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Name: _______________________________________________________________

CIVICS REVIEW PACKET

DIRECTIONS: Complete each review activity before answering the multiple choice questions.

Civics 2a: Review Activity

Civics 2a: Students will examine and analyze the extra-Constitutional role that political parties play in American politics

Watch the NBC Learn Clips and then answer the questions below.

President Obama Returns to Whitehouse as Political Battle Lines are Drawn – January 4, 2011



Senator Spector Switches Parties – April 28, 2009



Ross Perot Believes He Can Lead Third Party Movement – October 24, 1995



1. How do political parties help organize the government?

2. How do political parties encourage participation in government?

3. What role does third party politics play in the US?

4. Why would voting for presidents and congressional representatives be more difficult if political parties were not allowed?

Civics 2a: Sample Questions

Civics 2a: Students will examine and analyze the extra-Constitutional role that political parties play in American politics

1. Which of the following functions is not a function of political parties in the United States?

a. Informing the public about critical issues

b. Organizing diverse interests within society

c. Mobilizing voters and getting them to the polls

d. Establishing the rules governing campaign funding

2. In what important way are political parties different from interest groups?

a. They try to influence Congress.

b. They raise money for candidates.

c. They field candidates for public office.

d. They have a set of beliefs that they pursue.

3. Which of these explains a difference between political parties and interest groups?

a. Political parties evaluate government policy; interest groups set government policy.

b. Political parties influence laws; interest groups ratify laws.

c. Political parties address many issues; interest groups usually focus on one issue.

d. Political parties support candidates; interest groups nominate candidates.

4. Political parties have many functions. Election campaigns serve many purposes except which of the following?

a. Informing the public about political issues.

b. Nominating candidates for election.

c. Selecting federal cabinet members.

d. Determining a party platform.

5. Why do the Democrat and Republican parties dominate in America but democracies of other countries have more?

a. The two party system has roots in our history.

b. With three parties there cannot be a majority.

c. The Constitution only allows for two parties.

d. No other parties have ever been in control.

6. How might political parties provide a bridge between the people and government? Explain your answer.

2 - This response gives a valid explanation and an accurate explanation.

1 - This response gives a valid answer/reason and an inaccurate or missing explanation.

0 - Inaccurate response

Possible explanations:

Unifying function

Blunting tensions

Act as special interest group

Marginalizing extremism

Encouraging compromises

7. Most voters register as either a Democrat or a Republican. While most voters identify with a political party, they do not always vote for candidates from that political party. Why might a registered voter cast their ballot outside of their political party? Explain your answer.

2- This response gives a valid factor and a valid explanation.

1 - This response gives a valid factor and an invalid or missing explanation.

0 - Inaccurate response.

Possible explanations:

Identification with 3rd party (political ideologies), Lack of information, Current events

Cultural values (religion, individual prejudice)

Civics 2b: Review Activity

Civics 2b: Students will understand that the functioning of the government is a dynamic process that combines the formal balances of power incorporated in the Constitution with traditions, precedents, and interpretations that have evolved over the past 200 years

Watch the video clips from NBC Learn and then answer the questions below.

Supreme Court Expands Reach of Eminent Domain – June 23, 2005



Communities Fight Back Against Supreme Court Decision on Eminent Domain – July 22, 2005



1. What has the trend of applying eminent domain been over time?

2. What role have the legislative and judicial branches played in the issue of eminent domain?

3. How might the state legislatures and political parties impact the trend in eminent domain cases?

Civics 2b: Sample Questions

Civics 2b: Students will understand that the functioning of the government is a dynamic process that combines the formal balances of power incorporated in the Constitution with traditions, precedents, and interpretations that have evolved over the past 200 years

Use the passage to answer question 1 below

|He [King George III] has forbidden his Governors to pass Laws…till his Assent [approval] should be obtained. --Declaration of Independence |

1. The colonial grievance above was resolved by the portion of the U.S. Constitution that gives Congress the power to –

a. override a presidential veto with a two-thirds majority vote in both houses

b. regulate trade with foreign nations and among the states

c. raise and support armies for national defense

d. establish lower federal courts to operate under the U.S. Supreme Court

2. Which of the following is an example of Constitutional change enacted during Reconstruction?

a. The Bill of Rights

b. The 19th Amendment

c. The 15th Amendment

d. The Dred Scott decision

3. What is the purpose of giving federal judges lifetime appointments?

a. To protect them from control by elected officials

b. To attract people with experience to the job

c. To guarantee that states retain their powers

d. To protect the wishes of the majority of citizens

4. . Which of the following shows how the United States government functions in a dynamic way?

a. The guarantee of two votes per state in the Senate.

b. The role that parties play in the American political system.

c. The requirement that candidates for President be native-born.

d. The manner in which members of the House of Representatives are elected.

Use the passage to answer question 5 below.

|“Absolute power, or governing without laws, can neither of them be consistent with the ends of society and government?” John Locke |

5. Identify one way the American system of government is designed to prevent “absolute power” OR “governing without laws”. Explain your answer.

2 – This response gives a valid power of government and an accurate explanation.

1 – This response gives a valid power of government with an inaccurate or missing explanation.

0 - Inaccurate response

Sample responses:

checks and balances

Separation of powers

Voting

Written Constitution

Passing a law

6. What is the effect of term limits on elected officials? Explain your answer.

2- This response gives a valid effect and an accurate explanation.

1 - This response gives a valid effect and an inaccurate or missing explanation.

0 - Inaccurate response.

