In December 2008, the Florida State Board of Education adopted the Next Generation
Sunshine State Standards (NGSSS) for Social Studies. The grade 9-12 U.S. History strand of
these standards were used to develop the High School U.S. History End-of-Course (EOC)
Assessment. These NGSSS are divided into benchmarks that identify what a student should
know and be able to do following completion of a course in U.S. History. The Florida
Legislature authorized the Florida EOC Assessments. The score on this assessment will account
for 30% of the student’s overall course grade. These benchmarks are organized into three
reporting categories. They are: Late Nineteenth and Early Twentieth Century, 1860 – 1910;
Global Military, Political, and Economic Challenges, 1890 – 1940, and The United States and
the Defense of the International Peach, 1940 – present.
General Guidelines:
1. All students registered in the following courses, or their equivalents, must take the U.S.
History EOC Assessment:
• United States History - 2100310
• United States History Honors – 2100320
• Visions and Countervisions: Europe, the U.S., and the World from 1848 – 2100390
• Visions and Countervisions: Europe, the U.S., and the World from 1848 Honors –
2100480
2. The High School U.S. History EOC Assessment is computer-based. All items written for this
assessment were designed and written primarily for use with a computer-based test.
3. Test items were written to be clear and concise, and use vocabulary and sentence structure
appropriate for grade 10, except for specifically assessed U.S. History terms or concepts.
4. U.S. History and/or Social Studies concepts appearing on the assessment are appropriate to
the content covered in the High School U.S. History course as indicated by the High School
U.S. History course description.
5. Test items have only one correct answer. The words most likely or best were used sparingly.
6. Graphics in test items are clearly labeled and contain all information necessary for a student
with benchmark mastery to answer the test item correctly.
7. Test item questions using the word NOT emphasize the word NOT using all uppercase letters
(e.g., “Which of the following is NOT an example of . . .”). The word NOT was used
sparingly.
8. Test items may require students to apply prior knowledge described in the standards and
benchmarks from Grade 7 (Middle School/Junior High Civics) and Grade 8 (Middle School/
Junior High U.S. History).
Multiple-Choice (MC) Items:
1.
2.
3.
4.
5.
MC items are worth one point each. There will be 52-60 questions on the assessment.
Students will have 160 minutes for the assessment.
MC items have four answer options (A, B, C, D).
Each distractor is a plausible answer for someone who does not know the correct answer.
Whenever possible, distractors include commonly held U.S. History misconceptions or
represent conceptual or factual errors commonly made by students who have not mastered
The School Board of Broward County, Florida
Secondary Social Studies
2 August, 2014 the assessed concepts.
6. All distractors are written in a style appropriate to the question asked. For example, a how
question has distractors that explain how.
7. Test items will not be clued or answered by information in the stem or other options.
8. Options such as none of the above, all of the above, not here, not enough information,
or cannot be determined will not be used as distractor rationales.
9. Most test items measure primarily one benchmark; however, other benchmarks may also be
reflected in the item context.
10. Test items will assess the application of the concept rather than the memorization of U.S.
History dates, names, facts, laws, or theories unless otherwise noted in the individual
benchmark specifications.
11. All test items are placed in a real-world context unless otherwise noted in the individual
benchmark specifications. Every effort was made to keep the test items as concise as possible
without losing cognitive flow or missing the overall idea or concept.
12. The item content is timely but not likely to become dated too quickly.
Item Difficulty and Cognitive Complexity of the High School U.S. History End
of Course Assessment Test Items:
Educational standards and assessments are aligned based on the category of content covered and
also on the complexity of knowledge required. The High School U.S. History EOC Assessment
items, while assessing Florida’s NGSSS, will also reflect these goals and standards. The degree
of challenge of test items is currently categorized in two ways: item difficulty and cognitive
complexity.
Item Difficulty: The difficulty of test items is initially estimated by committees of educators
participating in Item Content Review meetings each year. As each test item is reviewed,
committee members make a prediction of difficulty based upon their knowledge of student
performance at the given grade level. The classification scheme used for this prediction of item
difficulty is based on the following:
• Easy:
More than 70 percent of the students are likely to respond correctly.
• Average:
Between 40 percent and 70 percent of the students are likely to respond
correctly.
• Challenging: Fewer than 40 percent of the students are likely to respond correctly.
After an item appears on a test, item difficulty refers to the actual percentage of students who
chose the correct answer.
Cognitive Complexity: Cognitive complexity refers to the cognitive demand associated with an
item. The cognitive classification system implemented by FDOE is based upon Dr. Norman L.
