Reviewing for the Final EOC in US History

Reviewing for the Final EOC in US History EOC Review, January, 2006 Union County Public Schools 1

The Test There will be 100 total questions on each test but only 80 are actually scored. 60 Higher Order Thinking Skills 40 Lower order thinking skills 10 questions from each goal US History EOC Review, January, 2006 Union County Public Schools 2

US History EOC Review, January, 2006 Goal % Value 1 8 2 9 3 8 4 7 5 8 6 7 7 8 8 5 9 10 10 11 11 11 12 8 Union County Public Schools 3

Things to Remember and Look Out For Best Answer-This means that there are more than one right answer in the answer set. You can tell best answer questions because they will have phrases that have the following wording and appearance: most likely best most accurately greatest US History EOC Review, January, 2006 Union County Public Schools 4

Negative answers-This means that you will not see these type of answers on the test: Not No Except US History EOC Review, January, 2006 Union County Public Schools 5

Court Cases-There always a few court cases on the test. They will be in italics with the date in parenthesis at the end. It is important to know that typically the date will give away the answer, e. g. all court cases from 1801 -1834 are from the Marshall court and John Marshall almost always made a ruling that tried to strengthen the national/federal government over the state government; court cases from the 1950 s to the present typically dealt with extending individual rights. US History EOC Review, January, 2006 Union County Public Schools 6

Court cases will always have the following appearance: Gibbons v. Ogden (1824) State v. Mann (1830) Swann v. Board of Education of Charlotte-Mecklenburg (1971) Hazelwood School District v. Kuhlmeier (1988) US History EOC Review, January, 2006 Union County Public Schools 7

Test Taking Strategies Students should look for key terms and phrases in the question and the answers. These are capitalized, bold, italics, etc. Take short breaks Don’t skip around Don’t be afraid to change your first answer Never leave an answer blank Frequently check to make sure that questions match numbers Mark out incorrect answers. Responses that use absolute words, such as "always" or "never" are less likely to be correct than ones that use conditional words like "usually" or "probably. " Look for grammatical clues Formulate your own answer before reading the options. Eliminate unlikely answers first. Select answers that are longer and more descriptive. US History EOC Review, January, 2006 Union County Public Schools 8

1. During George Washington’s presidency, what was the major reason for conflict between Thomas Jefferson and Alexander Hamilton? A Washington’s decision not to seek a third term B the distribution of power between the judicial branch and the legislative branch C the U. S. government’s decision to remain neutral in the war between France and Britain D Hamilton’s objection to Jefferson’s strict interpretation of the Constitution US History EOC Review, January, 2006 Union County Public Schools 9

1. 1. TEACHER NOTES Right Answer-D There answers that may be reasons but they are not “major” reasons. Words like “major” should indicate to the student that there may be more than one right answer. Hamilton and Jefferson argued about how strictly to interpret the Constitution-Hamilton loosely and Jefferson strictly (which he later flipped on in the Louisiana Purchase). US History EOC Review, January, 2006 Union County Public Schools 10

2. Which statement best explains the lack of political participation by American Indians in the United States during the Federalist period? A American Indians did not believe they were affected by U. S. government decisions. B American Indians were denied U. S. citizenship. C American Indians refused to vote because of different views on land ownership. D American Indians did not support the United States’ desire to expand west of the Mississippi River. US History EOC Review, January, 2006 Union County Public Schools 11

2. TEACHER NOTES Right Answer-B Bold and italicized (best) means more than one right answer. Make sure that you read all answer choices on these. The key to the answer lies in the words “political participation. ” They should be circled. Voting is political participation. US History EOC Review, January, 2006 Union County Public Schools 12

3. Which is an example of the concept of Manifest Destiny in action? A the Missouri Compromise B the annexation of Mexican territory C the Transatlantic Slave Trade D the Compromise of 1850 US History EOC Review, January, 2006 Union County Public Schools 13

3. TEACHER NOTES Right Answer-B Manifest destiny is land which means that you can mark out choices C and D. Students now have a 50 -50 chance of getting right should they guess. Missouri Compromise feels more like domestic whereas Manifest Destiny feels more like foreign, hence annexation of Mexican territory. US History EOC Review, January, 2006 Union County Public Schools 14

4. Why were James Fenimore Cooper’s novels The Last of the Mohicans and The Pathfinder considered the first “American” novels? A Cooper focused on themes of the frontier that were prominent in American culture. B Cooper imitated the formal style of European essays. C Cooper wrote on the current political themes of abolition and temperance. D Cooper used European attitudes and values to form his American themes. US History EOC Review, January, 2006 Union County Public Schools 15

4. TEACHER NOTES Right Answer-A The literature of the period focused on the new rugged, individualism of the American culture. Knowing Cooper’s novels is not important as knowing the style of literature from the period. US History EOC Review, January, 2006 Union County Public Schools 16

