8th Grade Social Studies "Assessment Limit examples" - Public Release

Notes About this Module: This module contains released items (SRs, TEIs, and CRs) for every assessment limit (160) contained in the Middle School United States History Framework. They are titled as follows. The two or three-letter abbreviation in bold represents the Unit:

AR - The American Revolution (1754–1783)

FNG - Founding of the New Government (1776–1791)

NN - A New Nation (1787–1825)

EPD - Geographic Expansion & Political Division (1820–1860)

CW - Civil War & Reunion (1860–1896)

The three number code in parenthesis is a new coding system. The first number represents the grade level (8), the second number represents the sequential unit. This course has seven total units, but the first and last are not assessed on MCAP, so American Revolution is the second unit (8.2) but the first assessed unit.

The third number represents the indicator (bold statement) within each unit.

Example: (8.2.3) means 8th grade, 2nd unit (American Revolution), 3rd indicator (Students will evaluate the relative importance of key factors that led to an American victory in the Revolutionary War).

The text following the three digit code represents the most specific level of information, the assessment limit. This is the specific content that is being assessed with the item.

NOTE: If the title of an item contains two asterisks **, that indicates that there are currently no items available for that assessment limit.

How to Use this Module: By having sample items for every assessment limit in order, this module allows the user to easily compare similarities and differences in item content within a given assessment limit, objective, or indicator.

Study the map.

Select two regions where colonists experienced the most conflict over land after the French and Indian War.

Study the diagram.

Venn Diagram titled North American Relationships, 1750s. Two overlapping circles are labelled Europeans and American Indians. The Europeans circle says competed with other Europeans for influence and power. The American Indians circle says competed with other American Indians for territory. The overlapping area between the two circles contains a question mark.

Which phrase completes this diagram?

sign that says under construction coming soon

There are no released items available for this assessment limit at this time.

Select two impacts of the Proclamation of 1763 and move them to complete the table.

taxed paper products such as newspapers, legal documents, and playing cards reduced conflicts with American Indians forbade American colonists from settling west of the Appalachian Mountains required colonists to provide food and shelter for the British reduced colonial representation in Parliament

Impacts of the Proclamation of 1763

Read the list.

The Quartering Act required colonists to provide living quarters for British soldiers in America.

The Currency Act made it more difficult for colonists to pay debts and taxes.

The Stamp Act required colonists to pay taxes on legal documents and paper goods.

Why did the British government pass the laws described in this list?

Use your knowledge of U.S. history to answer the constructed response question.

Identify the reasons for Pontiac’s Rebellion following the French and Indian War.

Explain how Pontiac’s Rebellion affected relationships between the British and the colonists.

Use details and examples to support your response.

Enter your answer in the space provided.

What were two goals of the Sugar Act of 1764 and one colonial response to the act? Move the answers to the correct boxes to complete the table.

boycotted British goods dumped food into a harbor stopped illegal smuggling established new courts in America forced the quartering of soldiers lowered taxes raised money for the British

Goals of the Sugar Act	Colonial Response to the Sugar Act

Select two colonial responses to the Townshend Acts.

What was one economic impact of the Intolerable Acts on the American colonists?

Read the lyrics.

Young Ladies in town, and those that live round,
Let a friend at this season* advise you,
Since money’s so scarce and times growing worse
Strange things may soon hap** and surprise you.

First, then throw aside your topknots*** of pride,
Wear none but your own country linen;
Of economy boast, let your pride be the most,
To show clothes of your own make and spinning. . . .

—Massachusetts Gazette, 1767

* at this season: during these times
** hap: happen
*** topknots: headwraps

The main goal of the Homespun Movement described in the excerpt was to

Study the poster.

What was the desired impact of the actions described in this poster?

Study the diagram.

Select two events related to colonial resistance and move them to the correct boxes to complete the sequence diagram.

Read the excerpt.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.

— Declaration of Independence, 1776

Which principle of government is described in this excerpt?

Read the newspaper headlines.

Which two principles in the Declaration of Independence addressed the British actions in the newspaper headlines?

According to the Declaration of Independence, people are able to alter or abolish the government when the government

Read the excerpt.

