Social Studies Texas TAKS With Answers 2009

STUDENT NAME
Texas Assessment of Knowledge and Skills
EXIT LEVEL SOCIAL STUDIES
Administered April 2009
Copyright 2009, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.
SOCIAL STUDIES
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DIRECTIONS Read each question and choose the best answer. Then fill in the correct answer on your answer document.
SAMPLE A
Who served as president of the United States during the Civil War? A B C D Thomas Jefferson Andrew Jackson James K. Polk Abraham Lincoln
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Use the photograph and your knowledge of social studies to answer the following question.
Source: CORBIS
The photograph above shows how farmers on the Great Plains A B C D utilized irrigation techniques adapted to their environment developed new agricultural technology maintained contact with their neighbors
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During the American Revolution, George Washington F G H J led the Sons of Liberty organized Committees of Correspondence commanded the Continental army trained the minutemen
Use the illustration and your knowledge of social studies to answer the following question.
Use the information in the box and your knowledge of social studies to answer the following question.
Travel time reduced Western migration encouraged Open range closed Native Americans forced off their land
Source: Library of Congress
Which technological advance from the nineteenth century resulted in all the effects listed above? A B C D Cotton gin Canals Railroads Telephone
The illustration above demonstrates one problem associated with F G H J overcrowding in urban tenements the growth of political machines the overproduction of consumer goods labor union activism in urban areas
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Use the diagram and your knowledge of social studies to answer the following question.
Provides an opportunity to influence public opinion
Promotes the discussion of ideas Increases the probability of getting accurate information
Which title best completes the diagram above? A B C D Freedom from Unreasonable Searches Freedom of Speech Right to Vote Right to Bear Arms
Which of the following was a cause of the Great Depression? F G H J Consumers were buying crops grown in other countries. The industrial sector was not producing enough goods. Natural resources were becoming less available. The stock market was not sufficiently regulated.
Japanese Americans were held in internment camps during World War II because they A B C D disobeyed the state laws of California disagreed with President Franklin Roosevelts war strategy were labeled a threat to U.S. security were unwilling to serve in the U.S. military
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Use the map and your knowledge of social studies to answer the following question.
The Contiguous United States
New York San Francisco Kansas City Chicago To Europe
Los Angeles
Mississippi River
New Orleans
W S E
Gulf of Mexico
The map above shows the spread of which type of music through cultural diffusion? F G H J Opera Bluegrass Classical Jazz
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Southwestern Europe and Northwestern Africa

