taks iw se-gr 11 830712-0 - glencoe/mcgraw- · pdf filetaks iw se-gr 11_830712-0.qxp 8/23 ......

INTERVENTIONTAKS INTERVENTIONTAKS

Texas

WORKBOOKWORKBOOK

Test Preparation and Practice for Students Retaking the TAKS Social Studies Exit Level Exam

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This booklet was written by The Princeton Review, one of the nation’s leaders in test preparation. The Princeton Review helps millions of students every year prepare for standardized assessments of all kinds. Through its association withGlencoe/McGraw-Hill, The Princeton Review offers the best way to help students excel on the TAKS.

The Princeton Review is not affiliated with Princeton University or Educational Testing Service.

Copyright © Glencoe/McGraw-Hill. All rights reserved. Permission is granted to reproduce material contained herein on thecondition that such material be reproduced only for classroom use; and be provided to students, teachers, and families with-out charge. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027

ISBN 0-07-830712-0

Printed in the United States of America

1 2 3 4 5 6 7 8 9 024 06 05 04 03 02

Glencoe/McGraw-Hill

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CONTENTSIntroduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

TAKS Review Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Lesson 1: Using the Process of Elimination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Lesson 2: Comparing and Contrasting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Lesson 3: Relating Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Lesson 4: Putting Events into Sequence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Lesson 5: Reading and Interpreting Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Lesson 6: Reading and Interpreting Charts and Tables . . . . . . . . . . . . . . . . . . . . . . . 65

Lesson 7: Reading and Interpreting Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Lesson 8: Interpreting Quotations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Lesson 9: Interpreting Illustrations and Political Cartoons . . . . . . . . . . . . . . . . . . . . 83

Practice Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

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INTRODUCTION

ABOUT THIS BOOK

This book is designed to help you practice for the social studies section of the TexasAssessment of Knowledge and Skills (TAKS), a test that you need to pass in order tograduate. The book includes the following sections:

1. TAKS Review Handbook

2. Diagnostic Test

3. Lessons

4. Practice Test

The TAKS Review Handbook provides information on how to prepare for the test, includingreading and study strategies. It also points to sources of information for reviewing thecontent covered on the TAKS.

The Diagnostic Test is similar to the social studies TAKS. It includes forty multiple-choicequestions that each have four answer choices. The purpose of the Diagnostic Test is to helpyou identify your strengths and weaknesses early in the school year so that you can reviewthe skills you need to improve your score on the TAKS.

The Lessons will help you review the specific skills you need to do well on the social studiesTAKS. Each lesson includes two sections: Learn It and Use It. The Learn It section will helpyou answer multiple-choice questions by guiding you through a step-by-step process. TheUse It section will allow you to practice answering multiple-choice questions on your own.

The Practice Test is similar to the social studies TAKS. It includes forty multiple-choicequestions that each have four answer choices. Taking this test will help you apply whatyou’ve learned in this book and in your twelfth-grade social studies class. After you take the Practice Test, you will have an idea of how much you improved since taking theDiagnostic Test.

THE TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS

The TAKS is a standardized test that is intended to show what you have been learning inyour classes. Most of the questions on the social studies TAKS will ask about U.S. historyand the geographic, economic, cultural, and political influences on it. Keep in mind thatthere will also be some questions that test your general knowledge of world history andworld geography. These questions will often ask you to use social studies skills, such asreading and interpreting information on maps, charts, or graphs.

The social studies TAKS is a multiple-choice test. Each question on the test will require youto select the correct answer from four answer choices. Because all of the questions will bescored, you should not leave any unanswered. If possible, do not take a wild guess. Usethe process of elimination to get rid of as many answer choices as possible and pick one ofthe remaining choices. You will learn more about using the process of elimination in the firstlesson in this book.

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2 TAKS Intervention Workbook


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c.TEST TIPS AND TECHNIQUES

Try to apply these strategies as you work through the lessons and tests in this book. Getin the habit of using them. They should be second nature by the time you take the TAKS.

• Pace yourself. If you work too quickly, you are more likely to make carelessmistakes. Instead, pace yourself by working carefully through each question. Whenthere’s a question that you can’t answer, don’t get stuck and waste valuable time.Skip it and go back to answer it after you’ve finished the rest of the test. It’s betterto move on to other questions that you might find easier.

• Read questions carefully. It’s easy to make careless mistakes if you read tooquickly. You might miss important words such as “not” and “except.”

• Be systematic. Some of the lessons in this book suggest steps for you to take thatwill help you answer questions correctly. Think about the steps you use to answereach question in the book, not just the ones fully explained in the Learn It sections.

• Make educated guesses. When you reach the end of the test, be sure to go backand answer the questions that you skipped. Any question left blank will be markedwrong, so it’s better to take your best guess and have a chance of getting thequestion correct than to leave it blank and guarantee that you’ll get it wrong.Remember to always use the process of elimination to narrow the possibilities.Then take your guess from the remaining choices.

• Check your work. If you finish the test with time to spare, use the extra time tocheck your work. You don’t get any extra points for finishing early, so it’s betterto check over as many of your answers as you can. Make sure you didn’t makeany careless mistakes!

• Be comfortable. It’s important to feel rested and comfortable on the test day inorder to do your best. Try to get plenty of sleep for several nights before the test.Make sure to eat a good breakfast and lunch on test day. Be prepared: bring severalpencils, a sharpener, a watch, and tissues (if you need them). Use the bathroom justbefore test time.

• Stay positive. Realize that you’ll encounter some questions that you will finddifficult—that’s natural. Keep a positive attitude while you work through the book,and remind yourself that practice makes perfect.

Introduction 3


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TAKS REVIEW HANDBOOK

PREPARING FOR TAKS Apply these steps as you prepare to retake TAKS.

• Read About the Test. Familiarize yourself with the format of the test, the types ofquestions that will be asked, and the amount of time you will have to complete thetest. The sample tests and lessons in this workbook will help you become morecomfortable with the format.

• Review the Content. Review and understand the objectives and specific standardsthat are tested on TAKS (see pages 6–12). The Diagnostic Test, along with yourprevious experience with the test, can help you identify what areas you have themost difficulty with. Then, study up on the facts and skills you identified to be sureyou are proficient in them. The lessons in the workbook will help you review the skillsand content. Your teacher can guide you to additional resources for reviewing thecontent, including Glencoe textbooks and support materials, the Internet, and otherpublications. See the Study Resources box below and pages 6–12.

• Practice. Take sample tests, such as the Practice Test in this workbook, to build yourfamiliarity with the content, format, and timing of the real exam. You might also askyour teacher for additional sample tests or else practice on copies of previouslyreleased tests available from the Texas Education Agency.

• Analyze Practice Results. Ask your family and teachers to help you improve yourtest-taking performance by analyzing your test-taking strengths and weaknesses. Askthem to spend time discussing your completed practice tests, and explain whyparticular answers are right or wrong.


STUDY RESOURCES

Glencoe Social Studies Web SiteVisit socialstudies.glencoe.com for manyTAKS resources, including:

• Information about TAKS• Summaries and Self-Check Quizzes for

each textbook chapter • Links to additional content resources

Texas Education AgencyThe Texas Education Agency’s StudentAssessment Division Web site(www.tea.state.tx.us) has the latest informationabout assessment, including:

• Released tests that are downloadable• Interactive Online Versions of released

tests

Social Studies CenterThe Social Studies Center (SSC), which wasestablished by the Texas Education Agency toprovide professional development for socialstudies teachers, provides several resourcesthat can help you understand the TEKS andprepare for TAKS. The SSC Web site(socialstudies.tea.state.tx.us) includes:

• A glossary of key terms in the TEKS(including those tested on TAKS)

• An index of brief biographies of the keypeople mentioned in the TEKS (includingthose tested on TAKS)

• TAKS review activities• Links to additional content


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c.READING AND STUDY STRATEGIES

Reading strategies are the techniques to help you understand and remember what youread. You probably use many reading strategies without even thinking about them. Thereare strategies to use before reading, during reading, and after reading. When you pagethrough a book and scan the pictures and captions, you are using a pre-reading strategy.When you take notes as you read, you are using a during-reading strategy. And, when yousummarize a passage after you have read it, you are using a post-reading strategy.

Being an Active Reader In preparing for TAKS, you will read textbooks and other materialsto learn or recall information you need to know for the test. When reading for information, ithelps to set a purpose for your reading. A K-W-L-H chart, shown below, can help you set areading purpose and organize the information you are gathering. For each area you arehaving difficulty with, identify what you already know and what you want to find out aboutthe topic. Then, as you read, complete the chart with additional information.

Taking Notes To be an effective study tool, taking notes requires more than copying fromthe text. You must decide what is important and organize the information in a way thatmakes sense. Here are some note-taking tips.

• As you read, pay attention to the headings.• Think about the information. Ask yourself: What is the main idea? What details are

most important? Which dates, people, or events do you need to know?• Write down the key points in your own words.• Reread your notes when you are done and highlight the most important information.

As you review, try to make connections between related ideas.

Making a Study Guide One of the best ways to study efficiently is to make a study guide. Astudy guide includes all the dates, events, names, concepts, terms, and other informationyou need in order to succeed on a test. A study guide may take one of many forms,depending on the information you need to learn. Here are several types:

• Make flash cards to help you learn important terms, names, and dates. Write theword, date, or name on one side of the card. Write the definition on the other side.

• Organize information on a running concept list. Divide a sheet of paper into twocolumns. Write terms, names, concepts, or dates in the left column. Write definitions,explanations, and descriptions in the right-hand column.

• Draw a word map to organize information about a specific term, place, person,event, or time period. List the person, place, event, or term in the center box. At thetop of the page, write a short description or definition. At the right, list characteristicsof the person, place, event, or item. At the bottom of the word map, list examples.

• Write practice test questions and sample answers. Write your questions in thesame format as the test.

• Draw graphic organizers to help break down the material into manageable piecesthat are easier to remember. Graphic organizers can show a lot of information “at aglance.” For example, show similarities and differences in a Venn diagram. Listrelated ideas in a web or concept map. Analyze causes in a cause-and-effect chart.

TAKS Review Handbook 5

What I Know

K

What I Wantto Find Out

W

What I Learned

L

How I CanLearn More

H



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Knowledge and Skills The AmericanRepublic to1877

Glencoe WorldGeography

Glencoe WorldHistory

The AmericanRepublic Since1877

Objective 1 The student will demonstrate an understanding of issues and events in U.S. history.

(8.1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to

(C) explain the significance of the following dates: [1607],1776, 1787, [1803,] and 1861–1865.

5.4–6.1,7.2–7.3,15.4–17.3

17.4 2.1, 3.2–3.5,7.1–7.5

(8.4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to

(B) explain the roles played by significant individuals duringthe American Revolution, including [Samuel Adams,Benjamin Franklin, King George III,] Thomas Jefferson, [theMarquis de Lafayette, Thomas Paine,] and GeorgeWashington; and

5.3–6.4 17.4 3.1–3.5

(C) explain the issues surrounding [important events of]the American Revolution, including declaring independence;[writing] the Articles of Confederation, [fighting the battlesof Lexington, Concord, Saratoga, and Yorktown; and signing the Treaty of Paris].

5.1–7.2 17.4 3.1–3.5

(8.16) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and other important historic documents. The student is expected to

(C) identify colonial grievances listed in the Declaration ofIndependence and explain how those grievances wereaddressed in the U.S. Constitution and the Bill of Rights.

5.4, Declaration ofIndependence,ConstitutionHandbook

14.4, 17.4 3.2, 3.5,Declaration ofIndependence,ConstitutionHandbook

(US1) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to

(A) identify the major eras in U.S. history from 1877 to thepresent and describe their defining characteristics;

7.5, 8.1–8.2,9.1, 10.4, 12.1,13.1, 14.1,17.1–17.2,19.2–19.4, 21.1,24.1, 25.1,26.1, 28.1, 29.1

(B) apply absolute and relative chronology through thesequencing of significant individuals, events, and time periods; and

1.2, 3.4, 9.3,10.2, 12.3,14.3, 19.3, 19.4

9.1, 14.1, 19.2,29.5

(C) explain the significance of the following dates: 1898,1914–1918, 1929, 1941–1945, [and 1957].

18.4, 19.1 23.1–23.4, 24.1,26.2–26.4

12.2, 14.1–14.2,17.1, 20.1–20.5

(US3) History. The student understands the emergence of the United States as a world power between 1898 and 1920. The studentis expected to

(A) explain why significant events and individuals, including the Spanish–American War, U.S. expansionism, [Henry Cabot Lodge, Alfred Thayer Mahan,] and Theodore Roosevelt, moved the United States into the position of a world power;

18.3–18.4 20.3, 21.1, 22.3 12.1–12.3

(B) identify the reasons for U.S. involvement in World War I, including unrestricted submarine warfare; and

18.4 23.2 14.1

TAKS GRADE 11 OBJECTIVES AND REVIEW GUIDE

Where to Find TAKS Content in Glencoe’s TextbooksReferences are to chapter and section in the textbook (1.1 = Chapter 1, Section 1)

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c.Knowledge and Skills The American

Republic to1877




(D) analyze major issues raised by U.S. involvement inWorld War I, Wilson’s Fourteen Points, and the Treaty ofVersailles.

18.4 23.2, 23.4 14.1, 14.3–14.4,19.1

(US5) History. The student understands significant individuals, events, and issues of the 1920s. The student is expected to

(A) analyze causes and effects of significant issues such asimmigration, the Red Scare, Prohibition, and the changingrole of women; and

18.2–18.4 14.4, 15.1, 16.2

(B) analyze the impact of significant individuals such asClarence Darrow, William Jennings Bryan, Henry Ford, andCharles A. Lindbergh.

18.2 14.1, 15.1,15.2, 16.2

(US6) History. The student understands the impact of significant national and international decisions and conflicts from World War IIand the Cold War to the present on the United States. The student is expected to

(A) identify reasons for U.S. involvement in World War II,including the growth of dictatorships and the attack onPearl Harbor;

18.1 26.2 19.1, 19.4

(B) analyze major issues and events of World War II suchas fighting the war on multiple fronts, the internment ofJapanese–Americans, the Holocaust, the battle of Midway,the invasion of Normandy, and the development of andHarry Truman’s decision to use the atomic bomb;

18.1 26.2–26.4 19.3, 20.2–20.5

(D) describe U.S. responses to Soviet aggression afterWorld War II, including the Truman Doctrine, the MarshallPlan, the North Atlantic Treaty Organization, [and the Berlinairlift];

19.2 27.1, 27.3 21.1, 21.2

(E) analyze the conflicts in Korea and Vietnam and describetheir domestic and international effects; and

19.2, 19.3 27.1, 27.3,31.1, 31.2

21.2, 25.1–25.4

F) describe the impact of the GI Bill, [the election of 1948],McCarthyism, and Sputnik I.

