Oklahoma School Testing Program
Item Specifications
End-of-Instruction U.S. History
Purpose
The purpose of this test is to measure Oklahoma students’ level of proficiency at the end of instruction in
U.S. History. This high school level test requires students to respond to a variety of items in the areas of
Civil War/Reconstruction, immigration/westward movement, the Industrial Revolution, imperialism/
isolationism, Twenties culture and change, the Great Depression, World War II, foreign policy 1945–75,
domestic policy 1945–75, and social studies process skills, and to use a variety of social studies skills
within each area. Each test item will be linked to one of the PASS standards below.
PASS
Standards and Objectives
Process Skills (1.0)
• Primary and secondary sources
• Distinguish between fact/opinion
• Timelines
• Relationship between geography and history
Copyright © 2006 by the Oklahoma State Department of Education
Civil War/Reconstruction Era (2.0)
• North and South differences
• Events leading to war
• Leaders of war
• Critical developments of war
• Impact of 13th, 14th, and 15th Amendments
• Impact of Reconstruction
Immigration/Westward Movement (3.0)
• Immigrant contributions
• Domestic policy
• Federal Indian policy
Industrial Revolution (4.0)
• New inventions and technology
• Impact of immigration on labor
• “Muckrakers” and reform movements
• Progressive movement
Imperialism/Isolationism (5.0)
• Imperialism
• Spanish-American War
• Panama Canal
• “Big Stick Diplomacy”
• World War I
• League of Nations
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Monterey, California 93940-5703. Copyright © 2006 by the Oklahoma State Department of Education. All rights reserved.
Only Oklahoma State educators and citizens may copy, download and/or print the document, located online at
http://www.sde.state.ok.us/studentassessment. Any other use or reproduction of this document, in whole or in part, requires
written permission of the Oklahoma State Department of Education.
End-of-Instruction U.S. History Item Specifications
1
Twenties Culture/Change (6.0)
• Harlem Renaissance and entertainment
• Reform movements
• Impact of the automobile
• Racial tensions and labor unrest
• Causes of an unstable economy
Great Depression (7.0)
• Business cycles
• Effect of Stock Market Crash
• Impact of Great Depression
• Key leaders of period
• Expanded role of the government
World War II (8.0)
• Appeasement and Isolationism
• Preparation and mobilization for war
• Strategic decisions
• Holocaust
Post-War Domestic Policy (10.0)
• Civil Rights Movement
• Women’s liberation movement
• Political changes
• Impact of political scandals
• Constitutional amendments and interpretation
2
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
Post-War Foreign Policy (9.0)
• Cold War origins
• Nuclear weapons and arms race
• NATO, United Nations
• Communism containment
• Military commitments in Asia
It is necessary to create test items that are reliable, fair, and targeted to the PASS standards listed on the
following pages. There are some general considerations and procedures for effective item development.
These considerations include, but are not limited to, the following:
1.
Each test form contains items assessing all standards.
2.
Test items that assess each standard will be limited to a multiple-choice format.
3.
Test items are focused on content that is authentic, engaging, and understandable to students at the
end of instruction in U.S. History.
4.
Test items are worded precisely and clearly. The better focused an item, the more reliable and fair it is
likely to be, and the more likely all students will understand what is required of them.
5.
All items are reviewed to eliminate language that shows bias or is otherwise likely to disadvantage a
particular group of students. That is, items do not display unfair representations of gender, race, ethnicity,
disability, culture, or religion; nor do items contain elements that are deliberately offensive to any such
groups.
6.
All multiple-choice items are constructed so that students should not be able to rule out a wrong
answer or identify a correct response solely by virtue of its looking or sounding different. Also, distractors
are created so that students must reason their way to the correct answer rather than simply identify
incorrect responses because of a distractor’s obviously inappropriate nature. Distractors should always
be plausible (but incorrect) in the context of the item stem. Correct responses will be approximately
equally distributed among As, Bs, Cs, and Ds.
Copyright © 2006 by the Oklahoma State Department of Education
Universal Design Considerations
Universal design, as applied to assessments, is a concept that allows the widest possible range of students to
participate in assessments and may even reduce the need for accommodations and alternative assessments
by expanding access to the tests themselves. In the Oklahoma End-of-Instruction tests, modifications have
been made to some items that simplify and clarify instructions, and provide maximum readability,
comprehensibility, and legibility. This includes such things as reduction of language load in content areas
other than Language Arts, increased font size, fewer items per page, and boxed items to assist visual focus.
The End-of-Instruction tests will have vocabulary three grade levels below 10th grade, except for contentspecific words, on all tests but English II. English II vocabulary will be on 10th-grade level. These
modifications are evident in the sample items included in this document.
Multiple-Choice Item Rules
• All items must clearly indicate what is expected in a response and must direct students to focus on
their responses.
• Each multiple-choice item will have a stem (question, statement, or incomplete statement, and/or
graphic component) and four answer (or completion) options, only one of which is correct.
• Multiple-choice item stems will present a complete problem so that students will know what is
expected without having to look at the answer choices.
In summary, End-of-Instruction U.S. History test items will assess whether students understand relevant
concepts and problems, and can develop viable solutions.
End-of-Instruction U.S. History Item Specifications
3
OVERVIEW OF ITEM SPECIFICATIONS
For each PASS Standard, item specifications are organized under the following headings:
• PASS Standard
• PASS Objective
• Item Specifications
a. Emphasis
b. Format
c. Content Limits
d. Depth-of-Knowledge
e. Distractor Domain
f. Sample Test Items
The headings “PASS
PASS Standard” and “PASS Objective” state the standard and objective being measured as
found in the U.S. History section of the Priority Academic Student Skills document.
The heading “Item Specifications” highlights important points about the item’s emphasis, format, content
limits, depth-of-knowledge, distractor domain, and sample test item. All items in these tests are written to
address and measure a single standard.
4
•
Level 1 asks the students to recall facts, terms, concepts and trends or to recognize or identify
specific information contained in graphics. This level generally requires students to identify, list,
or define. The terms at this level usually ask the student to recall who, what, when, and where.
Items that require students to “describe” and/or “explain” could be classified at Level 1 or Level
2, depending on what is to be described and/or explained. A Level 1 “describe and/or explain”
would recall, recite, or reproduce information. Items that require students to recognize or
identify specific information contained in documents, excerpts, quotations, maps, charts, tables,
graphs, or illustrations are generally Level 1.
•
Level 2 includes the engagement of some mental processing beyond recalling or reproducing
a response. Level 2 generally requires students to contrast and compare people, places, events,
and concepts; convert information from one form to another; give an example; classify or sort
items into meaningful categories; describe, interpret or explain issues and problems, patterns,
reasons, cause and effect, significance or impact, relationships, points of view, or processes. A
Level 2 “describe and/or explain” would require students to go beyond a description or
explanation of recalled information to describe and/or explain a result or “how” or “why.”
•
Level 3 requires reasoning, using evidence, and a higher level of thinking than Level 1 and
Level 2. Students will go beyond explaining or describing “how” and “why” to justifying the
“how” and “why” through application and evidence. The cognitive demands at Level 3 are more
complex and more abstract than Level 1 or Level 2. Items at Level 3 include drawing
conclusions; citing evidence; applying concepts to new situations; using concepts to solve
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
Descriptions of the depth-of-knowledge levels for U.S. History are as follows:
problems; analyzing similarities and differences in issues and problems; proposing and
evaluating solutions to problems; recognizing and explaining misconceptions or making
connections across time and place to explain a concept or “big idea.”
Level 4 questions are generally used for extended student responses and are most appropriate for
classroom assessments. There are no Level 4 items on any state level core curriculum tests in
U.S. History.
•
Level 4 requires the complex reasoning of Level 3 with the addition of planning, investigating,
or developing. At Level 4 the cognitive demands will be high and the work very complex.
Students are required to connect and relate ideas and concepts within the content area in order to
be at this highest level. The distinguishing factor for Level 4 is evidence that the cognitive
demands have been met. A Level 4 performance will require students to analyze and synthesize
information from multiple sources, examine and explain alternative perspectives across a variety
of sources, and/or describe and illustrate how common themes and concepts are found across
time and place. In some Level 4 performances, students will make predictions with evidence as
support.
Note: These descriptions are taken from Review Background Information and Instructions, Standards
and Assessment Alignment Analysis, CCSSO TILSA Alignment Study, October 2001, Version 2.0.
For an extended description of each depth-of-knowledge level, see the student assessment Web site
at www.sde.state.ok.us/studentassessment.
Copyright © 2006 by the Oklahoma State Department of Education
Note about the Item Specifications and Sample Test Items:
With the exception of content limits, the Item Specifications give suggestions of what might be included
and does not give an exhaustive list of what can be included.
The sample test items are not intended to be definitive in nature or construction—the stimuli and the test
items that follow them may differ from test form to test form, as may their presentations.
End-of-Instruction U.S. History Item Specifications
5
PRIORITY ACADEMIC STUDENT SKILLS
END-OF-INSTRUCTION U.S. HISTORY STANDARDS
The focus of the course in United States History for Grades 9–12 is the immediate pre-Civil War era to
the present (1850–present). However, for the high school End-Of-Instruction test for “United
States History,” the time frame is 1850–1975, or from approximately the Compromise of 1850 through the
withdrawal of United States military and diplomatic personnel from Vietnam.
In United States History, the student will describe and analyze the causes, events, and effects of the
Civil War and Reconstruction era; examine the impact of immigration and the Westward Movement on
American society; and evaluate the economic effects of the Industrial Revolution and the changing role of
the United States in world affairs at the turn of the twentieth century. He or she will also describe the social,
cultural, and economic events between the World Wars; investigate and analyze the Great Depression, and
the causes, events and effects of World War II; and assess the foreign and domestic policies of the United
States since World War II. The student will continue to strengthen, expand, and put to use the full range of
process and research skills in social studies.
Asterisks (*) have been used to identify skills that must be assessed by the local school district. All
other skills may be assessed by the Oklahoma School Testing Program (OSTP).
1.
Identify, analyze, and interpret primary and secondary sources (e.g., artifacts, diaries, letters,
photographs, documents, newspapers, media, and computer-based technologies).
*2.
Recognize and explain how different points of view have been influenced by nationalism, racism,
religion, culture, and ethnicity.
3.
Distinguish between fact and opinion in examining documentary sources.
4.
Construct timelines of United States history (e.g., landmark dates of economic changes, social
movements, military conflicts, constitutional amendments, and presidential elections).
5.
Explain the relationships between geography and the historical development of the United States
by using maps, graphs, charts, visual images, and computer-based technologies.
*6.
Develop discussion, debate, and persuasive writing and speaking skills, focusing on enduring
issues (e.g., individual rights vs. the common good, and problems of intolerance toward cultural,
ethnic, and religious groups) and demonstrating how divergent viewpoints have been and continue
to be addressed and reconciled.
Standard 2: The student will analyze causes, key events, and effects of the Civil War era.
1.
6
Examine the economic and philosophical differences between the North and South, as exemplified
by such persons as Daniel Webster and John C. Calhoun.
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
Standard 1: The student will demonstrate process skills in social studies.
2.
Trace the events leading to secession and war (e.g., the Compromise of 1850, the Kansas-Nebraska
Act, and the Dred Scott case).
3.
Identify leaders on both sides of the war (e.g., Abraham Lincoln, Ulysses S. Grant, Jefferson
Davis, Robert E. Lee, Frederick Douglass, and William Lloyd Garrison).
4.
Interpret the importance of critical developments in the war, such as major battles (e.g., Fort
Sumter, Gettysburg, and Vicksburg), the Emancipation Proclamation, and Lee’s surrender at
Appomattox.
5.
Relate the basic provisions and postwar impact of the 13th, 14th, and 15th Amendments to the
Constitution.
6.
Evaluate the continuing impact of Reconstruction policies on the South, including southern reaction
(e.g., sharecropping, Black Codes, Ku Klux Klan, Plessy v. Ferguson, and Jim Crow laws).
Standard 3: The student will analyze the impact of immigration and the Westward Movement on
American society.
1.
Copyright © 2006 by the Oklahoma State Department of Education
*2.
Detail the contributions of various immigrant, cultural, and ethnic groups (e.g., Irish, Chinese,
Italians, and Germans).
Examine ethnic conflict and discrimination.
3.
Investigate changes in the domestic policies of the United States relating to immigration.
4.
Compare and contrast the attitudes toward Native American groups as exhibited by federal Indian
policy (e.g., establishment of reservations, assimilation, and the Dawes Act) and actions of the
United States Army, missionaries, and settlers.
Standard 4: The student will examine the effects of the Industrial Revolution on the economy of the
United States.
1.
Identify the impact of new inventions and industrial production methods, including new
technologies in transportation and communication.
2.
Evaluate the significance of immigration on the labor supply and the movement to organize workers.
3.
Describe the effects of the “muckrakers” and reform movements (e.g., women’s suffrage and
temperance) that resulted in government policies affecting child labor, wages, working conditions,
trade, monopolies, taxation, and the money supply.
*4.
Assess the impact of industrialization, the expansion of international markets, urbanization, and
immigration on the economy.
5.
Evaluate the rise of the Progressive Movement in relation to political changes at the national and
state levels (e.g., workers’ compensation, the direct primary, initiative petition, referendum, and
recall).
End-of-Instruction U.S. History Item Specifications
7
*6.
Examine the causes of the money panics of 1873, 1893, and 1907, explaining how the establishment
of the Federal Reserve System addressed the problems.
Standard 5. The student will analyze the changing role of the United States in world affairs at the
turn of the twentieth century.
1.
Identify the goals of imperialism, explaining its impact on developed and developing nations.
2.
Identify the role of the Spanish-American War in the development of the United States as a world
power.
3.
Evaluate the role of United States foreign policy and presidential leadership in the construction of
a canal in Panama.
4.
Describe the strengths and weaknesses of Theodore Roosevelt’s “Big Stick Diplomacy.”
5.
Analyze the causes and effects of United States involvement in World War I.
6.
Examine the rationale for the failure of the United States to join the League of Nations and the
nation’s return to isolationism.
1.
Evaluate literature, music, dance, and forms of entertainment, including the Harlem Renaissance,
the Jazz Age, and “talkies.”
2.
Investigate the longterm effects of reform movements, such as women’s suffrage and prohibition
(e.g., the 18th, 19th, and 21st Amendments to the Constitution).
3.
Analyze the impact of the automobile, and urban and rural electrification on society.
4.
Describe rising racial tensions and labor unrest common in the era (e.g., the Tulsa Race Riots and
the sit-down strikes).
*5.
Examine the growing disparity between the wealth of corporate leaders and the incomes of small
business owners, industrial workers, and farmers.
6.
Identify causes contributing to an unstable economy, (e.g., the increased reliance on installment
buying, a greater willingness to speculate and buy on margin in the stock market, and government
reluctance to interfere in the economy).
Standard 7: The student will investigate and analyze the causes and legacy of the Great Depression.
8
1.
Examine changes in business cycles, weaknesses in key sectors of the economy, and government
economic policies in the late 1920s.
2.
Analyze the effects of the Stock Market Crash.
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
Standard 6: The student will describe the social, cultural, economic, and technological ideas and
events in the United States in the era between the World Wars.
3.
Evaluate the impact of the Great Depression, the Dust Bowl, and the New Deal economic policies
on business and agriculture, and on the American people, their culture, and political behavior.
4.
Identify the contributions of key individuals of the period (e.g., Will Rogers, Eleanor and Franklin
Roosevelt, Charles Lindbergh, and Woody Guthrie).
5.
Assess the impact of the expanded role of government in the economy since the 1930s.
Standard 8: The student will analyze the major causes, events, and effects of United States
involvement in World War II.
*1.
Relate the rise of totalitarian regimes in the Soviet Union, Germany, Italy, and Japan to the rise of
communism, Nazism, and fascism in the 1930s and 1940s, and the response of the United States.
2.
Investigate appeasement, isolationism, and the war debates in the United States prior to the outbreak
of war.
3.
Evaluate the impact of preparation and mobilization for war, including the internment policies
and their effects (e.g., Korematsu v. United States).
4.
