TAKS REVIEW

1. TAKS REVIEW U.S. History – 11th Grade

2. Analyzing Multiple-Choice Questions • Steps for analyzing a multiple-choice question • Carefully read the question. • Attempt to answer it before you look at the answer choices. • Read all the answer choices. • Reread the question, and circle key words. • Underline under any absolutes, such as no, not, none, except, never, always, only, and all. • Circle any qualifiers that appear obviously wrong. • Eliminate answers that appear obviously wrong. • Select the most correct answer.

3. Sample Questions • Which of the following is least likely to be a symbol of the Jazz Age, which began in America in the aftermath of World War I and became a symbol of freedom and excitement? • Musicians who combined western harmonies with African rhythms • Young adults who rejected moral values and rules of the Victorian Age • Flappers, who shocked their elders by bobbing their hair and wearing short skirts • Depressed economic conditions and widespread persecution of immorality • The President is a member of the _____ branch of government. • Judicial • Legislative • Executive • Congressional • The Fourth of July marks the anniversary of • The approval of the Declaration of Independence. • The beginning of the American Revolution. • The landing of Pilgrims at Plymouth Rock. • The discovery of America. • Which of the following is not a symbol of the United States? • An eagle • The American flag • A globe • “Uncle Sam”

4. Analyzing Images • 5 W’s • Who? – Who is pictured in the image? • What? – What objects and scenes appear in the image? • When? – When is the action taking place? • Where? – Where does the action take place? • Why? – Why is the action happening? • OPTIC • Observe – Overview • Parts • Title • Inference • Conclusion

6. Drawing Conclusions & Inferences • Read the selection carefully. • Determine the main idea of the passage or quote. • Identify the stated facts. • Identify unstated ideas. Distinguish between what is implied by the facts and what is suggested by the perception of the author. • Verify that the facts in the passage support your conclusion in Step 2. • Read the question. • Review the passage. • Select or write an answer that uses facts that you have concluded are present in the selection.

7. My dad said to us kids: “all of you get in the car. I want to take you and show you something.” On the way over there, he’d talk about how life had been rough for us, and he said: “If you think it’s been rough for us, I want you to see people that really had it rough”…He took us to one of the Hoovervilles… Here were all these people living in old, rusted-out car bodies. I mean that was their home. There were people living in shacks made of orange crates. One family with a whole lot of kids was living in a piano box. This wasn’t just a little section; this was maybe ten miles wide and ten miles long. People were livng in whatever they could junk together. And when I read Grapes of Wrath…that was like reliving my life, particularly the part where they lived in this Government camp. Because when we were picking fruit in Texas, we lived in a Government place like that…And when I was reading Grapes of Wrath this was just like my life. I was never so proud of poor people before, as I was after I read that book. 1. What can you infer about the people who live in the Hooverville? • They found happiness. • They are content. • They lost their homes. • They are lazy. 2. What can you infer about how the narrator feels about living as she did during the Great Depression? • She feels proud. • She feels ashamed. • She feels happy. • She feels longing.

8. Interpreting Graphs, Charts, & Tables • Read the title. • Determine the purpose and what is being compared or shown. • Read the question, but not the answer choices. • Study the key. • Identify any symbols or labels. • Identify the main idea. • Answer the question in your own words. • Read the answer choices. • Eliminate the obviously wrong answers. • Select the best answer.

9. Unemployment, 1928-1938 • Between what years did the percentages of people in the work force in the United States, Great Britain, and Germany all increase? • 1929 and 1932 • 1937 and 1938 • 1932 and 1937 • 1933 and 1937 Percentage of Workforce Year

10. Analyzing Reading Passages & Quotations • Read the title. • Determine the answers to these questions: • Who is the author? • What is his or her purpose? • Who is the intended audience? • Determine when the passage or quotation was written. Look for dates. • Carefully read the passage or quotation. • Read the test question, but not the answer choices. • Reread the passage or quotation, circling key words. • Underline main ideas in the passage or quote. • Reread the question, and predict the answer. • Read the answer choices. • Select the best or correct answer.

