Fill - Free fillable S TRATEGIES FOR T AKING S (Caggia Social Studies) PDF form

This section of the textbook helps you develop and practice the skills

you need to study history and to take standardized tests. Part 1,

Strategies for Studying History, takes you through the features

of the textbook and offers suggestions on how to use these features

to improve your reading and study skills.

Part 2, Test-Taking Strategies and Practice, offers specific

strategies for tackling many of the items you’ll find on a standardized

test. It gives tips for answering multiple-choice, constructed-response,

extended-response, and document-based questions. In addition, it

offers guidelines for analyzing primary and secondary sources, maps,

political cartoons, charts, graphs, and time lines. Each strategy is

followed by a set of questions you can use for practice.

CONTENTS

Part 1: Strategies for Studying History S2

Part 2: Test-Taking Strategies and Practice

Multiple Choice S6

Primary Sources S8

Secondary Sources S10

Political Cartoons S12

Charts S14

Line and Bar Graphs S16

Pie Graphs S18

Political Maps S20

Thematic Maps S22

Time Lines S24

Constructed Response S26

Extended Response S28

Document-Based Questions S30

S TRATEGIES FOR T AKING

TANDARDIZED T ESTS

a09tapC-na S1-S33 10/16/02 3:40 PM Page S1

Page 1 of 33

Part 1: Strategies for Studying History

Reading is the central skill in the effective study of history or

any other subject. You can improve your reading skills by

using helpful techniques and by practicing. The better your

reading skills, the more you’ll remember of what you read.

Below you’ll find several strategies that involve built-in fea-

tures of The Americans. Careful use of these strategies will help

you learn and understand history more effectively.

Preview Chapters Before You Read

Each chapter begins with a two-page chapter opener.

Study the chapter opener to help you get ready to read.

Read the chapter title. Look for clues that indicate what will

be covered in the chapter.

Look at the chapter-opening visual. Try to identify the theme or

themes of the chapter based on this illustration.

Preview the time line. Note the years that the chapter covers and

identify the important events that took place in the United States

and across the world during this time period.

Study the Interact with History feature. Examine the major issues

discussed in the chapter by answering the questions.

The First World War 577576 CHAPTER 19

USA

WORLD

Hollywood,

California, becomes

the center of movie

production in the U.S.

1914

German U-boats

sink the Lusitania, and

1,198 people die.

Alexander Graham

Bell makes first transcon-

tinental telephone call.

1915

Woodrow Wilson

is reelected president.

1916

The Selective Service

Act sets up the draft.

The United States

declares war on Germany.

1917

Congress passes

the Sedition Act.

President Wilson

proposes the League of

Nations.

1918

Congress approves

the Nineteenth

Amendment, granting

women the vote.

1919

Germany declares

war on Russia and France.

Great Britain declares war

on Germany and Austria-

Hungary.

1914

Archduke Franz

Ferdinand and his wife

are assassinated.

1914

Albert Einstein

proposes his general

theory of relativity.

1915

The battles of

Ver dun and the Somme

claim millions of lives.

1916

A worldwide

influenza epidemic

kills over 30 million.

1919

Russia

withdraws from

the war.

1917

The Bolsheviks establish

a Communist regime in Russia.

The First World War ends.

1918

INTERACT

WITH HISTORY

The year is 1917. A bitter war is raging

in Europe—a war that has been called

a threat to civilization. At home many

people are urging America to wake up

and get involved, while others are

calling for the country to isolate itself

and avoid the fight.

Do you think

America should

enter the war?

Examine the Issues

• Is it right for America to intervene

in foreign conflicts?

• When American lives are threat-

ened, how should the government

respond?

• Should America go to war to make

the world “safe for democracy”?

Battle scene on the western front during World War I.

Visit the Chapter 19 links for more information

about The First World War.

RESEARCH LINKS CLASSZONE.COM

1914

1916

1917

1918 1919

1915

1916

1917

1918 1919

1914

1915

a09tapC-na S1-S33 10/16/02 3:40 PM Page S2

Page 2 of 33

STRATEGIES FOR TAKING STANDARDIZED TESTS

Preview Sections Before You Read

Each chapter consists of three, four, or five sections. These

sections focus on shorter periods of time or on particular historical

themes. Use the section openers to help you prepare to read.

Study the sentences under the headings Main Idea and

Why It Matters Now. These tell you what’s important in the

material that you’re about to read.

Preview the Terms & Names list. This will give you an idea of

the issues and personalities you’ll encounter in the section.

Read One American’s Story and A Personal Voice within

it. These provide one individual’s view of an important

issue of the time.

Notice the structure of the section. Blue heads label

the major topics; red subheads signal smaller topics

within a major topic. Together, these heads give

you a quick outline of the section.

a09tapC-na S1-S33 10/16/02 3:40 PM Page S3

Page 3 of 33

Use Active Reading Strategies As You Read

Now you’re ready to read the chapter. Read one section

at a time, from beginning to end.

Try to visualize the people, places, and events you read about.

Studying illustrated features, such as Key Player, and other visual

materials, such as Science & Technology, will help you do this.

Look for the story behind the events. Read Background

notes for additional information on particular events.

Skim the pages of the section to find key words.

Use the Vocabulary notes in the margin to find

the meaning of unfamiliar terms.

Ask and answer questions as you read. Look for the

Main Idea questions in the margin. Answering these will

show whether you understand what you have just read.

a09tapC-na S1-S33 10/16/02 3:40 PM Page S4

Page 4 of 33

Review and Summarize What You Have Read

When you finish reading a section, review and summarize what

you’ve read. If necessary, go back and reread information that was

not clear the first time through.

Look again at the blue heads and red subheads for a quick

summary of the major points covered in the section.

Study any maps and charts in the section. These visual materials

usually provide a condensed version of information in the section.

Complete all the questions in the Section Assessment. This will

help you think critically about the material you’ve just read.

STRATEGIES FOR TAKING STANDARDIZED TESTS

a09tapC-na S1-S33 10/16/02 3:40 PM Page S5

Page 5 of 33

STRATEGIES

Multiple Choice

A multiple-choice question

consists of a stem and a set of

alternatives. The stem usually is

in the form of a question or an

incomplete sentence. One of the

alternatives correctly answers

the question or completes the

sentence.

Read the stem carefully.

Then read each alternative

with the stem. Do not

jump to conclusions about

the correct answer until

you have read all the

alternatives.

Take care with questions

that are stated negatively.

Look for key words and

facts in a question.

Carefully read questions that

include All of the above as

an alternative.

If two alternatives directly

contradict one another,

one is likely to be the

correct answer.

Eliminate alternatives you

know are wrong.

Look for modifiers to

help in selecting correct

alternatives.

1 In 1942, the Allied forces included all of the following except

A the United States.

B Great Britain.

C Germany.

D the Soviet Union.

2 In June 1944, General Dwight D. Eisenhower oversaw the

Allied invasion of

A Africa.

B Italy.

C France.

D All of the above

3 To win the fight against Japan in the Pacific, the Allies

A focused on Japanese bases on certain islands.

B ignored island bases and invaded Japan directly.