I doubt whether it is possible . . . [that] a colony 3000 miles distant from the parent state shall enjoy all the liberty of the parent state . . . I wish the good of the colony when I wish to see some further restraint [control] of liberty rather than the [connection] with the parent state should be broken; for I am sure such a breach [break] must prove the ruin of the colony.

—Massachusetts Governor Thomas Hutchinson, 1769

Which term best describes the opinion expressed in this excerpt?

A.

Patriot
B.

Loyalist
C.

Nativist
D.

Federalist

Read the excerpt.

In short, the Campaign is opening, and we have no Men for the field— . . . the Officers imployed in the recruiting Service must expect to be answerable for the Consequences. If they have done their duty, and it proceeds from unwillingness in the Men to Inlist, the Government must have recourse to [the option to use] coercive [forceful] measures.

—General George Washington, 1777

What factor that influenced the American victory in the Revolutionary War is described in this excerpt?

Study the information.

Which country correctly replaces the question marks in this information?

A.

Spain
B.

France
C.

Ireland
D.

Germany

Read the excerpt.

At Concord, the terrain was more hilly and varied than at Lexington . . . with a number of hills and rivers that affected military strategy. . . . West of the North Bridge was an elevated ridge . . . alongside the river . . . [that] allowed a commanding view of the North Bridge and surrounding road.

—John C. Redmond, 2012

What factor that led to the American victory during the Revolutionary War is described in this excerpt?

Study the diagram.

Select the two statements about American Indian involvement in the American Revolution and move them to complete the diagram.

What motivated enslaved African Americans to support the Patriot cause?

A.

the promise of manumission
B.

the promise of military promotion
C.

the promise of suffrage
D.

the promise of election to public office

Read the list.

$\underset{̲}{?}$ in the American Revolution

represented about 15 to 20 percent of the colonial population

were treated harshly by colonists

sometimes tarred and feathered

many fled from the colonies after the war

Which term best completes the title of this list?

There are no released items available for this assessment limit at this time.

Read the excerpt.

The moment is, indeed, important! If government shrinks [hesitates], or is unable to enforce its laws; fresh maneuvers will be displayed by the insurgents [rebels]. . . .

—Letter from General George Washington to Secretary at War Henry Knox
in response to Shays’ Rebellion, 1787

Which weakness of the Articles of Confederation brought attention to the situation described in this excerpt?

Read the excerpt.

[Congress] may enter into treaties of commerce, but [are] without power to enforce them at home or abroad.

—John Jay, 1787

One weakness of the national government under the Articles of Confederation demonstrated by this excerpt is the lack of

Study the diagram.

Selected Events Under the Articles of Confederation

Which action correctly completes this diagram?

Read the excerpt.

Article VIII. All charges [costs] of war, and all other expenses that shall be incurred [raised] for the common defense or general welfare . . . shall be defrayed [paid] out of a common treasury. . . .

Articles of Confederation, 1781

Which limitation of the Articles of Confederation made this provision difficult to enforce?

Which success of the Articles of Confederation is demonstrated by the Northwest Ordinance?

Which feature of the Northwest Ordinance contributed to sectionalism after the Revolutionary War?

Which event exposed one limitation of the Articles of Confederation?

The initial task of delegates to the 1787 Philadelphia Convention was to

Which foreign relations issue needed to be addressed by the Constitutional Convention of 1787?

At the Constitutional Convention, one result of the Great Compromise was the creation of

Use your knowledge of U.S. history to answer the constructed response question.

Identify the views expressed by large and small states at the Constitutional Convention about how to determine legislative representation.

Explain the impact that the Great Compromise had on the structure of the legislative branch.

Use details and examples to support your response.

Enter your answer in the space provided.

Select two parts of the Constitution that complete the chart and move them to the correct boxes to complete the table.

Northwest Ordinance Three-Fifths Compromise separation of powers ability to sign treaties Electoral College

Parts of the Constitution that Limit Freedoms	Parts of the Constitution that Limit Government
Fugitive Slave Clause	checks and balances

Read the excerpt.

No Person held to Service or Labour in one State, under the Laws thereof, escaping into another, shall, in Consequence of any Law or Regulation therein, be discharged from such Service or Labour, but shall be delivered up on Claim of the Party to whom such Service or Labour may be due.