27.1–27.3 21.3, 21.4,22.1, 22.2

Objective 2 The student will demonstrate an understanding of geographic influences on historical issues and events.

(US8) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to

(B) [pose and ] answer questions about geographic distributions and patterns shown on maps, graphs, charts, and models, [and databases].

4.1 3.2, 6.1, 20.2,Skillbuilders

1.1, 3.2, 6.2,8.1, 10.4, 17.419.2, 20.2, 29.1

2.1–2.4, 3.1,3.4, 5.1–5.4,6.1, 8.1, 8.3,9.2, 9.4, 10.1,12.2, 19.2,20.5, 22.1,28.1,ConstitutionHandbook

(US9) Geography. The student understands the impact of geographic factors on major events. The student is expected to

(A) analyze the effects of physical and human geographicfactors on major events including the building of thePanama Canal.

10.1, 19.2 1.1–1.2, 21.4 12.3

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(US10) Geography. The student understands the effects of migrations and immigration on American society. The student is expected to

(A) analyze the effects of changing demographic patternsresulting from migration within the United States; and

12.4, 18.1, 18.2 6.1 26.4 8.1, 8.2, 10.2,11.3, 14.2,15.3, 17.2,20.3, 22.4, 28.1

(B) analyze the effects of changing demographic patternsresulting from immigration to the United States.

3.2, 4.1, 8.3,13.2, 18.2

6.1, 9.1, 10.2 17.3, 19.1, 20.3 10.1, 26.3

(US11) Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to

(A) identify the effects of population growth [and distribution and predict future effects] on the physical environment.

10.1, 19.2 3.1, 4.1, 4.4,7.2, 25.2

20.2, 32.1 9.1, 17.2

(WG1) History. The student understands how geographic contexts (the geography of places in the past) and processes of spatialexchange (diffusion) influenced events in the past and helped to shape the present. The student is expected to

(A) analyze the effects of physical and human geographicpatterns and processes on events in the past [and describetheir effects on present conditions, including significantphysical features and environmental conditions that influenced migration patterns in the past and shaped thedistribution of culture groups today] (correlates withWH12B); and

12.1 4.1, 4.2, 6.1,6.2, 9.1, 10.3,12.2, 18.2,19.2, 20.1,21.1, 21.2,30.1, 33.1, 33.2

1.1, 10.1, 10.4,14.2, 16.2, 30.2

17.2, 20.3

(B) trace the spatial diffusion of a phenomenon anddescribe its effects on regions of contact such as thespread of bubonic plague, the diffusion and exchange offoods between the New and Old Worlds, [or the diffusion ofAmerican slang] (correlates with WH11B).

12.1 4.2, 4.4, 9.1,9.2, 12.3, 18.2,21.1

8.5, 10.1, 10.4,16.2, 28.4

1.3, 2.4

(WG6) Geography. The student understands the types and patterns of settlement, the factors that affect where people settle, andprocesses of settlement development over time. The student is expected to

(A) [locate settlements and] observe patterns in the sizeand distribution of cities using maps, graphics, and otherinformation (correlates with WH26C).

10.1 4.2, 5.1, 6.1,9.2, 12.1–12.3,21.2, 28.1

4.1 20.3, 28.1

(WH23) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies throughout history. The student is expected to

(A) give examples of [major mathematical and scientificdiscoveries and] technological innovations that occurred atdifferent periods in history and describe the changes produced by these discoveries and innovations (correlateswith WG19A and WG20A).

10.1, 10.2,13.1, 13.3, 18.2

1.2, 7.1, 10.1,11.1, 13.1,16.1, 19.1,19.2, 20.1,23.1, 25.1

1.1, 2.1, 3.4,8.1, 17.1, 19.4,20.1, 20.4, 28.4

5.1, 8.2, 9.1,9.3, 14.3, 16.2,21.3, 22.2,28.3, 29.1

Objective 3 The student will demonstrate an understanding of economic and social influences on historical issuesand events.

(US2) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. Thestudent is expected to

(B) analyze economic issues such as industrialization, thegrowth of railroads, the growth of labor unions, farmissues, and the rise of big business; and

10.1, 13.1,16.1, 17.4,18.1, 18.2

9.1–9.4, 11.2

(C) analyze social issues such as the treatment of minorities, child labor, growth of cities, and problems of immigrants.

13.2, 13.4,14.1, 18.2, 18.3

10.1, 10.2,10.4, 11.3

TAKS GRADE 11 OBJECTIVES AND REVIEW GUIDE CONTINUEDReferences are to chapter and section in the textbook (1.1 = Chapter 1, Section 1)

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(US4) History. The student understands the effects of reform and third party movements on American society. The student isexpected to

(B) evaluate the impact of reform leaders such as Susan B. Anthony, W.E.B. DuBois, [and Robert LaFollette]on American society.

14.3, 17.4, 18.3 25.2 11.3, 13.1, 13.4

(US7) History. The student understands the impact of the American civil rights movement. The student is expected to

(B) identify significant leaders of the civil rights movement,including Martin Luther King, Jr.

19.2 27.3 7.2, 7.4, 13.4,14.4, 15.1,15.3, 18.4,20.1, 20.3,22.4, 23.1,24.1–24.3, 26.2,26.3

(US13) Economics. The student understands significant economic developments between World War I and World War II. The student is expected to

(A) analyze causes of economic growth and prosperity inthe 1920’s;

18.4 16.2, 16.3, 17.1

(B) analyze the causes of the Great Depression, includingthe decline in worldwide trade, the stock market crash, andbank failures;

19.1 24.1 17.1, 17.2

(C) analyze the effects of the Great Depression on the U.S.economy and government; and

19.1 24.1 17.2, 17.3,18.1–18.4

(E) analyze how various New Deal agencies and programssuch as the Federal Deposit Insurance Corporation, [theSecurities and Exchange Commission,] and Social Securitycontinue to affect the lives of U.S. citizens.

19.1 24.1 18.2, 18.3

(US14) Economics. The student understands the economic effects of World War II, the Cold War, and increased worldwide competition on contemporary society. The student is expected to

(A) describe the economic effects of World War II on thehome front, including rationing, female employment, andthe end of the Great Depression; and

19.1 26.4 20.1, 20.3, 20.5

(E) describe the dynamic relationship between U.S. interna-tional trade policies and the U.S. free enterprise system.

9.1, 21.1, 22.1,29.3

(US21) Culture. The student understands how people from various groups, including racial, ethnic, and religious groups, adapt tolife in the United States and contribute to our national identity. The student is expected to

(A) explain actions taken by people from racial, ethnic, andreligious groups to expand economic opportunities andpolitical rights in American society; and

13.4, 14.1–14.3,17.3, 18.3, 19.2

6.2 27.3 11.3, 13.1,15.3, 17.2,17.3, 22.4,23.1, 24.1–24.3

(D) identify the political, social, and economic contributionsof women to American society.

13.2, 14.1–14.3,16.4, 19.2

6.2 17.1, 20.2,23.2, 27.3

9.4, 10.4, 11.2,11.3, 12.2,13.1, 14.1,14.2, 16.2,17.2, 18.4,20.3, 23.3,26.2–26.4, 27.1,28.2


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(US22) Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to

(A) explain the effects of scientific discoveries and techno-logical innovations such as electric power, the telegraphand telephone, petroleum–based products, medical vaccinations, and computers on the development of theUnited States; and

10.1, 10.2,13.1, 13.3, 18.2

7.1 20.1, 20.3,28.4, 32.1

9.1, 9.3, 14.3,16.2, 21.3,22.2, 28.3, 29.1

(C) analyze the impact of technological innovations on the nature of work, the American labor movement, andbusinesses.

10.1, 14.1,18.2, 18.3

6.2, 7.1 19.1, 20.3 5.1, 9.1, 9.3,9.4

(US23) Science, technology, and society. The student understands the influences of scientific discoveries and technological innovations on daily life in the United States. The student is expected to

(A) analyze how scientific discoveries and technologicalinnovations, including those in transportation and commu-nication, have changed the standard of living in the UnitedStates.

13.1, 18.2 6.2 28.4, 32.1 9.1, 9.3, 10.2,16.2, 22.2,23.2, 28.3, 29.1

(WG5) Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to

(B) analyze political, economic, social, and demographicdata to determine the level of development and standard ofliving in nations (correlates with WH14C).

4.4, 9.2–9.3,10.1, 12.3,15.3, 18.3,19.1, 27.3

2.1–2.2, 3.3,6.3, 10.1, 12.1,15.1, 19.1, 28.1

(WG10) Economics. The student understands the distribution and characteristics of economic systems throughout the world. Thestudent is expected to

(C) compare the ways people satisfy their basic needsthrough the production of goods and services such as subsistence agriculture versus market–oriented agricultureor cottage industries versus commercial industries (correlates with WH14C).

13.4, 17.3, 17.4 4.4, 9.2, 10.1,13.1, 25.1,28.1, 34.1

10.1, 24.2,27.2, 28.1,28.2, 29.2,31.3, 32.1

2.4

Objective 4 The student will demonstrate an understanding of political influences on historical issues and events.

(8.3) History. The student understands the foundations of representative government in the United States. The student is expected to

(A) explain the reasons for the growth of representativegovernment and institutions during the colonial period.

5.1–5.3 17.4 3.1–3.2

(8.16) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and other impor-tant historic documents. The student is expected to

(A) identify the influence of ideas from historic documentsincluding the Magna Carta, the English Bill of Rights, [theMayflower compact,] the Declaration of Independence, theFederalist Papers, [and selected anti–federalist writings] onthe U.S. system of government; and

4.2, 5.4, 7.3 17.4 4.1

(D) analyze how the U.S. Constitution reflects the principlesof limited government, republicanism, checks and balances,federalism, separation of powers, popular sovereignty, andindividual rights.

7.3, Civics inAction,ConstitutionHandbook

17.4 3.4, 5.3,ConstitutionHandbook


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c.Knowledge and Skills The American

Republic to1877




(8.17) Government. The student understands the process of changing the U.S. Constitution and the impact of amendments ofAmerican society. The student is expected to

(B) describe the impact of 19th–century amendmentsincluding the 13th, 14th, and 15th amendments on life inthe United States.

16.3, 17.1–17.4,18.3

7.3, 7.4, 11.3,13.1, 23.1,24.1,ConstitutionHandbook

(8.18) Government. The student understands the dynamic nature of the powers of the national government and state governmentsin a federal system. The student is expected to

(B) describe historical conflicts arising over the issue ofstates’ rights, including the Nullification Crisis and the CivilWar.

10.3, 11.1,15.1–15.4

19.3 6.1–6.3

(8.20) Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expectedto

(A) define and give examples of unalienable rights; and Civics in Action 17.4 4.1

(B) summarize rights guaranteed in the Bill of Rights. Civics in Action 6.2 17.4 4.1, 23.1

(8.22) Citizenship. The student understands the importance of the expression of different points of view in a democratic society. Thestudent is expected to

(B) describe the importance of free speech and press in ademocratic society.

Civics in Action 17.4 ConstitutionHandbook

(US4) History. The student understands the effects of reform and third party movements on American society. The student isexpected to

(A) evaluate the impact of Progressive Era reforms including [initiative, referendum, recall, and] the passage ofthe 16th and 17th amendments.

18.3 13.1–13.4

(US7) History. The student understands the impact of the American civil rights movement. The student is expected to

(A) trace the historical development of the civil rightsmovement in the 18th, 19th, and 20th centuries, includingthe 13th, 14th, 15th amendments; and

17.1–17.4, 18.3,19.2

7.3, 7.4, 11.3,13.1, 15.1,23.1, 24.1–24.3

(C) evaluate government efforts, including the Civil RightsAct of 1964, to achieve equality in the United States.

18.3, 19.2 27.3 22.1, 23.3,24.1–24.3, 26.2,26.3

(US17) Government. The student understands the impact of constitutional issues on American society in the 20th century. The student is expected to

(A) analyze the effects of 20th–century landmark U.S.Supreme Court decisions such as Brown v. Board ofEducation, [Regents of the University of California v. Bakke,and Reynolds v. Simms].

19.2 23.1, 24.1, 26.3

(US18) Citizenship. The student understands efforts to expand the democratic process. The student expected to

(B) evaluate various means of achieving equality of politicalrights, including the 19th, 24th, and 26th amendments.

18.3, 19.2 13.1, 24.2,25.3, 26.2

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Objective 5 The student will use critical-thinking skills to analyze social studies information.

(US24) Social studies skills. The student applies critical–thinking skills to organize and use information acquired from a variety ofsources including electronic technology. The student is expected to

(A) [locate and] use primary and secondary sources [such as computer software, databases, media and news services, biographies, interviews, and artifacts] to acquireinformation about the United States (correlates with 8.30Aand WH25B);

3.1, 5.4, 9.4,12.1, 12.3,13.4, 16.3,16.5, 18.1,Declaration ofIndependence,PrimarySources Library, Documents ofAmericanHistory

Skillbuilders 13.1, 18.1, 27.3 2.1, 2.5, 3.4,3.5, 4.3, 7.2,9.3, 10.1, 10.3,11.1, 14.2,14.3, 18.2,19.4, 20.5,24.1, 24.2,26.3, You’re theHistorian,PrimarySources Library

(B) analyze information by sequencing, categorizing, identifying cause–and–effect relationships, comparing, contrasting, finding the main idea, summarizing, makinggeneralizations [and predictions], and drawing inferences and conclusions (correlates with 8.30B andWH25C);

7.3, 9.1, 9.4,10.1, 10.3,11.1, 12.2,13.3, 13.4,16.5, 17.4

3.2, 4.1, 4.3 2.3, 3.1, 5.1,5.2, 9.1, 17.1,17.2, 19.2,22.3, 26.2

2.1, 2.4, 2.5,3.4, 3.5, 4.1,5.2, 5.3, 6.2,7.5, 8.3, 9.1,9.4, 10.1, 11.1,12.3, 13.2,14.1, 15.3,17.1, 18.2,22.3, 29.2

(C) explain and apply different methods that historians useto interpret the past, including the use of primary and sec-ondary sources, points of view, frames of reference, andhistorical context (correlates with 8.30D and WH25D); and

2.2, 4.3, 6.1,6.3, 10.1, 11.2,13.2, 14.2,15.2, 15.4

Skillbuilders 1.1, 6.2, 13.1,21.2, 23.4

7.5, 8.3, 10.1,25.2, 28.2,PrimarySources Library

(F) identify bias in written, [oral,] and visual material (correlates with 8.30F and WH25G).

