Therearemany ways to use this book. You maywantto use this book as your main resource in the courseof the school year. It covers everything you need toknow for the test. You may also use it with anothertextbook. After you complete eachunit in your textbook, you can review it byusing one or more chaptersin Gateway to U.S. History. Finally, youmaywant

to use this book for a final review in the weeks justbefore the test. You can focus on the Florida "Keys"to Learning, ReviewCards, and practicequestions.Withitslively textandspecial learning features, reading through this book maybe a greatway for you torecall everything youhave studied this school yeartoprepare for the test.

How to Answer a Multiple-Choice Question

Besides possessing the knowledge and skills thatare being tested, you have tobeagood test-taker todo your best on thisor any test. Here are the threebasic steps we recommend for answering multiple-choice questions on Florida's U.S. History End-of-Course Assessment. In fact, these samestepsshouldbe used to answer multiple-choice questions onalmost any test.

% iUnderstand the Question

Make sure you read the question carefully. Takespecial care in examining any document or datathat may be contained in the question itself. Also,make sure you understand what the question asksfor. Questions on the U.S. History End-of-CourseAssessment will most likely ask you one of thefollowing:^

• to identifj^ thecause ofsomething: what madeit happen?

• to identify or analyze the effect or impactofsomething: how didit influence people orchange things?

• to explain or describe anevent or development:how did it happen? whatwas it like?

• to identify or define something; what is it?

• to comparetwo or more things: what are theirsimilarities and differences?

• to sequence events: in whatorder did theyoccur? which wasfirst or last?

• to interpret a document, an illustration, acartoon, a map, a table,or a graph; what issueis addressed in this cartoon?

• to provide an example of something; whichbestillustrates thisprinciple?

• to makea prediction: what is most likely tohappen next?

• to categorize people events,places, orconcepts: which actionfurthered the goal ofinternational peace?

• to make a generalization or to drawaconclusion:Based on thephotograph, whatconclusion can be made about child labor in

the United States in the 1880s?

% Think About What You Know.

Here comes the hardest part! Many students wish torush ahead: theywant to finish the test early. To doyourbest, however, youhave to take yourtime. Onceyou have read and understood the question, take amomentto think aboutthe topicthat it asks about. Forexample, if the question asks about the causes of theCivil War, thinkaboutwhatyoucanremember aboutthe causes of the Civil War. You might think aboutsectionalism, states' rights, slavery, the abolitionists,and the conflicts and compromises in Congress. Youmight also recall how the election ofAbraham Lincoln in 1860 divided the nation. Then think howyoumight answer the question, based on what you canrecall, without looking at the answer choices.

Preface I Florida's End-Of-Course Assessment in U.S. History IX

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Answer the Question.

Now you are ready to answer the question. Review thequestion. Look carefullyat the answer choices. Elimi

nate any answer choices that are obviously wrong orirrelevant {not related to thequestion or its topic). Then

choosethe bestof the remaining answerchoices, basedon yourknowledge and understanding.

Ifyou have extra time afteryou have finished the test,be sure to check your work again to eliminate anycareless mistakes.

Special Types of Questions

Many questions on Florida's End-of-Course Assessment will ask about a "graphic" that is a part of thequestion. It is important for you to be able to interpret these differenttypes of graphics, including maps,graphs, charts, tables,political cartoons, illustrations,photographs, and timelines. Each of these is simplyanother wayof presenting or displayinginformation.

Questions may ask what the graphic shows, or theymay ask you to make an inference or draw a conclusion about the graphic. You might also be asked toidentify the causes or effectsof the situation or eventdescribed by the picture, timeline, photograph orother graphic. Often you will have to apply yourknowledge of U.S. history to answer the question.

The rest of this chapter looks at six of the most impor

tant types of graphics that may appear on the test.

Mexican Gssion

Gadsden Purchase

(Mexico until 1853)

UnorganizedTerritory

Maps

A map is used to show geographical information.It may show the boundaries between countries, the

location of cities, or the physical characteristics ofa place. A key or legendwill often explain any symbols on the map. Maps may also have a scaleto showwhat their dimensions represent in real life, and a

compass (or direction indicator).

