9th Grade
United States History
1st Six Weeks
U.S. History from 1877
Goal: Historians engage in periodization, the ordering of history into time periods, to make sense of the
past. Some historical periods have fairly definite beginning and end points, while others span across eras.
Students will be able to independently use the learning to reference traditional historical points of
reference in U.S. history from 1877 to the present in future learning activities.
Objectives:
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Use visual and contextual support to enhance understanding of the major eras in U.S. history
from 1877 to the present. (Synthesis)
Highlight the defining characteristics of selected historical eras in U.S. history. (Comprehension)
Interpret data presented in timelines and sequence events according to the temporal order in
which they occurred. (Analysis)
Identify the significant individuals and events in U.S. history. (Knowledge)
Gather evidence to explain how selected years qualify as turning points in U.S. history.
(Application)
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Final Score
Name:
Date:
9th Grade
United States History
1st Six Weeks
World War 1 Events, People and Situations
Directions: The Texas Symbols, Historical Location and Culture exam is composed of four parts;
true/false, fill-in-the-blank, multiple-choice, short answer response and one essay question. The questions
reflect the lessons we have reviewed over the past six weeks. Read each question and/or statement
carefully then response.
PART ONE: True/False
Points: 6 (2 points each)
Directions: Reach each sentence: think about the vocabulary words we have reviewed over the past three
weeks. Write the letter ‘T’ if you think the statement is true. Write the letter ‘F’ if you think the
statement is false.
1. ____ World War I began in Europe in 1914 when diplomacy failed and German leaders decided
to seize the French Alsace-Lorraine region by force (F)
2. ____ American attitudes toward World War I were most influenced by British and German
propaganda. (F)
3. ____ By the time the United States entered World War I in 1917, the nation's military was well
prepared for combat. (F)
PART TWO: Fill-in-The-Blank
Points: 9 (3 points each)
Directions: Fill in the blanks with the correct answer. Each blank represents one word.
4. During World War 1 American Soldiers were called __________________. (Doughboys)
5. In the history of military engagement, the battle of ___________________. (Tannenberg) had
the highest causality rate of World War 1.
6. The Germans used poison gas in battle of _____________. (Ypres)
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PART THREE: Multiple-Choice
Points: 8 (2 points each)
Directions: Circle the correct response for each question.
7. Want event triggered the start of WW1?
A. Murder of German President in Berlin
B. Murder of Austria's heir in Sarajevo
C. Territorial rivalry
D. The revolution of Russia with Lenin
8. Which countries were not in the Triple Entente in 1914 (More than one)?
A. USA
B. Russia
C. Italy
D. Belgium
9. Identify which battle below was not a WW1 battle.
A. Battle of the Somme
B. Battle of the Marne
C. Battle of Antietam
D. Battle of Gallipoli
10. Which country made the first declaration of war?
A. Serbia
B. Austria-Hungary
C. Italy
D. Germany
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PART FOUR: Short-Answer
Points: 50 (10 points each)
Directions: Reach each question carefully then write a short answer (1-2 sentences) in response to the
question.
11. What event Started WW1 and in which year? WW1 started when the Austria-Hungarian Arch
Duke, Franz Ferdinand was assassinated by the Serbian group Black Hand in 1914.
12. Describe trench warfare: During the battle both sides would build trenches facing each other to
protect the soldiers from bullets, shells and rockets.
13. Name at least two technological advances in warfare during WW1. Two technological advances
in WW1 were: machine guns, tanks, poison gas, airplanes (air battles)
14. What advantages did the Triple Entente have? The members of the Triple Entente had; more
military power, technology and industry.
15. How did the United States benefit from World War 1? The war created more jobs for Americans.
Several nations borrowed money from the United States and had to pay us back.
PART FIVE: Essay Question:
Points: 25
Directions: Write a 100 word response to the question below. Explain your answer.
16. What were some of the key events that contributed to the allies winning WW1?
Answer: The major factor for the allies winning the war was advancement in technology. The Allies
and Central powers had basically the same weapons, and once the war got into the "Trench Warfare"
stage it was nearly impossible for either side to win. The rapid advancements in weapon technology
meant that by 1918 tanks and planes were commonplace. Basically, one side out played the other in
warfare technology and military expertise.
Bonus Question:
Points: 2
17. Write a brief paragraph (2-4) sentences about the lesson on WW1. What did you learn, what
activities did help you learn?
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World War 1 Essay Rubric
Task
Knowledge/understanding
50%
5
The essay
demonstrates a
depth of historical
understanding by
using relevant and
accurate relation.
Analysis is
thorough and
goes beyond what
was presented in
class or in the
assigned texts.
Thinking/inquiry
25%
The essay is
centered around a
theme, which shows
a highly developed
awareness of
history or social
issues and a high
level of
comprehension
ability.
The essay is
accurate and
effective in
explaining
reasoning or
position.
Written Communication
25%
3
The essay uses
knowledge that is
generally accurate
with only minor
errors and that is
relevant to the
student’s writing.
Research is
adequate but does
not surpass
presented in class
or in the assigned
text.
Essay is well
constructed,
missing high-level
demonstration of
cognitive history or
social issues.
1
The essay uses
little relevant or
accurate
information,
missing
information
presented in class
or in the assigned
texts. Little or no
additional
research is
visible.
The essay is
Missing
information and
thoughts are not
clear and effective
in explaining
reasoning or
position.
The essay fails to
capture the
historical
importance of the
question and/or is
confusing in what
is to be
communicated
The essay shows
no analytical
structure
and no central
theme. Appears
random and
ambiguous.
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