Critical Thinking - Travel History
Social Studies Critical Thinking
In order to understand an event you need to look at its parts, or ANALYZE it.
Sequence – What order did the events take place?
Categorize – How can the information be grouped?
Cause and Effect – Why did it happen? What were the effects of the event?
Compare and Contrast – What are the similarities and differences? The correct answer will have a characteristic that is common to both things being compared.
Test questions might ask you to :
➢ Interpret information from a reading passage, a quotation, a chart, a graph or a map
➢ To organize events in chronological order (according to time)
➢ To categorize information
➢ To compare ideas
➢ To contrast ideas
➢ Identify the causes of an event
➢ Identify the effects of an event
SYNTHESIS asks you to combine information.
Draw Conclusions from the facts given and your own knowledge
Summarize – list the main points of the passage
Make Generalizations – make general statements based on the facts given
Test questions might ask you to :
➢ Make a generalization from a series of facts or examples
➢ To summarize main ideas in a reading passage, quotation, or cartoon
➢ To draw a conclusion from a reading passage, a quotation, a chart, a graph or a map
INFERENCE asks you to draw logical conclusions from information.
Recognize Bias – recognize a preference, personal judgment or an unfair act or policy stemming from prejudice, fair or unfair, reasonable or unreasonable.
Infer relationships – based on what you see or read, determine how one factor is related to another
Recognize Points of View – recognize the position of the author or historical character
Make Predictions – based on what you have read and what you know, identify what logically might come next
Make Applications – determine how this principle may apply to another situation
Test questions might ask you to :
➢ Recognize bias in a reading passage or quotation
➢ Recognize the point of view of a speaker, author, or historical character
➢ Infer a geographic relationship
➢ Make a prediction based on information in a reading passage, quotation, chart, graph, or map
➢ Apply information to another situation
Sequence and Summarize
1. Which best completes the timeline above?
A. beginning of Revolutionary War
B. beginning of Civil War
C. beginning of War of 1812
D. beginning of Mexican War
2. Which would be the most appropriate title for the events listed on the timeline?
A. Milestones on the Road to Democracy
B. Highlights of the Civil War Years
C. Abraham Lincoln’s Administration
D. The Road to War
3. What does the word chronological mean?
A. arranged in order according to time
B. arranged at random
C. arranged according to space
D. arranged according to importance
4. Which happened first?
A. beginning of the Civil War
B. War of 1812
C. Revolutionary War
D. World War I
Categorize
5. The Declaration of Independence mentions the natural laws of people that cannot be taken away and include rights to life, liberty and the pursuit of happiness. Those rights are referred to as __.
A. civil rights
B. unalienable rights
C. due process rights
D. states rights
6. Republicanism, popular sovereignty, limited government, constitutionalism, judicial review, federalism, separation of powers and checks and balances are all basic elements in U.S. government. These elements are referred to as the __ of U.S. government.
A. civil rights
B. foundation principles
C. due process rights
D. states rights
Compare and Contrast
7. Which statement best describes both Thomas Jefferson and Benjamin Franklin?
A. They both signed the Mayflower Compact.
B. They were ambassadors to France from the 13 colonies.
C. They helped draft the Declaration of Independence.
D. They were early Presidents of the United States.
Cause and Effect
E.
8. The information in the flow chart supports which effect?
A. The drafting and approval of the Articles of Confederation
B. The drafting and approval of the Monroe Doctrine
C. The drafting and approval of the Bill of Rights
D. The drafting and approval of the U.S. Constitution.
9. The information in the flow chart supports which effect?
A. Events leading to the outbreak of the American Revolution
B. Events leading to the outbreak of the War of 1812
C. Events leading to the drafting and approval of the Bill of Rights
D. Events leading to the drafting and approval of the U.S. Constitution.
Critical Reading
The Emancipation Proclamation
From the National Archives and Records Administration
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President Abraham Lincoln issued the Emancipation Proclamation on January 1, 1863, as the nation approached its third year of bloody civil war. The proclamation declared "that all persons held as slaves" within the rebellious states "are, and henceforward shall be free."
Despite this expansive wording, the Emancipation Proclamation was limited in many ways. It applied only to states that had seceded from the Union, leaving slavery untouched in the loyal border states. It also expressly exempted parts of the Confederacy that had already come under Northern control. Most important, the freedom it promised depended upon Union military victory.
Although the Emancipation Proclamation did not immediately free a single slave, it fundamentally transformed the character of the war. After January 1, 1863, every advance of federal troops expanded the domain of freedom. Moreover, the Proclamation announced the acceptance of black men into the Union Army and Navy, enabling the liberated to become liberators. By the end of the war, almost 200,000 black soldiers and sailors had fought for the Union and freedom.
From the first days of the Civil War, slaves had acted to secure their own liberty. The Emancipation Proclamation confirmed their insistence that the war for the Union must become a war for freedom. It added moral force to the Union cause and strengthened the Union both militarily and politically. As a milestone along the road to slavery's final destruction, the Emancipation Proclamation has assumed a place among the great documents of human freedom.
10. What does the word emancipation mean?
A. creating someone
B. giving someone citizenship rights
giving someone voting rights
C. freeing someone from the control of another
11. What key idea(s) in the reading help you determine the meaning of the word emancipation?
A. Line 15: “…slaves acted to secure their own liberty
B. Line 19: “…has assumed a place among the great documents of human freedom.”
C. Lines 2 and 3: “The proclamation declared "that all persons held as slaves" within the rebellious states "are, and henceforward shall be free."