Skillbuilders 13.1,Skillbuilders

12.1, 12.2, 16.2

(WG8) Geography. The student understands how people, places, and environments are connected and interdependent. The studentis expected to

(B) compare ways that humans depend on, adapt to, andmodify the physical environment using [local,] state,national, and international human activities in a variety ofcultural and technological contexts (correlates with WH12Band WH12C).

4.4, 10.2, 14.1,19.1, 19.2,20.2, 27.2, 31.1

1.1, 2.1–2.3,7.2, 13.4, 21.4,28.1

(WG21) Social studies skills. The student applies critical–thinking skills to organize and use information acquired from a variety ofsources including electronic technology. The student is expected to

(C) [construct and] interpret maps to answer geographicquestions, infer geographic relationships, and analyze geographic change (correlates with WH11B and WH12C).

2.3, 6.3, 7.1,9.2, 10.2, 13.3,16.5, 18.3,19.1, 19.4

3.3, 4.2, 4.4,9.2, 10.2, 14.2,21.2, 27.2

3.4, 6.2, 7.2,8.1, 10.4, 14.1,14.3, 17.3,20.2, 24.2

4.2, 5.2, 6.1,7.2, 7.3, 12.3,20.5, 25.3

(WH26) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to

(C) interpret [and create databases, research outlines, bibliographies, and] visuals including graphs, charts, timelines, and maps (correlates with WG21C).

2.3, 7.1, 10.2,13.2, 14.3,17.4, 19.2, 19.4

3.2, 3.3, 4.1,4.2, 10.2, 14.1,18.2, 24.3

3.2, 6.2, 7.2,8.1, 8.5, 10.4,14.3, 15.2,17.3, 26.2

4.2, 5.2, 7.3,12.3, 20.1,20.5, 25.3



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Diagnostic Test

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SAMPLE A

The first president of the United States was—

A Abraham Lincoln

B Ronald Reagan

C George Washington

D Andrew Jackson

DIRECTIONS

Read each question and choose the best answer. Then mark the answer you have chosen.

Diagnostic Test 15

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1 Which of the following is NOT guaranteedunder the Bill of Rights?

A Freedom of speech

B The right to practice the religion ofone’s choice

C The right to drive an automobile

D Protection from cruel and unusualpunishment

Use the quote and your knowledge of socialstudies to answer question 2.

2 The Supreme Court decision in Brown v.Board of Education did NOT immediatelyend school segregation because—

F the Court immediately overturned itsdecision

G states refused to enforce the Court’sdecision

H the decision provided for a ten-yeartransition period to integration

J Supreme Court decisions are not finaluntil they are approved by Congress

3 The chief purpose of building the PanamaCanal was to ease travel and tradebetween—

A California and Southeast Asia

B South America and the United States

C Florida and the northeastern UnitedStates

D the east and west coasts of the UnitedStates

We conclude that, in the field of publiceducation, the doctrine of “separate butequal” has no place. Separateeducational facilities are inherentlyunequal.

—Supreme Court decision inBrown v. Board of Education, 1954


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4 The Gulf of Tonkin Resolution allowedPresident Johnson to—

F launch an immediate military attackon China

G withdraw all American militarypersonnel from Southeast Asia

H lend American military support to theIndian independence movement

J greatly increase the American militarypresence in Vietnam

Diagnostic Test 17

Use the quote and your knowledge of social studies to answer question 4.

The United States regards as vital to its national interest and to world peacethe maintenance of international peace and security in Southeast Asia. . . .[T]he United States is, therefore, prepared, as the President determines, to takeall necessary steps, including the use of armed force, to assist any member orprotocol state of the Southeast Asia Collective Defense Treaty requestingassistance in defense of its freedom.

—Gulf of Tonkin Resolution, passed by Congress on August 7, 1964

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5 The map supports which of the followingconclusions about the state of Kansas?

A Kansas was entirely settled by 1870.

B Kansas was entirely settled by 1880.

C Much of Kansas was settled between1870 and 1880.

D Kansas was still unsettled in 1890.

Use the map and your knowledge of social studies to answer question 5.

Extent of SettlementBy 18701870–1880

NMTerr.

TX

MN

IL

MO

AR

LA MS AL GA

SC

NC

MIPA

NY

VT

NJDE

MD

CTRIMA

NHME

WA

ORID

WY

UTTerr.

NV NE

SD

NDMT

COCA

IndianTerr.

KS

IA

WI

IN OH

KY

TN

FL

VAWV

1880–1890Unsettled in 1890

The Disappearing Frontier

AZTerr.


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6 The colonial slogan “No taxation withoutrepresentation” reflects many colonists’response to—

F mercantilism

G the Stamp Act of 1765

H the Salem witchcraft trials

J the Articles of Confederation

7 As a result of the threatened Communisttakeover of Greece in 1946, the U.S.government announced—

A the New Deal

B the Fourteen Points

C the Truman Doctrine

D the Monroe Doctrine

Diagnostic Test 19

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8 According to the map, support for WilliamMcKinley was strongest in—

F the Northeast and the Midwest

G the Northeast and the South

H the South and the Midwest

J the Southwest and the West Coast


NM�Terr.�

TX�

MN�

IL�

MO�

AR�

LA�MS�AL�

�GA�

SC�

NC�

WV�

MI�PA�

NY�

VT�

NJ�DE�

MD�

CT�RI�

MA�

NH�ME�

WA�

OR�� ID�

WY�

UT�NV�

AZ�Terr.�

NE�

SD�

ND�MT�

CO�CA��

OK�Terr.�

Indian�Terr.�

KS�

IA�

WI�

IN�OH�

KY�

TN�

FL�

VA�

Election of 1896

Popular vote Electoral voteMcKinley

Bryan

7,102,246

6,492,559

271

176

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Diagnostic Test 21

9 The Montgomery bus boycott of1955–1956 was a protest against—

A massive unemployment

B the Korean War

C an increase in income taxes

D race segregation

10 The U.S. Constitution requires the Senateto approve foreign treaties negotiated bythe president. This requirement illustratesthe constitutional principle of—

F judicial review

G representative government

H checks and balances

J one person, one vote

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Use the information in the graph and yourknowledge of social studies to answer questions11 and 12.

11 The information in the graph supportswhich of the following conclusions?

A The price of corn steadily increasedbetween 1915 and 1920.

B In 1924, a bushel of corn cost morethan a bushel of wheat.

C For the period shown, the price ofwheat peaked in 1920.

D Most cotton farmers went brokebetween 1910 and 1915.

12 Which bar graph most closely shows thecorrect prices of wheat, corn, and cottonfor the year 1925?

F

G

H

J Crop Prices, 1925$1.20$1.00$0.80$0.60$0.40$0.20$0.00

Wheat(per bushel)

Corn(per bushel)

Cotton(per bushel)

Crop Prices, 1925$0.80$0.70$0.60$0.50$0.40$0.30$0.20$0.10$0.00

Wheat(per bushel)

Corn(per bushel)

Cotton(per bushel)

Crop Prices, 1925$2.00

$1.50

$1.00

$0.50

$0.00Wheat

(per bushel)Corn

(per bushel)Cotton

(per bushel)

Crop Prices, 1925$2.00

$1.50

$1.00

$0.50

$0.00Wheat

(per bushel)Corn

(per bushel)Cotton

(per bushel)

Pri

ces

of

Cro

ps

Farm Prices, 1910–1935$2.60$2.40$2.20$2.00$1.80$1.60$1.40$1.20$1.00$0.80$0.60$0.40$0.20

1910 1915 1920 1925 1930 1935

Corn (price per bushel)Cotton (price per pound)

Wheat (price per bushel)

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Diagnostic Test 23

13 The women’s rights movement of the1960s sought to accomplish all of thefollowing goals EXCEPT to—

A gain voting rights for women

B secure fair pay for women workers

C end employment discriminationagainst women

D increase the number of women infederal and state government

14 The Federal Deposit Insurance Corporationwas created in 1933 in order to—

F provide emergency pension paymentsto impoverished war veterans

G create jobs for millions ofunemployed Americans

H provide protection to workers whowished to join labor unions

J guarantee the safety of most people’sbank deposits

15 In the 1920s, W.E.B. Du Bois believedthat one of the best ways for AfricanAmericans to gain equal rights wasthrough—

A political reform

B economic success

C self-segregation

D civil disobedience

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16 What was the greatest physical barrierfacing pioneers who migrated from theMidwest to northern California?

F The Rocky Mountains

G The Pacific Ocean

H The Grand Canyon

J The Panama Canal

17 Which of the following occurs when thevalue of the American dollar increasesagainst foreign currencies?

A Goods imported to the United Statesbecome more expensive for Americanconsumers.

B Goods exported by the United Statesbecome more expensive for foreignconsumers.

C American consumers must pay morefor domestically produced goods.

D American travelers must pay more totravel overseas.

18 During the Progressive Era, the UnitedStates added constitutional amendmentsthat established all of the followingEXCEPT—

F a federal income tax

G voting rights for eighteen-year-olds

H direct election of senators

J voting rights for women

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Diagnostic Test 25

Use the statements of the speakers and your knowledge of social studies to answer questions 19and 20.

YEAR: 1937

Speaker 1 : We must immediately send ourarmed forces to Europe and the South Pacific.If we do not check German, Italian, and Japaneseexpansion at its outset, the inevitable result willbe another world war.

Speaker 2 : If we do not oppose the Germantakeover of Austria, the Italian invasion ofEthiopia, or the Japanese invasion of China,these countries will be satisfied with theirconquests and will not attempt to conquer anyother countries.

Speaker 3 : Let us form a League of Nationsin which all nations can settle their differences.This body will allow the world to settle German,Italian, and Japanese territorial claims peacefully.

Speaker 4 : While our policy toward allcountries in Europe is officially neutral, let usdo everything within the legal limits to helpthose who oppose German, Italian, and Japaneseexpansion.

19 Which speaker expresses the point of viewthat resulted in the policy of appeasement?

A Speaker 1

B Speaker 2

C Speaker 3

D Speaker 4

20 Which speaker expresses the point of viewthat President Roosevelt supported in 1937?

F Speaker 1

G Speaker 2

H Speaker 3

J Speaker 4

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21 The development of the light bulbdramatically changed the Americaneconomy by—

A reducing the number of employeesneeded at most factories

B freeing farmers from their dependenceon coal, oil, and kerosene

C allowing factories to run twenty-fourhours a day

D leading to the development ofinterchangeable parts

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Diagnostic Test 27

Use the cartoon and your knowledge of social studies to answer question 22.

I CALL IT“REDISTRICTING”

CONTEMPORARY AMERICAN REALISM

22 The theme of the cartoon above is—

F gerrymandering

G modern art

H the generation gap

J the energy crisis

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23 Which of the following best characterizessubsistence agriculture?

A Farmers grow food to sell at marketand then use their profits to buy thefood they need.

B Farmers grow only enough food tofeed themselves and their families.

C Farmers grow a single crop and thenbarter with other farmers who sellother crops they need.

D Farmers farm land they rent fromlandowners and keep only a fractionof the crops they harvest.

24 In 1845, more than forty thousand Irishimmigrants came to the United States,largely due to the fact that—

F the U.S. government offered highsalaries to Irish workers

G Ireland had experienced a hugepopulation growth in 1844

H in that year, an innovation inshipbuilding made travel overseasmuch safer

J a plant disease had wiped out a largeportion of the potato crop in Ireland

25 Why did the U.S. government help fundthe construction of the transcontinentalrailroad?

A It wanted to encourage citizens to use mass transit instead ofprivate automobiles.

B It believed that the railroads wouldhelp promote peace with NativeAmerican nations.

C It wanted to encourage the rapidwestward expansion of the country’spopulation.

D The construction of the railroadcreated millions of high-paying jobsfor American citizens.

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Diagnostic Test 29

Use the information in the chart and your knowledge of social studies to answer question 26.

Urban Population, 1860–1920

Year

1860

1870

1880

1890

1900

1910

1920

Percent Rural

80.2

74.3

71.8

64.9

60.3

54.3

48.8

Percent Urban

19.8

25.7

28.2

35.1

39.7

45.7

51.2

Cities 2,500

to 50,000

376

638

904

1,290

1,659

2,153

2,578

Cities over

50,000

16

25

35

58

80

109

144

26 According to the information in the chart,American cities—

F grew dramatically between 1860 and1920

G grew slightly between 1860 and 1920

H decreased in size slightly between1860 and 1920

J decreased in size dramaticallybetween 1860 and 1920

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27 Which of the following was a majorproblem of the Articles of Confederation?

A They denied the national governmentthe right to collect taxes.

B They granted too much power to thecentral government.

C They allowed large states to dominatethe national legislature.

D They could be amended too easily bya simple majority of states.

28 Large populations are most likely todevelop in areas where the climate is—

F tropical

G temperate

H arid

J polar

29 The central issue of the nullification crisiswas whether—

A Southern states could independentlyoutlaw slavery

B the president could abolish thenational bank

C states could declare federal laws tobe illegal

D the Supreme Court could rule on theconstitutionality of laws

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Diagnostic Test 31

30 What was the chief purpose of theNational Conservation Commission?

F To preserve U.S. natural resources forfuture generations

G To increase U.S. weapons productionin preparation for World War I

H To abolish the practice of child laborin U.S. factories

J To place limits on the amount thatrailroad companies could chargesmall farmers

31 Prior to the passage of the SeventeenthAmendment, how were U.S. senatorsselected?

A They were promoted from the Houseof Representatives.

B They were chosen by the president ofthe United States.

C They were selected by the legislaturesof their home states.

D They were chosen by the senatorwhom they succeeded.

32 The Bill of Rights was passed to satisfythose who feared that—

F the system of checks and balanceswould paralyze the federalgovernment

G the new nation would not havesufficient economic power

H foreign spies would enter the UnitedStates and overthrow the government

J the federal government would exercisetoo much power over individuals

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Use the table and your knowledge of socialstudies to answer question 33.

33 Based on the information in the table,what effect did the increasing price ofgasoline in the 1970s have on gasolineconsumption?

A Every time the price of gasolineincreased, gas consumption decreased.

B The increasing price of gasoline firstcaused gas consumption to decreasein 1976.

C American gasoline consumptiondecreased in 1980, while gas pricesincreased.

