8th Grade TEKS Tested on 10th and Exit Social Studies TAKS

1. 8th Grade TEKS Tested on 10th and Exit Social Studies TAKS

2. (8.1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to (C) explain the significance of the following dates: 1776, 1787, and 1861–1865.

3. 1776—Representatives from the 13 colonies sign the Declaration of Independence. The colonies are no longer colonies or part of Great Britain. The United States is born. 1787—Delegates write (draft) the new U.S. Constitution in Philadelphia, Pennsylvania to replace the weak Articles of Confederation. States then need to ratify the new Constitution for it to go into effect. 1861—Civil War begins with the firing on Ft. Sumter, South Carolina 1863—January 1, Lincoln issues the Emancipation Proclamation 1865—Civil War ends with the Confederate surrender at Appomattox Court House; Lincoln is assassinated 6 days later.

4. United States Drafts New Constitution In which year would this headline have appeared in newspapers? A 1607 B 1776 C 1787 D 1861

5. United States Drafts New Constitution In which year would this headline have appeared in newspapers? A 1607 B 1776 C 1787 D 1861

6. A major reason the colonies in North America declared independence in 1776 was because of the – A establishment of Anglicanism as the state religion in the colonies B British taxation of the colonists without their consent C failure of Great Britain to regulate the colonial slave trade D British naval blockade of rebellious colonies in Canada

7. A major reason the colonies in North America declared independence in 1776 was because of the – A establishment of Anglicanism as the state religion in the colonies B British taxation of the colonists without their consent C failure of Great Britain to regulate the colonial slave trade D British naval blockade of rebellious colonies in Canada

8. The Confederate capture of Fort Sumter in 1861 was significant because it – A inspired northern voters to elect Abraham Lincoln as president B allowed the South to form an alliance with France C marked the beginning of the Civil War D forced the border states to agree to free their slaves

9. The Confederate capture of Fort Sumter in 1861 was significant because it – A inspired northern voters to elect Abraham Lincoln as president B allowed the South to form an alliance with France C marked the beginning of the Civil War D forced the border states to agree to free their slaves

10. (8.4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to (B) explain the roles played by significant individuals during the Revolution, including Thomas Jefferson and George Washington; and

11. Roles DURING the Revolutionary era: George Washington—delegate to the First and Second Continental Congresses and commander-in-chief of the Continental Army Thomas Jefferson—delegate to the Continental Congress and primary author of the Declaration of Independence

12. Which document is correctly paired with its owner? A Thomas Paine—Articles of Confederation B George Washington—Virginia Bill of Rights C Thomas Jefferson—Declaration of Independence D John Hancock—U.S. Constitutuion

13. Which document is correctly paired with its owner? A Thomas Paine—Articles of Confederation B George Washington—Virginia Bill of Rights C Thomas Jefferson—Declaration of Independence D John Hancock—U.S. Constitutuion

14. Which of the following individuals was appointed commander of the Continental army by the Second Continental Congress in 1775? A Thomas Jefferson B John Adams C George Washington D Nathan Hale

15. Which of the following individuals was appointed commander of the Continental army by the Second Continental Congress in 1775? A Thomas Jefferson B John Adams C George Washington D Nathan Hale

16. (8.4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to (C) explain the issues surrounding the American Revolution, including declaring independence and the Articles of Confederation

17. Declaration of Independence —declares independence and lists grievances against King George III. Central ideas include: unalienable rights governments get their powers from those they govern if governments become destructive, people have the right to replace them

18. Articles of Confederation—first American constitution, introduced in 1777 and ratified in 1781. The former colonists’ experience with tyranny under King George III caused them to design a weak national government and leave the states powerful.

19. The Articles of Confederation established a weak central government in order to – A promote western migration B allow colonies to pay off their debts C protect the power of the states D help contain nationalism

20. The Articles of Confederation established a weak central government in order to – A promote western migration B allow colonies to pay off their debts C protect the power of the states D help contain nationalism

21. The Declaration of Independence proclaimed the American colonists’ intention to – A attack British Loyalists B form a new nation C seize British merchant ships D end the slave trade

22. The Declaration of Independence proclaimed the American colonists’ intention to – A attack British Loyalists B form a new nation C seize British merchant ships D end the slave trade

23. Challenges for Leaders of the American Revolution --Developing diplomatic relations --Limited financial resources --Accusations of treason The information in the box represents some of the challenges that leaders of the American Revolution faced when they – A began participating in the slave trade B established trade relations with Spain C attempted to negotiate a peaceful settlement with France D declared independence from Great Britain

24. Challenges for Leaders of the American Revolution --Developing diplomatic relations --Limited financial resources --Accusations of treason The information in the box represents some of the challenges that leaders of the American Revolution faced when they – A began participating in the slave trade B established trade relations with Spain C attempted to negotiate a peaceful settlement with France D declared independence from Great Britain

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27. (8.16) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and other important historic documents. The student is expected to (C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights.

29. Excerpt from the Declaration of Independence “He has affected to render the military independent of and superior to the civil power.” Which of the following provisions in the U.S. Constitution addresses the colonial grievance above? A The vice president may be impeached. B The president is the commander in chief. C U.S. Supreme Court justices serve for life. D Congress may establish tax laws.

30. Excerpt from the Declaration of Independence “He has affected to render the military independent of and superior to the civil power.” Which of the following provisions in the U.S. Constitution addresses the colonial grievance above? A The vice president may be impeached. B The president is the commander in chief. C U.S. Supreme Court justices serve for life. D Congress may establish tax laws.

31. Excerpt from the Declaration of Independence [King George III] has obstructed the adminis-tration of justice, by refusing his assent to laws for establishing judiciary powers. Which of the following was included in the U.S. Constitution in order to deal with the grievance expressed above? A The process for amendment B The establishment of a chief executive C The process for territorial statehood D The establishment of the Supreme Court

32. Excerpt from the Declaration of Independence [King George III] has obstructed the adminis-tration of justice, by refusing his assent to laws for establishing judiciary powers. Which of the following was included in the U.S. Constitution in order to deal with the grievance expressed above? A The process for amendment B The establishment of a chief executive C The process for territorial statehood D The establishment of the Supreme Court

33. Excerpt from the Declaration of IndependenceHe has refused to pass other laws for the accommodation of large districts of people, unless those people would relinquish the right of representation in the legislature… 1 How does the U.S. Constitution address this complaint detailed in the Declaration of Independence? A “No person shall be a representative who shall not have attained to the age of twenty-five years….” B “Each house may…with the concurrence of two thirds, expel a member.” C “Representatives…shall be apportioned among the several states…according to their respective numbers…” D “The senators and representatives shall receive a compensation for their services…”

34. Excerpt from the Declaration of IndependenceHe has refused to pass other laws for the accommodation of large districts of people, unless those people would relinquish the right of representation in the legislature… 1 How does the U.S. Constitution address this complaint detailed in the Declaration of Independence? A “No person shall be a representative who shall not have attained to the age of twenty-five years….” B “Each house may…with the concurrence of two thirds, expel a member.” C “Representatives…shall be apportioned among the several states…according to their respective numbers…” D “The senators and representatives shall receive a compensation for their services…”

35. (8.10) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to (B) answer questions about geographic distributions and patterns shown on maps, graphs, charts. ON 10TH GRADE TEST ONLY, NOT EXIT

36. 1.) Read and circle title 2.) Read legend 3.) Read question stem and try to answer question without looking at answer choices

39. According to the table, in 1890 there were more— A people who were foreign-born than native-born B native-born people than foreign-born people living in cities with a population of 2,500 to 99,999 C foreign-born people than native-born people living in towns with a population of less than 2,500 D foreign-born people than native-born people living in cities

40. According to the table, in 1890 there were more— A people who were foreign-born than native-born B native-born people than foreign-born people living in cities with a population of 2,500 to 99,999 C foreign-born people than native-born people living in towns with a population of less than 2,500 D foreign-born people than native-born people living in cities

41. (8.3) History. The student understands the foundations of representative government in the United States. The student is expected to (A) explain the reasons for the growth of representative government and institutions during the colonial period.

42. In a representative government, power is held by the people and exercised through the efforts of representatives elected by those people.

43. Which of the following types of government allows individuals elected by popular vote to exercise power? A Theocratic government B Totalitarian government C Monarchical government D Representative government

44. Which of the following types of government allows individuals elected by popular vote to exercise power? A Theocratic government B Totalitarian government C Monarchical government D Representative government

45. The idea of representative government flourished in colonial America because the colonists wanted – A the people to be the source of power B to be responsible for their own defense C government power to be held by only a few leaders D a president to control the government

46. The idea of representative government flourished in colonial America because the colonists wanted – A the people to be the source of power B to be responsible for their own defense C government power to be held by only a few leaders D a president to control the government

47. (8.16) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and other important historic documents. The student is expected to (A) identify the influence of ideas from historic documents including the Magna Carta, the English Bill of Rights, the Declaration of Independence, the Federalist Papers, on the U.S. system of government

48. Magna Carta—signed by King John of England in 1215. Made king bound by the law just like the other citizens. Also guaranteed due process of law and right to a fair and speedy trial. English Bill of Rights—signed by King William and Queen Mary in 1689. Supported a limited monarchy in which they shared their power with Parliament. (English Bill of Rights influenced the Bill of Rights in the U.S. Constitution)

49. Declaration of Independence—“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That to secure these rights, Governments are instituted among men, deriving their just power from the consent of the governed. That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government…”

50. Federalist Papers—After the delegates finished writing (drafting) the U.S. Constitution in 1787, ratification was required by 9 of the 13 states before the Constitution would go into effect. Many people were scared that a strong, central government would take away their rights as King George III had done. The Federalists, men who supported divided power between a strong central government and the states, wrote a series of essays to try to convince the states to ratify the new U.S. Constitution.

51. In 1689 King William and Queen Mary signed the English Bill of Rights. That same year Parliament passed the Toleration Act, which extended religious freedom. These events were relevant to the development of the U.S. political system because – A they contributed to the notion that government must protect the rights of the people B voting rights were extended to all citizens, regardless of social status or religion C the legislation was rejected by the Massachusetts General Assembly D the resulting absolute monarchy created discontent among American colonists

52. In 1689 King William and Queen Mary signed the English Bill of Rights. That same year Parliament passed the Toleration Act, which extended religious freedom. These events were relevant to the development of the U.S. political system because – A they contributed to the notion that government must protect the rights of the people B voting rights were extended to all citizens, regardless of social status or religion C the legislation was rejected by the Massachusetts General Assembly D the resulting absolute monarchy created discontent among American colonists

53. No freeman shall be seized, imprisoned,…or in any way destroyed; nor will we [the king] proceed against or prosecute him except by the lawful judgment of his peers, or by the law of the land. --Magna Carta, 1215 Which democratic principle is based on the excerpt above? A Right to bear arms B Freedom of speech C Freedom of the press D Right to a trial by jury

54. No freeman shall be seized, imprisoned,…or in any way destroyed; nor will we [the king] proceed against or prosecute him except by the lawful judgment of his peers, or by the law of the land. --Magna Carta, 1215 Which democratic principle is based on the excerpt above? A Right to bear arms B Freedom of speech C Freedom of the press D Right to a trial by jury

55. Excerpt from Federalist No. 51[I]t is evident that each department should have a will of its own; and consequently should be so constituted that the members of each should have as little agency as possibly in the appointment of the members of the others.  --James Madison, 1788 According to the excerpt above, Madison favored the basic constitutional principle of – A separation of powers B republicanism C federalism D popular sovereignty

56. Excerpt from Federalist No. 51[I]t is evident that each department should have a will of its own; and consequently should be so constituted that the members of each should have as little agency as possibly in the appointment of the members of the others.  --James Madison, 1788 According to the excerpt above, Madison favored the basic constitutional principle of – A separation of powers B republicanism C federalism D popular sovereignty

57. (8.16) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and other important historic documents. The student is expected to (D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.

58. limited government—everyone must obey the laws, including the President and other authority figures republicanism—elected representatives serve at the will of the people checks and balances—each of the 3 branches of gov’t shares its powers with the other branches and can then check each others’ power (ex. President can veto Congress’ legislation) federalism—the distribution of power between a federal gov’t and the states within a union (exclusive powers and shared powers) separation of powers—3 separate branches: legislative makes the laws, executive enforces the laws, judicial interprets the laws popular sovereignty—political power rests with the people who can create, alter, and abolish govt. People express themselves through voting. individual rights—Bill of Rights (first 10 amendments) were ratified in 1791 in order to provide protection of individual rights including freedom of speech, press, assembly, bear arms….

59. The principle of checks and balances in the U.S. government is reflected in the – A election of Supreme Court justices B creation of separate state and federal court systems C appointment of cabinet-level officers by the legislative branch D ability of Congress to override a presidential veto

60. The principle of checks and balances in the U.S. government is reflected in the – A election of Supreme Court justices B creation of separate state and federal court systems C appointment of cabinet-level officers by the legislative branch D ability of Congress to override a presidential veto

63. The diagram represents which constitutional principle? A Republicanism B Popular sovereignty C Separation of powers D Individual rights

64. The diagram represents which constitutional principle? A Republicanism B Popular sovereignty C Separation of powers D Individual rights

65. Under the constitutional principle of popular sovereignty, the authority of government is derived from – A state legislatures B the U.S. Supreme Court C acts of the U.S. Congress D the will of the people

66. Under the constitutional principle of popular sovereignty, the authority of government is derived from – A state legislatures B the U.S. Supreme Court C acts of the U.S. Congress D the will of the people (popular sovereignty)

67. Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press…. --First Amendment to the U.S. Constitution This excerpt reflects the principle of – A individual rights B executive power C popular sovereignty D checks and balances

68. Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press…. --First Amendment to the U.S. Constitution This excerpt reflects the principle of – A individual rights B executive power C popular sovereignty D checks and balances

69. (8.17) Government. The student understands the process of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to (B) describe the impact of 19th-century amendments including the 13th, 14th, and 15th amendments on life in the United States.

70. 13th Amendment—1865—Abolished slavery in the United States 14th Amendment—1868— Declares that all persons born in the United States (including former slaves but not including Native Americans) are citizens. Also states that all citizens are guaranteed equal protection of the laws 15th Amendment—1870— States that citizens cannot be denied the right to vote because of “race, color, or previous condition of servitude”

71. One reason the 14th and 15th Amendments to the U.S. Constitution were considered milestones was that they – A brought the Civil War to an end B created the Freedmen’s Bureau C established procedures for impeaching the president D granted newly freed slave significant political rights

72. One reason the 14th and 15th Amendments to the U.S. Constitution were considered milestones was that they – A brought the Civil War to an end B created the Freedmen’s Bureau C established procedures for impeaching the president D granted newly freed slave significant political rights

73. In 1965 Congress passed the Voting Rights Act, which outlawed literacy tests as a requirement for voting. In effect, this law helped enforce the 15th Amendment (1870), which – A prohibited slavery in the U.S. B eliminated voting restrictions based on race C outlawed the use of exit polls in federal elections D gave women the right to vote in all elections

74. In 1965 Congress passed the Voting Rights Act, which outlawed literacy tests as a requirement for voting. In effect, this law helped enforce the 15th Amendment (1870), which – A prohibited slavery in the U.S. B eliminated voting restrictions based on race C outlawed the use of exit polls in federal elections D gave women the right to vote in all elections

75. In addition to granting citizenship to former slaves, the 14th Amendment to the U.S. Constitution – A guaranteed equal protection under the laws B granted voting rights to women C abolished literacy tests for voting D protected freedom of speech

76. In addition to granting citizenship to former slaves, the 14th Amendment to the U.S. Constitution – A guaranteed equal protection under the laws B granted voting rights to women C abolished literacy tests for voting D protected freedom of speech

77. (8.18) Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system. The student is expected to (B) describe historical conflicts arising over the issue of states’ rights, including the Nullification Crisis and the Civil War.

78. Important Terms States’ rights—the idea (held by southern states) that the states had the right to limit the power of the national govt. This was a huge disagreement between southern states and the federal government before the Civil War Tariff—a tax on goods manufactured in another country Protective tariff—a tax on goods manufactured in another country in order to raise the price of the good so that more people will purchase goods manufactured in their own country Nullify—to refuse to accept or obey

80. Nullification Crisis—began in 1832 when the U.S. federal govt imposed a tariff on manufactured goods. The tariff was supposed to encourage Americans to buy products manufactured in the U.S., not in other countries. This was good news for manufacturers, who were mostly in the Northeast. Because few manufacturers were located in the South, southerners became angry as they felt they were being unfairly forced to pay for something that helped only the northerners. In South Carolina, political leaders declared that they would not obey a federal law they did not support. They announced that SC would nullify the federal tariff. They even threatened to secede from the Union. A compromise was reached and both sides backed down.

81. The debate over states’ rights and the supremacy of the national government became increasingly important between 1820 and 1860 because of opposing views on – A industrial development B slavery C immigration D women’s suffrage

82. The debate over states’ rights and the supremacy of the national government became increasingly important between 1820 and 1860 because of opposing views on – A industrial development B slavery C immigration D women’s suffrage

83. The Constitution of the United States, then, forms a government….It is a government in which all people are represented, which operates directly on the people individually, not upon the states….To say that any state may at pleasure secede from the union, is to say that the United States are not a nation…. --President Andrew Jackson, Dec. 10, 1832 The reader can conclude that President Andrew Jackson most likely would have agreed with which of the following statements? A Federal government reports to the various state governments. B The legitimacy of the federal government comes form the states. C The U.S. Constitution created a loose union of states. D States do not have the right to withdraw from the Union.

84. The Constitution of the United States, then, forms a government….It is a government in which all people are represented, which operates directly on the people individually, not upon the states….To say that any state may at pleasure secede from the union, is to say that the United States are not a nation…. --President Andrew Jackson, Dec. 10, 1832 The reader can conclude that President Andrew Jackson most likely would have agreed with which of the following statements? A Federal government reports to the various state governments. B The legitimacy of the federal government comes form the states. C The U.S. Constitution created a loose union of states. D States do not have the right to withdraw from the Union.

85. The Nullification Crisis concerned South Carolina’s dissatisfaction with federal policy on – A transportation B tariffs C banking D immigration

86. The Nullification Crisis concerned South Carolina’s dissatisfaction with federal policy on – A transportation B tariffs C banking D immigration

87. (8.20) Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to (A) define and give examples of unalienable rights

88. Unalienable Rights Natural rights Rights that government cannot take away without due process of law Unalienable rights include life, liberty, pursuit of happiness

89. John Locke wrote about the unalienable rights of life, liberty, and property because most nations – A guaranteed rights to women B limited rights to the privileged few C protected rights with state constitutions D restricted the power of the ruler

90. John Locke wrote about the unalienable rights of life, liberty, and property because most nations – A guaranteed rights to women B limited rights to the privileged few C protected rights with state constitutions D restricted the power of the ruler

91. The 13th Amendment to the U.S. Constitution was adopted in 1865. This amendment brought the United States closer to its goal of safeguarding the unalienable rights of life, liberty, and the pursuit of happiness by – A pardoning Confederate soldiers B giving women the right to vote C outlawing the institution of slavery D eliminating immigration quotas

92. The 13th Amendment to the U.S. Constitution was adopted in 1865. This amendment brought the United States closer to its goal of safeguarding the unalienable rights of life, liberty, and the pursuit of happiness by – A pardoning Confederate soldiers B giving women the right to vote C outlawing the institution of slavery D eliminating immigration quotas

93. John Locke’s philosophy of natural rights asserts that all people have certain basic rights from birth. In the Declaration of Independence, these rights are referred to as – A political rights B unalienable rights C states’ rights D women’s rights

94. (8.20) Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to (B) summarize rights guaranteed in the Bill of Rights.

95. Bill of Rights 1st—Freedom of religion, speech, press, assembly, petition 2nd—Right to bear arms 3rd—Civilians will not be forced to house (quarter) soldiers 4th—Protection against unreasonable search and seizure 5th—Rights of accused persons: no double jeopardy, no self-incrimination, due process of law 6th—Right to a fair and speedy trial by a jury of one’s peers in criminal cases 7th—Trial by jury guaranteed in civil cases involving substantial amounts of money 8th—Protection against excessive bail and cruel and unusual punishment 9th—The guarantee that rights not specifically listed in the Constitution are not automatically denied to the people 10th—The guarantee that the people and the states are to keep powers not specifically granted to the federal government

96. The Bill of Rights guarantees all citizens of the United States certain rights, including protection – A against oppression by foreign governments B from economic hardships C from being deprived of property, liberty, or life without due process of law D against the military draft by the federal government

97. The Bill of Rights guarantees all citizens of the United States certain rights, including protection – A against oppression by foreign governments B from economic hardships C from being deprived of property, liberty, or life without due process of law D against the military draft by the federal government

98. Which type of government best safeguards the individual rights of its citizens? A Modern autocracy B Theocratic state C Modern democracy D Totalitarian state

99. Which type of government best safeguards the individual rights of its citizens? A Modern autocracy B Theocratic state C Modern democracy D Totalitarian state

100. The term “Bill of Rights” refers to – A the document that specifies separation of church and state B a revision of the Articles of Confederation C the first ten amendments to the U.S. Constitution D rights given to the colonists by King George III

101. The term “Bill of Rights” refers to – A the document that specifies separation of church and state B a revision of the Articles of Confederation C the first ten amendments to the U.S. Constitution D rights given to the colonists by King George III

102. (8.22) Citizenship. The student understands the importance of the expression of different points of view in a democratic society. The student is expected to (B) describe the importance of free speech and press in a democratic society.

103. Free Speech—Free speech allows citizens to hear many differing opinions on the same issue. People in the U.S. are free to express their disagreement with the govt’s decisions. Free Press—The press is the primary way people get information about government activities, events, and opinions. Some countries censor the press and control the information that people read. The U.S. protects the freedom of the press so that people will know what the govt is doing.

104. The constitutional guarantees of free speech and a free press are important to a free society because they – A support a one-party political system B protect majority rights C encourage an open exchange of ideas D require all citizens to vote

105. The constitutional guarantees of free speech and a free press are important to a free society because they – A support a one-party political system B protect majority rights C encourage an open exchange of ideas D require all citizens to vote

106. Freedom of speech and freedom of the press are important to the U.S. system of government because democracy relies on people to – A restrict unpopular views expressed in public B make educated decisions on matters of public concern C support the rise of a totalitarian dictator D promote the advantages of a socialist economy

107. Freedom of speech and freedom of the press are important to the U.S. system of government because democracy relies on people to – A restrict unpopular views expressed in public B make educated decisions on matters of public concern C support the rise of a totalitarian dictator D promote the advantages of a socialist economy

108. I doubt that a country can live in freedom where its people can be made to suffer physically or financially for criticizing their government, its actions, or its officials…. --Hugo Black, New York Times v. Sullivan, 1964 According to the excerpt, which of the following is necessary to preserve liberty within the United States? A The right to vote B Freedom of association C Freedom of expression D The right to property

109. I doubt that a country can live in freedom where its people can be made to suffer physically or financially for criticizing their government, its actions, or its officials…. --Hugo Black, New York Times v. Sullivan, 1964 According to the excerpt, which of the following is necessary to preserve liberty within the United States? A The right to vote B Freedom of association C Freedom of expression D The right to property

110. (8.30) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to use primary and secondary sources to acquire information about the United States; ON 10TH GRADE TEST ONLY, NOT EXIT

111. Primary Sources—evidence produced by someone who participated in an event or lived during the time. Letters written to a friend or a speech or an autobiography are all primary sources. Secondary Sources—descriptions or interpretations prepared by people who were not involved in the events described. Note: Your textbook is a secondary source, although it contains some primary sources such as documents like the U.S. Constitution, pictures, excerpts from people’s diaries, etc.

112. These lands are ours….The Great Spirit above has appointed this place for us…and here we will remain. --Tecumseh, 1810 Tecumseh’s statement illustrates that many Native Americans – A wanted to be relocated to reservations B were opposed to moving from their land C sought fair compensation for their land D wanted to conquer new territory

113. These lands are ours….The Great Spirit above has appointed this place for us…and here we will remain. --Tecumseh, 1810 Tecumseh’s statement illustrates that many Native Americans – A wanted to be relocated to reservations B were opposed to moving from their land C sought fair compensation for their land D wanted to conquer new territory

116. (8.30) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to (D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants; and ON 10TH GRADE TEST ONLY, NOT EXIT

117. Point of view —the position or vantage point from which the events of a story seem to be observed and presented to us Frame of reference—the attitudes, knowledge, experiences, and beliefs that an observer brings to a story

118. “A house divided against itself cannot stand.” I believe this government cannot endure, permanently half slave and half free. I do not expect the Union to be dissolved—I do not expect the house to fall—but I do expect it will cease to be divided. It will become all one thing, or all the other. --Abraham Lincoln, from “A House Divided,” 1858 What is the “house” Abraham Lincoln is referring to in this excerpt? A Congress B The White House C The United States D Great Britain

119. “A house divided against itself cannot stand.” I believe this government cannot endure, permanently half slave and half free. I do not expect the Union to be dissolved—I do not expect the house to fall—but I do expect it will cease to be divided. It will become all one thing, or all the other. --Abraham Lincoln, from “A House Divided,” 1858 What is the “house” Abraham Lincoln is referring to in this excerpt? A Congress B The White House C The United States D Great Britain

122. [T]he period of debate is closed. Arms, as the last resource, decide the contest….Every thing that is right or natural pleads for separation.--Thomas Paine, Common Sense, 1776 The contest Thomas Paine refers to in the excerpt above is the – A argument concerning the limits of state power B British struggle to control transatlantic trade C argument concerning the legality of slavery D struggle for the independence of the American colonies

123. [T]he period of debate is closed. Arms, as the last resource, decide the contest….Every thing that is right or natural pleads for separation.--Thomas Paine, Common Sense, 1776 The contest Thomas Paine refers to in the excerpt above is the – A argument concerning the limits of state power B British struggle to control transatlantic trade C argument concerning the legality of slavery D struggle for the independence of the American colonies

124. (8.30) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to (F) identify bias in written and visual material. ON 10TH GRADE TEST ONLY, NOT EXIT

125. Bias—A source is biased if it supports its point of view by using prejudices, stereotypes, or distortions of facts. Bias can be used to describe a person or event in either a positive or negative way.

126. It is really mortifying, sir, when a woman possessed of a common share of understanding considers the difference of education between the male and female sex….[W]hy should your sex wish for such a disparity [difference] in those whom they one day intend for companions and associates? --Abigail Adams, Letter to John Thaxton, February 15, 1778 The author of this excerpt is expressing – A opposition to equal employment opportunities for women B support for equal government representation for women C opposition to equal rights for married women D support for equal schooling for women

127. It is really mortifying, sir, when a woman possessed of a common share of understanding considers the difference of education between the male and female sex….[W]hy should your sex wish for such a disparity [difference] in those whom they one day intend for companions and associates? --Abigail Adams, Letter to John Thaxton, February 15, 1778 The author of this excerpt is expressing – A opposition to equal employment opportunities for women B support for equal government representation for women C opposition to equal rights for married women D support for equal schooling for women

130. A national debt if it is not excessive will be to us a national blessing; it will be a powerful cement of our union. --Alexander Hamilton, 1781 How does the excerpt below show Hamilton’s bias in favor of a national debt? A By calling on states to assume the debt B By supporting taxation without representation C By describing the debt as a strengthening force D By promoting western land sales

131. A national debt if it is not excessive will be to us a national blessing; it will be a powerful cement of our union. --Alexander Hamilton, 1781 How does the excerpt below show Hamilton’s bias in favor of a national debt? A By calling on states to assume the debt B By supporting taxation without representation C By describing the debt as a strengthening force D By promoting western land sales