Tasc Social Studies Exam 4

1. King George III was a(n) _______.

Dictator

Oligarch

Monarch

President

C. The leader of a monarchy is called a monarch. King George III was the monarch of Britain during the American Revolution. See Lesson: Types of Governments.

Explanation

C. The leader of a monarchy is called a monarch. King George III was the monarch of Britain during the American Revolution. See Lesson: Types of Governments.

2. Which BEST describes the federal government of the United States under the Articles of Confederation?

Weak

Wealthy

Efficient

Experienced

A. The Articles of Confederation established sovereign states that were loosely connected by a weak central government. See Lesson: Types of Governments.

Explanation

A. The Articles of Confederation established sovereign states that were loosely connected by a weak central government. See Lesson: Types of Governments.

3. Which branch of government is headed by the president?

Judicial

Federal

Executive

Legislative

C. The central government is made up of three branches. The executive branch enforces the laws and is headed by the president. See Lesson: Principles of American Constitutional Democracy.

Explanation

C. The central government is made up of three branches. The executive branch enforces the laws and is headed by the president. See Lesson: Principles of American Constitutional Democracy.

4. The Founders created checks and balances so that the branches of the government would ______.

Be able to pay its debts

Stay small and not grow

Need a president to function

Monitor one another’s actions

D. The federal government is made up of three branches, which ensure that the government has a set of checks and balances. See Lesson: Principles of American Constitutional Democracy.

Explanation

D. The federal government is made up of three branches, which ensure that the government has a set of checks and balances. See Lesson: Principles of American Constitutional Democracy.

5. Electing the candidate who receives more than half of the votes is known as ______.

Federalism

Majority rule

Minority rights

Constitutionalism

B. The Founders considered how future citizens would choose their leaders. They wanted a system that allowed the people to have their say in elections. This is known as majority rule. See Lesson: Principles of American Constitutional Democracy.

Explanation

B. The Founders considered how future citizens would choose their leaders. They wanted a system that allowed the people to have their say in elections. This is known as majority rule. See Lesson: Principles of American Constitutional Democracy.

6. The ______ is the head of the executive branch of the federal government.

President

Chief Justice

Secretary of State

Speaker of the House

A. The president of the United States is the chief executive of the federal government. See Lesson: The Structure of the United States Government.

Explanation

A. The president of the United States is the chief executive of the federal government. See Lesson: The Structure of the United States Government.

7. Which of the following is a requirement for running for president?

Must have a college degree

Must live in Washington, DC

Must be at least 35 years old

Must have worked in government

C. The Constitution lists several requirements for the U.S. president. One requirement is that a candidate must be at least 35 years old. See Lesson: The Structure of the United States Government.

Explanation

C. The Constitution lists several requirements for the U.S. president. One requirement is that a candidate must be at least 35 years old. See Lesson: The Structure of the United States Government.

8. The next question will be answered using the following passage. The following is a different excerpt from an essay by Benjamin Franklin called "Remarks Concerning the Savages of North America," written in 1782. In it, a Swedish minister tries to convert a Native American band to Christianity, and they respond. "In the Beginning our Fathers had only the Flesh of Animals to subsist on, and if their Hunting was unsuccessful, they were starving. Two of our young Hunters having kill'd a Deer, made a Fire in the Woods to broil some Part of it. When they were about to satisfy their Hunger, they beheld a beautiful young Woman descend from the Clouds, and seat herself on that Hill which you see yonder among the blue Mountains. They said to each other, It is a Spirit that perhaps has smelt our broiling Venison & wishes to eat of it: Let us offer some to her. They presented her with the Tongue, She was pleas'd with the Taste of it, and said, Your Kindness shall be rewarded: Come to this Place after thirteen Moons, and you shall find something that will be of great Benefit in nourishing you and your Children to the latest Generations. They did so, and to their Surprise found Plants they had never seen before, but which from that antique time have been instantly cultivated among us to our great Advantage. Where her right Hand had touch'd the Ground they found Maize; Where her left hand had touch'd it, they found Kidney Beans, and where her Backside had rested on it, they found Tobacco.—The good Missionary disgusted with this idle Tale, said, What I delivered to you were sacred Truths, but what you tell me is mere Fable, Fiction and Falshood. The Indian offended, reply'd, My Brother, it seems your Friends have not done you Justice in your Education, they have not well instructed you in the Rules of common Civility. You saw that we who understand and practise those Rules, believ'd all your Stories: Why do you refuse to believe ours?" Question: What does the attitude of the European missionary tell us about European attitudes toward Native Americans?

Europeans respected Native American beliefs.

Europeans treated Native Americans as inferior.

Europeans believed Native Americans were warlike.

Europeans wanted to adopt Native American beliefs.

B. The European missionary in the text is dismissive of the Native Americans. See Lesson: The Earliest Americans and the Age of Exploration.