D The increasing price of gasoline hadno relation to American gasolineconsumption.

34 Immigration restrictions were enacted in1917 in reaction to a tremendous increase inthe number of immigrants arriving from—

F southern and eastern Europe

G China and Japan

H Mexico and Latin America

J Africa and Australia

Gasoline Consumption and Prices

ConsumptionYear

19731974197519761977197819791980

110.5106.3109.0115.7119.6125.1122.1115.0

(billions of gallons)Cents per Gallon

40535759626386119

Reg.

45576164676992128

Prem.

NA556061666790125

No lead

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Use the cartoon and your knowledge of socialstudies to answer question 35.

35 The cartoon reflects the artist’s point ofview on—

A campaign finance reform

B the rivalry between Democrats andRepublicans

C the Cold War

D Americans’ mistrust of the federalgovernment

36 The Nineteenth, Twenty-fourth, andTwenty-sixth Amendments to theConstitution each accomplished whichof the following?

F They established term limits for thepresident and members of Congress.

G They placed limits on the powers ofthe Supreme Court.

H They established regulations on thesale of alcohol in the United States.

J They extended voting rights to agreater number of citizens.

37 The development of American highwaysin the 1950s and 1960s helped fuel therapid growth in—

A urban renewal projects

B American suburbs

C mining and drilling in remote regions

D America’s rural population

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38 Which of the following events occurredin 1787?

F The United States declared waragainst Great Britain.

G France sold the Louisiana Territory tothe United States.

H Great Britain passed the Stamp Act.

J The Constitutional Convention washeld in Philadelphia.


39 Prior to the 1960s, Southern states deniedAfrican Americans their rights under theFifteenth Amendment using all of thefollowing practices EXCEPT—

A segregated schools

B poll taxes

C literacy tests

D white primaries

40 The Spanish-American War marked theUnited States’s transition from—

F a slaveholding nation to a free country

G a period of isolationism to a period ofinternational expansionism

H an industrial economy to anagrarian economy

J a peaceful republican governmentto a military dictatorship

Amendment XV

The right of citizens of the UnitedStates to vote shall not be denied orabridged by the United States or by anyState on account of race, color, orprevious condition of servitude.


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Learn It

Using the Process of Elimination

Many of the questions on the TAKS ask you to recall facts and definitions.Eliminating incorrect answer choices can help you answer these questions.Use the process of elimination when you do not know the correct answer to amultiple-choice question. First, rule out answer choices you know are wrong.Then, choose the best answer from the choices that remain. Learn how to usethe process of elimination by completing the following practice questions.

1c After World War II, the United States joined with Western European countriesto form the North Atlantic Treaty Organization (NATO). NATO membersagreed to—

A establish a partner organization called the Warsaw Pact

B launch an attack on the Soviet Union and its satellite nations

C protect each other against Communist aggression

D cooperate in the development of more powerful weapons

This question asks you about the North Atlantic Treaty Organization,or NATO. According to the information in the question, what is NATO?

You may not know what NATO members agreed to, butyou might be able to identify agreements that they did notmake. Think about everything you know about the end ofWorld War II. You might remember that the United Stateswas concerned about the spread of communism after thewar. With this in mind, read the answer choices and ruleout the ones that could not be associated with the UnitedStates’s fear of communism. Is answer choice (A) correct?

Yes, it is correct. I’ll read the other answer choices justin case.

No, it is not correct because.

Eliminate it.

I do not know. I’ll keep it and read the other answer choices.

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Test Tip

Use the process ofelimination on everymultiple-choice questionyou do not know theanswer to right away.Even if you caneliminate only oneanswer choice, theprocess of eliminationcan help improve yourchances of picking thecorrect answer.

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Is answer choice (B) correct?

Yes, it is correct. I’ll read the other answer choices just in case.

No, it is not correct because .

Eliminate it.


Is answer choice (C) correct?



Eliminate it.


Is answer choice (D) correct?



Eliminate it.


Which answer choices remain?

If more than one answer choice remains, try to remember what happened afterWorld War II. Think of the worries and concerns that the United States had aboutother nations at the time. Think about wars that followed World War II and why theUnited States became involved in them. Then take your best guess at the correctanswer. The answer is .

Now use the process of elimination to answer another question.

2c In the 1950s, the growth of suburbs was largely caused by—

F the availability of automobiles

G the postwar economic recession

H increasing concerns about pollution

J lack of affordable city housing

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You may not know why suburban areas grew in the 1950s, but you might rememberthat in the 1950s the United States experienced an economic boom and made manytechnological advancements. Read the answer choices and rule out the ones that donot have to do with the United States’s economic boom and technological advances.Is answer choice (F) correct?



Eliminate it.


Is answer choice (G) correct?



Eliminate it.


Is answer choice (H) correct?



Eliminate it.


Is answer choice (J) correct?



Eliminate it.


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If more than one answer choice remains, try to remember what the United Stateswas like in the 1950s. Think about how the economic boom and new technologiesmight have affected people across the United States. Then take your best guess atthe correct answer. The answer is .

Here is another question for you to try. Remember to eliminate as many wronganswers as you can before choosing your answer.

3c The work of W.E.B. Du Bois had the greatest effect on—

A temperance

B child labor

C civil rights

D education reform

You may not know what W.E.B. Du Bois accomplished, but you might be able toidentify movements with which he was not involved. Think of something you knowabout W.E.B. Du Bois. You might remember that he was an influential AfricanAmerican leader. With this in mind, read the answer choices and rule out the onesthat do not have to do with him being an influential African American leader. Isanswer choice (A) correct?



Eliminate it.


Is answer choice (B) correct?



Eliminate it.


Is answer choice (C) correct?



Eliminate it.


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Is answer choice (D) correct?



Eliminate it.



If more than one answer choice remains, try to remember the time period duringwhich W.E.B. Du Bois was an important figure. Think of the events and strugglesthat were taking place in the United States during that time. Then take your bestguess at the correct answer. The answer is .

Great! Try one more walk-through before you try to answer some questions onyour own.

4c In the 1930s, which president was responsible for aiding millions of unemployedAmericans through the New Deal?

F Herbert Hoover

G Dwight D. Eisenhower

H Woodrow Wilson

J Franklin D. Roosevelt

You may not know which president was associated with the New Deal, but you mightknow which presidents could not have been associated with the New Deal.You mightremember that the purpose of the New Deal was to stimulate the American economy.Can you remember which president helped boost the economy in the 1930s? Withthis in mind, read the answer choices and rule out the former presidents that couldnot be associated with the New Deal. Is answer choice (F) correct?



Eliminate it.


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Is answer choice (G) correct?



Eliminate it.


Is answer choice (H) correct?



Eliminate it.


Is answer choice (J) correct?



Eliminate it.



If more than one answer choice remains, try to remember the time periods duringwhich each president served in office. Think about the major events that occurredduring each president’s term. Then take your best guess at the correct answer. Theanswer is .

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Use It


DIRECTIONS

Read each question carefully and then choosethe best answer.

1 The United States responded to the 1948Soviet blockade of Berlin by—

A airlifting supplies to the city

B declaring war on the Soviet Union

C imposing a blockade on Cuba

D providing financial aid to GreatBritain

2 Rosa Parks was an important figure in thehistory of—

F space exploration

G industrial research

H civil rights

J sports

3 The women’s rights movement of the1970s sought all of the following goalsEXCEPT—

A equal pay for equal work

B voting rights for women

C a greater voice in government

D an end to gender discrimination

4 Today the American government’sprimary source of revenue is—

F tariffs on imported goods

G fines on criminals

H income taxes

J the sale of public land

5 In 1991 the United States led UnitedNations forces in a war against—

A the Soviet Union

B Iraq

C Grenada

D Vietnam

6 The 1896 Supreme Court decision inPlessy v. Ferguson ruled that—

F poll taxes could not be used todeprive African Americans of theright to vote

G businesses did not have the right toprevent workers from forming laborunions

H separate-but-equal facilities fordifferent races were constitutional

J the death penalty was a form of “crueland unusual” punishment

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7 The United States favored building a canalacross Panama because the canal wouldshorten the trade route between—

A the East Coast and the West Coast

B the United States and Australia

C South America and Africa

D Mexico and the United States

8 The United States announced the OpenDoor policy toward China in 1899. Itsgoal was to—

F improve relations between China andJapan

G allow more Chinese people toimmigrate to the United States

H encourage China to make itsgovernment more democratic

J create opportunities for the UnitedStates to trade with China

9 Teenagers became important consumers inAmerica in the 1950s. Which industrybest illustrated this trend?

A Book publishing

B Music

C Coal mining

D Tourism

10 During World War II, the United Statesused internment camps to—

F train soldiers before sending them tofight in Europe

G study and develop the atomic bomb

H isolate Japanese Americans who livedon the West Coast

J manufacture rubber, cloth, and othergoods vital to the war effort

11 Which of the following writers wasassociated with the Harlem Renaissance?

A Mark Twain

B F. Scott Fitzgerald

C Langston Hughes

D John Steinbeck

12 The purpose of the National ConservationCommission was to—

F make sure the nation had enoughtrained soldiers to defend itself

G collect taxes and investigate thosesuspected of underpaying taxes

H identify organizations that might plotto overthrow the government

J keep track of and protect the nation’snatural resources


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Some questions on the TAKS may ask you to identify the similarities or differencesbetween two or more items by categorizing them, or naming an idea or theme thatthey represent. Learn how to answer these questions by completing the followingpractice question.

1c

All of the items above are key terms and events linked to—

A the Roaring Twenties

B the New Deal

C the civil rights movement

D the Cold War

This question asks you to associate key terms and events with theirspecific eras in history. Write briefly what you know abouteach term and event.

Malcolm X:

Brown v. Board of Education:

The March on Washington, D.C.:

Nonviolent resistance:

Southern Manifesto:

Do these terms and events have anything in common? If so, what do they have in common?

Step1

Malcolm X

Brown v. Board of Education

The March on Washington, D.C.

Nonviolent resistance

Southern Manifesto

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Test Tip

It is important to readevery answer choicebefore choosing one.Even though you maythink you have founda good answer, do notassume it is correctuntil you have lookedat all of the choices.

Comparing and Contrasting

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Are the key terms and events associated with the Roaring Twenties? If not,eliminate answer choice (A).

Are the key terms and events associated with the New Deal? If not, eliminateanswer choice (B).

Are the key terms and events associated with the civil rights movement? If not,eliminate answer choice (C).

Are the key terms and events associated with the Cold War? If not, eliminateanswer choice (D).

Look at the remaining answer choices. What do you know about each term andevent in the box? What do you know about each answer choice? Choose themost logical answer choice and briefly explain why you chose it.

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DIRECTIONS


1 The United States entered both theVietnam War and the Korean War for thepurpose of—

A overthrowing a European colonialgovernment

B weakening the Japanese military

C responding to an attack on U.S.borders

D preventing the spread of communism

Use the list and your knowledge of socialstudies to answer question 2.

2 Which would be the best title for the listabove?

F Great Documents of the Colonial Era

G Famous Writings of Thomas Jefferson

H Documents that Influenced theConstitution

J Works that Justified the Enslavementof Africans in America

3 The League of Nations and the UnitedNations were both formed for thepurpose of—

A preventing the spread of communism

B increasing American exports

C resolving international conflicts

D overthrowing dictatorships

4 Both the New Deal and the Great Societyprograms were primarily efforts to—

F alleviate the effects of poverty

G improve public education

H decrease the powers of the federalgovernment

J ensure equal rights for AfricanAmericans

5 Henry Ford and Eli Whitney both—

A found cures for widespread diseases

B developed major industrialinnovations

C led armies in the Civil War

D fought for social and political reform

• The Magna Carta

• The English Bill of Rights

• The Mayflower Compact

• The Declaration of Independence

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6 The goal of the referendum, the initiative,and the recall vote was to—

F make it more difficult to removeelected officials from office

G limit the rights granted under theThirteenth, Fourteenth, and FifteenthAmendments

H take the power of judicial reviewaway from the Supreme Court

J increase voters’ control over theirgovernment

7 The goal of the United States’sacquisitions of both Hawaii and thePhilippines was to—

A liberate natives from foreignoppressors

B provide Pacific ports for Americanships

C forge an alliance with two majormilitary powers

D find new homes for Americans inovercrowded cities

Use the list and your knowledge of socialstudies to answer question 8.

8 The items above are a list of—

F American literary movements

G industrial movements

H philosophies of government

J principles of the Constitution

Use the headlines and your knowledge ofsocial studies to answer question 9.

9 The headlines above all illustrate that—

A economic conditions drivegovernment policy

B civil rights can be curtailed in timesof war

C the Constitution always protectsindividual rights

D the separation of church and state isnot absolute

Government Places Japanese-Americans inInternment Camps

Supreme Court Rules AgainstSchenck in Free Speech Case

Abraham Lincoln Suspends the Writ of Habeas Corpus

• Transcendentalism

• “Local Color”

• Realism

• The Harlem Renaissance


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Learn It

Relating Cause and Effect

Some questions on the TAKS may ask you to identify cause-and-effectrelationships. Learn how to answer these questions by completing the followingpractice questions.

1c The Progressive movement changed U.S. government in the early twentiethcentury by—

A limiting the number of terms a member of Congress may serve

B increasing the number of ways in which citizens can participate in government

C enforcing the voting rights of African Americans in the South

D shifting the power to control the military from the president to Congress

In the space below, briefly define the Progressive movement.

What were some causes and effects of the Progressive movement?

Consider all of the answer choices. Are there any thatcan be eliminated immediately based on your knowledgeof the Progressive movement? If so, briefly explain whythose answer choices are incorrect.

Look at the remaining answer choices. Based on whatyou wrote in step 1, choose the most logical answer choice and brieflyexplain why you chose it.

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Test Tip

After reading a question,answer it in your ownwords before readingthe answer choices.When you read all ofthe choices, you mayfind one that is similarto the one you thoughtof on your own!

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Now try another example of a cause-and-effect question.

2c The Civil Rights Act of 1866 affected the lives of African Americans by—

F abolishing slavery

G giving them the right to vote

H providing separate-but-equal facilities

J granting them citizenship

This question is asking you about one of the effects of the Civil Rights Act. In thespace below, write what you know about the rights of African Americans in the mid-1800s and the Civil Rights Act.

Consider answer choice (F). Did the Civil Rights Act affect African Americans byabolishing slavery? If not, eliminate choice (F).

Consider answer choice (G). Did the Civil Rights Act affect African Americans bygiving them the right to vote? If not, eliminate choice (G).