D. Both B and C
12. Who did the Emancipation Proclamation apply to?
A. No one immediately.
B. Only slaves in the Confederacy.
C. All slaves held in North America.
D. Everyone in the United States.
13. In addition to ordering the freeing of slaves in the seceded states, what other milestone was achieved by the Emancipation Proclamation?
A. Hispanics were allowed to join the Union Army and Navy.
A. Blacks were given citizenship rights.
B. Black men were given the right to vote.
C. Black men were allowed to join the Union Army and Navy.
Point of View
[pic]
14. In this cartoon by Dr. Seuss, which statement best reflects the point of view of the cartoonist?
A. Seuss believed that Negro labor and Jewish labor was not needed in the war effort.
B. Seuss believed that Negroes and Jews were important to the war effort.
C. Seuss felt Negroes and Jews were being treated unfairly by employers.
D. Seuss felt it was time to sacrifice Negroes and Jews to further the war effort.
15. Which is true about Jim Crow?
A. Jim Crow laws applied strictly to Negroes.
B. Jim Crow laws were intended to protect minorities.
C. Jim Crow laws eliminated racism in America.
D. Jim Crow laws were used to discriminate against minorities in America.
[pic]
This cartoon by Thomas Nast was published in Harper’s Weekly on January 24, 1863. It’s caption reads, “The Emancipation of Negroes, January, 1963 – the past and future.” On the left are the horrors of slavery of the past – heartless slave auctions, the division of families and brutal punishment of slaves. On the right are the benefits of emancipation – liberty, public education and paid employment.
16. Thomas Nast viewed the Emancipation Proclamation as __.
A. An injustice for slave owners.
B. An event that slave families would not welcome.
C. An opportunity for women to gain the right to vote.
D. An opportunity for slave families to be reunited with the benefits of life in the United States.
Drawing Conclusions and Bias
Both photographs below, taken by Ansel Adams at Manzanar, are part of his “Great Injustice Series” of photographs.
[pic]
17. In February 1942, President Franklin Roosevelt signed Executive Order 9066, ordering the internment (confinement) of 120,000 people of Japanese descent; 2/3rds were American citizens. The main reason for having these people confined was the frenzy of the American public against Japan after the attack on Pearl Harbor. This photograph of the Manzanar Japanese Relocation Center was taken in 1943. Based on an examination of the photograph, what conclusion can be drawn?
A. The photograph was most likely taken in a Northern state.
B. The area the Japanese Americans were held in was very desolate.
C. The photograph was taken on a Sunday.
D. The climate of the area is most likely cool and humid.
[pic]
19. What does the word “suffrage”
refer to on this map?
A. the right to vote
B. the right to hold a job
C. the right to attend a
university
D. the right to hold public
governmental office
20. Based on the map above, which
region of the nation was most
supportive of women’s
suffrage before the passage of
the 19th Amendment?
A. The northeastern US
B. The southern US
C. The western US
D. The states of the
original 13 colonies
Infer Relationships and Make Generalizations
|Resource |North |South |
|Population |71% |29% |
|Railroad Mileage |72% |28% |
|Iron and Steel Production |93% |7% |
|Farms |65% |35% |
| | | |
Making A Prediction
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24. The man holding the book has “The White American” written on his back. Based on an examination of the cartoon, what action would the cartoonist most likely support?
A. Acceptance by all people that there really is no difference between Negroes and Whites.
B. Implementation of Jim Crow Laws throughout America that would keep Blacks as 2nd class citizens or as close to the condition of slavery as possible.
C. Increased membership in the Ku Klux Klan.
D. Passage of the 19th Amendment.
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The King refused colonists the right to petition for a redress of grievances, and often punished them for asking.
1861 1861 1862 1863 1864 1865
Commander David Emancipation Lincoln delivers Abraham Lincoln Lee
Farragut captured Proclamation the Gettysburg reelected surrenders
New Orleans issued Address at Appomattox
The King quartered his troops in the colonists’ homes without their consent.
The King deprived some colonists of a trial by jury.
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23. The sign over the entry in this Dr. Seuss cartoon reads “Negro Job Hunters Enter Here.” Based on an examination of the cartoon, what action would the cartoonist most likely support?
A. Acceptance by all people that there really is no difference between Negroes and Whites.
B. Implementation of Jim Crow Laws throughout America.
C. Increased membership in the Ku Klux Klan.
D. Fair treatment of Negro job seekers.
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22. What generalization about the period just prior to the Civil War can best be supported by the information given in the chart above?
A. the North had a stronger government than the South.
B. the North was smaller than the South.
C. the South was more highly industrialized than the North.
D. the North was more highly industrialized than the South.
21. One inference that can be made from the information given in the chart above is that just prior to the Civil War __.
A. the North could raise an army five times larger than that of the South.
B. the South was economically stronger than the North.
C. the South was poorly equipped to fight a war against the North.
D. the South was more industrialized than the North.
18. Taking into consideration where the girls are, why they are there and the title of Adams’ series, which of the following, would you conclude, best describes Adams’ reason for taking the photograph?
A. neutral
B. angry
C. sympathetic
D. prejudiced
1773
Boston Tea Party
1764
Sugar Act
?
1770
Boston Massacre
1765
Stamp Act
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