C set a trap by inviting an attack on Australia.

D concentrated on Japanese forces in China.

4 After World War II ended, the Allies divided Germany

into different zones controlled by

A Great Britain, France, the

United States, and Japan.

B Great Britain, France, the

United States, and the Soviet Union.

C the United States alone.

D all the countries of Europe.

Take care with questions that

contain words like except and

not. Here, you are asked to

identify the nation that was

not a member of the Allies.

You can eliminate A

if you remember that

Japan was one of the

Axis powers.

1944 is key here. Eisenhower

oversaw several Allied

invasions, but only the

invasion of France in 1944.

If you select All of the

above, make sure all

of the alternatives

are, indeed, correct.

Absolute words like all, alone,

only, never, and always fre-

quently signal an incorrect

answer.

answers: 1 (C), 2 (C), 3 (A), 4 (B)

Part 2: Test-Taking Strategies and Practice

You can improve your test-taking skills by practicing the strategies discussed

in this section. First, read the tips on the left-hand page. Then apply them

to the practice items on the right-hand page.

stem

alternatives

a09tapC-na S1-S33 10/16/02 3:40 PM Page S6

Page 6 of 33

STRATEGIES FOR TAKING STANDARDIZED TESTS

PRACTICE

For more test practice online . . .

TEST PRACTICE

CLASSZONE.COM

Directions: Read each question carefully and choose the best answer

from the four alternatives.

1 During the American Revolution, women undertook all of the

following tasks except

A making ammunition and uniforms.

B cooking for the troops.

C serving in the Continental government.

D fighting in the army.

2 Which American leader or leaders negotiated the Treaty of Paris of 1783?

A George Washington and Thomas Jefferson

B Benjamin Franklin and John Adams

C Thomas Jefferson alone

D Benjamin Franklin alone

3 As a result of the Treaty of Paris of 1898, which ended the Spanish-American War,

the United States gained control of

A Panama.

B Hawaii.

C Puerto Rico.

D Cuba.

4 Political reforms urged by Progressives included

A recall, or the power to remove officials from office.

B direct election of senators by popular vote.

C initiative, or the right of people to propose laws.

D All of the above

a09tapC-na S1-S33 10/16/02 3:40 PM Page S7

Page 7 of 33

STRATEGIES

Primary Sources

Primary sources are written

or made by people who were

at a historical event, either

as observers or participants.

Primary sources include

journals, diaries, letters,

speeches, newspaper articles,

autobiographies, wills, deeds,

and financial records.

Look at the source line to

learn about the document

and its author. Consider the

reliability of the information

in the document.

Skim the document to get

an idea of what it is about.

Use active reading strategies.

As you read, ask yourself

questions, review sequence,

and make predictions.

(Here, for example, the first

sentences make the

sequence of events clear.)

As you read, look for the

main idea. This is the

writer’s most important

point. Remember that

supporting details or

arguments will back up

this idea.

Use context clues to help

you understand unfamiliar

words. (Here the content of

the rest of the paragraph

suggests that enumeration

means “a count” or

“a listing.”)

Before rereading the

document, skim the

questions. Previewing

the questions will help

focus your reading.

The San Francisco Earthquake

On Wednesday morning at a quarter past five came the earthquake.

A minute later the flames were leaping upward. In a dozen different

quarters south of Market Street, in the working-class ghetto, and in

the factories, fires started. There was no opposing the flames.

There was no organization, no communication. All the cunning

adjustments of a twentieth century city had been smashed by the

earthquake. . . . The steel rails were twisted into perpendicular

and horizontal angles. The telephone and telegraph systems were

disrupted. And the great water mains had burst. All the shrewd

contrivances and safeguards of man had been thrown out of gear

by thirty seconds’ twitching of the earth-crust. . . .

An enumeration of the buildings destroyed would be a

directory of San Francisco. An enumeration of the buildings

undestroyed would be a line and several addresses. An

enumeration of the deeds of heroism would stock a library. . . .

The number of the victims of the earthquake will never

be known.

—Jack London, “The Story of an Eye-witness.”

Collier’s The National Weekly, May 5, 1906

1 Based on the information in the passage, which of the

following does not describe conditions following the 1906

earthquake in San Francisco?

A Fires spread to many parts of the city.

B Communication lines remained intact.

C Municipal water pipes broke.

D Rail lines were disrupted.

2 Which sentence best expresses the main idea of the passage?

A “A minute later the flames were leaping upward.”

B “The number of the victims of the earthquake will never be known.”

C “All the cunning adjustments of a twentieth-century city had been

smashed by the earthquake.”

D “The telephone and telegraph systems were disrupted.”

Author Jack London’s

eyewitness account

was published soon

after the earthquake.

Here the key words are main

idea. Make sure the alternative

you select expresses the focus

of the passage.

answers: 1 (B), 2 (C)

a09tapC-na S1-S33 10/16/02 3:40 PM Page S8

Page 8 of 33

For more test practice online . . .

Directions: Use this passage, from an article by women’s-rights advocate Amelia Bloomer, and

your knowledge of United States history to answer the following questions.

STRATEGIES FOR TAKING STANDARDIZED TESTS

PRACTICE

It is objected that it does not belong to woman’s sphere to take part in the

selection of her rulers, or the enactment of laws to which she is subject.

This is mere matter of opinion. Woman’s sphere, like man’s sphere,

varies according to . . . the circumstances in which she may be placed.

A vast majority of the British nation would deny the assumption that

Queen Victoria is out of her sphere in reigning over an empire of an

hundred and fifty millions of souls! . . .

But, again, one says votes would be unnecessarily multiplied, that

women would vote just as the men do, therefore the man’s vote will

answer for both. Sound logic, truly! But let us apply this rule to men.

Votes are unnecessarily multiplied now by so many men voting; a few

could do it all, [rather than taking] the mass of men from their business

and their families to vote. . . .

Again, another says, “It has always been as now; women never have

had equal rights, and that is proof that they should not have.” Sound

logic again! . . . But whence did man derive this right [to vote], and how

long has it been enjoyed? . . .

Must we continue to cling to old laws and customs because they are

old? Why then did not [the American] people remain subject to kings?

—Amelia Bloomer, “Woman’s Right to the Ballot” (1895)

1 Bloomer’s essay was part of the

campaign to establish

A temperance.

B woman suffrage.

C urban reform.

D child labor laws.

2 Bloomer uses the example of Queen

Victoria to show that

A some countries accept that women

can have a role in government.

B the best monarchs are women.

C a monarchy is preferable to

democratic government.

D people should follow

traditional practices.

3 When Bloomer uses the phrase

“sound logic,” she is

A agreeing with the argument offered.

B pretending to agree with the

argument offered.

C stating her true opinion.

D suggesting that the argument is logical.

4 Bloomer rejects the argument that

things should remain the way they

have always been by saying that if

tradition were so important,

A Victoria would not be queen.

B women would have the vote already.

C women would vote exactly as men do.

D America would still be ruled by kings.

For more test practice online . . .