Explanation

B. The European missionary in the text is dismissive of the Native Americans. See Lesson: The Earliest Americans and the Age of Exploration.

9. Which of the following statements BEST describes the legacy of Reconstruction?

African Americans were immediately reenslaved.

African Americans enjoyed full equality in the South after Reconstruction.

The North applied what it had done in the South to other areas of the country.

It failed to preserve African American equality but laid some important steps for protection.

D. The Fourteenth Amendment in particular was important in protecting African Americans and the fight for civil rights See Lesson: Civil War Times.

Explanation

D. The Fourteenth Amendment in particular was important in protecting African Americans and the fight for civil rights See Lesson: Civil War Times.

10. The following question is based on the passage below. It is an excerpt of a treaty signed in 1949. The Parties to this Treaty reaffirm their faith in the purposes and principles of the Charter of the United Nations and their desire to live in peace with all peoples and all governments. They are determined to safeguard the freedom, common heritage and civilisation of their peoples, founded on the principles of democracy, individual liberty and the rule of law. They seek to promote stability and well-being in the North Atlantic area. They are resolved to unite their efforts for collective defence and for the preservation of peace and security. … The Parties agree that an armed attack against one or more of them in Europe or North America shall be considered an attack against them all, and consequently they agree that, if such an armed attack occurs, each of them, in exercise of the right of individual or collective self-defence recognised by Article 51 of the Charter of the United Nations, will assist the Party or Parties so attacked by taking forthwith, individually, and in concert with the other Parties, such action as it deems necessary, including the use of armed force, to restore and maintain the security of the North Atlantic area. Question: Which of the following does this document describe?

NATO

Détente

The Marshall Plan

The Truman Doctrine

A. This text is an excerpt from the NATO founding document. See Lesson: The Twentieth Century and Beyond.

Explanation

A. This text is an excerpt from the NATO founding document. See Lesson: The Twentieth Century and Beyond.

11. The following question is based on the passage below. It is an excerpt of a treaty signed in 1949. The Parties to this Treaty reaffirm their faith in the purposes and principles of the Charter of the United Nations and their desire to live in peace with all peoples and all governments. They are determined to safeguard the freedom, common heritage and civilisation of their peoples, founded on the principles of democracy, individual liberty and the rule of law. They seek to promote stability and well-being in the North Atlantic area. They are resolved to unite their efforts for collective defence and for the preservation of peace and security. … The Parties agree that an armed attack against one or more of them in Europe or North America shall be considered an attack against them all, and consequently they agree that, if such an armed attack occurs, each of them, in exercise of the right of individual or collective self-defence recognised by Article 51 of the Charter of the United Nations, will assist the Party or Parties so attacked by taking forthwith, individually, and in concert with the other Parties, such action as it deems necessary, including the use of armed force, to restore and maintain the security of the North Atlantic area. Question: What does the document commit signatories to doing for one another?

Developing strong militaries

Defending one another if attacked

Spreading liberal democracy around the world

Supporting each other in an attack on the Soviet Union

B. NATO was created as a mutual defense pact. See Lesson: The Twentieth Century and Beyond.

Explanation

B. NATO was created as a mutual defense pact. See Lesson: The Twentieth Century and Beyond.

12. What happened during the Age of Exploration?

Ships sailed to Africa to trade.

The Northwest Passage was used to sail to Asia.

New trade routes were found between European countries.

Explorers searched for new lands that contained raw resources.

D. During the Age of Exploration, overseas exploration was a big part of European culture. See Lesson: Economics Through History.

Explanation

D. During the Age of Exploration, overseas exploration was a big part of European culture. See Lesson: Economics Through History.

13. When the atmosphere traps gasses and the sun’s heat, Earth’s temperature ______.

Increases

Decreases

Remains cool

Stays constant

A. Gases that are trapped in the atmosphere cause Earth’s temperature to increase. See Lesson: World Geography: Human/Environment Interaction.

Explanation

A. Gases that are trapped in the atmosphere cause Earth’s temperature to increase. See Lesson: World Geography: Human/Environment Interaction.

14. If a transportation company wants to know the shortest distance between travel points, what would be the BEST geographic tool for them to use?

Map

Chart

Graph

Photograph

A. A road map shows the distance between two points. See Lesson: Global Connections: Cultures & Society.

Explanation

A. A road map shows the distance between two points. See Lesson: Global Connections: Cultures & Society.

15. Where did the Founders meet to draft the U.S. Constitution?

Boston

Philadelphia

New Hampshire

Washington, DC

B. The Founders met in Philadelphia to craft the U.S. Constitution at the Constitutional Convention. See Lesson: Types of Governments.

Explanation

B. The Founders met in Philadelphia to craft the U.S. Constitution at the Constitutional Convention. See Lesson: Types of Governments.

16. Which amendment protects a person’s right to protest at a march in Washington?

First Amendment

Third Amendment

Fourth Amendment

Fifth Amendment

A. The First Amendment protects Americans’ freedom of speech, freedom of assembly, and the right to petition the government regarding grievances. See Lesson: Individual Rights and Civic Responsibilities.