France
Por tug al
Spain
Algeria Morocco
What is the primary reason the circled region on the map above has been strategically important? A B C D It is the only port on the coast of the Baltic Sea. It is the main passageway to and from the Mediterranean Sea. Fisheries to the east provide food for most of Africa. Oil fields to the north are the most productive in Europe.
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Use the excerpts and your knowledge of social studies to answer the following question.
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Which New Deal agency established a pension program that contributes to the income of retired workers? A Federal Deposit Insurance Corporation Social Security Administration Securities and Exchange Commission Agricultural Adjustment Administration
We are there because we have a promise to keep. Since 1954 every American president has offered support to the people of South Vietnam. We have helped to build, and we have helped to defend. Thus, over many years, we have made a national pledge to help South Vietnam defend its independence. And I intend to keep that promise. To dishonor that pledge, to abandon this small and brave nation to its enemies, and to the terror that must follow, would be an unforgivable wrong. Lyndon B. Johnson, 1965 In our opinion and from our experience, there is nothing in South Vietnam which could happen that realistically threatens the United States of America. And to attempt to justify the loss of one American life in Vietnam, Cambodia or Laos by linking such loss to the preservation of freedom, which those misfits supposedly abuse, is to us the height of criminal hypocrisy, and it is that kind of hypocrisy which we feel has torn this country apart. John Kerry, 1971
B C D
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What phrase best describes the excerpts above? F G H J Secondary sources Factual accounts Differing points of view Newspaper reports
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Use the maps and your knowledge of social studies to answer the following question.
San Francisco Bay Area
1850
Key Urban region Tidal wetlands
1900
1940
1990
Source: U.S. Geological Survey
12
These maps of the San Francisco Bay Area support the conclusion that F G H J as the urban area increased, tidal wetlands diminished urban leaders supported wetlands preservation as wetlands diminished, urban population became less dense population growth occurred mostly in mountainous areas
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Reasons for the
Racial violence and discrimination Mechanization of cotton production Demand for labor in cities
Unrestricted submarine warfare Zimmermann telegram Cultural and political ties to Great Britain Threat to democratic governments 15
The box above lists some reasons for the twentieth-century Great Migration, which involved A B Dust Bowl farmers migrating from the Midwest to California African Americans migrating from the South to the North Rust Belt workers migrating from the Northeast to Texas Mexican Americans migrating from border states to the Northeast
13
Which of the following phrases best completes the title above? A B C D Creation of the League of Nations U.S. Entrance into World War I Formation of the Allied Powers U.S. Decision to Contain Communism
C D
14
The Civil Rights movements strategy of nonviolent resistance was most widely advocated throughout the 1960s by F G H J Stokely Carmichaels Black Power movement Malcolm Xs Organization of AfroAmerican Unity Martin Luther King, Jr.s Southern Christian Leadership Conference Huey P. Newtons Black Panther Party
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Date of Independence for Selected Countries
Atlantic Ocean Pacific Ocean Cuba (1902) Mexico (1810) Dominican Republic (1844) Honduras (1821) Venezuela (1811) Colombia (1810) Bolivia (1825) Peru (1821) Paraguay (1811) Chile (1810) Uruguay (1825) Argentina (1816)
Guatemala (1821) El Salvador (1821) Nicaragua (1821) Costa Rica (1821) Panama (1810; 1903) Ecuador (1822)
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Which conclusion is best supported by the information in the map above? F G H J Disputes over natural resources led to movements for independence from Spain. Spains former colonies established identical independent governments. Following independence, former Spanish colonies formed trade alliances. Independence movements in Spanish colonies influenced one another.
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After the Civil War, many states passed Jim Crow laws intended to counteract constitutional amendments that granted former slaves A B C D settlement rights on western lands citizenship and voting rights jobs in factories and mills employment in federal agencies
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Use the table and your knowledge of social studies to answer the following question.
The Columbian Exchange

From Old World to New World Chickens Oats Daisies Wheat Ragweed From New World to Old World Llamas Pineapples Papayas Avocados Peanuts
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The table above lists exchanges between which areas? F G H J Europe, Asia, and Africa Africa, Australia, and the Americas Europe, Africa, and the Americas Australia, Antarctica, and Africa
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Use the graph and your knowledge of social studies to answer the following question.
Late-Afternoon Temperature
F 92 91 90 89 88 87 86 85
Urban Heat-Island Profile
ur al
m er ci al
D ow nt ow n
Pa rk
re si de nt ia
si de nt
si de nt
re
om
bu rb an
re
Su
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Which conclusion is supported by the information in the heat-island profile above? A B C D Rural activity is the dominant cause of global warming. Suburban residential areas experience the greatest heat-island effect. Dense urban areas are a significant cause of regional warming. City parks increase the heat-island effect.
Su
bu rb an
rb an
ur al
ia l
ia l
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Small tracts of land Family-based workforce Crops mainly grown for personal consumption
Outlawed discrimination in hotels, motels, restaurants, theaters, and all other public accommodations engaged in interstate commerce Prohibited discrimination by government agencies that receive federal funding Prohibited discrimination in hiring on the basis of race, color, religion, sex, or national origin Established the Equal Employment Opportunity Commission
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What type of economy is described by the information above? F G H J Subsistence agriculture Cottage industry Commercial agriculture Command economy 21
Which of the following is described by the list above? A B C D The Voting Rights Act of 1965 Brown v. Board of Education The Civil Rights Act of 1964 Regents of the University of California v. Bakke
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The Drake Passage
South America
Pacific Ocean
Drake Passage Drakes Passage
Atlantic Ocean
Antarctica
22
Difficulty in navigating the Drake Passage contributed to the U.S. decision to F G H J declare war on Spain build a canal in Panama enact the Teller Amendment announce the Open Door policy
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500,000 Hispanics served in the armed forces during World War II. The Naval Air Station at Corpus Christi refused to treat sick Hispanic veterans. Dr. Hector P. Garca founded the American GI Forum in 1948.
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Dr. Hector P. Garca founded the American GI Forum to ensure that Hispanic veterans received A B C D the same honorary rank as other veterans who served lifetime employment in the military job placement in medical professions the same benefits provided to other veterans
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Executive Branch Appoints federal judges
Judicial Branch Can declare an executive action unconstitutional
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The diagram above best describes the constitutional principle of F G H J checks and balances popular sovereignty federalism republicanism
Famous Rough Rider First American to win the Nobel Peace Prize Motto was Speak softly and carry a big stick Strengthened the U.S. Navy
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Which twentieth-century U.S. leader is described by the list above? A B C D Henry Cabot Lodge George Marshall Theodore Roosevelt Harry S. Truman
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Which of the following is a primary result of twentieth-century technological innovations such as computers and robots? F G H J Fewer assembly-line jobs for workers More people working in agriculture Fewer people living in suburbs More safety hazards for factory workers
Clarence Darrow
William Jennings Bryan
?
Science and Darwinism Biblical literalism
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Which title best completes the diagram above? A B C D The Scopes Trial The Espionage Act The Palmer Raids The Bonus Army
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Total U.S. Border Crossings by Incoming Trucks, 2005