Webb’s Depth of Knowledge (DOK) levels. The rationale for classifying a test item by its DOK
level of complexity focuses on the expectations made of the test item, not on the ability of the
student. When classifying a test item’s demands on thinking (i.e., what the test item requires the
student to recall, understand, analyze, and do), it is assumed that the student is familiar with the
basic concepts of the task.
The School Board of Broward County, Florida
Secondary Social Studies
3 August, 2014 On any given assessment, the cognitive complexity of a multiple-choice item may be affected by
the distractors. The cognitive complexity of a test item depends on the grade level of the
assessment; a test item that has a high level of cognitive complexity at one grade may not be as
complex at a higher grade. The categories—low complexity, moderate complexity, and high
complexity—form an ordered description of the demands an item may make on a student. The
distinctions made in item complexity ensure that items will assess the depth of student
knowledge at each benchmark.
Low Complexity: U.S. History low-complexity test items rely heavily on the recall and
recognition of previously learned concepts and principles. Low-complexity test items involve the
recognition or recall of information such as a fact, definition, term, or simple procedure. These
items can involve recognizing information and identifying characteristics.
Below is an example of a low-complexity test item that is based on Benchmark SS.912.A.3.2.
The School Board of Broward County, Florida
Secondary Social Studies
4 August, 2014 Moderate Complexity: U.S. History moderate-complexity test items involve more flexible
thinking than low-complexity test items require. Moderate-complexity test items involve the
engagement of some mental processing beyond recalling or reproducing a response. They also
involve examining relationships, determining cause and effect, and determining significance.
Below is an example of a moderate-complexity test item that is based on Benchmark
SS.912.A.3.2.
High Complexity: U.S. History high-complexity test items make heavy demands on student
thinking. Students must engage in more abstract reasoning, planning, analysis, judgment, and
creative thought. These test items require that the student think in an abstract and sophisticated
way, often involving multiple steps.
The School Board of Broward County, Florida
Secondary Social Studies
5 August, 2014 Below is an example of a high-complexity test item that is based on Benchmark SS.912.A.3.2.
The table below shows the target ranges for the percentage of points by cognitive complexity
level on each High School U.S. History EOC Assessment.
Percentage of Points by Cognitive Complexity Levels for High School U.S. History EOC
Assessment
Course
H.S. U.S.
History
Low
20%-30%
Moderate
45%-65%
The School Board of Broward County, Florida
Secondary Social Studies
High
15%-25%
6 August, 2014 Sample Test Items: The following sample items represent, whenever possible, a wide range of
difficulty and cognitive complexity. Although most of the test items are of average difficulty and
moderate complexity, some of the items presented will be challenging for some students. As a
general rule, test items were written to varying cognitive complexities for each benchmark.
1. SS.912.A.2.1: Review causes and consequences of the Civil War. Also assesses:
o SS.912.A.2.2 Assess the influence of significant people or groups on Reconstruction.
o SS.912.A.2.3 Describe the issues that divided Republicans during the early
Reconstruction era.
o SS.912.A.2.4 Distinguish the freedoms guaranteed to African Americans and other
groups with the 13th, 14th, and 15th Amendments to the Constitution.
o SS.912.A.2.5 Assess how Jim Crow Laws influenced life for African Americans and
other racial/ethnic minority groups.
o SS.912.A.2.6 Compare the effects of the Black Codes and the Nadir on freed people,
and analyze the sharecropping system and debt peonage as practiced in the United
States.
o SS.912.A.2.7 Review the Native American experience.
A.
B.
C.
D.
absence of agricultural employment in Southern communities
lack of political representation in Southern communities
availability of job opportunities in Northern cities
prevalence of racial equality in Northern cities
The School Board of Broward County, Florida
Secondary Social Studies
7 August, 2014 2. SS.912.A.3.1: Analyze the economic challenges to American farmers and farmers’ responses
to these challenges in the mid to late 1800s. Also Assesses:
o SS.912.A.3.6 Analyze changes that occurred as the United States shifted from
agrarian to an industrial society.
In the late 1800s, how did railroad monopolies create economic hardships for farmers?