Consider answer choice (H). Did the Civil Rights Act affect African Americans byproviding separate-but-equal facilities? If not, eliminate choice (H).

Consider answer choice (J). Did the Civil Rights Act affect African Americans bygranting them citizenship? If not, eliminate choice (J).

Look at the remaining answer choices. Based on what you wrote in step 1, choosethe most logical answer choice and briefly explain why you chose it.

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Lesson 3: Relating Cause and Effect

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Here is another one for you to try. Remember to eliminate as many wrong answer choicesas you can before choosing the correct answer.

3c The Supreme Court’s decision in Brown v. Board of Education was groundbreakingbecause it—

A set the stage for legal segregation

B ordered the integration of schools

C sparked an outbreak of violence in Birmingham

D outlawed discrimination

This question is asking you why the ruling in Brown v. Board of Education wasimportant. In the space below, write what you know about the Supreme Court’sruling in the Brown v. Board of Education case.

Consider answer choice (A). Was the Supreme Court’s ruling important because itset the stage for legal segregation? If not, eliminate choice (A).

Consider answer choice (B). Was the Supreme Court’s ruling important because itordered the integration of schools? If not, eliminate choice (B).

Consider answer choice (C). Was the Supreme Court’s ruling important because itsparked an outbreak of violence in Birmingham? If not, eliminate choice (C).

Consider answer choice (D). Was the Supreme Court’s ruling important because itoutlawed discrimination? If not, eliminate choice (D).


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Good work! Try one more walk-through before you try to answer some cause-and-effectquestions on your own.

4c In the 1950s, many Mexican Americans from the southwestern United States migrated toother parts of the country in order to—

F find seasonal work on farms

G escape racial discrimination

H locate more affordable housing

J avoid deportation

This question is asking you why Mexican Americans moved from the Southwest toother parts of the United States during the 1950s. In the space below, briefly writewhat you know about the lives of Mexican Americans in the 1950s.

What do you think caused the migration of Mexican Americans in the 1950s?

Consider answer choice (F). Did the Mexican Americans migrate to find seasonalwork on farms? If not, eliminate choice (F).

Consider answer choice (G). Did the Mexican Americans migrate to escape racialdiscrimination? If not, eliminate choice (G).

Consider answer choice (H). Did the Mexican Americans migrate to locate moreaffordable housing? If not, eliminate choice (H).

Consider answer choice (J). Did the Mexican Americans migrate to avoiddeportation? If not, eliminate choice (J).


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Lessons 53

Use ItDIRECTIONS


1 The United States broke off officialrelations with mainland China in 1949 asa result of—

A China’s refusal to accept the OpenDoor policy

B the Chinese emperor’s ban onAmerican imports

C China’s alliance with Japan andGermany during World War II

D a Communist revolution in China

2 Land acquired in the war with Mexicocontributes to all of the following statesEXCEPT—

F California

G Iowa

H Arizona

J Nevada

3 The Montgomery bus boycott resultedimmediately from—

A Rosa Parks’s arrest

B the Supreme Court’s decision inPlessy v. Ferguson

C the Watts riots of 1965

D President Truman’s order todesegregate the military

4 The Civil Rights Act of 1964 bannedemployment discrimination based on—

F physical disability

G sexual orientation

H gender and race

J age

5 The United States entered World War II asa direct result of the—

A Chinese Communist revolution

B German invasion of France

C Mexican attack on Texas

D Japanese attack on Pearl Harbor


Lessons 53

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6 Henry Ford’s assembly line would not havebeen possible without the invention of—

F radio communication

G interchangeable parts

H the mechanical reaper

J nuclear power

Use the drawing and your knowledge of socialstudies to answer question 7.

7 The “Hoovervilles” shown above were adirect result of the—

A Great Depression

B Civil War

C Berlin Airlift

D Cold War

8 As a result of the Spanish-American War,the United States—

F became the world’s leadingsuperpower

G grew more powerful in internationalaffairs

H abandoned its colonies in SouthAmerica and the Pacific

J surrendered possession of Puerto Rico

9 Women’s contributions to the war effortduring World War I led directly to—

A the passage of federal laws requiringemployers to pay men and womenequally

B the election of many women to stateand federal office

C an increase in government effortsto recruit women into the military

D the ratification of the NineteenthAmendment, granting women theright to vote

10 Margin buying increased the calamitouseffect of the 1929 stock market crash by—

F slowing the pace at which stockscould be traded

G discouraging investors from sellingvaluable stocks

H allowing investors to take ondangerous amounts of debt

J making it impossible for all butthe wealthiest to invest in stocks

11 The Truman Doctrine and the NorthAtlantic Treaty Organization wereresponses to—

A Communist expansion

B the Great Depression

C segregation in the South

D the Dust Bowl


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Learn ItSome of the questions on the TAKS may ask you to put events into sequence,according to the order in which they occurred. Learn how to answer thesequestions by completing the following practice questions.

1c

Which best fills in the blank in the sequence of events charted above?

A Japan attacks the West Coast

B The Japanese surrender

C China invades Japan

D Japan and Germany form a military alliance

This question tests your knowledge of events that occurred during WorldWar II. Read the information in the chart carefully. Keep in mind that theevents are listed in order from left to right, as in a time line. What event doyou think belongs in the blank box at the far right? What occurred after theUnited States dropped atomic bombs on Japan? Writeyour answer below.

Look at the answer choices. Based on what you wrote instep 1, choose the most logical answer choice and brieflyexplain why you chose it.

Step2

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Sequence of Events—World War II

Japaneseattack

Pearl Harbor

The United Statesdeclares war on

Japan

The United Statesand Japan battle

in the Pacific

The United Statesdrops two atomicbombs on Japan

?

Learn It

Lessons 55Lessons 55

Test Tip

The process ofelimination can improveyour chances ofselecting the correctanswer. Even if you donot know the answerto a question, you canprobably eliminate oneor two answer choicesthat are definitely notcorrect.

Lesson

4

Putting Events into Sequence

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Lesson 4: Putting Events into Sequence

Now try another question that asks about sequence of events.

2c

Which of the following lists the Cold War events above in the correct chronological order?

F 1, 3, 4, 2

G 2, 4, 3, 1

H 4, 3, 1, 2

J 1, 4, 2, 3

This question tests your knowledge of events that occurred during the Cold War.Read the information in the box carefully. Keep in mind that the events are listedin random order. Arrange the events in the correct order on the lines below, withthe most recent event last.

Consider answer choice (F). Does the sequence 1, 3, 4, 2 match the order ofevents in your list? If not, eliminate choice (F).

Consider answer choice (G). Does the sequence 2, 4, 3, 1 match the order ofevents in your list? If not, eliminate choice (G).

Consider answer choice (H). Does the sequence 4, 3, 1, 2 match the order ofevents in your list? If not, eliminate choice (H).

Consider answer choice (J). Does the sequence 1, 4, 2, 3 match the order of eventsin your list? If not, eliminate choice (J).

Look at the remaining answer choices. Choose the answer choice that most closelymatches the order of events in your list and briefly explain why you chose it.

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1. Berlin Airlift

2. Cuban missile crisis

3. Soviet invasion of Afghanistan

4. United States enters war in Korea


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DIRECTIONS


Use the information in the box and yourknowledge of social studies to answer question 1.

1 In which order did the wars listed aboveoccur?

A 3, 2, 4, 1

B 3, 1, 2, 4

C 4, 1, 2, 3

D 1, 3, 2, 4

2 Which of the following occurred first?

F The Reconstruction Era

G The Civil War

H The Missouri Compromise

J Bloody Kansas

Use the chart and your knowledge of socialstudies to answer question 3.

3 Which best fills in the blank in thechart above?

A Prisoners are liberated from Naziconcentration camps

B The United States drops an atomicbomb on Hiroshima

C The United States sends troopsto Vietnam

D The North Atlantic TreatyOrganization is formed

Use the information in the box and yourknowledge of social studies to answerquestion 4.

4 Which gives the order in which thepresidents listed above served?

F 2, 1, 4, 3

G 2, 4, 3, 1

H 4, 1, 2, 3

J 1, 2, 4, 3

1. Theodore Roosevelt

2. Abraham Lincoln

3. Lyndon Johnson

4. Franklin D. Roosevelt

Sequence of Events—World War II

?

The Sovietstake control of

Eastern Europe

The United Statesannounces the

Truman Doctrine

The Sovietsblockade

Berlin

The United Statesresponds to the

blockade with airlift1. The Civil War

2. The Spanish-American War

3. The Mexican War

4. World War I

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ompanies, Inc.

5 Which event happened last?

A New Deal began

B Great Depression started

C Stock market crashed

D Roosevelt defeated Hoover

Use the information in the box and yourknowledge of social studies to answer question 6.

6 Which lists the political parties in theorder in which they were formed?

F 4, 3, 2, 1

G 3, 1, 2, 4

H 1, 4, 2, 3

J 3, 2, 4, 1

Use the chart and your knowledge of socialstudies to answer question 7.

7 Which completes the sequence of events?

A Students stage sit-ins at luncheoncounters.

B Martin Luther King, Jr., isassassinated.

C Eisenhower sends troops to enforcethe court order.

D The Black Panther group is formed.

8 Which Supreme Court decision washanded down first?

F Plessy v. Ferguson

G Dred Scott v. Sandford

H Brown v. Board of Education

J Marbury v. Madison


9 Which gives the order in which the bookslisted above were written?

A 1, 3, 4, 2

B 4, 1, 3, 2

C 3, 4, 2, 1

D 2, 3, 1, 4

1. The Grapes of Wrath

2. Poor Richard’s Almanack

3. Uncle Tom’s Cabin

4. The Catcher in the Rye

Sequence of Events—World War I

?

Supreme Courtrules in Brown v.

Board of Education

Southern statesthreaten to close

public schools

Federal courtorders

Arkansas tointegrateschools

Arkansas refusesto comply with the

court's ruling

1. Whig Party

2. Populist Party

3. Bull Moose Party

4. American (Know-Nothing) Party



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Some questions on the TAKS may ask you to recall facts and informationpresented on maps. Learn how to answer these questions by completing thefollowing practice questions.

1c

Which states were the last to be readmitted to the Union?

A Louisiana, Florida, Arkansas, Texas

B Texas, Mississippi, Georgia, Virginia

C South Carolina, Alabama, Georgia, Mississippi

D Arkansas, Texas, Louisiana, Mississippi

This question asks you to use the map to help youidentify the states that were the last to be readmitted tothe Union. Study all parts of the map carefully and thenanswer the following questions.

Look at the title. What does the title tell you about themap’s purpose?

Step1

1870

Radical Reconstruction of the South,1866–1870

1870 Year of readmissionto the Union

1868

1868

1870 1868 1870

1868

1868

1868

1866

1870

Learn ItLesson

5

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Lessons 59

Test Tip

Some maps will beaccompanied by titlesand keys. Read all titlesand keys carefully. They tell you what kindof information is onthe map.

Reading and Interpreting Maps

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Look at the key. What does the key tell you about the information on the map?

Look at the map itself. What geographic area does the map show?

Is there anything unusual about the map? If so, identify what is unusual.

You may have noticed that the names of the states are not printed on the map.Look at the states with the years printed in the middle of them. How many of thestates can you identify?

Consider answer choice (A). Now look back at the map. Does the map tell you thatLouisiana, Florida, Arkansas, and Texas were the last states to be readmitted to theUnion? If not, eliminate answer choice (A).

Consider answer choice (B). Now look back at the map. Does the map tell you thatTexas, Mississippi, Georgia, and Virginia were the last states to be readmitted tothe Union? If not, eliminate answer choice (B).

Consider answer choice (C). Now look back at the map. Does the map tell youthat South Carolina, Alabama, Georgia, and Mississippi were the last states to bereadmitted to the Union? If not, eliminate answer choice (C).

Consider answer choice (D). Now look back at the map. Does the map tell you thatArkansas, Texas, Louisiana, and Mississippi were the last states to be readmitted tothe Union? If not, eliminate answer choice (D).

Look at the remaining answer choices. Based on what you wrote in steps 1 and 2,choose the most logical answer choice and briefly explain why you chose it.

Step7

Step6

Step5

Step4

Step3

Step2


Lesson 5: Reading and Interpreting Maps

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Now try answering another question.

2c

The area on the map where land was most used for ranching and farming wasonce part of—

F the Northwest Territory

G the thirteen colonies

H Oregon Country

J the Louisiana Territory

This question asks you to use the map to help you identify a specific land area.Study all parts of the map carefully and then answer the following questions.

Look at the title. What does the title tell you about the map’s purpose?

Look at the key. What does the key tell you about the information on the map?

Look at the map itself. What geographic area does the map show?

Step1

Western Land Use, 1890

San Francisco

Los Angeles

San Diego

Tombstone

Cheyenne

Deadwood

Ogallala

Virginia City

Helena

ComstockLode

MiningRanchingFarmingRanching and farmingCattle trail

NMTerr.

TX

MN

MO

AR

LA

WA

OR

IDWY

UTNV

AZTerr.

NE

SD

NDMT

COCAInd.Terr.

KS

IA

Sed

alia

Trai

l

San Antonio

GoodnigntLovin

gTrail

Wes

tern

Trai

l

Chi

shol

mTr

ail

Sedalia

Aspen

Great SaltLake

Boise

Idaho City

VirginiaCity

Leadville

Dodge City

KansasCityEllsworth Abilene

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You may have noticed that the map shows where different industries were located inthe West. Use the information in the key to help you determine where the land wasmost used for ranching and farming. Write a short description of the area below.

Look at answer choice (F). Now look back at the map and find the area once knownas the Northwest Territory. Does the map show the greatest concentration of ranchingand farming in this area? If not, eliminate answer choice (F).

Look at answer choice (G). Now look back at the map and find the area once knownas the thirteen colonies. Does the map show the greatest concentration of ranchingand farming in this area? If not, eliminate answer choice (G).

Look at answer choice (H). Now look back at the map and find the area onceknown as Oregon Country. Does the map show the greatest concentrationof ranching and farming in this area? If not, eliminate answer choice (H).

Look at answer choice (J). Now look back at the map and find the area once knownas the Louisiana Territory. Does the map show the greatest concentration of ranchingand farming in this area? If not, eliminate answer choice (J).

Look at the remaining answer choices. Based on what you wrote in steps 1 and 2,choose the most logical answer choice and briefly explain why you chose it.

Step7

Step6

Step5

Step4

Step3

Step2

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Lessons 63

DIRECTIONS


Use the map and your knowledge of socialstudies to answer questions 1 and 2.