Detail major battles, military turning points, and key strategic decisions in both European and
Pacific theatres.
5.
Analyze public and political reactions in the United States to the events of the Holocaust.
Copyright © 2006 by the Oklahoma State Department of Education
Standard 9: The student will assess the successes and shortcomings of United States foreign policy
since World War II.
1.
Identify the origins of the Cold War, and its foreign and domestic consequences, including
confrontations with the Soviet Union in Berlin and Cuba.
2.
Examine the proliferation of nuclear weapons and the arms race.
3.
Describe the role of the United States in the formation of the United Nations, NATO, and other
alliances.
4.
Evaluate the role of the United States in attempts at the containment of communism in Europe,
Asia, and Latin America, including the Truman Doctrine and the involvement of the United Nations
in Korea.
5.
Describe the fear of communist influence within the United States, including the McCarthy
hearings.
6.
Evaluate the causes and longterm foreign and domestic consequences of United States military
commitments in southeast Asia, especially Vietnam.
*7.
Examine the strategic and economic factors in the development of Middle East policy, and relations
with African nations, such as South Africa.
End-of-Instruction U.S. History Item Specifications
9
*8.
Assess the reasons for the collapse of communism in eastern Europe and the Soviet Union, and
relate the end of the Cold War to new challenges to the United States leadership role in the world.
1.
Describe de jure and de facto segregation policies, attempts at desegregation and integration, and
the impact of the Civil Rights Movement on society (e.g., Brown v. Board of Education of Topeka,
Kansas).
2.
Evaluate the success of the women’s liberation movement and the changing roles of women on
society.
*3.
Examine the technology revolution and its impact on communication, transportation, and industry.
*4.
Assess the impact of violent crime, and illegal drug use and trafficking.
*5.
Explain the effects of increased immigration, the influx of political refugees, and the increasing
number of undocumented aliens on society and the economy.
6.
Identify the contributions of political leaders, political activists, and civil rights leaders, and the
major issues and trends in national elections (e.g., differences between the two major political
parties, and the rise of third-party candidates).
*7.
Examine the post-war rise in the standard of living, the oil embargo and the inflation of the 1970s,
and the federal budget deficit problems of the 1980s and early 1990s.
8.
Evaluate the impact of political scandals (e.g., Watergate, Iran-Contra, and the Clinton
impeachment) on federal law, national policies, and political behavior.
9.
Analyze how the principles and structures of the United States Constitution have changed through
amendment and judicial interpretation (e.g., the 22nd and 25th Amendments, and Gideon v.
Wainwright and Miranda v. Arizona).
*10.
Compare and contrast conservative and liberal economic strategies, including the positions of
political parties and interest groups on major issues in the post-World War II era.
10
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
Standard 10: The student will analyze the economic, social, and political transformation of the United
States since World War II.
PASS Standard:
Standard 1: The student will demonstrate process skills in social studies.
PASS Objective:
Objective 1: Identify, analyze, and interpret primary and secondary sources (e.g., artifacts, diaries, letters,
photographs, art, documents, newspapers, contemporary media, and computer-based
technologies).
Item Specifications:
Emphasis:
Demonstrate the ability to use primary and secondary sources for information.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
Primary and secondary historical sources
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
11
Polly_EOIh_w05OK.eps
Sample Test Item Oklahoma
for StandardEOI,
1.1: Winter 2005–2006
U.S. 1History, Batch 1
Depth-of-Knowledge:
Correct Answer: D3/30/05 ps
Excerpts from the Journal
of Polly Lavinia Coon1
March 29th 1852. Started from the
town of Lima Rock Co. Wis. on our long
contemplated journey to seek a home
on the Pacific coast, in the territory
of Oregon.
April 8th. We traveled yesterday 16
miles and camped on a vast prairie in
Lafayette Co [Iowa] where nothing but
land & sky were to be seen save one
little log house.
In which historical period do the events in Polly Lavina Coon’s journey
take place?
A Civil War
B Great Depression
C Industrial Revolution
D Westward Expansion
1
Excerpt from Polly Lavinia Coon’s journal of a journey over the Rocky Mountains, circa 1852
12
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
11th [July] We have a beautiful
camping ground on the bank of the s.
Water [Sweetwater]. Clumps of willows
thickly tangled with gooseberry & wild
Rose whose perfume is sweet as
“Home” are scattered along its banks.
Sample Test Item for Standard 1.1:
Depth-of-Knowledge: 2
Correct Answer: B
In the 1950s, Senator Joseph McCarthy (R-Wisconsin) made
unsubstantiated [unsupported] claims that the State Department and other
areas had been infiltrated [entered for purposes of spying] by communist
activity. His accusations started a wave of anti-Communist hysteria and
ruined careers of many people, particularly those in the film industry.
The word “McCarthyism” was coined to describe the practice of accusing
people of political disloyalty with insufficient evidence.
Which statement best describes the viewpoint of the author who wrote the
paragraph above?
A The author condemns Senator McCarthy without providing reasons for doing so.
B The author believes Senator McCarthy had no basis on which to make his claims.
C The author considers Senator McCarthy an important defender of the United States.
D The author suggests that Senator McCarthy was working in the U.S. film industry.
Sample Test Item for Standard 1.1:
Depth-of-Knowledge: 3
Correct Answer: C
Copyright © 2006 by the Oklahoma State Department of Education
We think the enforced separation of the races . . . neither abridges the
privileges . . . of the colored man, deprives him of his property without
due process of law, nor denies him the equal protection of the laws.
—Plessy v. Ferguson, 1896
We conclude that, in the field of public education, the doctrine of
“separate but equal” has no place. Separate educational facilities are
inherently unequal.
—Brown v. Board of Education, 1954
Which conclusion can be reached from the court decisions shown above?
A Both court decisions received wide public support throughout the country.
B Both courts supported a strict interpretation of the Fourteenth Amendment.
C The Supreme Court has shifted its focus to ensure the civil rights of
individuals.
D The Supreme Court has continued to maintain a consistent viewpoint over
the years.
End-of-Instruction U.S. History Item Specifications
13
PASS Standard:
Standard 1: The student will demonstrate process skills in social studies.
PASS Objective:
Objective 3: Distinguish fact from opinion in examining documentary sources.
Item Specifications:
Emphasis:
Demonstrate the ability to differentiate between fact and opinion.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
Factual or opinionated historical documentary sources
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
14
End-of-Instruction U.S. History Item Specifications
News_EOIh_w05OK.eps
Oklahoma EOI, Winter 2005–2006
U.S.forHistory,
Batch
Sample Test Item
Standard
1.3: 1
3/29/05 ps; 4-12-05 LL; 6-16-05 LL
Depth-of-Knowledge: 1
Correct Answer: D
2
San Francisco
April 28, 1869, Central Pacific Railroad:
“Each of the four front men ran thirty feet with one
hundred and twenty-five tons. . . . The distance
traveled was over ten miles, besides extra for
walking. . . . They, like all Central Pacific men, are
water-drinkers.
Copyright © 2006 by the Oklahoma State Department of Education
Immediately in front of the eight are three pioneers,
who, . . . set the ties thrown by the front teams in position;
while this is doing, another party are distributing
spikes and fresh bolts at each end of the rail, while
some of the party are regulating the gauge. These
tracklayers are a splendid force, and have been settled
and drilled until they move like machinery . . . ”
Which statement from the newspaper article is an opinion?
A Each of the four front men ran thirty feet.
B The distance traveled was over ten miles.
C Some of the party are regulating the gauge.
D These tracklayers are a splendid force.
2
Excerpt from the San Francisco Evening Bulletin’s April 28, 1869 issue
End-of-Instruction U.S. History Item Specifications
15
Sample Test Item for Standard 1.3:
Depth-of-Knowledge: 2
Correct Answer: D
Which quotation from President Woodrow Wilson’s 1917 declaration of war
against Germany is a statement of fact instead of opinion?
A “It is a fearful thing to lead this great peaceful people into war . . . .”
B “The present German submarine warfare against commerce is a warfare
against mankind.”
C “On the third of February last I officially laid before you the extraordinary
announcement of the Imperial German Government . . . .”
D “I have said nothing of the government allied with the Imperial Government
of Germany because they have not made war upon us . . . .”
Sample Test Item for Standard 1.3:
Depth-of-Knowledge: 3
Correct Answer: C
—from the inaugural speech of Harry S. Truman, 1949
Which sentence best explains why Truman’s statement is most likely an
opinion?
A He does not address the foundations of communism.
B He uses terms that suggest he is personally against communism.
C He offers no proof that his belief concerning communism is true.
D He uses the public’s fear of communism to add excitement to his words.
16
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
“Communism is based on the belief that man is so weak and inadequate
that he is unable to govern himself, and therefore requires the rule of
strong masters.”
PASS Standard:
Standard 1: The student will demonstrate process skills in social studies.
PASS Objective:
Objective 4: Construct different timelines of United States history (e.g., landmark dates of economic
changes, social movements, military conflicts, constitutional amendments, and presidential
elections).
Item Specifications:
Emphasis:
Demonstrate understanding of conceptual links between events that lend themselves to timelines.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
• Important dates
• Changes
• Movements
• Elections
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
17
5/14/04 ah, 6/21/04 BAW,
BAW
A 6/24/04 me
Sample Item for Standard 1.4
Depth of Knowledge: 1
Correct Answer: C
Some Events in United States History
1945
1947
1949
1950
1952
Creating the Marshall Plan
Joining the North Atlantic
Treaty Organization
Sending troops to Korea
Detonating first hydrogen bomb
1955
The events on the timeline reflect a United States foreign policy of
A neutrality
B retaliation
C containment
Sample Item for Standard 1.4
Depth of Knowledge: 2
Correct Answer: C
The events on the timeline are most likely a result of efforts by the
United States to
A expand its territories
B limit its role in world affairs
C halt the spread of Communism
D reduce tensions between the United States and Germany
18
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
D appeasement
Freeman_EOIh_w05OK.eps
Oklahoma EOI, Winter 2005–2006
U.S. History, Batch 1
Sample
Test Item for Standard 1.4:
3/31/05 ps; 4/27/05DJB; 6-9-05 LL
Depth-of-Knowledge: 3
Correct Answer: B
President Johnson
returns all Freedmen’s Bureau
lands to its pre-Civil War owners.
Congress
establishes
Freedmen’s
Bureau.
1865
1866
Due to hostility in the South
and lack of funds, Congress
terminates the Freedmen’s Bureau.
Freedmen’s Bureau has
opened more than 3,000 new
African American schools.
1867
1868
1869
1870
1871
Land distributed
by the Freedmen’s Bureau
has given freed African
Americans 510,960 acres
in Florida and Georgia.
1872
1873
1874
Congress increases
the power of the Freedmen’s
Bureau to include building
schools and hiring teachers.
According to the timeline, what can be concluded about President
Andrew Johnson’s relationship with Congress?
Copyright © 2006 by the Oklahoma State Department of Education
A President Johnson and Congress held the same views regarding the rights of all
Americans.
B President Johnson and Congress tried to use their separate powers to
obstruct the other’s goals.
C At first, President Johnson and Congress were in opposition, then they used the
Supreme Court to resolve conflicts.
D At first, President Johnson and Congress were in opposition, but soon Congress
came to agree with the views of President Johnson.
End-of-Instruction U.S. History Item Specifications
19
PASS Standard:
Standard 1: The student will demonstrate process skills in social studies.
PASS Objective:
Objective 5: Explain the relationship between geography and the historical development of the United
States by using maps, graphs, charts, visual images, and computer-based technologies.
Item Specifications:
Emphasis:
The student will demonstrate knowledge of the link between geographical limits of the United States and
historical development of the nation.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
Influence of geography on the historical development of the United States
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
20
End-of-Instruction U.S. History Item Specifications
City_EOIh_w05OK.eps
Oklahoma EOI, Winter 2005–2006
U.S. History, Batch 1
Sample
forLLStandard 1.5:
3/28/05Test
ps; Item
6-9-05
lum
Seattle
R.
Depth-of-Knowledge: 1
Correct Answer: A
bia
Co
ou
M i ss ri R.
PACIFIC
OCEAN
Detroit
Phoenix
sip p
i R
O
Los Angeles
San Diego
Denver
Oklahoma
City
Missi
s
Co l
R.
do
a
or
Chicago
Philadelphia
Indianapolis
Washington,
R.
D.C.
o
i
h
Dallas
San Antonio Houston
Anchorage
Copyright © 2006 by the Oklahoma State Department of Education
Memphis
0
200
0
300
N
W
E
S
New
Orleans
Jacksonville
ATLANTIC
OCEAN
Prudhoe Bay
Honolulu
New York
.
San Francisco
Boston
400
Miles
Kilometers
600
Miami
According to this map of the United States, where are most major cities
located?
A near water
B in one area
C close to farmland
D in the middle of the country
End-of-Instruction U.S. History Item Specifications
21
mapUSB1_w02OKEOI.eps
Oklahoma HS social studies
Batch 1
Sample Item for
Standard
10/1/02
km,1.5:
10/2 (me), 02/24/03 bf, 6/25/04 sc
Depth-of-Knowledge: 2
Correct Answer: B
1860 Presidential Election Results
United States Territories
N
KEY
W
E
S
Which statement about the United States in 1860 is supported by the map?
A The West held the greatest number of electoral votes.
B The nation was strongly divided politically by region.
C The nation strongly supported Douglas.
D The South provided the most support for Lincoln.
22
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
Stephen A. Douglas
Abraham Lincoln
John C. Breckinridge
John Bell
5/17/04 ah, 5/24/04 ah, 5/25/04 ah, 6/20/04 BAW
Sample Item for Standard 1.5
Depth of Knowledge: 3
Correct Answer: B
Native American Reservations
in 1875
Native American Reservations
in 1890
Copyright © 2006 by the Oklahoma State Department of Education
Native American Reservations,
3
1875 and 1890
Reservations in 1875
Reservations in 1890
Based on the maps, which statement can best be concluded about Native
Americans in the late 1800s ?
A They were given back much of the land previously taken from them.
B They were forced to give up some of their land as settlers moved west.
C They were required to absorb into society by moving away from reservations.
D They were encouraged to combine their territories into one centralized
reservation.
3
“Indian Reservations 1875 and 1890” map adapted from A History of the United States Since1861
by Daniel J. Boorstein and Brooks Mather Kelley, copyright © 1989 by Pearson Education, Inc.,
publishing as Prentice Hall. Used by permission.
End-of-Instruction U.S. History Item Specifications
23
PASS Standard:
Standard 2: The student will analyze causes, key events, and effects of the Civil War era.
PASS Objective:
Objective 1: Examine the economic and philosophical differences between the North and South, as
exemplified by such persons as Daniel Webster and John C. Calhoun.
Item Specifications:
Emphasis:
Demonstrate knowledge of the economic and philosophical differences present during the Civil War.
Format:
Students will be given examples of the abolitionist attack on slavery and the Southern response and will be
asked to draw conclusions about the difference between a diverse, industrial North and a politically inflexible,
agrarian South.
Content Limits:
• Differences in views between the North and South
• Key people including Daniel Webster and John C. Calhoun
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
24
End-of-Instruction U.S. History Item Specifications
Sample Test Item for Standard 2.1:
Depth of Knowledge: 1
Correct Answer: D
Which belief was held by Southerners prior to the Civil War?
A Voting rights should be extended to all citizens.
B A constitutional amendment should be passed making slavery illegal.
C High tariffs should be imposed on all goods to protect domestic companies.
D States’ rights should be considered as important as the rights of the federal
government.
Sample Test Item for Standard 2.1:
Depth of Knowledge: 2
Correct Answer: B
“I hold the idea of a separation of these States, those that are free to form
one government, and those that are slave-holding to form another, as such
an impossibility.”
—excerpt from a speech given by Daniel Webster, March 7, 1850
Copyright © 2006 by the Oklahoma State Department of Education
Based on the excerpt, with which statement would Daniel Webster
most likely agree?
A Each state should determine whether to allow slavery.
B States should be prohibited from forming a new country.
C Each state should have the right to overturn federal laws.
D States’ rights should be left up to the federal government.
