to their style of warfare.
They had already defeated the colonies of the North and secured their positions there.
Correct!
There were more Loyalists in the South. CORRECT
Question 6
2 / 2 pts
What was the effect of King George III’s rejection of the “Olive Branch” petition sent by the First Continental Congress?
George III effectively repudiated the British Constitution.
The Continental Congress declared war on the British government.
British troops were given the authority to arrest any Patriots and seize their property.
Correct!
Those who supported independence no longer believed reconciliation was possible. CORRECT
Great numbers of Loyalists decided to take up the cause of the Patriots instead.
Question 7
2 / 2 pts
How might the Whig theory of virtual representation have contributed to the tensions leading to the American Revolution?
The British hoped to impose a similar system of representation on the colonial assemblies.
The colonists did not understand the workings of Parliament.
The British placed more faith than the colonists did in the power of the crown.
Correct!
The British did not comprehend the colonists’ view that they were not represented in Parliament. CORRECT
The colonists believed that Parliament could represent their interests but the king could not.
Question 8
2 / 2 pts
Why did Americans of the revolutionary generation look to the Roman Republic as a model?
It represented imperial power.
Correct!
It represented the ideal of republic virtue. CORRECT
It represented the mythical past.
It represented the separation of chur.
Good feelings, jacksonian democracy, and manifest destiny pt 2Dave Phillips
This document outlines objectives related to analyzing the effects of territorial expansion and the admission of new states to the Union in the early-to-mid 19th century United States. It also describes growth of nationalism and sectionalism as reflected in art, literature and language, and distinguishes between economic and social issues that led to these phenomena. Finally, it assesses political events, issues and personalities that contributed to sectionalism and nationalism, and evaluates the role of religion in debates over slavery and other social movements.
The Indian Removal Act of 1830 forced the relocation of Native American tribes living east of the Mississippi River to lands west of the river. This opened up millions of acres of land for white settlement but caused immense suffering for Native Americans forced to relocate. Under the act, nearly all relocations were carried out under duress through military escorts, broken treaties, or when tribes had no other option after being decimated. The removal process devastated many tribes and disrupted Native American homelands and cultures in what is now Kansas.
The document discusses several key aspects of early 19th century American history, including westward expansion, population growth, industrialization, and political developments. It summarizes that Americans rapidly moved westward across the frontier, establishing an individualistic culture, while the population grew significantly between 1620 and 1860. It also outlines the growth of industry and transportation, the rise of Andrew Jackson and championing of the common man, conflicts over states' rights and slavery, and the development of the two-party system between Democrats and Whigs.
The document provides context on Andrew Jackson's inauguration in 1828 and presidency. It describes how Jackson's inauguration was unusually rowdy, with thousands of dollars of glass and china being broken and alcohol being carried out in tubs as people celebrated. Jackson appealed to common white men and helped usher in a new era of mass politics and the spoils system. His presidency aimed to limit the power of entrenched urban elites in Washington and attacked the National Bank, which he saw as overly powerful. He also strongly supported Indian removal, negotiating treaties to move Native American tribes west of the Mississippi River.
The document summarizes population trends in early American cities from 1790 to 1810 based on census data, and provides context about Washington's presidency. Key points:
- The populations of major cities like Boston, New York, Philadelphia, and Baltimore grew substantially in this period, indicating expansion and development in the young nation.
- Washington served two successful terms as the first President, establishing important precedents for the office and helping develop the new government system into practice. He successfully confronted domestic challenges like the Whiskey Rebellion.
1) The document discusses the planning for reconstruction and peace before the surrender of the Confederacy, including Lincoln's preliminary Emancipation Proclamation of September 1862 and his 1865 Proclamation of Amnesty and Reconstruction.
2) It also covers the alternative Wade-Davis Bill of 1864 which proposed stricter reconstruction terms, as well as the surrender of Robert E. Lee in April 1865 and Lincoln's assassination a week later.
3) Lincoln's assassination was part of a larger conspiracy plot to kill other government leaders and potentially overthrow the US government, though this broader plot ultimately failed.
George Washington was elected the first President of the United States in 1789. He faced many challenges in establishing the new government, including a small army, threats from Native Americans and pirates, and no precedent for the presidency. Washington proved to be a capable leader. Alexander Hamilton established the first cabinet and departments to help Washington lead. Congress also passed the Bill of Rights and established the Supreme Court and other parts of the new government. Hamilton's plans to pay off war debts and establish the Bank of the United States faced opposition but were ultimately approved.
Similar to Social studies released_items_oct_2011[1] (20)
This document outlines the assessment calendar for 2011-2012 for an elementary school district. It includes the administration dates for 3 benchmark assessments to be given in October-November, January-February, and May for various subjects and grade levels. It also lists the dates for the state standardized STAAR tests in March-April. Several reading, math, and language screeners are outlined along with their grade level focus and administration windows. The calendar provides the planned delivery dates for test materials and scantrons to support each assessment period.
This document provides annotations for notable social studies trade books for young people published in 2009. It begins by explaining the selection criteria and review process carried out by the National Council for the Social Studies Book Review Committee. The annotated list that follows includes summaries of over 30 books, arranged by subject category. Each summary includes the book title, author, publisher details, a brief descriptive annotation, and notation of relevant thematic strands from the NCSS social studies standards.
