Name:
Class: _____________ Date: _____________
Lesson Assessment: Politics and Economics at the End of the Twentieth Century
1. What was the name given to the domestic policy programs President Lyndon B. Johnson enacted to combat
poverty, strengthen civil rights, improve public education, revamp urban communities, and protect the
country's natural resources?
a) Great Society
b) Just Society
c) All for one Society
d) Better for All Society
2. President Lyndon B. Johnson signed what legislative act in August of 1964 to help the impoverished develop
skills through education, job training, and community development?
a) Equalization Act
b) Civil Rights Act
c) Equal Opportunity Act
d) Equal Education Act
3. What United States foreign policy initiative did President Richard M. Nixon forge to improve relations with
the Soviet Union and Chine during the Cold War which culminated with the signing of SALT, the Strategic
Arms Limitation agreement?
a) Isolationism
b) Containment
c) Open Door Policy
d) Detente
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Name:
Class: _____________ Date: _____________
Lesson Assessment: Politics and Economics at the End of the Twentieth Century
4. During the 1950’s and 1960’s the United States adopted the foreign policy strategy known as
________________ in hopes of limiting the spread of communism?
a) Containment
b) Isolationism
c) Detente
d) Open Door Policy
5. Which of the following Cold War incidents did NOT occur during John F. Kennedy’s presidency?
a) Cuban Missile Crisis
b) Erection of the Berlin Wall
c) Vietnam War
d) Bay of Pigs
6. In light of the Watergate scandal Richard M. Nixon was the first president to do what?
a) Run for a second term
b) Resign from office
c) Be impeached
d) Be assassinated
7. In United States v. Nixon 1974 the Supreme Court ruled that President Richard M. Nixon was required to do
what?
a) Conduct a formal inquiry into Watergate break-in
b) Testify against those involved in the Watergate scandal
c) Resign from office
d) Turn over the subpoenaed tapes to prosecutors
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Name:
Class: _____________ Date: _____________
Lesson Assessment: Politics and Economics at the End of the Twentieth Century
8. In the latter half of the 20th century the labor movement declined as well as manufacturing jobs. This was
known as the ___________________ of the American economy?
a) Deindustrialization
b) Industrialization
c) Unionization
d) Corporatization
9. The following arms control efforts were negotiated between the Soviet Union and the United States during the
Cold War EXCEPT?
a) Intermediate-Range Nuclear Forces (INF)
b) Treaty Mutually Assured Destruction Treaty
c) Strategic Arms Reduction Treaty (START I)
d) Strategic Arms Limitation Talks (SALT I and SALT II)
10. Which of the following was NOT an initiative of President Ronald Reagan’s free enterprise supply-side
economic policy termed “Reaganomics”?
a) Tax reductions that would encourage investment and production
b) Spending cuts that would reduce the size of government
c) A stable monetary policy that would keep inflation under control
d) Increase federal regulations to control business
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Name:
Class: _____________ Date: _____________
Lesson Assessment: Politics and Economics at the End of the Twentieth Century
ANSWER KEY
1. a
3. d
5. c
7. d
9. b
2. c
4. a
6. b
8. a
10. d
COMMON CORE STATE STANDARDS
Grades 9-10
CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of
the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of
the text.
CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including
the order in which the points are made, how they are introduced and developed, and the connections that are
drawn between them.
CCSS.ELA-Literacy.RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–
10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade
10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band
independently and proficiently.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier
events caused later ones or simply preceded them.
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text,
including vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and
secondary sources.
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the
grades 9–10 text complexity band independently and proficiently.
Grades 11-12
CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly, as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text.
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Name:
Class: _____________ Date: _____________
Lesson Assessment: Politics and Economics at the End of the Twentieth Century
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
CCSS.ELA-Literacy.RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades
11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of
grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band
independently and proficiently.
CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary
sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.5 Analyze, in detail, how a complex primary source is structured, including how
key sentences, paragraphs, and larger portions of the text contribute to the whole.
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse
formats and media (e.g. visually, quantitatively, as well as in words) in order to address a question or solve a
problem.
CCSS.ELA-Literacy.RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in
the grades 11–CCR text complexity band independently and proficiently.
Standard Source: Common Core State Standards Initiative (2010)
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