Sample response:

Working for people ( instead of reelection

Negative effect ( great official

Good effect ( bad official

7. Although there are formal, constitutional limitations on the power of the presidency, there are also informal controls on presidential powers. How is the power of the president limited through informal controls? Explain your answer.

2- This response gives a valid informal control and an accurate explanation.

1 - This response gives a valid informal control and an inaccurate or missing explanation.

0 - Inaccurate response.

Sample Response:

Media – a newspaper printing a story about the president misleading the public (for example during war time)

Public Approval - a president with strong public support could have more influence in getting Congress to follow him whereas a president with less public support could have a harder time getting Congress to follow him

Partisan Politics (Political Parties) -

Interest Groups -

Congressional Investigations -

NAME: _______________________________________

ECONOMICS REVIEW PACKET

Economics 1a: Review Activity

Economics 1a: Students will demonstrate how individual economic choices are made within the context of a market economy in which markets influence the production and distribution of goods and services

Watch the video clip from NBC Learn and then answer the questions below.

Peanut Butter No Longer a Cheap Treat – October 30, 2011



1. Based on the news clip you just watched, explain the change in the market for peanut butter. You should use both a supply and demand graph and a description of the graph in your answer. Be sure to label the supply line(s), demand line(s), equilibriums, equilibrium prices, and equilibrium quantities.

2. How might sandwich complements, such as jelly and fluff, be affected by this change?

3. How might protein substitutes, such as tuna, beans, or tofu, be affected by this change?

4. What would happen if the government tried to control prices using a price ceiling? Draw a graph below to show what might happen. Be sure to label all parts of the graph and include a description of what your graph shows.

Economics 1a: Sample Questions

Economics 1a: Students will demonstrate how individual economic choices are made within the context of a market economy in which markets influence the production and distribution of goods and services

Use scenario to answer question 1 below.

|As you sit in traffic during rush hour, a discussion on talk radio arouses your interest. |

|“Tax traffic and ease gridlock! Our guest today wants to ease the traffic congestion that threatens to choke our cities. He advocates that |

|localities tax rush hour driving on busy routes at higher rates than less crowded or off-hour times. The system would collect money by |

|utilizing electronic tollbooth scanners that would deduct tolls from prepaid smart cards installed on cars' dashboards. Your taxes would vary |

|depending on where and when you drove.” |

1. What is the major goal of this tax?

A) Change behavior by changing incentives.

B) Reduce the overall tax burden on society.

C) Increase revenue for the city government.

D) Encourage more use of available resources.

The graph below shows the supply and demand for agricultural products over the past 30 years. Use the graph to answer question 2 below.

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2. What may have caused the change in the agricultural market?

A) World-wide droughts

B) A decline in population

C) Technological improvements in farming

D) Decrease in the amount of land available for farming

3. In a pure market economy, how are production and distribution decisions for goods and services determined?

A) Buyers and sellers make the production and distribution decisions.

B) Government makes production and distribution decisions.

C) Traditions determine production and distribution decisions.

D) D. Advertising determines the production and distribution decisions.

4. Auto dealers begin to offer new cars for sale with no down payment required and an interest rate of 0 percent. Which of the following is most likely to occur?

A) Sales of new cars will decrease.

B) More consumers will buy new cars.

C) More people will use public transportation.

D) Prices of used cars will increase.

5. Which of the following best explains the decline in price for washing machines from 1920-1970?

A) lower consumer demand

B) higher tariffs

C) technological improvements

D) lower percentage of women who work outside the home

Use the graph to answer questions 6 and 7 below.

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6. Suppose that the government set the price of chocolate at $6 per pound. Which of the following statements best describes an effect of this price control?

A) There would be a surplus of 40 pounds of chocolate.

B) Less chocolate would be demanded at $4 than at $6.

C) Producers of chocolate would want the price set at $4.

D) There would be a shortage of 20 pounds of chocolate.

7. If the government removes the price control of $6, what will be the price and quantity sold of chocolate?

|Price |Quantity Sold |

| |(in pounds) |

|$6 |40 |

|$5 |60 |

|$5 |100 |

|$4 |80 |

Economics 2a: Standard

Economics 2a: Students will develop an understanding of how economies function as a whole, including the causes and effects of inflation, unemployment, business cycles, and monetary and fiscal policies

Key Vocabulary:

• Inflation

• Unemployment

• Business cycle

• Monetary policy

• Fiscal policy

• Real purchasing power

Key Ideas:

• There are four parts to any business cycle: peak, recession, trough, expansion

• In a business cycle there is instability marked by periods of unemployment and inflation

• Unemployment is categorized by observing five different causes:

o cyclical unemployment

o structural unemployment

o frictional unemployment

o seasonal unemployment

o technological unemployment

• Inflation is defined as an increase in the overall level of prices and affects consumers, producers and government differently.

|Gainers |Losers |

|Borrowers |Savers |

|Those whose income rises faster than inflation |Those with fixed income |

|Owners of assets that rise in value faster than inflation |Creditors |

• Monetary Policy

o Federal Reserve System

o Goals: economic growth, full employment, price stability

o Tools: reserve requirements, discount rate, federal funds rate target, open market operations

• Fiscal Policy

o Executive and Legislative branches

o Goals: economic growth, full employment, price stability

o Tools: taxes, expenditures (spending)

• Modern and historical contexts

• Predict the outcome of a market event: raise/lower interest rates, raise/lower discount rate. Under what circumstances does the Fed enact which measures?

• Who wins and who loses in an inflationary economy?