The new issue of History Now focuses on religion in colonial America. It features four articles by scholars on the Puritans and dissenters, early Jewish settlers, Pennsylvania Quakers, and Thomas Jefferson's deism. The issue highlights the important role of religion in colonial lives and America's resulting multicultural heritage. It also provides podcasts and other resources on religion in colonial America available on the Gilder Lehrman Institute website.
This professional development program provides a video conference for teachers to learn about teaching the history of the Holocaust through the experiences of noted experts. Participants will engage in hands-on learning activities led by site facilitators. The program aims to explore methodologies and rationales for Holocaust education and examine contemporary issues related to its history. It is made possible by a grant from the Dallas Area Friends of the United States Holocaust Memorial Museum.
This document provides information about a workshop on January 26-27, 2012 presented by the Education Service Center Region VI. The workshop will be led by Barbara Taylor, the Education Specialist for Social Studies, and will provide 12 hours of social studies or continuing professional education credits for a fee of $125, which includes lunch on Thursday. Participants can register and find more details on the ESC Region VI website at http://www.esc6.net or by contacting Barbara Taylor at btaylor@esc6.net or 936-435-8366.
The document summarizes the causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War. It then provides a sample test question about the Proclamation of 1763 and the correct answer choice along with rationales for the distractors.
This document discusses readiness standards, sample items, answer choices, and rationales for formative assessments. It examines distracter factors in questions and implications for using assessment results to guide classroom instruction.
This document provides guidance for ensuring a test is properly aligned to what was taught to students. It recommends checking that the test assesses the intended Texas Essential Knowledge and Skills (TEKS), that distractors are plausible, and that most items require students to apply their learning in new examples. The test should include items addressing all student expectations covered, and many items should require students to use skills and demonstrate understanding of content, including through graphic organizers.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a United States Government course, beginning with the 2011-2012 school year. It provides general requirements and an introduction to the course, focusing on the principles and structures of US government at the national, state, and local levels. It also lists key concepts and historical figures to be examined, and requires students to analyze how individuals and groups influence public policy and political systems.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a United States History course covering the period from 1877 to the present. It provides 13 strands covering topics like key historical eras and events, civil rights movements, geography, and immigration. Teachers are to use primary and secondary sources to help students understand historical context and multiple perspectives on history.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a World History Studies course, beginning with the 2011-2012 school year. It provides 3 learning periods to structure the course: 8000 BC-500 BC, 500 BC-AD 600, and 600-1450. Key topics include the development of early civilizations, classical empires, medieval Europe, Islamic caliphates, the Mongol invasions, European exploration and expansion. Causes and effects of events are examined, along with geographic, economic, and social impacts on history.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a World Geography Studies course, including:
1) The course provides an overview of world geography from spatial and ecological perspectives, examining physical processes, landforms, climates, ecosystems, cultural patterns, population trends, and economic and political relationships between humans and the environment.
2) Students analyze how location affects economic activities and compare global trade patterns, and learn to think geographically by interpreting maps and asking geographic questions.
3) The TEKS cover geographic concepts like regions, as well as knowledge in history, economics, government, citizenship, culture, science and technology. Students are expected to apply critical thinking and communication skills to
The document provides the Texas Essential Knowledge and Skills (TEKS) for teaching 8th grade United States history from early colonial period through Reconstruction. It outlines 19 key strands including history, geography, economics, government, and citizenship. Students are expected to understand events, documents, individuals, economic and political systems during this period in American history.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for teaching 7th grade Texas history and social studies. It provides an overview of the course content, which covers Texas history from early times to the present day divided into eras. It also outlines the knowledge and skills students should develop in history, geography, economics, and government. Key objectives include understanding Texas government and the factors that led to Texas transitioning from an agrarian to urban society.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for teaching 6th grade social studies in Magnolia ISD. It details 23 standards covering history, geography, economics, government, citizenship, culture, science/technology, and social studies skills. The standards address topics like world regions, influences on societies, geographic tools, economic systems, types of government, citizenship roles, cultural institutions, and impacts of technology.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a 5th grade social studies curriculum. It covers topics including United States history from colonization to present day, geography, economics, government, citizenship, and culture. The curriculum is designed to teach students about important people, events, ideas and principles in US history through an integrated study of social studies disciplines.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for the 4th grade social studies curriculum. It covers topics such as Texas history, geography, economics, government and citizenship. Some key events and people discussed include the Texas Revolution, establishment of the Republic of Texas, annexation to the US, cattle industry pioneers, and notable 20th century Texans. It also outlines skills students should learn like using maps, analyzing regions, and understanding economic and political systems.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for the 3rd grade social studies curriculum. It details 19 strands that students are expected to learn, covering history, geography, economics, government, citizenship, culture, and social studies skills. Key areas of focus include how individuals have influenced communities, characteristics of different communities, basic map reading skills, and an understanding of civic participation and responsibilities.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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2. STAAR Grade 8 Social Studies 2011 Release
Released Test Questions
1
Your Highnesses . . . resolved to send me . . . to the said parts of India to see the said
princes, and the cities and lands, and their disposition, with a view that they might
?
__________; and ordered that I should not go by land to the eastward, as had been
customary, but that I should go by way of the west, whither up to this day, we do not
know for certain that any one has gone.
—Christopher Columbus
Which of the following completes the excerpt?