• What does this map show?

• Based on the map, which states permittedslavery in 1850?

• What conditions led to the divisions shown on

this map?

• What conclusions can you draw from this map?

Nev (

"L Wisconsin^ J• r\ v- LMichigan J

f \ \ Ohiolllmois i Indiana \ - •

Massachusetts

y ^ Rhode Islandlonnecticut

""New Jersey

The South (slave-holding state

Preface I Florida's End-Of-Course Assessment in U.S. History

Graphs

Graphs are usedto display quantitative information.A bargraph has bars representing different amounts.Often it is used to compare things, such as the number of Union and Confederate soldiers killed in the

CivilWar, or the number of battleshipsof eachpower

in the 1920s. Line graphs show how the amount orsize of somethinghas changedover time. For example, a line graph might show the number ofworkersin the coal industry from 1850 to 1950. Or it couldshow theaverage income forAmericans from 1900 to2000. To interpret a linegraph, besureto understandboth the "Y-axis" on the left side and the "X-axis" on

the bottom. Usually the Y-axis is a "yard stick" providing the numbers for measuring, such as how manythousands of workers, while the X-axis indicates the

passage oftime.

Numbers of Workers in U.S. Coal Mining {in thousands)

8 300

a;

f 200-3

1840 1860 1880 1900 1920 1940 1960

Year

Source: Historical Statistics of tlie United States

• On a separate sheet of paper, turn this linegraph into a bar graph showing the number ofAmerican coal miners in 1860,1900 and 1960.

Charts and Tables

Charts and tables often present information in rowsand columns. This format makes it easy to locate

particular facts or numbers. The top row usuallyprovides headings, telling the reader what each col

umn stands for. The left column lists the individual

items the chart or table describes.

> From the line graph above, create a your owntable showingthe number of American coalminers every decade from 1850 to 1920.

Political Cartoons

A political cartoon is a cartoon by an artist commenting on current aff'airs, social conditions orevents. Political cartoonists often question authority, drawattentionto corruption,or expose insincerity and hypocrisy. Cartoonists frequently use satire,exaggerate features, or make comparisons with theirart to make their point. For example, a cartoonistmight draw the American President with a crownand the robes of a king. What would the artist betrying to say? The artist probably thinks the President is assuming too much power, or acting withoutconsulting Congress or the public. When lookingat a cartoon, be sure to understand what it shows.

What is the time period of the cartoon? Who is represented? What arethe people in the cartoondoing?Are there any special symbols or references? Whatwere some of the key issues of that time period?Finally, what isthecartoonists point ofview?

BORN TO COMMAND.

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• Andrew Jackson was President of the UnitedStates from 1829 to 1837. What is this

cartoonist's view of Andrew Jackson?

• Which features of the cartoon helped you todetermine the cartoonist's point of view?

Preface I Florida's End-Of-Course Assessment in U.S. History

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U.S. History End-of-Course Assessment Appendix C

Appendix C: U.S. History Item Writer Glossary

The following glossary is a reference list provided for Item Writers and is not intended to comprisea comprehensive vocabulary list for students. The terms in this glossary pertain to the NGSSS, theSpecifications, and the benchmark clarifications for U.S. History.

American Exceptionalism—A view in which the United States is believed to be anextraordinary nation vv'ith a special role to play in human history-a nation that is unique anddivinely ordained to lead the world toward democratic values.

Americanization—The process of assimilating immigrants into mainstream society by instilling thevalues and behaviors of American culture.

Anarchism—A radical political theory that opposes all forms of government; the act of opposingthe dominant political leadership, often including acts of violence.

Blue Collar—Refers to a member of the working class who typically perfonns manual labor andearns an hourly v^age; also used as a term to distinguish between social and economic classes. Forexample, neighborhoods, social events, and consumer spending patterns have been described asbeing white collar or blue collar.

Brinkmanship—The policy of being willing to go "to the brink of war" to preserve peace. The termwas applied to Secretary of State John Foster Dulles's foreign policy by his critics in the 1950s.