Explanation

A. The First Amendment protects Americans’ freedom of speech, freedom of assembly, and the right to petition the government regarding grievances. See Lesson: Individual Rights and Civic Responsibilities.

17. Why did the Framers believe the Constitution needed the Third Amendment?

The colonists wanted the constitutional right to bear arms.

The colonists disliked having to house British troops in their homes.

Americans felt strongly about prohibiting cruel and unusual punishment.

Americans refused to allow the federal government the right to search their homes.

B. One of the biggest complaints of colonists before the Revolutionary War was that they had to bear the cost of quartering the British troops. See Lesson: Individual Rights and Civic Responsibilities.

Explanation

B. One of the biggest complaints of colonists before the Revolutionary War was that they had to bear the cost of quartering the British troops. See Lesson: Individual Rights and Civic Responsibilities.

18. How did George Washington MOST LIKELY feel about political parties?

They should be encouraged.

They could destroy the government.

They helped build American government.

They played a large part in the American Revolution.

B. There were no political parties when George Washington, the first American president, took office. Washington strongly opposed political parties. See Lesson: Political Parties, Campaigns, and Elections in American Politics.

Explanation

B. There were no political parties when George Washington, the first American president, took office. Washington strongly opposed political parties. See Lesson: Political Parties, Campaigns, and Elections in American Politics.

19. Who founded the Democratic-Republican party?

Thomas Jefferson

Alexander Hamilton

George Washington

Franklin Roosevelt

A. Thomas Jefferson, Secretary of State under George Washington, led a group of Anti-Federalists, who argued for states retaining much more power than the central government. This group became the Democratic-Republican Party. See Lesson: Political Parties, Campaigns, and Elections in American Politics.

Explanation

A. Thomas Jefferson, Secretary of State under George Washington, led a group of Anti-Federalists, who argued for states retaining much more power than the central government. This group became the Democratic-Republican Party. See Lesson: Political Parties, Campaigns, and Elections in American Politics.

20. The next question will be answered using the following passage. The following is an excerpt from an essay by Benjamin Franklin called "Remarks Concerning the Savages of North America," written in 1782. The Indian Men when young are Hunters and Warriors; when old, Counsellors; for all their Government is by Counsel of the Sages; there is no Force there are no Prisons, no Officers to compel Obedience, or inflict Punishment.—Hence they generally study Oratory; the best Speaker having the most Influence. The Indian Women till the Ground, dress the Food, nurse and bring up the Children, & preserve & hand down to Posterity the Memory of public Transactions. … Having frequent Occasions to hold public Councils, they have acquired great Order and Decency in conducting them. The old Men sit in the foremost Ranks, the Warriors in the next, and the Women & Children in the hindmost. The Business of the Women is to take exact Notice of what passes, imprint it in their Memories, for they have no Writing, and communicate it to their Children. They are the Records of the Councils, and they preserve Traditions of the Stipulations in Treaties 100 Years back, which when we compare with our Writings we always find exact. Question: According to Franklin's account, what was the role of women in tribal government?

To take care of the children and elderly

To lead discussions about important matters

To keep a record of the tribe’s history and pass it down

To judge disputes between individuals and find a compromise

C. Franklin notes that their job was to preserve the tribe’s history. See Lesson: The Earliest Americans and the Age of Exploration.

Explanation

C. Franklin notes that their job was to preserve the tribe’s history. See Lesson: The Earliest Americans and the Age of Exploration.

21. The following question will be based on the passage below. It is from a letter from James Madison to Thomas Jefferson, sent October 17, 1788. "My own opinion has always been in favor of a bill of rights; provided it be so framed as not to imply powers not meant to be included in the enumeration… there is great reason to fear that a positive declaration of some of the most essential rights could not be obtained in the requisite latitude. I am sure that the rights of Conscience in particular, if submitted to public definition would be narrowed much more than they are likely ever to be by an assumed power… ... Wherever the real power in a Government lies, there is the danger of oppression. In our Governments the real power lies in the majority of the Community, and the invasion of private rights is chiefly to be apprehended, not from acts of Government contrary to the sense of its constituents...Wherever there is an interest and power to do wrong, wrong will generally be done, and not less readily by a powerful & interested party than by a powerful and interested prince. The difference, so far as it relates to the superiority of republics over monarchies… ... What use then it may be asked can a bill of rights serve in popular Governments? I answer the two following which though less essential than in other Governments, sufficiently recommend the precaution. 1. The political truths declared in that solemn manner acquire by degrees the character of fundamental maxims of free Government, and as they become incorporated with the national sentiment, counteract the impulses of interest and passion. 2. Altho' it be generally true as above stated that the danger of oppression lies in the interested majorities of the people rather than in usurped acts of the Government, yet there may be occasions on which the evil may spring from the latter source; and on such, a bill of rights will be a good ground for an appeal to the sense of the community. Question: Why is a bill of rights necessary to prevent the abuses that Madison fears?

