2016 TEXAS STAAR TEST – END OF COURSE – U. S.

HISTORY
Total Possible Score: 68
Needed Correct to Pass: For 2016 - 30 For 2017 - 32
Advanced Performance: 55

Time Limit: 4 Hours

This file contains the State of Texas Assessments of Academic Readiness (STAAR) administered in Spring,
2016, along with the answer key, learning objectives, and, for writing tests, the scoring guide. This
document is available to the public under Texas state law. This file was created from information released
by the Texas Education Agency, which is the state agency that develops and administers the tests. All of
this information appears on the Texas Education Agency web site, but has been compiled here into one
package for each grade and subject, rather than having to download pieces from various web pages.

The number of correct answers required to "pass" this test is shown above. Because of where the "passing"
score is set, it may be possible to pass the test without learning some important areas of study. Because of
this, I believe that making the passing grade should not be considered "good enough." A student's goal
should be to master each of the objectives covered by the test. The "Advanced Performance" score is a good
goal for mastery of all the objectives.

The test in this file may differ somewhat in appearance from the printed version, due to formatting
limitations. Since STAAR questions are changed each year, some proposed questions for future tests are
included in each year's exams in order to evaluate the questions. Questions being evaluated for future
tests do not count toward a student's score. Those questions are also not included in the version of the test
made available to the public until after they used as part of the official test.

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Reproduction of all or portions of this work is prohibited without express written permission from the
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Questions and comments about the tests should be directed to:

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Student Assessment Division
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phone: 512-463-9536 email: Student.Assessment@tea.state.tx.us

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Provided as a public service by

Former State Representative Scott Hochberg.
No tax dollars were used for this posting.
 STAAR
®

State of Texas
Assessments of
Academic Readiness

U.S. History

Administered May 2016

RELEASED

Copyright © 2016, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express
written permission from the Texas Education Agency.
 U.S. HISTORY

U.S. History
Page 3
DIRECTIONS

Read each question carefully. Determine the best answer to the question from
the four answer choices provided. Then fill in the answer on your answer
document.

1
Carnegie Library, Sault Sainte Marie, Michigan, c. 1908

Source: Library of Congress, Prints and Photographs Division

Which Andrew Carnegie quotation best explains why he funded libraries like the one in this
photograph?

A “Under the law of competition, the employer of thousands is forced into the strictest
economies, . . . and often there is friction between the employer and the employed.”

B “The price which society pays for the law of competition, like the price it pays for cheap
comforts and luxuries, is . . . great.”

C “The best means of benefiting the community is to place within its reach the ladders upon
which the aspiring can rise.”

D “This, then, is . . . the duty of the man of wealth: To set an example of modest,
unostentatious living, shunning display or extravagance.”

U.S. History
Page 4
 2

?
• The rise of militarism upset the balance of power in Europe.
• Political interference in the unstable Balkan Peninsula increased
tensions throughout Europe.
• Germany, Austria-Hungary, and the Ottoman Empire aligned against
France, Russia, and Great Britain.

Which of the following is the best title for this list?

F Issues Contributing to the Outbreak of World War I

G Principal Reasons for U.S. Entry into World War II

H Consequences of Twentieth-Century European Isolationism

J Economic Rivalries Between Cold War Superpowers

3 Why did Chicano migrant workers establish the United Farm Workers?

A To exert influence on foreign policy

B To obtain fair wages and improve labor conditions

C To attain the right to vote in federal elections

D To change citizenship requirements

U.S. History
Page 5
 4 What was the initial response of the U.S. government to the attacks of September 11, 2001?

F To impose economic sanctions on Libya for sponsoring terrorist activities

G To begin military operations in Afghanistan

H To reopen military bases in Europe that had been closed after the Cold War

J To form a coalition to eliminate training bases in Pakistan

An angry mob of over 1,000 whites gathers in front of Central

High School, while nine African American students are escorted
inside. The Little Rock police remove the nine children for their
safety.

—Little Rock Central High School National Historic Site, National

Park Service, www.nps.gov (accessed December 2, 2013)

This confrontation centered around —

A disagreement over the use of taxes to fund public education

B the refusal of federal courts to hear cases concerning civil rights violations

C the denial of First and Fifth Amendment freedoms by southern state legislatures

D resistance by state and local governments to the Brown v. Board of Education ruling

U.S. History
Page 6
 6

Source: Library of Congress, Rare Book and Special Collections

Division

The issue addressed in this political cartoon was later settled by —

F the creation of the Temperance Society

G the repeal of the Eighteenth Amendment

H the initiation of the Settlement House movement

J the ratification of the Nineteenth Amendment

U.S. History
Page 7
 7

1962 In her book Silent Spring, Rachel Carson warned the public of the consequences
of widespread pesticide use.

Twenty million Americans celebrated the first Earth Day.

1970 ?
The Clean Air Act was passed, regulating air emissions from all sources.

1972 The Clean Water Act was passed, regulating the quality of surface waters.
1973 The Endangered Species Act was passed, protecting threatened wildlife.

Which statement correctly completes this time line?

A The Centers for Disease Control petitioned Congress to eliminate waste treatment plants.

B The federal government created the Environmental Protection Agency to oversee

environmental issues.

C The automobile industry began researching alternative energy sources.

D The president ordered the Public Health Service to deal with environmental pollution.

U.S. History
Page 8
 8
U.S. Cattle Industry in the Nineteenth Century

• Wild cattle multiplied for centuries in the Southwest.

• Growing cities created more demand for beef.
• Cowboys rounded up cattle and drove them to shipping centers
on railroad lines.
• The introduction of barbed wire and windmills led to large
fenced ranches.
• ?
Which statement best completes this list?

F Congress passed legislation imposing tariffs on imported beef.

G Most of the cowboys on cattle drives were European immigrants.

H The cattle industry was nationalized under the Department of Agriculture.

J The need to process large amounts of cattle made meatpacking a major industry.

9 The primary objective of the Dawes Act was to —

A promote cultural assimilation of American Indians

B turn American Indian reservations into corporate farmland

C end warfare between American Indians and the U.S. military

D promote American Indian investment in private industry

U.S. History
Page 9
 10

The New York Times

May 4, 1970

Four Kent State University Students

Killed by Ohio National Guardsmen

The event described in this headline resulted in —

F decreased federal funding of student loans

G increased support for the antiwar movement

H the reinstatement of the draft

J an end to federal investigations of student organizations

11 Which theme formed the basis of the Chicano Mural Movement?

A Environmental preservation

B Assimilation

C Education

D Cultural pride

U.S. History
Page 10
 12

The Aircraft Warning Service . . . mission was to “observe the

movement of aircraft and to collect and exhibit the information
obtained” in order to protect the nation’s coasts and adjacent
territories and bases against enemy attack by land or by sea.