End-of-Instruction U.S. History Item Specifications
25
Sample Test Item for Standard 2.1:
Depth-of-Knowledge: 3
Correct Answer: C
“. . . No State upon its own mere motion can lawfully get out of the
Union; that resolves and [laws] to that effect are legally void, and
that acts of violence within any State or States against the authority
of the United States are insurrectionary or revolutionary
revolutionary.”
—an excerpt from President Abraham Lincoln’s
inaugural address, March 1861
Which leader would most likely have disagreed with the ideas expressed in
the excerpt above?
A Daniel Webster
B Ulysses S. Grant
C John C. Calhoun
Copyright © 2006 by the Oklahoma State Department of Education
D Frederick Douglass
26
End-of-Instruction U.S. History Item Specifications
PASS Standard:
Standard 2: The student will analyze causes, key events, and effects of the Civil War era.
PASS Objective:
Objective 2: Trace the events leading to secession and war (e.g., the Compromise of 1850, the KansasNebraska Act, and the Dred Scott case).
Item Specifications:
Emphasis:
Demonstrate an understanding of events, causes, and effects of the Civil War.
Format:
Students will identify significant events from the Compromise of 1850 and the Fugitive Slave Act up to the
Confederate attack on Fort Sumter in 1861.
Content Limits:
Trace the events leading to secession and war
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
27
Sample Test Item for Standard 2.2:
Depth-of-Knowledge: 1
Correct Answer: B
Senator Stephen Douglas sparked new problems between the North and
South in the 1850s when he sponsored the
A Dred Scott Decision
B Kansas-Nebraska Act
C Missouri Compromise
D Emancipation Proclamation
Sample Test Item for Standard 2.2:
Depth-of-Knowledge: 2
Correct Answer: A
Which statement describes the Supreme Court’s decision in
Dred Scott v. Sanford?
A African Americans could not bring lawsuits in court.
B Slavery was a matter to be decided by the individual states.
C Any slave that escaped to the North should be considered free.
Sample Test Item for Standard 2.2:
Depth-of-Knowledge: 3
Correct Answer: D
Which group would most likely have supported the Kansas-Nebraska Act?
A industrialists
B abolitionists
C cattle ranchers
D plantation owners
28
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
D Dred Scott should be considered a free man, since he lived on free soil.
PASS Standard:
Standard 2: The student will analyze causes, key events, and effects of the Civil War era.
PASS Objective:
Objective 3: Identify leaders on both sides of the war (e.g., Abraham Lincoln, Ulysses S. Grant, Jefferson
Davis, Robert E. Lee, Frederick Douglass, and William Lloyd Garrison).
Item Specifications:
Emphasis:
Understand individuals relating to the Civil War.
Format:
Students will be asked to demonstrate familiarity with significant political, military, and social figures of
the Civil War.
Content Limits:
• Southern leaders
• Northern leaders
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
29
Sample Test Item for Standard 2.3:
Depth-of-Knowledge: 1
Correct Answer: C
Which historical figure led the Union to victory in the Civil War?
A Robert E. Lee
B Stonewall Jackson
C Ulysses S. Grant
D Stephen Douglas
Sample Test Item for Standard 2.3:
Depth-of-Knowledge: 2
Correct Answer: B
Which statement about the life of Frederick Douglass is true?
A He was born a free man.
B He published an abolitionist newspaper.
C He received little attention during his lifetime.
Copyright © 2006 by the Oklahoma State Department of Education
D He fought in the Union army during the Civil War.
30
End-of-Instruction U.S. History Item Specifications
linc_EOIh_w05OK.eps
EOI history, Batch 4
4/6/05 DB, 4/18/05 me
Sample Test Item for Standard 2.3:
Depth-of-Knowledge: 3
Correct Answer: D
“No State upon its own mere motion can lawfully get out of the Union . . .
I shall take care . . . that the laws of the Union be faithfully executed in
all the States. . . . In doing this there needs to be no bloodshed or
violence, and there shall be none unless it be forced upon the national
authority. . . . In your hands, my dissatisfied fellow-countrymen, and not
in mine, is the momentous issue of civil war. The Government will not
[attack] you. You can have no conflict without being yourselves the
aggressors. You have no oath registered in heaven to destroy the
Government, while I shall have the most solemn one to ‘preserve,
protect, and defend it.’ ”
Which historical figure made this statement?
A Robert E. Lee
B Jefferson Davis
C Ulysses S. Grant
Copyright © 2006 by the Oklahoma State Department of Education
D Abraham Lincoln
End-of-Instruction U.S. History Item Specifications
31
PASS Standard:
Standard 2: The student will analyze causes, key events, and effects of the Civil War era.
PASS Objective:
Objective 4: Interpret the importance of critical developments in the war, such as major battles (e.g., Fort
Sumter, Gettysburg, and Vicksburg), the Emancipation Proclamation, and Lee’s surrender at
Appomattox.
Item Specifications:
Emphasis:
Demonstrate knowledge of the key developments of the Civil War.
Format:
Students will examine and draw conclusions about the major developments of the Civil War and their
impact on the outcome of the war.
Content Limits:
• Major battles
• Emancipation Proclamation
• Appomattox
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
32
End-of-Instruction U.S. History Item Specifications
Sample Test Item for Standard 2.4:
Depth-of-Knowledge: 1
Correct Answer: B
Which event marks the beginning of the Civil War?
A the siege of Vicksburg
B the attack on Fort Sumter
C the election of Abraham Lincoln
DVickMap_EOIh_w04OK.eps
the signing of the Emancipation Proclamation
Oklahoma EOI
Grade EOI, U. S. History, Batch 6, Phase Winter, Year 2004
5/19/04 ah
Sample Test Item for Standard 2.4:
Depth-of-Knowledge: 2
Correct Answer: C
Site of the Vicksburg Campaign, 1863
North Carolina
Tennessee
Arkansas
Copyright © 2006 by the Oklahoma State Department of Education
South Carolina
Georgia
Mississippi
Vicksburg
Louisiana
Alabama
Florida
Which statement describes an important effect of the Union victory at
Vicksburg?
A It caused Arkansas and Louisiana to rejoin the Union.
B It led directly to General Robert E. Lee’s surrender at Appomattox.
C Union control of the Mississippi River split the Confederacy.
D Union forces were able to move men and supplies into Alabama and Georgia.
End-of-Instruction U.S. History Item Specifications
33
Sample Test Item for Standard 2.4:
Depth-of-Knowledge: 3
Correct Answer: D
Gettysburg
•
•
•
•
Site of the largest battle of the Civil War
Fought over three days in 1863
Union casualties: 23,000; Confederate casualties: 28,000
Stopped the invasion of the North by Robert E. Lee’s “Army of
Northern Virginia”
Which statement best describes what the Battle of Gettysburg represents?
A the final event of the Civil War
B the lack of support the North gave the war
C a financial burden on both the North and the South
Copyright © 2006 by the Oklahoma State Department of Education
D a major turning point in the Civil War
34
End-of-Instruction U.S. History Item Specifications
PASS Standard:
Standard 2: The student will analyze causes, key events, and effects of the Civil War era.
PASS Objective:
Objective 5: Relate the basic provisions and postwar impact of the 13th, 14th, and 15th Amendments to
the Constitution.
Item Specifications:
Emphasis:
Demonstrate knowledge of the “Civil War Amendments” to the Constitution and their postwar application.
Format:
Students will be asked to demonstrate familiarity with the Civil War amendments.
Content Limits:
• 13th Amendment
• 14th Amendment
• 15th Amendment
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
35
Sample Test Item for Standard 2.5:
Depth-of-Knowledge: 1
Correct Answer: B
What is the purpose of the Fifteenth Amendment?
A to make slavery illegal
B to protect the right of African Americans to vote
C to allow United States citizens to vote in other countries
D to make it easier for immigrants to become United States citizens
Sample Test Item for Standard 2.5:
Depth-of-Knowledge: 2
Correct Answer: C
Which event resulted directly from the signing of the Emancipation
Proclamation?
A the seizure of Union funds
B the surrender of the Confederacy
C the passage of the 13th Amendment
Sample Test Item for Standard 2.5:
Depth-of-Knowledge: 3
Correct Answer: B
The Thirteenth, Fourteenth, and Fifteenth Amendments to the
Constitution all
A enacted limits on presidential powers
B increased legal protections for African Americans
C nullified certain provisions of previous amendments
D extended voting rights to different groups of United States citizens
36
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
D the election of Abraham Lincoln as president
PASS Standard:
Standard 2: The student will analyze causes, key events, and effects of the Civil War era.
PASS Objective:
Objective 6: Evaluate the continuing impact of Reconstruction policies on the South, including southern
reaction (e.g., sharecropping, Black Codes, Ku Klux Klan, Plessy v. Ferguson, and Jim
Crow laws).
Item Specifications:
Emphasis:
Demonstrate knowledge regarding the impact of and reaction to Reconstruction policies on the South.
Format:
Students will be asked to demonstrate familiarity with Reconstruction.
Content Limits:
• Impact of Reconstruction policies on the South
• Southern reaction during Reconstruction
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
37
Sample Test Item for Standard 2.6:
Depth-of-Knowledge: 1
Correct Answer: A
Which Supreme Court decision ruled in favor of racial segregation
under the “separate but equal” clause?
A Plessy v. Ferguson
B Dred Scott v. Sanford
C University of California Regents v. Bakke
D Brown v. Board of Education of Topeka, Kansas
Sample Test Item for Standard 2.6:
Depth-of-Knowledge: 2
Correct Answer: A
All persons born or naturalized in the United States . . . are citizens of
the United States and of the State wherein they reside. No State shall
make or enforce any law which shall abridge the privileges or
immunities of citizens of the United States.
—14th Amendment, Section 1
What is the main purpose of this section of the amendment?
Copyright © 2006 by the Oklahoma State Department of Education
A to prohibit racial discrimination
B to guarantee the civil rights of immigrants
C to increase the political rights of women
D to assist the efforts of settlers in the west
38
End-of-Instruction U.S. History Item Specifications
Sample Test Item for Standard 2.6:
Depth-of-Knowledge: 3
Correct Answer: C
If any apprentice shall leave the employment of his or her master or
mistress without his or her consent, said master or mistress may pursue
and recapture said apprentice and bring him or her before any justice of
the peace of the county, whose duty it shall be to remand [return] said
apprentice to the service of his or her master or mistress.
All freedmen . . . over the age of eighteen years found . . . with no lawful
employment or business, or found unlawfully assembling themselves
together either in the day or nighttime, and all white persons . . .
associating with freedmen . . . on terms of equality . . . shall be deemed
vagrants; and, on conviction thereof, shall be fined . . . and imprisoned.
—Mississippi Black Codes, 1865
Based on the excerpts, it can be concluded that the codes were meant to
A force the newly freed slaves to migrate North
B help former slaves adjust to their new status as free people
C continue the economic and social restrictions previously placed on slaves
Copyright © 2006 by the Oklahoma State Department of Education
D use the freedmen to aid in the economic and political revival of the South
End-of-Instruction U.S. History Item Specifications
39
PASS Standard:
Standard 3: The student will analyze the impact of immigration and the Westward Movement on
American society.
PASS Objective:
Objective 1: Detail the contributions of various immigrant, cultural, and ethnic groups (e.g., Irish, Chinese,
Italians, and Germans).
Item Specifications:
Emphasis:
Demonstrate an understanding of various immigrant groups and the effects they had during the nineteenth
and twentieth centuries.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
• Immigrant groups from Europe and Asia from 1850 to 1930
• Reasons for immigration, employment, and settlement patterns
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
40
End-of-Instruction U.S. History Item Specifications
Sample Item for Standard 3.1:
Depth-of-Knowledge: 1
Correct Answer: B
How did Chinese and Irish immigrants in the mid-1800s contribute to the
development of a transcontinental railroad system?
A by funding its construction and maintenance
B by providing low-cost labor for its construction
C by lobbying Congress for approval of its construction
D by granting permission for its construction on privately owned land
Sample Test Item for Standard 3.1:
Depth-of-Knowledge: 2
Correct Answer: D
Which statement is true about immigrants to the United States in the
late 1800s ?
A They settled mainly in rural areas.
B They came mostly from Africa and Asia.
Copyright © 2006 by the Oklahoma State Department of Education
C They were drafted to fight in the Civil War.
D They helped industrialize the nation’s economy.
End-of-Instruction U.S. History Item Specifications
41
Oklahoma US History
EOI/Batch 6
4/19/05 KQB, 4/27/05 DJB; 6-10-05 LL
Sample Test Item for Standard 3.1:
Depth-of-Knowledge: 3
Correct Answer: C
Some Achievements of
Irish Immigrants to the United States
• In 1855, 30% of the police in New York City were Irish immigrants.
• Beginning in the 1880s, Mary Harris, later called “Mother Jones,” fought
for the rights of poor workers by organizing workers and founding the
Social Democratic Party.
• In 1880, William R. Grace became the first Irish mayor of New York City.
• In 1884, Hugh O'Brien became the first Irish mayor of Boston.
Which conclusion can be drawn from the information?
A Some Irish immigrants became influential in the business world.
B Irish immigrants rarely had any interaction with other ethnic groups.
C Some Irish immigrants became important figures in their communities.
Copyright © 2006 by the Oklahoma State Department of Education
D Irish immigrants impacted only the lives of people living in urban areas.
42
End-of-Instruction U.S. History Item Specifications
PASS Standard:
Standard 3: The student will analyze the impact of immigration and the Westward Movement on
American society.
PASS Objective:
Objective 3: Investigate changes in the domestic policies of the United States relating to immigration.
Item Specifications:
Emphasis:
Demonstrate knowledge of how and why the United States changed its immigration policy from 1850 to
1930.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
• Chinese Exclusion Act
• Rise of nativism
• Establishment of Ellis Island
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
43
Sample Test Item for Standard 3.3:
Depth-of-Knowledge: 1
Correct Answer: D
Why did the United States begin to use quota laws for immigration in the
early 1900s ?
A to allow only middle class European immigrants to enter the United States
B to allow only 10 percent of any ethnic group to immigrate to the United States
C to allow only healthy immigrants who could speak fluent English into the
United States
D to allow only a certain number of immigrants with a given ethnic background
into the United States
Sample Test Item for Standard 3.3:
Depth-of-Knowledge: 2
Correct Answer: B
Which best explains trends in European immigration to the United States
after 1910 ?
A Prosperity in the United States encouraged many Europeans to emigrate.
C Economic prosperity in Europe meant that few people left Europe for the
United States.
D The industrialization of the United States economy failed to attract
European farmers.
44
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
B The United States government set quotas in order to restrict the number of
immigrants.
Sample Test Item for Standard 3.3:
Depth-of-Knowledge: 3
Correct Answer: B
Be it enacted by the Senate and House of Representatives of the United
States of America in Congress assembled, That . . . the coming of Chinese
laborers to the United States be . . . suspended; and during such
suspension it shall not be lawful for any Chinese laborer to come . . .
[and] to remain within the United States.
—Chinese Exclusion Act, May 1882
Which of these was most likely the reason for passing the Act?
A The cities on the West Coast could not keep up with the growing
population rate.
B American workers on the West Coast saw the Chinese as competitors for
their jobs.
C Immigration was being restricted from all countries because of an oversupply
of labor.
Copyright © 2006 by the Oklahoma State Department of Education
D The Chinese were becoming United States citizens at a higher rate than
other immigrants.
End-of-Instruction U.S. History Item Specifications
45
PASS Standard:
Standard 3: The student will analyze the impact of immigration and the Westward Movement of
American society.
PASS Objective:
Objective 4: Compare and contrast the attitudes toward Native American groups as exhibited by federal
Indian policy (e.g., establishment of reservations, assimilation, and the Dawes Act) and actions
of the United States Army, missionaries, and settlers.
Item Specifications:
Emphasis:
Demonstrate knowledge of how Native American life changed in the late nineteenth century.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other source materials.
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
46
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
Content Limits:
• Indian wars
• Establishment of reservations
• Assimilation
• Dawes Act
Sample Test Item for Standard 3.4:
Depth-of-Knowledge: 1
Correct Answer: B
Which statement is true about the Dawes Act of 1887 ?