A teach us how to craft their goods
B be converted to our holy faith
C be brought to our country as slaves
D teach us about the stars and planets
2
Of the complicated European systems of national polity we have heretofore been
independent. From their wars, their tumults, and anxieties we have been, happily,
almost entirely exempt. Whilst these are confined to the nations which gave them
existence, . . . they can not affect us except as they appeal to our sympathies in the
cause of human freedom and universal advancement.
—President Franklin Pierce, inaugural address, 1853
These remarks best reflect a confirmation of which U.S. president’s foreign-policy goals?
A George Washington
B James Madison
C James Monroe
D John Quincy Adams
Page 2
3. STAAR Grade 8 Social Studies 2011 Release
Released Test Questions
3
Mexico has passed the boundary of the United States, has invaded our territory, and
shed American blood upon the American soil.
And whereas this House desires to obtain a full knowledge of all the facts which go
to establish whether the particular spot of soil on which the blood of our citizens was
so shed was, or was not, our own soil, at that time . . .
This is no war of defence, but one unnecessary and of offensive aggression.
Such a “conquest,” stigmatize it as you please, must necessarily be a great blessing
to the conquered.
These excerpts offer different points of view about —
A the Texas War of Independence
B the admission of California to the Union
C the U.S.-Mexican War
D the acquisition of the Gadsden Purchase from Mexico
Page 3
4. STAAR Grade 8 Social Studies 2011 Release
Released Test Questions
4 In 1854, Anthony Burns, a fugitive slave from Alexandria, Virginia, was arrested in Boston
and returned to Virginia. Which federal legislation provided the basis for Burns’s arrest?
A The Kansas-Nebraska Act
B The Homestead Act
C The Compromise of 1850
D The Gadsden Purchase
5
1850 1870
KEY
City Population
10,000–250,000 Over 1 million
250,001–1 million State as of census day
Which of these best explains the change in population and distribution of U.S. cities from
1850 to 1870?
A The passage of homesteading legislation
B The admission of new states to the Union
C The expansion of the railroad system and increased industrialization
D The emancipation of slaves after the Civil War
Page 4
5. STAAR Grade 8 Social Studies 2011 Release
Released Test Questions
6
Erie Canal Aqueduct, Rochester, New York
Which of these resulted from the modification to the environment shown in this illustration?
A The surrounding area became more industrialized.
B Community parks were established to preserve wildlife.
C Property was damaged by increased flooding.
D Crop irrigation declined because of water pollution.
7 Although many farmers fought in the Civil War, farms in both the Union and Confederacy were
able to continue operating because —
A military officers assigned troops to work on farms
B new farm machinery was imported from overseas
C women often managed farm operations
D relief organizations provided emergency farm labor
Page 5
6. STAAR Grade 8 Social Studies 2011 Release
Released Test Questions
8 Which excerpt from the Constitution expresses the principle of federalism?
A “All legislative Powers herein granted shall be vested in a Congress of the United
States. . . .”
B “The President shall have Power to fill up all Vacancies that may happen during the
Recess of the Senate. . . .”
C “The Judges, both of the supreme and inferior Courts, shall hold their Offices during
good Behaviour. . . .”
D “The powers not delegated to the United States . . . are reserved to the States
respectively. . . .”
9
The Congress, whenever two thirds of both Houses shall deem it necessary,
shall propose Amendments to this Constitution, or, on the Application of the
Legislatures of two thirds of the several States, shall call a Convention for
proposing Amendments, which, in either Case, shall be valid to all Intents and
Purposes, as Part of this Constitution, when ratified by the Legislatures of three
fourths of the several States, or by Conventions in three fourths thereof. . . .
—Article V of the U.S. Constitution
Article V, excerpted above, is included in the U.S. Constitution to allow for the —
A adaptation of laws to reflect changes in society
B revision of laws by the executive branch
C resolution of conflicts through the judicial system
D validation of elections by a national authority
Page 6
7. STAAR Grade 8 Social Studies 2011 Release
Released Test Questions
10 A writ of habeas corpus requires an official to bring a prisoner before a civil court to justify
the prisoner’s arrest. President Abraham Lincoln authorized the suspension of habeas corpus
during the Civil War.
Ex parte Merryman
In 1861, John Merryman, a citizen of Maryland, was imprisoned by
military order and held without trial. He challenged the power of the
president to suspend habeas corpus.
Chief Justice Roger B. Taney reviewed the case and decided that
only Congress had the power to suspend habeas corpus.
President Lincoln and his administration continued to suspend
habeas corpus throughout the Civil War.
By ignoring Chief Justice Taney’s ruling, President Lincoln —
A exercised a constitutional check on judicial power
B disregarded the principle of judicial review
C upheld the concept of federalism
D invoked the principle of separation of powers
Page 7
8. STAAR Grade 8 Social Studies 2011 Release
Released Test Questions
11
N
W E
S
The two shaded states on this map were admitted to the Union under the terms of a
compromise involving the —
A resolution of a boundary dispute with Great Britain
B expansion of slavery into western territories
C relocation of American Indians to western territories
D counting of the slave population for purposes of representation
Page 8
9. STAAR Grade 8 Social Studies 2011 Release
Released Test Questions
12
• Canal networks
• Swiftly flowing rivers
• Extensive railroad systems
• Banking and investment centers
In the nineteenth century, the availability of the resources in this list resulted in —
A an increase in the number of factories in the Northeast
B the development of industrial labor unions in the South
C an increase in the number of immigrants moving to the South
D the expansion of commercial agriculture in the Northeast
13 How did the disruption in Atlantic shipping prior to and during the War of 1812 significantly
affect the U.S. economy?