—Justine Christianson, Historic American Engineering Record,

National Park Service, 2005

Which technological advance from World War II fulfilled this mission?

F Sonar

G Jet engines

H Radar

J Cipher machines

13 Which diagram is about Sandra Day O’Connor?

A First woman named to the Provided swing votes in

U.S. Supreme Court important cases

B First woman nominated as a Received more votes than

candidate for vice president any previous candidate

C First female member of the Supported women’s suffrage

U.S. Senate as a natural right

D First female elected to serve United political opponents to

as governor of a state achieve progress

U.S. History
Page 11
 14

In 1890, Captain Alfred Thayer Mahan, a lecturer in naval history

and the president of the United States Naval War College,
published The Influence of Sea Power upon History, 1660–1783,
a revolutionary analysis of the importance of naval power as a
factor in the rise of the British Empire. Two years later, he
completed a supplementary volume, The Influence of Sea Power
upon the French Revolution and Empire, 1793–1812.

—Milestones: 1866–1898, Office of the Historian,

U.S. Department of State, history.state.gov
(accessed October 31, 2013)

Mahan’s books influenced U.S. efforts to become a world power primarily by —

F advocating overseas expansion

G emphasizing the need for protectionist tariffs

H demonstrating the political risks of foreign trade

J arguing against forming overseas alliances

15 Which government action was intended to ensure that African Americans could exercise their
Fifteenth Amendment rights?

A The Supreme Court decision in Sweatt v. Painter

B The executive order to desegregate the U.S. Army

C The passage of the Voting Rights Act of 1965

D The Supreme Court decision in Plessy v. Ferguson

U.S. History
Page 12
 16
Hurricane Katrina and New Orleans, 2005

Hurricane Katrina
Many residents were

?
moved inland with
trapped in the city,
high winds, storm
while others were
surges, and heavy
evacuated.
rain.

Which sentence best completes this diagram?

F The levee system was unable to hold back floodwater.

G The Mississippi River was diverted.

H An outbreak of tornadoes felled numerous trees.

J The National Weather Service failed to provide adequate warning.

17

Attorney-General A. Mitchell Palmer conducted a series of

raids. . . . The most spectacular of the “Palmer raids” occurred in
January 1920.

—“Start-up of the Department and World War I,

1913–1921,” U.S. Department of Labor, www.dol.gov
(accessed November 21, 2013)

What was the primary reason for the raids described in this excerpt?

A To prevent workers from joining labor organizations

B To block civil rights advocates from staging public protests

C To suppress the teaching of evolution in colleges

D To halt the spread of communist ideas by radicals

U.S. History
Page 13
 18 President Woodrow Wilson’s Fourteen Points supported Poland by calling for its —

F establishment as a Soviet satellite nation

G annexation by Great Britain

H establishment as an independent nation

J inclusion in one of the larger empires

19

Source: The Bancroft Library, University of California,

Berkeley

Which situation does this cartoon from an early 1900s pamphlet illustrate?

A The deportation of many Chinese immigrants in the Northwest

B The recruitment of Chinese immigrants by large labor unions in the Midwest

C The fear in the West of losing jobs to Chinese immigrants

D The lack of available resources in the East to support a large influx of Chinese immigrants

U.S. History
Page 14
 20 Why did the “Return to Normalcy” agenda of U.S. presidential candidate Warren G. Harding
appeal to many voters in the 1920 election?

F The public wanted to help rebuild war-torn countries.

G There were significant shortages of military supplies.

H There was a decrease in demand for consumer goods.

J The public wanted to concentrate on domestic economic issues.

21 Which headline describes the primary issue faced by the federal government at the onset of
the Great Depression?

D a i l y N ew s D a i l y N ew s

Unemployment Rates Consumer Markets Saturated

A Reach Record High C with Foreign Imports

D a i l y N ew s D a i l y N ew s

Consumer Price Index Banks Face Oversupply

B Skyrockets D of Currency

U.S. History
Page 15
 22

Since 1977, the government has shut down on seventeen

occasions. There were six shutdowns during the Carter
Administration, all of them lasting for more than a week and one
for seventeen days. There were eight shutdowns during the
Reagan Administration, none longer than three days, and one
three-day shutdown during the first Bush Administration. The two
most recent government shutdowns occurred . . . in 1995 and
1996. The first lasted for five days in November, and the second
for twenty-one days in December and January.

—“RSC Policy Brief: Government Shutdowns,”

Republican Study Committee, 2011

The events described in this excerpt provide evidence of which political situation?

F Growing solidarity between the executive and judicial branches

G An increase in the number of legislators who vote against party lines

H A lack of cooperation between the legislative and executive branches

J The refusal by the Supreme Court to intervene in legislative matters

23 The Social Security Act affected the role of the federal government by —

A authorizing the government to impose a flat tax

B creating a government-administered benefits program

C implementing new regulations on interstate travel

D establishing an agency to monitor immigration

U.S. History
Page 16
 24

The right of citizens of the United States, who are eighteen years
of age or older, to vote shall not be denied or abridged by the
United States or by any State on account of age.

—Twenty-Sixth Amendment, U.S. Constitution

This amendment gained support based on the belief that people should have the right to vote if
they are old enough to —

F drive motorized vehicles

G serve as members of juries

H pay federal income taxes

J be drafted into the military

25
Post–World War II Events

U.S. Response Effects on

World War II Western Europe

?
devastates Europe’s • Improved political
infrastructure and stability
economies. • Closer ties with the
United States
• Recovering economies

Which sentence best completes this diagram?

A The president authorizes a military strike against forces threatening the borders of
Western Europe.

B Congress appropriates funding for nuclear arms facilities in Western Europe.

C The president signs a treaty requiring reparations to be paid to Western European

countries.

D Congress passes a bill to provide financial assistance to Western European countries.

U.S. History
Page 17
 26

Historically, one of the most significant migrations of population

in the United States has been the movement of people from rural
to urban areas. To appreciate the magnitude of this shift,
consider the fact that in 1800, 94% of the U.S. population lived in
a rural area, compared with 60% in 1890 and only 25% in 1990!

—Stephan J. Goetz, Migration and Local Labor Markets, 1999

Which factor was a primary reason for the shift described in this excerpt?