—Fugitive Slave Clause, Article IV, Section 2, U.S. Constitution

This clause was included in the Constitution to

Read the excerpt.

The Migration or Importation of such Persons as any of the States . . . shall think proper to admit, shall not be prohibited by the Congress prior to [1808] but a Tax or duty may be imposed on such Importation, not exceeding ten dollars for each Person.

— U.S. Constitution, Article I, Section 9

How did this clause contribute to increased sectionalism in the United States?

Read the excerpt and use it to answer the constructed response question.

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

Preamble to the U.S. Constitution

Identify the purpose of the Preamble to the U.S. Constitution.

Explain why the words “to form a more perfect Union” were significant at the time the U.S. Constitution was written.

Use details and examples from the excerpt to support your response.

Enter your answer in the space provided.

Read the excerpt.

On May 18, 1896, the Supreme Court ruled in the case of Plessy v. Ferguson that “separate but equal” facilities were considered sufficient [enough] to satisfy the 14th Amendment. It wasn't until May 17, 1954, however, that the Court reversed the Plessy decision, bringing the era of government-sanctioned [approved] segregation to an end.

—"14th Amendment to the Constitution was Ratified," Library of Congress

Which goal in the Preamble to the U.S. Constitution is best reflected by the reversal of the Supreme Court decision described in this excerpt?

There are no released items available for this assessment limit at this time.

Read the excerpt.

The Congress shall have Power To . . . raise and support Armies . . . provide and maintain a Navy, . . . make Rules for the Government and Regulation of the land and naval Forces. . . .

—U.S. Constitution, Article 1, Section 8, Clauses 12 to 14

Which goal in the Preamble to the U.S. Constitution is supported by this excerpt?

Which example best demonstrates the Preamble to the U.S. Constitution’s goal of promoting the general welfare?

What is one example of how “the blessings of liberty,” as described in the Preamble to the U.S. Constitution, are secured for Americans?

There are no released items available for this assessment limit at this time.

Study the table.

Title: mathematics expression or equation

Executive Branch	Legislative Branch	Judicial Branch
enforces law	makes laws	interprets laws

Which principle of government is the best title for this table?

Read the excerpt.

The powers not delegated [given] to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively [each state], or to the people.

10th Amendment, U.S. Constitution

Which principle is supported by this constitutional amendment?

Which part of the Preamble to the U.S. Constitution demonstrates the principle of popular sovereignty?

There are no released items available for this assessment limit at this time.

Which statement describes the principle of limited government?

Which statement was most likely made by a Federalist during the debates over the ratification of the U.S. Constitution?

Read the excerpt.

The Convention do therefore recommend that the following alterations and provisions [changes and requirements] be introduced into the said Constitution:

First. That it be explicitly [clearly] declared, that all powers not expressly delegated [given] by the . . . Constitution are reserved to the several states . . .

—Convention of the Delegates of the People of the Commonwealth of Massachusetts, 1788

This proposal helped remove Anti-Federalist fears over the ratification of the Constitution by

Read the excerpt.

Show me that age and country where the . . . liberties of the people were placed on the sole chance of their rulers being good men without a . . . loss of liberty! I say that the loss of that dearest privilege has ever followed, with absolute certainty, every such mad attempt.

—Patrick Henry, 1788

Patrick Henry wanted to prevent the problem described in this excerpt by

What was a precedent established by George Washington?

Read the excerpt.

Let us then, fellow citizens, unite with one heart and one mind, let us restore . . . that harmony and affection without which liberty, and even life itself, are but dreary things. . . . We have called by different names brethren [brothers] of the same principle. We are all republicans: we are all federalists.

—President Thomas Jefferson, Inaugural Address, 1801

Which precedent set by George Washington was Jefferson promoting in this excerpt?

Which precedent set by George Washington allows the president to receive advice before making decisions?

Which precedent did President George Washington establish during his administration?

A.

nullification of federal laws
B.

judicial review by the Supreme Court
C.

popular sovereignty
D.

loose interpretation of the Constitution

Select two outcomes of the Whiskey Tax debate and move them to complete the table.