WA MT ID MI CA AZ NM TX ND MN NY VT
ME
AK
Key Trucks 1140,000 140,001300,000 300,001600,000 600,0013,200,000

Source: Bureau of Transportation Statistics
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Which event most contributed to the large number of trucks coming into the United States, as shown in the map above? F G H J The establishment of the North Atlantic Treaty Organization (NATO) The implementation of the North American Free Trade Agreement (NAFTA) The implementation of the Kyoto Protocol The signing of the World Trade Agreement
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Which of the following was a cause of the Korean War? A B C D South Korea would not trade with other Asian countries. Taiwan attempted to seize control of South Korea. The United States would not grant foreign aid to North Korea. North Korea wanted to unify the peninsula under a communist regime.
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Freedom of religion
U.S. Bill of Rights
Powers reserved to the states
Right to speedy trial by jury
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Which of the following best completes the diagram above? F G H J Womens suffrage Abolition of slavery Right to petition Freedom from poll taxes
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Civil War Battlefields in Texas
Sabine Pass Galveston Palmito Ranch Mexico

Legend Battlefields
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Which of the following statements is supported by the information on the map above? A B C D Most Civil War battles were fought in Texas. The Union army invaded Texas through Mexico. Most Confederate fortifications were located in West Texas. Control of the Texas Gulf Coast was strategically important.
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The 19th Amendment was enacted.
Organized crime increased.
?
Radio became a popular form of entertainment. The first talking movie was released.
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What is the best title for this diagram? F G H J Events of the Cold War Events of the Great Depression Events of the Roaring Twenties Events of the Civil Rights Era
Life
Liberty
Pursuit of happiness
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Which title best completes the diagram above? A B C D Federalism Unalienable Rights Republicanism Voting Rights
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Potential Range of Soviet Missiles in Cuba, 1962
Source: National Security Archive
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The map above shows that the placement of nuclear missiles in Cuba by the Soviet Union was unacceptable to U.S. leaders primarily because F G H J the presence of missiles in Cuba would make a U.S. invasion of the island impossible the physical location of Cuba made large areas of the United States vulnerable to attack the physical location of the United States obligated it to protect Canada from attack the presence of missiles in Cuba would result in an arms race among Caribbean countries
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Which technological innovation most directly enabled the construction of skyscrapers throughout U.S. cities in the late nineteenth century? A B C D Whitneys interchangeable parts Fultons steam engine Taylors scientific management Bessemers steel process
Use the excerpt and your knowledge of social studies to answer the following question.
If you were a sociable person, he [the government inspector] was quite willing to enter into conversation with you, and to explain to you the deadly nature of the ptomaines which are found in tubercular pork; and while he was talking with you you could hardly be so ungrateful as to notice that a dozen carcasses were passing him untouched. Upton Sinclair, 1906
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After reading the book excerpted above, President Theodore Roosevelt asked the U.S. Congress to F G H J halt production at meatpacking plants pass a law calling for closer regulation of food quality fund research to find a cure for tuberculosis pass a law to limit work hours in meatpacking plants
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1. Gilded Age 2. Cold War 3. Great Depression 4. Roaring Twenties
No Soldier shall, in time of peace be quartered in any house without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law. Third Amendment to the U.S. Constitution
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Which of the following lists the historical eras shown above in the correct chronological order? A B C D 1, 3, 2, 4 4, 1, 3, 2 1, 4, 3, 2 4, 2, 1, 3
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This amendment was included in the Bill of Rights as a reaction to A B C D the payment of housing allowances to British officials the forced provision of shelter for British troops the fear of foreign invasion after the Revolutionary War the military draft enacted during the Revolutionary War
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The United States formed the National Aeronautics and Space Administration (NASA) in response to F G H J the Soviet Unions launch of Sputnik 1 North Koreas invasion of South Korea the Soviet Unions placement of missiles in Cuba Chinas development of an atomic bomb
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Selected U.S. National Parks
Key
National park
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The federal lands shown above were set aside as a response to concerns about F G H J border conflicts community development environmental conservation property values
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Population Density, 2000