F Kinship networks

G Economic transformation

H Government reform

J Climate change

27 During the Korean War, what prevented the southern part of the peninsula from falling
permanently to the invading forces?

A The threat of a Soviet naval blockade

B The assistance of the Chinese military

C The use of atomic weapons on northern cities

D The involvement of UN forces under the command of the United States

U.S. History
Page 18
 28

Source: NARA

This 1944 poster was produced most likely in response to the —

F growing demand for equal pay for equal work

G growing demand for personnel to support the war effort

H lack of women with the skills necessary to join the labor force

J lack of women able to serve in combat

29 How did President Ronald Reagan’s administration support Contra rebels in Nicaragua after
Congress cut funding for military aid?

A By secretly selling weapons to Iran in order to raise funds

B By confiscating funds seized in drug raids

C By implementing a sin tax on luxury items

D By collecting tariffs on oil imports from Saudi Arabia

U.S. History
Page 19
 30 Why did the United States seize Pacific islands during World War II?

F To gain access to vital natural resources

G To fulfill commitments to military alliances

H To protect shipping routes for neutral countries

J To establish military bases for use in further attacks

31
African Americans
Northern black
organize black

?
churches are
churches in the
influenced by
South during the
southerners during
post-Reconstruction
the Great Migration.
era.

Which sentence best completes this sequence of events?

A The temperance movement begins.

B Religious schools are granted federal aid.

C Protest music becomes a popular genre.

D Gospel music gains national attention.

U.S. History
Page 20
 32
Differences in Maritime Shipping Distances
Before and After the Panama Canal Opened

Liverpool–
San Francisco

New York–
San Francisco KEY
via Panama Canal
via Magellan Straits
0 2,000 4,000 6,000 8,000 10,000 12,000 14,000
Nautical Miles
Courtesy of Dr. Jean-Paul Rodrigue

What was the main effect of the changes shown in this graph on the western United States?

F Immigration from Europe to western U.S. cities increased rapidly.

G Western U.S. businesses traded more efficiently with the East Coast and Europe.

H Asian businesses bypassed the West Coast to trade directly with the East Coast.

J Western states recruited guest workers from the Caribbean and South America.

33 Which of the following best characterizes the Gilded Age?

A The discovery of goldfields in the West led to an increase in the amount of money issued
for circulation.

B Industrialists used their connections with corrupt government officials for material gain
and political power.

C In the Deep South a sharp increase in immigration brought a boom in construction and
industry.

D Small, family-owned farms were bought and consolidated to form large agricultural
corporations.

U.S. History
Page 21
 34

The Allied and Associated Governments, however, require, and

Germany undertakes, that she will make compensation for all
damage done to the civilian population of the Allied and
Associated Powers and to their property during the period of the
belligerency of each as an Allied or Associated Power against
Germany.

—The Treaty of Versailles, Article 232, June 1919

One reason this provision was included in the Treaty of Versailles was to —

F create a democratic government in Germany

G divide Germany into smaller states to be governed by Allied countries

H grant independence to all German colonies

J weaken the power of Germany in the international community

U.S. History
Page 22
 35

© MPI/Archive Photos/Getty Images #2669077

This 1924 cartoon satirizes a scandal that led to —

A public disappointment over revelations of government corruption

B widespread dissatisfaction with a lack of economic development

C public frustration with government neglect of the working class

D widespread anger over excessive partisan politics

36 During World War I, tanks were used on the western front primarily to —

F lead infantry advances across no-man’s-land and into enemy territory

G destroy railroads and bridges used by enemy troops

H release chemical weapons in advance attacks on enemy positions

J launch long-range rockets at enemy aircraft

U.S. History
Page 23
 37

Press: Can you tell us about this wide publication of atrocity

stories? Do you think the publication of them is going to be very
useful?

General Eisenhower: I think I was largely responsible for it, so I

must have thought it was useful. When I found the first camp like
that I think I never was so angry in my life. . . . I think the
people at home ought to know what they are fighting for and the
kind of person they are fighting.

—General Dwight D. Eisenhower, press conference,

June 18, 1945

In this excerpt, General Eisenhower is describing his reaction to —

A the Bataan Death March

B Nazi concentration camps

C Japanese American internment camps

D the bombing of Hiroshima

U.S. History
Page 24
 38
Achievements of Ida B. Wells

1889 Becomes editor and co-owner of the Memphis

newspaper Free Speech and Headlight
1892 Publishes “Southern Horrors”

1895 Publishes “A Red Record”

1896 Helps found the National Association of Colored Women

1909 Helps found the National Association for the

Advancement of Colored People

1913 Forms a suffrage club for African American women in

the state of Illinois

These achievements illustrate Ida B. Wells’s contributions as —

F a religious leader

G an artist of the Harlem Renaissance

H a supporter of Prohibition

J an advocate of equality

39 What is the primary aim of the USA PATRIOT Act of 2001?

A To limit the amount of foreign investments in the United States

B To promote the growth of locally owned small businesses

C To prevent acts of terrorism against the United States

D To increase funding for military contracts

U.S. History
Page 25
 40

• Escape from religious persecution

• Hope for freedom and equality
• Hope for better economic conditions
• Escape from political turmoil and war

A high school teacher wrote these bullet points on the whiteboard. What was the most likely
topic of discussion?

F Goals of U.S. assimilation policies

G Objectives of the Grange movement

H Reasons for immigration to the United States

J Principles of social Darwinism

41

Increased population
growth
Increased demand
for higher crop yields ?
Which outcome best completes this diagram?

A A reduction in the use of agricultural pesticides

B The conversion of natural habitat to farmland

C A decline in the availability of processed foods

D The establishment of quality controls on imported foods

U.S. History
Page 26
 42 Which of the following is most characteristic of the Cold War?

F The growth of nuclear arsenals in the United States and the Soviet Union

G The expansion of national borders by imperialistic European countries

H The implementation of isolationist foreign policies in Great Britain and China

J The rapid industrialization of many Southeast Asian countries

43 Which of the following directly contributed to the economic instability of the United States in
1929?

A The implementation of a personal income tax

B Overspeculation in the stock market

C New regulations on banking

D The elimination of import tariffs

U.S. History
Page 27
 44

In 1954, the Geneva Conference, which was

held to negotiate peace in Indochina, resulted
in two compromise agreements: a cease-fire
and a final declaration. The cease-fire
established a demilitarized zone at the 17th
parallel in Vietnam. The final declaration
provided for elections to unify Vietnam under
the supervision of an international
commission. The United States refused to
approve the final declaration.