The debate led to sectional polarization in the United States. The National Bank was vetoed. The power of the Federalist Party increased. The debate led to rebellion. George Washington was elected president.

Outcomes of the Whiskey Tax Debate

Study the table.

Select each political parties’ perspective about the debate over the creation of a national bank and move each to the correct box in the table.

The Constitution gives the states the power to coin money. A national bank would provide a safe place for the government to deposit money. The Constitution gives the federal government the power to tax. A national bank would hurt the power of state banks. The Constitution gives the states the right to borrow money.

Federalist Party	Democratic-Republican Party

Read the excerpt.

Liberty of the press and of opinion is calculated [designed] to destroy all confidence between man and man.

—U.S. Congressman

What was the result of the concern raised by this congressman?

Read the excerpt.

The second question, whether the judges are invested with [given] exclusive authority to decide on the constitutionality of a law, has been . . . a subject of consideration with me. . . . Certainly there is not a word in the constitution which has given that power to them more than to the executive or legislative branches.

Thomas Jefferson to W. H. Torrance, 1815

Which two items are associated with the decision discussed in this excerpt?

Read the excerpt.

. . . Napoleon was watching his dreams of a French empire in North America crumble . . . American diplomats offered an alternative which [Napoleon] initially ignored but eventually accepted . . . Napoleon’s failure in Louisiana and his renewed interest in fighting England compelled [forced] him to accept an alternative . . . and the Louisiana Purchase was negotiated.

—“The Role of American Diplomacy in the Louisiana Purchase,” 1976

Which alternative did Napoleon accept from the United States in the early 1800s?

What was an obstacle that President Thomas Jefferson faced when making the Louisiana Purchase?

Read the excerpt.

. . . On Easter Monday 1803 Napoleon announced his decision to sell to the U.S. the whole of Louisiana. . . .

—The Mammoth Book of the West, 2012

What was the significance of the decision described in this excerpt?

Study the map.

United States, 1803

How did the addition of the shaded territory in the middle of the map impact the United States?

Study the map and use it to answer the constructed response question.

Identify the geographic impact of the Louisiana Purchase of 1803.

Explain how this impact affected relationships with American Indian tribes.

Use details and examples from the map to support your response.

Enter your answer in the space provided.

How did the relationship between the United States and foreign countries change as a result of the Louisiana Purchase?

Read the excerpt.

The communications now made, [showing] the great and increasing dangers with which our vessels [ships], our [sailors] and merchandize are threatened . . . from the belligerent [hostile] powers of Europe . . . I deem [determine] it my duty to recommend the . . . inhibition [prevention] of the departure of our vessels from the ports of the United States.

—President Thomas Jefferson, address to Congress, 1807

Part A

Select one danger to sailors that President Jefferson is discussing in this excerpt.

Part B

Select one action taken by President Jefferson and one result of that action and drag them to the correct boxes.

passed the Judiciary Act passed the Embargo Act increased conflicts with immigrants damaged the economy

Action	Result

What was the outcome of the impressment of sailors by the British?

Select the two correct statements to complete the sequence of events of the War of 1812 and move them to the correct locations in the diagram.

Read the excerpt.

. . . The only way to stop this evil, is for all the [American Indians] to unite in claiming a common and equal right in the land as it was at first, and should be now–for it never was divided, but belongs to all . . . Sell a country! Why not sell the air, the clouds and the great sea, as well as the earth?

—Chief Tecumseh to Governor of Indiana Territory William Henry Harrison, 1810

What cause of the War of 1812 is Tecumseh protesting against in this speech?

How did Americans respond to the British burning of Washington, D.C., during the War of 1812?

Study the map.

Select the two numbered regions that were the most geographically important to the American defeat of the British during the War of 1812.

How did the War of 1812 most immediately affect national politics?

Study the diagram.

Select the two phrases that correctly complete this diagram about outcomes of the War of 1812 and move them to the correct boxes.

One result of the War of 1812 was that the United States

What was one effect of the Monroe Doctrine on U.S. foreign policy?

What was one effect of the War of 1812 on American Indians?

Which invention had the most direct impact on business communication during the 19th century?

Study the diagram.

Which statement completes this cause-and-effect diagram?

A.