75N 60N 45N 30N 15N 0 15S 30S 45S 60S 75S
Key Persons per km2 024 25249 250999 More than 1000
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According to the 2000 map above, the most densely populated areas in the world are located between A B C D 15N and 45N 0 and 15S 45N and 75N 30S and 45S
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In the 1930s, which countries were ruled by dictatorships that were widely regarded as threats to the safety and security of the worlds democracies? A B C D Mexico, Brazil, and India France, Spain, and Greece Germany, Japan, and Italy Japan, Mexico, and Turkey
The Parties to this Treaty . . . are determined to safeguard the freedom, common heritage and civilisation of their peoples, founded on the principles of democracy, individual liberty and the rule of law. They seek to promote stability and well-being in the North Atlantic area. They are resolved to unite their efforts for collective defence and for the preservation of peace and security.
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The purpose of the organization formed by the 1949 treaty excerpted above was to F G H J create an alliance to protect against communist aggression in Europe provide military assistance to countries seeking independence in the Americas provide financial aid to rebuild countries in Africa regulate economic ties with communist countries in Asia
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Use the photograph and your knowledge of social studies to answer the following question.
Rapid growth of suburbs Passage of the U.S. Interstate Highway Act Popularity of drive-in theaters
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Which of the following is the best title for the list above? F G H J Effects of the Baby Boom During the 1940s Impact of the Automobile During the 1950s Growth of the Service Industry During the 1960s Results of Gasoline Shortages During the 1970s
Source: Library of Congress
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The photograph above demonstrates that during World War II, women A B C D expressed opposition to involvement in the conflict risked their lives by serving in combat roles performed duties that historically had been assigned to men trained men to conduct air raids on the enemy
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Statement 1: Many immigrants of the early 1900s lived in ethnic neighborhoods in large cities. Statement 2: Schools, churches, and businesses were built and supported by the immigrants of the early 1900s. Statement 3: The immigrants of the early 1900s often had to live in poorly built, overcrowded tenements. Statement 4: Most of the immigrants of the early 1900s were criminals from the old country who couldnt be trusted.
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Which of the statements above most clearly demonstrates a negative bias? F G H J Statement 1 Statement 2 Statement 3 Statement 4
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Standard of Living Indicators for Selected Countries, 2004

Gross National Life Infant Mortality Population Income (GNI) Expectancy Rate Growth per Capita at Birth, Total (per 1,000 (annual %) (U.S. Dollars) (years) live births) Angola Australia Lebanon Sweden 930 27,070 6,040 35,840 41.2 79.9 72.3 80.5 154 4.6 26.5 3.3 2.9 1.2 1.0 0.4
Source: World Bank
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According to the information in the table above, which of the following countries had the lowest standard of living in 2004? A B C D Angola Australia Lebanon Sweden
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Area of West Texas