TEST PRACTICE

CLASSZONE.COM

a09tapC-na S1-S33 10/16/02 3:40 PM Page S9

Page 9 of 33

STRATEGIES

S10

Secondary Sources

Secondary sources are written

or made by people who were

not at the original events. They

often combine information from

several primary sources. The

most common types of written

secondary sources are history

books and biographies.

Use the title to preview the

content of the passage.

(The title here signals that

the passage is about the

courses of action open to

President Richard Nixon

in Vietnam.)

Look at the topic sentences

of paragraphs. These, too,

indicate what the content

will be.

Use context clues to help

you understand unfamiliar

words. (From the discussion

of the options, you can tell

that flawed means that each

one had problems.)

Read actively by asking

yourself questions. (After

learning Nixon’s four

options, you might ask

yourself: “How did he

overcome these problems?”)

Look for words like because,

since, or as a result that

indicate cause-effect

relationships.

Before rereading the

passage, skim the questions

to identify the information

you need to find.

President Nixon’s Options in Vietnam

When he became president, Richard Nixon had four options

regarding the ongoing conflict in Vietnam, each of which was

seriously flawed. He could continue to fight an all-out war, but that

effort was clearly not working. He could intensify the war by

invading the north, but such a step would increase antiwar

sentiment at home. He could withdraw American troops, but

other countries might see that as a sign of weakness. He could try

to negotiate a peace, but North Vietnam was not willing to give

up its claim to the south.

Nixon chose not one option but a combination. He

announced that American troops would leave Vietnam. However,

he made the pullout gradual and increased military aid to South

Vietnam. As a result, Nixon continued the war and avoided a

show of weakness. He also pursued peace talks with North

Vietnam. At the same time, though, he pressured the North to

reach an agreement through an intensified bombing campaign

and attacks on North Vietnamese bases in Cambodia.

1 From the first sentence of the passage, it is clear that the

A war in Vietnam was coming to an end.

B war was being fought when Nixon took office.

C United States was fighting South Vietnam.

D United States was winning in Vietnam.

2 Which of the following options was undesirable for domestic

political reasons?

A Invading North Vietnam

B Negotiating a peace

C Pulling troops out of Vietnam

D All of the above

Some questions

focus on specific

parts of the passage.

answers: 1 (B), 2 (A)

Here you are looking for an

alternative that would cause

Nixon political problems.

a09tapC-na S1-S33 10/16/02 3:40 PM Page S10

Page 10 of 33

For more test practice online . . .

STRATEGIES FOR TAKING STANDARDIZED TESTS

PRACTICE

S11

Directions: Use the passage and your knowledge of United States history to answer

the following questions.

The Mid-1800s—Working for Reform

Some reformers, like Horace Mann of Massachusetts, campaigned for

better education. He and others improved public schools. Dorothea Dix

protested how the mentally ill were treated. She persuaded many state

governments to give these people more humane care. Other women

launched the temperance movement to stop the drinking of alcohol.

They believed that alcohol was the root of nearly all social ills.

Abolitionists began to agitate for an end to slavery. Powerful writers

like William Lloyd Garrison were joined by Frederick Douglass—who had

escaped from slavery—and women like Angelina and Sarah Grimké in the

campaign for abolition. Some abolitionists also demanded rights for

women. At the Seneca Falls Convention in 1848, Elizabeth Cady Stanton

introduced her declaration of women’s rights. Its ringing words, borrowed

in part from the Declaration of Independence, protested the inequality

of women.

1 The passage states that women played

prominent roles in all the following

reform movements except

A temperance.

B care of the mentally ill.

C abolition.

D workers’ rights.

2 Which of the following people was

most closely associated with the effort

to improve public education?

A Horace Mann

B William Lloyd Garrison

C Elizabeth Cady Stanton

D Sarah Grimké

3 Which reform movement issued the

statement “We hold these truths to

be self-evident: that all men and

women are created equal”?

A Abolition

B Women’s rights

C Temperance

D Workers’ rights

4 Which of the following best

explains why Frederick Douglass

was a powerful spokesman for the

abolitionist cause?

A He set a strong example by freeing

his own slaves.

B He had read a great deal about the

evils of slavery.

C As an escaped slave, he could speak

from his own experience.

D A devout man, he based his

arguments on religion.

For more test practice online . . .

TEST PRACTICE

CLASSZONE.COM

a09tapC-na S1-S33 10/16/02 3:40 PM Page S11

Page 11 of 33

STRATEGIES

S12

Political Cartoons

Political cartoons use a

combination of words and

images to express a point of

view on political issues. They

are a useful primary source,

because they reflect the

opinions of the time.

Identify the subject of the

cartoon. The caption often

gives an indication of the

subject matter.

Try to identify the main

characters in the cartoon.

(The label in the foreground

of the cartoon shows that

they are members of the

Tammany Ring, New York’s

Democratic political

machine. “Boss” Tweed,

the leader, is on the left.)

Identify any important

symbols—ideas or images

that stand for something

else.

Review labels and any

other written information

in the cartoon.

Analyze the point of view.

The use of caricature—the

exaggeration of physical

features—often signals the

cartoonist’s attitude.

Interpret the

cartoonist’s message.

1 Which sentence best summarizes the way members of the

Tammany Ring would answer the question in the caption?

A They did not, and would not, steal the people’s money.

B They accept responsibility for stealing the people’s money.

C They do not know who stole the people’s money.

D They each blame someone else for stealing the people’s money.

2 Based on the cartoon, what word do you think the cartoonist

might use to describe the Tammany Ring?

A Lazy

B Corrupt

C Honest

D Hard-working

answers: 1 (D), 2 (B)

Since you know that

the cartoon is critical

of the Tammany Ring,

you can eliminate

the two positive

alternatives—C

and D.

The cartoonist uses a

diamond stickpin to symbolize

Tweed’s excesses.

The Granger Collection, New York

The labels identify other

members of the Tweed Ring.

Tweed’s physical appearance

is exaggerated, making him

look grossly overweight. This

suggests that the cartoonist

had a low opinion of Tweed

and his followers.

a09tapC-na S1-S33 10/16/02 3:40 PM Page S12

Page 12 of 33

For more test practice online . . .

TEST PRACTICE

CLASSZONE.COM

PRACTICE

S13

STRATEGIES FOR TAKING STANDARDIZED TESTS

For more test practice online . . .

TEST PRACTICE

CLASSZONE.COM

Directions: Use the political cartoon and your knowledge of United States history to

answer the following questions.

1 According to the cartoon, for every

dollar that working men earned,

working women earned

A 49 cents.

B 59 cents.

C 69 cents.

D 79 cents.

2 Which of the following best

summarizes the point of the cartoon?

A Men are happier than women are.

B Working men have bigger offices than

working women.

C Working women earn less than working

men.

D Working women do the real work in

an office.

3 What phrase summarizes feminists’

solution to the problem illustrated

in the cartoon?

A “We Shall Overcome”

B “Equal Pay for Equal Work”

C “ERA Now”

D “Our Bodies, Ourselves”

4 Today, women make up nearly 50

percent of the workforce. However,

they still encounter problems in

the workplace, including

A the “glass ceiling.”

B lack of quality child care.

C sexual harassment.