A Imports of raw materials increased in the Northeast.
B Americans emigrated to Europe to find manufacturing jobs.
C Cotton sales from southern states to Europe increased.
D American industries expanded to provide replacements for foreign goods.
Page 9
10. STAAR Grade 8 Social Studies 2011 Release
Released Test Questions
14
Factors Contributing to the
Industrial Revolution in the
United States
• The flow of imported goods is cut
off during the War of 1812.
• Manufacturers invest in industrial
technology.
• River water provides power to run
factory machines.
• ?
Which of the following best completes the table above?
A Immigration expands the labor force.
B The government seizes control of factories.
C Overland trade routes become obsolete.
D A scarcity of raw materials causes prices to rise.
Page 10
11. STAAR Grade 8 Social Studies 2011 Release
Answer Key
Item Reporting Readiness or Content Student Process Student Correct
Number Category Supporting Expectation Expectation Answer
1 1 Readiness 8.2(A) 8.29(B) B
2 1 Readiness 8.5(E) 8.29(B) A
3 1 Readiness 8.6(D) 8.29(E) C
4 1 Readiness 8.7(C) C
5 2 Readiness 8.10(B) 8.29(J) C
6 2 Supporting 8.11(B) 8.29(C) A
7 2 Supporting 8.23(E) C
8 3 Readiness 8.15(D) D
9 3 Readiness 8.16(A) 8.29(B) A
10 3 Readiness 8.18(A) 8.29(C) B
11 3 Supporting 8.21(C) 8.29(C) B
12 4 Supporting 8.12(C) 8.29(B) A
13 4 Supporting 8.13(A) D
14 4 Readiness 8.13(B) 8.29(B) A
For more information about the new STAAR assessments, go to
www.tea.state.tx.us/student.assessment/staar/.
Page 11
13. STAAR U.S. History 2011 Release
Released Test Questions
1 After the attacks on September 11, 2001, how did U.S. foreign policy change?
A The administration authorized preemptive strikes against nations sponsoring terrorism.
B A program to reduce military bases and personnel in Europe was announced.
C Military aid to Pakistan and Afghanistan was immediately cut off.
D Diplomatic efforts to negotiate peace between Israel and Palestine were abandoned.
2
Questions Asked of Japanese Americans in 1943
No. 27. Are you willing to serve in the armed forces of the United States on
combat duty, wherever ordered?
No. 28. Will you swear unqualified allegiance to the United States of America
and faithfully defend the United States from any or all attack by foreign or
domestic forces, and foreswear any form of allegiance or obedience to the
Japanese emperor, or any other foreign government, power, or organization?
Japanese Americans were required to answer these questions before they were —
A given a dishonorable discharge from the military
B allowed to contest deportation orders to return to Japan
C released from relocation centers
D allowed to apply for repatriation to Japan
Page 2
14. STAAR U.S. History 2011 Release
Released Test Questions
3
Cambodia
so
La
m
tna
rea Vie
Chin
a Ko
This drawing illustrates the U.S. rationale behind —
A entering agreements designed to prevent the use of nuclear weapons
B establishing diplomatic relations with the People’s Republic of China
C implementing a free-trade agreement with the government of North Korea
D providing military aid to Ngo Dinh Diem’s government
Page 3
15. STAAR U.S. History 2011 Release
Released Test Questions
4 Which set of events is listed in chronological order?
1. The United States declares war against Japan.
2. President Richard Nixon resigns.
A 3. The Supreme Court upholds segregation in Plessy v. Ferguson.
4. Dwight D. Eisenhower is elected to a second presidential term.
1. The Supreme Court upholds segregation in Plessy v. Ferguson.
2. The United States declares war against Japan.
B 3. Dwight D. Eisenhower is elected to a second presidential term.
4. President Richard Nixon resigns.
1. Dwight D. Eisenhower is elected to a second presidential term.
2. The Supreme Court upholds segregation in Plessy v. Ferguson.
C 3. President Richard Nixon resigns.
4. The United States declares war against Japan.
1. President Richard Nixon resigns.
2. The United States declares war against Japan.
D 3. Dwight D. Eisenhower is elected to a second presidential term.
4. The Supreme Court upholds segregation in Plessy v. Ferguson.
5 During the early 1900s, Booker T. Washington supported a moderate strategy for attaining civil
rights for African Americans, while W. E. B. Du Bois called for a more aggressive approach. During
the 1960s, a similar difference emerged between —
A Medgar Evers and Thurgood Marshall
B Barbara Jordan and Alice Walker
C Rosa Parks and Marcus Garvey
D Martin Luther King, Jr., and Malcolm X
Page 4
16. STAAR U.S. History 2011 Release
Released Test Questions
6
House in Milton, North Dakota, 1898
Fred Hultstrand History in Pictures Collection, NDIRS-NDSU, Fargo
Homesteaders on the Great Plains found it necessary to build the type of house shown in the
photograph because —
A the ground was not stable enough to support heavier structures
B unpredictable weather conditions required settlers to build shelter rapidly
C access to timber was limited by distance and lack of transportation
D settlers lacked the skill required to build more-permanent structures
Page 5
17. STAAR U.S. History 2011 Release
Released Test Questions
7
1
Rural Urban
2
3 4
Suburban
Which arrow represents the heaviest volume of migration within the United States since 1960?