• Key benchmark terms: Business Cycle, Inflation, Purchasing Power, Monetary Policy, Fiscal Policy, Discount Rate

Economics 2a: Review Activity

Economics 2a: Students will develop an understanding of how economies function as a whole, including the causes and effects of inflation, unemployment, business cycles, and monetary and fiscal policies

Go to the following website to play “So You Want to be in Charge of Monetary Policy?” a game about how the Federal Reserve controls monetary policy.



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On a seasonally adjusted basis, the CPI-U increased 0.3 percent in September after increasing 0.4 percent in August. The index for all items less food and energy rose 0.1 percent in September after increasing 0.2 percent in August.

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Nonfarm payroll employment edged up by 103,000 in September, and the unemployment rate held at 9.1 percent. The increase in employment partially reflected the return to payrolls of about 45,000 telecommunications workers who had been on strike in August.

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Real gross domestic product increased at an annual rate of 2.5 percent in the third quarter of 2011 according to the "advance" estimate released by the Bureau of Economic Analysis. In the second quarter, real GDP increased 1.3 percent.

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The FOMC decided to keep the target range for the federal funds rate at 0 to 1/4 percent and currently anticipates that economic conditions--including low rates of resource utilization and a subdued outlook for inflation over the medium run--are likely to warrant exceptionally low levels for the federal funds rate at least through mid-2013. The FOMC also decided to purchase up to $400 billion of long-term securities and sell short-term securities in order to "put downward pressure on longer-term interest rates and help make broader financial conditions more accommodative."

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1. Look at the diagram of the business cycle. What part of the business cycle do you think the US Economy is currently in? Explain your answer with specific pieces of evidence from the graphs and data on the previous pages.

2. Considering your answer to question number 1, what tool might the Federal Reserve use to help the economy? Explain how the tool you chose would impact the economy.

3. Considering your answer to question number 1, How might Congress use the ability to tax and/or spend to respond?

Economics 2a: Sample Questions

Economics 2a: Students will develop an understanding of how economies function as a whole, including the causes and effects of inflation, unemployment, business cycles, and monetary and fiscal policies

1. Which of the following economic measures is most likely to decline when the economy is healthy?

A) The consumer price index.

B) The unemployment rate.

C) Industrial production.

D) Retail sales.

2. Lowering income tax rates will most likely increase

A) consumer spending.

B) government spending.

C) the unemployment rate.

D) personal bankruptcies.

3. Which of the following is a policy tool of the Federal Reserve?

A) Raising or lowering income taxes

B) Increasing or decreasing unemployment benefits

C) Buying or selling government securities

D) Increasing or decreasing government spending

4. An increase in the rate of inflation will result in a decrease in which of the following?

A) Federal and state income taxes

B) The purchasing power of money

C) The level of prices

D) Interest rates

5. What is most likely to happen when consumers increase their purchases of goods and services?

A) Businesses will increase production, and workers will receive more income.

B) Businesses will increase production, and workers will receive less income.

C) Businesses will decrease production, and workers will receive more income.

D) Businesses will decrease production, and workers will receive less income.

6. Which of the following fiscal policy combinations would a government most likely follow to stimulate economic activity when the economy is in a severe recession?

A) Increasing both taxes and spending

B) Increasing taxes and decreasing spending

C) Decreasing taxes and increasing spending

D) Decreasing both taxes and spending

7. Which of the following groups would most likely be hurt financially by unexpected inflation?

A) People who are borrowing money at fixed rates of interest

B) Purchasers of land who are speculating on price increases

C) Retirees who are living on a fixed income

D) Workers with a cost-of-living adjustment clause in their contracts

Name: _____________________________________________________

GEOGRAPHY REVIEW PACKET

Geography 1a: Standard

Geography 1a: Students will identify geographic patterns that emerge when data is mapped and analyze mapped patterns through the application of such common geographic principles such as “hierarchy,” “accessibility,” “diffusion,” and “complementarity”

Key Vocabulary:

• Geographic patterns

• Emerge

• Hierarchy

• Accessibility

• Diffusion

• Complementarity

Key Ideas:

• analyze mapped information and offer explanations for the patterns identified

• it should be recognized that often the principles work together and need not be viewed independently.

• Geographic Principles:

• Hierarchy involves the observation that patterns at one scale are often connected to patterns at a different scale. Examples: how news is disseminated, disease spreads

• Accessibility is a measurement of how easily one place can be reached from all others.

• Diffusion embodies the idea that while maps may be static representations of geographic behavior, in reality both the physical and human worlds are constantly changing. There are at least three types of diffusion patterns identified by geographers:

o expansion diffusion, where, for example, the spread of a disease moves from its point of origin by direct contact through a population

o relocation diffusion, where the diffusion path leapfrogs over intervening points – an example might be the spread of recent refugees from Bosnia to Utica, New York;

o hierarchical diffusion, where information spreads through a hierarchy of settlements.

• Complimentarity addresses the likelihood that two places will interact in some way.

• Modern and historical contexts

• Interpret mapped data: Why is X the best location for activity Y? Why did event A take place where it did? In what way is settlement A similar to settlement B?

• Key benchmark terms: Hierarchy, Accessibility, Diffusion, Complementarity. Students should be able to identify which of these terms explains a particular phenomenon.

Geography 1a: Review Activity

Geography 1a: Students will identify geographic patterns that emerge when data is mapped and analyze mapped patterns through the application of such common geographic principles such as “hierarchy,” “accessibility,” “diffusion,” and “complementarity”

1. Read the definition below. Which of the geographic principles is being described? Explain your choice using an example.

