US History II CLEP PDF

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Test InformationGuide:College-LevelExaminationProgram®

2011-12

History of theUnited States II

© 2012 The College Board. All rights reserved. College Board, College-Level ExaminationProgram, CLEP, and the acorn logo are registered trademarks of the College Board.

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CLEP TEST INFORMATIONGUIDE FOR HISTORY OF THEUNITED STATES II

History of CLEP

Since 1967, the College-Level Examination Program(CLEP®) has provided over six million people withthe opportunity to reach their educational goals.CLEP participants have received college credit forknowledge and expertise they have gained throughprior course work, independent study or work andlife experience.

Over the years, the CLEP examinations have evolvedto keep pace with changing curricula and pedagogy.Typically, the examinations represent material taughtin introductory college-level courses from all areasof the college curriculum. Students may choose from33 different subject areas in which to demonstratetheir mastery of college-level material.

Today, more than 2,900 colleges and universitiesrecognize and grant credit for CLEP.

Philosophy of CLEP

Promoting access to higher education is CLEP’sfoundation. CLEP offers students an opportunity todemonstrate and receive validation of theircollege-level skills and knowledge. Students whoachieve an appropriate score on a CLEP exam canenrich their college experience with higher-levelcourses in their major field of study, expand theirhorizons by taking a wider array of electives andavoid repetition of material that they already know.

CLEP Participants

CLEP’s test-taking population includes people of allages and walks of life. Traditional 18- to 22-year-oldstudents, adults just entering or returning to school,home-schoolers and international students who needto quantify their knowledge have all been assisted byCLEP in earning their college degrees. Currently,58 percent of CLEP’s test-takers are women and52 percent are 23 years of age or older.

For over 30 years, the College Board has worked toprovide government-funded credit-by-examopportunities to the military through CLEP. Militaryservice members are fully funded for their CLEP examfees. Exams are administered at military installations

worldwide through computer-based testing programsand also — in forward-deployed areas — throughpaper-based testing. Approximately one-third of allCLEP candidates are military service members.

2010-11 National CLEP Candidates by Age*

These data are based on 100% of CLEP test-takers who responded to this survey question during their examinations.

*

Under 189%

18-22 years39%

23-29 years22%

30 years and older30%

2010-11 National CLEP Candidates by Gender

41%

58%

Computer-Based CLEP Testing

The computer-based format of CLEP exams allowsfor a number of key features. These include:

• a variety of question formats that ensure effectiveassessment

• real-time score reporting that gives students andcolleges the ability to make immediate credit-granting decisions (except College Composition,which requires faculty scoring of essays twice amonth)

• a uniform recommended credit-granting score of50 for all exams

• “rights-only” scoring, which awards one point percorrect answer

• pretest questions that are not scored but providecurrent candidate population data and allow forrapid expansion of question pools

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CLEP Exam Development

Content development for each of the CLEP examsis directed by a test development committee. Eachcommittee is composed of faculty from a widevariety of institutions who are currently teachingthe relevant college undergraduate courses. Thecommittee members establish the test specificationsbased on feedback from a national curriculumsurvey; recommend credit-granting scores andstandards; develop and select test questions; reviewstatistical data and prepare descriptive material foruse by faculty (Test Information Guides) and studentsplanning to take the tests (CLEP Official Study Guide).

College faculty also participate in CLEP in otherways: they convene periodically as part ofstandard-setting panels to determine therecommended level of student competency for thegranting of college credit; they are called upon towrite exam questions and to review forms and theyhelp to ensure the continuing relevance of the CLEPexaminations through the curriculum surveys.

The Curriculum Survey

The first step in the construction of a CLEP exam isa curriculum survey. Its main purpose is to obtaininformation needed to develop test-contentspecifications that reflect the current collegecurriculum and to recognize anticipated changes inthe field. The surveys of college faculty areconducted in each subject every three to five yearsdepending on the discipline. Specifically, the surveygathers information on:

• the major content and skill areas covered in theequivalent course and the proportion of the coursedevoted to each area

• specific topics taught and the emphasis given toeach topic

• specific skills students are expected to acquire andthe relative emphasis given to them

• recent and anticipated changes in course content,skills and topics

• the primary textbooks and supplementary learningresources used

• titles and lengths of college courses thatcorrespond to the CLEP exam

The Committee

The College Board appoints standing committees ofcollege faculty for each test title in the CLEP battery.Committee members usually serve a term of up tofour years. Each committee works with contentspecialists at Educational Testing Service to establishtest specifications and develop the tests. Listedbelow are the current committee members and theirinstitutional affiliations.

Omar S. Valerio-Jimenez, Chair

University of Iowa

Melodie Andrews Minnesota State University,Mankato

Yankek Mieczkowski Dowling College

Eduardo O. Pagan Arizona State University

The primary objective of the committee is to producetests with good content validity. CLEP tests must berigorous and relevant to the discipline and theappropriate courses. While the consensus of thecommittee members is that this test has high contentvalidity for a typical introductory History of theUnited States II course or curriculum, the validity ofthe content for a specific course or curriculum is bestdetermined locally through careful review andcomparison of test content, with instructional contentcovered in a particular course or curriculum.

The Committee Meeting

The exam is developed from a pool of questionswritten by committee members and outside questionwriters. All questions that will be scored on a CLEPexam have been pretested; those that pass a rigorousstatistical analysis for content relevance, difficulty,fairness and correlation with assessment criteria areadded to the pool. These questions are compiled bytest development specialists according to the testspecifications, and are presented to all the committeemembers for a final review. Before convening at atwo- or three-day committee meeting, the membershave a chance to review the test specifications andthe pool of questions available for possible inclusionin the exam.

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At the meeting, the committee determines whetherthe questions are appropriate for the test and, if not,whether they need to be reworked and pretestedagain to ensure that they are accurate andunambiguous. Finally, draft forms of the exam arereviewed to ensure comparable levels of difficulty andcontent specifications on the various test forms. Thecommittee is also responsible for writing anddeveloping pretest questions. These questions areadministered to candidates who take the examinationand provide valuable statistical feedback on studentperformance under operational conditions.