A. by claiming productive land for business leaders to develop
B. by charging high prices to ship agricultural goods to market
C. by separating farmers from profitable markets in western cities
D. by isolating farmers from technological developments in eastern cities
3. SS.912.A.3.2: Examine the social, political, and economic causes, course, and consequences
of the Second Industrial Revolution that began in the late 19th century. Also assesses:
o SS.912.A.3.3 Compare the First and Second Industrial Revolutions in the United
States.
o SS.912.A.3.4 Determine how the development of steel, oil, transportation,
communication, and business practices affected the United States economy.
o SS.912.A.3.5 Identify significant inventors of the Industrial Revolution, including
African Americans and women.
o SS.912.A.3.7 Compare the experience of European immigrants in the east to that of
Asian immigrants in the west (the Chinese Exclusion Act, Gentlemen’s Agreement
with Japan).
o SS.912.A.3.8 Examine the importance of social change and reform in the late 19th
and early 20th centuries (class system, migration from farms to cities, Social Gospel
movement, role of settlement houses and churches in providing services to the poor).
o SS.912.A.3.9 Examine causes, course, and consequences of the labor movement in
the late 19th and early 20th centuries.
o SS.912.A.3.10 Review different economic and philosophic ideologies.
o SS.912.A.3.11 Analyze the impact of political machines in United States cities in the
late 19th and early 20th centuries.
o SS.912.A.3.12 Compare how different nongovernmental organizations and
progressives worked to shape public policy, restore economic opportunities, and
correct injustices in American life.
o SS.912.A.3.13 Examine key events and peoples in Florida history as they relate to
United States history.
The School Board of Broward County, Florida
Secondary Social Studies
8 August, 2014 A.
B.
C.
D.
the power of political machines during the Second Industrial Revolution
the power of big businesses during the Second Industrial Revolution
the influence of immigration quotas during the Gilded Age
the influence of suffrage reformers during the Gilded Age
4. SS.912.A.4.1: Analyze the major factors that drove United States imperialism. Also assesses:
o SS.912.A.4.2 Explain the motives of the United States’ acquisition of the territories.
o SS.912.A.4.3 Examine causes, course, and consequences of the Spanish-American
War.
o SS.912.A.4.4 Analyze the economic, military, and security motivations of the United
States to complete the Panama Canal as well as major obstacles involved in its
construction.
o SS.912.A.4.11 Examine key events and peoples in Florida history as they relate to
United States history.
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Secondary Social Studies
9 August, 2014 A.
B.
C.
D.
United States Develops Interest in Chinese Markets
United States Makes Commitment to Free Elections
United States Plans Establishment of Military Bases
United States Support Democracy in Chinese Communities
5. SS.912.A.4.5 Examine causes, course, and consequences of United States involvement in
World War I. Also assesses:
o SS.912.A.4.6 Examine how the United States government prepared the nation for war
with war measures (Selective Service Act, War Industries Board, war bonds,
Espionage Act, Sedition Act, Committee of Public Information).
o SS.912.A.4.7 Examine the impact of airplanes, battleships, new weaponry, and
chemical warfare in creating new war strategies (trench warfare, convoys).
o SS.912.A.4.8 Compare the experiences Americans (African Americans, Hispanics,
Asians, women, conscientious objectors) had while serving in Europe.
o SS.912.A.4.9 Compare how the war impacted German Americans, Asian Americans,
African Americans, Hispanic Americans, Jewish Americans, Native Americans,
women, and dissenters in the United States.
o SS.912.A.4.10 Examine the provisions of the Treaty of Versailles and the failure of
the United States to support the League of Nations.
o SS.912.A.4.11 Examine key events and peoples in Florida history as they relate to
United States history.
The School Board of Broward County, Florida
Secondary Social Studies
10 August, 2014 A.
B.
C.
D.
It furthered anti-government protests in the United States.
It encouraged anti-immigration campaigns in the United States.
It became necessary for President Wilson to propose a plan for peace.
It became difficult for President Wilson to defend a policy of neutrality.
6. SS.912.A.5.3: Examine the impact of United States foreign economic policy during the
1920s.Also assesses:
o SS.912.A.5.1 Discuss the economic outcomes of demobilization.
o SS.912.A.5.12 Examine key events and people in Florida history as they relate to
United States history.
After World War I, what did the U.S. government hope to achieve by lending money to
Germany?
A. technological and military assistance from Europe
B. political and economic stability in Europe
C. investments for United States industries
D. profits for United States banks
7. SS.912.A.5.5: Describe efforts by the United States and other world powers to avoid future
In the 1920s, which United States action furthered the goal of international peace?