A 1
B 2
C 3
D 4
Page 6
18. STAAR U.S. History 2011 Release
Released Test Questions
8
Image courtesy of Cleveland State University
This informational poster illustrates —
A the resentment shown toward immigrants for taking U.S. jobs
B a government effort to implement quotas on immigration
C the movement to assimilate immigrants into U.S. culture
D the requirement that immigrants become U.S. citizens
Page 7
20. STAAR U.S. History 2011 Release
Released Test Questions
10 How did incidents like the Gulf of Tonkin Resolution and the secret bombing of Cambodia
eventually affect the relationship between the legislative and executive branches of government?
A Presidents began to seek congressional approval of any military action.
B Congress attempted to limit the president’s ability to act unilaterally.
C The president relinquished to Congress the position of commander in chief.
D Congress called for the impeachment of a president following military failures in Vietnam.
11 The Supreme Court’s 1964 decision in Reynolds v. Sims significantly affected U.S. politics
by —
A limiting the use of the legislative filibuster
B regulating the amount of individual campaign contributions
C requiring that state legislative districts be roughly equal in population
D establishing term limits for elected government officials
Page 9
21. STAAR U.S. History 2011 Release
Released Test Questions
12 Which diagram shows how the completion of the transcontinental railroad contributed to the
closing of the western frontier?
Increased
Improved protection of
A
communications sites sacred to
American Indians
Higher demand
Greater ease
B for unclaimed
of travel
territory
Advances in Improved
C factory agricultural
technology processes
Faster shipping More profits
D of raw for timber
materials companies
13
Parents faced a great fear—the dreaded poliomyelitis, or polio as it is
commonly known. The disease had killed more than thirteen hundred
Americans . . . and crippled more than eighteen thousand more in the year
1954 alone. On April 12, 1955, America received the much-welcomed news
that Dr. Jonas Salk had ? .
—“Frontiers in History,” National Archives and Records Administration, 2001
Which of the following completes this excerpt?
A discovered a cure for infantile paralysis
B founded a private hospital for children with polio
C developed a vaccine against the frightening disease
D identified the mode by which the disease was transmitted
Page 10
22. STAAR U.S. History 2011 Release
Released Test Questions
14
I hold that a corporation does ill if it seeks profit in restricting production . . .
or seeking to achieve monopoly by illegal . . . treatment of its competitors. . . .
If, on the other hand, a corporation seeks profit solely by . . . treating the public
. . . and its rivals fairly: then such a corporation is behaving well. It is an
instrumentality of civilization operating to promote abundance by cheapening
the cost of living so as to improve conditions everywhere throughout the whole
community.
—Theodore Roosevelt: An Autobiography, 1913
The main strategy that President Roosevelt’s administration used to stop the type of business
practices criticized in this excerpt was to —
A establish the Federal Reserve System to regulate the money supply
B urge the Interstate Commerce Commission to decrease corporate regulations
C use the Sherman Antitrust Act to ensure competition in industry
D lobby Congress to loosen restrictions on foreign exports
Page 11
23. STAAR U.S. History 2011 Release
Answer Key
Item Reporting Readiness or Content Student Process Student Correct
Number Category Supporting Expectation Expectation Answer
1 1 Readiness H.11(A) A
2 1 Readiness H.7(D) H.29(B) C
3 1 Readiness H.8(D) H.29(H) D
4 1 Supporting H.2(C) H.29(B) B
5 1 Supporting H.9(D) D
6 2 Readiness H.12(A) H.29(H) C
7 2 Readiness H.13(A) H.29(H) D
8 2 Supporting H.26(B) H.29(H) C
9 3 Readiness H.20(B) H.29(H) B
10 3 Supporting H.20(A) B
11 3 Readiness H.21(A) C
12 4 Supporting H.15(A) H.29(B) B
13 4 Supporting H.27(B) H.29(B) C
14 4 Readiness H.15(B) H.29(B) C
For more information about the new STAAR assessments, go to
www.tea.state.tx.us/student.assessment/staar/.
Page 12
25. STAAR World Geography 2011 Release
Released Test Questions
1
2
1
4
3
In which location did merchants historically use monsoon winds to travel along trade routes?
A 1 C 3
B 2 D 4
2 The frequent changes in the political organization of Africa from the early sixteenth century to the
late nineteenth century reflected —
A attempts by European countries to establish colonies and gain control of certain regions
B an economic shift away from primarily agrarian activities toward primarily industrial ones
C the replacement of European trading partners with Asian ones
D efforts by territories to unite against potential colonizers
Page 2
26. STAAR World Geography 2011 Release
Released Test Questions
3
Country 1
• Government controls all domestic broadcast media
• Two state-controlled television stations with one of the stations
controlled by the armed forces
• A third TV channel, a pay-TV station, is a joint state-private
venture
• Access to satellite TV is limited
• One state-controlled domestic radio station and six FM stations
that are joint state-private ventures
Country 2
• Two commercial television stations
• Cable TV subscription service provides access to foreign channels
• About 20 commercial radio stations broadcast
Which forms of government are best matched to the descriptions above?