11. I will build a motor car for the great multitude. It will be large enough for the family but small enough for the individual to run and care for. It will be constructed of the best materials, by the best men to be hired, after the simplest designs that modern engineering can devise. But it will be so low in price that no man making a good salary will be unable to own one— and enjoy with his family the blessing of hours of pleasure in God’s great open spaces. — Henry Ford, 1909 • Which action is most closely associated with Henry Ford’s attempt to realize this vision? • Providing cars in a variety of models • Creating a business monopoly • Downsizing the labor force • Using the assembly line

12. Analyzing Cause-Effect Relationships By 1763, the British were among the most heavily taxed people in the world. The costs of governing and defending Britain’s vast empire had skyrocketed during the French and Indian War. Because of this, Britain’s Prime Minister Grenville asked whether these colonies shouldn’t begin to pay some of the costs of their own government and defense. Therefore, in March 1765, the British Parliament passed the Stamp Act. This law placed a tax on newspapers, pamphlets, legal documents, and most other printed materials. It required that an official government stamp be printed on or attached to these materials to show that the tax had been paid. The Stamp Act marked the first time that the British government had taxed the colonists for the clear purpose of raising money. In response, delegates from seven colonies held a meeting that became known as the Stamp Act Congress. James Otis of Massachusetts claimed that Britain had no right to force laws on the colonies because the colonists had no representatives in the British Parliament. As a result, “no taxation without representation” became the colonists’ rallying cry.

13. What was the result of the Stamp Act? • Colonial delegates met to form the Stamp Act Congress. • Grenville agreed to have representation of the colonists in Parliament. • The British Parliament placed a tax on most printed materials. • The colonists became the most heavily taxed people in the world. • What was the result of the Stamp Act? • Colonial delegates met to form the Stamp Act Congress. • Grenville agreed to have representation of the colonists in Parliament. • The British Parliament placed a tax on most printed materials. • The colonists became the most heavily taxed people in the world.

14. Colonial Period, 1700-1776 • Magna Carta: guaranteed certain civil liberties to the English – foundation for democracy • Mayflower Compact: Pilgrims made an agreement to obey all of their governments laws and govern themselves • Most people came to the Americas seeking religious toleration • 1607: 1st Colonial Settlement, Jamestown • House of Burgesses: representative government • 3 Regions: • New England: subsistence farming – almost no slavery • Middle: 50/50, Agriculture/Shipping – some slavery • Southern: Plantation farming – slave labor

15. American Revolution, 1776-1783 • Sugar, Stamp & Tea Acts: British colonial policies • “No taxation without representation”: Boston Massacre & Boston Tea Party • Declaration of Independence: listed colonial grievances against King George III; Primary writer: Thomas Jefferson • 1st Battles: Lexington & Concord • Major Battles: Saratoga, Yorktown (turning point b/c colonists started winning) • Treaty of Paris: ended the war

16. New Republic, 1783-1790 • Articles of Confederation: 1st government of the United States; very weak b/c it gave too much power to the states and not enough to the federal government • Federalist Papers: written by Alexander Hamilton, John Jay & James Madison; written to persuade others to ratify the Constitution • U.S. Constitution: blue print for the national government • Bill of Rights: 1st 10 Amendments; guarantee civil liberties • 7 Principles of Government: Separation of Powers, Checks & Balances, Republicanism, Federalism, Popular Sovereignty, Limited Government, Individual Rights

17. Civil War, 1861-1865 • Missouri Compromise: maintained balance between # of Free/Slave states • Dred Scott Decision: declared slaves were not citizens • Election of 1860: Lincoln is elected and the south talks about secession over the issue of states’ rights • Fort Sumter: started the war • Emancipation Proclamation: Freed the slaves only in the South • Appomattox Courthouse: Lee (South) surrendered to Grant (North) • Advantages • North: Industrialized, transportation, & large population • South: Best generals & fighting a defensive war

18. Reconstruction • 13th, 14th, & 15th Amendments: “Free, Citizens, Vote.” • Freedmen’s Bureau: helped freed slaves find work, food, shelter & schooling • Military districts insured “new” governments were following the law • Overall, Radical Reconstruction gave the federal government more power

19. Economic Developments, 1877-1898 • Technology: Telephone, Bessemer Process, electricity, automobile • Growth of Railroads: Completion of the transcontinental railroad, unfair railroad rates • Growth of Labor Unions: Strikes, Knights of Labor, A.F.L. • Rise of Big Business: Corporations, Andrew Carnegie, John D. Rockefeller • Farm Issues: Settling the Great Plains, greater food production, drop in food prices

20. Social Issues, 1877-1898 • Child Labor: In mines and factories; state legislation to limit the practice • Growth of Cities: Rapid population growth, crowded tenements, political corruption, inadequate services • Problems of Immigration: “Push” and “Pull” factors brought immigrants to America; an influx of “New Immigrants,” who spoke no English, and often settled in ethnic ghettos; nativists opposed immigration