In order for trade to take place, there has to be a surplus of a desired product in one area and a shortage or demand for that same product in another area: the greater the distance, between trip origin and trip destination, the less likelihood of a trip occurring and the lower the frequency of trips.

2. The map below shows the growth of Wal-Mart locations from 1962 through 1990. Which of the geographic principles best describes the growth of Wal-Mart locations? Use specific evidence/examples from the map in your answer.

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3. The map below shows office locations and communications channels for those offices. Why do you think the communication lines are drawn the way they are? Explain your answer using at least one of the geographic principles as well as specific evidence from the map.

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4. The map below shows the location of the Christiana Mall. Why do you think the mall is located here? Explain your answer using one of the geographic principles as well as specific evidence from the map.

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5. The map below shows settlements, volcanoes and districts on the Big Island in Hawai’i. Why do you think the boundaries for the districts were drawn this way? Explain your answer using one of the geographic principles as well as specific evidence from the map.

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6. Below are three maps that show examples of city planning. The first map is Medieval Paris, the second map is Plymouth Plantation, and the third map is a settlement along the Batiscan River in Canada in the late 1600s. Pick one of the maps and describe which geographic principle was most important to the town/city planners, use specific examples from the map to defend your answer.

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Geography 1a: Sample Questions

Geography 1a: Students will identify geographic patterns that emerge when data is mapped and analyze mapped patterns through the application of such common geographic principles such as “hierarchy,” “accessibility,” “diffusion,” and “complementarity”

Use the diagram to answer question 1 below.

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1. Which geographic principle is best illustrated by the Columbian Exchange?

A) hierarchy

B) accessibility

C) diffusion

D) complementarity

Use the map of the Italian Colonial Empire in 1940 to answer question 2 below.

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2. Which geographic principle is best illustrated by the Italian colonial Empire in 1940?

A) hierarchy

B) accessibility

C) diffusion

D) complementarity

Use the chart that shows a partial Hierarchy of Places to answer question 3 below.

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3. Which place will best complete the pattern suggested in the chart?

A) Washington, D.C.

B) New Castle

C) Delaware

D) Lewes

Use the map to answer question 4 below.

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4. The movement of what international product is shown on the map?

A) oil

B) weapons

C) spices

D) cars

5. In the mid-nineteenth century, before railroads were constructed, people in the United States transported commercial materials, such as timber and coal, over long distances primarily by means of

A) rivers and canals

B) turnpikes and freeways

C) pack horses and mule trains

D) ox carts and Conestoga wagons

Use the maps to answer question 6 below.

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6. Analyzing the above data, what is one concern that the U.S. government needs to prepare for in the future?

A) Increasing need for public schools.

B) Increasing need for social security.

C) Decreasing need for public housing.

D) Decreasing need for health care.

Use the graph to answer question 7 below.

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7. Based on the graph, what is the probable place of origin for the largest number of Hispanic people in the United States?

A) Cuba

B) Puerto Rico

C) Mexico

D) Dominican Republic

Geography 3a: Standard

Geography 3a: Students should understand the processes that result in distinctive cultures, economic activity, and settlement form in particular locations across the world

Key Vocabulary:

• Geographic processes

• Culture

• Economic activity

• Settlement

Key Ideas:

• The nature of places. Places may be defined as locations with character.

• Culture or nature of a place, changes over time.

• Over time the culture diversity of a place can diminish especially through technological advancements in communication and transportation.

• The differences in agriculture and industry in different parts of the world are dependent upon the processes that helped develop those industries.

o In general, agriculture is more intensive (yields per acre are higher) closer to the market and extensive (yields per acre are lower) farther away.

o Distance also affects the location of industry. Other factors such as available labor, cost of electricity, type of living conditions and tax incentives all play their part in the location of industry.

• Places display particular arrangements (settlements) of form or built environment:

o American cities adopted the grid-iron street plan

o European medieval cities reflect no prior planning

o Islamic cities display a focus on points (the bazaar, the mosque), buildings are surrounded by high walls that extend to the edge of property lines, and streets are leftover spaces without order or organization.

• Modern and historical contexts

• May require specific historical knowledge about human migrations and the spread of culture (religion, language, etc)

• Key benchmark terms: Culture, economic activity, settlement form

Geography 3a: Review Activity

Geography 3a: Students should understand the processes that result in distinctive cultures, economic activity, and settlement form in particular locations across the world

Watch the NBC Learn clip and then answer the questions below.

Fast Food Comes to China – February 11, 2007



The map on the next page shows fast food and Starbucks locations around the world as well as sales and sourcing for Starbucks resources. Use the video clip as well as the map to answer the following question.

1. How have McDonalds and Starbucks influenced cultural changes over time? Explain your answer with specific examples from the video clip and map. You may also find it useful to reference one or more of the geographic principles from Geography Standard 1a.

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Geography 3a: Sample Questions

Geography 3a: Students should understand the processes that result in distinctive cultures, economic activity, and settlement form in particular locations across the world

Use the map to answer question 1 below.

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1. What geographic factor best explains the location of large cities shown on the map in the region from Boston to Baltimore?

A) Access to large airports

B) Favorable climatic conditions

C) Availability of mineral resources

D) Proximity to good natural harbors

2. Which statement is true about the economies of most developing countries?

A) Their exports are often limited to a few agricultural products or raw materials.

B) They produce a wide variety of high-technology goods.

C) Their imports are often limited to manufactured goods.

D) Their manufacturing sectors are usually well developed.