Once the questions are developed and pretested,tests are assembled in one of two ways. In somecases, test forms are assembled in their entirety.These forms are of comparable difficulty and aretherefore interchangeable. More commonly,questions are assembled into smaller,content-specific units called testlets, which can thenbe combined in different ways to create multiple testforms. This method allows many different forms tobe assembled from a pool of questions.

Test Specifications

Test content specifications are determined primarilythrough the curriculum survey, the expertise of thecommittee and test development specialists, therecommendations of appropriate councils andconferences, textbook reviews and other appropriatesources of information. Content specifications takeinto account:

• the purpose of the test

• the intended test-taker population

• the titles and descriptions of courses the test isdesigned to reflect

• the specific subject matter and abilities to be tested

• the length of the test, types of questions andinstructions to be used

Recommendation of the AmericanCouncil on Education (ACE)

The American Council on Education’s CollegeCredit Recommendation Service (ACE CREDIT)has evaluated CLEP processes and procedures for

developing, administering and scoring the exams.Effective July 2001, ACE recommended a uniformcredit-granting score of 50 across all subjects, withthe exception of four-semester language exams,which represents the performance of students whoearn a grade of C in the corresponding collegecourse.

The American Council on Education, the majorcoordinating body for all the nation’s higher educationinstitutions, seeks to provide leadership and a unifyingvoice on key higher education issues and to influencepublic policy through advocacy, research and programinitiatives. For more information, visit the ACECREDIT website at www.acenet.edu/acecredit.

CLEP Credit Granting

CLEP uses a common recommended credit-grantingscore of 50 for all CLEP exams.

This common credit-granting score does not mean,however, that the standards for all CLEP exams arethe same. When a new or revised version of a test isintroduced, the program conducts a standard settingto determine the recommended credit-granting score(“cut score”).

A standard-setting panel, consisting of 15–20 facultymembers from colleges and universities across thecountry who are currently teaching the course, isappointed to give its expert judgment on the level ofstudent performance that would be necessary toreceive college credit in the course. The panelreviews the test and test specifications and definesthe capabilities of the typical A student, as well asthose of the typical B, C and D students.* Expectedindividual student performance is rated by eachpanelist on each question. The combined average ofthe ratings is used to determine a recommendednumber of examination questions that must beanswered correctly to mirror classroom performanceof typical B and C students in the related course. Thepanel’s findings are given to members of the testdevelopment committee who, with the help ofEducational Testing Service and College Boardpsychometric specialists, make a final determinationon which raw scores are equivalent to B and C levelsof performance.

*Student performance for the language exams (French, German and Spanish)is defined only at the B and C levels.

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History of the United States II

Description of the Examination

The History of the United States II: 1865 to thePresent examination covers material that is usuallytaught in the second semester of what is often atwo-semester course in United States history. Theexamination covers the period of United Stateshistory from the end of the Civil War to the present,with the majority of the questions on the twentiethcentury.

The examination contains approximately120 questions to be answered in 90 minutes.Some of these are pretest questions that will notbe scored. Any time candidates spend on tutorialsand providing personal information is in additionto the actual testing time.

Knowledge and Skills Required

Questions on the History of the United States IIexamination require candidates to demonstrate oneor more of the following abilities:

• Identify and describe historical phenomena• Analyze and interpret historical phenomena• Compare and contrast historical phenomena

The subject matter of the History of the UnitedStates II examination is drawn from the followingtopics. The percentages next to the main topicsindicate the approximate percentage of examquestions on that topic.

Topical Specifications35% Political institutions, behavior and

public policy25% Social developments10% Economic developments15% Cultural and intellectual

developments15% Diplomacy and international

relations

Chronological Specifications30% 1865–191470% 1915–present

The following are among the specific topics tested:• The impact of the Civil War and Reconstruction

upon the South• The motivations and character of American

expansionism• The content of constitutional amendments and

their interpretations by the United StatesSupreme Court

• The changing nature of agricultural life• The development of American political parties• The emergence of regulatory and welfare-state

legislation• The intellectual and political expressions of

liberalism, conservatism and other suchmovements

• Long-term demographic trends• The process of economic growth and

development• The changing occupational structure, nature of

work and labor organization• Immigration and the history of racial and ethnic

minorities• Urbanization and industrialization• The causes and impacts of major wars in

American history• Major movements and individual figures in the

history of American arts and letters• Trends in the history of women and the family

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H I S T O R Y O F T H E U N I T E D S T A T E S I I

Sample Test Questions

The following sample questions do not appear on anactual CLEP examination. They are intended to givepotential test-takers an indication of the format anddifficulty level of the examination and to providecontent for practice and review. Knowing the correctanswers to all of the sample questions is not aguarantee of satisfactory performance on the exam.

Directions: Each of the questions or incompletestatements below is followed by five suggestedanswers or completions. Select the one that is best ineach case. Some questions will require you to placeevents in chronological order.

1. Which of the following best describes theexperiences of most emancipated slavesfollowing Reconstruction?

(A) They obtained land from the Freedmen’sBureau.

(B) They were forced back onto the plantationsas sharecroppers.

(C) They established large cooperative farms.(D) They migrated to Northern urban areas and

worked as unskilled laborers.(E) They were forced to migrate to marginally

fertile lands in the western territories.