90
Marfa
67
Alpine
385
Marathon
285
Sanderson
349 90
Dryden Texas
67
118
385
Texas
Mexico
Presidio
Rio Grande
170 Mexico Big Bend National Park
Key National park Highway Town
48
Which statement about patterns of settlement in West Texas is supported by the map above? F G H J The junction of two highways is often the location of a town. The most populous areas are located along Highway 118. Most towns are located on waterways. Big Bend National Park is a highly urbanized area.
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Voluntary rationing Increased employment of women Migration of African Americans Higher taxes Sale of Liberty Bonds
49
The box above lists examples of A B C D the effects of U.S. involvement in the Spanish-American War the effects of U.S. imperialism on colonial territories the U.S. economic policies that led to the Great Depression the domestic impact of World War I on U.S. society
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50
Which headline reports the result of the U.S. Supreme Courts decision in Brown v. Board of Education?
D ai l y T i m es
S ta te J o u r n a l
Universities Raise Tuition
School Segregation Banned
Morning Sun
A m e r i c a n N ew s
State Schools Receive New Funding
Community Colleges Created
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Mayflower Compact written Virginia House of Burgesses formed New England town meetings held
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The events listed in the box above all contributed to A B C D the beginning of the colonial slave trade the growth of colonial representative government the end of colonial religious activity the decline of the colonial population
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Use the cartoon and your knowledge of social studies to answer the following question.
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The 1932 cartoon above suggests that when Franklin Roosevelt became president F G H J agriculture and mining were the main issues voter turnout in local elections increased domestic and international issues needed to be resolved the federal government had reduced powers
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Percentage of Worlds Population by Area, 17501999

Area 1750 Africa Asia Europe Latin America and the Caribbean Northern America Oceania 13.4 63.5 20.6 2.0 0.3 0.3 1800 10.9 64.9 20.8 2.5 0.7 0.2 Year 1850 8.8 64.1 21.9 3.0 2.1 0.2 1900 8.1 57.4 24.7 4.5 5.0 0.4 1950 8.8 55.6 21.7 6.6 6.8 0.5 1999 12.8 60.8 12.2 8.5 5.1 0.5
Source: United Nations Population Division
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According to the table above, which area experienced continued growth in its percentage of the worlds population from 1750 to 1999? A B C D Africa Asia Latin America and the Caribbean Northern America
It is a downright mockery to talk to women of their enjoyment of the blessings of liberty while they are denied the use of the only means of securing them provided by this democraticrepublican government. . . . Susan B. Anthony, 1872
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According to the excerpt above, Susan B. Anthony believed the only way for women to acquire the blessings of liberty was by F G H J voting in elections working in factories becoming missionaries studying economics
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Carbon Dioxide Gas Emissions by Country, 2000
Atlantic Ocean Pacific Ocean Indian Ocean
Key Million Metric Tons of Carbon 010 11100 101500 5011000 10011600
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According to the map above, which two countries produced the most carbon dioxide gas emissions in 2000? A B C D Australia and Great Britain Russia and Mexico China and the United States India and Canada
BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS
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ON THE ANSWER DOCUMENT.
TAKS EXIT LEVEL SOCIAL STUDIES APRIL 2009
Texas Assessment of Knowledge and Skills - Answer Key
Grade: Exit Level Subject: Social Studies Administration: April 2009
Item Number
The letter W indicates that the student expectation listed is from the World History TEKS. The letter G indicates that the student expectation listed is from the World Geography TEKS. The letter H indicates that the student expectation listed is from the U.S. History Since Reconstruction TEKS.
01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55
Correct Answer
B H C F B J C J B H B F B H B J B H C F C G D F C F A G D H D H B G D G C F B H A F C G C J A F D H B H C F C
Objective Measured
05 01 02 03 04 03 01 02 05 05 03 05 01 03 02 05 04 02 05 03 04 02 03 04 01 03 01 03 01 04 05 01 04 02 03 04 01 01 01 02 05 01 01 03 03 05 03 02 01 04 04 05 02 03 05
Student Expectations
G.8 (B) 8.4 (B) W.23 (A) H.2 (C) 8.22 (B) H.13 (B) H.6 (B) G.1 (B) G.8 (B) H.24 (C) H.13 (E) G.8 (B) H.3 (B) H.7 (B) H.10 (A) G.21 (C) 8.17 (B) G.1 (B) G.8 (B) G.10 (C) H.7 (C) H.9 (A) H.21 (A) 8.16 (D) H.3 (A) H.22 (C) H.5 (B) H.14 (E) H.6 (E) 8.20 (B) G.21 (C) H.1 (A) 8.20 (A) G.1 (A) H.22 (A) H.4 (A) H.1 (B) H.6 (F) 8.16 (C) H.11 (A) W.26 (C) H.6 (D) H.6 (A) H.23 (A) H.14 (A) H.24 (F) G.5 (B) G.6 (A) H.3 (D) H.17 (A) 8.3 (A) H.24 (A) H.8 (B) H.4 (B) W.26 (C)
Copyright 2009, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.
Exit Level Social Studies