A It forced Native Americans to move north
B It redistributed Native American land into individual plots.
C It allowed Native Americans to reclaim land they previously owned.
D It required Native Americans to pay taxes to the federal government.
Sample Test Item for Standard 3.4:
Depth-of-Knowledge: 2
Correct Answer: A
Copyright © 2006 by the Oklahoma State Department of Education
An act to provide for the allotment of lands [individual and separate
ownership] to Indians on the various reservations, and to extend the
protection of laws of the United States and the Territories over the
Indians . . . .
Be it enacted by [Congress] . . . that in all cases where any tribe or band of
Indians has been . . . located upon any reservation created for their use . . .
the President of the United States . . . is authorized whenever in his opinion
any reservation or any part thereof of such Indians is advantageous for
agricultural and grazing purposes . . . to allot the lands . . . as follows:
To each head of a family, one-quarter of a section . . . .
—excerpt from the Dawes Act, 1887
In what way did the federal government, as shown by the Dawes Act,
impact the Native American groups?
A changed their way of life
B increased their political sovereignty
C increased their economic independence
D improved their right to regain tribal lands
End-of-Instruction U.S. History Item Specifications
47
4
Based on the photographs, which phrase describes a main objective of
the school?
A to train Native Americans to become tribal leaders
B to help Native Americans become United States citizens
C to assist Native Americans in adjusting to reservation life
D to impose the dominant American culture on Native Americans
4
Photographs of three Lakota boys at Carlisle Indian School (Native American dress and school
uniforms), National Anthropological Archives, Smithsonian Institution/ 57,489 and 57, 49.
48
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
Sample Test Item for Standard 3.4:
Depth-of-Knowledge: 3
Correct Answer: D
PASS Standard:
Standard 4: The student will examine the effects of the Industrial Revolution* on the economy of the
United States.
PASS Objective:
Objective 1: Identify the impact of new inventions and industrial production methods, including new
technologies in transportation and communication.
Item Specifications:
Emphasis:
Demonstrate knowledge of technological innovations and their impact.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, and other source materials.
Content Limits:
Technology and innovations from 1850–1920
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
*The Industrial Revolution referred to in Standard 4 refers to the second industrial revolution in the
United States, which began in the late 1800s. Items may refer to this period as industrialization.
End-of-Instruction U.S. History Item Specifications
49
Sample Test Item for Standard 4.1:
Depth-of-Knowledge: 1
Correct Answer: B
Which invention contributed directly to the end of the Pony Express?
A radio
B telegraph
C steam engine
D clipper ship
Sample Test Item for Standard 4.1:
Depth-of-Knowledge: 2
Correct Answer: B
Which phrase describes an immediate result of new production methods
used during the industrialization of the late 1800s ?
A an increase in the cost of goods
B an increase in demand for unskilled workers
C an increase in the amount workers were paid
Copyright © 2006 by the Oklahoma State Department of Education
D an increase in the amount of time to build products
50
End-of-Instruction U.S. History Item Specifications
1880job_EOIh_w05OK.eps
EOI U.S. history, Batch 5
04.12.05
cc;Item
4-20-05
LL; 4-27-05
Sample
Test
for Standard
4.1: LL; 5-4-05 LL; 5-11-05 LL; 6-10-05 LL
Depth-of-Knowledge: 3
Correct Answer: D
Distribution of Occupations
by Type in the United States
5% Professional
15% Professional
9% Services
10%
Trade
25%
Industrial
51%
Agricultural
12%
Services
14%
Trade
1880
26%
Agricultural
33%
Industrial
1920
Which is the main reason for the percent change in agricultural jobs as
shown in the graphs?
A significant shifts in the demands for farm products
Copyright © 2006 by the Oklahoma State Department of Education
B immigration restrictions that favored the Europeans
C substantial changes in imports of foreign farm products
D increased farm productivity accompanied by industrial growth
End-of-Instruction U.S. History Item Specifications
51
PASS Standard:
Standard 4: The student will examine the effects of the Industrial Revolution* on the economy of the
United States.
PASS Objective:
Objective 2: Evaluate the significance of immigration on the labor supply and the movement to organize
workers.
Item Specifications:
Emphasis:
Demonstrate knowledge of the effect of immigration on the labor supply and examine the rise in labor
unions.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
• Growth of the labor pool
• Rise of the labor movement
*The Industrial Revolution referred to in Standard 4 refers to the second industrial revolution in the
United States, which began in the late 1800s. Items may refer to this period as industrialization.
52
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
Sample Test Item for Standard 4.2:
Depth-of-Knowledge: 1
Correct Answer: D
How did the spread of the factory system in the United States affect
immigration?
A Immigration was limited and wages increased.
B Immigration decreased due to a surplus of workers.
C Large numbers of immigrants were settling in rural areas.
D Large numbers of immigrants provided a cheap labor supply.
Sample Test Item for Standard 4.2:
Depth-of-Knowledge: 2
Correct Answer: C
Which statement is true about immigrants to the United States in the
late 1800s ?
A Most immigrants settled in rural areas.
B Immigrants enjoyed equal opportunity with other Americans.
C Immigrants provided labor that allowed the nation to industrialize.
Copyright © 2006 by the Oklahoma State Department of Education
D Most immigrants possessed wealth that allowed them to start businesses.
End-of-Instruction U.S. History Item Specifications
53
Oklahoma EOI
Grade EOI, U. S. History, Batch 6, Phase Winter, Year 2004
5/14/04 ah, 5/24/04 ah, 5/25/04 ah, 6/21/04 BAW
Number of Immigrants
(in millions)
Sample Test Item for Standard 4.2:
Depth-of-Knowledge: 3
Correct Answer: D
Immigration to the
United States, 1861–1900
10
8
6
4
2
0
1860s 1870s 1880s 1890s 1900s
Decade
Source: US Citizenship and Immigration Service
Which of these contributed most to the immigration trend shown
in the graph?
A the abolition of slavery
B the growth of small farms
C the need for skilled workers
Copyright © 2006 by the Oklahoma State Department of Education
D the development of large-scale production
54
End-of-Instruction U.S. History Item Specifications
PASS Standard:
Standard 4: The student will examine the effects of the Industrial Revolution* on the economy of the
United States.
PASS Objective:
Objective 3: Describe the effects of the “muckrakers” and reform movements (e.g., women’s suffrage and
temperance) that resulted in government policies affecting child labor, wages, working
conditions, trade, monopolies, taxation, and the money supply.
Item Specifications:
Emphasis:
Understand the efforts of reformers, their reform movements, and the changes they brought about.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
• Effects of “muckrakers” and reform movements
• Changes in government policy
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
*The Industrial Revolution referred to in Standard 4 refers to the second industrial revolution in
the United States, which began in the late 1800s. Items may refer to this period as industrialization.
End-of-Instruction U.S. History Item Specifications
55
Sample Test Item for Standard 4.3:
Depth-of-Knowledge: 1
Correct Answer: C
What federal act was prompted by Upton Sinclair’s revealing book,
The Jungle?
A the 16th Amendment
B the Underwood Tariff
C the Meat Inspection Act
D the Clayton Anti-Trust Act
FedActs_EOIh_s05OK.eps
OK EOI U.S. History
Sample
Test
Batch
2 Item for Standard 4.3:
Depth-of-Knowledge:
2
Spring 2005
Correct
Answer:
06/29/04
sc B
Some Federal Legislation, 1906–1914
Act
Provision
1906
Food and Drug Act
Established laws to protect consumers
from unsafe medicines and foods
1906
Meat Inspection Act
Required meat inspection of cattle and
other animals
1914
Federal Trade
Commision Act
Created a commission that enforced
laws of fair business practices
Which action had the greatest effect on the passage of these acts?
A lawsuits by consumers regarding the actions of businesses
B actions of social reformers that led to increased public awareness of social
problems
C pressure from foreign trading partners over the safety of United States
products
D government concern that a lack of consumer confidence would harm the
United States economy
56
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
Date
Sample Test Item for Standard 4.3:
Depth-of-Knowledge: 3
Correct Answer: A
“The tremendous and highly complex industrial development which
went on . . . during the latter half of the nineteenth century brings us face
to face at the beginning of the twentieth century with very serious social
problems. The old laws, and the old customs . . . are no longer sufficient.”
—President Theodore Roosevelt, 1901
Which group would share President Roosevelt’s opinion?
A muckrakers
B isolationists
C expansionists
Copyright © 2006 by the Oklahoma State Department of Education
D carpetbaggers
End-of-Instruction U.S. History Item Specifications
57
PASS Standard:
Standard 4: The student will examine the effects of the Industrial Revolution* on the economy of the
United States.
PASS Objective:
Objective 5: Evaluate the rise of the Progressive Movement in relation to political changes at the national
and state levels (e.g., workers’ compensation, the direct primary, initiative petition, referendum,
and recall)
Item Specifications:
Emphasis:
Demonstrate knowledge of progressive reforms and of individuals and groups contributing to progressivism.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
*The Industrial Revolution referred to in Standard 4 refers to the second industrial revolution in
the United States, which began in the late 1800s. Items may refer to this period as industrialization.
58
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
Content Limits:
• Conservation of natural resources
• Voting reforms
• Workplace protections
• Progressive causes
• Increased political strength of third parties
Sample Test Item for Standard 4.5:
Depth-of-Knowledge: 1
Correct Answer: C
Which Progressive Era reform affected elections at the federal level?
A initiative
B recall laws
C 17th Amendment
Copyright © 2006 by the Oklahoma State Department of Education
D 18th Amendment
End-of-Instruction U.S. History Item Specifications
59
Reforms_EOIh_04-05OK.eps
Oklahoma_History, Batch 4
5/21/04
bf Item for Standard 4.5:
Sample
Test
Depth-of-Knowledge: 2
Correct Answer: B
Some Progressive Era Reforms
Year
Reform
Effect
Initiative and Referendum
By means of petition, citizens may
propose legislation; they may also have
a proposed law put to a popular vote.
(First adopted as an amendment to the
Oregon state constitution)
1903
Recall
Voters are able to remove an elected
official from office before the end of
a term. (First incorporated into the Los
Angeles charter)
1913
Seventeenth Amendment
United States senators are elected by
popular vote, instead of by state
legislatures.
1902
A allow voters to repeal state and federal laws
B make elected officials more responsive to citizens
C reduce restrictions on the actions of elected officials
D prohibit third-party candidates from running for political office
Depth-of-Knowledge: 3
Correct Answer: A
The reforms in the table are meant to
A make government more democratic
B increase the power of state legislatures
C increase the influence of political parties
D change the structure of the federal government
60
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
What are the reforms in the table designed to do?
PASS Standard:
Standard 5: The student will analyze the changing role of the United States in world affairs at the turn of
the twentieth century.
PASS Objective:
Objective 1: Identify the goals of imperialism, explaining its impact on developed and developing nations.
Item Specifications:
Emphasis:
Understand the goals and policy of imperialism, such as the Open Door policy and the annexation of
Hawaii.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
• Goals of imperialism
• Impact of imperialism on developed and developing nations
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
61
Sample Test Item for Standard 5.1:
Depth-of-Knowledge: 1
Correct Answer: A
What was the goal of the United States during the Age of Imperialism?
A acquiring foreign markets
B isolation from other powers
C dominating all other nations
Copyright © 2006 by the Oklahoma State Department of Education
D neutrality in overseas conflicts
62
End-of-Instruction U.S. History Item Specifications
Sample Test Item for Standard 5.1:
Depth-of-Knowledge: 2
Correct Answer: B
“Despite a superior geographical location, the United States is . . . unready
to assert its influence. . . . Whether they will or not, Americans must now
begin to look outward. The growing production of the country demands it.”
—Admiral Alfred T. Mahan, 1890
“The United States have always protested . . . international law which
permits the [domination] of the weak by the strong. A self-governing state
cannot accept sovereignty over an unwilling people.”
—the American Anti-Imperialist League, 1890s
The quotations are arguments for and against the
A formation of a league of nations to prevent future wars
B expansion of United States political and economic power abroad
C restriction of immigrants to protect the jobs of domestic workers
Copyright © 2006 by the Oklahoma State Department of Education
D creation of a United States agency to provide relief for natural disaster
victims
Sample Test Item for Standard 5.1:
Depth-of-Knowledge: 3
Correct Answer: B
Which event was most likely a major point of disagreement between
the authors?
A the declaration of war on Germany
B the annexation of the Hawaiian Islands
C the abolition of slavery around the world
D the organization of a league of nations
End-of-Instruction U.S. History Item Specifications
63
PASS Standard:
Standard 5: The student will analyze the changing role of the United States in world affairs at the turn of
the twentieth century.
PASS Objective:
Objective 2: Identify the role of the Spanish-American War in the development of the United States as a
world power.
Item Specifications:
Emphasis:
Understand the effect of the Spanish-American War on the expansion of the United States, such as scope of
military and political power.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
Effect of the Spanish-American War
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
64
End-of-Instruction U.S. History Item Specifications
Sample Test Item for Standard 5.2:
Depth-of-Knowledge: 1
Correct Answer: B
After which war did the United States first emerge as an imperialistic world
power?
A Civil War
B Spanish-American War
C World War I
D World War II
Sample Test Item for Standard 5.2:
Depth-of-Knowledge: 2
Correct Answer: C
Which statement explains an immediate effect of the Spanish-American
War on the United States?
A It gained Texas, California, and the New Mexico territories from Mexico.
B It developed a policy of containment to stop the spread of communism.
Copyright © 2006 by the Oklahoma State Department of Education
C It was given control over territories in the Pacific Ocean and the
Caribbean Sea.
D It experienced a deep economic depression as war-time production of goods
slowed.
End-of-Instruction U.S. History Item Specifications
65
Oklahoma US History
EOI/Batch 6
4/20/05 KQB, 4/27/05 DJB; 5-4-05 LL; 5-11-05 LL; 5-16-05 LL
6/30/05Sample
me Test Item for Standard 5.2:
Depth-of-Knowledge: 3
Correct Answer: A
Events Surrounding the Spanish-American War
August 1896
Cuban War for Independence begins.
Revolt in the Philippines begins.
December 1897
President McKinley asks Congress for aid to Cuba.
February 1898
Battleship U.S.S. Maine explodes in Havana Harbor.
April 1898
Congress declares war on Spain.
May 1898
U.S. defeats Spanish fleet in the Philippines.
June 1898
U.S. troops land in Cuba.
July 1898
August 1898
December 1898
Spain surrenders in Santiago, Cuba.
Spain signs armistice and the U.S. army occupies Manila.
Treaty of Paris gives Cuba independence and annexes
Puerto Rico, Guam, and the Philippines to the U.S.
What happened as a result of the Spanish-American War?
A The United States rose to prominence as a global military power.
B Spain retained its control of its empire, and the United States’ global power
was diminished.
C The United States established a military alliance with Spain to share
governorship of its empire.
D United States citizens were so disillusioned by the outcome of the war that the
nation retreated into isolationism.
66
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
February 1895
PASS Standard:
Standard 5: The student will analyze the changing role of the United States in world affairs at the turn of
the twentieth century.
PASS Objective:
Objective 3: Evaluate the role of United States foreign policy and presidential leadership in the construction
of a canal in Panama.
Item Specifications:
Emphasis:
Understand the role of the United States in the building of the Panama Canal.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
• Reasons for United States involvement in locating a canal in Central America
• Actions of President Theodore Roosevelt regarding the Panama Canal
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
67
Sample Test Item for Standard 5.3:
Depth-of-Knowledge: 1
Correct Answer: C
Why did the United States want to build a canal across the Isthmus of Panama?
A to promote its military goals and conquer other nations
B to maintain its isolationist goal to protect United States waters
C to support its imperialistic goals of expanding United States security and
prosperity
D to help its humanitarian goals by opening a route to send aid to Latin
America and Asia
Sample Test Item for Standard 5.3:
Depth-of-Knowledge: 2
Correct Answer: D
“I took the [Panama] Canal Zone and let Congress debate; and while the
debate goes on the canal does also.”
—President Theodore Roosevelt, 1911
Which topic caused the debate in Congress described in the quotation?