3. Which of the following is most likely to be found in the central business district of a city?

A) Automobile dealerships

B) A steel mill

C) An office tower

D) Single-family homes

4. Which of the following is the best explanation for the large Asian-American population in the Pacific Northwest?

A) economic opportunities for Asian immigrants

B) open-door immigration policies

C) Chinese colonization in the 17th and 18th centuries

D) wet climate similar to the Asian continent

Use the map to answer question 5 below.

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5. Two train cars of coal and one train car of iron ore were needed to produce one batch of steel. On the basis of the information in the map, how did Pittsburgh's location contribute to its development as a major steel-producing city?

A) It was located near a large concentration of iron ore.

B) It was located between New York and Detroit.

C) It was located on a major national road.

D) It was located near vast coal resources.

Use the map to answer question 6 below.

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6. Examine the map to answer the following question. Which Indian culture would not be dependent on food from the sea?

A) California

B) Great Plains

C) Southeast

D) Northwest Coast

History 1a: Standard

History 1a: Students will analyze historical materials to trace the development of an idea or trend across space or over a prolonged period of time in order to explain patterns of historical continuity and change

Key Vocabulary:

• Historical materials

• Historical continuity

• Historical change

Key Ideas:

• Chronology is a tool to organize historical materials.

• The limitations of chronology come from its seamlessness.

• Apply history to daily adult life as a citizen by analyzing contemporary issues.

• Tracing an idea or trend over a time span or over a space is easier than explaining the resulting pattern of continuity and change.

• Try the reverse: show the pattern and have the students explain how it sheds light on the evolution of that trend or idea.

• Other examples of this benchmark in history are the following:

o What factors explain the migration within the United States of population from the Frostbelt or Rustbelt to the Sunbelt? Were the attractions of retirement communities the only explanation?

o In the years prior to the Civil War, industrialization created a separation between work and the home. Increasingly one worked away from where one lived. As incomes rose for a segment of the population, a self-identified grouping merged, the middle class, with created cultural and social and family characteristics. This gradual change in social status has long captivated historians because it requires research in non-traditional records. One does not go to the national archives to research family history on a large scale.

o Notice also the slow emergence of new consumer groups. Teenagers did not suddenly appear in the 1950s. What happened was that business (Hollywood and the record industry, primarily) discovered the existence of a new and large group of consumers and catered to, or created, depending on how cynical your viewpoint is, their subculture, sometimes reflecting their culture and sometimes creating their culture. American Bandstand was the forerunner of MTV, from one show in the afternoon to whole channels now!

• Historical contexts 1850- present day

• Requires specific historical knowledge of major events and trends in US History

• Analyze graph and identify reason for trend

History 1a: Review Activity

History 1a: Students will analyze historical materials to trace the development of an idea or trend across space or over a prolonged period of time in order to explain patterns of historical continuity and change

Use the map from the 2010 Census to answer the questions below.

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1. What changes in population do you see over the past ten years?

2. What patterns or trends can you see in the map?

History 1a: Sample Questions

History 1a: Students will analyze historical materials to trace the development of an idea or trend across space or over a prolonged period of time in order to explain patterns of historical continuity and change

Use the charts to answer question 1 below.

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1. According to the charts above, how did immigration to the United States change from 1854 to 1907?

A) The total number of immigrants declined.

B) The percentage of immigrants from Germany remained steady.

C) The percentage of immigrants from southern and eastern Europe increased.

D) The percentage of English-speaking immigrants increased.

2. In the early 20th century, what was the primary cause of the large-scale migration of African American out of the rural South?

A) Supply of new housing in the suburbs

B) Opportunities for jobs in northern factories

C) Availability of cheap land on the western frontier

D) Absence of racial discrimination in northern state

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3. Which of the following statements best explains the trend shown in the graph above?

A) The demand for food decreased over time

B) The U.S. birth rate declined over time

C) U.S. farms became less productive because of soil overuse

D) U.S. farms became increasingly mechanized

| | |

|1879 |Congressional legislation enables Belva Lockwood to become the first woman admitted to try a case before the Supreme |

| |Court |

| | |

|1920 |The 19th Amendment is ratified |

| | |

|1947 |The U.S. Supreme Court rules that women are equally qualified with men to serve on juries |

| | |

|1968 |Executive Order 11246 prohibits sex discrimination by government contractors |

| | |

|1972 |Congress passes Title IX, which prohibits sex discrimination in education programs that receive federal funding |

4. Which of the following statements best explains the trend shown in the timeline?

A) The United States was founded on principles of equality between men and women.

B) Women achieved legal equality with men with the passage of the 19th Amendment

C) Women’s rights were primarily addressed by laws at the local level

D) Women’s rights expanded through legal actions by all three branches of the federal government

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5. Which of the following statements best explains the trends shown in the graphs?

A) Labor shortages and expansion of industry led to rising wages.

B) The Second World War did not improve the employment problems of the Great Depression

C) Strains on the economy during wartime led to recession

D) Fighting in World War II had a negative effect on U.S. manufacturing output

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6. What is the most likely explanation for the change shown in the pie charts above?

A) Civil rights for African Americans steadily increased after the Civil War

B) Most African American males moved out of Louisiana in the early 20th century

C) New laws made it difficult for African Americans to vote in the South

D) African Americans lost interest in politics in the early 20th century

7. What pattern do these headlines demonstrate?

A) Membership in groups considered subversive increased during the 20th century

B) Fear of communist activities prompted government action

C) Legal protections for the accused expanded during the 20th century

D) Communism was not seen as a political threat after the Second World War

History 2a, 2b: Standard

History 2a: Students will develop and implement effective research strategies for investigating a given historical topic.