D All of the above

a09tapC-na S1-S33 10/16/02 3:41 PM Page S13

Page 13 of 33

STRATEGIES

Charts

Charts present information

in a visual form. The chart

most commonly found in

standardized tests is the

table. This organizes

information in columns

and rows for easy viewing.

Read the title to see the

topic and the time period

covered by the chart.

Examine the column

and row headings and

other labels to learn

more information about

the subject addressed

in the chart. (Sometimes,

terms used in headings are

explained in footnotes.)

Look for patterns and

trends by comparing and

contrasting the information

from column to column and

row to row.

Try to make generalizations

on, and draw conclusions

from, the information in

the chart.

Study the questions

carefully to see if you

can eliminate some

possible answers.

Place of Residence of Chinese Americans, 1870–1930

* Includes states or territories of Oregon, Washington, Idaho,

Montana, Wyoming, Colorado, Utah, Nevada, Arizona, and

New Mexico

Source: Roger Daniels, Coming to America (1990)

1 Between 1870 and 1930, the percentage of Chinese Americans

living in California

A increased every decade.

B increased every decade between

1900 and 1930.

C decreased every decade.

D decreased every decade until the period

from 1920 to 1930.

2 Which of the following best explains the high percentage

of Chinese Americans living in California throughout

these years?

A They hoped to join the many Japanese Americans there.

B California, like China, is on the Pacific Ocean.

C California had no laws discriminating against Chinese Americans.

D During all those decades, they worked to build California’s railroads.

answers: 1 (D), 2 (B)

S14

Year Living in Living in the Rest Living Elsewhere

California of the West* in the U.S.

1870 78.0 % 21.4 % 0.6 %

1880 71.2 % 25.6 % 3.2 %

1890 67.4 % 22.7 % 9.9 %

1900 51.5 % 24.4 % 24.6 %

1910 50.7 % 21.9 % 27.4 %

1920 46.7 % 15.9 % 37.4 %

1930 50.1 % 10.0 % 40.1 %

One generalization

you might make

is that a majority

of Chinese

Americans lived in

the West during

the time period

covered by the

chart, although the

proportion fell over

the years.

A and B are clearly

incorrect because

the percentage

decreased for all

decades except

1920 to 1930.

“Chinese in the Contiguous United States, 1870–1930,” from Coming to America: A History of Immigration and Ethnicity in American

a09tapC-na S1-S33 10/16/02 3:41 PM Page S14

Page 14 of 33

For more test practice online . . .

STRATEGIES FOR TAKING STANDARDIZED TESTS

PRACTICE

S15

Directions: Use the chart and your knowledge of United States history to answer

the following questions.

1 In which regions were most of the ten

most populous states in 1900?

A Northeast and Midwest

B Northeast and Southeast

C Northeast and Southwest

D Midwest and Southeast

2 Which of the following statements

describes a change in the top ten

states listing between 1960 and 2000?

A Texas and Florida rose markedly

in the standings.

B The Midwestern states fell in

the standings.

C Massachusetts fell out of the

top ten listing.

D All of the above

3 This chart exemplifies what trend

of the late twentieth century?

A The increase in the population of

the Northeast

B The decrease in immigration to

the United States

C The population shift from the Rustbelt

to the Sunbelt

D The population shift from the Sunbelt

to the Rustbelt

4 What impact would population

changes between 1960 and 2000

have on representation in Congress?

A California and Texas would gain

representatives in the House.

B Florida and Georgia would lose

representatives in the House.

C California and Georgia would

lose members in the Senate.

D Texas and Florida would gain

members in the Senate.

Ten States with the Largest Population, 1900–2000

1900 1930 1960 2000

1. New York 1. New York 1. New York 1. California

2. Pennsylvania 2. Pennsylvania 2. California 2. Texas

3. Illinois 3. Illinois 3. Pennsylvania 3. New York

4. Ohio 4. Ohio 4. Illinois 4. Florida

5. Missouri 5. Texas 5. Ohio 5. Illinois

6. Texas 6. California 6. Texas 6. Pennsylvania

7. Massachusetts 7. Michigan 7. Michigan 7. Ohio

8. Indiana 8. Massachusetts 8. New Jersey 8. Michigan

9. Michigan 9. New Jersey 9. Massachusetts 9. New Jersey

10. Iowa 10. Missouri 10. Florida 10. Georgia

Source: U.S. Census Bureau

For more test practice online . . .

TEST PRACTICE

CLASSZONE.COM

a09tapC-na S1-S33 10/16/02 3:41 PM Page S15

Page 15 of 33

STRATEGIES

S16

Line and Bar Graphs

Graphs, like charts, display

information in a visual form.

Line graphs show changes and

trends over time. Bar graphs

allow for comparisons among

numbers or sets of numbers.

Read the title of the graph

to learn what it is about.

Study the labels on the

vertical and horizontal

axes to see the kinds of

information presented in

the graph. The vertical axis

usually shows what is being

graphed, while the horizon-

tal axis indicates the time

period covered.

Study the legend, if there is

one. This, too, will provide

information on what is being

graphed.

Review the information in

the graph and note any

trends or patterns. Look for

explanations for these

trends or patterns.

Carefully read and answer

the questions. Note if

questions refer to a specific

year or time period, or if

they focus on trends or his-

torical explanations for

trends.

Unemployment Rate, 1930–1960

Source: Statistical Abstract of the United States

1 In which year did the unemployment rate hit its peak?

A 1930

B 1935

C 1945

D 1950

Percentage of Homes Owned and Rented, 1940–1980

Source: Statistical Abstract of the United States

2 Which of the following describes the trend shown

in the graph?

A People prefer renting to owning.

B Since 1950, home rentals have steadily increased.

C The number of houses built steadily increased.

D Since 1950, home ownership has steadily increased.

Owned

Rented

1940 1950 1960 1970 1980

Percentage

1930

1935

1940

1945

1950

1955

1960

Percentage of Workers Unemployed

Unemployment rates

fell dramatically

when the American

economy geared up

to supply the Allied

war effort during

World War II.

The G.I. Bill of Rights,

passed in 1944,

provided veterans with

low-interest housing

loans. This enabled

many Americans to

become homeowners.

Grid lines make

reading the graph

much easier.

answers: 1 (B), 2 (D)

a09tapC-na S1-S33 10/16/02 3:41 PM Page S16

Page 16 of 33

For more test practice online . . .

STRATEGIES FOR TAKING STANDARDIZED TESTS

PRACTICE

S17

Directions: Use the graphs and your knowledge of United States history to answer

the following questions.

Percentage of Households with

Selected Media, 1930–1998

Source: Statistical Abstract of the United States

1 The percentage of households

with all three media first topped

90 percent in

A 1960.

B 1970.

C 1980.

D 1990.

2 What cultural trend resulted from

the rapid spread of radios and

televisions into nearly every

American home?

A The rise of rock ‘n’ roll

B The growing influence of popular

culture

C The decline in the power of the

television networks

D The increase in popularity of

newspapers and magazines

100

1930

1940

1950

1960

1970

1980

1990

1998

Telephone

Radio

Television

Percentage

Age Distribution of the

Population, 1900–2000

Source: Historical Statistics of the United States;

Statistical Abstract of the United States

3 How did the share of elderly people

in the population change from 1900

to 2000?