Capitalism—A market-based economic system in which individuals or corporations ovvn andcontrol factors of production; characterized by investment, economic incentive and risk, divisionof labor, free trade, and competition.

Civil rights—Basic rights of all citizens that are upheld by law. In the United States,civil rights include the rights described in the Bill of Rights and in the amendments tothe Constitution.

Communism—A command-based economic system in which the factors of production are ownedby the government and are operated by central planners who determine the type, quantity, price,and distribution of the goods that will be produced. It is often characterized by a singleauthoritarian party holding power.

Conservatism—A philosophy that resists rapid changes to established economic, political, andsocial institutions; characterized by an appreciation of stability, free enterprise, limited government,and traditional cultural norms.

C-1 U.S. History End-of-Course Assessment Test Item Specifications Florida Departmentof Education

U.S. History End-of-Course Assessment Appendix C

Appendix C: U.S. History Item Writer Glossary

Domino Theory—An idea that originated in the 1950s based on the belief that if one Asiancountry fell to communist rule then neighboring nations would also fall to communism.

Fascism—^A philosophy or system of authoritarian government that advocates or exercises asingle-party dictatorship, together with an ideology of nationalism, and assigns to the statecontrol over every aspect of national life. It originated in Europe after World War I and is mostcommonly associated with Italy and Germany's National Socialism, or Nazism.

Feminism—^A commitment to equal economic, political, and social rights for women. In the earlytwentieth century, the women's movement focused on issues such as suffrage and access toeducation. Since the 1960s, feminism has been largely concerned with other steps towards socialequality, such as reproductive rights and equal pay for equal work.

Free Enterprise—^An economic system in which private businesses and consumers are free to usetheir resources for production, consumption, and trade with limited government regulation. Freeenterprise ts associated with the concept of capitalism.

Fundamentalism—^Belief based on traditional, strict, and more literal interpretation of religioustexts, most commonly associated with certain segments of Christianity, Judaism, and Islam.Fundamentalism can also be applied in a political context.

Glasnost—^A policy introduced in the Soviet Union by Mikhail Gorbachev in the 1980s thatpromoted political openness and freedom of expression; the Soviet policy was to use the media tomake information availableon some controversial issues in order to provokepublic discussion,challenge government and party bureaucrats, and mobilize greater support for the policy ofperestroika. The loss of the control of information through the media was one of the contributingfactors to the collapse of the Soviet Union.

Globalization—^The process by which the economies of countries around the world becomeincreasingly integrated and interdependent; characterized by the worldwide integration of marketsfor goods, services, and capital.

Imperialism—^A policy in which one country gains or expands political and/or economicinfluence over foreign lands through military conquest or economic supremacy.

Industrialization—^The establishment and subsequent growth of manufacturing andmechanical production in a country; characterized by the growth of factories, technologicaladvancements, and profound social developments.

C-2 U.S. History End-of-Course Assessment Test Item Specifications Florida Department of Education

U.S. History End-of-Course Assessment Appendix C

Appendix C: U.S. History Item Writer Glossary

Inflation (Economic)—^An increase in overall prices caused by rising wages, an oversupply ofmoney or credit (e.g., an increase in the amount of currency), an increase in the demand for goods,or a shortage in the supply of goods.

Innovation—^The creation or introduction of a new idea in the form of a new product,invention, or service or an improvement in organization or process.

Isolationism—^The policy of avoidingor limiting involvement with other nations. This may beapplied through restricted immigration, foreign policy(e.g., avoiding entangling alliances andnation building), or economic policy (e.g., high tariffs and protectionism).

Jihad—A belief within Islam calling for an uprising or struggle against threats to Islam. In amodem sense, it refersto armed actionagainstpersons and/orgovernments and is associated withgroups such as al Qaeda.

Liberalism—^A philosophy that advocates forchange and reform to established economic, political,and social institutions and norms to resolve social inequities. Classical liberalism, from the 17*''century through the early 20"^ century, emphasized individual freedom and the consent ofthegoverned. Modern liberalism, in the 20"^ and 21®' centuries, utilizes government policies to addresssocietal inequities.