A the financial cost of acquiring the canal zone area
C the engineering difficulties faced during the construction of the canal
D the aggressive tactics used in securing the land for the canal zone area
Sample Test Item for Standard 5.3:
Depth-of-Knowledge: 3
Correct Answer: B
Which statement best describes how the building of the Panama Canal and
the transcontinental railroad were similar?
A They were built outside the United States.
B They united regions that had been previously separated.
C They were built in areas where yellow fever was widespread.
D They expanded the amount of land controlled by the United States.
68
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
B the amount of foreign labor used in constructing the canal
PASS Standard:
Standard 5: The student will analyze the changing role of the United States in world affairs at the turn of
the twentieth century.
PASS Objective:
Objective 4: Describe the strengths and weaknesses of Theodore Roosevelt’s “Big Stick Diplomacy.”
Item Specifications:
Emphasis:
The student will demonstrate an understanding of “Big Stick Diplomacy.”
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
“Big Stick Diplomacy”
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
69
Sample Test Item for Standard 5.4:
Depth-of-Knowledge: 1
Correct Answer: B
What was the purpose of President Theodore Roosevelt’s “Big Stick
Diplomacy”?
A the loaning of military technology to United States allies
B the exercise of international police power by the United States
C the use of economic sanctions against enemies of the United States
D the withdrawal of the United States from international organizations
Sample Test Item for Standard 5.4:
Depth-of-Knowledge: 2
Correct Answer: D
A weakness of Roosevelt’s “Big Stick Diplomacy” was that
A the United States became responsible for the creation of the Panama Canal
B the United States prevented European intervention in the Western
Hemisphere
D United States military forces became responsible for enforcing foreign policy
in Central America
70
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
C United States citizens were prohibited from purchasing products from
European countries
Sample Test Item for Standard 5.4:
Depth-of-Knowledge: 3
Correct Answer: C
How did Theodore Roosevelt’s “Big Stick Diplomacy” affect feelings about
the United States throughout Latin America?
A Latin American nations were grateful to have the powerful United States
supporting them.
B Nations of Latin America were resentful of United States interference in
their affairs from the outset.
C Latin American nations were neutral at first, but then grew increasingly
resentful toward the United States.
Copyright © 2006 by the Oklahoma State Department of Education
D Nations of Latin America were suspicious at first, but then became so
appreciative that they did not mind United States interference.
End-of-Instruction U.S. History Item Specifications
71
PASS Standard:
Standard 5: The student will analyze the changing role of the United States in world affairs at the turn of
the twentieth century.
PASS Objective:
Objective 5: Analyze the causes and effects of United States involvement in World War I.
Item Specifications:
Emphasis:
Demonstrate an understanding of involvement in World War I.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
• Factors leading the United States into World War I
• Effects of World War I on the United States
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
72
End-of-Instruction U.S. History Item Specifications
Sample Test Item for Standard 5.5:
Depth-of-Knowledge: 1
Correct Answer: A
How did United States involvement in World War I affect some Americans?
A Many women entered the workforce.
B Many children left school to work in factories.
C Many African Americans migrated to Southern cities.
D Many people were unemployed, and the United States economy suffered.
Sample Test Item for Standard 5.5:
Depth-of-Knowledge: 2
Correct Answer: A
The Zimmerman Note
Copyright © 2006 by the Oklahoma State Department of Education
On the first of February we intend to begin submarine warfare
unrestricted. In spite of this, it is our intention to endeavor to keep
neutral the United States of America.
If this attempt is not successful, we propose an alliance on the following
basis with Mexico: That we shall make war together and together make
peace. We shall give general financial support, and it is understood that
Mexico is to reconquer the lost territory in New Mexico, Texas, and
Arizona.
—Arthur Zimmerman, German Ambassador to Mexico
Which action by the United States government was influenced by
this statement?
A declaration of war against Germany
B increased intervention in Latin American nations
C protection of United States interests in the Philippines
D sending of troops to fight in the Spanish-American War
End-of-Instruction U.S. History Item Specifications
73
Sample Test Item for Standard 5.5:
Depth-of-Knowledge: 3
Correct Answer: B
“America’s present need is not heroics, but healing; not nostrums
[ineffective remedies], but normalcy; not revolution, but restoration; not
agitation, but adjustment; not surgery, but serenity; not the dramatic,
but the dispassionate; . . . not submergence in internationality, but
sustainment in triumphant nationality.”
—Warren G. Harding, 1920 campaign speech
In the election of 1920, President Harding won by a landslide. Based on his
speech above, after World War I, the American people were most likely
inclined to
A encourage toleration of radical political activities
B endorse the reduction in arms to avoid a naval arms race
C support the continuation of the reforms of the Progressive Era
Copyright © 2006 by the Oklahoma State Department of Education
D send relief aid to Germany and other countries devastated in the war
74
End-of-Instruction U.S. History Item Specifications
PASS Standard:
Standard 5: The student will analyze the changing role of the United States in world affairs at the turn of
the twentieth century.
PASS Objective:
Objective 6: Examine the rationale for the failure of the United States to join the League of Nations and
the nation’s return to isolationism.
Item Specifications:
Emphasis:
Demonstrate the causes and effects of the nation’s return to isolationism.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
• Reasons the United States failed to join the League of Nations
• Reasons for post-World War I policy of isolationism
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
75
Sample Test Item for Standard 5.6:
Depth-of-Knowledge: 1
Correct Answer: C
Why did the United States retreat into isolationism after World War I?
A Congress wanted to end trade with other nations.
B The United States wanted to focus on Progressive reforms.
C United States citizens were disillusioned about the outcome of the war.
D The United States had failed to meet its goal to obtain new territory during
the war.
Sample Test Item for Standard 5.6:
Depth-of-Knowledge: 2
Correct Answer: C
The League of Nations served as a model for the United Nations, which was
formed after World War II. What does the timing of the creation of these two
organizations suggest?
A The United States was too busy with domestic problems to join either
organization.
C The value of peace organizations is often realized only after an intense war.
D Most countries tend towards a policy of neutrality following a war.
76
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
B Defeated countries are usually forced to join international organizations.
Sample Test Item for Standard 5.6:
Depth-of-Knowledge: 3
Correct Answer: C
The Members of the League undertake to respect and preserve as against
external aggression the territorial integrity and existing political
independence of all Members of the League. In case of any such
aggression or in case of any threat or danger of such aggression the
Council shall advise upon the means by which this obligation shall be
fulfilled.
—excerpt from the Covenant of the League of Nations, 1924
According to the excerpt, which issue became the underlying reason for the
United States’ failure to join the League of Nations?
A the lack of support from the general public
B the high cost of maintaining an armed force
C the fear of being dragged into another European war
Copyright © 2006 by the Oklahoma State Department of Education
D the belief that the other League members were too weak
End-of-Instruction U.S. History Item Specifications
77
PASS Standard:
Standard 6: The student will describe the social, cultural, economic, and technological ideas and events
in the United States in the era between the World Wars.
PASS Objective:
Objective 1: Evaluate literature, music, dance, and forms of entertainment, including the Harlem
Renaissance, the Jazz Age, and “talkies.”
Item Specifications:
Emphasis:
Demonstrate knowledge of the social and cultural history of the period between the two World Wars.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, letters,
or other prompt materials.
Content Limits:
Social and cultural history during the 1920s and 1930s
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
78
End-of-Instruction U.S. History Item Specifications
Sample Test Item for Standard 6.1:
Depth-of-Knowledge: 1
Correct Answer: C
Which definition best describes a flapper of the 1920s ?
A a female supporter of civil rights
B a female supporter of voting rights
C a female supporter of social freedoms
D a female supporter of employment rights
Sample Test Item for Standard 6.1:
Depth-of-Knowledge: 2
Correct Answer: C
What influence did the Harlem Renaissance have on American society in the
1920s ?
A It led to renewed efforts to improve living conditions in urban areas.
B It resulted in increased numbers of new political parties being formed.
C It increased the recognition of the art and music of African American artists.
Copyright © 2006 by the Oklahoma State Department of Education
D It increased the number of European immigrants moving to cities in the North.
End-of-Instruction U.S. History Item Specifications
79
MovieText_h_w04OKEOI.eps
Oklahoma End of Course
History,
Batch
6
Sample
Test Item
for Standard
6.1:
G2, 5-27-04 KJZ, 6/19/04 BAW, 9/7/04 sc
5-11-04 KJZ, 5-19-04
Depth-of-Knowledge:
3
Correct Answer: D
Movie theaters enjoyed a burst of
popularity during the 1920s. When the
Great Depression hit in 1929, many
theaters went out of business and movie
companies lost money. However, in the
mid-1930s, movie theaters prospered
again, offering new types of movies that
appealed to the public. Horror movies,
such as Dracula (1931), were popular, as
were comedies and musicals.
Unemployed men attend the
morning movies in Oklahoma City,
Oklahoma. (1937) 5
Based on the information, movie theatres prospered in the 1930s because
A most people were now fully employed
B movies captured the serious issues of the times
C the country had recovered from the effects of the depression
5
Photograph of idle men attending the morning movies, Oklahoma City, Oklahoma, Library of
Congress, Prints & Photographs Division, Dorothea Lange, photographer, LC-USF34-017049-E
DLC.
80
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
D movies offered people a temporary escape from their problems
PASS Standard:
Standard 6: The student will describe the social, cultural, economic, and technological ideas and events
in the United States in the era between the World Wars.
PASS Objective:
Objective 2: Investigate the long-term effects of reform movements, such as women’s suffrage and
prohibition (e.g., the 18th, 19th, and 21st Amendments to the Constitution).
Item Specifications:
Emphasis:
Demonstrate knowledge of the social and cultural history of the period between the two World Wars.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, letters,
or other prompt materials.
Content Limits:
• 18th Amendment
• 19th Amendment
• 21st Amendment
• Major reform movements
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
81
Sample Test Item for Standard 6.2:
Depth-of-Knowledge: 1
Correct Answer: D
Which amendment to the United States Constitution ended the era of
Prohibition?
A Amendment 18
B Amendment 19
C Amendment 20
D Amendment 21
Sample Test Item for Standard 6.2:
Depth-of-Knowledge: 2
Correct Answer: D
A long-term effect of the Progressive Era reform movements was that
A citizens were prohibited from joining unions.
B the government acquired new territories overseas
C the government prevented the growth of new industries
Copyright © 2006 by the Oklahoma State Department of Education
D citizens were granted more rights under the constitution
82
End-of-Instruction U.S. History Item Specifications
Sample Test Item for Standard 6.2:
Depth-of-Knowledge: 3
Correct Answer: C
“It is impossible to tell whether prohibition is a good thing or a bad thing.
It has never been enforced in this country.”
“The liquor traffic is going on just the same.”
—testimony of Fiorella H. LaGuardia before the United States Senate,
a New York Representative, 1926
“The conditions . . . where there is no State enforcement law, which is
required by the eighteenth amendment . . . are bad. The only remedy, it
seems to us, as women, is not a change of law which is satisfactory to the
majority of the States, but to do what the Constitution requires to make
the law enforceable. Perhaps we as women, not being in the position to
select men who should administer these laws trusted too much and
needed the awakening which has come.”
—testimony of Mrs. Henry W. Peabody before the United States Senate,
President of the Women’s National Committee
for Law Enforcement, 1926
According to the quotations, LaGuardia and Peabody agreed that
Copyright © 2006 by the Oklahoma State Department of Education
A prohibition led to a better standard of living
B prohibition led to an increase in illegal activity
C prohibition laws were not being strictly enforced
D prohibition of alcohol sales should be kept in place
End-of-Instruction U.S. History Item Specifications
83
PASS Standard:
Standard 6: The student will describe the social, cultural, economic, and technological ideas and events in
the United States in the era between the World Wars.
PASS Objective:
Objective 3: Analyze the impact of the automobile, and urban and rural electrification on society.
Item Specifications:
Emphasis:
Demonstrate knowledge of the economic and technological developments of the period between the two
World Wars.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, letters,
or other prompt materials.
Content Limits:
• Impact of automobiles
• Impact of electrification
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
84
End-of-Instruction U.S. History Item Specifications
Sample Test Item for Standard 6.3:
Depth-of-Knowledge: 1
Correct Answer: C
Which invention had the greatest impact on the economy of the 1920s ?
A radio
B television
C automobile
D telephone
Sample Test Item for Standard 6.3:
Depth-of-Knowledge: 2
Correct Answer: A
Which factor is associated with the development of the assembly line?
A decreased costs of manufactured goods
B decreased availability of consumer goods
C increased demand for skilled labor
Copyright © 2006 by the Oklahoma State Department of Education
D increased wages for farm workers
End-of-Instruction U.S. History Item Specifications
85
AutoSales_h_w04OKEOI.eps
Oklahoma End of Course
History, Batch 4
km;6.3:
5/5/04 km
Sample Test Item for5/4/04
Standard
Depth-of-Knowledge: 3
Correct Answer: D
Automobile Sales
During the 1920s
Sales (in thousands)
4,500
4,000
3,500
3,000
2,500
2,000
1,500
1,000
500
0
29
19 8
2
19 7
2
19 6
2
19 5
2
19 4
2
19 3
2
19 2
2
19 1
2
19 0
2
19
Year
Source: Historical Statistics of the United States:
Colonial Times to 1970 (1975).
A Many people began to use public transportation during the 1920s.
B During the 1920s, people became less dependent on government programs.
C Changes in the economy during the 1920s resulted in an overall decrease in
purchasing power.
D The popularity of installment buying during the 1920s resulted in more
people being able to buy luxury items.
86
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
Which statement best explains the trend shown on the graph?
PASS Standard:
Standard 6: The student will describe the social, cultural, economic, and technological ideas and events
in the United States in the era between the World Wars.
PASS Objective:
Objective 4: Describe rising racial tensions and labor unrest common in the era (e.g., the Tulsa Race Riots
and the sit-down strikes).
Item Specifications:
Emphasis:
Demonstrate knowledge of the social, cultural, and economic history of the period between the two World
Wars.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, letters,
or other prompt materials.
Content Limits:
• Racial tensions
• Labor unrest
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
87
Sample Test Item for Standard 6.4:
Depth-of-Knowledge: 1
Correct Answer: D
After World War I ended, many strikes began to take place across the United
States. Which purpose best describes the main goal of these strikes?
A to protest children being allowed to work in factories
B to discourage other workers from joining labor unions
C to force companies to allow women to keep their jobs
D to demand higher wages and better working conditions
Sample Test Item for Standard 6.4:
Depth-of-Knowledge: 2
Correct Answer: C
Which statement describes one way sit-down strikes helped workers
obtain their demands?
A Strikers were able to decrease their dependency on labor unions.
B Management could not bring in police officers to remove the strikers.
D Strikers were able to continue working at the factory as long as the strike
continued.
Sample Test Item for Standard 6.4:
Depth-of-Knowledge: 3
Correct Answer: A
What does the riot in Tulsa, Oklahoma, in 1921 reveal about United States
society during that time period?
A There was a wave of anti-immigrant sentiment.
B There were rising racial tensions in some parts of the nation.
C Workers were demanding more benefits and shorter work hours.
D Violence against management by unions was becoming commonplace.
88
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
C Management could not bring in outside workers to take the strikers’ jobs.
PASS Standard:
Standard 6: The student will describe the social, cultural, economic, and technological ideas and events
in the United States in the era between the World Wars.
PASS Objective:
Objectives 6: Identify causes contributing to an unstable economy (e.g., the increased reliance on installment
buying, a greater willingness to speculate and buy on margin in the stock market, and
government reluctance to interfere in the economy).
Item Specifications:
Emphasis:
Demonstrate knowledge of economic activity in the period between the two World Wars.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, letters,
or other prompt materials.
Copyright © 2006 by the Oklahoma State Department of Education
Content Limits:
• Causes of economic instability
• Installment buying
• Stock market speculation
• Role of government in the economy
• Consumer attitudes and behavior
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
89
Sample Test Item for Standard 6.6:
Depth-of-Knowledge: 1
Correct Answer: A
How did consumer behavior change following World War I?
A Consumers became more willing to buy on credit.
B Consumers became more likely to save money.