A It decreased from 44.4 to 28.5 percent.

B It increased from 49.2 to 54.9 percent.

C It increased from 6.4 to 16.6 percent.

D It decreased from 33.9 to 12.2 percent.

4 Which of the following describes

changes in the age distribution of

the population between 1900 and

2000?

A The percentage of people aged 60

or over grew.

B The percentage of people aged

between 20 and 59 increased.

C The percentage of people aged 19

or younger fell.

D All of the above

100

44.4%

28.5%33.9%

54.9%53.9%

49.2%

6.4%

12.2% 16.6%

1900

1950

2000*

Ages 60 and over

Ages 20-59

Ages 0-19

Percentage

*Projection

For more test practice online . . .

TEST PRACTICE

CLASSZONE.COM

a09tapC-na S1-S33 10/16/02 3:41 PM Page S17

Page 17 of 33

STRATEGIES

S18

Pie Graphs

A pie, or circle, graph is useful

for showing relationships

among the parts of a whole.

These parts look like slices of

a pie. The size of each slice is

proportional to the percentage

of the whole that it represents.

Read the title of the graph

to learn what it is about.

Study the legend and note

what each slice of the pie

represents.

Study the data on the graph

and make comparisons

among the slices of the

pie. When there is more

than one graph, make

comparisons of the different

graphs.

Try to make generalizations

and draw conclusions from

your comparisons. (One

generalization you might

make is that today no

one country or region

dominates world motor

vehicle production.)

Read the questions carefully

and use key words to reject

incorrect alternatives.

World Motor Vehicle Production, 1950 and 1999

Source: World Almanac and Book of Facts (2001)

1 What phrase best describes the U.S. share of world motor

vehicle production in the years shown?

A It fell dramatically from 1950 to 1999.

B It was less than 75 percent of the total in 1950.

C It was the same as Japan’s share in 1999.

D It never exceeded Europe’s share.

2 What sentence best describes motor vehicle production over

the years shown in the two graphs?

A Japan’s share of motor vehicle production

grew slightly.

B Motor vehicle production became

more competitive around the world.

C The United States became the world’s top

producer of motor vehicles.

D Europe remained the dominant

region for motor vehicle production.

answers: 1 (A), 2 (B)

The key words

slightly, became, and

remained help you to

eliminate alternatives

A, C, and D.

Japanese production

grew markedly, not

slightly. The United

States fell from its

position as the

world’s top producer

of motor vehicles.

Finally, Europe never

dominated motor

vehicle production.

1950 1999

75.7%

17.3%

25.5%

1.5%0.3%

3.7%

18.8%

29%

5.3%

22.9%

United States

Canada

Europe

Japan

Other

Remember that pie

graphs are always

about percentages,

or shares of a whole.

a09tapC-na S1-S33 10/16/02 3:41 PM Page S18

Page 18 of 33

For more test practice online . . .

STRATEGIES FOR TAKING STANDARDIZED TESTS

PRACTICE

S19

Directions: Use the pie graphs and your knowledge of United States history to answer

the following questions.

1 What was the leading cause of death

among Union soldiers?

A In combat

B Disease

C As prisoners of war

D Other

2 What cause of death appears on the

Union Soldiers graph but not on the

Confederate Soldiers graph?

A In combat

B Disease

C As prisoners of war

D Other

3 What period of time is covered by

these graphs?

A 1850–1860

B 1859–1869

C 1860–1867

D 1861–1865

4 Which of the following conclusions

is supported by the data in these

graphs?

A More Union soldiers than Confederate

soldiers died in the Civil War.

B Medical care for soldiers during the

Civil War was inadequate.

C More Confederate than Union

prisoners of war died in the Civil War.

D Combat was the leading cause

of death among Civil War soldiers.

Causes of Death of Civil War Soldiers

Source: Time-Life History of the Civil War

Union Soldiers Confederate Soldiers

28.2%

56.7%

7.7%

6.4%

32.5%

10.7%

In Combat

Disease

As Prisoners of War

Other (Including Accidents)

57.6%

For more test practice online . . .

TEST PRACTICE

CLASSZONE.COM

a09tapC-na S1-S33 10/16/02 3:41 PM Page S19

Page 19 of 33

STRATEGIES

S20

Political Maps

Political maps show countries

and the political divisions within

them—states or provinces,

for example. They also show

the location of major cities. In

addition, political maps often

show physical features, such

as mountains, oceans, seas,

lakes, and rivers.

Read the title of the map to

identify the area shown and

the time period covered.

Read the labels on the

map. This will reveal more

information about the

subject and purpose of

the map.

Note any special features

of the map, such as insets.

Study the legend to find

the meaning of any symbols

and colors used on the map.

Look at the lines of

longitude and latitude.

This grid makes locating

places much easier.

Use the compass rose to

determine directions on

the map.

Use the scale to estimate

distances between places

shown on the map.

Read the questions and

then carefully study the map

to determine the answers.

Alaska, 1867, and Hawaii, 1898

1 Which country lies to the west of Alaska?

A Canada

B Mexico

C Russia

D United States

2 About how far are the Hawaiian Islands from the

southwest coast of the United States?

A 1,000 miles

B 2,500 miles

C 4,000 miles

D 5,500 miles

answers: 1 (C), 2 (B)

PACIFIC

OCEAN

CANADA

RUSSIA

UNITED

STATES

MEXICO

ALASKA,1867

NORTH

AMERICA

60°N

40°N

20°N

Tropic of Cancer

160°W

Arctic Circle

180° 140°W 120°W

Pearl

Harbor

Hawaii

Oahu

Kauai

Molokai

Maui

HAWAIIAN ISLANDS, 1898

20°N

160°W

0 1,000 2,000 kilometers

1,000 2,000 miles

Miller Projection

United States and

its possessions

This map deals with

the acquisition of

land by the United

States—Alaska in

1867 and Hawaii

in 1898.

Some maps have a

North arrow rather

than a compass rose.

This inset shows

the Hawaiian Islands

in greater detail and

is not drawn to the

same scale as the

rest of the map.

a09tapC-na S1-S33 10/16/02 3:41 PM Page S20

Page 20 of 33

For more test practice online . . .

STRATEGIES FOR TAKING STANDARDIZED TESTS

PRACTICE

S21

Directions: Use the map and your knowledge of United States history to answer

the following questions.

Post-War Germany—Occupation Zones

1 Berlin lay entirely in the

A American zone.

B British zone.

C French zone.

D Soviet zone.

2 Which of the following cities lay

in the American zone?

A Bremen

B Munich

C Nuremberg

D All of the above

3 Which city is located closest to

48° N 16° E?

A Berlin

B Vienna

C Munich

D Bonn

4 In 1948, France, Great Britain,

and the United States combined

their zones into one nation—

West Germany. The Soviet Union

responded by

A blockading Berlin.

B invading Czechoslovakia.

C bombing Berlin.

D invading Hungary.

Vienna

Berlin

Nuremberg

Bremen

Bonn

Munich

Hamburg

FRANCE

GERMANY

POLAND

SOVIET

UNION

AUSTRIA

HUN.