1 Which was the first state to grant womenfull voting rights?

A Pennsylvania

B Montana

C Wyoming

D Colorado

2 In what part of the country were womenmost likely to have full voting rightsbefore 1920?

F The Northeast

G The South

H The Midwest

J The West


3 The two cities in Spain with the greatestpopulation are—

A Valladolid and Bilbao

B Madrid and Barcelona

C Seville and Madrid

D Málaga and Lisbon

4 Which could be the population density ofthe area immediately surrounding the cityof Porto?

F 300 people per square mile

G 200 people per square mile

H 100 people per square mile

J 40 people per square mile

Lisbon

Porto

La Coruña Gijón

ValladolidZaragoza

Madrid

BilbaoAtlanticOcean

SPAIN

FRANCE

PORTUGAL

AFRICA

Palma

AlicanteMurcia

Granada

Mediterranean Sea

Seville

2–6061–125

126–250Over 250

1–2526–5051–100Over 100

People persq. mi. sq km

Barcelona

Málaga

Spain and Portugal:Population Density

Full woman suffrage before1920, with date granted

No woman suffrage until ratificationof the Nineteenth Amendment

Partial woman suffragebefore 1920

Woman Suffrage Before 1920

NM

TX

MN

ILMO

AR

LAMS AL GA

SCNC

WV

VT

NJDE

MD

CTRIMA

NH

ME

IA

WI

IN OH

KY

TN

FL

VA

WA1910

PA

NY1917OR

1912 ID1896 WY

1869

UT1870

NV1914

AZ1912

NE

SD1918

NDMT1914

CO1893 KS

1912OK

1918

MI1918

CA1911

Lesson 5: Reading and Interpreting Maps C

opyr

ight

©by

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McG

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Inc.

Use It

035-088-G12-taks-830712.qxd 1/17/70 2:27 AM Page 63


5 The map best supports which of thefollowing conclusions?

A The majority of people in SouthCarolina were enslaved people.

B There were no enslaved people inKentucky or Missouri.

C Enslavement was uncommon alongthe shores of the Mississippi River.

D Most enslaved people in the UnitedStates lived in Tennessee.

6 The map shows a sea route of theUnderground Railroad leading to which city?

F Savannah

G Philadelphia

H New York City

J Oswego


7 In 1960 the smallest proportion of theAfrican American population was registeredto vote in—

A Texas

B Tennessee

C Mississippi

D North Carolina

8 The map most clearly illustrates theeffect of—

F the Fifteenth Amendment

G the Voting Rights Act of 1965

H the Supreme Court’s decision inBrown v. Board of Education

J the Equal Rights Amendment

Less than 25%25% to 49%More than 50%

TX

AR

LAMS

AL GASC

NC

FL

VA

34.9%

58.9%

29.3%

23.8%

5.2%30.4%

37.6%

TN

15.2%

15.7%

31.3%

1960

LA

MS ALGA

SC

NC

FL

VA

62.1%

71.7%

43.2%

44.0%

42.3%

TN

48.9%

45.1%

49.0%

TX58.5%

AR54.0%

27.8%

1966

Registration of African AmericanVoters in the South

34.7%

TX

IL

MO

AR

LAMS AL GA

SC

NC

MIPA

NY

VT

NJDEMD

CT RI

MA

NH ME

IN

KY

TN

FL

VA

Philadelphia

SavannahCharleston

Oswego

OH

New YorkCity

More than 50%of people enslaved10%–50%

Under 10%No enslaveor statistics

Underground Railroad routes

Enslaved Populationand the Underground Railroad



Copyright ©

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Learn It

Reading and Interpreting Charts and Tables

Some questions on the TAKS may ask you to draw conclusions from informationprovided in charts. Learn how to answer these questions by completing thefollowing practice questions.

1c

According to information in the chart, what could youconclude about the role of women in the woolen industryfrom 1890 to 1900?

A Women were not allowed to hold supervisory positions.

B Female employees were considered as valuable as maleemployees.

C Women often held positions of responsibility and leadership.

D Female employees were not as productive as male employees.

Occupation and Location

Bobbin hands, doffers,and filling and rovingcarriersDresser tendersand beamersGeneral hands, helpers,and laborersLoom fixersOverseers and foremenSpinnersWeaversAll occupations

All occupations

All occupations

All occupations

All occupations

All occupationsfor workers under 16

Middle States

Southern States

Central States

Pacific States

All Sections

Median Weekly Rates in DollarsMen Women

Weekly Wages in the Woolen Industry

New England

12.5019.507.507.507.50

7.50

6.50

8.50

9.50

1890

3.00

13.5019.509.509.008.00

9.00

6.50

8.00

9.50

1900

3.50

----------

5.506.506.50

5.00

3.50

4.00

5.00

1890

3.00

----------

6.007.506.50

5.00

3.50

4.00

5.00

1900

4.50

12.00

6.50

5.00

8.00

7.00

3.00

6.00

5.00

4.00

6.50

5.50

3.50

Lesson

6

Test Tip

Answering questionsabout charts oftenrequires you to havesome outsideknowledge. If theanswer to the questionis not directly stated inthe chart, find theanswer choice that issupported by what isdirectly stated in it.

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ompanies, Inc.

This question asks you to use the chart to help you identify the role of women inthe woolen industry. Study all parts of the chart carefully so that you understand theinformation being presented. Do not try to memorize all of the details in the chart.After you have studied the chart, answer the following questions.

Look at the title. What does the title tell you about the chart’s purpose?

Look at the column headings. What do they tell you about the contents of the chart?

Consider answer choice (A). Is there any information in the chart to suggest thatwomen were not allowed to hold supervisory positions? If not, eliminate the answerchoice. If so, which piece of data is it, and does it support the claim made in answerchoice (A)?

Consider answer choice (B). Is there any information in the chart to suggest thatfemale employees were considered as valuable as male employees? If not,eliminate the answer choice. If so, which piece of data is it, and does it support theclaim made in answer choice (B)?

Consider answer choice (C). Is there any information in the chart to suggest thatwomen often held positions of responsibility and leadership? If not, eliminate theanswer choice. If so, which piece of data is it, and does it support the claim made inanswer choice (C)?

Consider answer choice (D). Is there any information in the chart to suggest thatfemale employees were not as productive as male employees? If not, eliminate theanswer choice. If so, which piece of data is it, and does it support the claim made inanswer choice (D)?

Look at the remaining answer choices. Based on the data in the chart, choose themost logical answer choice and briefly explain why you chose it.

Step6

Step5

Step4

Step3

Step2

Step1

Lesson 6: Reading and Interpreting Charts and Tables


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Good! Now try another question about charts.

2c According to information in the chart, gasoline prices in 1979 and 1980—

F began to sharply decrease

G sparked a decline in auto sales

H caused a drop in gasoline consumption

J had not changed much in years

This question asks you to use the chart to determine what happened to gas pricesin 1979 and 1980. Study all parts of the chart carefully so that you understand theinformation being presented. Do not try to memorize all of the details in the chart.After you have studied the chart, answer the following questions.

Look at the title. What does the title tell you about the chart’s purpose?

Look at the column headings. What do they tell you about the contents of the chart?

Consider answer choice (F). Now look back at the chart. Use the column headingsand information in the left-hand column to help you locate the information you need.Is there any information in the chart to suggest that gasoline prices began to sharplydecrease? If not, eliminate the answer choice. If so, which piece of data is it, anddoes it support the claim made in answer choice (F)?

Step2

Step1

Gasoline Consumption and Prices

ConsumptionYear

19731974197519761977197819791980

110.5106.3109.0115.7119.6125.1122.1115.0

(billions of gallons)Cents per Gallon

40535759626386119

Reg.45576164676992128

Prem.NA556061666790125

No lead

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Consider answer choice (G). Now look back at the chart. Use the column headingsand information in the left-hand column to help you locate the information you need.Is there any information in the chart to suggest that gasoline prices sparked a declinein auto sales? If not, eliminate the answer choice. If so, which piece of data is it, anddoes it support the claim made in answer choice (G)?

Consider answer choice (H). Now look back at the chart. Use the column headingsand information in the left-hand column to help you locate the information you need.Is there any information in the chart to suggest that gasoline prices caused a drop ingasoline consumption? If not, eliminate the answer choice. If so, which piece of datais it, and does it support the claim made in answer choice (H)?

Consider answer choice (J). Now look back at the chart. Use the column headingsand information in the left-hand column to help you locate the information you need.Is there any information in the chart to suggest that gasoline prices had not changedmuch in years? If not, eliminate the answer choice. If so, which piece of data is it,and does it support the claim made in answer choice (J)?

Look at the remaining answer choices. Based on the data in the chart, choose themost logical answer choice and briefly explain why you chose it.

Step6

Step5

Step4

Step3


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DIRECTIONS

Read each question carefully and then choose the best answer.

Use the chart and your knowledge of social studies to answer questions 1 and 2.

• regulate interstate and foreign commerce• maintain armed forces• declare war• print money• run postal system• grant citizenship• manage diplomacy

• enforce laws

• borrow and spend money

• collect taxes

• create courts of law

• regulate state commerce

• conduct elections

• manage local government

• police communities

Exclusive powers ofthe federal government Shared powers

Exclusive powers ofstate governments

Use It


Lessons 69

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1 Which is NOT a power shared by thefederal and state governments?

A The power to create courts

B The power to run elections

C The power to borrow money

D The power to enforce laws

2 The information in the chart supports theconclusion that—

F the federal government is mostresponsible for managinginternational affairs

G states may establish their own postalservices to compete with the federalpostal service

H state governments cannot do anythingwithout the permission of the federalgovernment

J most police officers work for thefederal government

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3 In which region was joblessness thebiggest problem in 1930?

A The South

B The West

C The Northeast

D The Midwest

4 In 1930 the fewest American workerslived in the—

F South

G West

H Northeast

J Midwest

5 The information in the table best supportsthe conclusion that in 1930—

A more people wanted jobs than therewere jobs available

B Southern workers earned higherwages than workers in the Northeast

C American workers preferred the Westbecause of its climate

D the South was the region mostseverely affected by layoffs

Use the table and your knowledge of socialstudies to answer questions 6 and 7.

6 Which of the following is true for theperiod between 1810 and 1820?

F The number of enslaved people inthe United States decreased.

G The number of industrial workersincreased by more than 100,000.

H The industrial labor force grew morequickly than the farm labor force.

J The number of workers in the UnitedStates increased.

7 Which most likely accounts for the growthin the enslaved and industrial labor forcesduring the period shown?

A Immigration

B Westward expansion

C The trade in enslaved people

D The cotton industry

Growth of the Labor Force (in Thousands)

Year1800181018201830

Free1,3701,5902,1853,020

Slave530740950

1,180

Farm1,4001,9502,4702,965

Industrial1

151775


Use the table and your knowledge of social studies to answer questions 3 through 5.

Employment in the United States and U.S. Regions, 1930

The South

The West

The Northeast

The Midwest

ENTIRE U.S.

Region

12,468,064

5,477,591

15,160,008

15,483,067

48,588,730

No.gainfulworkers

96.3%

93.6%

92.5%

93.4%

93.8%

% of allworkers

2.7%

5.3%

5.6%

5.1%

4.7%

% of allworkers

1.0%

1.1%

1.9%

1.5%

1.5%

% of allworkers

350,815

307,735

909,784

851,729

2,420,063

Total no. personsout of a job,

able to work, andlooking for a job

132,570

66,871

310,697

246,771

756,909

Total no. personshaving jobs but on layoff without pay

035-088-G12-taks-830712.qxd 1/17/70 2:27 AM Page 70

Some questions on the TAKS may ask you to draw conclusions from informationprovided in graphs. Learn how to answer these questions by completing thefollowing practice questions.

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Lessons 71

Learn ItLesson

7

Test Tip

Before you answera question that isaccompanied by agraph, read the title andthe labels on the verticaland horizontal axes sothat you are familiarwith the information thegraph contains. Thenuse that information toanswer the question.

Reading and Interpreting Graphs

1c

Un

ion

Mem

ber

s (in

mill

ions

)

1900 1910 1920 1930 1940

9876543210

Independent Unions

Labor Union Membership, 1900–1940

Un

ion

Mem

ber

s (in

mill

ions

)

Congress of Industrial Organizations

1900 1910 1920 1930 1940

9876543210

Un

ion

Mem

ber

s (in

mill

ions

)

American Federation of Labor

1900 1910 1920 1930 1940

9876543210

This question asks you to use the graphs to help you identify the yearsthat showed the greatest increase in union membership. Study the graphscarefully so that you understand the information being presented. Do nottry to memorize all of the details in the graphs. After you have studied allthree graphs, answer the following questions.

Step1

According to information in the graphs, which of thefollowing time periods showed the greatest increase in unionmembership?

A 1900–1910

B 1910–1920

C 1920–1930

D 1930–1940

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Look at the title. What does the main title tell you about the purpose of the graphs?

Look at the subtitles above each graph. What do they tell you about the contents ofeach graph?

What does the label on each vertical axis tell you?

What does the label on each horizontal axis tell you?

Consider answer choice (A). Do the graphs show that an increase in unionmembership occurred between 1900 and 1910? If so, by how much?

Consider answer choice (B). Do the graphs show that an increase in unionmembership occurred between 1910 and 1920? If so, by how much?

Consider answer choice (C). Do the graphs show that an increase in unionmembership occurred between 1920 and 1930? If so, by how much?

Consider answer choice (D). Do the graphs show that an increase in unionmembership occurred between 1930 and 1940? If so, by how much?

Now look at the answer choices that show an increase. Which answer choice showsthe greatest increase? Briefly explain why you chose this choice.

Step6

Step5

Step4

Step3

Step2

Lesson 7: Reading and Interpreting Graphs

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Good job! Now try one more practice question.

2c

According to information in the graph, which of the following time periods showed themost drastic decrease in wheat prices?

F 1860–1865

G 1865–1870

H 1872–1880

J 1895–1900

This question asks you to use the graph to help you identify when wheat pricesdropped most drastically. Study the graph carefully so that you understand theinformation being presented. Do not try to memorize all of the details in the graph.After you have studied the graph, answer the following questions.

Look at the title. What does the title tell you about the purpose of the graph?

What does the label on the vertical axis tell you?

What does the label on the horizontal axis tell you?

Look at the key below the graph. What does it tell you about the graph’s contents?