History 2b: Students will examine and analyze primary and secondary sources in order to differentiate between historical facts and historical interpretations.

Key Vocabulary:

• Implement

• Primary sources

• Secondary sources

• Fact

• Interpretation

Key Ideas:

• Ultimately every conclusion by a historian rests upon the documentary evidence; if it doesn’t, it is fiction.

• Teachers should ask students to:

o develop research strategies

o examine the difficulties inherent in some research.

• A citizen needs to ask questions of the person who advocates a particular position:

o Where did they get their information?

o What factors influenced their point of view?

o How much is based on facts and how much is based upon interpretation?

• A person reading the historian’s account must be aware that it is interpretation.

• Historical contexts 1850- present day

• Modern and historical contexts

• Students should know what types of information can be found in various sources: Atlases, Biographies, Memoirs, Government documents, U.S. Census Bureau, etc.

History 2a, 2b: Review Activity

History 2a: Students will develop and implement effective research strategies for investigating a given historical topic.

History 2b: Students will examine and analyze primary and secondary sources in order to differentiate between historical facts and historical interpretations.

Read the newspaper headline and article exerpt below, then answer the questions to evaluate this source.

Cubans fire on Airplanes Taking Photos

Washington (AP) – The Defense Department warned Cuba Saturday that any interference with American surveillance craft will be met with counter action. “Surveillance will be enforced,” Asst. Secretary of Defense Arthur Sylvester said.

He did not say what counter action would be used. Sylvester appeared at a news conference several hours after Havana radio reported that Cuban antiaircraft artillery had driven off unidentified intruding airplanes.

Sylvester said he was not prepared to make any comment on the Havana report.

However, the Defense Department’s information chief said that so far as he knew no Americans had been injured in surveillance operations which are carried out largely by camera-armed aircraft.

It is through continuous aerial observation that the United States has been able to keep an eye on the progress of work on offensive missile bases in Cuba and other military installations he said.

The official (Cuban) radio, monitored here, read an armed forces ministry communique saying that the batteries “drove off unidentified warplanes flying over wide areas of eastern Cuba today.”

The communique added, “The Cuban armed forces are in a maximum state of alert and prepared for all eventualities.” The communique was signed by the Joint Chiefs of Staff.

The communiques said the war planes “penetrated deeply.” It said antiaircraft batteries went into action at 10:37 am Cuban time. There was no mention of results.

“The Cuban armed forces are on maximum alert,” the communique said, “and ready to defend the sacred rights of the fatherland.”

History 2a, 2b: Sample Questions

History 2a: Students will develop and implement effective research strategies for investigating a given historical topic.

History 2b: Students will examine and analyze primary and secondary sources in order to differentiate between historical facts and historical interpretations.

1. Which of the following would be the best primary source for historians investigating the effects of the Dust Bowl on farmers in the Midwest?

A) A 1935 report by the Soil Conservation Service

B) A documentary on the Dust Bowl produced by the History Channel

C) A tractor produced by Ford Motor Company in 1930

D) A diary of a Midwestern farmer written in 2011

2. In the 1930s, the Tennessee Valley Authority funded construction of electric power plants in the Tennessee River Valley states. Which research question would not help historians to determine the success of this government project?

A) How many homes and businesses were electrified by the TVA?

B) How do dams use water to generate electricity?

C) What was the environmental impact of the TVA?

D) How did electrification affect daily life in the Tennessee Valley?

The following is an excerpt from Winston Churchill’s “Iron Curtain Speech,” 1946.

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3. For what purpose was this speech written?

A) to promote friendly relations between the United States and the Soviet Union

B) to defend the United States and its European allies from Nazism

C) to describe the cultural achievements of cities in Eastern Europe

D) to encourage western unity in response to the Soviet threat

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4. Why would Source A be a better source for researching U.S. immigration policies in the late 19th century?

A) Source B does not address immigration

B) Source B is only one man’s view of immigration

C) Source B is not from the late 19th century

D) Source B is a secondary source

5. What research question would make the best use of Source B?

A) How did immigration affect life in New York City?

B) Why did the Irish immigrate to the United States?

C) How did emigration affect European countries?

D) Why did Chinese immigrants move to California?

Imagine that you are researching the internment of Japanese-Americans during the Second World War. You have the following sources available to you:

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6. Which two sources would show similar attitudes about the wartime threat posed by Japanese-Americans in western states?

A) A and C

B) A and D

C) C and D

D) A and B

7. Which source would be most helpful in answering the research question: How did Japanese-Americans experience internment?

A) A

B) B

C) C

D) D

8. A historian is researching the Cuban Missile Crisis. Which source would contain more historical facts than historical interpretation?

A) a speech by Soviet Premier Nikita Khrushchev

B) a critique of the Castro regime written by Cuban exiles in Florida

C) a political cartoon published in the New York Times

D) a photograph of Cuba taken by a U-2 spy plane

Imagine that you are researching industrialization in the United States in the late 19th and early 20th centuries. You have the following resources available to you:

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9. Which of these sources would contain more historical fact than historical interpretation?

A) A

B) B

C) C

D) D

10. Which of these sources would be most helpful in researching American attitudes toward immigrant labor?

A) A

B) B

C) C

D) D

11. Which of these sources would most likely support the historical interpretation that industrialists were “captains of industry” who helped the U.S become a great economic power?

A) A

B) B

C) C

D) D

These are photographs taken by Lewis Hines, 1908-1912:

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12. These primary sources would most likely support which historical interpretation of industrialization in the U.S.?