ROMANIA

YUGOSLAVIA

SWITZ.

ITALY

52°N

48°N

16°E

12°E8°E

American Zone

British Zone

French Zone

Soviet Zone

Under four power

control

German border

in 1937

0 125 250 kilometers

125 250 miles

Azimuthal Equidistant Projection

For more test practice online . . .

TEST PRACTICE

CLASSZONE.COM

a09tapC-na S1-S33 10/16/02 3:41 PM Page S21

Page 21 of 33

STRATEGIES

S22

Thematic Maps

A thematic map, or special-

purpose map, focuses on a

particular topic. Population

density, election results, migration

routes, a country’s economic

activities, international alliances,

and major battles in a war are

all topics you might see illustrated

on a thematic map.

Thematic maps show

specialized information.

Read the title to discover

the subject and purpose

of the map.

Study the labels on the map

to find more information

about its subject and

purpose.

Examine the legend to find

the meaning of any symbols

and colors used on the map.

Locate the symbols and

colors on the map and try

to make generalizations or

draw conclusions about the

information they convey.

Read the questions and

carefully study the map

to determine the answers.

The Panama Canal

1 The longest stretch of land the canal cuts

through runs from

A the Atlantic Ocean to Gatun Lake.

B Gatun Lake to Miraflores Lake.

C Madden Lake to Gatun Lake.

D the Pacific Ocean to Miraflores Lake.

2 If a ship were transporting cargo from New

York to San Francisco, in which direction

would it travel through the Panama Canal?

A Northeast

B Northwest

C Southeast

D Southwest

answers: 1 (B), 2 (C)

Gaillard

(Culebra) Cut

Gatun

Dam

Madden

Dam

Pedro Miguel Locks

Miraflores Locks

Gatun Locks

Colon

Cristobal

Balboa

Panama City

PACIFIC

OCEAN

Caribbean

Sea

Miraflores

Lake

Madden

Lake

Gatun

Lake

Chagres R.

0510 kilometers

5 10 miles

Mercator Projection

Panama

Canal

PACIFIC

OCEAN

Caribbean

Sea

Canal Route

Canal Zone

One generalization that you

might make is that the Canal

Zone is about 10 miles wide.

Use the scale when

answering questions

about distance.

Use the compass

rose when answering

questions about

direction.

a09tapC-na S1-S33 10/16/02 3:41 PM Page S22

Page 22 of 33

For more test practice online . . .

STRATEGIES FOR TAKING STANDARDIZED TESTS

PRACTICE

S23

Directions: Use the map and chart and your knowledge of United States history to answer

the following questions.

The 2000 Presidential Election

1 The Gore-Lieberman ticket won all

of the New England states except

A Maine.

B Massachusetts.

C New Hampshire.

D Rhode Island.

2 The Gore-Lieberman ticket won most

of the

A Midwestern states.

B Northeastern states.

C Pacific-coast states.

D All of the above

3 Which areas did the Bush-Cheney

ticket win?

A Most states in the Northeast and

the West

B All of the South and the Midwest

C All of the South and most of the West

D Most states in the Northeast and

the South

4 Which of the following statements

about the 2000 presidential election

is true?

A The Bush-Cheney ticket won the

electoral vote but not the popular vote.

B The Bush-Cheney ticket won all of

the Deep South states.

C The Bush-Cheney ticket won more

states than the Gore-Lieberman ticket.

D All of the above

Source: Federal Register

Wash.

Ore.

Idaho

Mont.

Nev.

Calif.

Ariz.

Utah

N. Mex.

Colo.

Wyo.

N. Dak.

S. Dak.

Nebr.

Kans.

Okla.

Texas

Hawaii

Alaska

La.

Ala.

Ga.

Tenn.

Ky.

Ind.

Ohio

Va.

Pa.

N.Y.

Maine

Mass.

R.I.

Conn.

N.J.

Md.

D.C.

Fla.

N.H.

Vt.

Del.

N.C.

S.C.

Mich.

Ark.

Mo.

Iowa

Minn.

Wis.

Ill.

Miss.

Bush-

Cheney (R)

Gore-

Lieberman (D)

Bush-Cheney 50,456,062 271

Gore-Lieberman 50,996,582 266

Nader-LaDuke 2,858,843 0

Buchanan-Foster 438,760 0

Ticket Popular Vote Electoral Vote

For more test practice online . . .

TEST PRACTICE

CLASSZONE.COM

a09tapC-na S1-S33 10/16/02 3:41 PM Page S23

Page 23 of 33

STRATEGIES

S24

Time Lines

A time line is a type of chart

that lists historical events in the

order in which they occurred. In

other words, time lines are a

visual method of showing what

happened when.

Read the title to discover

the subject of the time line.

Identify the period of

history covered in the time

line by noting the first and

last dates shown.

Read the events in

chronological order.

Notice the intervals

between events.

Note how events are

related to one another.

Look particularly for cause-

effect relationships.

Make generalizations

about the information

presented in the time line.

Use the information you

have gathered from the

above strategies to answer

the questions.

The Civil Rights Movement, 1940s–1960s

1 Which was the first major civil rights activity in which Martin

Luther King, Jr., was involved?

A “I Have a Dream” speech

B March from Selma to Montgomery

C Montgomery bus boycott

D Organization of the SCLC

2 The success of the civil rights movement resulted from

organized protests by African Americans and actions by

A state courts.

B reformed state governments.

C federal courts and Congress.

D all three branches of the federal government.

answers: 1 (C), 2 (D)

• 1946

Morgan v. Virginia

decision outlaws

segregated

interstate buses.

•

1950

Sweatt v. Painter

outlaws segregated

state law schools.

•

1960

Student sit-ins

achieve integration

at lunch counters

across South.

1955

Martin Luther King, Jr.,

leads Montgomery bus

boycott.

19661946

•

1961

Freedom Rides promote

desegregation in Southern

bus stations.

• 1962

Kennedy enforces

desegregation of

University of

Mississippi.

•

1963

King delivers “I Have a

Dream” speech at

March on Washington.

•

1964

Civil Rights Act; Freedom

Summer campaign registers

African American voters.

•

1965

Civil rights march from

Selma to Montgomery;

Voting Rights Act.

1948

Truman integrates

the armed forces.

1954

Brown v. Board

of Education

ends segregation

in public schools.

1957

Eisenhower enforces

integration of Little Rock

High School; King and

others organize SCLC.

Time lines often use abbrevia-

tions to save space. SCLC

stands for Southern Christian

Leadership Conference, an

important civil rights group.

One generalization you might

make is that protests and

government action led to

advances in civil rights.

Recall that southern

state governments

often resisted civil

rights in this period.

Therefore, you can

eliminate alternatives

A and B.

•

a09tapC-na S1-S33 10/16/02 3:41 PM Page S24

Page 24 of 33

For more test practice online . . .

PRACTICE

S25

Directions: Use the time line and your knowledge of United States history to answer

the following questions.

World War I

1 What event led the United States to

protest German actions in 1915?