Which policy guided U.S. opposition to this declaration?

F Containment

G Peaceful coexistence

H Constructive engagement

J Deterrence

U.S. History
Page 28
 45

We conclude that this overpowering, irresistible tendency toward

aggregation of capital and increase of size . . . cannot be arrested
or even greatly impeded, and . . . instead of attempting to
restrict either, we should hail every increase as something
gained. . . .

—Andrew Carnegie, The Century

The business practice described above eventually led to the enactment of legislation that —

A guaranteed public access to corporate records

B protected consumers by prohibiting monopolies

C protected domestic industries from foreign competition

D required reciprocity agreements between state governments

46 Which groups were most influential in passing the Pure Food and Drug Act?

F Southern farmers and clergy members

G Factory owners and bankers

H Muckrakers and women’s organizations

J College students and immigrants

U.S. History
Page 29
 47

Source: NARA

This World War II poster publicizes a national campaign aimed at —

A creating agricultural projects to relieve an economic depression

B encouraging a healthy diet for future soldiers

C lowering the cost of living by creating a surplus of food

D supporting the war effort by reducing demand for commercially grown food

U.S. History
Page 30
 48

• Ultraviolet-filtering lenses
• High-resolution optical scanners
• Remote medical diagnostics
• Earth-imaging technology

These technological advances can all be traced back to which industry?

F Telecommunications

G Energy

H Aerospace

J Transportation

49
Civil Rights Organizations

Important
Martin Luther King, Jr. Huey P. Newton
Leader

Name of
Organization
Southern Christian
Leadership Conference ?
Use nonviolent resistance Use all necessary means to
Basic
to eliminate racial segregation defend the community and
Philosophy
and discrimination provide for community needs

Which organization’s name correctly completes this table?

A Nation of Islam

B Black Panther Party

C Congress of Racial Equality

D NAACP

U.S. History
Page 31
 50 Which of these is an example of a successful innovation of the assembly-line production
model?

F A social-media company initiates a new privacy policy for its subscribers.

G A financial adviser redistributes money throughout a customer’s portfolio.

H A computer is built to a purchaser’s specifications using the available inventory of

supplies.

J A cable-television company updates its system to include more channels.

51

Because they marched, America became more free and more

fair—not just for African Americans, but for women and Latinos,
Asians and Native Americans; . . . for Americans with a disability.
America changed for you and for me. And the entire world drew
strength from that example. . . .

—President Barack Obama, speech at the “Let Freedom Ring”

ceremony commemorating the 50th anniversary of the March on
Washington, August 28, 2013

Which of the following provides evidence to support President Obama’s assertion that “America
became more free and more fair”?

A The passage of the Civil Rights Act of 1964

B The ratification of the Eighteenth Amendment

C The passage of the USA PATRIOT Act

D The establishment of the Socialist Party

U.S. History
Page 32
 52 Which action prompted the United States to officially enter World War II?

F The German use of blitzkrieg tactics in Europe

G Japanese military actions in Indochina

H German submarine attacks on U.S. merchant ships

J The Japanese bombing of a U.S. military base

53

Great Society Programs

Head Start Provide early childhood education

Job Corps Improve employment opportunities for young people
HUD 1
Medicare 2

Which pair of goals best completes this table?

A 1: Ensure the availability of affordable housing

2: Provide health insurance for senior citizens

B 1: Increase turnout of minority voters

2: Increase federal funds for public universities

C 1: Create an urban renewal movement

2: Increase the number of volunteers for community projects

D 1: Enforce equal access to public education

2: Provide programs to assist with food purchases

U.S. History
Page 33
 54

International Jazz Day

Kick-Off
When: April 27, 2014
Where: Paris, France
Sponsor: United Nations Educational, Scientific
and Cultural Organization (UNESCO)

Which of the following does this event celebrate?

F The economic impact of the music industry

G The global diffusion of an original form of music

H Improved acoustic qualities of recorded music

J The relationships between different types of music

55 Which constitutional issue was debated after the release of the Pentagon Papers?

A Freedom of religion

B The right to a jury trial

C Freedom of the press

D The right to peaceful assembly

U.S. History
Page 34
 56

As structured in the negotiations completed in 1997, this treaty

would commit the United States . . . to a target of reducing
greenhouse gases by 7% below 1990 levels during a
“commitment period” between 2008–2012.

—Susan R. Fletcher, “Global Climate Change: The Kyoto

Protocol,” July 21, 2005

What was a major reason Congress rejected this treaty?

F Member nations refused to adopt protective tariffs.

G U.S. politicians feared negative economic consequences.

H Member nations refused to support democratic reforms.

J U.S. politicians wanted stricter regulations on emissions.

57 How did the expansion of railroad transportation most benefit farmers in the United States?

A By raising the consumer price of agricultural products

B By increasing the variety of locally grown crops

C By providing farmers with affordable access to distant markets

D By encouraging farmers to form the first agricultural cooperatives

U.S. History
Page 35
 58

The white people were sitting in the white section. More white
people got on, and they filled up all the seats in the white section.
When that happened, we black people were supposed to give up
our seats to the whites. But I didn’t move. The white driver said,
“Let me have those front seats.” I didn’t get up. I was tired of
giving in to white people.

“I’m going to have you arrested,” the driver said.

“You may do that,” I answered.

—Rosa Parks, My Story, 1992

How did the event described by Rosa Parks in this excerpt affect the Civil Rights movement?

F It changed the way police arrested public protesters.

G It resulted in a bus boycott that lasted more than a year.

H It led to an increase in the number of registered voters in southern states.

J It prompted the government to station the National Guard in southern states.

59 What is the main function of the Federal Deposit Insurance Corporation?

A Assisting banks in recovering unpaid loans

B Providing monetary aid to struggling banks

C Guaranteeing job security for bank employees

D Protecting personal savings in the event of bank failure

U.S. History
Page 36
 60
“What Our Navy Costs Us,” 1909

Source: The World Today

Which of the following was primarily responsible for the change depicted in this illustration?

F New immigrant screening procedures at Ellis Island

G A crackdown on anarchism after the assassination of President William McKinley

H Overseas expansion associated with the Spanish-American War

J An increase in circulating currency after the discovery of gold in Nome, Alaska

61 Which statement best explains how the application of electricity in the early 1900s affected
the development of the U.S. economy?

A Long-distance travel became more expensive.

B College education became more accessible.