A Country 1—Republic C Country 1—Constitutional monarchy
Country 2—Theocracy Country 2—Republic
B Country 1—Democracy D Country 1—Dictatorship
Country 2—Absolute monarchy Country 2—Democracy
4 In 1999, Turkey was recognized as a candidate for full membership in the European Union.
Turkey’s primary goal in making this membership bid is to benefit from —
A increased humanitarian assistance from member countries
B technological advances made by trading partners
C military assistance from member countries in times of conflict
D greater access to markets within the organization
Page 3
27. STAAR World Geography 2011 Release
Released Test Questions
5
The Kyoto Protocol was adopted in Kyoto, Japan, on 11 December 1997 and
entered into force on 16 February 2005. . . .
The Kyoto Protocol is generally seen as an important first step toward a truly global
emission reduction regime that will stabilize GHG [greenhouse gas] emissions, and
provides the essential architecture for any future international agreement on climate
change.
—United Nations Framework Convention on Climate Change website, http://unfcc.int
(accessed December 20, 2010)
Representing the United States, President Bill Clinton signed the Kyoto Treaty in 1998. However,
because of opposition in the U.S. Senate, the treaty has never been presented for ratification.
Which argument was most likely used by senators who opposed signing the treaty?
A The United Nations lacks the ability to enforce international agreements.
B The president has no authority to negotiate treaties on behalf of the United States.
C Congress had previously enacted much stricter environmental regulations.
D The United States should not submit to externally imposed environmental regulations.
Page 4
28. STAAR World Geography 2011 Release
Released Test Questions
6
Annual Climatology of a National Capital:
Monthly Temperature and Precipitation
12
100
90
10
80
70
8
Temperature
Precipitation
60
Source: National Drought Mitigation Center
(in.)
(°F)
6
50
40
4
30
20
KEY
2
Precipitation
10
Temperature
0 0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Month
Which conclusion is best supported by the climograph?
A This city is part of a tropical rain forest.
B This city is subject to seasonal monsoons.
C This city is located in a high-latitude climate zone.
D This city is experiencing severe drought.
7 Which of the following typically occurs in the biosphere?
A Continuous circulation of hot and cold oceanic currents
B Regulation of the rate at which thermal energy leaves the planet
C The interaction of plants and animals within specific climate regions
D The recycling of the continental crust in subduction zones
Page 5
29. STAAR World Geography 2011 Release
Released Test Questions
8 The deserts of the Middle East and North Africa are characterized by populations that —
A move to find resources that are thinly dispersed across a vast area
B work primarily in small cottage industries
C are nonviolent and practice ancient polytheistic religions
D organize their society around a matriarch
9
Poland in 2010
MALE FEMALE
100
Source: U.S. Census Bureau, International Data Base
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
2 1.6 1.2 0.8 0.4 0 0 0.4 0.8 1.2 1.6 2
Population
(millions)
Which conclusion about Poland is supported by the population pyramid?
A Citizens will spend less money on prenatal care in 20 years.
B The demand for gender equality in the workplace will increase.
C The need for care services for the elderly will increase.
D Government funding of public education will remain constant for the next 10 years.
Page 6
30. STAAR World Geography 2011 Release
Released Test Questions
10
Selected Pull Factors
for Immigration
• Job opportunities
• Political freedom
• Access to education
In the twentieth century these factors encouraged migration primarily —
A by people with significant economic resources
B from one developed country to another
C from developing to developed countries
D among people with similar religious beliefs
11
Selected Characteristics of
Bolivia, Mexico, and Panama
Country Languages Primary Religion
• Spanish (official)
Roman
Source: The World Factbook, CIA
Bolivia • Quechua (official)
Catholicism
• Aymara (official)
• Spanish (official) Roman
Mexico
• Indigenous Catholicism
• Spanish (official) Roman
Panama
• English Catholicism
The common characteristics of these countries can be attributed to their —
A economic relationship with industrialized countries to their north
B past military alliances with one another
C preservation of Mayan and Aztec traditions
D history of colonization by a European country
Page 7
31. STAAR World Geography 2011 Release
Released Test Questions
12 A geographer could place North Africa and Indonesia in the same category because most of the
people living in these regions —
A practice nomadic hunting
B rely on the monsoon season
C elect their own rulers
D adhere to the same religion
13
The number and diversity of fast-food restaurants across east China have mushroomed
in the past several years with no end in sight. From wonton to pizza to east China’s
favorite—fried chicken—, fast-food and chain restaurants are popular, partly because they
are more affordable than other types of restaurants to a great number of Chinese.
As recently as 1993, Chinese consumers had few fast-food choices. Restaurant food was
limited to five-star hotels, traditional Chinese restaurants, and street-side wonton, pulled
noodle, and tea-egg vendors.
Fast-food restaurants in east China can be defined as Western-style or those specializing
in Chinese food.
—Ag Exporter, USDA’s Foreign Agricultural Service, July 1997
Which title would be most appropriate for the article excerpted above?