It would discourage potential dictators.

It would make the ideas within it commonplace.

Americans already respected and obeyed the laws.

It would make it possible to punish people who violated laws.

B. Madison believes that a bill of rights would gradually shift social and political norms. See Lesson: The American Revolution and the Growth of a Nation.

Explanation

B. Madison believes that a bill of rights would gradually shift social and political norms. See Lesson: The American Revolution and the Growth of a Nation.

22. Which of the following was a reason abolitionists opposed slavery?

It worsened relations with Britain.

It was inhumane to enslaved people.

It alienated states from one another.

It slowed industrial growth in the North.

B. Abolitionists frequently discussed the cruelty that slaveowners inflicted on enslaved people. See Lesson: Civil War Times.

Explanation

B. Abolitionists frequently discussed the cruelty that slaveowners inflicted on enslaved people. See Lesson: Civil War Times.

23. Who/what controls consumption in a command economy?

Businesses

Consumers

Marketplace

Government

D. In a command economy, the government decides what to produce, how to produce it, and for whom to produce it. See Lesson: The Fundamentals of Economics.

Explanation

D. In a command economy, the government decides what to produce, how to produce it, and for whom to produce it. See Lesson: The Fundamentals of Economics.

24. An increase in Earth’s temperature is known as ______.

Sustainability

“going green”

Global warming

Greenhouse effect

C. Global warming is the increase in Earth’s temperature caused by human activities such as burning fossil fuels. See Lesson: World Geography: Human/Environment Interaction.

Explanation

C. Global warming is the increase in Earth’s temperature caused by human activities such as burning fossil fuels. See Lesson: World Geography: Human/Environment Interaction.

25. Which amendment promises all citizens due process before punishment?

Second Amendment

Third Amendment

Fourth Amendment

Fifth Amendment

D. The Fifth Amendment protects citizens from criminal prosecution and punishment without due process. See Lesson: Individual Rights and Civic Responsibilities.

Explanation

D. The Fifth Amendment protects citizens from criminal prosecution and punishment without due process. See Lesson: Individual Rights and Civic Responsibilities.

26. The following question will be based on the passage below. It is from a letter from James Madison to Thomas Jefferson, sent October 17, 1788. "My own opinion has always been in favor of a bill of rights; provided it be so framed as not to imply powers not meant to be included in the enumeration… there is great reason to fear that a positive declaration of some of the most essential rights could not be obtained in the requisite latitude. I am sure that the rights of Conscience in particular, if submitted to public definition would be narrowed much more than they are likely ever to be by an assumed power… ... Wherever the real power in a Government lies, there is the danger of oppression. In our Governments the real power lies in the majority of the Community, and the invasion of private rights is chiefly to be apprehended, not from acts of Government contrary to the sense of its constituents...Wherever there is an interest and power to do wrong, wrong will generally be done, and not less readily by a powerful & interested party than by a powerful and interested prince. The difference, so far as it relates to the superiority of republics over monarchies… ... What use then it may be asked can a bill of rights serve in popular Governments? I answer the two following which though less essential than in other Governments, sufficiently recommend the precaution. 1. The political truths declared in that solemn manner acquire by degrees the character of fundamental maxims of free Government, and as they become incorporated with the national sentiment, counteract the impulses of interest and passion. 2. Altho' it be generally true as above stated that the danger of oppression lies in the interested majorities of the people rather than in usurped acts of the Government, yet there may be occasions on which the evil may spring from the latter source; and on such, a bill of rights will be a good ground for an appeal to the sense of the community. Question: Based on the above passage, what would be the likely source of the abuse of power according to Madison?

An oppressed minority seeking power

A military coup from a powerful military

Excessively centralized governments with authority

A majority of individuals violating the rights of a small group

D. Madison’s primary fear was a tyranny of the majority. See Lesson: The American Revolution and the Growth of a Nation.

Explanation

D. Madison’s primary fear was a tyranny of the majority. See Lesson: The American Revolution and the Growth of a Nation.

27. Which of the following was one of the outcomes of Reconstruction?

The Homestead Act

The Fugitive Slave Law

The Fourteenth Amendment

The Transcontinental Railroad

C. The Fourteenth Amendment was passed during Reconstruction to give formerly enslaved people citizenship. See Lesson: Civil War Times.

Explanation

C. The Fourteenth Amendment was passed during Reconstruction to give formerly enslaved people citizenship. See Lesson: Civil War Times.