21. Treatment of Minorities • African Americans • Loss of voting rights in the South as a result of poll taxes, literacy tests, and grandfather clauses • Jim Crow Laws • Native Americans: Constantly pushed westward, and confined to reservations; Dawes Act (1887) • Asian Americans: Chinese Exclusion Act • Mexican Americans: Loss of land in former Mexican territories

22. WEB DuBois • Called on African Americans to immediately work for full social & political equality • Helped to form N.A.A.C.P. in 1909 • Opposed Booker T. Washington’s emphasis on learning job skills • Believed in leadership of the “Talented Tenth.”

23. Progressives • Middle-class reformers who sought to end political corruption and social abuses caused by rise of big business • Muckrakers: writers and reporters such as Upton Sinclair, The Jungle • Progressive Amendments: • 16th Amendment: Created a graduated income tax • 17th Amendment: Provided for the direct election of US Senators

24. Impact of Progressive Reforms • Americans looked to the federal government for protection from big business abuses • Protected consumers, children, small businesses, and natural resources from the abuses of big business • Progressive reforms made government more responsive to the people: primaries, direct election of Senators, referendums, initiatives • Introduced a graduated income tax to help finance government

25. Progressive Presidents • Theodore Roosevelt: Square Deal: • Protected consumers with passage of the Pure Food & Drug Act • Combated “bad” trusts; sought to conserve nation’s natural resources • William Taft: 16th & 17th Amendments • Woodrow Wilson: • Income Tax • Clayton Antitrust Act • Federal Reserve Act • Child Labor Law

26. Susan B. Anthony/Women’s Suffrage • After Civil War, focus of women’s movement was on achieving the right to vote • Susan B. Anthony and Elizabeth Cady Stanton formed an organization to work for women’s suffrage • During World War I women replaced men in factories and other work places. After the war, the 19th Amendment guaranteed women the right to vote (1920).

27. Rise of America as a Great Power • Spanish-American War (1898): War began over Spanish atrocities in Cuba and the sinking of the U.S.S. Maine in Havana. • U.S. Expansionism: • Hawaii • Philippines • Puerto Rico • Panama Canal Zone • Cuba becomes an American protectorate

28. World War I • Start of War: Begins in Europe in 1914 with the assassination of Archduke Franz Ferdinand • Causes: Nationalism, Economic rivalries, Alliance system in Europe, & Militarism • U.S. Entry: U.S. entered war in 1917 over issue of freedom of seas and German policy of unrestricted submarine warfare • Wilson issues Fourteen Points (program for peace & set up League of Nations) • U.S. entry into war breaks deadlock. Germany surrenders in November, 1918 • Treaty of Versailles

29. Reasons for 1920’s Prosperity • Pro-Business Government Policies: Less regulation by government, lower taxes, high tariffs • Rise of Auto & Other Industries: Henry Ford increased car ownership; improvements in production with assembly line; electrical appliances • More Consumption of Goods: Advertising, buying on credit • Speculation Boom: Investment in stocks and real estate became widespread

30. Values of the 1920’s • Red Scare (1919-1920): Fear of Communism • Women Get the Right to Vote: 19th Amendment, allowing women to gain greater freedom • Traditional Values: Scopes “Monkey” Trial pitted William Jennings Bryan (creationism) against Clarence Darrow (evolution) • Harlem Renaissance: flourishing of African-American culture centered in Harlem • New Heroes: Charles Lindbergh flies first transatlantic crossing

31. Reasons for the Great Depression, 1929-1940 • Overproduction of Goods • Uneven Distribution of Income • Shaky Banking and Rising Debts • Stock Market Crash of 1929 • Worldwide Decline in Trade • Bank Failures

32. New Deal, 1933-1940 • FDR’s Plan to Fight Depression: Put as many Americans as possible back to work • Relief, Recovery, Reform • New Deal Programs: • CCC: Get male youths back to work • WPA: Created jobs by hiring artists and writers • FDIC: Insured bank deposits • Social Security: Provided a “safety net” for Americans; unemployment insurance • SEC: Regulated the Stock Exchange

33. World War II • Dictators: Hitler, Mussolini, & Stalin • Neutrality Acts: Kept U.S. out of war but, still able to help allies • Pearl Harbor: Dec. 7, 1941; pushed U.S. into war • Multiple Fronts: • Midway (Pacific), Normandy (Europe), N. Africa, and Stalingrad (E. Europe) • Japanese Internment Camps • A-Bomb: Truman made decision to drop on Nagasaki & Hiroshima • Holocaust: genocide of the European Jewish population • Home-Front: Women worked in factories; U.S. practiced rationing & price controls • War production pulled the U.S. out of the Great Depression