C Consumers paid less attention to advertising.
D Consumers had less access to household goods.
1920web_h_03OKEOI.eps
Oklahoma US History
Sample Test Item
for 1Standard 6.6:
Batch
Depth-of-Knowledge:
5/2/03 2km
Correct Answer: C
?
Uneven distribution
of income
Increased
installment buying
Business
fluctuations
Which of these best completes the diagram?
A Secure banking system
B Increased foreign trade
C Stock market speculations
D Strict government regulations
90
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
Indications of an
unstable economy
in the late 1920s
���������������������
��������������������
����������������������������������������������������������������������
Sample Test Item for Standard 6.6:
Depth-of-Knowledge: 3
Correct Answer: B
������������������������������������������������������������������������
�������������������������������������������������������������������
�������������������������������������������������������������������
Which historical figure most likely made the statement above?
A Woody Guthrie
B Herbert Hoover
C Charles Lindbergh
Copyright © 2006 by the Oklahoma State Department of Education
D Franklin Delano Roosevelt
End-of-Instruction U.S. History Item Specifications
91
PASS Standard:
Standard 7: The student will investigate and analyze the causes and legacy of the Great Depression.
PASS Objective:
Objective 1: Examine changes in business cycles, weaknesses in key sectors of the economy, and
government economic policies in the late 1920s.
Item Specifications:
Emphasis:
Demonstrate knowledge of the economy prior to the Stock Market Crash, such as weakness in agriculture
and manufacturing.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
Economic indicators of the 1920s
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
92
End-of-Instruction U.S. History Item Specifications
Sample Test Item for Standard 7.1:
Depth-of-Knowledge: 1
Correct Answer: A
What part of the economy was the weakest during the 1920s ?
A farming
B manufacturing
C consumer goods
D service industries
Stock Volume (in shares)
Copyright © 2006 by the Oklahoma State Department of Education
Sample Test Item for Standard 7.1:
Depth-of-Knowledge: 2
Correct Answer: B
Stock Sales
1924–1929
4,000,000
3,500,000
3,000,000
2,500,000
2,000,000
1,500,000
1,000,000
500,000
0
1924 1925 1926 1927 1928 1929
Year
Which factor contributed to the trend shown on the graph?
A low demand for stocks
B buying of stocks on margin
C low confidence in the stock market
D strict government regulation of the stock market
End-of-Instruction U.S. History Item Specifications
93
Cycle_h_w04OKEOI.eps
Oklahoma End of Course
Sample Test Item for Standard 7.1:
History, Batch 6
Depth-of-Knowledge: 3
5-12-04 KJZ
Correct Answer: A
Business Cycle
Expansion
high rates of selling,
buying, production,
and employment
Upturn
increase in
business activity
Downturn
decrease in
business activity
Contraction
low rates of selling,
buying, production,
and employment
Which factor most likely contributed to the downturn in the business
cycle prior to the Stock Market Crash of 1929 ?
A overproduction of goods
B shortage of skilled laborers
D introduction of new timesaving household goods
94
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
C increased purchasing power of consumers
PASS Standard:
Standard 7: The student will investigate and analyze the causes and legacy of the Great Depression.
PASS Objective:
Objective 2: Analyze the effects of the Stock Market Crash.
Item Specifications:
Emphasis:
Demonstrate knowledge of the downturn in the stock market and its effects on the economy.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
Issues and events occurring from before October 1929 to March 1933
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
95
Sample Test Item for Standard 7.2:
Depth-of-Knowledge: 1
Correct Answer: B
Which phrase describes one effect of the Stock Market Crash of 1929 ?
A increased industrial output
B widespread unemployment
C growth in consumer demand
D repayment of European debts
Sample Test Item for Standard 7.2:
Depth-of-Knowledge: 2
Correct Answer: C
Which reason best explains why many companies failed after the Stock
Market Crash of 1929 ?
A Prices for the companies’ stocks were too high.
B Companies were unable to hire enough workers.
C Consumer money shortages led to a decline in purchases.
Copyright © 2006 by the Oklahoma State Department of Education
D Production could not keep up with the demand for goods.
96
End-of-Instruction U.S. History Item Specifications
StockCh_h_w04OKEOI.eps
Oklahoma End of Course
History, Batch 6
Sample Test Item for Standard
7.2:
2
5-12-04 KJZ, 5-19-04 G , 9/7/04 sc
Depth-of-Knowledge: 3
Correct Answer: C
The Crash
Company
High Stock Price
Sept. 3, 1929
Low Stock Price
Nov. 13, 1929
American Telephone and Telegraph
304
197
General Electric
396
General Motors
Montgomery Ward
United States Steel
Woolworth
1
4
3
72
4
7
137
8
3
261
4
3
100
8
1
4
1
168
8
36
49
1
4
150
52
1
4
Which statement explains the situation reflected in the chart?
A The price of stocks began to decrease before September of 1929.
B Investors stopped buying stocks between August and September.
Copyright © 2006 by the Oklahoma State Department of Education
C Investors who feared stock prices would decline began to sell their shares.
D The companies listed on the chart abruptly stopped offering shares of stock.
End-of-Instruction U.S. History Item Specifications
97
PASS Standard:
Standard 7: The student will investigate and analyze the causes and legacy of the Great Depression.
PASS Objective:
Objective 3: Evaluate the impact of the Great Depression, the Dust Bowl, and the New Deal economic
policies on business and agriculture, and on the American people, their culture and political
behavior.
Item Specifications:
Emphasis:
Demonstrate knowledge of the events, issues, and personalities of the Great Depression.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
• The New Deal in the 1930s
• Social changes in the 1930s
• Dust Bowl
• Political behavior
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
98
End-of-Instruction U.S. History Item Specifications
Sample Test Item for Standard 7.3:
Depth-of-Knowledge: 1
Correct Answer: C
What effect did New Deal policies have upon banking and business?
A greater market freedom
B fewer market incentives
C more government regulation
D complete government control
Sample Test Item for Standard 7.3:
Depth-of-Knowledge: 2
Correct Answer: A
“. . . I shall not evade the clear course of duty that will then confront me.
I shall ask the Congress for the one remaining instrument to meet the
crisis—broad executive power to wage a war against the emergency, as
great as the power that would be given to me if we were in fact to be
invaded by a foreign foe.”
—President Franklin D. Roosevelt, First Inaugural Address, 1933
Copyright © 2006 by the Oklahoma State Department of Education
President Roosevelt’s view led directly to which action?
A the passage of new banking laws
B the United States joining the United Nations
C the United States becoming involved in World War II
D the increased use of the military to address social problems
End-of-Instruction U.S. History Item Specifications
99
RRR_EOIh_w04OK.eps
Oklahoma EOI
Grade EOI, U. S. History, Batch13, Phase Winter, Year 2004
Sample Test Item for Standard 7.3:
5/14/04 ah, 6/22/04 BAW
Depth-of-Knowledge: 3
Correct Answer: B
New Deal Programs
Relief
Bank Holiday—
only sound banks
allowed to reopen
after federal
inspection.
Civilian Conservation
Corps—2.5 million
men put to work on
public projects.
Recovery
Reform
Agricultural
Adjustment Act—paid
farmers to reduce
production.
Social Security Act—
set up benefits for
retired workers and
the unemployed.
National Industrial
Recovery Act—set fair
prices, wages, and
hours for businesses.
Federal Deposit
Insurance
Corporation—insured
deposits against bank
failures.
The information in the chart supports the conclusion that the New Deal
A created programs that were stop-gap economic measures
B established a new role for the government in the economy
C failed to solve the problems created by the Great Depression
Copyright © 2006 by the Oklahoma State Department of Education
D recommitted the nation to the principles of laissez-faire economics
100
End-of-Instruction U.S. History Item Specifications
PASS Standard:
Standard 7: The student will investigate and analyze the causes and legacy of the Great Depression.
PASS Objective:
Standard 4: Identify the contributions of key individuals and leaders of the period (e.g., Will Rogers,
Eleanor and Franklin Roosevelt, Charles Lindbergh, and Woody Guthrie).
Item Specifications:
Emphasis:
Describe significant people who contributed to society during the Great Depression.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
Key business, government, cultural, and entertainment figures of the 1930s
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
101
Sample Test Item for Standard 7.4:
Depth-of-Knowledge: 1
Correct Answer: B
During the Great Depression, Eleanor Roosevelt helped establish the
National Youth Administration, which helped high school and college
students stay in school by giving them funds in exchange for work. The
NYA also found work for others who were not in school, but unemployed.
Stated Mrs. Roosevelt, “It is a question of the right to work, and the
right to work should know no color lines.”
According to the information, Mrs. Roosevelt hoped that the National Youth
Administration would
A teach traditional skills to women
B provide equal opportunities for all youth
C offer the unemployed a college education
D require all young people to stay in school
Some Information About Eleanor Roosevelt
•
Member of the National Consumers’ League
•
Member of the National Association for the Advancement of Colored
People
•
Chair of the United Nations Human Rights Commission
•
Chair of the National Commission on the Status of Women
Based on the information, what was a goal of Eleanor Roosevelt?
A promotion of social reform
B revision of immigration laws
C reform of the political party system
D conservation of natural resources
102
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
Sample Test Item for Standard 7.4:
Depth-of-Knowledge: 2
Correct Answer: A
FDR_EOIh_w05OK.eps
OK EOI grade _ batch 7
4/27/05 jr, 5/10/05 ps; 5-12-05 LL, 5/13/05 me
Sample Test Item for Standard 7.4:
Depth-of-Knowledge: 3
Correct Answer: A
“This law represents a cornerstone in a structure which is being built
but is by no means completed—a structure intended to lessen the
force of possible future depressions, to act as a protection to future
administrations of the Government against the necessity of going
deeply into debt to furnish relief to the needy—a law to flatten out the
peaks and valleys of deflation and of inflation—in other words, a law
that will take care of human needs and at the same time provide for
the United States an economic structure of vastly greater soundness.”
—Franklin Roosevelt, August 14, 1935
Which act was Franklin Roosevelt signing when he made this speech?
A Social Security Act
B National Housing Act
C Fair Labor Standards Act
Copyright © 2006 by the Oklahoma State Department of Education
D National Industrial Recovery Act
End-of-Instruction U.S. History Item Specifications
103
PASS Standard:
Standard 7: The student will investigate and analyze the causes and legacy of the Great Depression.
PASS Objective:
Objective 5: Assess the impact of the expanded role of government in the economy since the 1930s.
Item Specifications:
Emphasis:
Understand the shift in government’s role and its lasting influence on American society.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
Expansion of government involvement in and direction of the economy
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
104
End-of-Instruction U.S. History Item Specifications
Sample Test Item for Standard 7.5:
Depth-of-Knowledge: 1
Correct Answer: D
Why was the Federal Deposit Insurance Corporation created?
A to protect government loans to farmers
B to protect people’s retirement pensions
C to protect corporations from bankruptcy
D to protect money in people’s bank accounts
40
30
20
10
0
41
19
39
19
37
19
35
19
33
19
31
29
19
Percent of Work Force
Unemployment, 1929–1941
19
Copyright © 2006 by the Oklahoma State Department of Education
Unemployed_h_w04OKEOI.eps
Oklahoma End of Course
History,
6 Standard 7.5:
Sample
TestBatch
Item for
5-12-04 KJZ, 5-27-04
Depth-of-Knowledge:
2 KJZ
Correct Answer: D
Year
In 1933, Congress established the Federal Emergency Relief Administration
(FERA), which provided aid for the needy by funding state and local
agencies. The Civil Works Administration (CWA) and the Works Progress
Administration (WPA) provided jobs for millions of men and women.
New Deal programs helped the economy by
A raising the cost of goods and services
B creating more competition between workers
C offering volunteer work to women and children
D lowering the jobless rate and stimulating business activity
End-of-Instruction U.S. History Item Specifications
105
Sample Test Item for Standard 7.5:
Depth-of-Knowledge: 3
Correct Answer: A
Statements Regarding Relief for the Unemployed During the Depression
“I hold that . . . the proper separation of functions of the Federal and local
governments requires the maintenance of the fundamental principle
that the obligation of distress [hardship] rests upon the individuals,
upon the communities and upon the states.”
—President Herbert Hoover, 1932
“Relief funds . . . will be expended on behalf of rural families in
a manner and to an extent that will enable them to achieve selfsupport. . . . The needy unemployed living in cities and towns . . . should
receive . . . adequate assurance of means to maintain themselves. . . .
The Federal Government has no intention or desire to force either upon
the country or the unemployed themselves a system of relief which is
repugnant [offensive] to American ideals of individual self-reliance. . . .
Labor on [work programs] . . . will be confined to those needy
unemployed who can give adequate return for the unemployment
benefits which they receive.”
What do the quotations illustrate about the shift in the role of
government during this period?
A The federal government began to play a greater role in meeting the basic
needs of individuals.
B State governments became more powerful by setting up relief programs for
the unemployed.
C The federal government replaced the idea of self-reliance with generous cash
benefits for all.
D Local governments became less dependent on state and federal governments
for relief assistance.
106
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
—President Franklin Roosevelt, 1934
PASS Standard:
Standard 8: The student will analyze the major causes, events, and effects of United States involvement
in World War II.
PASS Objective:
Objective 2: Investigate appeasement, isolationism, and the war debates in the United States prior to the
outbreak of war.
Item Specifications:
Emphasis:
Demonstrate knowledge of the United States’ reluctance to involve itself in world conflicts in the 1930s.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
Events in the United States and the world preceding the American entry into the war in late 1941
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
107
Sample Test Item for Standard 8.2:
Depth-of-Knowledge: 1
Correct Answer: B
Which action by the United States demonstrates its policy of
isolationism before World War II?
A enactment of a peacetime draft law
B passage of a series of neutrality acts
C placement of an embargo on exports to Japan
D deportation of American Communist Party members
Sample Test Item for Standard 8.2:
Depth-of-Knowledge: 2
Correct Answer: C
“We have weakened ourselves for many months, and still worse, we have
divided our own people by dabbling in Europe’s wars. While we should
have been concentrating on American defense, we have been forced to
argue over foreign quarrels.”
“If we are to retain our own freedom, we must do everything within our
power to aid Britain . . . we cannot live in the world alone, without
friends and without allies. . . .We would be alone in the world, facing an
unscrupulous military economic bloc that would dominate all of Europe,
all of Africa, most of Asia, and perhaps even Russia and South America.”
—Harold Ickes, Secretary of the Interior, May 18, 1941
Based on the quotations, what was one issue in the debate over United
States involvement in World War II ?
A concern that the United States would be unsuccessful
B uncertainty as to whether assistance from the United States was wanted by
other nations
C difference of opinions as to whether the United States interests were at risk
because of the war
D disagreements over whether United States troops should be removed from
other areas in order to assist in Europe
108
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
— Charles Lindbergh, a member of
America First Committee, April 23, 1941
Sample Test Item for Standard 8.2:
Depth-of-Knowledge: 3
Correct Answer: B
“We ask only to live our own life in our own way, in friendship and
sympathy with all, in alliance with none.”
—Senator Hiram W. Johnson, 1922
In the 1930s, those who agreed with Hiram Johnson would most likely
have wanted the United States to
A pursue imperialist interests abroad
B adopt a foreign policy of isolationism
C become a member of the League of Nations
Copyright © 2006 by the Oklahoma State Department of Education
D offer military assistance to its World War I allies
End-of-Instruction U.S. History Item Specifications
109
PASS Standard:
Standard 8: The student will analyze the major causes, events, and effects of United States involvement
in World War II.
PASS Objective:
Standard 3: Evaluate the impact of preparation and mobilization for war, including the internment policies
and their effects (e.g., Korematsu v. United States).
Item Specifications:
Emphasis:
Demonstrate knowledge of changes in American society and government policy as the nation prepared for
and entered the war.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
Domestic issues relating to United States security, preparation, and mobilization for World War II
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
110
End-of-Instruction U.S. History Item Specifications
Sample Test Item for Standard 8.3:
Depth-of-Knowledge: 1
Correct Answer: B
Which statement accurately reflects what happened to Japanese Americans
as a result of internment during World War II?