28. The following question is based on the passage below. It is an excerpt of a treaty signed in 1949. The Parties to this Treaty reaffirm their faith in the purposes and principles of the Charter of the United Nations and their desire to live in peace with all peoples and all governments. They are determined to safeguard the freedom, common heritage and civilisation of their peoples, founded on the principles of democracy, individual liberty and the rule of law. They seek to promote stability and well-being in the North Atlantic area. They are resolved to unite their efforts for collective defence and for the preservation of peace and security. … The Parties agree that an armed attack against one or more of them in Europe or North America shall be considered an attack against them all, and consequently they agree that, if such an armed attack occurs, each of them, in exercise of the right of individual or collective self-defence recognised by Article 51 of the Charter of the United Nations, will assist the Party or Parties so attacked by taking forthwith, individually, and in concert with the other Parties, such action as it deems necessary, including the use of armed force, to restore and maintain the security of the North Atlantic area. Question: Which of the following BEST describes how this document would have assisted the United States in the Cold War?

It reflected a desire for peace.

It showed American military might.

It demonstrated U.S. commitment to its allies.

It set forth a plan of attack against the Soviet Union.

C. NATO demonstrated that the United States was militarily committed to supporting its allies. See Lesson: The Twentieth Century and Beyond.

Explanation

C. NATO demonstrated that the United States was militarily committed to supporting its allies. See Lesson: The Twentieth Century and Beyond.

29. Why do centrally planned economies fail?

Individuals and businesses have little incentive to succeed.

B. Too many regulations lead to confusion in the marketplace.

Entrepreneurs and big companies compete for the same consumers.

The marketplace is flooded with goods because of trade specialization.

A. Centrally planned economies fail because they do not allow the market to function. Prices often do not reflect the value to consumers and the cost to producers. See Lesson: The Fundamentals of Economics.

Explanation

A. Centrally planned economies fail because they do not allow the market to function. Prices often do not reflect the value to consumers and the cost to producers. See Lesson: The Fundamentals of Economics.

30. What is the goal of firms in the marketplace?

Increase profits

Sell all products produced

Supply all goods demanded by consumers

Keep money in the economy flowing through the circular flow of goods and services

A. The main objective of firms is profit maximization, or making the greatest possible profit. See Lesson: Microeconomics.

Explanation

A. The main objective of firms is profit maximization, or making the greatest possible profit. See Lesson: Microeconomics.

31. The North and the South disagreed about slavery and ______ before the Civil War.

Taxation

Trade with Europe

Constitutional rights

Westward expansion

A. Before the Civil War, a federal tariff listed taxes on specified imported goods. The South did not want to pay these taxes. See Lesson: Economics Through History.

Explanation

A. Before the Civil War, a federal tariff listed taxes on specified imported goods. The South did not want to pay these taxes. See Lesson: Economics Through History.

32. A GIS is ______.

A database

A positioning system

A global mapping system

Used in the drawing of maps

A. Geographic Information Systems (GIS) are databases used to study sustainability and the spatial structure of society. See Lesson: World Geography: Human/Environment Interaction.

Explanation

A. Geographic Information Systems (GIS) are databases used to study sustainability and the spatial structure of society. See Lesson: World Geography: Human/Environment Interaction.

33. Which of the following is a member of the cabinet?

Senator

President

Vice president

Associate justice

C. The vice president is a member of the cabinet, along with the heads of each of the 15 executive departments. See Lesson: The Structure of the United States Government.

Explanation

C. The vice president is a member of the cabinet, along with the heads of each of the 15 executive departments. See Lesson: The Structure of the United States Government.

34. When did differing ideas that developed into political parties begin to emerge?

In the twentieth century

During the American Revolution

As the Framers crafted the Constitution

When George Washington became president

B. There were no political parties during the American Revolution or when George Washington became president. The first political parties formed as the Framers crafted the Constitution. See Lesson: Political Parties, Campaigns, and Elections in American Politics.

Explanation

B. There were no political parties during the American Revolution or when George Washington became president. The first political parties formed as the Framers crafted the Constitution. See Lesson: Political Parties, Campaigns, and Elections in American Politics.

35. The next question will be answered using the following passage. The following is an excerpt from an essay by Benjamin Franklin called "Remarks Concerning the Savages of North America," written in 1782. The Indian Men when young are Hunters and Warriors; when old, Counsellors; for all their Government is by Counsel of the Sages; there is no Force there are no Prisons, no Officers to compel Obedience, or inflict Punishment.—Hence they generally study Oratory; the best Speaker having the most Influence. The Indian Women till the Ground, dress the Food, nurse and bring up the Children, & preserve & hand down to Posterity the Memory of public Transactions. … Having frequent Occasions to hold public Councils, they have acquired great Order and Decency in conducting them. The old Men sit in the foremost Ranks, the Warriors in the next, and the Women & Children in the hindmost. The Business of the Women is to take exact Notice of what passes, imprint it in their Memories, for they have no Writing, and communicate it to their Children. They are the Records of the Councils, and they preserve Traditions of the Stipulations in Treaties 100 Years back, which when we compare with our Writings we always find exact. Question: What does the emphasis on discussion and speaking that Franklin notes suggest about Native American political structures?