C Manufacturing processes became more efficient.

D Household appliances became more costly.

U.S. History
Page 37
 62

Source: NARA

The program being promoted by this poster was created to —

F assist soldiers when they returned to civilian life

G ensure proper schooling for army officers

H provide incentives to enlist in the military

J encourage recruits to view the military as a career

U.S. History
Page 38
 63

Let us take as our goal: Where peace is unknown, make it

welcome; where peace is fragile, make it strong; where peace is
temporary, make it permanent. After a period of confrontation,
we are entering an era of negotiation. Let all nations know that
during this administration our lines of communication will be
open. We seek an open world—open to ideas, open to the
exchange of goods and people—a world in which no people, great
or small, will live in angry isolation. We cannot expect to make
everyone our friend, but we can try to make no one our enemy.

—President Richard Nixon, first inaugural address,

January 20, 1969

How was the goal set forth in this excerpt advanced during President Nixon’s administration?

A By the normalization of relations with China

B By supporting the Arab coalition during the Yom Kippur War

C By escalating the bombing of North Vietnam

D By attacking enemy bases in Cambodia

64

Soldier Achievement Conflict

Alvin York Led 7 men in the capture of 132 German soldiers World War I
Vernon Baker Destroyed German defensive positions World War II
Roy Benavidez Rescued wounded soldiers during a firefight Vietnam War

Which action did the federal government take to recognize these soldiers?

F Passing the GI Bill to give them educational benefits

G Awarding them the Congressional Medal of Honor for actions above the call of duty

H Providing them with monetary bonuses for demonstrating courage under fire

J Awarding them battlefield promotions from enlisted to officer

U.S. History
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 65

The United States was founded, in large part, on the desire of its
people to participate in the decisions of their government.

—U.S. Department of State, iipdigital.usembassy.gov

(accessed June 10, 2014)

Which action is an example of the type of participation described above?

A Obtaining a driver’s license

B Organizing a blood drive

C Choosing a place to live

D Voting for city council members

66 During the time between the passage of the Gulf of Tonkin Resolution and the start of the Tet
offensive, what happened in the Vietnam War?

F All U.S. civilians were evacuated from Vietnam.

G Peace talks between South Vietnam and North Vietnam were conducted in Paris.

H The U.S. government deployed more troops to Vietnam.

J South Vietnam surrendered to North Vietnam.

U.S. History
Page 40
 67 How did Steve Jobs influence business in the twenty-first century?

A By opening stores that sold consumer goods at discounted prices

B By developing popular devices that changed the way people used electronics

C By improving the methods used for offshore drilling by oil companies

D By designing automobiles that utilized technology to reduce gasoline usage

68

Lines for gas such as the one in this photograph resulted from — © Mary Evans/Classic Stock/Ewing Galloway

F the dissolution of Standard Oil Company

G an oil rig explosion in the Gulf of Mexico

H the construction of the trans-Alaska pipeline

J an embargo by the Organization of the Petroleum Exporting Countries

BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS

U.S. History
ON THE ANSWER DOCUMENT. STOP
Page 41
 STAAR
U.S. History
May 2016
STAAR U.S. History Assessment
Based on Revised Curriculum

Reporting Category 1:
History
The student will demonstrate an understanding of issues and events in U.S.
history.

(1) History. The student understands the principles included in the Celebrate
Freedom Week program. The student is expected to

(A) analyze and evaluate the text, intent, meaning, and importance of the
Declaration of Independence and the U.S. Constitution, including the
Bill of Rights, and identify the full text of the first three paragraphs of
the Declaration of Independence; Supporting Standard
(B) analyze and evaluate the application of these founding principles to
historical events in U.S. history; and Supporting Standard
(C) explain the contributions of the Founding Fathers such as Benjamin
Rush, John Hancock, John Jay, John Witherspoon, John Peter
Muhlenberg, Charles Carroll, and Jonathan Trumbull Sr.
Supporting Standard
(2) History. The student understands traditional historical points of reference in
U.S. history from 1877 to the present. The student is expected to

(A) identify the major characteristics that define an historical era;

Supporting Standard
(B) identify the major eras in U.S. history from 1877 to the present and
describe their defining characteristics; Readiness Standard
(C) apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods; and
Supporting Standard
(D) explain the significance of the following years as turning points: 1898
(Spanish-American War), 1914–1918 (World War I), 1929 (the Great
Depression begins), 1939–1945 (World War II), 1957 (Sputnik launch
ignites U.S.–Soviet space race), 1968–1969 (Martin Luther King Jr.
assassination and U.S. lands on the moon), 1991 (Cold War ends),
2001 (terrorist attacks on World Trade Center and the Pentagon), and
2008 (election of first black president, Barack Obama).
Supporting Standard

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(3) History. The student understands the political, economic, and social changes
in the United States from 1877 to 1898. The student is expected to

(A) analyze political issues such as Indian policies, the growth of political
machines, civil service reform, and the beginnings of Populism;
Readiness Standard
(B) analyze economic issues such as industrialization, the growth of
railroads, the growth of labor unions, farm issues, the cattle industry
boom, the rise of entrepreneurship, free enterprise, and the pros and
cons of big business; Readiness Standard
(C) analyze social issues affecting women, minorities, children,
immigrants, urbanization, the Social Gospel, and philanthropy of
industrialists; and Readiness Standard
(D) describe the optimism of the many immigrants who sought a better life
in America. Supporting Standard
(4) History. The student understands the emergence of the United States as a
world power between 1898 and 1920. The student is expected to

(A) explain why significant events, policies, and individuals such as the
Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred
Thayer Mahan, Theodore Roosevelt, Sanford B. Dole, and missionaries
moved the United States into the position of a world power;
Readiness Standard
(B) evaluate American expansionism, including acquisitions such as Guam,
Hawaii, the Philippines, and Puerto Rico; Supporting Standard
(C) identify the causes of World War I and reasons for U.S. entry;
Readiness Standard
(D) understand the contributions of the American Expeditionary Forces
(AEF) led by General John J. Pershing; Supporting Standard
(E) analyze the impact of significant technological innovations in World
War I such as machine guns, airplanes, tanks, poison gas, and trench
warfare that resulted in the stalemate on the Western Front;
Supporting Standard
(F) analyze major issues such as isolationism and neutrality raised by U.S.
involvement in World War I, Woodrow Wilson’s Fourteen Points, and
the Treaty of Versailles; and Readiness Standard
(G) analyze significant events such as the Battle of Argonne Forest.
Supporting Standard