Step1

Cotton(price per pound)

Corn(price per bushel)

Wheat(price per bushel)

Pri

ces

of

Cro

ps

Farm Prices, 1860–1900$3.00$2.80$2.60$2.40$2.20$2.00$1.80$1.60$1.40$1.20$1.00$0.80$0.60$0.40$0.20$0.00

1860 1870 1880 1890 1900

Lessons 73

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Consider answer choice (F). Now look back at the graph. Use the information inthe vertical and horizontal axes and the key to help you locate the information youneed. Does the graph show a decrease in wheat prices between 1860 and 1865?If so, by how much?

Consider answer choice (G). Now look back at the graph. Use the information inthe vertical and horizontal axes and the key to help you locate the information youneed. Does the graph show a decrease in wheat prices occurred between 1865and 1870? If so, by how much?

Consider answer choice (H). Now look back at the graph. Use the information inthe vertical and horizontal axes and the key to help you locate the information youneed. Does the graph show a decrease in wheat prices occurred between 1872and 1880? If so, by how much?

Consider answer choice (J). Now look back at the graph. Use the information inthe vertical and horizontal axes and the key to help you locate the information youneed. Does the graph show a decrease in wheat prices occurred between 1895and 1900? If so, by how much?

Look at the answer choices that show a decrease. Which answer choice showsthe greatest decrease? Briefly explain why you chose this choice.

Step6

Step5

Step4

Step3

Step2


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035-088-G12-taks-830712.qxd 1/17/70 2:27 AM Page 74

DIRECTIONS


Use the graph and your knowledge of social studies to answer questions 1 and 2.

Popular Vote in the Presidential Election, 1892

Votes (in millions)

John Bidwell(Prohibition)

James B. Weaver(People’s)

Benjamin Harrison(Republican)

Grover Cleveland(Democrat)

0 1 2 3 4 65


1 According to the information in the graph,James B. Weaver received approximatelyhow many votes in the 1892 election?

A 10,000

B 100,000

C 1,000,000

D 10,000,000

2 Which table most accurately reflects theinformation in the graph above?

F

G

H

JCandidates VotesClevelandHarrisonWeaverBidwell

5,000,0005,000,000

00

Candidates VotesClevelandHarrisonWeaverBidwell

5,000,0005,000,000

00


5,000,0005,000,000

00


5,000,0005,000,000

00

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Use the graph and your knowledge of social studies to answer questions 3 through 5.

U.S. Exports and Imports, 1971–1993

Bill

ion

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f D

olla

rs

Exports Imports

1971 1973 1975 1977 1979 1981 1983 1985 1987 1989 1991 1993

600

250300350400450500550

200150 100

500


3 According to the graph, in which year didU.S. exports exceed imports?

A 1975

B 1979

C 1985

D 1991

4 The information in the graph supportswhich of the following conclusions?

F The value of U.S. exports decreasedfrom 1971 to 1993.

G Foreign manufacturers make higher-quality goods than do Americanmanufacturers.

H Exported goods play an important rolein the U.S. economy.

J America primarily exports agriculturalgoods and imports automobiles.

5 Which table most accurately reflects thevalue of exported goods from 1971 to 1979?

A

B

C

D19711973197519771979

$40 billion$40 billion$65 billion$60 billion$105 billion

19711973197519771979


19711973197519771979


19711973197519771979


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Some questions on the TAKS may ask you to interpret quotations. Learn how toanswer these questions by completing the following practice questions.

1c

President Harry S. Truman delivered this speech in order to convince theU.S. Congress to—

A support a policy of containment

B declare war on Japan

C maintain a policy of isolationism

D offer to help rebuild Germany

Read the quotation inside the box and summarize it on the lines below.

Look at the source line beneath the speech and thenanswer the following questions.

Who gave this speech?

To whom was the speech directed?

During what time period was the speech given?

Now, try to recall the significant events that occurred around that timeperiod. Write down any events you can remember on the lines below.

Step2

Step1

I believe that it must be the policy of the United States to support free peoples who areresisting attempted subjugation by armed minorities or outside pressures. . . . If we falter inour leadership, we may endanger the peace of the world—and we shall surely endanger thewelfare of our own nation.

—President Harry S Truman in a 1947 speech to Congress

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Test Tip

For questionsaccompanied byhistorical documents orquotes, summarize thetext in your own wordsbefore you answer thequestion. This will helpyou identify the correctanswer more easily.

Lesson

8

Interpreting Quotations

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Consider answer choice (A). Then refer back to your answers to the questionsin steps 1 and 2. Does Truman’s speech ask Congress to support a policy ofcontainment? If not, eliminate answer choice (A). If so, which part of the speechsupports this answer choice?

Consider answer choice (B). Then refer back to your answers to the questionsin steps 1 and 2. Does Truman’s speech ask Congress to declare war on Japan?If not, eliminate answer choice (B). If so, which part of the speech supports thisanswer choice?

Consider answer choice (C). Then refer back to your answers to the questionsin steps 1 and 2. Does Truman’s speech ask Congress to maintain a policy ofisolationism? If not, eliminate answer choice (C). If so, which part of the speechsupports this answer choice?

Consider answer choice (D). Then refer back to your answers to the questionsin steps 1 and 2. Does Truman’s speech ask Congress to offer to help rebuildGermany? If not, eliminate answer choice (D). If so, which part of the speechsupports this answer choice?

Look at the remaining answer choices. Choose the one that best describes thepurpose of Truman’s speech to Congress. Briefly explain why you chose this answer.

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Lesson 8: Interpreting Quotations

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Good work! Try one more practice question.

2c

President Abraham Lincoln included these words in his speech in order to—

F convince the Federalists and Democratic-Republicans to compromise

G command Southern generals to cease attacks on Northern troops

H convince members of Congress to declare slavery unconstitutional

J promote the settlement of differences between the North and South

Read the quotation inside the box and summarize it on the lines below.

Look at the source line beneath the speech and then answer the followingquestions.

Who gave this speech?

To whom was the speech directed?

During what time period was the speech given?

Now, try to recall the significant events that occurred around that time period.Write down any events you can remember on the lines below.

Step2

Step1

With malice toward none, with charity for all . . . let us strive on to finish the work we arein, to bind up the nation’s wounds . . . to do all which may achieve and cherish a just andlasting peace among ourselves and with all nations.

—President Abraham Lincoln in his Second Inaugural Address, 1865

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Consider answer choice (F). Then refer back to your answers to the questions insteps 1 and 2. Did Lincoln make this speech in order to convince the Federalistsand Democratic-Republicans to compromise? If not, eliminate answer choice (F).If so, which part of the speech supports this answer choice?

Consider answer choice (G). Then refer back to your answers to the questionsin steps 1 and 2. Did Lincoln make this speech in order to command Southerngenerals to cease attacks on Northern troops? If not, eliminate answer choice (G).If so, which part of the speech supports this answer choice?

Consider answer choice (H). Then refer back to your answers to the questionsin steps 1 and 2. Did Lincoln make this speech in order to convince members ofCongress to declare slavery unconstitutional? If not, eliminate answer choice (H).If so, which part of the speech supports this answer choice?

Consider answer choice (J). Then refer back to your answers to the questions insteps 1 and 2. Did Lincoln make this speech in order to promote the settlementof differences between the North and South? If not, eliminate answer choice (J).If so, which part of the speech supports this answer choice?

Look at the remaining answer choices. Choose the one that best describes thepurpose of Lincoln’s speech. Briefly explain why you chose this answer.

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DIRECTIONS



1 Which of the following is prohibited bythe First Amendment?

A An individual saying a prayer beforetaking a trip

B A newspaper printing an articlecriticizing the government

C The naming of an official Americanreligion by the government

D A group meeting to discuss problemsin their community


2 The quotation above was used to helpjustify—

F President Johnson’s War on Poverty

G American involvement in Vietnam

H Ronald Reagan’s New Federalism

J President Roosevelt’s New Deal


3 In the quotation above, Martin LutherKing, Jr., expresses the principle of—

A black separatism

B nonviolent civil disobedience

C isolationism

D Manifest Destiny

“An individual who breaks a law thatconscience tells him is unjust, and whowillingly accepts the penalty of imprisonmentin order to arouse the conscience of thecommunity over its injustice, is in realityexpressing the highest respect for the law.”

—Martin Luther King, Jr.,Why We Can’t Wait

“The United States contains anunderdeveloped nation, a culture of poverty.Its inhabitants do not suffer the extremepoverty of the peasants of Asia . . . yet themechanism of the misery is similar. They arebeyond history, beyond progress, sunk in aparalyzing, maiming routine.”

—Michael Harrington,The Other America, 1962

Amendment I

Congress shall make no law respecting anestablishment of religion, or prohibiting thefree exercise thereof; or abridging the freedomof speech, or of the press; or the right of thepeople peaceably to assemble, and to petitionthe Government for a redress of grievances.

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4 Madison would agree that all of thefollowing are means by which governmentcan “control itself” EXCEPT—

F separation of powers

G the system of checks and balances

H the elastic clause of the Constitution

J Federalism


5 To whom was Ronald Reagan referringwhen he discussed “an evil empire”?

A Germany

B The Soviet Union

C The American military-industrialcomplex

D Liberal American politicians


6 In the quotation above, Woodrow Wilsonannounced his intention to—

F support Britain in World War I

G use the American military to endWorld War I

H establish an international body toprevent World War I

J not take sides in World War I


7 The Twenty-fourth Amendment outlaweda practice used to—

A deny African Americans the right tovote

B allow some Americans to votemultiple times

C impose unfair taxes on Americancorporations

D restrict voting rights in federal prisons

Amendment XXIV

The right of citizens of the United States tovote in any primary or other election forPresident or Vice President . . . shall not bedenied or abridged by the United States orany state by reason of failure to pay any polltax or other tax.

“The United States must be neutral in fact aswell as in name. . . . We must be impartial inthought as well as in action . . . a nation thatneither sits in judgment . . . and which keepsherself fit and free to do what is honest anddisinterested and truly serviceable for thepeace of the world.”

—Woodrow Wilson, 1914

“So in your discussions of the nuclear freezeproposals, I urge you to beware thetemptation of pride—the temptation . . . toignore the facts of history and the aggressiveimpulses of an evil empire, to simply call thearms race a giant misunderstanding andthereby remove yourself from the strugglebetween right and wrong, good and evil.”

—Ronald Reagan, 1983

“In framing a government which is to beadministered by men over men, the greatdifficulty lies in this: You must first enable thegovernment to control the governed; and inthe next place, oblige it to control itself.”

—James Madison, Federalist No. 51

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Interpreting Illustrations and Political Cartoons

Some questions on the TAKS may ask you to read and interpret a cartoon orillustration. Learn how to answer these types of questions by completing thefollowing practice question.

1c

Which of the following conclusions best reflects the cartoonist’s viewpoint?

A President Truman does not need more power because healready has too much.

B President Truman’s policies are weakening Congress.

C Congress should support all of the policies that PresidentTruman proposes.

D The president should have unlimited power over thegovernment branches.

Look at the people in the illustration. Who does eachperson represent?

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Test Tip

Take some time tostudy an illustrationbefore answering aquestion about it. Ifyou understand theillustration beforeyou try to answer thequestion, you will findthe correct answermore easily.

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Look at the text in the cartoon. What information does the text provide?

Look at the expressions of the characters and at the objects in the cartoon thatthe artist may have included to symbolize other things. List them and describewhat they may symbolize.

Consider answer choice (A). Do you think the cartoonist feels that President Trumandoes not need more power because he already has too much? If not, eliminateanswer choice (A). If so, which part of the cartoon supports this answer choice?

Consider answer choice (B). Do you think the cartoonist feels that PresidentTruman’s policies are weakening Congress? If not, eliminate answer choice (B).If so, which part of the cartoon supports this answer choice?

Consider answer choice (C). Do you think the cartoonist feels that Congress shouldsupport all of the policies that President Truman proposes? If not, eliminate answerchoice (C). If so, which part of the cartoon supports this answer choice?

Consider answer choice (D). Do you think the cartoonist feels that the presidentshould have unlimited power over the government branches? If not, eliminateanswer choice (D). If so, which part of the cartoon supports this answer choice?

Look at the remaining answer choices. Choose the one that best describes what isbeing depicted in the cartoon. Briefly explain why you chose this choice.

Step8

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Step4

Step3

Step2

Lesson 9: Interpreting Illustrations and Political Cartoons


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Lessons 85


Nice job! Try one more practice question.

2c

This illustration might have been used to support the point of view that—

F Europe was strong enough to defend itself against the Nazi army

G the United States should not worry about European affairs

H Nazi aggression posed a serious threat to the rest of Europe

J Americans should study new farming techniques developed in Europe

Describe the scene in this illustration.

Study the action taking place in the illustration. What does it tell you about whatthe artist is trying to say?

Do you see any objects in the illustration that the artist may have included tosymbolize other things? If so, list those objects and what they represent.

Step3

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Consider answer choice (F). Then refer back to your answers to the questions insteps 1 through 3. Do you think the illustration supports the viewpoint that Europewas strong enough to defend itself against the Nazi army? If not, eliminate answerchoice (F). If so, which part of the illustration supports this answer choice?

Consider answer choice (G). Then refer back to your answers to the questionsin steps 1 through 3. Do you think the illustration supports the viewpoint that theUnited States should not worry about European affairs? If not, eliminate answerchoice (G). If so, which part of the illustration supports this answer choice?

Consider answer choice (H). Then refer back to your answers to the questionsin steps 1 through 3. Do you think the illustration supports the viewpoint that Naziaggression posed a serious threat to the rest of Europe? If not, eliminate answerchoice (H). If so, which part of the illustration supports this answer choice?

Consider answer choice (J). Then refer back to your answers to the questions insteps 1 through 3. Do you think the illustration supports the viewpoint that Americansshould study new farming techniques developed in Europe? If not, eliminate answerchoice (J). If so, which part of the illustration supports this answer choice?

Look at the remaining answer choices. Choose the one that best describes whatis being depicted in the illustration. Briefly explain why you chose this answer.

Step8

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1 The cartoon illustrates historical eventsthat led directly to—

A World War II

B the creation of the United Nations

C the Open Door policy

D the Cold War


2 This drawing of ration stamps, used in theUnited States during World War II,illustrates the fact that during the war—

F there was a shortage of many goods

G inflation was a terrible problem

H the government gave free food to allAmericans

J the government distributed nationalidentification cards

A

8RAT

ION

STA

MP A

8RAT

ION

STA

MP

B

5RAT

ION

STA

MP B

5RAT

ION

STA

MP

DIRECTIONS



FRANCE

GERMANY

RUSSIA

GREATBRITAIN

CHINA

THE BIGGEST PARTY OF 1899

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3 This drawing shows people lined up at asoup kitchen during the 1930s. It revealsthat during this era—

A the best available jobs were at soupkitchens

B many Americans did not have enoughmoney to feed themselves

C America had no difficulties dealingwith the effects of the GreatDepression

D many Americans took unfairadvantage of the generosity of others

Use the cartoon and your knowledge of socialstudies to answer questions 4 and 5.