For a more complete description of the objectives measured, please refer to the Revised TAKS Information Booklet for Exit Level Social Studies at http://www.tea.state.tx.us/student.assessment/taks/booklets/index.html.
Objective 1:
The student will demonstrate an understanding of issues and events in U.S. history.
(8.1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to (C) explain the significance of the following dates: [1607,] 1776, 1787, [1803,] and 1861-1865.
(8.4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to (B) explain the roles played by significant individuals during the American Revolution, including [Samuel Adams, Benjamin Franklin, King George III,] Thomas Jefferson, [the Marquis de Lafayette, Thomas Paine,] and George Washington; and explain the issues surrounding [important events of] the American Revolution, including declaring independence; [writing] the Articles of Confederation, [fighting the battles of Lexington, Concord, Saratoga, and Yorktown; and signing the Treaty of Paris].
(C)
(8.16) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and other important historic documents. The student is expected to (C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights.
(US1) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to (A) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics; apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and explain the significance of the following dates: 1898, 1914-1918, 1929, 1941-1945, [and 1957].
(B)
(C)
(US3) History. The student understands the emergence of the United States as a world power between 1898 and 1920. The student is expected to (A) explain why significant events and individuals, including the Spanish-American War, U.S. expansionism, [Henry Cabot Lodge, Alfred Thayer Mahan,] and Theodore Roosevelt, moved the United States into the position of a world power; identify the reasons for U.S. involvement in World War I, including unrestricted submarine warfare; and analyze major issues raised by U.S. involvement in World War I, Wilson's Fourteen Points, and the Treaty of Versailles.
(B)
(D)
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Exit Level Social Studies (continued)
(US5) History. The student understands significant individuals, events, and issues of the 1920s. The student is expected to (A) analyze causes and effects of significant issues such as immigration, the Red Scare, Prohibition, and the changing role of women; and analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, and Charles A. Lindbergh.
(B)
(US6) History. The student understands the impact of significant national and international decisions and conflicts from World War II and the Cold War to the present on the United States. The student is expected to (A) identify reasons for U.S. involvement in World War II, including the growth of dictatorships and the attack on Pearl Harbor; analyze major issues and events of World War II such as fighting the war on multiple fronts, the internment of Japanese-Americans, the Holocaust, the battle of Midway, the invasion of Normandy, and the development of and Harry Truman's decision to use the atomic bomb; describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization, [and the Berlin airlift]; analyze the conflicts in Korea and Vietnam and describe their domestic and international effects; and describe the impact of the GI Bill, [the election of 1948,] McCarthyism, and Sputnik I.
(B)
(D)
(E)
(F)
Objective 2:
The student will demonstrate an understanding of geographic influences on historical issues and events.
(US8) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to (B) [pose and] answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, [and databases].
(US9) Geography. The student understands the impact of geographic factors on major events. The student is expected to (A) analyze the effects of physical and human geographic factors on major events including the building of the Panama Canal.
(US10) Geography. The student understands the effects of migration and immigration on American society. The student is expected to (A) analyze the effects of changing demographic patterns resulting from migration within the United States; and analyze the effects of changing demographic patterns resulting from immigration to the United States.
(B)
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(US11) Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to (A) identify the effects of population growth [and distribution and predict future effects] on the physical environment.
(WG1) History. The student understands how geographic contexts (the geography of places in the past) and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. The student is expected to (A) analyze the effects of physical and human geographic patterns and processes on events in the past [and describe their effects on present conditions, including significant physical features and environmental conditions that influenced migration patterns in the past and shaped the distribution of culture groups today] (correlates with WH12B); and trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague, the diffusion and exchange of foods between the New and Old Worlds, [or the diffusion of American slang] (correlates with WH11B).
(B)
(WG6) Geography. The student understands the types and patterns of settlement, the factors that affect where people settle, and processes of settlement development over time. The student is expected to (A) [locate settlements and] observe patterns in the size and distribution of cities using maps, graphics, and other information (correlates with WH26C).
(WH23) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies throughout history. The student is expected to (A) give examples of [major mathematical and scientific discoveries and] technological innovations that occurred at different periods in history and describe the changes produced by these discoveries and innovations (correlates with WG19A and WG20A).
Objective 3:
The student will demonstrate an understanding of economic and social influences on historical issues and events.
(US2) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to (B) analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, and the rise of big business; and analyze social issues such as the treatment of minorities, child labor, growth of cities, and problems of immigrants.
(C)
(US4) History. The student understands the effects of reform and third party movements on American society. The student is expected to (B) evaluate the impact of reform leaders such as Susan B. Anthony, W.E.B. DuBois, [and Robert LaFollette] on American society.
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(US7) History. The student understands the impact of the American civil rights movement. The student is expected to (B) identify significant leaders of the civil rights movement, including Martin Luther King, Jr.