A The Diffusion of Cultural Food Practices
B The Convergence of Natural Resources
C The Globalization of Service Industries
D The Growth of Food-Service Monopolies
Page 8
32. STAAR World Geography 2011 Release
Released Test Questions
14 Which of these has been a major development in global trade since the 1990s?
A The increased use of protective tariffs by industrialized countries
B An increased reliance on surface transportation
C The outsourcing of service-sector jobs to developing countries
D The growth of cottage industries and traditional methods of production
15
• Railroads
• Highways
• Airplanes
These modes of transportation have affected where economic activities are conducted throughout
the world by —
A requiring more population centers to develop near natural resources
B enabling productive regions to be less dependent on long-distance trade
C making access to water routes near settlements less necessary
D encouraging private businesses to invest more in the development of public infrastructure
16 One argument in favor of using genetically modified crops is that doing so —
A protects biological diversity on cultivated land
B reduces the use of pesticides on crops
C allows for the cultivation of native food sources
D guarantees high yields of cash crops
Page 9
33. STAAR World Geography 2011 Release
Released Test Questions
17
Costa Rica ranks among the greenest countries on earth. It
promotes eco-tourism, operates vast national parks, and is
working to become the first carbon-neutral country.
Perhaps most impressive, the nation produces more than 80
percent of its electricity in hydroelectric plants. . . .
—Jon Hamilton, National Public Radio, February 11, 2008
Which of the following would have the greatest impact on Costa Rica’s ability to produce
electricity?
A A lack of business incentives for developing green technology
B The inability to collect fines for excessive use of utilities
C A change in climate resulting in less rainfall
D The inadequate enforcement of laws protecting conservation areas
Page 10
34. STAAR World Geography 2011 Release
Answer Key
Item Reporting Readiness or Content Student Process Student Correct
Number Category Supporting Expectation Expectation Answer
1 1 Readiness G.1(A) G.21(C) D
2 1 Readiness G.2(A) A
3 1 Supporting G.14(B) G.21(A) D
4 1 Readiness G.14(C) D
5 1 Supporting G.15(A) G.21(A) D
6 2 Readiness G.3(B) G.21(A) B
7 2 Supporting G.3(C) C
8 2 Readiness G.5(A) A
9 2 Supporting G.7(A) G.21(A) C
10 2 Readiness G.7(B) G.21(A) C
11 3 Readiness G.17(A) G.21(A) D
12 3 Supporting G.17(B) D
13 3 Supporting G.18(D) G.21(A) A
14 4 Supporting G.10(D) C
15 4 Readiness G.11(C) G.21(A) C
16 4 Readiness G.19(C) B
17 4 Supporting G.20(B) G.21(A) C
For more information about the new STAAR assessments, go to
www.tea.state.tx.us/student.assessment/staar/.
Page 11
36. STAAR World History 2011 Release
Released Test Questions
1
Roman society . . . involved a system of patronage. Members of the upper
classes—the patroni—offered protection to freedmen or plebeians, who became
their “cliens.” Patronage might consist of money, food, or legal help.
Traditionally, any freed slaves became the cliens of their former owner.
In return, patroni received respect and political favors. During the empire,
cliens were required to offer daily greetings to their patroni, and the number of
these greeters helped determine social status.
—“Social Order,” The Roman Empire, PBS, www.pbs.org
(accessed February 25, 2010)
The system of patronage described in the excerpt is most similar to the —
A relationship between a guild master and his apprentice
B relationship between a noble and a wealthy merchant during the Enlightenment
C obligations of a monk to his abbot and to the pope
D alliance between a lord and his vassal in the Middle Ages
2 In the 1500s, European merchants arriving in China were restricted to the ports of Macao and
Canton and were required to pay in either gold or silver. What was one likely reason these policies
were enacted?
A Ming emperors needed precious metals to pay for the expansion of their navy.
B European monarchs feared for the safety of merchants traveling into the interior of China.
C Chinese farmers would suffer if cash crops from the Americas were allowed to enter the
country.
D European manufacturers were unable to produce goods that were valued in China.
Page 2
37. STAAR World History 2011 Release
Released Test Questions
3
?
The trade in ____________ across the Sahara was probably next in importance to the
gold trade for the western Sudan, but not for the central Sudan. There, because there was
?
no gold, ____________ were the mainstay of the export commerce.
—William D. Phillips, 1985
This excerpt is from a description of Islamic trade from the seventh century to the fifteenth
century. Which word correctly completes this excerpt?
A camels
B dates
C weapons
D slaves
4
Event Outcomes
1 Ended the war with colonists and caused vast amounts of territory to be lost
2 Ended an autocracy and led to a civil war
3 Did away with the old social structure and implemented a caste system
4 Established a constitutional republic and privatized industry
Which event represents the Russian Revolution?
A 1
B 2
C 3
D 4
Page 3
38. STAAR World History 2011 Release
Released Test Questions
5 American and French revolutionaries both rejected the rule of a monarch and attempted to
establish governments founded on the Enlightenment principles of liberty and equality. In the
United States, this resulted in a representative democracy based on the Constitution and the Bill
of Rights.
In 1799, how did the outcome in France differ from the outcome in the United States?
A French supporters of absolutism installed a new king who ruled by divine right.
B Unstable leadership in France allowed a military dictator to seize power.
C A weak central authority in France allowed provinces to form independent republics.
D French Jacobins formed a republican government in which the heads of state had only
limited powers.
6
Independent Arab and Jewish States and the Special
International Regime for the City of Jerusalem . . . shall
come into existence . . . not later than 1 October 1948.
—United Nations Resolution 181, 1947
Which of the following occurred in reaction to the resolution excerpted above?
A Egypt declared war on Israel.
B Lebanon became an independent nation.
C Syria suffered a series of military coups.
D Israel formed an alliance with Jordan.