4 This political cartoon from 1919 illustratesthe conflict in the United States over—

F the League of Nations

G civil rights

H government regulation of business

J the League of Women Voters

5 The cartoonist would probably agree withwhich of the following statements?

A The U.S. Constitution is not a veryimportant document.

B The United States should becomemore active in the affairs of othernations.

C The United States should avoidparticipation in international politicalbodies.

D The United States needs to pay closerattention to the complaints of othernations.

U.S.

U.S.CONSTITUTION LEAGUE

COVENANTFREESOUP COFFEE & DOUGHNUTSFOR THE UNEMPLOYED


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DIRECTIONS

Read each question and choose the best answer. Then mark the answer you have chosen.

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Practice Test 91

SAMPLE B

Who was the primary author of the Declarationof Independence?

A Eli Whitney

B Sojourner Truth

C Thomas Jefferson

D Elizabeth Cady Stanton

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1 Susan B. Anthony is best known for hersupport of—

A woman suffrage

B allowing women to serve in themilitary

C government aid to foreign countries

D a national banking system

2 In the 1920s and 1930s, the primarysource of entertainment for mostAmericans was—

F radio

G television

H books

J travel


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Practice Test 93


Hakodate

ShimodaNagasaki

Shanghai

Amoy

Canton

Philippines1898

Guam1898

Howland I1857

Baker I1857

Jarvis Island 1857

Palmyra Island 1898Kingman Reef 1858

AmericanSamoa1899

Wake I1899

Midway Islands1867

Johnston I1858

HawaiianIslands1898

Foochow

Ningpo

JAPANCHINA

ASIA

RUSSIA

PACIFICOCEAN

Puerto Rico1898

Niigata

Alaska1867

UNITED STATES

SOUTHAMERICA

AUSTRALIA

U.S. possessions withdate acquired

Ports open to U.S. trade

NORTHAMERICA

3 The United States’s primary purpose inacquiring the possessions shown on themap was to—

A gain control of valuable factories inthe Pacific

B capitalize on these islands’ profitabletourism industries

C establish military bases from which tolaunch an offensive against China

D make it easier for American ships totravel to and trade with Asia

Practice Test 93

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4 The Virginia House of Burgesses was thecolonies’ first—

F successful tobacco exporter

G militia

H representative legislature

J tariff court

5 The Nineteenth Amendment to theConstitution, ratified in 1920,guarantees—

A equal rights to Americans of all races

B the right to a fair and speedy trial

C the power of Congress to override apresidential veto

D voting rights to women

6 During the 1950s, many Americans movedfrom the cities to the suburbs because—

F most jobs were located in the suburbs

G most urban residential areas hadbecome manufacturing zones

H the suburbs offered more comfort andprivacy

J city governments encouraged peopleto move out

7 Between 1941 and 1945, the opportunitiesfor women to work in American factoriesincreased because—

A the Equal Rights Amendment to theConstitution was ratified in 1941

B most men refused to work for the lowwages offered at factories

C labor unions demanded that factoriesoffer more jobs to women

D jobs were vacated by men drafted intomilitary service


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8 The list above describes events thatoccurred during the—

F American Revolution

G Reconstruction Era

H Progressive Era

J Cold War


9 A successful appeal of the defendant’sconviction would most likely be basedon the—

A Fourth Amendment, which prohibitsunreasonable searches

B Fifth Amendment, which protectsagainst self-incrimination

C Sixth Amendment, which guarantees aspeedy trial

D Eighth Amendment, which prohibitscruel and unusual punishment


10 In his famous “Cross of Gold” speech,William Jennings Bryan expressed hisopposition to—

F slavery in the state of California

G laws that made it easier for workersto form labor unions

H the constitutional doctrine ofseparation of church and state

J the current U.S. monetary standard

“You shall not press down upon the browof labor this crown of thorns. You shall notcrucify mankind upon a cross of gold.”

—William Jennings Bryan, 1896, speech atthe Democratic National Convention

A jury finds a defendant guilty of a felonyat trial. The defendant’s lawyer later learnsthat the jury voted “guilty” because itinterpreted the defendant’s refusal to testifyas an admission of guilt.

• Freedmen’s Bureau is established

• Fourteenth and Fifteenth Amendments areadded to the Constitution

• Martial law is declared in the South

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Practice Test 95

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Use the time line and your knowledge of social studies to answer questions 11 and 12.

1957 1958 1961 1962 1964 1969

Soviet satelliteSputnik I

orbits Earth

CongresscreatesNASA

Soviet cosmonautYuri Gagarin is

the first human toorbit Earth

Americanastronaut

John Glennorbits Earth

Soviets launchVoskhod, the

first multipassengerspacecraft

U.S. spacecraft Apollo II, carrying two astronauts,

lands on the moon

11 Which is the best title for the time line?

A American Accomplishments in Space

B The Founding of NASA

C The Exploration of Mars

D The Space Race

12 The Soviet Union and the United Statescompeted for superiority in space becauseeach country—

F wanted to colonize the moon

G feared the other would gain atechnological advantage

H hoped to sell its space technology toother countries

J believed that the next war would befought in outer space

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13 Which immigration policy was supportedby many industrialists in the late 1800s?

A Immigration should be ended becauseit brings poor people who lower thenation’s standard of living.

B Immigration should be increasedbecause it provides a steady stream oflow-wage workers.

C Immigration should be reduced untilthe government can solve theproblems of crime and disease inAmerican cities.

D Immigration should be ended in orderto prevent dangerous radicals fromentering the United States.

Use the passage and your knowledge of socialstudies to answer question 14.

14 The speaker of the statement above wouldprobably agree that—

F agricultural techniques will continueto improve at a rapid rate

G most Americans are overweightbecause they eat too much

H the United States must plan for theeffects of future population increases

J a possible water shortage is thegreatest threat to America’s future

15 The Progressive Era reforms had thegreatest impact in which area?

A Changing government to make itmore democratic

B Removing employment barriers towomen

C Improving civil rights for AfricanAmericans

D Reducing government regulation oftrade

No matter how rich our soil, no matterhow advanced our agricultural techniquesbecome, the simple truth is that you canonly feed so many people from a finiteamount of land. Either we recognize thisnow and prepare accordingly, or acceptthe fact that we face a tragic future.

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Practice Test 97

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16 Which of the following best describes theHarlem Renaissance?

F America’s economic recovery fromthe Great Depression

G A period of scientific discoveryrelated to nuclear power

H An African American artisticmovement of the 1920s

J A political movement to achieve equalrights for Hispanic Americans

17 The earliest colonists settled near riversand oceans because—

A water provided them with the bestmode of travel

B they needed running water to powertheir factories

C ocean water provided them withvaluable salt

D fish was the only meat most colonistswould eat

18 When the North Atlantic TreatyOrganization (NATO) was created in 1949,its primary purpose was to prevent theexpansion of—

F Germany

G Spain

H the Soviet Union

J Afghanistan

19 In 1957 President Eisenhower sentNational Guard troops to Arkansas inorder to—

A suppress violent protests against theVietnam War

B enforce a Supreme Court order todesegregate schools

C help construct the interstate highwaysystem

D remove Communists fromgovernment positions


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Practice Test 99

20 The cartoonist probably would agree thatthe New Deal—

F was an unnecessary waste oftaxpayers’ money

G brought about the end of the GreatDepression

H increased the size of the federalgovernment

J did not do enough to help hungryAmericans


TVANRA WPA

AA

A

CC

C RFCPWA

NOW EAT UP, FELLA,SO YOU CAN

GROW BIG ANDSTRONG!

The New Deal

F.D.R.

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21 The weighted population center of theUnited States is the location that dividesthe population of the nation in half. Thenumber of people who live on one side ofthe weighted population center is equal tothe number who live on the other side.Throughout the nation’s history, theweighted population center of the UnitedStates has constantly moved to the—

A east

B north

C west

D south


22 The passage above describes a—

F command economy

G subsistence economy

H socialist economy

J market economy

Farmers and manufacturers specialize in afew goods and products, which they createin mass quantities. They then sell the goodsto consumers and use their profits to buythe items they need to survive.


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23 Which time period most accuratelyidentifies the years known as “the GildedAge”?

A 1860–1865

B 1870–1900

C 1900–1920

D 1940–1945

24 Voting rights for people of all races areguaranteed by the—

F Declaration of Independence

G Bill of Rights

H Fifteenth Amendment

J Equal Rights Amendment

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Practice Test 101

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Use the table and your knowledge of socialstudies to answer questions 25 and 26.

25 The information in the table best supportswhich conclusion?

A Federal spending increased every yearbetween 1932 and 1936.

B Federal spending increased as a resultof World War II.

C By 1936, the U.S. economy hadrecovered from the Great Depression.

D The federal budget ran at a deficitevery year from 1932 to 1936.

26 Which bar graph correctly represents theinformation in the table?

F

G

H

J

Do

llars

(in

bill

ion

s) 9876543210

Receipts Spending

1932

1933

1934

1935

1936

Receipts Spending

Do

llars

(in

bill

ion

s) 9876543210

1932

1933

1934

1935

1936

Do

llars

(in

bill

ion

s) 9876543210

Receipts Spending19

32

1933

1934

1935

1936

Do

llars

(in

bill

ion

s) 9876543210

Receipts Spending

1932

1933

1934

1935

1936

Federal Budget, 1932–1936

1932

1933

1934

1935

1936

Year

2.0

2.1

3.1

3.8

4.2

FederalReceipts

(in billions of dollars)

4.7

4.7

6.4

6.2

7.7

FederalSpending

(in billions of dollars)


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27 Before the Panama Canal was built, mostgoods shipped from the East Coast to theWest Coast—

A were hauled by mule train across theSouthwest

B were shipped to Europe and then toCalifornia by way of Asia

C were carried by slaves along the SantaFe Trail

D traveled by boat around the southerntip of South America

28 Martin Luther King, Jr., won the NobelPeace Prize for his work in support of—

F civil rights for Americans of all races

G property rights of Native Americans

H peace in the Middle East

J the creation of the United Nations

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Practice Test 103

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29 In what way does the U.S. Constitutionaddress this colonial grievance with theBritish monarchy?

A It requires the president to nominatejudicial candidates.

B It requires approval by the Senate ofall judicial appointments.

C It provides federal judges withlifetime terms of office.

D It requires judges to run for electionevery four years.

30 Sales of consumer goods decreasedsharply during the early years of theGreat Depression because—

F most Americans preferred to investtheir extra money in the stock market

G the president had encouragedAmericans to save as much moneyas possible

H most consumers had little or nomoney to spend

J a shortage of raw materials shut downAmerican manufacturing

[King George III] has made Judgesdependent on his Will alone, for thetenure of their offices, and the amountand payment of their salaries.

—Declaration of Independence


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Use the information below and yourknowledge of social studies to answerquestion 31.

The Columbian Exchange: ExchangeBetween the Americas and Europe,Asia, and Africa

31 Based on the list above, which of thefollowing conclusions could be drawnconcerning the Columbian Exchange?

A Citrus fruits are now grown only inNorth America.

B Europeans brought beans from Spaininto Africa.

C Peanuts were brought from theAmericas to Europe.

D Honeybees were brought from theAmericas to Europe.

32 Which event occurred in 1787?

F The United States declaredindependence from Great Britain.

G The Civil War began.

H The Louisiana Purchase wascompleted.

J The Constitutional Convention met.

From Americas

Potatoes

Pumpkins

Beans

Quinine

Tobacco

Peanuts

Turkeys

Disease

Peppers

Corn

Avocados

From Europe,Africa, and Asia

Sugarcane

Grains

Coffee beans

Honeybees

Bananas

Livestock

Turnips

Disease

Citrus fruits

Olives

Onions

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33 The information in the table supportswhich of the following conclusions?

A The American labor force shrankbetween 1985 and 1995.

B More women were working in 1995than in 1985.

C More African American men wereworking in 1995 than in 1985.

D The U.S. economy went into arecession in 1985.


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Use the table and your knowledge of social studies to answer question 33.

American Labor Force, 1985–1995Percentage of Total Workforce

1985

59.2

40.8

86.3

10.9

NA

115,461

1990

57.6

42.4

85.4

11.3

8.2

125,840

1993

56.8

43.2

85.0

11.4

8.3

129,200

1995

53.9

46.1

84.7

10.6

8.9

132,304

Male

Female

White

Black

Of Hispanic Origin

Total Workforce(in thousands)

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34 In the 1980s and 1990s, many Americanmanufacturers moved their factories out ofthe United States because—

F they could pay workers overseasmuch less than American workers

G more advanced manufacturingtechnologies were available overseas

H workers overseas were more efficientthan American workers

J they wanted to help strengthen foreigneconomies

Use the text and your knowledge of socialstudies to answer question 35.

35 Which basic principle of U.S. governmentis embodied in the Tenth Amendment?

A Separation of church and state

B Federalism

C One person, one vote

D Popular sovereignty

Amendment X

The powers not delegated to the UnitedStates by the Constitution, nor prohibitedby it to the States, are reserved to the Statesrespectively, or to the people.

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36 Which of the following best describesThomas Paine?

F George Washington’s vice president

G The chief author of The Federalist

H A famous advocate of colonialindependence

J The inventor of the cotton gin

37 The primary reason that PresidentWoodrow Wilson supported the Treaty ofVersailles was because—

A he hoped the League of Nationswould prevent future world wars

B he believed that the Germans shouldbe severely punished for startingWorld War I

C the U.S. Senate strongly supportedthe treaty

D the treaty gave the United Statescontrol of the Philippines

38 As a result of immigration during the late1800s and early 1900s, the population ofwhich group increased greatly in theUnited States?

F Northern Europeans

G South Americans

H East Asians

J Eastern Europeans


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39 The central issue of the Supreme Courtdecision in Brown v. Board of Educationwas—

A racial segregation

B prayer in schools

C school lunch programs

D funding for women’s sports programs

40 The United States entered World War IIimmediately following—

F the Japanese attack on Pearl Harbor

G the German invasion of Poland

H the assassination of ArchdukeFerdinand of Austria

J the construction of the Berlin Wall

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