World History Challenges of Modern Times Benchmark Grade 10 / Title of Test: 10th Grade World History Benchmark #4 Testing Window



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TEACHER

World History
Challenges of Modern Times

Benchmark

Grade 10



/


Title of Test: 10th Grade World History Benchmark #4

Testing Window: May 18 to May 29, 2009

Purpose:

The SJSD Assessment team emphasizes the purpose of the SJSD benchmark assessment program is to facilitate and provide information for the following in order to enhance and promote student learning:




  1. Student Achievement -- To produce information about student achievement so that parents/guardians, students and teachers have a baseline against which to monitor academic mastery of the skills and processes set forth within a particular curriculum sequence.



  1. Student Counseling -- To serve as a tool in the counseling and guidance of students for further direction and for specific academic placement. 




  1. Instructional Change -- To provide teachers with the information needed to make instructional decisions, plans and changes regarding classroom objectives and program implementation.




  1. School and District Evaluation -- To provide indicators of the progress of the district toward established goals.


Assessment Director: Dr. Laura Nelson

District Subject Coordinator: Robert Nash
SJSD Curriculum Objective and Missouri Grade Level Expectations (GLEs/CLEs) for this benchmark: (Include SJSD curriculum objective-number and words & GLE coding)



4

CHALLENGES OF MODERN TIMES
Interpret and explain how responses to situations can bring about future events.
Essential Question:

How can we use history to predict the future?




4-1

World War I:
Explain why some conflicts in the modern world had their roots in the causes, events, and outcome of World War I.


4-2

Between the Great Wars:
Summarize the Treaty of Versailles and explain it affected the future.

4-3

World War II
Explain why some conflicts in the modern world had their roots in the causes, events, and outcome of World War II.

4-4

Modern Era:
Identify and explain the development of current social, economic, and political ideas or policies, which were formed by the outcome of World War II.


Show-Me Standards for this benchmark:

Content standards



1A

Apply the following in the context of the historical period being studied:

a. democracy

b. republic

c. changing role of government



d. representation

3

1.10, 3.5

3b-M

Analyze all significant wars of the twentieth century, including: causes, comparisons, consequences and peace efforts

4

1.6

3b-N

Evaluate European and Japanese imperialism of the late 19th and 20th century and the independence movements in Africa and Asia: causes, reactions, short- and long-term consequences

4

1.6, 1.9, 3.8


Process standards


    1. Discovering and evaluating patterns and relationships in information, ideas, and structures.

    1. Identifying, analyzing, and comparing the institutions, traditions, and art forms of past and present societies.

    2. Applying acquired information, ideas, and skills to different contexts as students, workers, citizens, and consumers.

    1. Reasoning inductively from a set of specific facts and deductively from general premises.

    1. Assessing costs and benefits and other consequences of proposed solutions.

SPECIAL INSTRUCTIONS:
ADMINISTERING:

  1. It is imperative that your students are instructed to follow the answer sheet’s numbering sequence. Please inform your students that number 21 is a constructed response question and they will complete their answer directly on the benchmark assessment, and that you will fill in the answer sheet for these questions after you have graded the constructed response question.




  1. Please closely monitor students and their progress during and after they have completed the benchmark examine to ensure the answer sheet was properly completed.




  1. If you have a student that is absent, please keep their answer sheet and a copy of the test. When the student returns, please administer the assessment to the student and then forward the answer sheet to the Assessment office downtown.


GRADING:

  1. Please grade your students constructed response question on numbers 21. Each question has a scoring guide, an exemplary answer, other possible answers, and instructions how to fill in the students answer sheet. Please see example below.




Point Value

Answer sheet response

Response qualifier

2 points

Mark bubble A

The student correctly identifies two reasons why humans settled in this region.

1 point

Mark bubble B

The student correctly identifies one reason why humans settled in this region

0 points

Mark bubble C

Other




Exemplar

Answer




One main reason humans settled in this region is the fertile soil. Another reason is transportation.

Other possibilities but not limited to.

  • Trade

  • Farming and or irrigation

  • Fishing or food source

2. Only the responses that are given in the scoring guide may be accepted. If your students are providing additional responses that are not part of the scoring guide, immediately contact your building’s department chair, as well as Robert Nash the district’s social studies coordinator. Once the contacts have been made and the information has been disseminated, a decision will be made in an expedient manner.







Please answer questions 1-7 regarding the causes and effects of World War I.

1. There are several causes that are attributed to the beginning of World War I, two of which are militarism and imperialism. Which of the following is the most probable link between militarism and imperialism?