A) Industrialization exploited the labor of children

B) Industrialization improved the quality for life for Americans

C) Industrialization was based on innovations in textile production

D) Industrialization improved educational opportunities for children

History 3a: Standard

History 3a: Students will compare competing historical narratives by contrasting different historians’ choice of questions, use and choice of sources, perspectives, beliefs, and points of view, in order to demonstrate how these factors contribute to different interpretations

Key Vocabulary:

• Competing historical- narratives

• Contrast

• Perspective

• Beliefs

Key Ideas:

• A historian gathers factual information from all kinds of sources and then weaves it into a story, a narrative.

• Standard Three deals with what historians do – what influences them, what difficulties they encounter, and how historians look at what other historians write.

• Historic means important or well known in history. A historic account is an event in history that is worth remembering.

• Historical means relating to or connected with history as a discipline or events in history as a historian deals with them. The standards use “historical” and the phrase “historical accounts.”

• A student can discover for himself that history is interpretation by assessing:

o a historian’s choice of questions

o his choice of sources

o his point of view, etc.

o It is not what is the point of view, but how does a narrative show a point of view.

• The key question is: “What factors contributed to this historian’s conclusion and how did these factors contribute to this historian’s conclusions?”

• Never read a historical narrative without asking, what did this observer bring to his or her writing – what attitudes, what judgments, what background, what values?

• Point of view asks the question – where is this historian coming from? What is the historian’s nationality, race, gender, age, and personal background? How might these factors have played a role in determining that historian’s conclusions or the research questions that guided historical investigation?

• When this standard is fully mastered, a student is ready to apply it in his/her daily adult life as a citizen by being aware that all written accounts flow from a person who sat down to write that account and brought with him/her a collection of personal influences and perspectives.

• Historical contexts 1850- present day

• Students should understand why historical interpretations change over time and how certain time periods influence historians.

History 3a: Review Activity

History 3a: Students will compare competing historical narratives by contrasting different historians’ choice of questions, use and choice of sources, perspectives, beliefs, and points of view, in order to demonstrate how these factors contribute to different interpretations

The following passages represent two different historian’s perspectives on Japanese Internment during World War II. The first was written in 1947 and the second was written in 1995. Read the passages and answer the questions below.

Passage A: Published in 1947

World War II found less suppression of divergent views than had World War I. The one great restriction of personal liberties was the movement of people of Japanese ancestry from the Pacific Coast to the interior. The great majority of Americans were but little limited in expressing their views. The Supreme Court was Liberal. The office of War Information (OWI) was concerned most largely with foreign propaganda. A director of Censorship prepared a code that was accepted voluntarily by the newspapers, although they could hardly refuse as long as the government controlled most of the sources of news. Reports from the war fronts were censored by the Army and Navy.

Passage B: Published in 1995

The war brought suffering to many Japanese Americans. Most Japanese Americans lived on the West coast or in Hawaii. Many of those on the West Coast were successful farmers and business people. For years, they had faced prejudice, in part because of their success.

After Pearl Harbor, many people on the West Coast questioned the loyalty of Japanese Americans. Japanese Americans, they said, might act as spies and help Japan invade the United States. No evidence of disloyalty existed. Yet the President agreed to move Japanese Americans to inland camps set up by the Wartime Relocation Agency (WRA). About 120,000 Japanese Americans lived in crowded barracks behind barbed wire. Most were American citizens. They could not understand why they were singled out for such treatment. German Americans and Italian Americans were not sent to camps. Even Japanese Americans in Hawaii were not moved to camps. In 1944, the Supreme Court ruled that the camps were a necessary wartime measure. Only after the Allies were certain of victory were Japanese Americans allowed to return to their homes.

1. How does these passages show the historian’s point of view?

2. What research questions did these historians ask?

3. How did the Civil Rights Act of 1964 contribute (or not contribute) to the historians’ viewpoints?

History 3a: Sample Questions

History 3a: Students will compare competing historical narratives by contrasting different historians’ choice of questions, use and choice of sources, perspectives, beliefs, and points of view, in order to demonstrate how these factors contribute to different interpretations

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1. What is the most likely explanation for the differences in these historical interpretations of Reconstruction?

A) Historian B had first-hand experience of Reconstruction

B) Historian B was influenced by the achievements of African-Americans in the second half of the 20th century

C) Historian B did not have access to sources that showed the negative effects of Reconstruction

D) Historian B was from the South

2. All of the following pieces of historical evidence to support Historian B’s interpretation, EXCEPT:

A) about ¼ of delegates to state constitutional conventions during Reconstruction were African American

B) Reconstruction governments passed important legislation on public education

C) Many African Americans voted into office during Reconstruction were ministers, artisans, and teachers

D) Reconstruction governments did little to improve the economic conditions for African Americans

The following are textbook passages that address the role of women in the workforce during the Second World War:

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3. What is the most likely explanation for the differences between these two interpretations?

A) Textbook B reflects the increasing acceptance of women working outside the home

B) Textbook B ignores the physical differences between men and women

C) Textbook B is based on fewer sources than Textbook A

D) Textbook B is more opinionated than Textbook A

The following are historical interpretations of American involvement in the Vietnam War:

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4. Which of these historical interpretations was most likely NOT written by an American historian?

A) Source A

B) Source B

C) Source C

D) Source D

In the 19th and early 20th centuries, history was dominated by the study of important men. In the 1960s and 1970s, historians began to turn their attention to other subjects: minorities, women, and everyday people.