A Many were forced to return to Japan after the war ended.
B Many Japanese Americans lost their businesses and homes.
C Most were released after they signed an oath of loyalty to the United States.
D No Japanese Americans were allowed to serve in U.S. armed services during
the war.
Sample Test Item for Standard 8.3:
Depth-of-Knowledge: 2
Correct Answer: B
Exclusion of those of Japanese origin was deemed necessary . . . . We
uphold the exclusion order . . . . Hardships are part of war [and] . . . we are
at war with the Japanese Empire . . . . The military urgency of the
situation demanded that all citizens of Japanese ancestry be segregated
from the West Coast temporarily . . . .
Copyright © 2006 by the Oklahoma State Department of Education
—Korematsu v. United States, 1944
—
What action by the United States government was declared
constitutional by the Supreme Court in 1944 ?
A requiring Japanese Americans to return to Japan
B forcing Japanese Americans into internment camps
C restricting the number of Japanese immigrants to the United States
D forbidding acts of discrimination against Japanese immigrants
End-of-Instruction U.S. History Item Specifications
111
IckesQuote_h_w04OKEOI.eps
Oklahoma End of Course
History, Batch 6
2
Sample
Test Item
StandardG
8.3:
, 9/7/04 sc
5-12-04
KJZ,for5-19-04
Depth-of-Knowledge: 3
Correct Answer: A
“Before the war, peoples of Japanese
ancestry were a small but valuable
element in our population. . . . Their
contributions . . . were indisputable
evidence that the majority of them
believed in America. . . . Then war
came with the nation of their
parental origin. . . . Among the
casualties of war has been
America’s Japanese minority.”
—Harold L. Ickes,
Secretary of the Interior,
July, 1944
Mrs. Naguchi and two children at
internment camp in Manzanar, California.
Photograph by Ansel Adams 6
Which event was most responsible for this situation?
A Japan’s attack on Pearl Harbor
B Japan’s occupation of Indochina
C Japanese Americans committing acts of sabotage
6
Photograph of Mrs. Naguchi and two children, Manzanar Relocation Center, Library of Congress,
Prints & Photographs Division, Ansel Adams, photographer, LC-DIG-ppprs-00246 DLC.
112
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
D Japanese Americans refusing to join the military
PASS Standard:
Standard 8: The student will analyze the major causes, events, and effects of United States involvement
in World War II.
PASS Objective:
Objective 4: Describe major battles, military turning points, and key strategic decisions in both European
and Pacific theaters.
Item Specifications:
Emphasis:
Demonstrate knowledge of events affecting the outcome of World War II.
Format:
Students will be asked to provide specific information and/or interpret maps, charts, graphs, letters, or other
prompt materials.
Copyright © 2006 by the Oklahoma State Department of Education
Content Limits:
• Pearl Harbor
• Battle of the Bulge
• Battle of Midway
• Doolittle’s Raid
• D-Day invasion
• Atomic bomb: decision and effects (e.g., Manhattan Project, Hiroshima, and Nagasaki)
• Island-hopping strategies in the Pacific
• Allied conferences (e.g., Yalta)
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
113
Sample Test Item for Standard 8.4:
Depth-of-Knowledge: 1
Correct Answer: C
Why was the Battle of Midway an important military turning point in
World War II ?
A It led to the immediate surrender of Japan.
B It forced German troops to retreat from France.
C It stopped Japanese dominance of lands in the Pacific Ocean.
D It showed nations involved in the war that United States forces were
invincible.
Sample Test Item for Standard 8.4:
Depth-of-Knowledge: 2
Correct Answer: D
The strategy of “island hopping” in the Pacific theater involved
A bypassing smaller islands to attack Japan directly
B launching all attacks from Pearl Harbor in Hawaii
C recapturing all Japanese held islands and territories
Copyright © 2006 by the Oklahoma State Department of Education
D seizing key islands to close in on the Japanese mainland
114
End-of-Instruction U.S. History Item Specifications
ike_EOIH_w05OK.eps
Oklahoma US History
Sample
Test Item
EOI/Batch
6 for Standard 8.4:
Depth-of-Knowledge:
3 LL
4/20/05 KQB; 6-10-05
Correct Answer: D
“You are about to embark upon the Great Crusade, toward which we have
striven these many months. The eyes of the world are upon you. . . . you
will bring about the destruction of the German war machine, the
elimination of Nazi tyranny over the oppressed peoples of Europe, and
security for ourselves in a free world. Your task will not be an easy one.
Your enemy . . . will fight savagely. But this is the year 1944! . . . The tide
has turned! The free men of the world are marching together to Victory!”
—from General Dwight D. Eisenhower's Order of the Day (1944)
What event is being described in General Eisenhower’s message to the
Allied forces?
A the Battle of Midway
B the Battle of the Bulge
C the bombing of Hiroshima
Copyright © 2006 by the Oklahoma State Department of Education
D the D-Day invasion of Europe
End-of-Instruction U.S. History Item Specifications
115
PASS Standard:
Standard 8: The student will analyze the major causes, events, and effects of United States involvement
in World War II.
PASS Objective:
Objective 5: Analyze public and political reactions in the United States to the events of the Holocaust.
Item Specifications:
Emphasis:
Demonstrate knowledge of United States reaction to the Holocaust.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
Reactions to the Holocaust by government leaders and the public, such as the Nuremburg trials
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
116
End-of-Instruction U.S. History Item Specifications
Sample Test Item for Standard 8.5:
Depth-of-Knowledge: 1
Correct Answer: D
Newspapers in the United States reported Nazi atrocities against
European Jews as early as 1942. Which response describes the reaction
of the general public to these reports?
A suggestions for covert operations against Nazi camps
B demand for immediate military action in Europe
C support for economic sanctions against Germany
D denial that such reports could be true
Sample Test Item for Standard 8.5:
Depth-of-Knowledge: 2
Correct Answer: A
Regarding early reports of the Holocaust during World War II, the
immediate response by President Roosevelt and the United States
government was to
A focus on winning the war as quickly as possible
Copyright © 2006 by the Oklahoma State Department of Education
B allow greater numbers of refugees into the United States
C notify the public of the reports of German actions against Jews
D begin taking steps to invade concentration camps to free those held there
End-of-Instruction U.S. History Item Specifications
117
Sample Test Item for Standard 8.5:
Depth-of-Knowledge: 3
Correct Answer: C
“The defendants in this case are charged with murders, tortures,
and other atrocities committed in the name of medical science. The
victims of these crimes are numbered in the hundreds of thousands.
A handful only are still alive; a few of the survivors will appear in
this courtroom. But most of these miserable victims were slaughtered
outright or died during the tortures to which they were subjected.”
—from Prosecution’s Opening Statement Against All Defendants,
Nuremberg Medical Trials, December 9, 1946
What was the prosecutor accusing the defendants of doing ?
A fighting against the Allies while in the German Army
B helping the Allies while the war was going on in Europe
C committing crimes against humanity during the Holocaust
Copyright © 2006 by the Oklahoma State Department of Education
D inventing weapons that were used against the United States
118
End-of-Instruction U.S. History Item Specifications
PASS Standard:
Standard 9: The student will assess the successes and shortcomings of the United States foreign policy
since World War II.
PASS Objective:
Objective 1: Identify the origins of the Cold War, and its foreign and domestic consequences, including
confrontations with the Soviet Union in Berlin and Cuba.
Item Specifications:
Emphasis:
Demonstrate knowledge of the global competition between the two superpowers.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
• The postwar division of Europe
• The U.S. policy of containment and its consequences
• The “establishment” of the Iron Curtain
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
119
Sample Test Item for Standard 9.1:
Depth-of-Knowledge: 1
Correct Answer: D
How did the West break the Soviet blockade of Berlin in June 1948 ?
A by invading East Germany
B by forming the NATO alliance
C by imposing economic sanctions
D by conducting an airlift of supplies
Sample Test Item for Standard 9.1:
Depth-of-Knowledge: 2
Correct Answer: A
“It is my duty to place before you certain facts about the present
position in Europe . . . .”
—Winston Churchill, former Prime Minister of England, 1946
Which situation is related to the excerpt?
A the beginning of the Cold War
B the founding of Communism in Russia
C the political division of Europe after World War I
D the efforts by the United States to gain influence in Asia
120
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
“From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has
descended across the Continent. Behind that line lie all the capitals of
the ancient states of Central and Eastern Europe . . . in what I must call
the Soviet sphere, and all are subject in one form or another, not only to
Soviet influence, but to a very high and, in some cases, increasing
measure of control from Moscow . . . .”
Sample Test Item for Standard 9.1:
Depth-of-Knowledge: 3
Correct Answer: B
“Europe’s requirements for the next three or four years of foreign food
and other essential products—principally from America—are so much
greater than her present ability to pay that she must have substantial
additional help or face economic, social, and political [decline] of a very
grave character.”
—Secretary of State George Marshall, 1947
What was a primary goal of the program George Marshall described?
A to repay loans made by the United States
B to stop the spread of communism in Europe
C to take over western European governments
Copyright © 2006 by the Oklahoma State Department of Education
D to help the Soviet Union rebuild its military strength
End-of-Instruction U.S. History Item Specifications
121
PASS Standard:
Standard 9: The student will assess the successes and shortcomings of United States foreign policy since
World War II.
PASS Objective:
Objective 2: Examine the proliferation of nuclear weapons and the arms race.
Item Specifications:
Emphasis:
Demonstrate knowledge of the global competition between the two superpowers.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
Nuclear weapons and the arms race
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
122
End-of-Instruction U.S. History Item Specifications
Sample Test Item for Standard 9.2:
Depth-of-Knowledge: 1
Correct Answer: D
What was one reason that nuclear weapons were not used during
the Cold War?
A the Marshall Plan
B the domino effect
C strategic defense initiative
Copyright © 2006 by the Oklahoma State Department of Education
D mutually assured destruction
End-of-Instruction U.S. History Item Specifications
123
Atomicline_EOIh_w04OK.eps
Sample
Test Item
for Standard 9.2
Oklahoma
OEI
Depth-of-Knowledge:
2
US History, Winter
Correct Answer:
2 B
5-21-04 G (cp), 5/26/04 BAW, 6/19/04 BAW
Atomic Age Timeline
1945
1946
United States detonates first atomic bomb in
New Mexico.
United States tests atomic bomb at Bikini Island
in the Pacific.
1949
1963
Soviet Union detonates its first atomic device.
Limited Test Ban Treaty is signed.
Nuclear Non-proliferation Treaty is signed.
1969
1972
Strategic Arms Limitation Treaty (SALT I)
talks begin.
SALT I agreements signed by United States and
Soviet Union.
In which year did an event occur that started the nuclear weapons
race between the United States and the Soviet Union ?
A 1945
B 1949
C 1963
D 1968
124
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
1968
Sample Test Item for Standard 9.2
Depth-of-Knowledge: 3
Correct Answer: D
Number of Weapons
(in thousands)
Stockpiled Nuclear Weapons
35
30
25
20
15
10
5
0
Key
Soviet Union
United States
1945 1950 1955 1960 1965 1970 1975
Year
Which action occurred immediately after the signing of the Strategic
Arms Limitation Treaty (SALT I) in 1972 ?
A The United States disarmed its nuclear weapons.
B Both countries began to develop new types of nuclear weapons.
C Both countries decreased the cost of producing nuclear weapons.
Copyright © 2006 by the Oklahoma State Department of Education
D The Soviet Union continued to increase its number of nuclear weapons.
End-of-Instruction U.S. History Item Specifications
125
PASS Standard:
Standard 9: The student will assess the successes and shortcomings of United States foreign policy since
World War II.
PASS Objective:
Objective 3: Describe the role of the United States in the formation of the United Nations, NATO, and
other alliances.
Item Specifications:
Emphasis:
Demonstrate knowledge of United States involvement in strategic alliances.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
Role of the United States in the founding and development of international organizations including the
United Nations and NATO
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
126
End-of-Instruction U.S. History Item Specifications
Sample Test Item for Standard 9.3:
Depth-of-Knowledge: 1
Correct Answer: A
Why did the United States play a role in the establishment of the North
Atlantic Treaty Organization (NATO) ?
A Political conditions in Europe threatened the United States and its allies.
B Efforts to provide humanitarian aid as an independent nation were failing.
C The United States needed to borrow money to help the economy after the
Great Depression.
D The United States wanted to work with other nations to build canals in
various parts of the world to improve international shipping.
Sample Test Item for Standard 9.3:
Depth-of-Knowledge: 2
Correct Answer: C
Which phrase explains a goal of the United States in joining the North
Atlantic Treaty Organization (NATO) in 1949 ?
A to help rebuild countries ravaged by war
Copyright © 2006 by the Oklahoma State Department of Education
B to reduce the number of nuclear weapons
C to protect Western Europe from communist aggression
D to increase trade between North America and communist nations
End-of-Instruction U.S. History Item Specifications
127
Natoline_EOIh_w05OK.eps
EOI U.S. history, Batch 5
04.12.05 cc; 4-27-05 LL; 5-4-05 LL; 5-11-05 LL
6/30/05
Sample Test
Item me
for Standard 9.3:
Depth-of-Knowledge: 3
Correct Answer: C
United States, British, and Soviet leaders meet at Yalta.
Representatives of 50 countries meet to draw up the United
Nations Charter.
Mar
1946
Winston Churchill declares that an “Iron Curtain” has fallen
over Europe.
June
1948
The Berlin Blockade cuts West Berlin off from vital supplies.
April
1949
The North Atlantic Treaty Organization (NATO) is formed.
Why did the United States and other nations form NATO ?
A They wanted to offer military assistance to any nation threatened by
communism.
B They believed Germany would be intimidated into non-action by this show
of force.
C They agreed the best way to contain the Soviet Union was through mutual
defense.
D They thought the best way to prevent communism was to help restore
war-torn economies.
128
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
Feb
1945
June
1945
PASS Standard:
Standard 9: The student will assess the successes and shortcomings of United States foreign policy since
World War II.
PASS Objective:
Objective 4: Examine the role of the United States in attempts at the containment of Communism in
Europe, Asia, and Latin America, including the Truman Doctrine and the involvement of the
United Nations in Korea.
Item Specifications:
Emphasis:
Demonstrate knowledge of United States containment policies in Europe, Asia, and Latin America.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Copyright © 2006 by the Oklahoma State Department of Education
Content Limits:
• Truman Doctrine
• Foreign policy efforts to contain communism in Europe, Asia, and Latin America
• United Nations role in Korea
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
129
Sample Test Item for Standard 9.4:
Depth-of-Knowledge: 1
Correct Answer: C
What foreign policy was a commitment by the United States to contain
communism ?
A the Kennan Pact
B the Berlin Blockade
C the Truman Doctrine
D the Yalta Agreement
Sample Test Item for Standard 9.4:
Depth-of-Knowledge: 2
Correct Answer: B
I believe that we must assist free peoples to work out their own
destinies in their own way. . . . If Greece should fall under the control
of an armed minority, the effect upon its neighbor, Turkey, would be
immediate and serious.
How did the Truman Doctrine support the United States’ policy of
containment ?
A It encouraged trade between Greece and communist nations.
B It halted the expansion of communism into Greece and Turkey.
C It allowed citizens of Turkey refugee status in the United States.
D It forced Greece and Turkey to sign treaties with the United States.
130
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
—excerpt from the Truman Doctrine, 1947
Sample Test Item for Standard 9.4:
Depth-of-Knowledge: 3
Correct Answer: A
[The United States must apply] “counterforce at every point where the
Soviets show signs of encroaching upon the interests of a peaceful and
stable world.”
—George Kennan, U. S. Diplomat, 1947
Which policy or action taken by the United States reflects the foreign
policy view stated in the excerpt ?
A sending troops to Korea
B opening trade with China
C remaining out of foreign conflicts
Copyright © 2006 by the Oklahoma State Department of Education
D lending materials to allies in times of war
End-of-Instruction U.S. History Item Specifications
131
PASS Standard:
Standard 9: The student will assess the successes and shortcomings of United States foreign policy since
World War II.
PASS Objective:
Objective 5: Describe the fear of communist influence within the United States, including the McCarthy hearings.