A. signing a pact to outlaw armed conflict
B. advocating a policy to promote isolationism
C. holding a conference to renounce imperialism
D. joining a league to secure military cooperation
The School Board of Broward County, Florida
Secondary Social Studies
11 August, 2014 8. SS.912.A.5.10: Analyze support for and resistance to civil rights for women, African
Americans, Native Americans, and other minorities.
o SS.912.A.5.2 Explain the causes of the public reaction (Sacco and Vanzetti, labor,
racial unrest) associated with the Red Scare.
o SS.912.A.5.6 Analyze the influence that Hollywood, the Harlem Renaissance, the
Fundamentalist movement, and prohibition had in changing American society in the
1920s.
o SS.912.A.5.7 Examine the freedom movements that advocated civil rights for African
Americans, Latinos, Asians, and women.
o SS.912.A.5.8 Compare the views of Booker T. Washington, W.E.B. DuBois, and
Marcus Garvey relating to the African-American experience.
o SS.912.A.5.9 Explain why support for the Ku Klux Klan varied in the 1920s with
respect to issues such as anti-immigration, anti-African American, anti-Catholic, antiJewish, anti-women, and antiunion ideas.
o SS.912.A.5.12 Examine key events and people in Florida history as they relate to
United States history.
A.
B.
C.
D.
He would have challenged them to further their literary training.
He would have encouraged them to celebrate their racial identity.
He would have suggested that they shape a tradition of passive resistance.
He would have recommended that they promote a tradition of racial tolerance.
9. SS.912.A.5.11: Examine causes, course, and consequences of the Great Depression and the
New Deal. Also assesses:
o SS.912.A.5.4 Evaluate how the economic boom during the Roaring Twenties changed
consumers, businesses, manufacturing, and marketing practices.
o SS.912.A.5.12 Examine key events and people in Florida history as they relate to
United States history.
The School Board of Broward County, Florida
Secondary Social Studies
12 August, 2014 A.
B.
C.
D.
by expanding the role of government in citizens’ lives
by expanding the authority of legislative representatives
by regulating the stock purchases of individual investors
by restricting the spending by government on domestic projects
10. SS.912.A.6.1: Examine causes, course, and consequences of World War II on the United
States and the world. Also assesses:
o SS.912.A.6.2 Describe the United States’ response in the early years of World War II
(Neutrality Acts, Cash and Carry, Lend Lease Act).
o SS.912.A.6.3 Analyze the impact of the Holocaust during World War II on Jews as
well as other groups.
o SS.912.A.6.4 Examine efforts to expand or contract rights for various populations
during World War II.
o SS.912.A.6.5 Explain the impact of World War II on domestic government policy.
The School Board of Broward County, Florida
Secondary Social Studies
13 August, 2014 o SS.912.A.6.6 Analyze the use of atomic weapons during World War II and the
aftermath of the bombings.
o SS.912.A.6.7 Describe the attempts to promote international justice through the
Nuremberg Trials.
o SS.912.A.6.8 Analyze the effects of the Red Scare on domestic United States policy.
o SS.912.A.6.9 Describe the rationale for the formation of the United Nations,
including the contribution of Mary McLeod Bethune.
o SS.912.A.6.15 Examine key events and peoples in Florida history as they relate to
United States history.
A.
B.
C.
D.
to limit community social activities during the war
to conserve scarce energy resources during the war
to conceal coastal military operations from German spies
to protect coastal settlements from German submarine attacks
The School Board of Broward County, Florida
Secondary Social Studies
14 August, 2014 11. SS.912.A.6.10: Examine causes, course, and consequences of the early years of the Cold
War (Truman Doctrine, Marshall Plan, NATO, Warsaw Pact).
How did the formation of the North Atlantic Treaty Organization (NATO) and the Warsaw Pact
intensify the Cold War?
A.
B.
C.
D.
by establishing military alliances based on political philosophies
by creating economic unions based on political borders
by providing funds for nuclear laboratories
by identifying locations for military bases
12. SS.912.A.6.13: Analyze significant foreign policy events during the Truman, Eisenhower,
Kennedy, Johnson, and Nixon administrations. Also assesses:
o SS.912.A.6.11 Examine the controversy surrounding the proliferation of nuclear
technology in the United States and the world.
o SS.912.A.6.12 Examine causes, course, and consequences of the Korean War.
o SS.912.A.6.14 Analyze causes, course, and consequences of the Vietnam War.
A. the easing of Cold War tensions
B. the easing of Vietnam War protests
The School Board of Broward County, Florida
Secondary Social Studies
15 August, 2014 C. a commitment to preserve historical landmarks
D. a commitment to continue humanitarian missions
13. SS.912.A.7.1: Identify causes for post–World War II prosperity and its effects on American
society. Also assesses:
• SS.912.A.7.2 Compare the relative prosperity between different ethnic groups and social
classes in the post–World War II period.