5. Which statement best explains why Reconstruction ended? A Reconstruction policies were no longer needed when the Southern states rejoined the Union. B African Americans prospered financially. C Reconstruction was intended to be a shortterm event that would end in 10 years. D Enforcement of Reconstruction Acts decreased because of political compromise. US History EOC Review, January, 2006 Union County Public Schools 17

5. TEACHER NOTES Right Answer-D Bold and italicized means more than one right answer. Don’t be fooled by stopping your search of answers when you get an answer that is “sort of” right. Reconstruction ended because of the Compromise of 1877. US History EOC Review, January, 2006 Union County Public Schools 18

6. You shall not press down upon the brow of labor this crown of thorns, you shall not crucify mankind upon a cross of gold. William Jennings Bryan, 1896 According to this excerpt, which idea did William Jennings Bryan promote? A Granger laws B diamond standard C socialism D bimetallism US History EOC Review, January, 2006 Union County Public Schools 19

6. TEACHER NOTES Right Answer-D “Gold” and silver, two metals, bimetallism. A major issue of the period. US History EOC Review, January, 2006 Union County Public Schools 20

7. Which innovation had the greatest impact on westward migration immediately after the Civil War? A telegraph B electricity C steam-powered boats D transcontinental railroad US History EOC Review, January, 2006 Union County Public Schools 21

7. TEACHER NOTES Right Answer-D Bold and italicized means more than one right answer. Don’t be fooled by stopping your search of answers when you get an answer that is “sort of” right. Although several answer could be correct the key lies in the very specific “immediately. ” Absolute words are clues when approaching these type of questions. US History EOC Review, January, 2006 Union County Public Schools 22

8. How did industrial leaders accumulate wealth during the late 1800 s? A by collective bargaining and forming unions B by creating monopolies and establishing trusts C by developing new farming techniques D by selling stock to employees US History EOC Review, January, 2006 Union County Public Schools 23

8. TEACHER NOTES Right Answer-B This is a major concept of the period which is very specific-“late 1800 s”. Those words should be circled when reading the question. US History EOC Review, January, 2006 Union County Public Schools 24

9. What impact did U. S. governmental polices have on business and industry during the late 1800 s? A The U. S. government tried to control public and private utilities and transportation. B The U. S. government tried to limit and regulate industrial and business growth. C The U. S. government regulated industry for the public good. D The U. S. government had little or no influence on business and industry. US History EOC Review, January, 2006 Union County Public Schools 25

9. TEACHER NOTES Right Answer-D Once again, circle the specific “late 1800 s” to narrow your answer choices. US History EOC Review, January, 2006 Union County Public Schools 26

10. What is the best Social-Darwinist defense for U. S. imperialism? A Robber Barons deserved new markets to sell their goods and expand their businesses. B The United States needed to compete with European nations to prove that the United States was superior. C Superior nations had an obligation to govern less-advanced nations. D The United States needed to test its military strength to make any necessary improvements. US History EOC Review, January, 2006 Union County Public Schools 27

10. TEACHER NOTES Right Answer-C Bold and italicized means more than one right answer. Don’t be fooled by stopping your search of answers when you get an answer that is “sort of” right. Circle Social-Darwinist and imperialism. A thought that should immediately rise when thinking Darwinism is only the strong survive which clues you in to the right answer. US History EOC Review, January, 2006 Union County Public Schools 28

11. In addition to Puerto Rico, which territories were acquired by the United States as part of the peace treaty that ended the Spanish. American War? A Cuba and the Philippines B Cuba and Guam C the Philippines and Guam D the Philippines and Hawaii US History EOC Review, January, 2006 Union County Public Schools 29

11. TEACHER NOTES Right Answer-C The US never owned Cuba so those two answer should be crossed out. This leaves a 50 -50 guess. US History EOC Review, January, 2006 Union County Public Schools 30

12. What was the effect of the use of literacy tests throughout the South after the U. S. Civil War? A an increase in voter turnout by African Americans B the election of more African American government officials in the South C the poor and African Americans not allowed to vote D an increase in the power of the Republican Party in the South US History EOC Review, January, 2006 Union County Public Schools 31

12. TEACHER NOTES Right Answer-C Ask, what is the effect of literacy tests to yourself before looking at the choices. It was a test to limit voting, now, for whom? Poor can’t read and neither could the newly emancipated African Americans. US History EOC Review, January, 2006 Union County Public Schools 32

13. How did U. S. participation in World War I impact U. S. foreign policy in the decade right after the war? A The United States became isolationist in its diplomatic and political relations. B The United States used the military to acquire new territories. C The United States joined the League of Nations. D The United States strengthened its alliances in Latin America. US History EOC Review, January, 2006 Union County Public Schools 33