5. Which of these books about the Civil War was most likely written after 1960?

A) General Lee: His Campaigns in Virginia 1861-1865

B) Women on the Civil War Battlefront

C) Abraham Lincoln: A History

D) Andrew Johnson, Military Governor of Tennessee

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6. This political cartoon supports which historical interpretation of the Spanish-American War?

A) Americans took military action to free Cubans from Spanish control

B) Americans were not interested in acquiring new territory

C) Americans invaded Cuba as part of imperial expansion

D) Americans were motivated by humanitarian concerns

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Central office

Communication Channels

Head office

Local office

CIVICS 2A

1. _____

2. _____

3. _____

4. _____

5. _____

CIVICS 2B

1. _____

2. _____

3. _____

4. _____

ECONOMICS 1A

1. _____

2. _____

3. _____

4. _____

5. _____

6. _____

7. _____

ECONOMICS 2A

1. _____

2. _____

3. _____

4. _____

5. _____

6. _____

7. _____

5.

GEOGRAPHY 1A

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2. _____

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GEOGRAPHY 3A

1. _____

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NAME: ____________________________________

Loss

0-5%

5-15%

15-25%

25% +

Attorney General Palmer Deports 249 Foreigners

(1919)

Nixon Accuses Alger Hiss of Espionage

(1948)

Rosenbergs Executed for Treason

(1953)

Author - Who created the source? What is their point of view?

Place and Time -Where and when was the source produced?

Prior Knowledge - What do you already know that would further your understanding of this sources?

Audience - For whom was the source created? Does this affect the reliability of the source?

Reason - Why was this source produced at the time it was produced?

The Main Idea - What is the source trying to convey?

Significance - Why is this source important?

From Stettin in the Baltic to Trieste in the Adriatic an iron curtain has descended across the Continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe. Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia; all these famous cities and the populations around them lie in what I must call the Soviet sphere, and all are subject, in one form or another, not only to Soviet influence but to a very high and in some cases increasing measure of control from Moscow. The safety of the world, ladies and gentlemen, requires a unity in Europe, from which no nation should be permanently outcast.

Source A

In 1897, Congress – influenced by the Immigration Restriction League – passes a bill requiring a literacy test for immigrants. Those who could not read 40 words in English or their native language would be refused entry… In 1882, Congress slammed the door on Chinese immigration for ten years by passing the Chinese Exclusion Act.

-The Americans: Reconstruction to the 21st Century (2009)

Source B

The Irishman is the true cosmopolitan immigrant. All-pervading, he shares his lodging with perfect impartiality with the Italian, the Greek, and the “Dutchman,” yielding only to sheer force of numbers, and objects equally to them all. A map of the city, colored to designate nationalities, would show more stripes than on the skin of a zebra, and more colors than any rainbow.

- Jacob Riis,

How the Other Half Lives: Studies Among the Tenements of New York (1890)

A. Executive Order 9066 issued by President Franklin D. Roosevelt (1942)

B. A request from the American Civil Liberties Union that the U.S. Supreme Court hear the Korematsu v. United States case (1943)

C. The U.S. Supreme Court ruling on Korematsu v. United States (1944)

D. The memoir, Desert Exile: The Uprooting of a Japanese-American Family (1984)

A. A newspaper editorial on child labor in Pennsylvania coal mines (1876)

B. Andrew Carnegie’s “The Gospel of Wealth” (1889)

C. A map showing miles of railroad track across the United States (1900)

D. A political cartoon showing Chinese workers as a threat to U.S. society (1880)

Historian A

In some of the restored states, especially in South Carolina, there were more negroes than white men. The negroes now got control of these states. They had been slaves all their lives, and were so ignorant that they did not even know the letters of the alphabet. Yet they now sat in the state legislatures and made the laws [1897]

Historian B

African Americans held high office in the South during Reconstruction, though the number of such officials was small relative to the African American population… While some were illiterate… many were educated and virtually all were capable of making informed judgments about major issues [1995]

Textbook A (1944)

In these circumstances, especially with so many mothers employed for long hours, by day or by night, outside the home, family life was not only shattered, but hordes of young children were turned into the streets to fend for themselves.

Textbook B (1966)

Given the opportunity, women showed that they had the ability to work side by side with men, and to work just as effectively. By the end of the war, virtually the only jobs that remained closed to women were those that required extraordinary physical strength.

Source A

After weighing all the advice he received about American involvement in Vietnam, [President] Johnson decided to send troops… This was the first time U.S. combat troops had set foot in Vietnam. The marines received a warm greeting from local officials. Several Vietnamese girls placed garlands of flowers around the soldiers’ necks.

Source B

In response to a Vietcong attack that killed eight Americans, [President] Johnson unleashed “Operation Rolling Thunder,” the first sustained bombing of North Vietnam. In March of that year [1965] the first American combat troops began arriving in South Vietnam.

Source C

Beginning in March 1965… violent America brought its expeditionary forces and vassal army with its artillery and war technology into South Vietnam to strengthen its war of invasion. It had become an occupying force. The “total war” in South Vietnam widened into a “War of Destruction” in the North.

Source D

An attack on United States ships in the Gulf of Tonkin in 1964 was the occasion for the decision to honor American commitments even though that might involve a large-scale war in Asia. A resolution of Congress gave the President authority to resist aggression in Southeast Asia.

HISTORY 1A

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HISTORY 2A

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HISTORY 3A

1. _____

2. _____

3. _____

4. _____

5. _____

6. _____

NAME: ___________________________________________________________________

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