2. The Reconstruction Acts of 1867 provided for

(A) temporary Union military supervision of theformer Confederacy

(B) federal monetary support for theresettlement of African Americans in Africa

(C) property-holding and voting rights forAfrican Americans

(D) implementation of anti–African Americanvagrancy laws in the South

(E) lenient readmission of the formerlyConfederate states to the Union

3. The second Sioux war (1876–1877), in whichCuster was defeated at the Battle of LittleBighorn, was caused by all of the followingEXCEPT

(A) the extension of the route of the NorthernPacific Railroad

(B) a concentrated effort on the part of the majorProtestant denominations to convert theSioux to Christianity

(C) the gold rush in the Black Hills(D) corruption within the Department of the

Interior(E) overland migration of settlers to the Pacific

Northwest

4. “This, then, is held to be the duty of the man ofwealth: to consider all surplus revenues whichcome to him simply as trust funds, which he iscalled upon to administer and strictly bound asa matter of duty to administer in the mannerwhich, in his judgment, is best calculated toproduce the most beneficial results for thecommunity.”

The sentiments expressed above are mostcharacteristic of

(A) transcendentalism(B) pragmatism(C) the Gospel of Wealth(D) the Social Gospel(E) Social Darwinism

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5. Reformers of the Progressive Era proposed all ofthe following changes in city government andpolitics at the turn of the century EXCEPT

(A) a large city council elected by wards(B) civil service(C) home rule for cities(D) city manager and commission governments(E) nonpartisan elections

6. The anticombination laws passed by numerousstates in the late 1880s were a response to whichof the following organizational innovations?

(A) The creation and growth of internationalcartels

(B) The development of industry-wide tradeassociations

(C) The joining of skilled and unskilled workersin industrial unions

(D) The formation of agricultural marketingcooperatives

(E) The use of stockholding trusts to createbusiness monopolies

7. Which of the following constituted a significantchange in the treatment of American Indiansduring the last half of the nineteenth century?

(A) The beginning of negotiations withindividual Indian tribal groups

(B) The start of a removal policy(C) The abandonment of the reservation system(D) The admission of American Indians to

United States citizenship(E) The division of lands traditionally owned

by Indian tribal groups among individualmembers

© Bettman/CORBIS

8. The late-nineteenth-century photograph shownabove was intended to serve which of thefollowing purposes?

(A) To advocate social reform(B) To arouse anti-immigrant sentiments(C) To encourage the purchase of cameras(D) To document the need for prohibition(E) To encourage immigration to the cities

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9. Which of the following would have been mostlikely to vote for William Jennings Bryan in1896 ?

(A) A Kansas farmer(B) A Chicago industrial worker(C) A department store clerk(D) A university professor of economics(E) A New York Republican Party member

10. Unionization efforts in the late-nineteenthcentury were countered by the

(A) establishment of the eight-hour workday(B) passage of right-to-work laws(C) increasing use of skilled labor(D) use of federal troops to help end strikes(E) establishment of factories in foreign

countries by United States corporations

11. Which of the following best states the goals ofthe “pure and simple unionism” advocated bySamuel Gompers?

(A) Labor unions should concentrate onincreasing wages and benefits.

(B) Labor should organize industry’s skilled andunskilled workers into a single union.

(C) Labor unions should compete directly withlarge industries in the production anddistribution of consumer products.

(D) Industrial workers should form a politicalparty to achieve their goals.

(E) The defective capitalist system should bereplaced by labor cooperatives.

12. During the late-nineteenth century, urbanpolitical machines were organizations that

(A) were created by native-born Americans tocombat the political influence of immigrants

(B) were controlled by politicians whodispensed jobs and other patronage in returnfor political support

(C) worked for civil service reform to ensuresound municipal government

(D) consisted of reformers working to combaturban poverty by establishing settlementhouses

(E) consisted of conservative elites seeking tomaintain control of politics

13. In his interpretation of the historicaldevelopment of the United States, FrederickJackson Turner focused on the importance of the

(A) traditions of western European culture(B) role of women in socializing children to

become good citizens(C) historical consequences of the enslavement

of African American people(D) conflict between capitalists and workers(E) frontier experience in fostering democracy

14. The 1896 presidential election was significant inUnited States history because it

(A) marked the rise of the Populist Party(B) signaled the return of free silver coinage(C) strengthened the image of the Republican

Party as the party of prosperity and nationalgreatness

(D) set a new pattern of vigorous two-partyparticipation in national politics

(E) secured national Democratic Partydominance that lasted until the 1930s

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© 2011 Delaware Art Museum/Artists Rights Society (ARS), New York;Wadsworth Atheneum Museum of Art/Art Resource, NY

15. The 1907 painting shown above is representativeof the

(A) Impressionist painting of Mary Cassatt(B) Hudson River School art of Asher B. Durand(C) Surrealism of Giorgio de Chirico(D) Abstract Expressionist work of Jackson

Pollock(E) Ashcan School art of John Sloan

16. In the period 1890–1915, all of the followingwere generally true about African AmericansEXCEPT

(A) Voting rights previously gained were deniedthrough changes in state laws andconstitutions.

(B) The federal government passed legislationprotecting the voting rights of AfricanAmericans.

(C) African American leaders disagreed on theprincipal strategy for attaining equal rights.

(D) Numerous physical attacks on AfricanAmerican individuals occurred in both theNorth and the South.

(E) African American people from the ruralSouth migrated to both southern andnorthern cities.

17. Between 1890 and 1914, most immigrants to theUnited States came from

(A) southern and eastern Europe(B) northern and western Europe(C) Latin America(D) Southeast Asia(E) Canada

18. Which of the following is a correct statementabout the United States at the close of the FirstWorld War?

(A) It joined the League of Nations.(B) It emerged as the world’s leading creditor

nation.(C) It accorded diplomatic recognition to the

Soviet Union.(D) It repealed the amendment to the

Constitution that allowed Prohibition.(E) It received large reparations payments from

Germany.

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19. Which of the following is a literary work that isassociated with the Lost Generation after theFirst World War?

(A) Ernest Hemingway’s The Sun Also Rises(B) Sylvia Plath’s The Bell Jar(C) T. S. Eliot’s “The Love Song of J. Alfred

Prufrock”(D) Sinclair Lewis’ Babbitt(E) Theodore Dreiser’s An American Tragedy

20. Many Mexicans migrated to the United Statesduring the First World War because

(A) revolution in Mexico had caused socialupheaval and dislocation

(B) the United States offered special homesteadrights to relatives of Mexican Americansserving in the armed forces

(C) the war in Europe had disrupted theMexican economy

(D) American Progressives generally held liberalviews on the issue of racial assimilation

(E) the United States government recruitedMexican workers to accelerate the settlementof the Southwest

21. All of the following were among WoodrowWilson’s Fourteen Points EXCEPT

(A) a general association of nations(B) freedom to navigate the high seas in peace

and war(C) an independent Poland(D) a partitioned Germany(E) an end to secret treaties

22. A direct consequence of Henry Ford’sassembly-line process was that it

(A) raised the price of automobiles(B) resulted in small cuts in workers’ wages(C) decreased the need for skilled workers(D) made the working environment safer(E) increased the number of women employed in

industrial work

23. All of the following help to explain the presenceof large numbers of expatriate Americanintellectuals in Europe during the 1920sEXCEPT the

(A) repressive effects of Prohibition and theresurgence of conservatism in the UnitedStates

(B) attraction of European cities, especiallyParis, as centers of innovation and creativity

(C) tradition among American writers of takingup temporary residence in Europe

(D) claims of young American writers and criticsthat American culture was materialistic andhostile to the development of their art

(E) European tradition of wealthy patronssupporting struggling American artists andwriters

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The Granger Collection, NY

24. The political cartoonist who drew the pictureabove probably believed that

(A) European nations were pleased with aidgiven them by the Coolidge administration

(B) governmental agencies were receiving toomuch financial support from the Coolidgeadministration

(C) American industrial and commercial leadersapproved of the Coolidge administration’sbusiness policies

(D) consumers had benefited from the FederalReserve Board’s tight money policy from1925 through 1928

(E) Congress was pleased by PresidentCoolidge’s accommodating stance towardpork-barrel legislation

25. A number of changes took place in theintellectual life of college-educated Americansbetween 1880 and 1930. Which of the followingchanges is LEAST characteristic of this groupduring this period?

(A) Expanded popularity of Freudianpsychology

(B) Rise of pluralistic and relativisticworldviews

(C) More rigorous training for academicprofessions

(D) Growth in the influence of religiousfundamentalism

(E) Increased attention to the methods andoutlook of the sciences

26. In its 1932 march on Washington, the BonusArmy demanded which of the following?

(A) Federal unemployment insurance forworkers who had lost their jobs

(B) Federal loans to farmers, with surplus grainused as collateral

(C) Early payment to veterans of a promisedreward for service in the First World War

(D) A substantial increase in the military budget(E) A refund to investors who lost money in the

stock market crash of 1929

27. Franklin D. Roosevelt was successful in securingcongressional support for all of the followingEXCEPT

(A) negotiation of tariff agreements by theexecutive department

(B) reduction of the gold content of the dollar(C) removal of the restraints of the antitrust acts

to permit voluntary trade associations(D) adoption of processing taxes on agricultural

products(E) reform of the judiciary to permit the

enlargement of the Supreme Court

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28. Franklin D. Roosevelt’s farm policy wasprimarily designed to

(A) reduce farm prices to make food cheaper forthe consumer

(B) increase production by opening new lands tofarmers

(C) reduce production in order to boost farmprices

(D) use price and wage controls to stabilize farmprices

(E) end federal controls over agriculture

29. The main purpose of the Wagner Act (NationalLabor Relations Act) of 1935 was to

(A) end the sit-down strike in Flint, Michigan(B) settle the struggle between the American

Federation of Labor and the Congress ofIndustrial Workers

(C) guarantee workers a minimum wage(D) ensure workers’ right to organize and

bargain collectively(E) exempt organized labor from the Sherman

Antitrust Act

30. The National Woman’s Party, which lobbiedCongress to pass woman suffrage legislation,was founded in 1916 by

(A) Jane Addams(B) Eleanor Roosevelt(C) Alice Paul(D) Margaret Sanger(E) Carrie Nation

31. The Reagan Revolution in politics refers to his

(A) strong support of rapprochement withliberals

(B) ability to unite traditional Republicans withworking-class Democrats

(C) shifting responsibility for the poor toreligious organizations

(D) support of United States militaryintervention in the Caribbean

(E) lukewarm support of the peace initiative inthe Middle East

32. American participation in the Second World Warhad which of the following major effects on thehome front?

(A) A temporary movement of women intoheavy industry

(B) The elimination of racial segregation in theSouth

(C) The growth of isolationism in the Midwest(D) The introduction of a system of national

health insurance(E) A decline in farmers’ income

33. “I believe that it must be the policy of the UnitedStates to support free peoples who are resistingattempted subjugation by armed minorities or byoutside pressures. I believe that we must assistfree peoples to work out their own destinies intheir own way. I believe that our help should beprimarily through economic and financial aidwhich is essential to economic stability andorderly political processes.”

The statement above is taken from

(A) Woodrow Wilson’s request for a declarationof war against Germany

(B) Herbert Hoover’s statement on Japaneseaggression in China

(C) Franklin D. Roosevelt’s request for adeclaration of war against Japan

(D) Harry S Truman’s request for funds tosupport Greece and Turkey againstcommunism

(E) an address by United Nations ambassadorJeane Kirkpatrick on Central Americanconflict

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34. Which of the following is true of the forcedrelocation of Japanese Americans from the WestCoast during the Second World War?

(A) President Roosevelt claimed that militarynecessity justified the action.

(B) The Supreme Court immediately declaredthe action unconstitutional.

(C) The relocation was implemented accordingto congressional provisions for theinternment of dissidents.

(D) The Japanese Americans received the sametreatment as that accorded GermanAmericans and Italian Americans.

(E) Few of those relocated were actually UnitedStates citizens.

35. During the Second World War, the federalgovernment pursued all of the followingeconomic policies EXCEPT

(A) rationing consumer goods(B) limiting wartime wages(C) limiting agricultural prices(D) selling war bonds(E) increasing the prime interest rate

36. The presidential election of 1928, which pittedHerbert Hoover against Al Smith, was the firstpresidential election that

(A) featured a Roman Catholic as a presidentialcandidate

(B) was decided by less than 1 percent of thepopular vote

(C) featured a southern candidate and a westerncandidate

(D) had two candidates who were self-mademillionaires

(E) involved two candidates with strong ruralconstituencies

37. Following the Second World War, PresidentTruman was unable to expand significantly hispredecessor’s New Deal programs primarilybecause of

(A) the continuation of the Great Depression(B) the need to maintain a large military force in

Asia(C) budget expenditures required to rebuild

Europe(D) controversy surrounding the Truman

Doctrine(E) the domination of Congress by Republicans

and conservative Democrats

38. President Truman’s decision to recall GeneralMacArthur from his command of United Nationsforces in Korea was primarily based on theprinciple of

(A) containment of communism(B) limited rather than total warfare(C) isolationism rather than interventionism(D) civilian control of the military(E) self-determination for all free people

39. In the decade after the Civil War, the federalgovernment’s policy toward the Plains Indiansfocused on the

(A) creation of a network of churches to convertthem to Christianity

(B) establishment of schools to promote tribalculture

(C) establishment of reservations(D) forced migration of most Indian tribal

groups to urban areas(E) forced migration of Indian tribal groups

from the Southeast to Oklahoma

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40. The purpose of the Geneva Accords (1954)was to

(A) divide Vietnam into temporary sectors andlay the groundwork for free elections

(B) devise plans for arms reductions between theSoviet Union and the United States

(C) establish the boundaries for permanentNorth and South Koreas

(D) establish an international peacekeeping forcein the Middle East

(E) resolve disagreements between theGuatemalan government of Jacobo ArbenzGuzmán and the United States

41. Allen Ginsberg was well-known as

(A) a founder of the Black Panther Party(B) a key adviser to President Eisenhower(C) a poet of the Beat Generation(D) an anticommunist senator from California(E) an Abstract Expressionist painter

42. Brown v. Board of Education of Topeka was aSupreme Court decision that

(A) was a forerunner of the Kansas-NebraskaAct

(B) established free public colleges in the UnitedStates

(C) declared racially segregated public schoolsinherently unequal

(D) established free public elementary andsecondary schools in the United States

(E) provided for federal support of parochialschools

43. “The problem with hatred and violence is thatthey intensify the fears of the white majority, andleave them less ashamed of their prejudicestoward Negroes. In the guilt and confusionconfronting our society, violence only adds tothe chaos. It deepens the brutality of theoppressor and increases the bitterness of theoppressed. Violence is the antithesis of creativityand wholeness. It destroys community andmakes brotherhood impossible.”

During the 1960s all the following AfricanAmerican leaders would probably havesupported the view expressed above EXCEPT

(A) Roy Wilkins(B) Martin Luther King, Jr.(C) James Farmer(D) Stokely Carmichael(E) Whitney M. Young, Jr.

44. Reform activity during the Progressive Era wassimilar to that of the 1960s in all of the followingways EXCEPT

(A) The federal government supported civilrights for African Americans.

(B) Reform activity was encouraged by strongand active presidents.

(C) Many reformers advocated changes in thearea of women’s rights.

(D) Governmental reform initiatives werecurtailed by war.

(E) Reform occurred despite the absence ofsevere economic depression.

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45. What contribution did Ngo Dinh Diem maketoward the escalation of hostilities between theUnited States and North Vietnam?

(A) He proclaimed himself commander in chiefof Vietcong armies and organized guerrillaattacks on United States militaryinstallations.

(B) He was appointed by the French governmentto serve as a temporary president ofVietnam.

(C) He refused to carry out political reforms inSouth Vietnam.

(D) He advocated an alliance between himselfand Ho Chi Minh to prevent United Statesintervention in Vietnam.

(E) He wrote articles in the Vietnamese popularpress encouraging the public to supportMarxism.

46. Which of the following is correct about UnitedStates involvement in the Vietnam War duringthe period 1956–1964 ?

(A) It was justified by invoking the Open Doorpolicy.

(B) It was the exclusive responsibility of theJohnson and Nixon administrations.

(C) It came about only after a formal declarationof war.

(D) It was primarily anti-Soviet in purpose.(E) It grew out of policy assumptions and

commitments dating from the end of theSecond World War.

47. Which of the following events brought theUnited States and the Soviet Union closest to thepossibility of nuclear war?

(A) The Berlin Blockade(B) The Cuban missile crisis(C) The Pueblo incident(D) The Suez Crisis(E) The U2 incident

48. Until 1964 eligibility to vote could be restrictedby which of the following means?

(A) Poll taxes(B) Grandfather clauses(C) Limits on woman suffrage(D) White-only primary elections(E) Exclusion of foreign-born citizens

49. Which of the following is true about theAmerican Indian movement (AIM), which wasfounded in 1968 ?

(A) It sought accommodation with Whitesociety.

(B) It modeled its tactics on the Black Powermovement.

(C) It issued the Declaration of Indian Purpose.(D) It won voting rights for Native Americans.(E) It drew its membership primarily from

reservations.

50. In the twentieth century, United States SupremeCourt decisions did all of the followingEXCEPT

(A) end Prohibition(B) ban official prayers in the public schools(C) protect a woman’s right to an abortion(D) protect property rights(E) expand minority rights

51. The “silent majority” was a term used todescribe supporters of

(A) George McGovern(B) George Wallace(C) Richard Nixon(D) Prohibition(E) environmental reform

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52. The military proposal popularly known as StarWars was designed to

(A) incorporate the National Aeronautics andSpace Administration into the armed forces

(B) create a satellite and laser shield to defendthe United States against missile attacks

(C) expand American space exploration efforts(D) construct new ballistic missiles not covered

under the Strategic Arms Limitation Treaty I(E) increase the interest of young Americans in

volunteering for military service

53. The Prairie School of architecture is bestexemplified in the work of

(A) Stanford White(B) Frank Gehry(C) Frank Lloyd Wright(D) Louis Sullivan(E) Daniel Burnham

54. The presidential debate between Richard M.Nixon and John F. Kennedy showed theimportance of which of the following inpresidential campaigns?

(A) Radio(B) Television(C) Movies(D) Computers(E) The Internet

55. A major purpose of the Civil Rights Act of 1964was to

(A) prohibit discrimination in publicaccommodations and employment

(B) create equity in Social Security benefits(C) standardize funding for Medicare(D) strengthen the women’s movement(E) provide benefits for the disabled

56. In his book The Fire Next Time (1963), JamesBaldwin argued that

(A) the nuclear arms race imperiled futuregenerations

(B) the failure of White Americans and BlackAmericans to overcome racism would havedestructive consequences

(C) expatriate Americans must return home intimes of crisis

(D) protest literature would not solve theproblems of inequality

(E) violence against civil rights demonstratorswould escalate without federal intervention

57. The federal assistance program Aid to Familieswith Dependent Children (AFDC) was

(A) established during the 1950s and continuesto function today

(B) a social welfare program created by FranklinD. Roosevelt’s New Deal program thatended in the mid-1990s during Bill Clinton’sadministration

(C) championed by social conservatives as a wayto get poor families off welfare

(D) a social welfare program created byWoodrow Wilson to address the needs ofsoldiers during the First World War

(E) modeled after a similar program in theSoviet Union

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58. The 1966 Supreme Court case Miranda v.Arizona concerned which of the following?

(A) Segregated swimming pools(B) College admission quotas(C) Rights of citizens accused of a crime(D) Poll taxes(E) Sexual discrimination in the military

59. Senator Joseph McCarthy dominated theAmerican media and Congress during the early1950s. McCarthy’s rise to power was aidedmost by

(A) the expansion of the Democratic Party(B) the electoral success of the Republican Party

in 1952(C) the support of Vice President Richard Nixon(D) the decision by Secretary of State Dean

Acheson to hire Communist advisors(E) President Eisenhower’s strong support of his

efforts

60. Which of the following events most challengedthe credibility of the presidency during thetwentieth century?

(A) Jimmy Carter’s response to the Iranianhostage crisis

(B) John Kennedy’s role in the Bay of Pigsinvasion

(C) Dwight Eisenhower’s handling of U-2incident

(D) Richard Nixon’s actions during theWatergate scandal

(E) Ronald Reagan’s role in the Iran-ContraAffair

61. The Equal Rights Amendment failed to getratification during the 1970s primarily because

(A) many believed it would disrupt society anddestroy traditional values

(B) of opposition from the Democratic Party(C) people believed that communists had

inspired the idea(D) businesses refused to lend their support(E) of opposition from civil rights leaders

62. Which of the following was active in theantilynching movement?

(A) Harriet Tubman(B) Ida B. Wells(C) Emma Goldman(D) Aimee Semple McPherson(E) Alice Paul

63. Which of the following led to the passage of theChinese Exclusion Acts?

(A) Public concern that Chinese immigrantswould not support the war effort during theSecond World War

(B) Chinese officials wanting to restrict the flowof laborers to the United States

(C) The existence of large numbers of Chineseimmigrants working illegally in the UnitedStates

(D) Racial prejudice towards Chinese workers inseveral regions of the country

(E) The unwillingness of Chinese immigrants tobecome naturalized American citizens

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64. The Stonewall riots which took place in NewYork city during the summer of 1969 weresignificant because they

(A) demonstrated the shift to confrontationalpolitics by the National Organization forWomen

(B) rejected radical feminism and advocatedtraditional roles for women

(C) encouraged the rise of a gay liberationmovement that publicly called for an end todiscrimination against gays and lesbians

(D) were the first indicator of a sexual revolutionamong young people

(E) showed increasing frustration with the slowpace of the women’s movement

65. Which of the following statements best describesthe impact of the growth of the Internet since the1990s?

(A) It has greatly facilitated the exchange ofinformation worldwide.

(B) It helped to end the Cold War.(C) It has dramatically increased the costs of

operating businesses throughout the world.(D) It has further isolated Third World countries

because they do not have access.(E) It has made governmental censorship

impossible.

66. Which of the following statements best reflectsTheodore Roosevelt’s beliefs about foreignpolicy?

(A) Trade is a crucial element in promotingalliances among nations.

(B) Maintenance of a strong navy is an effectivemeans to promote peace.

(C) A policy of isolation is a vital element ofUnited States foreign policy.

(D) The United States should not intervene in theaffairs of other countries.

(E) The State Department should carry out acautious foreign policy.

67. All of the following statements regarding theperiod in which Dwight Eisenhower served aspresident are true EXCEPT

(A) Eisenhower’s policies steered a middlecourse between Democratic liberalism andtraditional Republican conservatism.

(B) Growing suburbs, the baby boom, automania, and the development of the interstatehighway system were indications of nationalprosperity.

(C) Eisenhower and Soviet leader NikitaKhrushchev agreed on a massive bilateralreduction in the stockpiles of nucleararmaments.

(D) American culture in the 1950s reflected thecombination of an expansive spirit ofprosperity and Cold War anxieties.

(E) Eisenhower first used the term “militaryindustrial complex” to describe the closerelationship between government andmilitary contractors.

68. President Ronald Reagan’s economic program,also known as Reaganomics, can be bestsummarized by which of the followingstatements?

(A) United States capitalism must be directed tofocus on building effective social programs,increasing taxes on big business, and cuttingtaxes on lower-income households.

(B) The United States must increase governmentintervention in business regulation andeconomic planning.

(C) The United States capitalist system, iffreed from heavy taxes and governmentregulations, would achieve greatly increasedproductivity.

(D) The United States should significantlyincrease government investment in socialwelfare and public school programs.

(E) The United States should decrease militaryspending in order to fund domesticprograms.

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69. During the 1950s, television shows like TheDonna Reed Show and Leave It to Beaverexemplified the media’s

(A) focus on the culture of northeastern cities(B) reflection of prevalent Cold War anxieties(C) idealization of middle-class suburban family

life(D) idealization of the rural heartland(E) focus on the growing generation gap in

American culture

70. One of the goals of Populism was to

(A) reduce income taxes(B) implement government ownership of the

country’s railroads and telegraph lines(C) establish collectively owned farms(D) establish a national health insurance system(E) obtain government subsidies in return for

reduced agricultural production

71. Place the following in the correct chronologicalorder. Place the earliest event first.Truman DoctrineKorean WarGulf of Tonkin ResolutionCuban missile crisis

Click on a choice, then click on a box.

72. The Federal Reserve system, established in1913, has sought for much of its history to dowhich of the following?

(A) Stabilize the nation’s money supply byexpanding or restricting credit as needed.

(B) Assist consumers by forcing bankers toestablish nationally uniform interest rates onloans.

(C) Promote confidence in the dollar by linkingthe value of currency in circulation directlyto United States silver reserves.

(D) Encourage public support for increasedgovernment spending to stimulate economicgrowth.

(E) Lower taxes on financial transactionscompleted by national banks on behalf ofconsumers.

73. After the Spanish-American War, supporters ofUnited States annexation of the Philippinesbelieved that

(A) cheaper imported goods would lowerconsumer prices

(B) an influx of immigrants would promotelabor competition

(C) racial tensions would decrease in the UnitedStates

(D) the United States should assume the “WhiteMan’s Burden”

(E) military expenditures would boost theeconomy

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74. “The time came when we had to forsake ourvillage at Like-a-fish-hook Bend, for thegovernment wanted the Indians to becomefarmers. ‘You should take allotments,’ our[Bureau of Indian Affairs] agent would say.‘The big game is being killed off, and you mustplant bigger fields or starve. The governmentwill give you plows and cattle.’ All knew thatthe agent’s words were true, and little by littleour village was broken up. In the summer of mysixteenth year nearly a third of my tribe left totake up allotments.”

The paragraph above describes the effect of the

(A) Wade-Davis Bill(B) Hatch Act(C) Morrill Land Grant Act(D) Homestead Act(E) Dawes Severalty Act

75. Langston Hughes and Zora Neale Hurston wereassociated with which of the followingtwentieth-century movements?

(A) The Lost Generation(B) The Beat movement(C) The Black Power movement(D) The Niagara movement(E) The Harlem Renaissance

76. “We must be impartial in thought as well as inaction, must put a curb upon our sentiments aswell as upon every transaction that might beconstrued as a preference of one party to thestruggle before another.”

The struggle referred to by President WoodrowWilson in the quote above was the

(A) Boxer Rebellion(B) Russo-Japanese War(C) Mexican Revolution(D) First World War(E) Bolshevik Revolution

77. The Women’s Trade Union League had mostsuccess in organizing

(A) secretaries(B) telephone workers(C) garment workers(D) department store clerks(E) slaughterhouse workers

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Study Resources

Most textbooks used in college-level United Stateshistory (post-1865) courses cover the topics in theoutline given earlier, but the approaches to certaintopics and the emphases given to them may differ.To prepare for the History of the United States IIexam, it is advisable to study one or more collegetextbooks, which can be found in most collegebookstores. When selecting a textbook, check thetable of contents against the knowledge and skillsrequired for this test.

Additional detail and differing interpretations canbe gained by consulting readers and specializedhistorical studies. Pay attention to visual materials(pictures, maps and charts) as you study.

Visit www.collegeboard.org/clepprep for additionalhistory resources. You can also find suggestions forexam preparation in Chapter IV of the Official StudyGuide. In addition, many college faculty post theircourse materials on their schools’ websites.

1. B 2. A 3. B 4. C 5. A 6. E 7. E 8. A 9. A 10. D 11. A 12. B 13. E 14. C 15. E 16. B 17. A 18. B 19. A 20. A 21. D 22. C 23. E 24. C 25. D 26. C 27. E 28. C 29. D 30. C 31. B 32. A 33. D 34. A 35. E 36. A 37. E 38. D 39. C

40. A 41. C 42. C 43. D 44. A 45. C 46. E 47. B 48. A 49. B 50. A 51. C 52. B 53. C 54. B 55. A 56. B 57. B 58. C 59. B 60. D 61. A 62. B 63. D 64. C 65. A 66. B 67. C 68. C 69. C 70. B 71. 1, 2, 4, 3 72. A 73. D 74. E 75. E 76. D 77. C

Answer Key

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Test Measurement Overview

Format

There are multiple forms of the computer-based test,each containing a predetermined set of scoredquestions. The examinations are not adaptive. Theremay be some overlap between different forms of atest: any of the forms may have a few questions,many questions, or no questions in common. Someoverlap may be necessary for statistical reasons.

In the computer-based test, not all questionscontribute to the candidate’s score. Some of thequestions presented to the candidate are beingpretested for use in future editions of the tests andwill not count toward his or her score.

Scoring Information

CLEP examinations are scored without a penalty forincorrect guessing. The candidate’s raw score issimply the number of questions answered correctly.However, this raw score is not reported; the rawscores are translated into a scaled score by a processthat adjusts for differences in the difficulty of thequestions on the various forms of the test.

Scaled Scores

The scaled scores are reported on a scale of 20–80.Because the different forms of the tests are notalways exactly equal in difficulty, raw-to-scaleconversions may in some cases differ from form toform. The easier a form is judged to be, the higherthe raw score required to attain a given scaled score.Table 1 indicates the relationship between numbercorrect (raw score) and scaled score across all forms.

The Recommended Credit-GrantingScore

Table 1 also indicates the recommendedcredit-granting score, which represents theperformance of students earning a grade of C in thecorresponding course. The recommended B-levelscore represents B-level performance in equivalentcourse work. These scores were established as theresult of a Standard Setting Study, the most recent

having been conducted in 2003. The recommendedcredit-granting scores are based upon the judgmentsof a panel of experts currently teaching equivalentcourses at various colleges and universities. Theseexperts evaluate each question in order to determinethe raw scores that would correspond to B and Clevels of performance. Their judgments are thenreviewed by a test development committee, which, inconsultation with test content and psychometricspecialists, makes a final determination. Thestandard-setting study is described more fully inthe earlier section entitled “CLEP Credit Granting”on page 4.

Panel members participating in the most recent studywere:

Sean Adams University of Central FloridaThomas Appleton Eastern Kentucky UniversityEdward Bond Alabama A&M UniversityBill Bryans Oklahoma State UniversityKeith Edgerton Montana State University —

BillingsRonald Fritze University of Central ArkansasMichael Gabriel Kutztown UniversityDavid Greer Rochester CollegeRandy Hanson Colby-Sawyer CollegeJoel Hyer Chadron State CollegeCraig Pascoe Georgia College & State

UniversityDavid Ramsey University of South CarolinaVictoria Resnick Indiana UniversityBetty Walker Community College of

Southern NevadaRobert Zeidel University of Wisconsin —

River Falls and Stout

To establish the exact correspondences between rawand scaled scores, a scaled score of 50 is assigned tothe raw score that corresponds to the recommendedcredit-granting score for C-level performance. Thena high (but in some cases, possibly less than perfect)raw score will be selected and assigned a scaledscore of 80. These two points — 50 and 80 —determine a function that generates a raw-to-scaleconversion for the test.

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Table 1: History of the United States IIInterpretive Score Data

American Council on Education (ACE) Recommended Number of Semester Hours of Credit: 3

Course Grade Scaled Score Number Correct80 88-9079 86-8778 8577 83-8476 82-8375 8174 79-8073 78-7972 76-7771 75-7670 74-7569 72-7368 71-7267 69-7066 68-6965 67-6864 65-6663 64-6562 62-6461 61-6260 60-6159 58-5958 57-58

B 57 55-5756 54-5555 53-5454 51-5353 50-5152 49-5051 47-49

C 50* 46-4749 44-4648 43-4447 42-4346 40-4245 39-4044 38-3943 36-3842 35-3641 33-3540 32-3439 31-3238 29-3137 28-2936 27-2835 25-2734 24-2533 23-2432 21-2231 20-2130 19-2029 17-1828 16-1727 15-1626 13-1425 12-1324 1123 9-1022 8-921 720 0-6

*Credit-granting score recommended by ACE.Note: The number-correct scores for each scaled score on different forms may vary depending on form diffi culty.

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Validity

Validity is a characteristic of a particular use of thetest scores of a group of examinees. If the scoresare used to make inferences about the examinees’knowledge of a particular subject, the validity of thescores for that purpose is the extent to which thoseinferences can be trusted to be accurate.

One type of evidence for the validity of test scoresis called content-related evidence of validity. It isusually based upon the judgments of a set of expertswho evaluate the extent to which the content of thetest is appropriate for the inferences to be madeabout the examinees’ knowledge. The committeethat developed the CLEP History of the UnitedStates II examination selected the content of the testto reflect the content of History of the United StatesII courses at most colleges, as determined by acurriculum survey. Since colleges differ somewhat inthe content of the courses they offer, facultymembers should, and are urged to, review thecontent outline and the sample questions to ensurethat the test covers core content appropriate to thecourses at their college.

Another type of evidence for test-score validity iscalled criterion-related evidence of validity. Itconsists of statistical evidence that examinees whoscore high on the test also do well on other measuresof the knowledge or skills the test is being used tomeasure. Criterion-related evidence for the validityof CLEP scores can be obtained by studiescomparing students’ CLEP scores with the gradesthey received in corresponding classes, or othermeasures of achievement or ability. CLEP and theCollege Board conduct these studies, calledAdmitted Class Evaluation Service or ACES, forindividual colleges that meet certain criteria at thecollege’s request. Please contact CLEP for moreinformation.

Reliability

The reliability of the test scores of a group ofexaminees is commonly described by two statistics:the reliability coefficient and the standard error ofmeasurement (SEM). The reliability coefficient isthe correlation between the scores those examineesget (or would get) on two independent replicationsof the measurement process. The reliabilitycoefficient is intended to indicate thestability/consistency of the candidates’ test scores,and is often expressed as a number ranging from.00 to 1.00. A value of .00 indicates total lack ofstability, while a value of 1.00 indicates perfectstability. The reliability coefficient can be interpretedas the correlation between the scores examineeswould earn on two forms of the test that had noquestions in common.

Statisticians use an internal-consistency measureto calculate the reliability coefficients for theCLEP exam. This involves looking at the statisticalrelationships among responses to individualmultiple-choice questions to estimate the reliabilityof the total test score. The formula used is known asKuder-Richardson 20, or KR-20, which is equivalentto a more general formula called coefficient alpha.The SEM is an index of the extent to which students’obtained scores tend to vary from their true scores.1

It is expressed in score units of the test. Intervalsextending one standard error above and below thetrue score (see below) for a test-taker will include68 percent of that test-taker’s obtained scores.Similarly, intervals extending two standard errorsabove and below the true score will include95 percent of the test-taker’s obtained scores. Thestandard error of measurement is inversely related tothe reliability coefficient. If the reliability of the testwere 1.00 (if it perfectly measured the candidate’sknowledge), the standard error of measurementwould be zero.

Scores on the CLEP examination in History ofthe United States II are estimated to have areliability coefficient of 0.91. The standard errorof measurement is 2.93 scaled-score points.1

True score is a hypothetical concept indicating what an individual’s score on atest would be if there were no errors introduced by the measuring process. It isthought of as the hypothetical average of an infinite number of obtained scoresfor a test-taker with the effect of practice removed.

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