A few chiefs held power.

The best warriors dominated them.

Women and the young led the discussion.

The goal was to reach consensus through talking.

D. Franklin’s point is that decision making happened through discussion. See Lesson: The Earliest Americans and the Age of Exploration.

Explanation

D. Franklin’s point is that decision making happened through discussion. See Lesson: The Earliest Americans and the Age of Exploration.

36. The next question will be answered using the following passage. The following is a different excerpt from an essay by Benjamin Franklin called "Remarks Concerning the Savages of North America," written in 1782. In it, a Swedish minister tries to convert a Native American band to Christianity, and they respond. "In the Beginning our Fathers had only the Flesh of Animals to subsist on, and if their Hunting was unsuccessful, they were starving. Two of our young Hunters having kill'd a Deer, made a Fire in the Woods to broil some Part of it. When they were about to satisfy their Hunger, they beheld a beautiful young Woman descend from the Clouds, and seat herself on that Hill which you see yonder among the blue Mountains. They said to each other, It is a Spirit that perhaps has smelt our broiling Venison & wishes to eat of it: Let us offer some to her. They presented her with the Tongue, She was pleas'd with the Taste of it, and said, Your Kindness shall be rewarded: Come to this Place after thirteen Moons, and you shall find something that will be of great Benefit in nourishing you and your Children to the latest Generations. They did so, and to their Surprise found Plants they had never seen before, but which from that antique time have been instantly cultivated among us to our great Advantage. Where her right Hand had touch'd the Ground they found Maize; Where her left hand had touch'd it, they found Kidney Beans, and where her Backside had rested on it, they found Tobacco.—The good Missionary disgusted with this idle Tale, said, What I delivered to you were sacred Truths, but what you tell me is mere Fable, Fiction and Falshood. The Indian offended, reply'd, My Brother, it seems your Friends have not done you Justice in your Education, they have not well instructed you in the Rules of common Civility. You saw that we who understand and practise those Rules, believ'd all your Stories: Why do you refuse to believe ours?" Question: This story reflects the importance of which of the following for this Native American group?

Trade

Religion

Hunting

Agriculture

D. This story suggests the importance of growing crops for sustenance. See Lesson: The Earliest Americans and the Age of Exploration.

Explanation

D. This story suggests the importance of growing crops for sustenance. See Lesson: The Earliest Americans and the Age of Exploration.

37. The following question is based on the passage below. It is from an editorial in the San Francisco News, published March 6, 1942. "Japanese leaders in California who are counseling their people, both aliens and native-born, to co-operate with the Army in carrying out the evacuation plans are, in effect, offering the best possible way for all Japanese to demonstrate their loyalty to the United States. Many aliens and practically all the native-born have been protesting their allegiance to this Government. Although their removal to inland districts outside the military zones may inconvenience them somewhat, even work serious hardships upon some, they must certainly recognize the necessity of clearing the coastal combat areas of all possible fifth columnists and saboteurs. Inasmuch as the presence of enemy agents cannot be detected readily when these areas are thronged by Japanese the only course left is to remove all persons of that race for the duration of the war. That is a clear-cut policy easily understood. Its execution should be supported by all citizens of whatever racial background, but especially it presents an opportunity to the people of an enemy race to prove their spirit of co-operation and keep their relations with the rest of the population of this country on the firm ground of friendship. … Their property will be carefully protected by the Federal Government, their food and shelter will be provided to the extent they are not able to provide it for themselves, and they will be furnished plenty of entertainment and recreation. That is not according to the pattern of the European concentration camp by any means. Real danger would exist for all Japanese if they remained in the combat area. The least act of sabotage might provoke angry reprisals that easily could balloon into bloody race riots. We must avoid any chance of that sort of thing. The most sensible, the most humane way to insure against it is to move the Japanese out of harm's way and make it as easy as possible for them to go and to remain away until the war is over." Question: What event is the author of this passage describing?