The US went from involved in war to isolationist. The other three answers are similar in that they involvement outside the US. This is a clue to look for the answer that is different. US History EOC Review, January, 2006 Union County Public Schools 34

Factors that Led to the Great Depression Access to Easy Credit ? Severe Drought in the Midwest Onset of the Great Depression in the United States US History EOC Review, January, 2006 Union County Public Schools 35

Which statement best completes the diagram above? A Failure of the League of Nations B Buying stock on margin C High prices for farm commodities D Establishment of stricter banking regulation US History EOC Review, January, 2006 Union County Public Schools 36

14. TEACHER NOTES Right Answer-B Bold and italicized means more than one right answer. Don’t be fooled by stopping your search of answers when you get an answer that is “sort of” right. A can be crossed out because it deals with foreign policy. Stricter banking regulations would have prevented the Great Depression, not caused it. You are now at 50 -50. US History EOC Review, January, 2006 Union County Public Schools 37

15. Why did many U. S. congressmen dislike Franklin D. Roosevelt’s Quarantine Speech (1937)? A They feared it would lead to United States involvement in World War II. B They feared it would interfere with U. S. trade relations with China. C They feared it would cause the United States to become more isolationist. D The feared it would increase immigration problems. US History EOC Review, January, 2006 Union County Public Schools 38

15. TEACHER NOTES Right Answer-D What would be the fear in getting a little more aggressive with foreign nations. Why were we isolationist anyway? People were afraid to be another World War. US History EOC Review, January, 2006 Union County Public Schools 39

16. Which term best describes the foreign policy of both President Harry Truman and President Lyndon Johnson? A imperialism B nationalism C containment D appeasement US History EOC Review, January, 2006 Union County Public Schools 40

16. TEACHER NOTES Right Answer-C Bold and italicized means more than one right answer. Don’t be fooled by stopping your search of answers when you get an answer that is “sort of” right. Imperialism is really a concept thought of in the 1890 s, appeasement of World War 2. Test makers will not try to confuse you with these concepts outside of the period where they are best understood. The US was trying to contain Communism. US History EOC Review, January, 2006 Union County Public Schools 41

17. Which action taken by President Harry S Truman represents an attempt to respond to civil rights concerns? A desegregating schools B desegregating the military C outlawing segregation in federal buildings D outlawing segregation in public transportation US History EOC Review, January, 2006 Union County Public Schools 42

17. TEACHER NOTES Right Answer-B Even if you did not know that Truman desegregated the military, you should know that schools and transportation are not normally associated with Truman. US History EOC Review, January, 2006 Union County Public Schools 43

18. How did the domino theory influence the United States’ role in the Vietnam War? A The United States adopted a position of neutrality. B Vietnamization became the new U. S. foreign policy. C It convinced the United States to become involved in the war. D It forced the United States to support the Vietcong. US History EOC Review, January, 2006 Union County Public Schools 44

18. TEACHER NOTES Right Answer-C Fear to be involved earlier in our history bled over to a fear of Communism throughout the Cold War. US History EOC Review, January, 2006 Union County Public Schools 45

19. Which factor was a major cause of the stagnant economy in the United States during the early 1970 s? A the dependency on imported food B the increased prices for gasoline C the decline in service sector jobs D the increased production of automobiles US History EOC Review, January, 2006 Union County Public Schools 46

19. TEACHER NOTES Right Answer-B Gasoline is so important to our economy. This is a major concept with which to be familiar in the 1970 s. US History EOC Review, January, 2006 Union County Public Schools 47

20. Which U. S. Supreme Court decision made it illegal to achieve diversity through the use of racial quotas? A Brown v. Board of Education of Topeka, Kansas (1954) B Swann v. Board of Education of Charlotte-Mecklenburg, North Carolina (1971) C Regents of the University of California v. Bakke (1978) D Texas v. Johnson (1989) US History EOC Review, January, 2006 Union County Public Schools 48

20. TEACHER NOTES Right Answer-C Although all of these court cases are important, only one deals with racial quotas. All court cases can be understood some by their dates. Court cases like these listed above deal with the rights of individuals. Brown is a must know and will always be addressed in the education sense, thereby eliminating it in this case. Swann is busing and Texas is flag burning. US History EOC Review, January, 2006 Union County Public Schools 49

US History Cheat Sheet Short Version US History EOC Review, January, 2006 Union County Public Schools 50

Hamilton’s Economic Plan is always contrasted with Jefferson’s. Hamilton wanted to loosely interpret the Constitution giving the federal government a lot more power in making economic decisions. US History EOC Review, January, 2006 Union County Public Schools 51

Federalist/Anti Federalist started out as a conflict over the inclusion of a Bill of Rights (Anti Federalist wanted it) and bled over to the Hamilton/Jefferson conflict and the two party system. US History EOC Review, January, 2006 Union County Public Schools 52