• SS.912.A.7.3 Examine the changing status of women in the United States from post–
World War II to present.
• SS.912.A.7.17 Examine key events and key people in Florida history as they relate to
United States history.
A.
B.
C.
D.
Political participation became possible for a broader portion of society.
Economic success became available for a broader portion of society.
Farmers neglected to utilize agricultural technologies
Businesses failed to develop innovative products.
14. SS.912.A.7.4: Evaluate the success of 1960s-era presidents’ foreign and domestic policies.
Also assesses:
o SS.912.A.7.10 Analyze the significance of Vietnam and Watergate on the
government and people of the United States.
o SS.912.A.7.13 Analyze the attempts to extend New Deal legislation through the Great
Society and the successes and failures of these programs to promote social and
economic stability.
o SS.912.A.7.17 Examine key events and key people in Florida history as they relate to
United States history.
The School Board of Broward County, Florida
Secondary Social Studies
16 August, 2014 A.
B.
C.
D.
by creating economic incentives for entrepreneurship
by promoting equal opportunity and reducing poverty
by developing government agencies to monitor race relations
by encouraging civic participation and eliminating infectious diseases
15. SS.912.A.7.6: Assess key figures and organizations in shaping the Civil Rights Movement
and Black Power Movement. Also assesses:
o SS.912.A.7.5 Compare nonviolent and violent approaches utilized by groups (African
Americans, women, Native Americans, Hispanics) to achieve civil rights.
o SS.912.A.7.7 Assess the building of coalitions between African Americans, whites,
and other groups in achieving integration and equal rights.
o SS.912.A.7.17 Examine key events and key people in Florida history as they relate to
United States history.
A.
B.
C.
D.
by encouraging social activism
by promoting racial segregation
by collecting political contributions
by organizing educational programs
16. SS.912.A.7.8: Analyze significant Supreme Court decisions relating to integration, busing,
affirmative action, the rights of the accused, and reproductive rights. Also assesses:
The School Board of Broward County, Florida
Secondary Social Studies
17 August, 2014 What was the significance of the 1954 Supreme Court decision in Brown v Board of Education?
A.
B.
C.
D.
It outlawed the use of poll taxes.
It prohibited the use of racial quotas.
It outlawed segregation in public schools.
It prohibited discrimination by teachers unions.
17. SS.912.A.7.11: Analyze the foreign policy of the United States as it relates to Africa, Asia,
the Caribbean, Latin America, and the Middle East.
A.
B.
C.
D.
The United States maintains military bases in Western European countries.
The United States contributes humanitarian aid to Central African countries.
The United States is committed to trade relations with Central Asian countries.
The United States is interested in maintaining stability in Middle Eastern
18. SS.912.A.7.12: Analyze political, economic, and social concerns that emerged at the end of
the 20th century and into the 21st century. Also assesses:
o SS.912.A.7.9 Examine the similarities of social movements (Native Americans,
Hispanics, women, antiwar protesters) of the 1960s and 1970s.
o SS.912.A.7.14 Review the role of the United States as a participant in the global
economy (trade agreements, international competition, impact on American labor,
environmental concerns).
o SS.912.A.7.15 Analyze the effects of foreign and domestic terrorism on the American
people.
The School Board of Broward County, Florida
Secondary Social Studies
18 August, 2014 o SS.912.A.7.16 Examine changes in immigration policy and attitudes toward
immigration since 1950.
o SS.912.A.7.17 Examine key events and key people in Florida history as they relate to
United States history.
A.
B.
C.
D.
establishing free trade in southeastern states
retracing voting districts in northeastern states
teaching language courses in northwestern states
debating immigration policies in southwestern states
The School Board of Broward County, Florida
Secondary Social Studies
19 August, 2014 Answer Key:
1. C
2. B
3. B
4. A
5. D
6. B
7. A
8. B
9. A
10. D
11. A
12. A
13. B
14. B
15. A
16. C
17. D
18. D
The School Board of Broward County, Florida
Secondary Social Studies
20 August, 2014 High School U.S. History EOC Review
Have Fun With History: Students may access a variety of short videos, timelines, activities,
and links to Internet sites that will help them review the content taught in 8th grade U.S. History.
http://www.havefunwithhistory.com
Crash Course in U.S. History: John Green teaches the history of the United States of America
in 46 video episodes.
https://www.youtube.com/playlist?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
Growth of a Nation: This 10 minute presentation illustrates the growth of the United States
from the original thirteen states in 1789 to the present.
http://www.animatedatlas.com/movie2.html
U.S. History - Pre-Columbian to the New Millennium: Review all or some of the topics
taught in 8th grade U.S. History with this free online textbook. This site includes chats with noted
historians. http://www.ushistory.org/us/
HippoCampus: Students may access videos from several providers focusing on various U.S.
