Segment 1 Exam Review Module 1 U.S....
Transcript of Segment 1 Exam Review Module 1 U.S....
Segment 1
Exam Review
Module 1
U.S. History Florida Virtual School
Exam Reminders!
Covers Modules 1-4
S1 Regular Exam OR S1 Honors Exam (not both)
Use Internet Explorer, Mozilla Firefox or Safari
NO GOOGLE CHROME!
Exam can only be opened once
You may use handwritten notes ONLY. NO course print-outs!
No essay response
Text your teacher once you have completed your exam.
Rules for this session:
Participate
Be respectful
Ask questions
Have fun!
Module 1: Reconstruction
1. The Compromise of 1850:
A. Created the dividing line at 36 degrees 30
minutes north latitude.
B. Abolished slavery
C. Resolved the conflict between the
Northern and Southern states over the
legality of slavery in the new territories.
D. Disrupted the balance of power between
the North and South, officially starting the
Civil War.
Module 1: Reconstruction
The Fugitive Slave Act:
A. Allowed slaves in free states to be captured and returned to their owners.
B. Established safe houses for runaway slaves throughout the North.
C. Allowed slaves in free states full U.S. citizenship.
D. Allowed any southerner to claim a slave who had run away from their previous owner.
Module 1: Reconstruction According to this map,
President Lincoln received:
A. 24% of the Electoral Votes
and 18% of the Popular
Votes
B. 59% of the Electoral Vote
and 40% of the Popular
Vote
C. 40% of the Electoral Votes
and 59% of the Popular
Votes
D. 18% of the Electoral Votes
and 24% of the Popular
Votes
Module 1: Reconstruction:
Look at the map. What
is one reason Lincoln
was able to win the
Election of 1860?
A. Lincoln strongly
opposed slavery, as
did most people in
United States at this
time.
B. Bell dropped out of
the Presidential
race on election
day. His votes went
to Lincoln.
C. The Democratic Party couldn’t agree
on one candidate, so the democratic
votes were split.
Module 1: Reconstruction
True or False: The Civil War began when
Northerners first fired shots at Ft. McHenry.
A. True
B. False
Module 1: Reconstruction
Sand Creek
Massacre
Dawes Act
Battle of
Wounded Knee
A. A law designed to assimilate Native
Americans that divided up tribal
reservation land and gave it to
citizens who would become farmers.
B. Miscommunications, combined with
an already hostile army of U.S. soldiers,
led to an attack on the Native
Americans resulting in 150 Native
American Deaths.
C. 300 Sioux were killed, it ended the
Indian Wars and also ended armed
Native American resistance to American
settlement in the West.
Module 1: Reconstruction
Plessy vs. Ferguson:
A. Outlawed discrimination in any placed
that received federal funding.
B. Established “Separate but Equal,” officially
legalizing segregation.
C. Upheld a previous court decision that did
not allow African Americans to migrate to
the North
D. Determined that slaves were property,
and therefore could not sue the U.S.
government for freedom.
Module 1: Reconstruction
In order to be readmitted into the Union,
what did Southern states have to do?
Module 1: Reconstruction
In the Compromise of 1877, Southern
Democrats agreed to accept Hayes as
president under two conditions. What
were these two conditions? (Presidential
Reconstruction)
What was the impact of the Compromise
of 1877?
Module 1: Reconstruction
What were the key aspects of Radical
Reconstruction in the South? (1867-1877)
Module 1: Reconstruction
Which of the following statements about the end of Reconstruction is true?
A. It began when Andrew Johnson was impeached in 1868. B. It ended with the death of Abraham Lincoln in 1865. C. It was a gradual process as troops were removed from the South during the 1870s. D. It ended violently when all troops were removed at once in 1877.
Module 1: Reconstruction
What was the significance of the Dred
Scott decision?