Marbury v. Madison, 1803 -Court case that Fed. Govt power of judicial review. Made fed govt stronger like all court cases that will be tested in the 1801 -1834 time period at the expense of state rights. US History EOC Review, January, 2006 Union County Public Schools 53

Louisiana Purchase, 1803 greatly expanded US territory. Made Jefferson a loose constructionist instead of a strict constructionist. US History EOC Review, January, 2006 Union County Public Schools 54

Washington’s Farewell Address said stay away from entangling alliances. US History EOC Review, January, 2006 Union County Public Schools 55

War of 1812 was the 2 nd American Revolution. Established US as much more of a world power, turning point in American history; US become more independent and gained foreign respect. US History EOC Review, January, 2006 Union County Public Schools 56

Missouri Compromise, Missouri admitted into Union as a slave state; Maine as a free state. No state of the La Purchase north of the 36 30 were to be free states. All states south to be slave states. US History EOC Review, January, 2006 Union County Public Schools 57

Hudson River School of Artists. Romantic images of America's wilderness - in the Hudson River Valley and also in the newly opened West. The particular use of light effects, to lend an exaggerated drama to such elements as mist and sunsets US History EOC Review, January, 2006 Union County Public Schools 58

Monroe Doctrine, 1823 Western Hemisphere was no longer open to colonization by European countries; designed to protect Latin American countries. US History EOC Review, January, 2006 Union County Public Schools 59

Seneca Falls Convention. 1848 Convention, Susan B. Anthony, Lucretia Mott to help bring about more women’s rights. US History EOC Review, January, 2006 Union County Public Schools 60

Gettysburg was the turning point battle of the Civil War. US History EOC Review, January, 2006 Union County Public Schools 61

Reconstruction allowed for Southern states to be readmitted. 1865 -1877. Lincoln plan was lenient, Congressional plan punished the South, ended with political compromise in 1877 election. US History EOC Review, January, 2006 Union County Public Schools 62

Robber barons-Trusts and monopolies, gospel of wealth led to the industrial revolution and massive wealth in the hands of big businesses. US History EOC Review, January, 2006 Union County Public Schools 63

Sherman Anti Trust Act was designed to protect the public from monopoly practices and other abuses of free enterprise. US History EOC Review, January, 2006 Union County Public Schools 64

Pendleton Act, 1883 set up commission to give competitive examinations for those seeking government jobs. US History EOC Review, January, 2006 Union County Public Schools 65

Muckrakers-Those journalist and individuals that dug up sensationalized stores of the wrongs and evils of big business and society, The Jungle, Upton Sinclair US History EOC Review, January, 2006 Union County Public Schools 66

Spanish American War, 1898, turning point in American history; US become colonial power, sensationalism, sinking of the Maine, US acquired Puerto Rico Guam and Philippines. US History EOC Review, January, 2006 Union County Public Schools 67

Plessey v Ferguson, 1896 allowed separate but equal; was later overturned by Brown v Board of Ed. , 1954 US History EOC Review, January, 2006 Union County Public Schools 68

Causes of World War I “MAINA” militarism, aggression, imperialism, nationalism, assassination US History EOC Review, January, 2006 Union County Public Schools 69

Great Depression Caused by buying stocks on the margin, Dust Bowl, easy credit during the 1920 s Causes of World War II, appeasement of Hitler, invasion of Poland, Pearl Harbor Allied v Axis US History EOC Review, January, 2006 Union County Public Schools 70

Marshall Plan, Massive rebuilding loan plan in Europe to help thwart the possibility of the spread of Communism. US History EOC Review, January, 2006 Union County Public Schools 71

Cold War, war of words between US and USSR over the spread of Communism; Korea, Vietnam, etc. US History EOC Review, January, 2006 Union County Public Schools 72

United Nations peacekeeping organization of 1945. Security Council has five permanent members US Soviet, Russia, Great Britain, France and China US History EOC Review, January, 2006 Union County Public Schools 73

Brown v Board of Education, 1954 overturned Plessey case; separate but equal were deemed illegal. US History EOC Review, January, 2006 Union County Public Schools 74

Gulf of Tonkin Resolution covered every opportunity to allow for war in Vietnam US History EOC Review, January, 2006 Union County Public Schools 75

Tet Offensive, surprise attacks vy Viet Cong and the North Vietnamese all across South Vietnam during Tet, the luna New Year holidays which demoralized Americans. US History EOC Review, January, 2006 Union County Public Schools 76

Sputnik, 1957 Russian satellite, race into space, helped bring about the National Defense Ed. Act. US History EOC Review, January, 2006 Union County Public Schools 77

Watergate brought about resignation of Nixon, let to distrust of government. US History EOC Review, January, 2006 Union County Public Schools 78

Camp David Accords, agreement between Egypt and Israel during Carter presidency. US History EOC Review, January, 2006 Union County Public Schools 79