The cost of shipping goods decreases.
B.

Steamboats are invented.
C.

The National Road opens.
D.

Interchangeable parts are invented.

Study the political cartoon.

"Does Not Such a Meeting Make Amends?" 1869

Newspaper print showing the linking of the Trans-Continental Railroad in Utah. American Indians and buffalo are fleeing in the foreground as two trains with large hands extending from the locomotives, labeled San Francisco and New York approach each other to connect the railroad.

Select the three phrases most associated with the event shown in the cartoon.

Study the graph.

What was an economic result of the development in transportation shown on this graph?

Which diagram accurately shows how new technologies unified the United States geographically during the early industrial period?

Select three impacts of technological changes on the United States during the 1800s and move them to complete the table.

lower taxes increased migration decline of the factory system increase in national unity economic growth introduction of popular sovereignty increased travel time

Impacts of Technological Changes on the United States during the 1800s

Which of the following had the greatest influence on the factory system in the United States during the 1800s?

Study the diagram.

Select two effects of the factory system and move them to complete the diagram.

Read the excerpt.

. . . It is maintained by the advocates of the bank that its constitutionality in all its features ought to be considered as settled . . . by the decision of the Supreme Court. To this conclusion I can not assent . . .

—President Andrew Jackson, veto message

Part A

Select the name of the Supreme Court case referred to in this excerpt and move it to the box.

Marbury v. Madison (1803) McCulloch v. Maryland (1819) Worcester v. Georgia (1832)

Court Case:

Part B

Select the two statements that best describe the impact this Supreme Court case had and move them to the box in any order.

Congress has the power to create a national bank. States could deposit money in a national bank. Maryland is not able to tax a national bank.

Impact of Case:

Use your knowledge of U.S. history to answer the constructed response question.

Identify two countries of origin for European immigrants to the United States in the 1800s.

Explain how nativism impacted the lives of these immigrants in the United States.

Use details and examples to support your response.

Enter your answer in the space provided.

Read the lyrics.

* ‘Twill: It will
** tho’: though
*** Alas!: Oh!
I’m a simple Irish girl, and I’m looking for a place, I’ve felt the grip of poverty, but sure that’s no disgrace, ‘Twill* be long before I get one, tho’ indeed its hard I try. For I read in each advertisement, “No Irish Need Apply.” Alas!* for my poor country, which I never will deny, How they insult us when they write, “No Irish Need Apply.” —Kathleen O’Neil, 1862
* ‘Twill: It will tho’: though * Alas!: Oh!

These lyrics are a response to actions taken by which group in the United States in the 1800s?

What effect did the invention of the cotton gin have on agriculture in the United States?

Study the map.

United States, mid-1800s

The map is titled United States, mid eighteen hundreds. The southeastern region is darkly shaded from approximately the Rio Grande Valley in southern Texas up to the Chesapeake Bay area of the Mid-Atlantic. A question mark is in the center of the shaded region indicating a missing label.

Which region is identified by the question mark on this map?

Marriage was important to many enslaved African Americans because it

Read the list.

mathematics expression or equation

viewed as property

families often separated

received harsh punishments for disobedience

Which title completes this list?

Read the excerpt.

[Nat Turner’s men] said Captain Harris and his family had escaped, the property in the house they destroyed, robbing [Captain Harris] of money and other valuables . . . I proceeded to Mr. Levi Waller’s, two or three miles distant. I took my station in the rear, and as [it was] my object to carry terror and devastation wherever we went, I placed fifteen or twenty of the best armed and most to be relied on, in front, who generally approached the houses as fast as their horses could run; this was for two purposes, to prevent their escape and strike terror to the inhabitants . . .

— The Confessions of Nat Turner, 1831

Why were actions such as these alarming to owners of enslaved African Americans?

Read the list.

Examples of Resistance Used by Enslaved African Americans

breaking tools

disabling machinery

setting fires

Why were these forms of resistance used by many enslaved African Americans?

Read the excerpt.