34. Cold War/Korean War/1950’s • Truman Doctrine: containment • Marshall Plan: economic support for any country to fight against the spread of communism • NATO/Warsaw Pact • Berlin Airlift: U.S. dropped supplies to West Berlin in response to the Soviet blockade • McCarthyism: red scare because of Joseph McCarthy’s list of “communists” • Sputnik: Increased Defense Spending • T.V./Polio Vaccine/Computers

35. Civil Rights Movement • Martin Luther King Jr.: non-violent protest (sit-in) • Malcolm X: separation • Black Power/Black Panthers • Freedom Rides/Selma March – voting rights • Brown v. Board of Education: decided “separate but, equal,” was unconstitutional in public education • Civil Rights Act of 1964 • Voting Rights Act of 1965

36. 1960’s Activism • Sex, Drugs & Rock n’ Roll: Less-traditional living arrangements (communal), increased use of LSD and Marijuana, & Woodstock • Feminism: Equality for women; used the Civil Rights Movement as inspiration • Earth & Consumer Awareness: Made people aware of pollution and consumer safety; Government created regulatory agency (EPA) • Minorities: César Chávez led Mexican American migratory workers to gain collective bargaining rights (better working conditions)

37. Vietnam War, 1956-1975 • Presidents: • Eisenhower: sent financial aid • Kennedy: sent financial aid and “military advisors” • Johnson: sent the most troops; period of escalation • Nixon: reduced the # of troops • Escalation: increasing the # of troops and the events in the war • Gulf of Tonkin Resolution: stated that the President could make decisions w/o approval (increased executive powers) • Student Activism: protesting against the war • Kent State Shootings • Democratic national Convention

38. Important Events • 1607: Jamestown • 1776: Declaration of Independence; American Revolution • 1787: Constitution • 1803: Louisiana Purchase; Lewis & Clark Expedition • 1861-1865: American Civil War • 1898: Spanish-American War • 1914-1918: World War I • 1929: Stock Market Crash • 1941-1945: World War II • 1957: Sputnik

39. Important People • Thomas Jefferson: primary writer of the Dec. of Independence; Louisiana Purchase • Thomas Paine: Common Sense (urged Americans to fight for independence) • George Washington: Revolutionary leader; 1st president • Susan B. Anthony: women’s suffrage • W.E.B. DuBois: must be actively involved to gain equality • Theodore Roosevelt: Trust-buster; Panama Canal; Square Deal • Woodrow Wilson: WWI; Fourteen Points; League of Nations • Clarence Darrow: Scopes “Monkey” Trial (Evolution v. Creationism)

40. Important People • Henry Ford: automobile, assembly line • Andrew Carnegie: Steel, monopoly • John D. Rockefeller: Oil, monopoly • Charles A. Lindbergh: Air transportation • Franklin D. Roosevelt: New Deal, World War II • Joseph McCarthy: red scare, “McCarthyism” • Dwight D. Eisenhower: WWII (Europe); President; enforced integration • Douglas Macarthur: WWII (Pacific) • Richard Nixon: End Vietnam; Watergate • John F. Kennedy: space race; Bay of Pigs Invasion & Cuban Missile Crisis • Lyndon B. Johnson: Voting Rights Act; Vietnam escalation

41. 7 Principles of Government • Separation of Powers: Legislation, Executive & Judicial Branches • Checks & Balances: where each branch can impose restraints on the others to maintain a balance of power • Republicanism: government of the people • Federalism: when power is divided between federal & state governments • Popular Sovereignty: political power presides with the citizens • Limited Government: restricts state and Congress action • Individual Rights: Personal freedoms protected by the Constitution & Bill of Rights

42. Note-worthy Amendments & Cases • 13, 14 & 15: Free, Citizens, Vote • 16: Income Tax • 17: Direct election of senators • 19: Woman suffrage (right to vote) • 24: No poll tax • 26: 18, legal voting age • Brown v. Board of Education: stated “separate, but equal,” is unconstitutional in public education • Miranda v. Arizona: accused must be read their rights • U.S. v. Nixon: limited executive privileges • Marbury v. Madison: judicial review • Plessy v. Ferguson: established “separate, but equal