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(5) History. The student understands the effects of reform and third-party
movements in the early 20th century. The student is expected to

(A) evaluate the impact of Progressive Era reforms, including initiative,

referendum, recall, and the passage of the 16th, 17th, 18th, and 19th
amendments; Readiness Standard
(B) evaluate the impact of muckrakers and reform leaders such as Upton
Sinclair, Susan B. Anthony, Ida B. Wells, and W. E. B. DuBois on
American society; and Supporting Standard
(C) evaluate the impact of third parties, including the Populist and
Progressive parties. Supporting Standard
(6) History. The student understands significant events, social issues, and
individuals of the 1920s. The student is expected to

(A) analyze causes and effects of events and social issues such as
immigration, Social Darwinism, eugenics, race relations, nativism, the
Red Scare, Prohibition, and the changing role of women; and
Readiness Standard
(B) analyze the impact of significant individuals such as Clarence Darrow,
William Jennings Bryan, Henry Ford, Glenn Curtiss, Marcus Garvey,
and Charles A. Lindbergh. Supporting Standard
(7) History. The student understands the domestic and international impact of
U.S. participation in World War II. The student is expected to

(A) identify reasons for U.S. involvement in World War II, including Italian,
German, and Japanese dictatorships and their aggression, especially
the attack on Pearl Harbor; Readiness Standard
(B) evaluate the domestic and international leadership of Franklin D.
Roosevelt and Harry Truman during World War II, including the U.S.
relationship with its allies and domestic industry’s rapid mobilization
for the war effort; Supporting Standard
(C) analyze the function of the U.S. Office of War Information;
Supporting Standard
(D) analyze major issues of World War II, including the Holocaust; the
internment of German, Italian, and Japanese Americans and Executive
Order 9066; and the development of conventional and atomic
weapons; Readiness Standard
(E) analyze major military events of World War II, including the Battle of
Midway, the U.S. military advancement through the Pacific Islands, the
Bataan Death March, the invasion of Normandy, fighting the war on
multiple fronts, and the liberation of concentration camps;
Supporting Standard

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Spring 2011
 (F) evaluate the military contributions of leaders during World War II,
including Omar Bradley, Dwight Eisenhower, Douglas MacArthur,
Chester A. Nimitz, George Marshall, and George Patton; and
Supporting Standard
(G) explain the home front and how American patriotism inspired
exceptional actions by citizens and military personnel, including high
levels of military enlistment; volunteerism; the purchase of war bonds;
Victory Gardens; the bravery and contributions of the Tuskegee
Airmen, the Flying Tigers, and the Navajo Code Talkers; and
opportunities and obstacles for women and ethnic minorities.
Readiness Standard
(8) History. The student understands the impact of significant national and
international decisions and conflicts in the Cold War on the United States. The
student is expected to

(A) describe U.S. responses to Soviet aggression after World War II,
including the Truman Doctrine, the Marshall Plan, the North Atlantic
Treaty Organization, the Berlin airlift, and John F. Kennedy’s role in
the Cuban Missile Crisis; Readiness Standard
(B) describe how Cold War tensions were intensified by the arms race, the
space race, McCarthyism, and the House Un-American Activities
Committee (HUAC), the findings of which were confirmed by the
Venona Papers; Supporting Standard
(C) explain reasons and outcomes for U.S. involvement in the Korean War
and its relationship to the containment policy; Readiness Standard
(D) explain reasons and outcomes for U.S. involvement in foreign
countries and their relationship to the Domino Theory, including the
Vietnam War; Readiness Standard
(E) analyze the major issues and events of the Vietnam War such as the
Tet Offensive, the escalation of forces, Vietnamization, and the fall of
Saigon; and Supporting Standard
(F) describe the responses to the Vietnam War such as the draft, the 26th
Amendment, the role of the media, the credibility gap, the silent
majority, and the anti-war movement. Readiness Standard
(9) History. The student understands the impact of the American civil rights
movement. The student is expected to

(A) trace the historical development of the civil rights movement in the
19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and
19th amendments; Readiness Standard
(B) describe the roles of political organizations that promoted civil rights,
including ones from African American, Chicano, American Indian,
women’s, and other civil rights movements; Supporting Standard

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 (C) identify the roles of significant leaders who supported various rights
movements, including Martin Luther King Jr., Cesar Chavez, Rosa
Parks, Hector P. Garcia, and Betty Friedan; Supporting Standard
(D) compare and contrast the approach taken by some civil rights groups
such as the Black Panthers with the nonviolent approach of Martin
Luther King Jr.; Supporting Standard
(E) discuss the impact of the writings of Martin Luther King Jr. such as his
“I Have a Dream” speech and “Letter from Birmingham Jail” on the
civil rights movement; Supporting Standard
(F) describe presidential actions and congressional votes to address
minority rights in the United States, including desegregation of the
armed forces, the Civil Rights acts of 1957 and 1964, and the Voting
Rights Act of 1965; Readiness Standard
(G) describe the role of individuals such as governors George Wallace,
Orval Faubus, and Lester Maddox and groups, including the
Congressional bloc of southern Democrats, that sought to maintain the
status quo; Supporting Standard
(H) evaluate changes and events in the United States that have resulted
from the civil rights movement, including increased participation of
minorities in the political process; and Readiness Standard
(I) describe how litigation such as the landmark cases of Brown v. Board
of Education, Mendez v. Westminster, Hernandez v. Texas, Delgado v.
Bastrop I.S.D., Edgewood I.S.D. v. Kirby, and Sweatt v. Painter played
a role in protecting the rights of the minority during the civil rights
movement. Supporting Standard
(10) History. The student understands the impact of political, economic, and
social factors in the U.S. role in the world from the 1970s through 1990. The
student is expected to

(A) describe Richard M. Nixon’s leadership in the normalization of relations

with China and the policy of détente; Supporting Standard
(B) describe Ronald Reagan’s leadership in domestic and international
policies, including Reaganomics and Peace Through Strength;
Supporting Standard
(C) compare the impact of energy on the American way of life over time;
Supporting Standard
(D) describe U.S. involvement in the Middle East such as support for
Israel, the Camp David Accords, the Iran-Contra Affair, Marines in
Lebanon, and the Iran Hostage Crisis; Readiness Standard
(E) describe the causes and key organizations and individuals of the
conservative resurgence of the 1980s and 1990s, including Phyllis
Schlafly, the Contract with America, the Heritage Foundation, the
Moral Majority, and the National Rifle Association; and
Supporting Standard
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 (F) describe significant societal issues of this time period.
Supporting Standard
(11) History. The student understands the emerging political, economic, and
social issues of the United States from the 1990s into the 21st century. The
student is expected to

(A) describe U.S. involvement in world affairs, including the end of the
Cold War, the Persian Gulf War, the Balkans Crisis, 9/11, and the
global War on Terror; Readiness Standard
(B) identify significant social and political advocacy organizations, leaders,
and issues across the political spectrum; Supporting Standard
(D) analyze the impact of third parties on presidential elections; and
Supporting Standard
(E) discuss the historical significance of the 2008 presidential election.
Supporting Standard

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Reporting Category 2:
Geography and Culture
The student will demonstrate an understanding of geographic and cultural
influences on U.S. history.