Item Specifications:
Emphasis:
Demonstrate knowledge of how the United States reacted to fear of communism and its influence.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
• Domestic response to communism
• Congressional hearings and action regarding communism
• “McCarthyism”
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
132
End-of-Instruction U.S. History Item Specifications
Sample Test Item for Standard 9.5:
Depth-of-Knowledge: 1
Correct Answer: A
“In my opinion the State Department . . . is thoroughly infested with
communists. I have here in my hand a list of 205 . . . names that were made
known to the Secretary of State as being members of the Communist Party
and who nevertheless are still working and shaping policy in the State
Department.”
—from a speech made by
United States Senator Joseph McCarthy, 1950
Four years after his speech, Senator McCarthy was
A condemned by the Senate for his conduct
B facing charges of working for the Communist Party
C praised by the President for his investigations of communism
Copyright © 2006 by the Oklahoma State Department of Education
D leading the race to become the Republican candidate for President
Sample Test Item for Standard 9.5:
Depth-of-Knowledge: 2
Correct Answer: C
What was the purpose of the speech made by Senator McCarthy?
A to defend the right of government workers to criticize the federal government
B to praise State Department employees for their work in preserving democracy
C to create fear that communists were making government decisions
D to condemn those who opposed the right to join the Communist Party
End-of-Instruction U.S. History Item Specifications
133
progres_EOIh_w05OK.jpg
Sample
Test Batch
Item for5 Standard 9.5:
EOI
history,
Depth-of-Knowledge: 3
04.12.05 cc; 4-20-05 LL; 4-27-05 LL; 6-10-05 LL
Correct Answer: D
“Political freedom must accompany material progress. Our Alliance for
Progress is an alliance of free governments, and it must work to eliminate
tyranny from a hemisphere in which it has no rightful place. . . . political
freedom must be accompanied by social change. For unless necessary
social reforms, . . . are freely made. . . . then our alliance, our revolution,
our dream, and our freedom will fail. . . . Our motto is what it has always
been—progress yes, tyranny no—progreso sí, tiranía no!”
—President John F. Kennedy, March 13, 1961
Based on President Kennedy’s address, what was the purpose of the
Alliance for Progress?
A to give Latin America a reason to continue a two-class society
B to ask Latin American nations to overthrow Fidel Castro in Cuba
C to promote cultural exchanges among all the nations of Latin America
Copyright © 2006 by the Oklahoma State Department of Education
D to give aid to Latin American nations to prevent communist takeovers
134
End-of-Instruction U.S. History Item Specifications
PASS Standard:
Standard 9: The student will assess the successes and shortcomings of United States foreign policy since
World War II.
PASS Objective:
Objective 6: Evaluate the causes and long-term foreign and domestic consequences of United States military
commitments in southeast Asia, especially Vietnam.
Item Specifications:
Emphasis:
Demonstrate knowledge of United States involvement in Southeast Asia after World War II.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, or other prompt materials.
Content Limits:
U.S. foreign policy in Southeast Asia
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
135
Sample Test Item for Standard 9.6:
Depth-of-Knowledge: 1
Correct Answer: B
What was the main reason for student protests during the 1960s and
1970s ?
A the commitment of economic aid to Europe
B United States military involvement in Vietnam
C the commitment of economic aid to Latin America
D United States involvement in the Cuban Missile Crisis
Sample Test Item for Standard 9.6:
Depth-of-Knowledge: 2
Correct Answer: C
136
A
Support rose after news programs selectively broadcasted United States
victories.
B
Support fell because the government censored negative footage of the war.
C
Support fell as news broadcasts showed graphic shots of fighting and wounded
soldiers.
D
Support rose because television reporters voiced their approval of United States
involvement.
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
The Vietnam War marked the first time when television cameras and
reporters could truly capture the war effort. How did this new medium
affect public opinion at home about the war?
Vietnam_EOIh_w04OK.eps
OK EOI US History
EOI Batch 9
Sample TestWinter
Item for04-05
Standard 9.6:
Depth-of-Knowledge:
3 6/20/04 BAW, 6/24/04 me
5.24.04 mk,
Correct Answer: C
Some Events in the History of Vietnam
1917
France forms French Indochina (Vietnam, Laos,
and Cambodia).
1940
Japan begins occupation of French Indochina,
leaving French government in place.
1945
1946
Japan withdraws from French Indochina.
Vietnamese communist leader Ho Chi Minh
declares Vietnam independent.
France and Vietnam begin struggle for rule over
the country.
Copyright © 2006 by the Oklahoma State Department of Education
How did the events on the timeline lead to United States’ involvement in
Vietnam?
A The United States supported the Vietnamese in their struggle for an
independent country.
B The Japanese drew the United States into their conflict with Vietnam during
World War II.
C The United States backed France in an attempt to stop the spread of
communism in Southeast Asia.
D The governments of Laos and Cambodia requested assistance from the
United States in breaking away from Vietnam.
End-of-Instruction U.S. History Item Specifications
137
PASS Standard:
Standard 10: The student will analyze the economic, social, and political transformation of the United
States since World War II.
PASS Objective:
Objective 1: Describe de jure and de facto segregation policies, attempts at desegregation and integration,
and the impact of the Civil Rights Movement on society (e.g., Brown v. Board of Education
of Topeka, Kansas).
Item Specifications:
Emphasis:
Demonstrate knowledge of the evolution of race relations and government policies.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, and other prompt materials.
Content Limits:
Segregation and the challenges to it, and changes in law, government policy, and public attitudes
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
138
End-of-Instruction U.S. History Item Specifications
Sample Test Item for Standard 10.1:
Depth-of-Knowledge: 1
Correct Answer: C
How did television aid the cause of the Civil Rights Movement?
A
It broadcast trials of civil rights opponents.
B
It gave free air time to civil rights organizations.
C
It presented disturbing images of the segregated South.
D
It prevented segregationist politicians from broadcasting their message.
Sample Test Item for Standard 10.1:
Depth-of-Knowledge: 2
Correct Answer: B
Which statement describes a long-term result of the Civil Rights
Movement on society?
A State courts overturned federal laws they considered unjust.
B African Americans played larger roles in state and federal politics.
C Businesses offered workers guaranteed cost-of-living wage increases.
Copyright © 2006 by the Oklahoma State Department of Education
D Government officials eliminated immigration quotas that discriminated
against some ethnic groups.
End-of-Instruction U.S. History Item Specifications
139
Riot_EOIh_w04OK.eps
Oklahoma
Sample Test Item for Standard 10.1:
US History, EOI, Batch 8
Depth-of-Knowledge: 3
6/22/04 BAW, 6/24/04 me; 6-10-05 LL
Correct Answer: D
Racial Tensions in the United States7
CANADA
Portland
Minneapolis
Milwaukee
Omaha
Oakland
San Francisco
Chicago
Cleveland
Little Rock
Jackson
Baltimore
Atlanta
Americus
New Orleans
Jacksonville
St Augustine
Tampa
MEXICO
N
W
New York
City
Greensboro
Nashville
Birmingham
Houston
Philadelphia
Washington DC
Cincinnati
Kansas City
Los Angeles
Angeles
Watts
Rochester Boston
Pontiac
Detroit
E
KEY
Route of first Freedom Riders, 1961
Major riot before 1966
Major riot, 1966-68
Which conclusion can best be drawn from the map?
A The number of race riots decreased after 1966.
B Racial problems were greatest in the Northwest.
C The Freedom Riders caused riots as they traveled.
D Racial problems occurred in more than one region of the United States.
7
“Civil Rights: Patterns of Protest and Unrest” United States map from Nation of Nations by James
West Davidson et al., copyright © 1994 The McGraw-Hill Companies, Inc. Used by permission.
140
End-of-Instruction U.S. History Item Specifications
Copyright © 2006 by the Oklahoma State Department of Education
S
PASS Standard:
Standard 10: The student will analyze the economic, social, and political transformation of the United
States since World War II.
PASS Objective:
Objective 2: Evaluate the success of the women’s liberation movement and the changing roles of women
on society.
Item Specifications:
Emphasis:
Demonstrate knowledge of challenges to traditional views of women’s role in society in the 1960s and
1970s and the results of these challenges.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, and other prompt materials.
Content Limits:
Women’s role in society in the 1950s, 1960s, and 1970s
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
141
Sample Test Item for Standard 10.2:
Depth-of-Knowledge: 1
Correct Answer: C
What was one result of the women’s rights movement of the 1970s ?
A Women received the right to vote.
B Women received salaries equal to men.
C More women went to work outside the home.
D More women decided to get married at a younger age.
Sample Test Item for Standard 10.2:
Depth-of-Knowledge: 2
Correct Answer: B
According to its supporters, what would the failed Equal Rights
Amendment have accomplished ?
A set quotas for the number of congressional seats held by women
B protected women from unfair treatment in the workplace
C eliminated restrictions on women’s right to vote
Sample Test Item for Standard 10.2:
Depth-of-Knowledge: 3
Correct Answer: B
How have women made the greatest gains toward equality with men in
the workplace since the 1950s ?
A by joining labor unions
B by pursuing legal actions
C by forming letter writing campaigns
D by supporting an equal rights amendment
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Copyright © 2006 by the Oklahoma State Department of Education
D abolished the traditional institution of marriage
PASS Standard:
Standard 10: The student will analyze the economic, social, and political transformation of the United
States since World War II.
PASS Objective:
Objective 6: Identify the contributions of political leaders, political activists, and civil rights leaders, and
the major issues and trends in national elections (e.g., differences between the two major
political parties and the rise of third-party candidates).
Item Specifications:
Emphasis:
Demonstrate knowledge of political trends, leaders, and events of the post-World War II era.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, and other prompt materials.
Content Limits:
Recognize the importance and significance of political activism in the United States since World War II
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
143
Sample Test Item for Standard 10.6:
Depth-of-Knowledge: 1
Correct Answer: C
With which group is Betty Friedan associated?
A National Rifle Association (NRA)
B Mothers Against Drunk Driving (MADD)
C National Organization for Women (NOW)
D Student Nonviolent Coordinating Committee (SNCC)
Sample Test Item for Standard 10.6:
Depth-of-Knowledge: 2
Correct Answer: B
In the 1968, United States presidential election, third-party candidate
George Wallace received about thirteen percent of the popular vote.
Which statement is the reason for this situation?
A Candidates from the main parties held extremist views.
B The third party addressed issues rejected by the main parties.
D Efforts by the main parties encouraged people to study the platforms of all
political candidates.
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C New election laws made it easier for third-party candidates to become known
to voters.
1968_EOIh_w05OK.eps
EOI U.S. history, Batch 5
Sample Test Item
for Standard
10.6: LL
04.12.05
cc; 4-27-05
Depth-of-Knowledge: 3
Correct Answer: C
Election of 1968
Key
Copyright © 2006 by the Oklahoma State Department of Education
Republican (Nixon)
Democratic (Humphrey)
American Independent (Wallace)
How did the Presidential election of 1968 represent a change from
previous voting patterns?
A The American Independent Party gained nationwide support.
B Humphrey and the Democrats won the traditional conservative “middle America.”
C Nixon’s “Southern Strategy” made gains into the traditionally Democratic South.
D The Republicans carried the New England states for the first time since the
Civil War.
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145
PASS Standard:
Standard 10: The student will analyze the economic, social, and political transformation of the United
States since World War II.
PASS Objective:
Objective 8: Evaluate the impact of political scandal (e.g., Watergate, Iran-Contra, and the Clinton
impeachment) on federal law, national policies, and political behavior.
Item Specifications:
Emphasis:
Demonstrate knowledge of the effect of political scandals and how they had an impact on public opinion
and practices of the federal government.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, and other prompt materials.
Content Limits:
• Watergate and its consequences
• Law, policy, and political behavior to 1975
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
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4/7/05 DB
Sample Test Item for Standard 10.8:
Depth-of-Knowledge: 1
Correct Answer: B
Watergate investigation begins.
26th Amendment ratified.
Gerald Ford becomes
President.
President Nixon
reelected.
1971
1972
Helsinki Accords signed.
1973
1974
1975
Which event focused attention on the powers of the Executive Branch
and brought demands for reform?
A Helsinki Accords
B Watergate investigation
C President Nixon’s reelection
Copyright © 2006 by the Oklahoma State Department of Education
D Ratification of the 26th Amendment
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NixonArticle_h_w04OKEOI.eps
Oklahoma U.S. History
Sample Test Item for Standard 10.8:
4-6-04 td, 4-14-04 td
Depth-of-Knowledge: 2
Correct Answer: A
August 9, 1974
Yesterday President Richard Nixon resigned from
office. During his resignation speech, he admitted
making poor judgements while in office, referring to
his role in the Watergate Crisis. If the president had
not resigned, it is most likely that he would have had
to face impeachment proceedings.
Which was a result of the events described in the article?
A Congress enacted laws to prevent future abuses of presidential power.
B The Secretary of Defense was made a member of the President’s cabinet.
D The Supreme Court ruled that a person can serve a maximum of two terms
as President.
Sample Test Item for Standard 10.8:
Depth-of-Knowledge: 3
Correct Answer: C
How did the Watergate scandal and President Nixon’s resignation affect
many Americans ?
A They concluded that elected officials were above the law.
B They doubted the effectiveness of the Constitution of the United States.
C They became increasingly distrustful about government officials and politics.
D They believed that the system of checks and balances failed to prevent abuses.
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C Presidential candidates were required to keep records of campaign
contributions.
PASS Standard:
Standard 10: The student will analyze the economic, social, and political transformation of the United
States since World War II.
PASS Objective:
Objective 9: Analyze how the principles and structures of the United States Constitution have changed
through amendment and judicial interpretation (e.g., the 22nd and 25th Amendments, and
Gideon v. Wainwright and Miranda v. Arizona).
Item Specifications:
Emphasis:
Demonstrate knowledge of basic civil liberties through amendments to the United States Constitution.
Format:
Students will be asked to demonstrate familiarity with this information and/or interpret maps, charts, graphs,
letters, and other prompt materials.
Content Limits:
• Constitutional amendments between 1945 and 1975
• Major Supreme Court rulings affecting the Constitution of the United States
Copyright © 2006 by the Oklahoma State Department of Education
Distractor Domain:
Incorrect answer choices will be based on inaccurate or misleading information and/or misinterpretation of
the materials or information presented.
End-of-Instruction U.S. History Item Specifications
149
Sample Test Item for Standard 10.9:
Depth-of-Knowledge: 1
Correct Answer: D
Which amendment to the Constitution limits the number of terms held
by the President of the United States?
A 19th Amendment
B 20th Amendment
C 21st Amendment
D 22nd Amendment
Sample Test Item for Standard 10.9:
Depth-of-Knowledge: 2
Correct Answer: B
Section 1. In the case of the removal of the President from office . . . the
Vice President shall become President.
Section 3. Whenever the President transmits . . . his written declaration
that he is unable to charge the powers and duties of his office . . . such
powers and duties shall be discharged by the Vice President as Acting
President.
—excerpts from the 25th Amendment
A goal behind the passage of the 25th Amendment was to
A allow all citizens to vote in state and federal elections
B ensure an orderly transition of presidential power in case of emergency
C prohibit citizens of one state from suing the government of another state
D prevent the executive branch of government from gaining too much power
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Copyright © 2006 by the Oklahoma State Department of Education
Section 2. Whenever there is a vacancy in the office of Vice President,
the President shall nominate a Vice President.
Sample Test Item for Standard 10.9:
Depth-of-Knowledge: 3
Correct Answer: A
“The right of [a poor] defendant in a criminal trial to have the
assistance of counsel is a fundamental right essential to a fair trial,
and petitioner’s trial and conviction without the assistance of counsel
violated the Fourteenth Amendment.”
—Gideon v. Wainwright, 1963
According to this Supreme Court decision, which of these judicial actions
would be unconstitutional?
denying legal representation to any person accused of a serious crime
B
requiring persons accused of crimes to testify against themselves in court
C
allowing police to look for evidence in a criminal case without a warrant
D
requiring witnesses to describe what they have seen during a criminal act
Copyright © 2006 by the Oklahoma State Department of Education
A
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