A. It effectively ended slavery in the South
B. It stated that segregation was allowed by
the Federal government
C. Dred Scott was granted freedom
D. It declared slavery to be protected by
the Constitution
Module 1: Reconstruction
The Kansas Nebraska Act established
Kansas and Nebraska as territories and
stated that the slavery issue there would
be decided by popular vote. What was
the result of this act?
A. Settlers went to Kansas in an attempt to sway the
vote, violence followed.
B. Kansas and Nebraska were declared slave states
C. Kansas and Nebraska became states in the
Union
D. Kansas and Nebraska seceded from the Union
Module 1: Reconstruction
The Emancipation Proclamation:
A. Declared that all slaves were free
B. Declared that all slaves in the North were
free
C. Declared that all slaves in Confederate
States were free.
D. Required all African Americans to serve
in the Union Army for 2 years.
Module 1: Reconstruction Match the Amendment to its definition:
13th Amendment A. gave African American men the right to vote
14th Amendment B. outlawed slavery
15th Amendment C. Made African Americans citizens of the United States
Module 1: Reconstruction
What did Radical Republicans support:
A. President Johnson’s policies
B. Harsher treatment of rebellious Southern
States
C. Discrimination and violence toward
African Americans
D. More lenient treatment toward rebellious
Southern States.
Module 1: Reconstruction
TRUE OR FALSE:
The violent activities of the KKK drove
Congress to pass the Force Acts. These
acts made use of threats, violence, or
bribery to influence voters on the basis of
race a federal offense
Module 1: Reconstruction
What was the significance of
sharecropping:
A. It allowed newly freed slaves the
opportunity to get jobs in factories
B. It provided money for newly freed slaves
to travel North
C. It kept former slaves below their former
owners in social status.
D. It allowed every Southern state an equal
amount of profit from the crops produced.
Module 1: Reconstruction
What impact did the Homestead Act have?
A. It increased westward migration and thus,
violence between White and native Americans
B. It provided Native Americans with
Reservations to live on
C. It allowed Native Americans to farm crops for
the United States.
D. It allowed white settlers to have access to unlimited amounts of free land.
Segment 1
Exam Review
Module 2 U.S. History
Florida Virtual School
Module 2: Industrial Revolution
The National Grange (1867) was formed in order to:
A. Stop the famine spreading across the United States
B. Send farmers to college
C. Give complete control of nation’s food supply to farmers without government interference
D. Educate farmers on how to grow plentiful crops without depleting the soil.
Module 2: Industrial Revolution
What were the benefits of the
Transcontinental Railroad?
Module 2: Industrial Revolution
True or False:
The Knights of Labor strived for an eight
hour workday and equal pay for white
males working in factories.
Module 2: Industrial Revolution
What did the Chinese Exclusion Act do?
A. denied U.S. citizenship to people born in
China
B. banned immigration from China for 10
years
C. Both A and B
D. Neither A or B
Module 2: Industrial Revolution
What was the largest impact of both the
Haymarket Riot and the Homestead
Strike?
A. Unions became illegal
B. The union movement lost public support
C. 7 people died
D. 8 people were charged and found guilty
for starting the riot
Module 2: Industrial Revolution
What was the result of Upton Sinclair's
novel The Jungle?
A. labor unions went on strike
B. other muckrakers started to expose
political corruption
C. government programs to protect
consumers were created
D. laws limiting immigration were passed
Module 2: Industrial Revolution
The Gentleman’s Agreement was a deal
between the United States and Japan
that:
A. Limited the number of unskilled workers
moving from Japan to the United States.
B. Prompted the United States to end anti-
Japanese laws and segregation
C. None of the Above
D. All of the Above
Module 2: Industrial Revolution
The Great Migration was:
A. Mass movement of African Americans
looking for industrial jobs
B. Mass movement of Irish immigrants due
to the potato famine
C. Mass Movement of African Americans
looking for agricultural work.
D. Mass movement of Irish Americans to the
suburbs, away from cities.