A Assassination of Austrian archduke

B Battle of Jutland

C Sinking of Lusitania

D Battle of Verdun

2 Which of the following actions

included U.S. troops?

A Jutland, 1916

B Verdun, 1916

C Somme, 1916

D Marne, 1918

3 The Treaty of Versailles, which

officially brought the war to an end,

was signed in

A 1917.

B 1918.

C 1919.

D 1920.

4 The Treaty of Versailles called for

Germany to

A demilitarize.

B pay war reparations.

C admit sole responsibility for the war.

D All of the above

•

1914

Serbian rebel

assassinates

Austrian archduke;

World War I begins.

19191914

•

1919

Warring parties sign

Treaty of Versailles.

•

1915

German U-boat

sinks Lusitania;

U.S. issues protest

to Germany.

•

1916

Major battles at

Verdun, Somme,

and Jutland.

•

1917

Germany announces

unlimited submarine

warfare; U.S. breaks

off diplomatic relations

with Germany,

declares war.

•

1918

U.S. and other Allied

forces stop German

advance at Belleau

Wood and Battle

of Marne; Armistice

declared.

STRATEGIES FOR TAKING STANDARDIZED TESTS

For more test practice online . . .

TEST PRACTICE

CLASSZONE.COM

a09tapC-na S1-S33 10/16/02 3:41 PM Page S25

Page 25 of 33

STRATEGIES

S26

Constructed-response questions

focus on various kinds of

documents. Each document is

accompanied by one or more

short-answer questions. For the

most part, the answers to these

questions can be found directly

in the document. Some answers,

however, require knowledge

of the subject or time period

addressed in the document.

Read the title of the

document to discover the

subject addressed in the

questions.

Carefully study the

document and take

notes on what you see.

Read the questions and

then study the document

again to locate the answers.

Carefully write your

answers. Unless the

directions say otherwise,

your answers need not

be complete sentences.

Japanese-American Internment

1 Which states had more than one relocation camp?

Arkansas, Arizona, California

2 In which region of the country were most relocation camps

located?

Southwest

3 What event led to calls for Japanese Americans to be removed

from the Pacific Coast?

the Japanese attack on Pearl Harbor

Constructed Response

Granada

(Amache)

Rohwer

Jerome

Gila River

Poston

Topaz

Manzanar

Tule

Lake

Minidoka

Heart

Mountain

Idaho

Calif.

Arizona

Utah

Colorado

Wyoming

Ark.

Internment Camp

Constructed-response

questions use a wide range

of documents, including short

passages, cartoons, charts,

graphs, maps, time lines,

posters, and other visual

materials. This is a map

showing the location of

Japanese-American intern-

ment camps in World War II.

a09tapC-na S1-S33 10/16/02 3:41 PM Page S26

Page 26 of 33

For more test practice online . . .

STRATEGIES FOR TAKING STANDARDIZED TESTS

PRACTICE

S27

Directions: Use the illustration and your knowledge of United States history to

answer the questions that follow. Your answers need not be complete sentences.

1 Which inventor applied for this patent? What invention was this patent for?

2 When did the inventor apply for this patent?

3 Identify two other developments or inventions for which this inventor

is known.

National Archives and Records Administration

For more test practice online . . .

TEST PRACTICE

CLASSZONE.COM

a09tapC-na S1-S33 10/16/02 3:41 PM Page S27

Page 27 of 33

STRATEGIES

S28

Extended Response

Extended-response questions,

like constructed-response

questions, usually focus on

a document of some kind.

However, they are more

complex and require more time

to complete than short-answer

constructed-response questions.

Some extended-response

questions ask you to present

the information in the document

in a different form. Others

require you to complete a

chart, graph, or diagram. Still

others ask you to write an essay,

a report, or some other extended

piece of writing. In most stan-

dardized tests, documents have

only one extended-response

question.

Read the title of the

document to get an idea

of the subject.

Carefully read the extended-

response questions.

(Question 1 asks you to

complete a chart. Question

2 assumes that the chart is

complete and asks you to

write a brief dialogue based

on information in the chart.)

Study and analyze the

document.

Sometimes the question

gives you a partial answer.

Analyze that answer to

determine what kind of

information your answers

should contain.

If the question requires an

extended piece of writing,

jot down ideas in outline

form. Use this outline to

write your answer.

1 In the right-hand column, briefly describe the colonial

response to the British action listed in the left-hand column.

One entry has been completed for you.

2 The chart shows the growing conflict between Great Britain

and the American colonies over British colonial policies. Write

a brief dialogue between a British government official and an

American colonist in which the two present their respective

views of these policies.

British station 10,000 troops as a

standing army along colonies’

western borders to prevent trouble

with Native Americans.

British Action Colonial Response

Colonists view the troops as a threat.

British issue Proclamation of

1763, prohibiting settlement

west of Appalachians.

To pay for French and Indian War

and stationed troops, Parliament

creates new taxes.

Parliament imposes Stamp Act,

placing a tax on official documents

and other papers.

Colonists become angered by this limit.

Some ignore the line and continue to

cross westward to settle in new lands.

Colonists protest, demanding

“no taxation without representation.”

Colonists protest, refuse to pay the tax,

set up secret societies, such as the Sons

of Liberty, and send delegates to the

Stamp Act Congress.

A Growing Conflict

Essay Rubric The best dialogues will note the British government

official’s belief that taxes need to be imposed to pay for the debt

from the French and Indian War and to cover the expenses of

stationing troops in the colonies. They will also note that the official

feels that the Proclamation of 1763 was necessary to prevent

clashes between colonists and Native Americans, which would lead

to even greater expenses for defense. They will point out that the

colonist might respond by saying that there should be no controls

on settling on open land west of the Appalachians and that the

colonies should not be taxed when they have no representatives

in Parliament.

Parliament repeals Stamp Act but

passes Townshend Acts, which

impose taxes on various goods

imported by colonies.

Colonists organize boycotts of British

goods.

This document is a chart

of the British actions and

colonial responses that

helped to bring about the

American Revolution.

Your answers should

follow the pattern of

this sample answer.

a09tapC-na S1-S33 10/16/02 3:41 PM Page S28

Page 28 of 33

For more test practice online . . .

PRACTICE

S29

Directions: Use the time line and your knowledge of United States history to answer

the questions that follow.

1 On a separate sheet of paper make a chart similar to the one below. Then complete

the chart by listing the major events of Reconstruction and their significance.

2 Identify the major turning points of the period of Reconstruction shown on the time

line. Write a short essay explaining the impact these events had on the

Reconstruction process.

The Period of Reconstruction

1877

1865

Andrew Johnson becomes president

after Lincoln’s assassination;

Thirteenth Amendment is ratified.

1867

Reconstruction Act of 1867 is passed,

beginning Radical Reconstruction.

•

1869

Redemption begins as

Democrats start to recapture

Southern state governments.

1870

Fifteenth Amendment is ratified.

•

1872

Congress passes Amnesty Act.

1873

Financial panic and corruption in Grant

administration weaken Republicans.

•

1877

Rutherford B. Hayes elected

president in disputed election;

Reconstruction ends.