In 1860, Elizabeth Burkett . . . with her husband, Henry Burkett . . . and . . . fellow slaves Thomas Sipple, his wife Mary Ann Sipple, John Purnell, and Hale Burton, holding a total of thirty dollars and looking to cross the Delaware Bay into freedom . . . purchased a small vessel for six dollars and began their journey up the coast on their way to Philadelphia, Pennsylvania. En route, they encountered a group of white men who attempted to overtake the slaves' boat. The fugitives, however, defended their vessel and continued on, despite injury to the passengers.

Archives of Maryland

What form of resistance to slavery is described in this excerpt?

Study the diagram.

What is the best title for this diagram?

How did the Missouri Compromise of 1820 affect the issue of slavery in the United States?

Use your knowledge of U.S. history to answer the constructed-response question.

Identify the nullification crisis during Andrew Jackson's presidency.

Explain the impact of the nullification crisis on the power of the federal government.

Use details and examples to support your response.

How did President Andrew Jackson’s veto of the Second Bank of the United States demonstrate the ideals of Jacksonian Democracy?

Study the graph, and use it to answer the constructed-response question.

Identify a cause of the shift shown in the graph.

Explain the impact of Jacksonian Democracy on political participation.

Use details and examples from the graph to support your response.

Enter your answer in the space provided.

There are no released items available for this assessment limit at this time.

Study the map.

Which event caused the movement of people shown on this map?

Study the newspaper headlines.

Select the two newspaper headlines that show the impact of the Supreme Court’s decision in Worcester v. Georgia (1832).

Which event demonstrates the physical removal of American Indians’ rights to their land?

Use your knowledge of U.S. history to answer the constructed response question.

Define the phrase social reform movement.

Explain the goals of the temperance movement.

Use details and examples to support your response.

Enter your answer in the space provided.

Dorothea Dix led a successful campaign to help people with mental illnesses and promote

Read the excerpt.

. . . laws which . . . she has had no voice in establishing, and which rob her of some of her essential rights.

—Sarah M. Grimké, 1838

Which action does Sarah Grimké support in this excerpt?

Study the diagram.

What two phrases correctly complete the diagram about the Declaration of Rights and Sentiments? Move the phrases to the correct boxes.

Read the excerpt.

Now, in view of this entire disfranchisement of one-half the people of this country . . . we insist that they [women] have immediate admission to all the rights and privileges which belong to them as citizens of these United States.

Which female American leader most likely made this statement at Seneca Falls, New York, in 1848?

Read the excerpt.

I honor those good men and women for their noble daring, and applaud them for willingly subjecting themselves to bloody persecution [mistreatment], by openly avowing [stating] their participation in the escape of slaves . . .

—Frederick Douglass, Narrative of the Life of Frederick Douglass, An American Slave

Which action is Frederick Douglass referring to in this excerpt?

Frederick Douglass is most known for his work with which group?

Use your knowledge of U.S. history to answer the constructed-response question.

Describe two ways that abolitionists brought attention to the issue of slavery.

Explain the role of Harriet Tubman in the abolitionist movement.

Use details and examples to support your answer.

Enter your answer in the space provided.

Read the excerpt.

God is the Father of us all, and we are brethren [brothers].

—partial motto of The North Star newspaper

What pre-Civil War goal does this newspaper motto support?

Read the excerpt.

Select two statements from John L. O’Sullivan (1839) that reflect the key components of Manifest Destiny.

America is destined for better deeds. . . . We have no interest in the scenes of antiquity [the ancient past] , only as lessons of avoidance of nearly all their examples. The expansive future is our arena, and for our history. . . . We are the nation of human progress, and who will . . . set limits to our onward march? . . . We point to the everlasting truth on the first page of our national declaration . . . The far-reaching, the boundless future will be the era of American greatness. In its magnificent domain of space and time, the nation of many nations is destined to manifest to mankind . . . divine principles; to establish on earth the noblest temple . . . to the worship of the Most High —the Sacred and the True.

Select two phrases that describe negative impacts of Manifest Destiny.

How did the Mexican government view the U.S. annexation of Texas?

Read the lyrics.

Oh! times are tough, amazing rough,
Expenses are alarming,
I will go West, it's far the best,
Try my luck at farming.
For the idea, of staying here
To just earn your gruel,
Makes me feel sad and sometimes mad
’Tis so awful cruel.
Goods are so high, I heave a sigh,
At the cost of living,
My loving wife, she sees the strife
And has a spell of crying.