The aftermath of Pearl Harbor

The support for Japanese immigration

The victory over Japan in World War II

The internment of Japanese-Americans

D. The author is describing his support for the internment of Japanese-Americans. See Lesson: Becoming a World Power.

Explanation

D. The author is describing his support for the internment of Japanese-Americans. See Lesson: Becoming a World Power.

38. The following question is based on the passage below. It is from an editorial in the San Francisco News, published March 6, 1942. "Japanese leaders in California who are counseling their people, both aliens and native-born, to co-operate with the Army in carrying out the evacuation plans are, in effect, offering the best possible way for all Japanese to demonstrate their loyalty to the United States. Many aliens and practically all the native-born have been protesting their allegiance to this Government. Although their removal to inland districts outside the military zones may inconvenience them somewhat, even work serious hardships upon some, they must certainly recognize the necessity of clearing the coastal combat areas of all possible fifth columnists and saboteurs. Inasmuch as the presence of enemy agents cannot be detected readily when these areas are thronged by Japanese the only course left is to remove all persons of that race for the duration of the war. That is a clear-cut policy easily understood. Its execution should be supported by all citizens of whatever racial background, but especially it presents an opportunity to the people of an enemy race to prove their spirit of co-operation and keep their relations with the rest of the population of this country on the firm ground of friendship. … Their property will be carefully protected by the Federal Government, their food and shelter will be provided to the extent they are not able to provide it for themselves, and they will be furnished plenty of entertainment and recreation. That is not according to the pattern of the European concentration camp by any means. Real danger would exist for all Japanese if they remained in the combat area. The least act of sabotage might provoke angry reprisals that easily could balloon into bloody race riots. We must avoid any chance of that sort of thing. The most sensible, the most humane way to insure against it is to move the Japanese out of harm's way and make it as easy as possible for them to go and to remain away until the war is over." Question: Why did Franklin Roosevelt end the sale of oil to Japan in July 1941?

He was angered over the war in China.

He was protesting the invasion of Manchuria.

He wanted to separate Japan from Nazi Germany.

The United States wanted to keep the resources for its own use.

A. Roosevelt’s actions were a way to put pressure on Japan to end its war in China. See Lesson: Becoming a World Power.

Explanation

A. Roosevelt’s actions were a way to put pressure on Japan to end its war in China. See Lesson: Becoming a World Power.

39. What is one of the factors displayed in a production possibilities curve graph?

Trade

Efficiency

Market price

Cost of production

B. A production possibilities curve is a model that shows alternative ways that an entity can use its scarce resources. The model displays trade-offs, opportunity costs, scarcity, and efficiency. See Lesson: The Fundamentals of Economics.

Explanation

B. A production possibilities curve is a model that shows alternative ways that an entity can use its scarce resources. The model displays trade-offs, opportunity costs, scarcity, and efficiency. See Lesson: The Fundamentals of Economics.

40. GDP measures ______

The size of the economy over time.

Goods and services sold to consumers.

The growth of the economy at a given point.

Inflation and how it affects the economy over a period of time.

B. GDP measures goods and services sold to end users. It is used to determine the size of the economy at a given point in time and the growth of the economy over time. See Lesson: Macroeconomics.

Explanation

B. GDP measures goods and services sold to end users. It is used to determine the size of the economy at a given point in time and the growth of the economy over time. See Lesson: Macroeconomics.

41. Should societies expect to have unemployment in a good economy?

Yes, there will always be frictional and structural unemployment.

Yes, cyclical unemployment is a positive sign when production increases.

Yes, a percentage of the working-age population won’t be in the labor force.

No, there is full employment of the labor force when there is economic growth.

A. Regardless of the health of the economy, zero unemployment is never the goal. See Lesson: Macroeconomics.

Explanation

A. Regardless of the health of the economy, zero unemployment is never the goal. See Lesson: Macroeconomics.

42. Which prominent American advocated the continuation of an agrarian economy when the first American president was inaugurated?

Henry Clay

James Madison

Thomas Jefferson

George Washington

C. Thomas Jefferson believed that decentralized agriculture, headed by land-owning farmers, was the best economic model for the United States. See Lesson: Economics Through History.

Explanation

C. Thomas Jefferson believed that decentralized agriculture, headed by land-owning farmers, was the best economic model for the United States. See Lesson: Economics Through History.

43. If a family moves from Peru to Spain to live, they are ______ to Spain.

Residing

Migrating

Emigrating

Immigrating

D. Moving into Spain means the family is immigrating to Spain. See Lesson: Global Connections: Cultures & Society.

Explanation

D. Moving into Spain means the family is immigrating to Spain. See Lesson: Global Connections: Cultures & Society.

44. If a woman moves from China, she is a(n) ______ from China when she moves to the United States.

Migrant

Resident

Emigrant

Immigrant

C. When a person moves from a location, the person is an emigrant from that location. See Lesson: Global Connections: Cultures & Society.

Explanation

C. When a person moves from a location, the person is an emigrant from that location. See Lesson: Global Connections: Cultures & Society.

45. The following question will be based on the passage below. It is from a letter from James Madison to Thomas Jefferson, sent October 17, 1788. "My own opinion has always been in favor of a bill of rights; provided it be so framed as not to imply powers not meant to be included in the enumeration… there is great reason to fear that a positive declaration of some of the most essential rights could not be obtained in the requisite latitude. I am sure that the rights of Conscience in particular, if submitted to public definition would be narrowed much more than they are likely ever to be by an assumed power… ... Wherever the real power in a Government lies, there is the danger of oppression. In our Governments the real power lies in the majority of the Community, and the invasion of private rights is chiefly to be apprehended, not from acts of Government contrary to the sense of its constituents...Wherever there is an interest and power to do wrong, wrong will generally be done, and not less readily by a powerful & interested party than by a powerful and interested prince. The difference, so far as it relates to the superiority of republics over monarchies… ... What use then it may be asked can a bill of rights serve in popular Governments? I answer the two following which though less essential than in other Governments, sufficiently recommend the precaution. 1. The political truths declared in that solemn manner acquire by degrees the character of fundamental maxims of free Government, and as they become incorporated with the national sentiment, counteract the impulses of interest and passion. 2. Altho' it be generally true as above stated that the danger of oppression lies in the interested majorities of the people rather than in usurped acts of the Government, yet there may be occasions on which the evil may spring from the latter source; and on such, a bill of rights will be a good ground for an appeal to the sense of the community. Question: According to Madison, why is a bill of rights necessary when it comes to public conscience?