(US13) Economics. The student understands significant economic developments between World War I and World War II. The student is expected to (A) (B) analyze causes of economic growth and prosperity in the 1920s; analyze the causes of the Great Depression, including the decline in worldwide trade, the stock market crash, and bank failures; analyze the effects of the Great Depression on the U.S. economy and government; and analyze how various New Deal agencies and programs such as the Federal Deposit Insurance Corporation, [the Securities and Exchange Commission,] and Social Security continue to affect the lives of U.S. citizens.
(C) (E)
(US14) Economics. The student understands the economic effects of World War II, the Cold War, and increased worldwide competition on contemporary society. The student is expected to (A) describe the economic effects of World War II on the home front, including rationing, female employment, and the end of the Great Depression; and describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system.
(E)
(US21) Culture. The student understands how people from various groups, including racial, ethnic, and religious groups, adapt to life in the United States and contribute to our national identity. The student is expected to (A) explain actions taken by people from racial, ethnic, and religious groups to expand economic opportunities and political rights in American society; and identify the political, social, and economic contributions of women to American society.
(D)
(US22) Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to (A) explain the effects of scientific discoveries and technological innovations such as electric power, the telegraph and telephone, petroleum-based products, medical vaccinations, and computers on the development of the United States; and analyze the impact of technological innovations on the nature of work, the American labor movement, and businesses.
(C)
(US23) Science, technology, and society. The student understands the influence of scientific discoveries and technological innovations on daily life in the United States. The student is expected to (A) analyze how scientific discoveries and technological innovations, including those in transportation and communication, have changed the standard of living in the United States. Page 4
(WG5) Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to (B) analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations (correlates with WH14C).
(WG10) Economics. The student understands the distribution and characteristics of economic systems throughout the world. The student is expected to (C) compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus market-oriented agriculture or cottage industries versus commercial industries (correlates with WH14C).
Objective 4:
The student will demonstrate an understanding of political influences on historical issues and events.
(8.3) History. The student understands the foundations of representative government in the United States. The student is expected to (A) explain the reasons for the growth of representative government and institutions during the colonial period.
(8.16) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and other important historic documents. The student is expected to (A) identify the influence of ideas from historic documents including the Magna Carta, the English Bill of Rights, [the Mayflower Compact,] the Declaration of Independence, the Federalist Papers, [and selected anti-federalist writings] on the U.S. system of government; and analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.
(D)
(8.17) Government. The student understands the process of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to (B) describe the impact of 19th-century amendments including the 13th, 14th, and 15th amendments on life in the United States.
(8.18) Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system. The student is expected to (B) describe historical conflicts arising over the issue of states' rights, including the Nullification Crisis and the Civil War.
(8.20) Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to (A) (B) define and give examples of unalienable rights; and summarize rights guaranteed in the Bill of Rights. Page 5
(8.22) Citizenship. The student understands the importance of the expression of different points of view in a democratic society. The student is expected to (B) describe the importance of free speech and press in a democratic society.
(US4) History. The student understands the effects of reform and third party movements on American society. The student is expected to (A) evaluate the impact of Progressive Era reforms including [initiative, referendum, recall, and] the passage of the 16th and 17th amendments.
(US7) History. The student understands the impact of the American civil rights movement. The student is expected to (A) trace the historical development of the civil rights movement in the 18th, 19th, and 20th centuries, including the 13th, 14th, 15th amendments; and evaluate government efforts, including the Civil Rights Act of 1964 to achieve equality in the United States.
(C)
(US17) Government. The student understands the impact of constitutional issues on American society in the 20th century. The student is expected to (A) analyze the effects of 20th-century landmark U.S. Supreme Court decisions such as Brown v. Board of Education , [ Regents of the University of California v. Bakke , and Reynolds v. Sims ].
(US18) Citizenship. The student understands efforts to expand the democratic process. The student is expected to (B) evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments.
Objective 5:
The student will use critical thinking skills to analyze social studies information.
(US24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to (A) [locate and] use primary and secondary sources [such as computer software, databases, media and news services, biographies, interviews, and artifacts] to acquire information about the United States (correlates with 8.30A and WH25B); analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions (correlates with 8.30B and WH25C); explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context (correlates with 8.30D and WH25D); and identify bias in written, [oral,] and visual material (correlates with 8.30F and WH25G).
(B)
(C)
(F)
Page 6
(WG8) Geography. The student understands how people, places, and environments are connected and interdependent. The student is expected to (B) compare ways that humans depend on, adapt to, and modify the physical environment using [local,] state, national, and international human activities in a variety of cultural and technological contexts (correlates with WH12B and WH12C).
(WG21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to (C) [construct and] interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change (correlates with WH11B and WH12C).
(WH26) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to (C) interpret [and create databases, research outlines, bibliographies, and] visuals including graphs, charts, timelines, and maps (correlates with WG21C).
Page 7

Social Studies Texas TAKS With Answers 2009

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Social Studies Texas TAKS With Answers 2009

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STUDENT NAME

Texas Assessment of Knowledge and Skills

EXIT LEVEL SOCIAL STUDIES

Administered April 2009

Provides an opportunity to influence public opinion

The Contiguous United States

New York San Francisco Kansas City Chicago To Europe

Southwestern Europe and Northwestern Africa

San Francisco Bay Area

Key Urban region Tidal wetlands

Reasons for the

Date of Independence for Selected Countries

The Columbian Exchange

Urban Heat-Island Profile

The Drake Passage

Executive Branch Appoints federal judges

Judicial Branch Can declare an executive action unconstitutional

William Jennings Bryan

Total U.S. Border Crossings by Incoming Trucks, 2005

Key Trucks 1140,000 140,001300,000 300,001600,000 600,0013,200,000

U.S. Bill of Rights

Powers reserved to the states

Right to speedy trial by jury

Civil War Battlefields in Texas

Sabine Pass Galveston Palmito Ranch Mexico

The 19th Amendment was enacted.

Organized crime increased.

Potential Range of Soviet Missiles in Cuba, 1962

Source: National Security Archive

1. Gilded Age 2. Cold War 3. Great Depression 4. Roaring Twenties

Selected U.S. National Parks

Population Density, 2000

Source: Library of Congress

Standard of Living Indicators for Selected Countries, 2004

Area of West Texas

Key National park Highway Town

Universities Raise Tuition

School Segregation Banned

State Schools Receive New Funding

Community Colleges Created

Percentage of Worlds Population by Area, 17501999

Source: United Nations Population Division

Carbon Dioxide Gas Emissions by Country, 2000

Atlantic Ocean Pacific Ocean Indian Ocean

BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS

ON THE ANSWER DOCUMENT.

TAKS EXIT LEVEL SOCIAL STUDIES APRIL 2009

Texas Assessment of Knowledge and Skills - Answer Key

Grade: Exit Level Subject: Social Studies Administration: April 2009

Exit Level Social Studies

Exit Level Social Studies (continued)

Exit Level Social Studies (continued)

Exit Level Social Studies (continued)

Exit Level Social Studies (continued)

Exit Level Social Studies (continued)

Exit Level Social Studies (continued)

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