  1. As a country gains colonies, its military grows to protect them.

  2. As a country's colonies grow, the military stages training exercises there.

  3. As a country's military expands, the country wants colonies to recruit troops.

  4. As the military expands, a country seeks colonies to prevent coups at home.

2. How was the involvement of nations in World War I different from their involvement in previous wars?



  1. They treated the war as an industrial war.

  2. All nations wanted to join since it was a world war.

  3. Every nation participated without control over their people or soldiers.

  4. The nations involved treated the war as a total war by devoting all resources.

3. Consider what you know about the two fronts of the war. What relationship existed between the battlefronts and the war deaths?



  1. The countries along the two fronts suffered the highest losses.

  2. The countries between the two fronts suffered the highest losses.

  3. The countries farthest from the two fronts suffered the highest losses.

  4. The location of the front had no effect on how high a country's losses were.

4. How did the Treaty of Versailles affect postwar Germany?



  1. It left Germany in much the same state as it was before the war.

  2. It stabilized the German economy and gave monetary aid to the nation.

  3. It gave Germans the drive to rebuild their nation on a stronger foundation.

  4. It left a legacy of bitterness and hatred in the hearts of the German people.

5. Which of the following identifies a result of the provisions of the Treaty of Versailles?



  1. Because of the fear of new German domination, France opposed the reparation agreements.

  2. Because of reparations owed by Germany, the economies of Europe and the United States were tied together.

  3. Allied agreements to remove trade barriers made world trade for countries which had previously been unable to compete.

  4. Democracy was introduced and proved successful as a political system for countries previously controlled by monarchs.

6. What was one reason the League of Nations was unsuccessful in its endeavor to achieve a lasting peace?



  1. It received no mandate to administer former German colonies after the war.

  2. Major powers such as Germany, Russia and the United States were not members.

  3. The Treaty of Versailles that was signed in 1919 did not sanction the League.

  4. The League recognized no obligation to preserve the territorial integrity of a member nation.


Use the map and your background knowledge to answer question 7.
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7. Which of the causes of World War I most helped shape postwar borders?

  1. the alliance system

  2. imperialism

  3. nationalism

  4. militarism







Please answer questions 8-15 regarding the inter-war period.

8. The Nazi party members were able to use the fears of the people to put themselves in power. One major fear, dating from the World War I period, was fear of



  1. naval suppression by the British.

  2. an economic boycott by the United States.

  3. expansion of Russian communism into Germany.

  4. French relocation into German territory due to World War I German atrocities.

9. What caused Germans to start taking Adolf Hitler and his message seriously?



  1. his skill at making speeches.

  2. the threat of invasion by the Soviet Union.

  3. the example of Mussolini's success in Italy.

  4. the economic crisis brought on by the Depression.

10. Which of the following was true of Germany, Italy, and Japan during the early 1930s?



  1. All three successfully invaded other nations.

  2. All three had governments controlled by Fascists.

  3. All three signed nonaggression pacts with the Soviet Union.

  4. All three pledged to undo the decisions of the Versailles Treaty.


Use the map to answer questions 11-12.

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11. It what key way are all of the shaded countries and regions related?



  1. They are all democratic states.

  2. They all border the Soviet Union.

  3. They were taken over by Nazi Germany.

  4. They all have direct access to the Baltic Sea.

12. What might be the effects of Nazi expansion toward France in 1936?



  1. France would have to declare war on Germany.

  2. France would have an enemy army at its border.

  3. France would be the next target for Nazi expansion.

  4. France would be forced to align itself with Germany.

Use the graph and your background knowledge to answer questions 13-15.

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13. Judging from this graph, how did Roosevelt's New Deal, which began in 1933, affect the Great Depression?



  1. It ended the Depression.

  2. It made the Depression worse.

  3. It eased the Depression slightly.

  4. It had no effect on the Depression.

14. What can be inferred about the U.S. over the course of the chart?



  1. During the years 1929 to 1939, the economy grew slowly.

  2. During the years 1929 to 1939, the economy remained unchanged

  3. During the years 1929 to 1939, the U.S. job market was in a continuous slump.

  4. During the years 1929 to 1939, the unemployment rate generally rose and then fell.

15. Assuming that a high unemployment rate indicates a depression, what conclusion can you draw from this graph?



  1. The Great Depression ended in 1937.

  2. The Great Depression worsened in 1939.

  3. The Great Depression had not ended by 1939.

  4. The Great Depression eased significantly in 1936.






Please answer questions 16-21 regarding the causes and effects of World War II.