Public conscience can change too easily.

Public conscience would often accept violating rights.

Public conscience tends to be more emotional than logical.

Public conscience is only based on the laws that already exist.

B. Madison argues that put to a vote, the majority of people would often be in favor of limiting a person’s rights. See Lesson: The American Revolution and the Growth of a Nation.

Explanation

B. Madison argues that put to a vote, the majority of people would often be in favor of limiting a person’s rights. See Lesson: The American Revolution and the Growth of a Nation.

46. The following question is based on the passage below. It is from an editorial in the San Francisco News, published March 6, 1942. "Japanese leaders in California who are counseling their people, both aliens and native-born, to co-operate with the Army in carrying out the evacuation plans are, in effect, offering the best possible way for all Japanese to demonstrate their loyalty to the United States. Many aliens and practically all the native-born have been protesting their allegiance to this Government. Although their removal to inland districts outside the military zones may inconvenience them somewhat, even work serious hardships upon some, they must certainly recognize the necessity of clearing the coastal combat areas of all possible fifth columnists and saboteurs. Inasmuch as the presence of enemy agents cannot be detected readily when these areas are thronged by Japanese the only course left is to remove all persons of that race for the duration of the war. That is a clear-cut policy easily understood. Its execution should be supported by all citizens of whatever racial background, but especially it presents an opportunity to the people of an enemy race to prove their spirit of co-operation and keep their relations with the rest of the population of this country on the firm ground of friendship. … Their property will be carefully protected by the Federal Government, their food and shelter will be provided to the extent they are not able to provide it for themselves, and they will be furnished plenty of entertainment and recreation. That is not according to the pattern of the European concentration camp by any means. Real danger would exist for all Japanese if they remained in the combat area. The least act of sabotage might provoke angry reprisals that easily could balloon into bloody race riots. We must avoid any chance of that sort of thing. The most sensible, the most humane way to insure against it is to move the Japanese out of harm's way and make it as easy as possible for them to go and to remain away until the war is over." Question: What is the BEST explanation for why Americans would have supported internment?

They were suspicious of Japanese Americans.

They wanted to protect Japanese-Americans from riots.

They felt it was the best way to prevent war with Japan.

They were taking vengeance now that the war was over.

A. Pearl Harbor angered many Americans and convinced that Japanese-Americans were potential spies. See Lesson: Becoming a World Power.

Explanation

A. Pearl Harbor angered many Americans and convinced that Japanese-Americans were potential spies. See Lesson: Becoming a World Power.

47. As individuals consume more of a good, ______

Supply falls and demand increases.

They experience diminishing marginal utility.

Circular flow of goods and services continues.

They have a positive change in disposable income.

B. Individuals act in a way that maximizes their utility or happiness. Consuming more of a good does not increase utility. Less satisfaction is derived with consumption of each additional unit of a particular good. See Lesson: Microeconomics.

Explanation

B. Individuals act in a way that maximizes their utility or happiness. Consuming more of a good does not increase utility. Less satisfaction is derived with consumption of each additional unit of a particular good. See Lesson: Microeconomics.

48. In the circular flow model, funds flow from households to firms through ______.

Labor

Injection

Investments

Government regulation

C. Funds flow from households to firms every time individuals invest in firms through bonds, stocks, or other types of investment. See Lesson: Microeconomics.

Explanation

C. Funds flow from households to firms every time individuals invest in firms through bonds, stocks, or other types of investment. See Lesson: Microeconomics.

49. An employee gets a 5 percent raise at a time when there is 4 percent inflation. The employee’s nominal wage ______.

Increased by 5 percent

Increased by 1 percent

Increased by 9 percent

Decreased by 9 percent

A. Nominal wage is measured by dollars rather than purchasing power, so they employee’s nominal wage increased by 5 percent. See Lesson: Macroeconomics.

Explanation

A. Nominal wage is measured by dollars rather than purchasing power, so they employee’s nominal wage increased by 5 percent. See Lesson: Macroeconomics.

50. A person who moves is a(n) ______.

Migrant

Resident

Emigrant

Immigrant

A. A person who moves is a migrant. See Lesson: Global Connections: Cultures & Society.

Explanation

A. A person who moves is a migrant. See Lesson: Global Connections: Cultures & Society.