(12) Geography. The student understands the impact of geographic factors on

major events. The student is expected to

(A) analyze the impact of physical and human geographic factors on the
settlement of the Great Plains, the Klondike Gold Rush, the Panama
Canal, the Dust Bowl, and the levee failure in New Orleans after
Hurricane Katrina; and Readiness Standard
(B) identify and explain reasons for changes in political boundaries such as
those resulting from statehood and international conflicts.
Supporting Standard
(13) Geography. The student understands the causes and effects of migration and
immigration on American society. The student is expected to

(A) analyze the causes and effects of changing demographic patterns

resulting from migration within the United States, including western
expansion, rural to urban, the Great Migration, and the Rust Belt to
the Sun Belt; and Readiness Standard
(B) analyze the causes and effects of changing demographic patterns
resulting from legal and illegal immigration to the United States.
Readiness Standard
(14) Geography. The student understands the relationship between population
growth and modernization on the physical environment. The student is
expected to

(A) identify the effects of population growth and distribution on the

physical environment; Readiness Standard
(B) identify the roles of governmental entities and private citizens in
managing the environment such as the establishment of the National
Park System, the Environmental Protection Agency (EPA), and the
Endangered Species Act; and Supporting Standard
(C) understand the effects of governmental actions on individuals,
industries, and communities, including the impact on Fifth Amendment
property rights. Supporting Standard
(25) Culture. The student understands the relationship between the arts and the
times during which they were created. The student is expected to

(A) describe how the characteristics and issues in U.S. history have been
reflected in various genres of art, music, film, and literature;
Supporting Standard
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 (B) describe both the positive and negative impacts of significant
examples of cultural movements in art, music, and literature such as
Tin Pan Alley, the Harlem Renaissance, the Beat Generation, rock and
roll, the Chicano Mural Movement, and country and western music on
American society; Readiness Standard
(C) identify the impact of popular American culture on the rest of the
world over time; and Supporting Standard
(D) analyze the global diffusion of American culture through the
entertainment industry via various media. Supporting Standard
(26) Culture. The student understands how people from various groups contribute
to our national identity. The student is expected to

(A) explain actions taken by people to expand economic opportunities and

political rights, including those for racial, ethnic, and religious
minorities as well as women, in American society;
Readiness Standard
(B) discuss the Americanization movement to assimilate immigrants and
American Indians into American culture; Supporting Standard
(C) explain how the contributions of people of various racial, ethnic,
gender, and religious groups shape American culture;
Readiness Standard
(D) identify the political, social, and economic contributions of women such
as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta,
Sonia Sotomayor, and Oprah Winfrey to American society;
Supporting Standard
(E) discuss the meaning and historical significance of the mottos “E
Pluribus Unum” and “In God We Trust”; and Supporting Standard
(F) discuss the importance of Congressional Medal of Honor recipients,
including individuals of all races and genders such as Vernon J. Baker,
Alvin York, and Roy Benavidez. Supporting Standard

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Reporting Category 3:
Government and Citizenship
The student will demonstrate an understanding of the role of government
and the civic process in U.S. history.

(19) Government. The student understands changes over time in the role of
government. The student is expected to

(A) evaluate the impact of New Deal legislation on the historical roles of
state and federal government; Readiness Standard
(B) explain constitutional issues raised by federal government policy
changes during times of significant events, including World War I, the
Great Depression, World War II, the 1960s, and 9/11;
Readiness Standard
(C) describe the effects of political scandals, including Teapot Dome,
Watergate, and Bill Clinton’s impeachment, on the views of U.S.
citizens concerning trust in the federal government and its leaders;
Supporting Standard
(D) discuss the role of contemporary government legislation in the private
and public sectors such as the Community Reinvestment Act of 1977,
USA PATRIOT Act of 2001, and the American Recovery and
Reinvestment Act of 2009; and Supporting Standard
(E) evaluate the pros and cons of U.S. participation in international
organizations and treaties. Supporting Standard
(20) Government. The student understands the changing relationships among the
three branches of the federal government. The student is expected to

(A) describe the impact of events such as the Gulf of Tonkin Resolution
and the War Powers Act on the relationship between the legislative
and executive branches of government; and Supporting Standard
(B) evaluate the impact of relationships among the legislative, executive,
and judicial branches of government, including Franklin D. Roosevelt’s
attempt to increase the number of U.S. Supreme Court justices and
the presidential election of 2000. Readiness Standard
(21) Government. The student understands the impact of constitutional issues on
American society. The student is expected to

(A) analyze the effects of landmark U.S. Supreme Court decisions,

including Brown v. Board of Education, and other U.S. Supreme Court
decisions such as Plessy v. Ferguson, Hernandez v. Texas, Tinker v.
Des Moines, Wisconsin v. Yoder, and White v. Regester; and
Readiness Standard

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 (B) discuss historical reasons why the constitution has been amended.
Supporting Standard
(22) Citizenship. The student understands the concept of American
exceptionalism. The student is expected to

(A) discuss Alexis de Tocqueville’s five values crucial to America's success

as a constitutional republic: liberty, egalitarianism, individualism,
populism, and laissez-faire. Supporting Standard
(23) Citizenship. The student understands efforts to expand the democratic
process. The student is expected to

(A) identify and analyze methods of expanding the right to participate in

the democratic process, including lobbying, non-violent protesting,
litigation, and amendments to the U.S. Constitution;
Readiness Standard
(B) evaluate various means of achieving equality of political rights,
including the 19th, 24th, and 26th amendments and congressional
acts such as the American Indian Citizenship Act of 1924; and
Supporting Standard
(C) explain how participation in the democratic process reflects our
national ethos, patriotism, and civic responsibility as well as our
progress to build a “more perfect union.” Supporting Standard
(24) Citizenship. The student understands the importance of effective leadership
in a constitutional republic. The student is expected to

(B) evaluate the contributions of significant political and social leaders in

the United States such as Andrew Carnegie, Thurgood Marshall, Billy
Graham, Barry Goldwater, Sandra Day O’Connor, and Hillary Clinton.
Supporting Standard

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Reporting Category 4:
Economics, Science, Technology, and Society
The student will demonstrate an understanding of economic and
technological influences on U.S. history.