Page 4
39. STAAR World History 2011 Release
Released Test Questions
7 Which diagram best explains the historical significance of Joan of Arc?
Gained representation in
Led a bloodless
A the Estates-General
peasant uprising
for the working class
Became the first French
Led a rebellion against
B queen to rule in
her husband
her own name
Gained control Led the French to victories
C
of the French army over English forces
Was appointed Negotiated a treaty ending
D
ambassador to England the Hundred Years’ War
8 Which of the following best explains why the Chinese built the Great Wall and
the Grand Canal?
A The Great Wall and the Grand Canal were built to discourage Chinese peasants from
emigrating.
B The Great Wall was built to protect against invasions, while the Grand Canal was meant to
provide an alternative transportation route between the north and the south.
C The Great Wall and the Grand Canal were constructed to restrict the exchange of goods
with foreign merchants.
D The Great Wall was constructed to protect farming villages from seasonal floods, while the
Grand Canal was meant to improve access to coastal cities.
Page 5
40. STAAR World History 2011 Release
Released Test Questions
9
Leonardo
da Vinci
Prominent Artists
of the Italian
Renaissance
Michelangelo Raphael
The artists shown above led a movement characterized by —
A the abstract depiction of human bodies
B the rejection of religious themes
C the use of single-point perspective
D the illumination of printed manuscripts
Page 6
41. STAAR World History 2011 Release
Released Test Questions
10
Type of Government Characteristics of Leader Leader
• Inherited authority
• Centralized the
? government
• Believed a ruler
should be a servant
?
of the state
Which combination best completes this table?
A Totalitarianism; Josip Tito
B Parliamentary monarchy; Louis XIV
C Theocracy; Ayatollah Ruholla Khomeini
D Enlightened absolutism; Maria Theresa
11
Here is a law which is above the King and which even he must not break.
This reaffirmation of a supreme law and its expression in a general charter is
the great work of ? ; and this alone justifies the respect in
which men have held it.
—Winston Churchill, A History of the English-Speaking Peoples, 1956
In this excerpt, Winston Churchill describes the continued importance of —
A the Domesday Book
B the Act of Supremacy
C the Magna Carta
D The Anglo-Saxon Chronicle
Page 7
42. STAAR World History 2011 Release
Released Test Questions
12 Which headline best demonstrates an expansion of democracy?
D aily Times D a ily Time s
South Africa Holds Prime Minister Brown
Takes Office
Post-Apartheid Elections
A C in Great Britain
D aily Times Daily Times
Venezuelan President U.S. Presidential
Hugo Chávez Candidates Participate
B Reelected for Third Term D in Public Debate
Page 8
43. STAAR World History 2011 Release
Released Test Questions
13
In the Andes, potatoes served as a staple as people came up with a unique
way of food preservation: potatoes were processed into chuñu, a dehydrated
foodstuff produced by trampling potatoes and alternately freezing and drying
them. This product was storable for years.
—Manfred Weissenbacher, Sources of Power:
How Energy Forges Human History, 2009
The process described above contributed most directly to —
A the development of new tracking and hunting techniques
B an increase in the size and number of permanent settlements
C improved fertility of the soil in mountainous regions
D the creation of a more varied diet through the introduction of new plant species
14 In a letter to a colleague, Isaac Newton wrote, “If I have seen farther, it is by standing on the
shoulders of giants.” Which earlier work made Newton’s scientific contributions possible?
A The research on population growth by Thomas Malthus
B The theory of planetary motion developed by Nicolaus Copernicus
C The use of the microscope to study cells by Robert Hooke
D The process for making stronger steel invented by Henry Bessemer
Page 9
44. STAAR World History 2011 Release
Released Test Questions
15
A system of government therefore which shall prevent ignorance, and
consequently crime, will be infinitely superior to one, which, by encouraging
the first, creates a necessity for the last, and afterwards inflicts punishment on
both. . . .
That government, then, is the best, which in practice produces the greatest
happiness to the greatest number; including those who govern, and those who
obey. . . .
By adopting the proper means, man may by degrees be trained to live in any
part of the world without poverty, without crime, and without punishment; for
all these are the effects of error in the various systems of training and
governing error proceeding from very gross ignorance of human nature.
—Robert Owen, A New View of Society
These arguments most directly contributed to the development of —
A socialism during the Industrial Revolution
B communist economic programs during the Cold War
C totalitarianism during World War II
D liberal social programs during the French Revolution
Page 10
45. STAAR World History 2011 Release
Answer Key
Item Reporting Readiness or Content Student Process Student Correct
Number Category Supporting Expectation Expectation Answer
1 1 Readiness W.4(C) W.29(F) D
2 1 Readiness W.7(E) D
3 1 Supporting W.4(I) W.29(F) D
4 2 Readiness W.10(D) W.30(C) B
5 2 Readiness W.9(A) B
6 2 Supporting W.13(F) W.29(F) A
7 3 Supporting W.24(B) W.29(F) C
8 3 Readiness W.16(B) B
9 3 Supporting W.26(A) W.30(C) C
10 4 Readiness W.19(B) W.29(F) D
11 4 Supporting W.20(B) W.29(C) C
12 4 Supporting W.21(A) W.30(C) A
13 5 Readiness W.17(A) W.29(F) B
14 5 Supporting W.27(E) B
15 5 Readiness W.18(C) W.29(C) A
For more information about the new STAAR assessments, go to
www.tea.state.tx.us/student.assessment/staar/.
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