History topics.
http://www.hippocampus.org/HippoCampus/History%20%26%20Government
Surveys of U.S. History: The tutorials in this topic will take you on sweeping journeys through
time so that you can get the really BIG picture for how things fit together.
https://www.khanacademy.org/humanities/history/history-survey
Suggested Reading
All the President's Men, Carl Bernstein and Bob Woodward
Beginning with the story of a simple burglary at Democratic headquarters and then
continuing with headline after headline, Bernstein and Woodward kept the tale of
conspiracy and the trail of dirty tricks coming -- delivering the stunning revelations and
pieces in the Watergate puzzle that brought about Nixon's scandalous downfall. Their
explosive reports won a Pulitzer Prize for The Washington Post and toppled the
President. This is the book that changed America.
Examining Issues Through Political Cartoons: the Great Depression, William Dudley, ed.
This collection provides a representative and diverse collection of cartoons focusing on
the Great Depression, as well as contextual information to help readers to understand and
appreciate the time period. An introductory essay offers a general overview on the subject
matter. Each cartoon is then presented with accompanying information including original
publication data, facts about the cartoonist, and information and commentary on the
cartoon itself. Finally, it contains additional research tools, including a bibliography and
organization list for further research, an index and a chronology of events.
The School Board of Broward County, Florida
Secondary Social Studies
21 August, 2014 Eyewitness to America: 500 Years of America in the Words of Those Who Saw It Happen, David
Colbert
David Colbert has brought together a multitude of voices to create a singularly rich
American narrative. Here are the vivid impressions of men and women who were
witnesses to and participants in these and other dramatic moments: the first colony in
Virginia, the Salem witch trials, the Boston Tea Party, the Oklahoma land rush, the
Scopes Trial, the bombing of Nagasaki, the lunch-counter sit-ins at the outset of the civil
rights movement, New York City's Stonewall Riot, the fall of Saigon, and the 1992 Los
Angeles riots.
Glory and The Dream, William Manchester
Award-winning historian and biographer William Manchester brings us an evocative and
powerful exploration of the American way of life from 1932 to 1972. Covering almost
every facet of American culture during a very diverse and tumultuous period in history,
Manchester's account is both dramatic and surprisingly intimate--with compelling details
that could only be known by a dedicated historian who lived through and documented
this fascinating time in history.
The Adventures of Huckleberry Finn, Mark Twain
Revered by all of the town's children and dreaded by all of its mothers, Huckleberry Finn
is indisputably the most appealing child-hero in American literature.
Unlike the tall-tale, idyllic world of Tom Sawyer, The Adventures of Huckleberry Finn is
firmly grounded in early reality. From the abusive drunkard who serves as Huckleberry's
father, to Huck's first tentative grappling with issues of personal liberty and the unknown,
Huckleberry Finn endeavors to delve quite a bit deeper into the complexities-both joyful
and tragic of life.
The Jungle, Upton Sinclair
Upton Sinclair's 1906 landmark novel is widely credited with awakening the public fury
that led to the passage of the Pure Food and Drug Act (1906), a watershed in consumer
protection and government legislation. This story of the immigrant experience in the
harrowing Chicago stockyards has drawn comment from historians, policymakers, and
literary critics, and it is a widely assigned teaching text.
We've Got a Job: The 1963 Birmingham Children's March, Cynthia Levinson
In 1963, the Civil Rights movement was falling apart. After a series of setbacks across
the south, the movement was losing direction and momentum. No southern city was more
divided than Birmingham, Alabama, home of the infamous Bull Connor. Dr. Martin
Luther King conceived an ingenious plan: fill the Birmingham jails by arranging a series
of public protests at which participants would be arrested as a result of their nonviolent
action, paralyzing the city and drawing national and world attention to the horrors and
injustices of segregation. But the stakes were too high for much adult participant in the
movement—job loss, jailing, and quite possibly even death. Instead, against Dr. King's
better judgment, young people led the protests.
The School Board of Broward County, Florida
Secondary Social Studies
22 August, 2014