Libertarian—^A person whobelieves in the primacy of individual rights andthe exercise of freewill. Modem libertarians view government as a potential threat to individual freedom and arguethat the federal govemment should limit itself to dutiesexpressly stated in the Constitution.

Marxism—^A political and economic philosophy developed by Karl MarxandFriedrich Engels anddescribed in The CommunistManifesto (1848). Marxism, or communism, was based on the premisethat the capitalist system was corrupt and that it would eventually be overthrown by the workers,who would establish a classless society.

McCarthyism—^A term that stems from Senator Joseph McCarthy's accusations in the 1950s ofcommunists in the federal government. The searchfor suspected communists in the United Stateswaswidely publicized, andthe charges were indiscriminate andunsubstantiated. Today, the term isused in a pejorative manner.

Militarism—A govemment policy dedicated to maintaining a strong military force withawillingness to use it aggressively to promote the country's interest. It is also the involvement ofmembers of the military in settinggovernment policy or in the direct goveming of the country.

C-3 I U.S. History End-of-Course Assessment Test Item Specifications Florida Department of Education

U.S. History End-of-Course Assessment Appendix C

Appendix C: U.S. History Item Writer Glossary

Nadir—A reference to the low point in race relations beginning in the late nineteenth-centuryUnited States, coinciding with the period between Plessy v. Ferguson and Brown v. BoardofEducation.

Nationalism—^Afeeling of extreme pride and loyalty citizens have for their country. It can also bedefined as a national policy based on self-interest rather than the common goals of internationalgroups or coalitions.

Nativism—^An attitude and belief that immigrants and their cultural influences are undesirable.

Pacifism—^The belief that opposes the use of war to resolve conflicts; can include the doctrinesof nonviolence and passive resistance.

Populism—^Refers both to the People's Party (a movement of farmers, workers, and middle-class reformers who protested the growing unequal distribution of wealth and politicalcorruption during the Gilded Age) and a style ofprotest found throughout American history.

Progressivism—^A reform movement that sought to improve economic, political, and socialconditions during the late 19"^ and early 20"' centuries. Progressivism isassociated with the desire touse science to solve societal problems and government to affect change.

Radical—^A person who favors rapid, fundamental change in the existing economic, political, andsocial order.

Social Darwinism—^The social philosophy based on Charles Darwin's theory of evolution thatasserts humans, like other forms of life, competed for survival and that the "fittest" were thesocial elite. Therefore, Social Darwinism was used as a justification for imperialism, the denial ofcivil rights, and a justification for maintaining the societal status quo.

Socialism—^A philosophythat espouses the utilization of government ownership or control of themeans of production and the distribution ofgoods.

Superpower—K nation more powerful than most others that acts as a leaderamong nations;generally used after World War II in referring to the United States and the Soviet Union. Whilesuperpowers have often been considered those with the most destructive weapons, the term mayalso refer to nations with strong economies.

C-4 U.S. History End-of-Course Assessment Test Item Specifications Florida Departmentof Education

U.S. History End-of-Course Assessment Appendix C

Appendix C; U.S. History Item Writer Glossary

Terrorism—^The use of violence, intimidation, and coercion to achieve an end, to gainpublicity for a cause, or to disrupt the normal functioning of society. In the twenty-first century,terrorism became a central issue in United States foreign policy.

Vietnamization—policy of the Nixon administration to encourage the South Vietnamese to takemore responsibility for fighting the war and enable the United States to graduallywithdraw itssoldiers from Vietnam.

White Collar—Refers to a salaried professional or an office worker in a professional, managerial,or administrative position; also used as a term to distinguish between social and economic classes.For example, neighborhoods, socialevents, and consumerspendingpatterns have been described asbeing white collar or blue collar.

Yellow Journalism—Sensationalized reporting used by newspapers to attract readers and makeprofits. It was a contributingfactor in the outbreak of the Spanish-American War and is still anelement of reporting today.

C-5 U.S. History End-of-Course AssessmentTest Item Specifications Florida Department of Education

Advanced Placement U.S. History 2Lesson 32

Handout 36 (page 2)

1S65 1941

Event: Event:

Significance: Significance:

Related events: Related events:

a. a.

b. b.

c. c.