"I Will Go West!" by J.P. Barrett, 1875

Which group's views are best represented by these song lyrics?

Study the diagram.

Select two results of the rapid settlement of the United States that complete this diagram and move them to the boxes in any order.

What was one effect that the rapid population growth in California in the late 1840s had on the sectionalism debate?

Which event most contributed to the United States’ declaration of war on Mexico in 1846?

Which statement identifies a significant impact of the Compromise of 1850?

Which part of the Compromise of 1850 did southern states most support?

In which two regions did the Kansas-Nebraska Act of 1854 address the issue of slavery and lead to violence in Kansas?

Study the newspaper headlines.

Select the two newspaper headlines that are the best examples of popular sovereignty.

Which event directly led to the expansion of slavery in the United States?

There are no released items available for this assessment limit at this time.

Read the excerpt.

One section of our country believes slavery is right and ought to be extended, while the other believes it is wrong and ought not to be extended. This is the only substantial dispute.

President Abraham Lincoln, First Inaugural Address, 1861

President Lincoln's idea expressed in this excerpt eventually led to the

Read the excerpt.

Select two phrases that are reasons for South Carolina’s decision to secede from the United States in 1860.

. . . [A]ll the States north of that [geographical] line have united in the election of a . . . President . . . whose . . . purposes are hostile to slavery. . . . [T]he public . . . must rest in the belief that Slavery is in the course of . . . extinction. . . .

The . . . Constitution will then no longer exist; the equal rights of the States will be lost. The slaveholding States will no longer have the power of self-government . . . and the Federal Government will have become their enemy.

. . . [A]ll hope of remedy is rendered vain [made useless], by the fact that . . . the North has invested a great political error with . . . a more erroneous [incorrect] religious belief.

—South Carolina declaration of secession, 1860

Read the excerpt.

Select two phrases from the Mississippi Declaration of Secession that are evidence of the main cause of the Civil War.

Our position is thoroughly identified with the institution of slavery. . . . Its labor supplies the product which constitutes [makes up] by far the largest and most important portions of commerce of the earth. . . . There was no choice left us but submission to the mandates [orders] of abolition, or a dissolution [break apart] of the Union. . . . That we do not overstate the dangers to our institution, a reference to a few facts will sufficiently prove. . . .

The hostility to this institution . . . tramples the original equality of the South under foot. . . .

It has enlisted its press, its pulpit [churches] and its schools against us, until the whole popular mind of the North is excited and inflamed with prejudice . . .

We must either submit to degradation, and to the loss of property worth four billions of money , or we must secede from the Union framed by our fathers. . . .

What difference between the North and the South most directly led to the Civil War?

What was one argument against the annexation of Texas in the mid-1840s?

Which part of the 1860 Democratic Party platform caused the most conflict between the North and the South?

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Study the table.

Source: National Park Service
Resource	Union	Confederacy
Resources of the Union and Confederacy
Population	21 million free and 500,000 enslaved	5.5 million free and 3.5 million enslaved
Number of Factories	110,000	21,000
Miles of Railroad	21,700	9,000
Source: National Park Service

Which conclusion is supported by the table?

What was the main goal of the naval blockade during the Civil War?

Read the excerpt.

[The South with] the finest soil, the most delightful climate, whose staple productions none of those [European] countries can grow . . . But the strength of a nation depends in a great measure upon its wealth, and the wealth of a nation, like that of a man, is to be estimated by its surplus production . . . If I am right in my calculations . . . there is not a nation on the face of the earth . . . that can compete with us in produce per capita [how much is made per person].

—South Carolina Senator James Hammond, 1858

What Confederate strategy is reflected in this excerpt?

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What was one result of the Emancipation Proclamation?

To which group did the Emancipation Proclamation apply?

Read the excerpt.

As the case comes before me, therefore, I understand that the President not only claims the right to suspend the writ of habeas corpus himself, . . . but to delegate that discretionary power to a military officer, and to leave it to him to determine whether he will or will not obey judicial process that may be served upon him.

—Chief Justice Roger B. Taney

Part A

Select the name of the court case referred to in this excerpt and move it to the box.