16. The relationship of World War I and its peace treaties to the causes of World War II has been examined and interpreted by many scholars. What was NOT a contributing cause to World War II as a result of the World War I peace treaties?



  1. German war guilt clause

  2. The disarming of Germany

  3. German “master race” concept

  4. Failure to establish workable national boundaries

17. The German blitzkrieg was a military strategy that depended on what advantage?



  1. a system of fortifications

  2. "out-waiting" the opponent

  3. surprise and overwhelming force

  4. ability to make a long, steady advance

18. World War II was expensive in terms of lives lost, military expenditures, and property damage. As a result of the war,



  1. industrial technology was slow to develop.

  2. European and Asian nations faced a difficult economic recovery.

  3. labor was in short supply and women worked in European factories.

  4. the communist economic system was confirmed to the Soviet Union.

19. Social, political and economic changes are the result of every war, and World War II was no exception. Identify which of the following were consequences of World War II



  1. The United States and the Soviet Union emerged as the major world super powers.

  2. The atomic age brought cooperation in achieving international control of atomic energy.

  3. The Soviet Union expanded communism in a ring of satellite nations.

  4. The colonials of Asia and Africa hastened the end of Western imperialism.

  5. Great Britain and France emerged as world powers.




  1. I, II, III

  2. II, III, IV

  3. III, IV, V

  4. I, III, IV

20. Which of the following issues did the Nuremberg Trials address?



  1. the Holocaust

  2. the use of nuclear bombs

  3. the firebombing of Dresden

  4. the internment of Japanese-American citizens

21. Use details to explain two ways World War II affected civilians around the world?

















Point Value

Answer sheet response

Response qualifier

2 points

Mark Bubble A

The response includes a detailed explanation of two ways WWII affected civilians around the world.

1 point

Mark Bubble B

The response includes only one detailed explanation how WWII affected civilians around the world.

0 points

Mark Bubble C

Other




Exemplar

Answer




World War II had a drastic affect on civilians around the world. For example there was a mass slaughter of civilians, especially Jews, that took place in Germany and its conquered territory from about 1933 to 1942. In the initial stages, thousands of refugees fled their homes and emigrated to neighboring lands and distant countries. Those who could not get out or chose not to go were later isolated into overcrowded ghettos. Many of these were later killed. Another example would be the atomic bombs that were dropped on Japan had devastating and lasting effects on the populations in Hiroshima and Nagasaki. Thousands of people were killed by the enormously destructive power of these bombs and many more touched by the lasting effects of radiation.


Other possibilities but not limited to. – Answer must identify the reason as well as explain their reasoning.

  • The mass slaughter of civilians, especially Jews, took place in Germany and its conquered territory from about 1933 to 1942. In the initial stages, thousands of refugees fled their homes and emigrated to neighboring lands and distant countries. Those who could not get out or chose not to go were later isolated into overcrowded ghettos. Many of these were later killed.

  • In the United States, Japanese Americans suffered because of a program of internment and loss of property, because they were considered a threat to the country. It lasted from 1941 to 1946.

  • Also, any number of cities were assaulted by bombing raids during the war and had civilian populations that were dislocated from their homes or died.

  • The atomic bombs dropped on Japan had devastating and lasting effects on the populations in Hiroshima and

  • Nagasaki. Thousands of people were killed by the enormously destructive power of these bombs and many more touched by the lasting effects of radiation.

  • Lastly, many citizens supported the war effort by buying bonds, taking part in scrap drives, working in war-related industries, and rationing scarce items.







Please answer questions 22-25 regarding the modern era.

22. In the 1940s and 1950s, which region was described as being "behind the iron curtain"?



  1. the Soviet Union only

  2. the Soviet Union and its satellite nations

  3. the democratic nations of Western Europe

  4. the German Democratic Republic, or East Germany


Use the political cartoon to answer questions 23 and 24.

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23. According to the cartoon, in which country was communism likely to survive?



  1. China

  2. Communism would survive in all the countries

  3. Poland

  4. Soviet Union

24. This cartoon was published June 7, 1989. Which of the cartoonist's predictions about communism were accurate?



  1. Communism did end in China.

  2. Communism did end in Poland.

  3. Communism did not end in the Soviet Union.

  4. Communism has not ended in any of the countries.

25. All of the following are examples that are needed for democratic principles to survive except



  1. China is an example of a country that represses free speech, thus squelching citizen participation.

  2. Mexico was an example of a country with only one significant political party, but this has recently changed.

  3. South Africa used to be a country that denied suffrage to the majority, but in 1994, it held its first all-race election.

  4. East Germany gave up one-party rule and joined in a constitutional government when it reunified with West Germany.


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