1877 1945

Event: Event:

Significance: Significance:

Related events: Related events:

a. a.

b; b.

c. c.

1914 1954

Event: Event:

Significance: Significance:

Related events: Related events:

a. a.

b. b. '

c. c.

1919 1960

Event: Event:

Significance: Significance:

Related events: Related events:

a. a.

b. b.

c. c.

1929 1964

Event: Event:

Significance: Significance:

Related events: Related events:

a. a.

b. b.

c. c.

Name_Date

)COPYRIGHT.The Center for Learning. Used with permission. Not for resale.

191

Advanced Placement U.S. History 2 N£ime_Lesson 32 Date_Handout 36 (page 3)

1968

Event:

Significance:

Related events:

a.

b.

c.

1973

Event:

Significance:

Related events:

a.

b.

c.

1989

Event:

Significance:

Related events:

a.

b.

c.

1994

Event:

Significance:

Related events:

a.

b.

c.

© COPYRIGHT, The Center for Learning. Used with permission. Not for resale.

192

Advanced Placement U.S. History 2 NameLesson 33 DateHandout 37 {page 1)

Remembering Yoiar Ps and Qs—Presidential Promises and Quotable Quotations

Names given to presidential administrations and significant quotations from speeches, documents, Supreme Court decisions, and writings often serve as shorthand keys to convej^ng largerthemes of American history. Recalling these ideas can be one of many effective strategies in acomprehensive review of the course in preparation for the Advanced Placement examination.

Part A.

Presidential Administrations

In this section, identify the president associated with each designation, key policies of hisadministration associated with the motto, and the motto's importance in conveying a majortheme of our history at the time.

1. Square Deal

2. Dollar Diplomacy

3. Modem Republicanism

4. New Freedom

5. New Deal

7. Rugged Individualism

8. Great Society

9. Fair Deal

10. New Frontier

Part B.

Quotable Quotations

In this section, identify the source of the quotation, when and In what context it was used, andits larger significance in illuminating a theme of American history.

I. "A house divided against Itself cannot stand."

3. "It is at the bottom of life we must begin, not at the top."

4. "Separate educationed facilities are inherently unequal."

5. "We hold these truths to be self-evident: that all men are created equal."

6. "A war to end all wars."

© COPYRIGHT, The Center for Learning. Used with permission. Not for resale.

1 QC

Advanced Placement U.S. Histoiy 2Lesson 33Handout 37 (page 2}

7. "All we ask is to be left alone."

8. -December 7, 194I-a date that will „,e to infamy,-

judged by the color " '̂=5' «"

16. "God made us neighbors. Let justice makeus friends."

d^fl^ your^ colin'ti^^"''̂ " '̂ do for you, but what you can18. "We must be the great arsenal of democracy."

19. "With mahce toward none, with charity for all. . .

24. "My paramount object in this struggle is to save the Union."

25. "Peace without victoiy."©COPYRIGHT, The Center for Uaming. Used with permission. Not for resale.

Advanced Placement U.S. History 2 Name_Lesson 33 Date_Handout 37 {page 3)

27. "Remember the Maine."

28. "Speak softly and carry a big stick, you will go far."

29. 'The ideals and traditions of our nations demanded that we come to the aid of Greece andTurkey and that we put the world on notice that it would be our policy to support the causeof freedom wherever it was threatened. ..."

30. 'The only thing we have to fear is fear Itself."

33. "And, by virtue of the power and for the purpose aforesaid, 1 do order and declare that allpersons held as slaves within these said designated States and parts of States are, eindhenceforw£u-d shcdl be free."

35. "No one can make you feel inferior without your consent."

36. "Surplus wealth is a sacred trust which its possessor is bound to administer in his lifetimefor the good of the community."

i i'

39. "Government is not the solution to our problem. Government is the problem."

40. "Women of the world unitel You have nothing to lose but your vacuum cleaner."

© COPYRIGHT, The Center for Learning. Used with permission. Not for resale.

1Q«