Plessy v. Ferguson Ex Parte Merryman McCulloch v. Maryland

Court Case:

Part B

Select the two statements that best describe the impact this Supreme Court case had and move them to the box in any order.

The Supreme Court ruled the president acted unconstitutionally. Congress passed a law requiring prisoners to be indicted or released. The Supreme Court ruled the president could do anything necessary and proper during wartime. Congress passed a law requiring the emancipation of enslaved people.

Impact of Case:

Read the information.

On March 3, 1863, Congress passed the Enrollment Act. It called for all male citizens and immigrants between the ages of 20 and 45 to register in a national military draft system. The act allowed for a person to be exempt from registering if he paid $300 or found a person to replace him.

What was one reaction to the Enrollment Act?

Select three challenges that civilians faced during the Civil War.

Read the excerpt.

Well, I will tell you something of the scene which I witnessed today. The women, said to be soldiers’ wives, met this morning at 8 o’clock . . . They then went on Main Street to a shoe shop, cut and pried, broke down windows’ frames, broke out glass and went in at the windows, got large quantities of shoes, calicoes, shawls and any and everything they could get and went on a great many streets and done the same.

—Excerpt from a letter written by a Georgia soldier, April, 1863

What obstacle faced by civilians during the Civil War is described in this excerpt?

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Select two goals that were part of the Radical Republicans' plan during Reconstruction.

What was a purpose of the Freedmen’s Bureau?

Study the newspaper headlines.

Select two headlines that correctly describe parts of the congressional plan for Reconstruction.

Read the excerpt.

There is a kind of innate [natural] feeling, a lingering hope among many in the south, that slavery will be regalvanized [re-energized] in some shape or other. . . . The freedman has not now the protection which the master . . . gave him before.

—Testimony of a white Alabama resident, Joint Congressional Committee on Reconstruction, 1866

What topic is this resident referring to in the excerpt?

Study the timeline.

The Enforcement Acts of 1870 and 1871

Which group’s actions led to the passage of these laws?

Read the excerpt and use it to answer the constructed response question.

After freedom . . . we couldn't make nothing, just overalls and something to eat. Half [your crop] went to the [farm owner]. . . . A man that didn't know how to count would always lose . . . . No matter how good account you kept, you had to go by their account . . . . If you didn't make no money . . . they would advance [give] you more. But . . . you better not try to leave and get caught. They'd keep you in debt.

Henry Blake, former enslaved African American, oral interview, 1936 to 1938

Identify the system described in this excerpt.

Explain how the system denied economic freedoms to African Americans after the Civil War.

Use details and examples from the excerpt to support your response.

Enter your answer in the space provided.

There are no released items available for this assessment limit at this time.

Select two goals of African American education during post-Reconstruction.

Study the graph.

Part A

Select one point on the graph that represents the immediate result of the ratification of the Fifteenth Amendment.

Part B

Select two ways African Americans tried to overcome the long-term trend on this graph.

What was one result of the Bargain of 1877?

Study the table.

Select the two details that best complete the table about the Plessy v. Ferguson (1896) Supreme Court case and move them to the correct boxes.

Does the Supreme Court have the power of judicial review? Does the Separate Car Act violate the 14th Amendment? determines that laws cannot address racial segregation establishes legal doctrine of “separate but equal” strikes down Separate Car Act as unconstitutional

Constitutional Question	Arguments for Plessy	Supreme Court Decision
	The 14th Amendment provides equal protection under the law.

Read the excerpt.

All railroads carrying passengers in the state (other than street railroads) shall provide equal but separate accommodations for the white and colored races, by providing two or more passenger cars for each passenger train, or by dividing the cars by a partition, so as to secure separate accommodations.

—Tennessee law, 1891

In which chapter of a U.S. History textbook would a student expect to find this type of law discussed?

Study the diagram.

Select two actions that complete the diagram about the convict labor lease system and move them to the correct boxes.

During Reconstruction, what allowed poor white citizens to avoid voting restrictions?

Study the diagram.

Select the two events that complete this diagram about African American voting and move them to the correct boxes.

Study the image.

Receipt, 1896

Documents such as this one provide evidence that southern states intended to