Module 2: Industrial Revolution
What was the significant result of the Triangle Shirtwaist Factory Fire? A. All factory employees were required to
attend fire safety training
B. The state of New York began to study safety in the workplace, and eventually the United States Department of Labor was established.
C. The United States Department of Labor was sued for not requiring sprinkler systems in factories
D. The owners of the company were found, “Not Guilty” for the fire.
Module 2: Industrial Revolution Match the term to
the correct
definition:
Populist Party
Labor Union
Political Machine
Muckrakers
A. Newspaper columnists who raised
awareness and brought about
social and political reforms.
B. Used strength in numbers and
forced business owners to consider
the well-being of their employees.
C. Succeeded in getting new laws
passed, such as the adoption of
an eight-hour workday and the
abandonment of the gold
standard
D. Bosses often received bribes and
money from the government
official they helped elect.
Module 2: Industrial Revolution
Vertical
Integration
Monopoly
Horizontal
Integration
A. Exists when one company or
group of companies controls
most or all of the business in
an industry.
B. A system of related
businesses in which a
company owns its suppliers
C. A system of related
businesses in which a
company owns its
competitors
Module 2 Industrial Revolution
Social Gospel Movement:
Social Gospel Movement:
Module 3
Matching Dawes Plan
Sedition Act
Espionage
Act
Selective
Service Act
made it a crime to help the enemy or relay false information that interfered with a military mission
a plan to keep the economic conflict in Europe from becoming worse after World War I.
This law required adult men ages
21 to 30 to register for random selection to military service.
extended the Espionage Act of 1917 by making it a crime to make any communication that interfered with the war effort or to say anything disloyal to the U.S. government.
Matching Dawes Plan
Sedition Act
Espionage
Act
Selective
Service Act
made it a crime to help the enemy or relay false information that interfered with a military mission
a plan to keep the economic conflict in Europe from becoming worse after World War I.
This law required adult men ages
21 to 30 to register for random selection to military service.
extended the Espionage Act of 1917 by making it a crime to make any communication that interfered with the war effort or to say anything disloyal to the U.S. government.
Which Act is represented by this picture?
A. Sedition Act
B. Espionage Act
C. Selective
Service Act
D. Dawes Act
Which Act is represented by this picture?
A. Sedition Act
B. Espionage Act
C. Selective
Service Act
D. Dawes Act
In the 1800’s where European nations set up colonies to
acquire raw materials and sell their goods in new markets
A. Belgium and France
B. South America and Asia
C. Asia and Africa
D. Africa and North America
In the 1800’s where European nations set up colonies to
acquire raw materials and sell their goods in new markets
A. Belgium and France
B. South America and Asia
C. Asia and Africa
D. Africa and North America
Which of the following stated that the United States
would intervene in Latin America on behalf of
European nations?
A. Roosevelt Corollary
B. The Dawes Plan
C. Treaty of Paris
D. Big Stick Diplomacy
Which of the following stated that the United States
would intervene in Latin America on behalf of
European nations?
A. Roosevelt Corollary
B. The Dawes Plan
C. Treaty of Paris
D. Big Stick Diplomacy
What is message of the following political cartoon?
What is message of the following political cartoon?
The term Big Stick Diplomacy describes President Theodore
Roosevelt's policy of foreign relations, especially his Corollary to
the Monroe Doctrine.
Who: President Theodore Roosevelt and the United States
Significance: The term is based on the proverb: "Speak softly and
carry a big stick; you will go far." The idea means to negotiate
peacefully with other nations but simultaneously threaten them
with the "big stick" or military muscle. This policy served to increase
the United States' influence.
Who is represented in the following political cartoon?
Who is represented in the following political cartoon?
William Randolph Hearst as a jester tossing newspapers with
sensationalist headlines to a crowd of eager readers. On
the left, men carry bags of money that they dump into
Hearst's printing press.
What: Sensationalist, or exaggerated, style of journalism
When: during the late 1890s
Significance: During this period, newspapers published
shocking accounts of the suffering of the Cuban people.
These newspapers were well known for sensationalist, or
exaggerated, stories. Journalists used this style of writing to
sway the American public to support certain efforts on the
world stage. Yellow press contributed to public support for
the Spanish-American War.
Why was the Treaty of Paris
signed?
A. To end the Civil War
B. To increase trade in Europe
C. To officially end World War I
D. To officially end the Spanish American
War
Why was the Treaty of Paris
signed?
A. To end the Civil War
B. To increase trade in Europe
C. To officially end World War I
D. To officially end the Spanish American
War
Why was the Treaty of
Versailles signed?
A. To end the Civil War
B. To increase trade in Europe
C. To officially end World War I
D. To officially end the Spanish American
War
Why was the Treaty of
Versailles signed?
A. To end the Civil War
B. To increase trade in Europe
C. To officially end World War I
D. To officially end the Spanish American
War
What was the Zimmerman
Telegram?
What was the Zimmerman
Telegram?
The Zimmerman Telegram stated that if the United States were to go to war against Germany, Germany would give Mexico financial support for an invasion into the U.S. to recover the territory it had lost in the Mexican-American War. The British gave the text to President Wilson, who made the telegram public. By doing so, Wilson turned American opinion firmly in favor of supporting the Allies.
What was the League of
Nations?
What was the League of
Nations?
What: an association of nations suggested by Woodrow Wilson and formed after World War I designed to solve disputes between nations
Significance: The League could place economic sanctions on a nation, such as preventing any member nations from trading with the offender or use military force against a nation that violated League principles. Member nations would defend each other in case of aggression. The League was weakened by the U.S.'s refusal to join.
Which war ended the Spanish Navy's
dominance as a sea power?
A. Philippine-American War
B. Spanish-American War
C. Spanish Civil War
D. World War I
Which war ended the Spanish Navy's
dominance as a sea power?
A. Philippine-American War
B. Spanish-American War
C. Spanish Civil War
D. World War I
After the end of World War I,
the United States:
A. became the world superpower
B. returned to its practice of isolationism
C. gave up all of its territorial possessions
D. returned to its practice of imperialism
After the end of World War I,
the United States:
A. became the world superpower
B. returned to its practice of isolationism
C. gave up all of its territorial possessions
D. returned to its practice of imperialism
Which phrase describes President Theodore
Roosevelt's foreign relations policy?
A. "Open Door Policy"
B. "Monroe Doctrine"
C. "Sussex Pledge"
D. "Big Stick Diplomacy"
Which phrase describes President Theodore
Roosevelt's foreign relations policy?
A. "Open Door Policy"
B. "Monroe Doctrine"
C. "Sussex Pledge"
D. "Big Stick Diplomacy"
What does this political cartoon represent?
A. the imperialist tendencies of
European nations toward China
B. Japan's isolationist tendencies while
other nations expanded
C. the reaction of European nations to
Hay's Open Door Policy
D. the creation of spheres of influence
through the League of Nations
What does this political cartoon represent?
A. the imperialist tendencies of
European nations toward China
B. Japan's isolationist tendencies while
other nations expanded
C. the reaction of European nations to
Hay's Open Door Policy
D. the creation of spheres of influence
through the League of Nations
Module 4
Matching 18th
Amendment
19th Amendment
Fordney-McCumber Act
Kellogg-Briand Pact
raised tariffs significantly on imported agricultural and manufactured goods
made it illegal to make, sell, or transport alcohol in the United States
an agreement signed by all of the world’s “civilized” nations to renounce war “as an instrument of national policy
This law gave women the Constitutional right to vote.
Matching 18th
Amendment
19th Amendment
Fordney-McCumber Act
Kellogg-Briand Pact
raised tariffs significantly on imported agricultural and manufactured goods
made it illegal to make, sell, or transport alcohol in the United States
an agreement signed by all of the world’s “civilized” nations to renounce war “as an instrument of national policy
This law gave women the Constitutional right to vote.
Matching
Smoot-Hawley Tariff Act
Black Tuesday
Red Scare
NAACP
sought equality for African Americans
placed a high tariff on many goods imported into the United States
the American public feared a Communist revolution
the most devastating stock market crash in the history of the United States
Matching
Smoot-Hawley Tariff Act
Black Tuesday
Red Scare
NAACP
sought equality for African Americans
placed a high tariff on many goods imported into the United States
the American public feared a Communist revolution
the most devastating stock market crash in the history of the United States
What event is represented in this
picture?
A. Dust Bowl
Great Depression
C. Prohibition
D. Suffrage
What event is represented in this
picture?
A. Dust Bowl
Great Depression
C. Prohibition
D. Suffrage
What is the significance of the
Dust Bowl?
What is the significance of the
Dust Bowl?
For those who lived on farmland in the Great Plains, the economic crisis of the Great Depression went from bad to worse in 1934. A severe drought hit and lasted for several years. During World War I, much of the grassland in the area had been deeply plowed. The removal of the grass and the dryness of the drought combined to turn the topsoil into dust. Then, huge windstorms whipped the dirt into the air, causing massive dust storms.
What was the New Deal?
What was the New Deal?
During his campaign for president, Franklin
D. Roosevelt promised American voters
that he would give them a New Deal.
Unlike Hoover, Roosevelt believed that
government should and could directly
promote economic recovery. He
promised to reform the troubled banking
industry and to provide relief to the
American people.
What was the purpose of the Nineteenth Amendment to the
U.S. Constitution?
A. to grant African American men suffrage
B. to establish the prohibition of alcohol
C. to repeal the prohibition of alcohol
D. to grant women's suffrage
What was the purpose of the Nineteenth Amendment to the
U.S. Constitution?
A. to grant African American men suffrage
B. to establish the prohibition of alcohol
C. to repeal the prohibition of alcohol
D. to grant women's suffrage
Which of following was an attempt by the
world's nations to foster peace and end war?
A. the Smoot-Hawley Tariff Act
B. the Fordney-McCumber Act
C. the Kellogg-Briand Pact
D. the Bonus Expeditionary Force
Which of following was an attempt by the
world's nations to foster peace and end war?
A. the Smoot-Hawley Tariff Act
B. the Fordney-McCumber Act
C. the Kellogg-Briand Pact
D. the Bonus Expeditionary Force
In what year did the Great Wall Street Crash,
also known as Black Tuesday, occur?
A. 1928
B. 1929
C. 1930
D. 1933
In what year did the Great Wall Street Crash,
also known as Black Tuesday, occur?
A. 1928
B. 1929
C. 1930
D. 1933
What did the Rosewood Incident reveal about
the state of American society during the
1920s?
A. Racial tension between white and black Americans led to violent conflicts.
B. The separation between the upper and lower classes was growing worse and more violent.
C. Florida was the center of a violent political debate about immigration.
D. Many Americans feared the ideologies of Italian immigrants.
What did the Rosewood Incident reveal about
the state of American society during the
1920s?
A. Racial tension between white and black Americans led to violent conflicts.
B. The separation between the upper and lower classes was growing worse and more violent.
C. Florida was the center of a violent political debate about immigration.
D. Many Americans feared the ideologies of Italian immigrants.
In July 1936 the construction of the Fort Peck Dam in Montana employed 10,500 workers. Which component
of the New Deal made this project possible?
A. Tennessee Valley Authority (TVA)
B. National Labor Relations Board (NLRB)
C. Public Works Administration (PWA)
D. Civilian Conservation Corps (CCC)
In July 1936 the construction of the Fort Peck Dam in Montana employed 10,500 workers. Which component
of the New Deal made this project possible?
A. Tennessee Valley Authority (TVA)
B. National Labor Relations Board (NLRB)
C. Public Works Administration (PWA)
D. Civilian Conservation Corps (CCC)
Questions?
Remember you can call, text or email
your instructor for additional help