U.S. History and Politics

U.S.
History and
2
Politics
Questions 48–51 are based on the following passage.

The following passage discusses the Supreme Court’s power of judicial
review, a practice first invoked in the historical 1803 Supreme Court case
Marbury v. Madison.
(1) “It is emphatically the province and duty of the judicial department to
say what the law is,” stated Chief Justice John Marshall in a unanimous
opinion in the 1803 Supreme Court case of Marbury v. Madison. This
landmark case established the doctrine of judicial review, which gives
(5) the court the authority to declare executive actions and laws invalid if
they conflict with the U.S. Constitution. The court’s ruling on the
constitutionality of a law is nearly final—it can only be overcome by
a constitutional amendment or by a new ruling of the court. Through
the power of judicial review, the court shapes the development of law,
(10) assures individual rights, and maintains the Constitution as a “living”
document by applying its broad provisions to complex new situations.
Despite the court’s role in interpreting the Constitution, the doc-
ument itself does not grant this authority to the court. However, it is
clear that several of the founding fathers expected the Court to act in
(15) this way. Alexander Hamilton and James Madison argued for the
importance of judicial review in the Federalist Papers, a series of 85
political essays that urged the adoption of the Constitution. Hamilton
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501 Critical Reading Questions
argued that judicial review protected the will of the people by making
the Constitution supreme over the legislature, which might only
(20) reflect the temporary will of the people. Madison wrote that if a pub-
lic political process determined the constitutionality of laws, the Con-
stitution would become fodder for political interests and partisanship.
However, the practice of judicial review was, and continues to be, a
controversial power because it gives justices—who are appointed
(25) rather than elected by the people—the authority to void legislation
made by Congress and state lawmakers.
48. The passage suggests that the practice of judicial review allows the
court to
a. wield enormous power.
b. determine foreign policy.
c. make laws that reflect the principles of the Constitution.
d. rewrite laws that are unconstitutional.
e. make amendments to the Constitution.
49. The image of the Constitution as a “living” document (lines 10 and

11) implies that
a. the supreme law of the land cannot be altered in any way.
b. it can only be amended through a difficult process.
c. its principles need to be adapted to contemporary life.
d. the original document is fragile and needs to be preserved in
the Library of Congress so that it will not deteriorate.
e. it will die if it is interpreted by the court.
50. In line 5, declare most nearly means

a. narrate.
b. recite.
c. proclaim.
d. predict.
e. acknowledge.
51. The last sentence (lines 23–26) in the passage provides

a. a specific example supporting the argument made earlier.
b. a summary of the points made earlier.
c. an explanation of the positions made earlier.
d. a prediction based on the argument made earlier.
e. a counter-argument to the views referred to earlier.
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In the following passage, the author gives an account of the development of
the Emancipation Proclamation, Abraham Lincoln’s 1863 executive order
abolishing slavery in the Confederate States of America.
(1) Almost from the beginning of his administration, Lincoln was pres-
sured by abolitionists and radical Republicans to issue an Emancipa-
tion Proclamation. In principle, Lincoln approved, but he postponed
action against slavery until he believed he had wider support from the
(5) American public. The passage of the Second Confiscation Act by Con-
gress on July 17, 1862, which freed the slaves of everyone in rebellion
against the government, provided the desired signal. Not only had
Congress relieved the Administration of considerable strain with its
limited initiative on emancipation, it demonstrated an increasing pub-
(10) lic abhorrence toward slavery. Lincoln had already drafted what he
termed his “Preliminary Proclamation.” He read his initial draft of the
Emancipation Proclamation to Secretaries William H. Seward and
Gideon Welles on July 13, 1862. For a moment, both secretaries were
speechless. Quickly collecting his thoughts, Seward said something
(15) about anarchy in the South and possible foreign intervention, but with
Welles apparently too confused to respond, Lincoln let the matter
drop.
Nine days later, on July 22, Lincoln raised the issue in a regularly
scheduled Cabinet meeting. The reaction was mixed. Secretary of War
(20) Edwin M. Stanton, correctly interpreting the Proclamation as a mil-
itary measure designed both to deprive the Confederacy of slave labor
and bring additional men into the Union Army, advocated its imme-
diate release. Treasury Secretary Salmon P. Chase was equally sup-
portive, but Montgomery Blair, the Postmaster General, foresaw
(25) defeat in the fall elections. Attorney General Edward Bates, a conser-
vative, opposed civil and political equality for blacks but gave his qual-
ified support. Fortunately, President Lincoln only wanted the advice
of his Cabinet on the style of the Proclamation, not its substance. The
course was set. The Cabinet meeting of September 22, 1862, resulted
(30) in the political and literary refinement of the July draft, and on Janu-
ary 1, 1863, Lincoln composed the final Emancipation Proclamation.
It was the crowning achievement of his administration.
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52. The passage suggests which of the following about Lincoln’s

Emancipation Proclamation?
a. Abolitionists did not support such an executive order.
b. The draft proclamation was unanimously well-received by Lin-
coln’s cabinet.
c. Congressional actions influenced Lincoln and encouraged him
to issue it.
d. The proclamation was not part of a military strategy.
e. The first draft needed to be edited because Lincoln made
numerous grammatical errors.
53. The description of the reaction of Secretaries Seward and Welles

to Lincoln’s draft proclamation in lines 13–16 is used to illustrate
a. Lincoln’s lack of political acumen.
b. that Lincoln’s advisors did not anticipate his plan.
c. the incompetence of Lincoln’s advisors.
d. Seward and Welles’ disappointment that Lincoln did not free all
slaves at that time.
e. that most members of Lincoln’s administration were abolitionists.
54. In lines 26 and 27, qualified most nearly means

a. adept.
b. capable.
c. certified.
d. eligible.
e. limited.
55. The author’s attitude to the issuing of the Emancipation

Proclamation is one of
a. informed appreciation.
b. reluctant admiration.
c. ambiguous acceptance.
d. conflicted disapproval.
e. personal dislike.

The following passage describes the medium of political cartoons as a
graphic means of commenting on contemporary social or political issues.
(1) A mainstay of American newspapers since the early nineteenth century,

political cartoons use graphic art to comment on current events in a
30
way that will inform, amuse, provoke, poke, and persuade readers. Car-
toons take on the principal issues and leaders of the day, skewering
(5) hypocritical or corrupt politicians and depicting the ridiculous, the
ironic, or the serious nature of a major event in a single, deftly drawn
image. Cartoons use few words, if any, to convey their message. Some
use caricature, a technique in which a cartoonist exaggerates the fea-
tures of well-known people to make fun of them. (Think of renderings
(10) of Bill Clinton with a nose redder than Rudolph’s and swollen out of
proportion, or cartoons of George W. Bush’s exaggerated pointy vis-
age sporting a ten-gallon cowboy hat.)
Because they have the ability to evoke an emotional response in
readers, political cartoons can serve as a vehicle for swaying public
(15) opinion and can contribute to reform. Thomas Nast (1840–1902), the
preeminent political cartoonist of the second half of the nineteenth
century, demonstrated the power of his medium when he used his art
to end the corrupt Boss Tweed Ring in New York City. His images,
first drawn for Harper’s Weekly, are still in currency today: Nast created
(20) the tiger as the symbol of Tammany Hall, the elephant for the Repub-
lican Party, and the donkey for the Democratic Party. Created under
tight deadlines for ephemeral, commercial formats like newspapers
and magazines, cartoons still manage to have lasting influence.
Although they tackle the principal issues and leaders of their day, they
(25) often provide a vivid historical picture for generations to come.
56. The author would most likely agree with which statement?
a. Political cartoons are a powerful means of influencing the
public.
b. The more mean-spirited a political cartoon is, the more
effective.
c. Political cartoonists must maintain their objectivity on
controversial subjects.
d. Political cartoons cater to an elite class of intellectuals.
e. Because of their relevance to current affairs, political cartoons
rarely serve as historical documents.
57. In describing the art of political cartooning in the first paragraph,

the author’s tone can be best described as
a. sober.
b. earnest.
c. critical.
d. impartial.
e. playful.
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58. In line 14, vehicle most nearly means

a. automobile.
b. carrier.
c. tunnel.
d. outlet.
e. means.
59. The author cites Thomas Nast’s depiction of an elephant for the
Republican Party (lines 20–21) as an example of
a. an image that is no longer recognized by the public.
b. the saying “the pen is mightier than the sword.”
c. art contributing to political reform.
d. a graphic image that became an enduring symbol.
e. the ephemeral naature of political cartooning.

Beginning in the 1880s, southern states and municipalities established
statutes called Jim Crow laws that legalized segregation between blacks and
whites. The following passage is concerned with the fight against racial
discrimination and segregation and the struggle for justice for African
Americans in post-World War II United States.
(1) The post-World War II era marked a period of unprecedented energy
against the second-class citizenship accorded to African Americans in
many parts of the nation. Resistance to racial segregation and dis-
crimination with strategies like those described above—civil disobe-
(5) dience, nonviolent resistance, marches, protests, boycotts, “freedom
rides,” and rallies—received national attention as newspaper, radio,
and television reporters and cameramen documented the struggle to
end racial inequality.
When Rosa Parks refused to give up her seat to a white person in
(10) Montgomery, Alabama, and was arrested in December 1955, she set
off a train of events that generated a momentum the civil rights
movement had never before experienced. Local civil rights leaders
were hoping for such an opportunity to test the city’s segregation laws.
Deciding to boycott the buses, the African-American community soon
(15) formed a new organization to supervise the boycott, the Montgomery
Improvement Association (MIA). The young pastor of the Dexter
Avenue Baptist Church, Reverend Martin Luther King, Jr., was cho-
sen as the first MIA leader. The boycott, more successful than anyone
32
hoped, led to a 1956 Supreme Court decision banning segregated

(20) buses.
In 1960, four black freshmen from North Carolina Agricultural and
Technical College in Greensboro strolled into the F. W. Woolworth
store and quietly sat down at the lunch counter. They were not served,
but they stayed until closing time. The next morning they came with
(25) twenty-five more students. Two weeks later similar demonstrations
had spread to several cities, within a year similar peaceful demonstra-
tions took place in over a hundred cities North and South. At Shaw
University in Raleigh, North Carolina, the students formed their own
organization, the Student Non-Violent Coordinating Committee
(30) (SNCC, pronounced “Snick”). The students’ bravery in the face of
verbal and physical abuse led to integration in many stores even before
the passage of the Civil Rights Act of 1964.
The August 28, 1963, March on Washington riveted the nation’s
attention. Rather than the anticipated hundred thousand marchers,
(35) more than twice that number appeared, astonishing even its organiz-
ers. Blacks and whites, side by side, called on President John F.
Kennedy and the Congress to provide equal access to public facilities,
quality education, adequate employment, and decent housing for
African Americans. During the assembly at the Lincoln Memorial, the
(40) young preacher who had led the successful Montgomery, Alabama,
bus boycott, Reverend Dr. Martin Luther King, Jr., delivered a stir-
ring message with the refrain, “I Have a Dream.”
There were also continuing efforts to legally challenge segregation
through the courts. Success crowned these efforts: the Brown decision
(45) in 1954, the Civil Rights Act of 1964, and the Voting Rights Act in
1965 helped bring about the demise of the entangling web of legisla-
tion that bound blacks to second class citizenship. One hundred years
after the Civil War, blacks and their white allies still pursued the bat-
tle for equal rights in every area of American life. While there is more
(50) to achieve in ending discrimination, major milestones in civil rights
laws are on the books for the purpose of regulating equal access to
public accommodations, equal justice before the law, and equal
employment, education, and housing opportunities. African Ameri-
cans have had unprecedented openings in many fields of learning and
(55) in the arts. The black struggle for civil rights also inspired other lib-
eration and rights movements, including those of Native Americans,
Latinos, and women, and African Americans have lent their support
to liberation struggles in Africa.
33
60. The passage is primarily concerned with

a. enumerating the injustices that African Americans faced.
b. describing the strategies used in the struggle for civil rights.
c. showing how effective sit-down strikes can be in creating change.
d. describing the nature of discrimination and second class
citizenship.
e. recounting the legal successes of the civil rights movement.
61. The author cites the example of Rosa Parks (lines 9–10) refusing to
relinquish her bus seat in order to
a. demonstrate the accidental nature of political change.
b. show a conventional response to a common situation.
c. describe a seminal event that influenced a larger movement.
d. portray an outcome instead of a cause.
e. give a detailed account of what life was like in Montgomery,
Alabama in 1955.
62. In line 13, the word test most nearly means

a. analyze.
b. determine.
c. prove.
d. quiz.
e. challenge.
63. The passage suggests that the college students in Greensboro,

North Carolina (lines 21–27)
a. were regulars at the Woolworth lunch counter.
b. wanted to provoke a violent reaction.
c. were part of an ongoing national movement of lunch-counter
demonstrations.
d. inspired other students to protest peacefully against segregation.
e. did not plan to create a stir.
64. The passage implies that the 1963 March on Washington

a. resulted in immediate legislation prohibiting segregation in
public accommodations.
b. was a successful demonstration that drew attention to its causes.
c. was overshadowed by the rousing speech by Dr. Martin Luther
King, Jr.
d. represented only the attitudes of a fringe group.
e. reflected unanimous public opinion that segregation laws
must end.
34
65. The term refrain as it is used in line 42 most nearly means

a. song lyric.
b. allegory.
c. recurring phrase.
d. poem stanza.
e. aria.
66. The term second class citizenship (line 47) most nearly refers to
a. native or naturalized people who do not owe allegiance to a
government.
b. foreign-born people who wish to become a citizen of a new
country.
c. those who deny the rights and privileges of a free person.
d. having inferior status and rights in comparison to other citizens.
e. having inferior status and rights under a personal sovereign.
67. All of the following questions can be explicitly answered on the

basis of the passage EXCEPT
a. What are some of the barriers African Americans faced in post-
war America?
b. What tangible achievements did the civil rights movement
attain?
b. What judicial rulings are considered milestones in the struggle
for civil rights?
b. What strategies did civil rights protesters use to provoke politi-
cal change?
b. What hurtles remain today for ending racial discrimination in
the United States?

The following passage explores the role of Chinese Americans in the
nineteenth-century westward expansion of the United States, specifically
their influence on the development of California.
(1) While the Chinese, in particular those working as sailors, knew the west
coast of North America before the Gold Rush, our story begins in 1850,
as the documentation from the Gold Rush provides the starting point
with which to build a more substantial narrative. Most Chinese immi-
(5) grants entered California through the port of San Francisco. From San
Francisco and other ports, many sought their fortunes in other parts of
California. The Chinese formed part of the diverse gathering of peoples
35
from throughout the world who contributed to the economic and pop-
ulation explosion that characterized the early history of the state of Cal-
(10) ifornia. The Chinese who emigrated to the United States at this time
were part of a larger exodus from southeast China searching for better
economic opportunities and fleeing a situation of political corruption and
decline. Most immigrants came from the Pearl River Delta in Guang-
dong (Canton) Province.
(15) Chinese immigrants proved to be productive and resourceful con-
tributors to a multitude of industries and businesses. The initial group
of Chinese argonauts sought their livelihood in the gold mines, call-
ing California Gam Saan, Gold Mountain. For the mining industry,
they built many of the flumes and roads, allowing for easier access and
(20) processing of the minerals being extracted. Chinese immigrants faced
discrimination immediately upon arrival in California. In mining, they
were forced to work older claims, or to work for others. In the 1850s,
the United States Constitution reserved the right of naturalization for
white immigrants to this country. Thus, Chinese immigrants lived at
(25) the whim of local governments with some allowed to become natu-
ralized citizens, but most not. Without this right, it was difficult to
pursue livelihoods. For example, Chinese immigrants were unable to
own land or file mining claims. Also in the 1850s, the California leg-
islature passed a law taxing all foreign miners. Although stated in gen-
(30) eral terms, it was enforced chiefly against the Mexicans and the
Chinese through 1870. This discrimination occurred in spite of the
fact that the Chinese often contributed the crucial labor necessary to
the mining enterprise.
Discriminatory legislation forced many Chinese out of the gold
(35) fields and into low-paying, menial, and often arduous jobs. In many
cases, they took on the most dangerous and least desirable compo-
nents of work available. They worked on reclaiming marshes in the
Central Valley so that the land could become agriculturally produc-
tive. They built the stone bridges and fences, constructed roads, and
(40) excavated storage areas for the wine industry in Napa and Sonoma
counties. The most impressive construction feat of Chinese Americans
was their work on the western section of the transcontinental railroad.
Chinese-American workers laid much of the tracks for the Central
Pacific Railroad through the foothills and over the high Sierra
(45) Nevada, much of which involved hazardous work with explosives to
tunnel through the hills. Their speed, dexterity, and outright perse-
verance, often in brutally cold temperatures and heavy snow through
two record breaking winters, is a testimony to their outstanding
achievements and contributions to opening up the West.
36
68. The first paragraph (lines 1–14) of the passage serves what
function in the development of the passage?
a. provides an expert’s opinion to support the author’s thesis
b. introduces the topic by describing general patterns
c. compares common myths with historical facts
d. draws a conclusion about the impact of Chinese immigration on
the state of California
e. condemns outdated concepts
69. Which of the following best describes the approach of the passage?
a. theoretical analysis
b. historical overview
c. dramatic narrative
d. personal assessment
e. description through metaphor
70. Lines 15–20 portray Chinese immigrants as

a. fortuitous.
b. prideful.
c. vigorous.
d. effusive.
e. revolutionary.
71. The author cites the United States Constitution (lines 23–24) in
order to
a. praise the liberties afforded by the Bill of Rights.
b. show that the government valued the contributions of its
immigrants.
c. imply that all American citizens are equal under the law.
d. emphasize the importance of a system of checks and balances.
e. suggest that it did not protect Chinese immigrants from
discrimination.
72. The word enterprise as it is used in line 33 most nearly means

a. organization.
b. corporation.
c. industry.
d. partnership.
e. occupation.
37
73. According to the passage, which of the following is NOT a

contribution made by Chinese immigrants?
a. worked land so that it would yield more crops
b. performed dangerous work with explosives
c. built roads and bridges
d. purchased older mining claims and mined them
e. dug storage areas for California wine
74. In line 37 reclaiming most nearly means

a. redeeming.
b. protesting.
c. objecting.
d. approving.
e. extolling.
75. The last sentence (lines 46–49) in the passage provides

a. an example supporting the thesis of the passage.
b. a comparison with other historical viewpoints.
c. a theory explaining historical events.
d. a summary of the passage.
e. an argument refuting the position taken earlier in the passage.
Questions 76–83 are based the following passage.

The following passage describes the advent of American manufacturing,
imported from England in the 1790s. The Arkwright system mentioned in the
passage refers to a water frame, a water-powered spinning machine that was
used to make cloth.
(1) The mounting conflict between the colonies and England in the 1760s
and 1770s reinforced a growing conviction that Americans should be
less dependent on their mother country for manufactures. Spinning
bees and bounties encouraged the manufacture of homespun cloth as
(5) a substitute for English imports. But manufacturing of cloth outside
the household was associated with relief of the poor. In Boston and
Philadelphia, Houses of Industry employed poor families at spinning
for their daily bread.
Such practices made many pre-Revolutionary Americans dubious
(10) about manufacturing. After independence there were a number of
unsuccessful attempts to establish textile factories. Americans needed
access to the British industrial innovations, but England had passed laws
forbidding the export of machinery or the emigration of those who
38
could operate it. Nevertheless it was an English immigrant, Samuel

(15) Slater, who finally introduced British cotton technology to America.
Slater had worked his way up from apprentice to overseer in an
English factory using the Arkwright system. Drawn by American
bounties for the introduction of textile technology, he passed as a
farmer and sailed for America with details of the Arkwright water
(20) frame committed to memory. In December 1790, working for mill
owner Moses Brown, he started up the first permanent American cot-
ton spinning mill in Pawtucket, Rhode Island. Employing a workforce
of nine children between the ages of seven and twelve, Slater success-
fully mechanized the carding and spinning processes.
(25) A generation of millwrights and textile workers trained under Slater
was the catalyst for the rapid proliferation of textile mills in the early
nineteenth century. From Slater’s first mill, the industry spread across
New England to places like North Uxbridge, Massachusetts. For two
decades, before Lowell mills and those modeled after them offered
(30) competition, the “Rhode Island System” of small, rural spinning mills
set the tone for early industrialization.
By 1800 the mill employed more than 100 workers. A decade later
61 cotton mills turning more than 31,000 spindles were operating in
the United States, with Rhode Island and the Philadelphia region the
(35) main manufacturing centers. The textile industry was established,
although factory operations were limited to carding and spinning. It
remained for Francis Cabot Lowell to introduce a workable power
loom and the integrated factory, in which all textile production steps
take place under one roof.
(40) As textile mills proliferated after the turn of the century, a national
debate arose over the place of manufacturing in American society.
Thomas Jefferson spoke for those supporting the “yeoman ideal” of a
rural Republic, at whose heart was the independent, democratic
farmer. He questioned the spread of factories, worrying about factory
(45) workers’ loss of economic independence. Alexander Hamilton led
those who promoted manufacturing and saw prosperity growing out
of industrial development. The debate, largely philosophical in the
1790s, grew more urgent after 1830 as textile factories multiplied and
increasing numbers of Americans worked in them.
39
76. The primary purpose of the passage is to

a. account for the decline of rural America.
b. contrast political views held by the British and the Americans.
c. summarize British laws forbidding the export of industrial
machinery.
d. describe the introduction of textile mills in New England.
e. make an argument in support of industrial development.
77. The passage refers to Houses of Industry (line 7) to illustrate

a. a highly successful and early social welfare program.
b. the perception of cloth production outside the home as a social
welfare measure.
c. the preference for the work of individual artisans over that of
spinning machines.
d. the first textile factory in the United States.
e. the utilization of technological advances being made in England
at the time.
78. The first paragraph (lines 1–8) of the passage implies that early
American manufacturing was
a. entirely beneficial.
b. politically and economically necessary.
c. symbolically undemocratic.
d. environmentally destructive.
e. spiritually corrosive.
79. The description of Slater’s immigration to the American colonies

(lines 17–20) serves primarily to
a. demonstrate Slater’s craftiness in evading British export laws.
b. show the attraction of farming opportunities in the American
colonies.
c. explain the details of British manufacturing technologies.
d. illustrate American efforts to block immigration to the colonies.
e. describe the willingness of English factories to share knowledge
with the colonies.
80. Lines 22–24 imply that Slater viewed child labor as

a. an available workforce.
b. a necessary evil.
c. an unpleasant reality.
d. an immoral institution.
e. superior to adult labor.
40
81. The author implies that the catalyst (line 26) behind the spread of
American textile mills in the early 1800s was
a. Slater’s invention of a water-powered spinning machine.
b. the decline in the ideal of the self-sufficient American farm
family.
c. the expertise of the workforce trained in Slater’s prototype mill.
d. an increased willingness to employ child laborers.
e. the support of British manufacturers who owned stock in
American mills.
82. In line 29, modeled most nearly means

a. posed.
b. displayed.
c. arranged.
d. illustrated.
e. fashioned.
83. Which of the following techniques is used in the last paragraph of

the passage (lines 40–49)?
a. explanation of terms
b. description of consensus reached by historians
c. contrast of different viewpoints
d. generalized statement
e. illustration by example
Question 84–91 are based on the following passage.

The following passage describes the Great Depression and the relief policies
introduced under President Franklin Delano Roosevelt that aimed to mitigate
the effects of the crisis.
(1) The worst and longest economic crisis in the modern industrial world,
the Great Depression in the United States had devastating conse-
quences for American society. At its lowest depth (1932–33), more
than 16 million people were unemployed, more than 5,000 banks had
(5) closed, and over 85,000 businesses had failed. Millions of Americans
lost their jobs, their savings, and even their homes. The homeless built
shacks for temporary shelter—these emerging shantytowns were nick-
named “Hoovervilles,” a bitter homage to President Herbert Hoover,
who refused to give government assistance to the jobless. Farmers
(10) were hit especially hard. A severe drought coupled with the economic
crisis ruined small farms throughout the Great Plains as productive
41
farmland turned to dust and crop prices dropped by 50%. The effects
of the American depression—severe unemployment rates and a sharp
drop in the production and sales of goods—could also be felt abroad,
(15) where many European nations were still struggling to recover from
World War I.
Although the stock market crash of 1929 marked the onset of the
depression, it was not the cause of it: deep underlying fissures already
existed in the economy of America’s Roaring Twenties. For example,
(20) the tariff and war-debt policies after World War I contributed to the
instability of the banking system. American banks made loans to Euro-
pean countries following World War I. However, the United States
kept high tariffs on goods imported from other nations. These poli-
cies worked against one another: If other countries could not sell
(25) goods in the United States, they could not make enough money to pay
back their loans or to buy American goods.
And while the United States seemed to be enjoying a prosperous
period in the 1920s, the wealth was not evenly distributed. Businesses
made gains in productivity, but only one segment of the population—
(30) the wealthy—reaped large profits. Workers received only a small share
of the wealth they helped produce. At the same time, Americans spent
more than they earned. Advertising encouraged Americans to buy
cars, radios, and household appliances instead of saving or purchasing
only what they could afford. Easy credit polices allowed consumers to
(35) borrow money and accumulate debt. Investors also wildly speculated
on the stock market, often borrowing money on credit to buy shares
of a company. Stocks increased beyond their worth, but investors were
willing to pay inflated prices because they believed stocks would con-
tinue to rise. This bubble burst in the fall of 1929, when investors lost
(40) confidence that stock prices would keep rising. As investors sold off
stocks, the market spiraled downward. The stock market crash
affected the economy in the same way that a stressful event can affect
the human body, lowering its resistance to infection.
The ensuing depression led to the election of President Franklin D.
(45) Roosevelt in 1932. Roosevelt introduced relief measures that would
revive the economy and bring needed relief to Americans who were
suffering the effects of the depression. In his first hundred days in
office, Roosevelt and Congress passed major legislation that saved
banks from closing and regained public confidence. These measures,
(50) called the New Deal, included the Agricultural Adjustment Act, which
paid farmers to slow their production in order to stabilize food prices;
the Federal Deposit Insurance Corporation, which insured bank
deposits in the case that banks fail; and the Securities and Exchange
42
Commission, which regulated the stock market. Although the New

(55) Deal offered relief, it did not end the depression. The economy sagged
until the nation entered World War II. However, the New Deal
changed the relationship between government and American citizens,
by expanding the role of the central government in regulating the
economy and creating social assistance programs.
84. The author’s main point about the Great Depression is that
a. government policies had nothing to do with it.
b. the government immediately stepped in with assistance for the
jobless and homeless.
c. underlying problems in the economy preceded it.
d. the New Deal policies introduced by Franklin D. Roosevelt
ended it.
e. its effects were severe but not far-reaching.
85. The passage is best described as

a. an account of the causes and effects of a major event.
b. a statement supporting the value of federal social policies.
c. a condemnation of outdated beliefs.
d. a polite response to a controversial issue.
e. a comparison of economic conditions in the 1930s and that of
today.
86. The author cites the emergence of “Hoovervilles” (line 8) as an

example of
a. federally sponsored housing programs.
b. the resilience of Americans who lost their jobs, savings,
and homes.
c. the government’s unwillingness to assist citizens in desperate
circumstances.
d. a new paradigm of “safety net” social programs introduced by
the government.
e. the effectiveness of the Hoover administration in dealing with
the crisis.
87. In line 10, coupled most nearly means

a. eloped.
b. allied.
c. centralized.
d. combined.
e. associated.
43
88. The term policies as it is used in lines 23–24 most nearly means
a. theories.
b. practices.
c. laws.
d. examples.
e. problems.
89. The passage suggests that the 1920s was a decade that extolled the
value of
a. thrift.
b. prudence.
c. balance.
d. tranquility.
e. extravagance.
90. The example of the human body as a metaphor for the economy
(lines 41–43) suggests that
a. a stressful event like the stock market crash of 1929 probably
made a lot of people sick.
b. the crash weakened the economy’s ability to withstand other
pressures.
c. the crash was an untreatable disease.
d. a single event caused the collapse of the economy.
e. there is no way to “diagnose” the factors that led to the
depression.
91. The content of the last paragraph of the passage (lines 44–59)
would most likely support which of the following statements?
a. The New Deal policies were not radical enough in challenging
capitalism.
b. The economic policies of the New Deal brought about a com-
plete business recovery.
c. The Agricultural Adjustment Act paid farmers to produce sur-
plus crops.
d. The federal government became more involved in caring for
needy members of society.
e. The New Deal measures went too far in turning the country
toward socialism.
44

In 1804 President Thomas Jefferson sent Army Officers Meriwether Lewis and
William Clark on an expedition to explore the territory of the Louisiana
Purchase and beyond and to look for a waterway that would connect the
Atlantic and Pacific Oceans. This passage describes the collision of cultures
that occurred between Native Americans and the representatives of the
United States government.
(1) When Thomas Jefferson sent Lewis and Clark into the West, he pat-
terned their mission on the methods of Enlightenment science: to
observe, collect, document, and classify. Such strategies were already
in place for the epic voyages made by explorers like Cook and Van-
(5) couver. Like their contemporaries, Lewis and Clark were more than
representatives of European rationalism. They also represented a ris-
ing American empire, one built on aggressive territorial expansion and
commercial gain.
But there was another view of the West: that of the native inhabi-
(10) tants of the land. Their understandings of landscapes, peoples, and
resources formed both a contrast and counterpoint to those of Jeffer-
son’s travelers. One of Lewis and Clark’s missions was to open diplo-
matic relations between the United States and the Native American
nations of the West. As Jefferson told Lewis, “it will now be proper
(15) you should inform those through whose country you will pass . . . that
henceforth we become their fathers and friends.” When Euro-Amer-
icans and Native Americans met, they used ancient diplomatic proto-
cols that included formal language, ceremonial gifts, and displays of
military power. But behind these symbols and rituals there were often
(20) very different ways of understanding power and authority. Such dif-
ferences sometimes made communication across the cultural divide
difficult and open to confusion and misunderstanding.
An important organizing principle in Euro-American society was
hierarchy. Both soldiers and civilians had complex gradations of rank
(25) to define who gave orders and who obeyed. While kinship was impor-
tant in the Euro-American world, it was even more fundamental in
tribal societies. Everyone’s power and place depended on a complex
network of real and symbolic relationships. When the two groups
met—whether for trade or diplomacy—each tried to reshape the other
(30) in their own image. Lewis and Clark sought to impose their own
notions of hierarchy on Native Americans by “making chiefs” with
medals, printed certificates, and gifts. Native people tried to impose
the obligations of kinship on the visitors by means of adoption cere-
monies, shared names, and ritual gifts.
45
(35) The American republic began to issue peace medals during the first
Washington administration, continuing a tradition established by the
European nations. Lewis and Clark brought at least eighty-nine
medals in five sizes in order to designate five “ranks” of chief. In the
eyes of Americans, Native Americans who accepted such medals were
(40) also acknowledging American sovereignty as “children” of a new
“great father.” And in a moment of imperial bravado, Lewis hung a
peace medal around the neck of a Piegan Blackfeet warrior killed by
the expedition in late July 1806. As Lewis later explained, he used a
peace medal as a way to let the Blackfeet know “who we were.”
(45) In tribal society, kinship was like a legal system—people depended
on relatives to protect them from crime, war, and misfortune. People
with no kin were outside of society and its rules. To adopt Lewis and
Clark into tribal society, the Plains Indians used a pipe ceremony. The
ritual of smoking and sharing the pipe was at the heart of much Native
(50) American diplomacy. With the pipe the captains accepted sacred obli-
gations to share wealth, aid in war, and revenge injustice. At the end
of the ceremony, the pipe was presented to them so they would never
forget their obligations.
Gift giving was an essential part of diplomacy. To Native Ameri-
(55) cans, gifts proved the giver’s sincerity and honored the tribe. To Lewis
and Clark, some gifts advertised the technological superiority and oth-
ers encouraged the Native Americans to adopt an agrarian lifestyle.
Like salesmen handing out free samples, Lewis and Clark packed bales
of manufactured goods to open diplomatic relations with Native
(60) American tribes. Jefferson advised Lewis to give out corn mills to
introduce the Native Americans to mechanized agriculture as part of
his plan to “civilize and instruct” them. Clark believed the mills were
“verry Thankfully recived,” but by the next year the Mandan had
demolished theirs to use the metal for weapons.
92. The goals of the Lewis and Clark expedition include all of the
following purposes EXCEPT to
a. expand scientific knowledge.
b. strengthen American claims to western territory.
c. overcome Native American resistance with military force.
d. introduce native inhabitants to the ways of Euro-American
culture.
e. make peaceful contact with native inhabitants.
46
93. According to the passage, the United States government primarily

viewed its role in relation to Native Americans as one of
a. creator.
b. master.
c. admirer.
d. collaborator.
e. agitator.
94. The word protocols as it is used in line 17 most nearly means

a. beliefs.
b. tenets.
c. codes.
d. tactics.
e. endeavors.
95. According to the passage, the distribution of peace medals

exemplifies
a. the American republic’s attempt to forge a relationship of equals
with native people.
b. a cultural bridge connecting the Euro-Americans with Native
American tribes.
c. the explorers’ respect for Native American sovereignty.
d. the imposition of societal hierarchy on Native Americans.
e. the acknowledgment of the power and authority of Native
American chiefs.
96. The description of Lewis’ actions in lines 41–43 is used to

a. depict the expedition in a patriotic light.
b. contradict commonly held views of imperialism.
c. make an ironic statement about the meaning of the
peace medals.
d. give an explanation for the killing of a Piegan Blackfeet warrior.
e. provide a balanced report of two opposing points of view.
97. The description of the pipe ceremony in lines 48-53 is used to

illustrate
a. the naiveté of the Plains Native Americans.
b. cultural confusion.
c. the superiority of the native inhabitants.
d. how Plains Native Americans honored low-ranking members of
society.
e. the addictive properties of tobacco.
47
98. In line 47, adopt most nearly means

a. advocate.
b. nurture.
c. promote.
d. foster.
e. practice.
99. The author uses the image of salesmen handing out free samples (lines
57–58) in order to
a. depict Lewis and Clark as entrepreneurs.
b. illustrate the generosity Lewis and Clark showed the tribal
people they met.
c. suggest that Lewis and Clark hoped to personally profit from
their travels.
d. imply that everyone likes to get something for free.
e. show the promotional intent behind the explorers’ gift-giving.
100. The passage is developed primarily through

a. the contrast of different abstract principles.
b. quotations from one specific text.
c. the analysis of one extended example.
d. first-person narratives.
e. recurring symbols.
101. The author’s primary purpose in the passage is to

a. describe Lewis and Clark’s expedition into the West.
b. show the clashing views of the Indian nations versus those of
the American republic.
c. explore the tribal system of kinship.
d. make an argument supporting Jefferson’s quest for scientific
knowledge.
e. criticize Lewis and Clark’s use of peace medals to designate the
rank of a chief.
48
Questions 102–112 are based the following passages.

These passages concern themselves with the nineteenth-century arguments
made for and against women’s right to vote in the United States. Passage 1 is
an excerpt from an address by Isabella Beecher Hooker before the
International Council of Women in 1888. Passage 2 is an excerpt from an
1878 report from the Senate’s Committee on Privileges and Elections in
response to a proposed constitutional amendment that would give women
the right to vote.
PASSAGE 1
(1) First let me speak of the constitution of the United States, and assert
that there is not a line in it, nor a word, forbidding women to vote; but,
properly interpreted, that is, interpreted by the Declaration of Inde-
pendence, and by the assertions of the Fathers, it actually guarantees
(5) to women the right to vote in all elections, both state and national.
Listen to the preamble to the constitution, and the preamble you
know, is the key to what follows; it is the concrete, general statement
of the great principles which subsequent articles express in detail. The
preamble says: “We, The People of the United States, in order to form
(10) a more perfect union, establish justice, insure domestic tranquility,
provide for the common defense, promote the general welfare, and
secure the blessings of liberty to ourselves and our posterity, do ordain
and establish this Constitution for the United States of America.”
Commit this to memory, friends; learn it by heart as well as by head,
(15) and I should have no need to argue the question before you of my
right to vote. For women are “people” surely, and desire, as much as
men, to say the least, to establish justice and to insure domestic tran-
quility; and, brothers, you will never insure domestic tranquility in the
days to come unless you allow women to vote, who pay taxes and bear
(20) equally with yourselves all the burdens of society; for they do not
mean any longer to submit patiently and quietly to such injustice, and
the sooner men understand this and graciously submit to become the
political equals of their mothers, wives, and daughters—aye, of their
grandmothers, for that is my category, instead of their political mas-
(25) ters, as they now are, the sooner will this precious domestic tranquil-
ity be insured. Women are surely “people,” I said, and were when
these words were written, and were as anxious as men to establish jus-
tice and promote the general welfare, and no one will have the hardi-
hood to deny that our foremothers (have we not talked about our
(30) forefathers alone long enough?) did their full share in the work of
49
establishing justice, providing for the common defense, and promot-

ing the general welfare in all those early days.
The truth is, friends, that when liberties had to be gained by the
sword and protected by the sword, men necessarily came to the front
(35) and seemed to be the only creators and defenders of these liberties;
hence all the way down women have been content to do their patri-
otic work silently and through men, who are the fighters by nature
rather than themselves, until the present day; but now at last, when it
is established that ballots instead of bullets are to rule the world . . .
(40) now, it is high time that women ceased to attempt to establish justice
and promote the general welfare, and secure the blessings of liberty to
themselves and their posterity, through the votes of men . . .
PASSAGE 2
(1) This proposed amendment forbids the United States or any State to
deny or abridge the right to vote on account of sex. If adopted, it will
make several millions of female voters, totally inexperienced in politi-
cal affairs, quite generally dependent upon the other sex, all incapable
(5) of performing military duty and without the power to enforce the laws
which their numerical strength may enable them to make, and com-
paratively very few of whom wish to assume the irksome and respon-
sible political duties which this measure thrusts upon them.
An experiment so novel, a change so great, should only be made
(10) slowly and in response to a general public demand, of the existence of
which there is no evidence before your committee. Petitions from var-
ious parts of the country, containing by estimate about 30,000 names,
have been presented to Congress asking for this legislation. They were
procured through the efforts of woman-suffrage societies, thoroughly
(15) organized, with active and zealous managers. The ease with which sig-
natures may be procured to any petition is well known. The small num-
ber of petitioners, when compared with that of the intelligent women
in the country, is striking evidence that there exists among them no
general desire to take up the heavy burden of governing, which so
(20) many men seek to evade. It would be unjust, unwise, and impolitic to
impose that burden on the great mass of women throughout the coun-
try who do not wish for it, to gratify the comparatively few who do.
It has been strongly urged that without the right of suffrage women
are and will be subjected to great oppression and injustice. But every
(25) one who has examined the subject at all knows that without female suf-
frage, legislation for years has improved and is still improving the con-
dition of women. The disabilities imposed upon her by the common
50
law have, one by one, been swept away until in most of the States she
has the full right to her property and all, or nearly all the rights which
(30) can be granted without impairing or destroying the marriage relation.
These changes have been wrought by the spirit of the age, and are not,
generally at least, the result of any agitation by women in their own
behalf.
Nor can women justly complain of any partiality in the adminis-
(35) tration of justice. They have the sympathy of judges and particularly
of juries to an extent which would warrant loud complaint on the part
of their adversaries of the sterner sex. