United States History Assessments Ninth Grade

B. Government relief programs required immigrants to settle in cities.

C. Labor union leaders encouraged unrestricted immigration.

D. Immigrants were not permitted to buy farmland.

B. Progressive Party plea for compulsory education.

C. Public outcry following numerous industrial accidents.

D. Passage of child labor laws by individual states.

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  major changes in the Constitution, including 16th, 17th, 18th, and 19th Amendments
  
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  new regulatory legislation (e.g., Pure Food and Drug Act, Sherman and Clayton Anti-Trust Acts)
  
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  the Supreme Court’s role in supporting or slowing reform
  
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  role of reform organizations, movements and individuals in promoting change (e.g., Women’s Christian Temperance Union, settlement house movement, conservation movement, and the National Association for the Advancement of Colored People, Jane Addams, Carrie Chapman Catt, Eugene Debs, W.E.B. DuBois, Upton Sinclair, Ida Tarbell)
  
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  efforts to expand and restrict the practices of democracy as reflected in post-Civil War struggles of African Americans and immigrants
  

1. Which long-awaited goal of the women’s rights movement was achieved during the Progressive Era?

B. Right to own property

C. Equal pay for equal work

D. Equal access to employment and education

2. The Sherman Antitrust Act and the Clayton Antitrust Act were passed in an effort to

B. maintain competition in business.

C. increase business investment.

D. limit the activities of foreign corporations.

B. support the national conservation movement.

C. establish a system for meat inspection.

D. legalize strikes and boycotts by labor unions.

B. developed significant popular support.

C. achieved their goals without government action.

D. failed to affect the nation as a whole.

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  cultural movements, such as the Harlem Renaissance and the “lost generation”
  
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  the struggle between “traditional” and “modern” America (e.g., Scopes Trial, immigration restrictions, Prohibition, role of women, mass consumption)
  

1. The “Lost Generation” was a group of 1920s writers and other artists who

A. were killed during WWI.

B. were disconnected from the values of their own countries.

C. were traitors to their countries during WWI.

D. were a group of artists who never had any children.

2. During the 1920s, many women broke with tradition by

B. exercising their right to vote.

C. shortening their hemlines and hair.

D. all of the Above

B. A time when many African Americans immigrated to Africa.

C. A time of literary awakening for African Americans.

D. A time of spiritual awakening for African Americans.

B. it was a time when people played their radios really loud.

C. it was a time of sweeping political and cultural change.

D. it was during this time that the U.S. entered a period of isolationism.

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  the political, economic, environmental, and social causes of the Great Depression including fiscal policy, overproduction, under consumption, and speculation, the 1929 crash, and the Dust Bowl
  
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  the economic and social toll of the Great Depression, including unemployment and environmental conditions that affected farmers, industrial workers and families
  
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  Hoover’s policies and their impact (e.g., Reconstruction Finance Corporation)
  

1. In the 1920’s, the depressed situation of United States agriculture was chiefly caused by

B. mechanization and overproduction.

C. inefficient production techniques.

D. stock-market speculation.

B. High taxes and overspending on social welfare programs.

C. United States war debts and the declining value of the dollar.

D. Overproduction and the excessive use of credit.

B. Labor unions were able to organize a powerful lobby in Washington.

C. Labor unions grew in strength and numbers.

D. Labor unions were able to negotiate better pay for workers.

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  expanding the federal government’s responsibilities to protect the environment (e.g., Dust Bowl and the Tennessee Valley), meet challenges of unemployment, address the needs of workers, farmers, poor, and elderly
  
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  opposition to the New Deal and the impact of the Supreme Court in striking down and then accepting New Deal laws
  
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  consequences of New Deal policies (e.g., promoting workers’ rights, development of Social Security program, and banking and financial regulation conservation practices, crop subsidies)
  

1. The “First Hundred Days” was characterized by

B. President Roosevelt’s calling for a special congressional session after his Inauguration to begin legislation on the New Deal.

C. military mobilization following the attack on Pearl Harbor.

D. the period of time that followed the 1929 stock market crash.

B. Agricultural Adjustment Act

C. Public Works Administration

D. Social Security

B. speed up the Court’s review of cases.

C. increase the independence of the Court.

D. make the Court more supportive of New Deal programs.

B. state governments should give up control over commerce inside their states.

C. the Federal Government must concern itself with the people’s economic well-being.

D. the United States Constitution was not relevant to 20th-century life.

B. an expansion of the power of the Federal Government.

C. a change in the voting rights of women.

D. a reinstitution of the gold standard for United States currency.

B. United States involvement in World War II rapidly accelerated economic growth.

C. the Supreme Court declared most New Deal laws unconstitutional.

D. later Presidents failed to support most New Deal reforms.

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  the political and economic disputes over territory (e.g., failure of Versailles Treaty, League of Nations, Munich Agreement)
  
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  the differences in the civic and political values of the United States and those of Nazi Germany and Imperial Japan
  
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  United States neutrality
  
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  the bombing of Pearl Harbor
  

1. In the early 1940’s, the “destroyers-for-military-bases deal” with Great Britain and the Lend-Lease Act were evidence that the United States

B. followed its policy of neutrality more strictly as World War II progressed in Europe.

C. believed that the Allied policy of appeasement would succeed.

D. wanted to honor the military commitments it had made just after World War I.

B. Passage of neutrality legislation forbidding arms sales to warring nations.

C. Embargo on the sale of gasoline and steel to Japan.

D. President Franklin D. Roosevelt’s exchange of American destroyers for British naval and air bases.

B. European democracies supported United States policies toward Germany and Japan.

C. President Franklin D. Roosevelt did not enforce the Neutrality Acts.

D. Germany and Japan achieved important military successes in Europe and Asia.

B. effectiveness of a policy of appeasement in stopping aggression.

C. success of the pacifist movement in the United States.

D. role of communism as a negative influence in global affairs.

B. increase economic production to meet wartime demands.

C. defend New York City against a nuclear attack.

D. recruit men for the military services.

B. thwarting the Japanese army’s drive through Burma.

C. stemming the tide of Japanese advances in the Pacific.

D. driving the last vestiges of American sea power from the Pacific.

A. The establishment of a Council of Foreign Ministers to draft peace treaties.

B. A commitment to open a second front in France.

C. An agreement to divide Germany into four military zones.

D. The Soviet Union agreed to enter the war against Japan once Germany was defeated.
Answer: C
4. Which of the following was the MAJOR reason President Truman used to justify his decision to drop the atomic bomb on Hiroshima in August 1945?
A. He felt it would shorten the war and eliminate the need for an invasion of Japan.

B. He wanted to send a strong warning message to the Russians to watch their step in the Pacific after Japan was defeated.

C. He believed it would be an appropriate revenge for the Japanese attack on Pearl Harbor.

D. He felt it would end up saving Japanese civilian lives, when compared to the casualties expected from an invasion of Japan.

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  mobilization of economic, military, and social resources
  
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  role of women and minorities in the war effort
  
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  role of the home front in supporting the war effort (e.g., rationing, work hours, taxes)
  
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  internment of Japanese-Americans
  

1. After World War II, the United States was better able than its allies to adjust its economy from wartime to peacetime because the United States

B. raised tariffs on imports.

C. had collected its war debts from the Allies.

D. had suffered no widespread wartime destruction.

B. the passage of the Equal Rights Amendment.

C. a greater number of high-level management positions.

D. greater integration in housing and schools throughout the nation.

B. the end of discrimination for African Americans.

C. the revitalization of the Federal Reserve System and the Securities and Exchange System.

D. the swift ending of the Great Depression.

4. During World War II, this poster was used primarily to

A. contain the spread of communism.

B. create jobs for the unemployed.

C. gain financial support for the war.

D. convince women to fill vacant factory jobs.

5. Which does NOT describe the internment of Japanese-Americans during World War II?

B. Reparations were finally paid to evacuees about forty years after the end of the war.

C. Outside California, there was strong public opposition to the internment policy.

D. Many if the evacuees were United States citizens.

B. emotional welcome given the passengers aboard the St. Louis.

C. monetary and legal assistance given to Jews for immigration.

D. acceptance of Jews in the United States.

B. Only individuals who actually commit murder during a war can be guilty of a crime.

C. Defeated nations cannot be forced to pay reparations.

D. Defeated nations can be occupied by the victors.

B. recruit soldiers.

C. exterminate Jews.

D. end the war.

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  differences in the civic, ideological and political values, and the economic and governmental institutions of the U.S. and U.S.S.R.
  
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  diplomatic decisions made at the Yalta and Potsdam Conferences (1945)
  
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  actions by both countries in the last years of and years following World War II (e.g., the use of the atomic bomb, the Marshall Plan, the Truman Doctrine, North American Treaty Alliance (NATO), and Warsaw Pact)
  

1. The U.S. and U.S.S.R. distrusted each other after WWII for all the following reasons except

B. the U.S. had granted postwar loans to Great Britain but not to the USSR.

C. the U.S. and Great Britain had not shared nuclear research with the Soviet Union during the war.

D. the U.S. and Great Britain had wanted to assassinate Stalin during the war.

B. Soviet domination of Eastern Europe.

C. competition between the superpowers to explore outer space.

D. continuation of the pre-World War II balance of power.

B. Great Britain

C. Soviet Union

D. France

B. insure the survival of the newly independent nations of Africa and Asia.

C. limit the proliferation of nuclear weapons.

D. provide medical aid to Latin American nations.

5. During the Cold War the U.S.S.R. economy differed from the U.S. economy in all of the following ways except that

B. the government of the U.S. restricted the products that could be sold to consumers.

C. the government of the U.S.S.R. regulated production of consumer goods.

D. the consumers of the U.S participated in a free enterprise system.

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  the development of a U.S. national security establishment, composed of the Department of Defense, the Department of State, and the intelligence community
  
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  the armed struggle with Communism, including the Korean conflict
  
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  direct conflicts within specific world regions including Germany and Cuba
  
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  U.S. involvement in Vietnam, and the foreign and domestic consequences of the war (e.g., relationship/conflicts with U.S.S.R. and China, U.S. military policy and practices, responses of citizens and mass media)
  
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  indirect (or proxy) confrontations within specific world regions (e.g., Chile, Angola, Iran, Guatemala
  
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  the arms race
  

1. Both the Bay of Pigs invasion of Cuba (1961) and the invasion of Panama (1989) are examples of United States attempts to

B. cultivate good relations with Latin American nations.

C. stop the drug trade.

D. end the Cold War.

B. federal supremacy.

C. freedom of speech.

D. civilian control of the military.

B. a rejection of involvement in affairs outside the Western Hemisphere.

C. a commitment to holding communism within the Soviet Union and Eastern Europe.

D. a commitment to working with the Soviet Union.

B. assemble a military alliance against the Soviet Union.

C. maintain Western Europe in a state of permanent economic dependence on the United States.

D. permanently eliminate the possibility of a threat from an industrialized Germany.

B. Formation of the European Union.

C. Breakup of the Soviet Union.

D. Creation of the North Atlantic Treaty Organization (NATO).

B. the containment of communism.

C. world-wide environmental pollution.

D. nuclear disarmament.

- President John F. Kennedy, October 22, 1962

B. Cuban missile crisis.

C. United States-Soviet space race.

D. nuclear test ban controversy.

Answer: B

5. From the end of World War II until the 1980’s, the United States carried out its foreign policy mainly by

B. avoiding any situation that might involve the nation in a conflict.

C. acting forcefully to obtain and control colonies.

D. taking a variety of actions to prevent the spread of communism.

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  describing issues challenging Americans such as domestic anticommunism (McCarthyism), labor, poverty, health care, infrastructure, immigration, and the environment
  
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  evaluating policy decisions and legislative actions to meet these challenges (e.g., G.I. Bill of Rights (1944), Taft-Hartley Act (1947), Twenty-Second Amendment to the U.S. Constitution (1951), Federal Highways Act (1956), National Defense Act (1957), E.P.A. (1970)
  

1. Which situation resulted from Senator Joseph McCarthy’s search for Communists within the United States during the 1950’s?

B. The reputations of many people were ruined by false accusations of disloyalty.

C. Many high-ranking government officials were exposed as spies of the Soviet Union.

D. Organized groups of Communists began a wave of violent political terrorism.

B. the tactics of Senator McCarthy were necessary to protect the basic principles of democracy.

C. free speech must be limited in times of national crisis.

D. Senator McCarthy was a greater threat to the nation than Communist sympathizers were.

B. By holding unions responsible for damages incurred during disputes between unions.

C. By making union leaders take loyalty oaths.

D. All of the above.

B. By holding unions responsible for damages incurred during disputes between unions.

C. By making union leaders take loyalty oaths.

D. All of the above.

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  the impact of WWII and the Cold War (e.g., racial and gender integration of the military)
  
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  Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965))
  
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  protest movements, organizations, and civil actions (e.g., integration of baseball, Montgomery Bus Boycott (1955–1956), March on Washington (1963), freedom rides, National Association for the Advancement of Colored People (NAACP), Southern Christian Leadership Conference (SCLC), Student Non-violent Coordinating Committee (SNCC), Nation of Islam, Black Panthers)
  
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  resistance to Civil Rights
  

1. The main purpose of New Deal measures such as the Securities and Exchange Commission (SEC) and the Federal Deposit Insurance Corporation (FDIC) was to

B. develop rules to limit speculation and safeguard savings.

C. enable the Federal Government to take over failing industries.

D. assure a guaranteed income for American families.

2. Which action designed to oppose a political or business policy is closest to the approach used by Martin Luther King, Jr.?

B. A union picketer assaulting a strikebreaker.

C. A government employee resisting arrest for failure to pay income taxes.

D. Dissatisfied workers destroying machinery in their factory.