Year Event Significance

1868

Fourteenth Amendment is ratified;

Johnson is impeached;

Ulysses S. Grant wins presidency with

Southern African-American votes;

Ku Klux Klan, established in 1866,

now has branches in every Southern state.

STRATEGIES FOR TAKING STANDARDIZED TESTS

•

1866

Johnson vetoes Civil Rights Act

and Freedmen’s Bureau Act;

Congress overrides his veto.

For more test practice online . . .

TEST PRACTICE

CLASSZONE.COM

•

a09tapC-na S1-S33 10/16/02 3:41 PM Page S29

Page 29 of 33

STRATEGIES

S30

A document-based question

focuses on several documents—

both visual and written.

These documents often are

accompanied by short-answer

questions. Students use their

answers to these questions

and information from the

documents to write an essay

on a specified subject.

Carefully read the “Historical

Context” section to get an

indication of the issue

addressed in the question.

Note the action words used

in the “Task” section. These

words will tell you exactly

what the essay question

requires.

Study and analyze each

document. Think about

how the documents are

connected to the essay

question. Take notes on

your ideas.

Read and answer each

of the document-specific

questions.

Introduction

Historical Context: Rachel Carson’s book Silent Spring (1962) awakened

Americans to the issue of environmental pollution. Since that time, efforts

have been made to protect the environment.

Task: Trace the progress on the environment made in the United States

since the 1960s and consider the environmental challenges still facing the

country today.

Part 1: Short Answer

Study each document carefully and answer the questions that follow.

Document 1: Recycling in the United States, 1970–1997

Source: Historical Statistics of the United States;

Statistical Abstract of the United States

What positive and negative trends does

this graph show?

The amount of waste recycled is increasing, but so, too, is

total waste produced.

Document-Based Questions

1970 1975 1980 1985 1990 1995 1997

125

175

225

100

150

200

250

Total Waste

Waste Recycled

Millions of Tons

a09tapC-na S1-S33 10/16/02 3:41 PM Page S30

Page 30 of 33

S31

Document 2: Solar Collectors in the Mojave Desert

What alternative energy source is shown in the photo-

graph? Why has the United States sought alternatives

to such traditional energy sources as oil and coal?

solar energy; because supply of fossil fuels is limited and

because oil, coal, and nuclear energy all carry a pollution risk

Document 3: Clean Water

With the enactment of the Clean Water Act in 1972, the nation . . .

made a new commitment to restore and maintain the chemical,

physical, and biological integrity of [its] waters.

America has honored its commitment to clean water. Since

enactment of the Clean Water Act, the number of waters that are safe

for fishing and swimming has doubled. National clean water standards

stop billions of pounds of industrial pollution from flowing into

waters each year. . . . Today, . . . many . . . water bodies that were once

severely polluted are well on the way to recovery. . . .

Despite impressive progress, many of the nation’s rivers, lakes, and

coastal waters do not meet water quality goals. [And] many waters that

are now clean face [a] threat . . . from diverse pollution sources.

––Clean Water Action Plan (EPA)

What impact has the Clean Water Act had on

America’s waterways?

Many bodies of water that once were polluted are clean or

well on their way to recovery.

Part 2: Essay

Using information from the documents, your answers to the ques-

tions in Part 1, and your knowledge of American history, write an

essay in which you trace the progress on the environment made in

the United States since the 1960s and consider the environmental

challenges that still face the country today.

Essay Rubric The best

essays will note such

progress as cleaner water

(Document 3), increased

recycling (Document 1), and

the search for energy alter-

natives that neither deplete

the country’s natural

resources nor threaten the

environment (Document 2).

Essays should refer to such

challenges as the increasing

amount of waste produced

(Document 1) and lingering

pollution threats to the

water (Document 3).

Carefully read the essay

question. Then, write an

outline for your essay.

Write your essay. Be sure

that it has an introductory

paragraph that introduces

your argument, main body

paragraphs that explain it,

and a concluding paragraph

that restates your position.

In your essay, include

extracts or details from

specific documents to

support your ideas. Add

other supporting facts or

details that you know

from your study of

American history.

STRATEGIES FOR TAKING STANDARDIZED TESTS

a09tapC-na S1-S33 10/16/02 3:41 PM Page S31

Page 31 of 33

PRACTICE

Introduction

Directions: Read the documents in Part 1 and answer the questions that

follow each document. Then, read the directions for Part 2 and write

your essay.

Historical Context: From 1929 to 1940, the United States suffered from a

severe economic depression. Facing a damaged economy and a shaken public,

President Franklin D. Roosevelt took action, creating a new role for the federal

government.

Task: Describe how the role of the federal government changed during the

Depression and discuss how that change continues to impact life in the United

States today.

Part 1: Short Answer

Study each document carefully and answer the questions that follow.

Document 1: Federal Spending, 1925–1940

Source: HIstorical Statistics of the United States

President Franklin D. Roosevelt began introducing New

Deal policies soon after taking office in 1933. What was

the overall trend in federal spending in the New Deal

years?

Billions of Dollars

1925

1926

1927

1928

1929

1930

1931

1932

1933

1934

1935

1936

1937

1938

1939

1940

S32

a09tapC-na S1-S33 10/16/02 3:41 PM Page S32

Page 32 of 33

For more test practice online . . .

S33

Document 2: The Civilian Conservation Corps

How does the “Old Deal”

differ from the “New Deal”?

Document 3: A Policy for Labor (1936)

How did the National Labor Relations Act (1935) and the

Fair Labor Standards Act (1938) put the New Deal labor

policy into practice?

Part 2: Essay

Using information from the documents, your answers to the questions in

Part 1, and your knowledge of American history, write an essay in which

you describe how the role of the federal government changed during the

Depression and discuss how that change continues to impact life in the

United States today.

STRATEGIES FOR TAKING STANDARDIZED TESTS

For more test practice online . . .

TEST PRACTICE

CLASSZONE.COM

Among the first items in this growing labor policy of the American

government are the following:

1. That the government ought to do everything in its power to

establish minimum basic standards for labor, below which competition

should not be permitted to force standards of health, wages, or hours.

2. That the government ought to use its influence to bring about

arrangements which will make possible peaceful settlements of

controversies and relieve labor of the necessity of resorting to strikes

to secure equitable conditions and the right to be heard.

—Secretary of Labor Frances Perkins, “A National Labor Policy.”

Excerpt from “A National Labor Policy” by Frances Perkins. The American Academy of Political and Social Sciences, 1936.

Reprinted by permission.

a09tapC-na S1-S33 10/16/02 3:41 PM Page S33

Page 33 of 33

Download
Save PDF to desktop

Email
Email completed PDF

Send for Signing
Email for others to sign

Print
Print document

NAME

S TRATEGIES FOR T AKING S (Caggia Social Studies)

View Audit Log
Print With Audit Log
Duplicate Document

Fill Online, Printable, Fillable, Blank S TRATEGIES FOR T AKING S (Caggia Social Studies) Form

Related forms

Fillable S TRATEGIES FOR T AKING S (Caggia Social Studies)

Fill Online, Printable, Fillable, Blank S TRATEGIES FOR T AKING S (Caggia Social Studies) Form

Related forms

First 20 documents completely FREE!