(15) Economics. The student understands domestic and foreign issues related to
U.S. economic growth from the 1870s to 1920. The student is expected to

(A) describe how the economic impact of the Transcontinental Railroad

and the Homestead Act contributed to the close of the frontier in the
late 19th century; Supporting Standard
(B) describe the changing relationship between the federal government
and private business, including the costs and benefits of laissez-faire,
anti-trust acts, the Interstate Commerce Act, and the Pure Food and
Drug Act; Readiness Standard
(C) explain how foreign policies affected economic issues such as the
Chinese Exclusion Act of 1882, the Open Door Policy, Dollar
Diplomacy, and immigration quotas; Supporting Standard
(D) describe the economic effects of international military conflicts,
including the Spanish-American War and World War I, on the United
States; and Readiness Standard
(E) describe the emergence of monetary policy in the United States,
including the Federal Reserve Act of 1913 and the shifting trend from a
gold standard to fiat money. Supporting Standard
(16) Economics. The student understands significant economic developments
between World War I and World War II. The student is expected to

(A) analyze causes of economic growth and prosperity in the 1920s,

including Warren Harding’s Return to Normalcy, reduced taxes, and
increased production efficiencies; Supporting Standard
(B) identify the causes of the Great Depression, including the impact of
tariffs on world trade, stock market speculation, bank failures, and the
monetary policy of the Federal Reserve System; Readiness Standard
(C) analyze the effects of the Great Depression on the U.S. economy and
society such as widespread unemployment and deportation and
repatriation of people of European and Mexican heritage and others;
Readiness Standard
(D) compare the New Deal policies and its opponents’ approaches to
resolving the economic effects of the Great Depression; and
Supporting Standard

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 (E) describe how various New Deal agencies and programs, including the
Federal Deposit Insurance Corporation, the Securities and Exchange
Commission, and the Social Security Administration, continue to affect
the lives of U.S. citizens. Supporting Standard
(17) Economics. The student understands the economic effects of World War II
and the Cold War. The student is expected to

(A) describe the economic effects of World War II on the home front such
as the end of the Great Depression, rationing, and increased
opportunity for women and minority employment;
Readiness Standard
(B) identify the causes of prosperity in the 1950s, including the Baby
Boom and the impact of the GI Bill (Servicemen’s Readjustment Act of
1944), and the effects of prosperity in the 1950s such as increased
consumption and the growth of agriculture and business;
Readiness Standard
(C) describe the economic impact of defense spending on the business
cycle and education priorities from 1945 to the 1990s;
Supporting Standard
(D) identify actions of government and the private sector such as the
Great Society, affirmative action, and Title IX to create economic
opportunities for citizens and analyze the unintended consequences of
each; and Supporting Standard
(E) describe the dynamic relationship between U.S. international trade
policies and the U.S. free enterprise system such as the Organization
of Petroleum Exporting Countries (OPEC) oil embargo, the General
Agreement of Tariffs and Trade (GATT), and the North American Free
Trade Agreement (NAFTA). Readiness Standard
(18) Economics. The student understands the economic effects of increased
worldwide interdependence as the United States enters the 21st century. The
student is expected to

(A) discuss the role of American entrepreneurs such as Bill Gates, Sam
Walton, Estée Lauder, Robert Johnson, Lionel Sosa, and millions of
small business entrepreneurs who achieved the American dream; and
Supporting Standard
(B) identify the impact of international events, multinational corporations,
government policies, and individuals on the 21st century economy.
Supporting Standard

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(27) Science, technology, and society. The student understands the impact of
science, technology, and the free enterprise system on the economic
development of the United States. The student is expected to

(A) explain the effects of scientific discoveries and technological

innovations such as electric power, telephone and satellite
communications, petroleum-based products, steel production, and
computers on the economic development of the United States;
Readiness Standard
(B) explain how specific needs result in scientific discoveries and
technological innovations in agriculture, the military, and medicine,
including vaccines; and Supporting Standard
(C) understand the impact of technological and management innovations
and their applications in the workplace and the resulting productivity
enhancements for business and labor such as assembly line
manufacturing, time-study analysis, robotics, computer management,
and just-in-time inventory management. Readiness Standard
(28) Science, technology, and society. The student understands the influence of
scientific discoveries, technological innovations, and the free enterprise
system on the standard of living in the United States. The student is expected
to

(A) analyze how scientific discoveries, technological innovations, and the

application of these by the free enterprise system, including those in
transportation and communication, improve the standard of living in
the United States; Readiness Standard
(B) explain how space technology and exploration improve the quality of
life; and Supporting Standard
(C) understand how the free enterprise system drives technological
innovation and its application in the marketplace such as cell phones,
inexpensive personal computers, and global positioning products.
Supporting Standard

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Social Studies Skills
These skills will not be listed under a separate reporting category. Instead,
they will be incorporated into the test questions from reporting categories
1–4 and will be identified along with content standards.

(29) Social studies skills. The student applies critical-thinking skills to organize
and use information acquired from a variety of valid sources, including
electronic technology. The student is expected to

(A) use a variety of both primary and secondary valid sources to acquire
information and to analyze and answer historical questions;
(B) analyze information by sequencing, categorizing, identifying cause-
and-effect relationships, comparing and contrasting, finding the main
idea, summarizing, making generalizations, making predictions,
drawing inferences, and drawing conclusions;
(D) use the process of historical inquiry to research, interpret, and use
multiple types of sources of evidence;
(G) identify and support with historical evidence a point of view on a social
studies issue or event; and
(H) use appropriate skills to analyze and interpret social studies
information such as maps, graphs, presentations, speeches, lectures,
and political cartoons.
(30) Social studies skills. The student communicates in written, oral, and visual
forms. The student is expected to

(B) use correct social studies terminology to explain historical concepts.

(31) Social studies skills. The student uses geographic tools to collect, analyze,
and interpret data. The student is expected to

(B) pose and answer questions about geographic distributions and

patterns shown on maps, graphs, charts, and available databases.

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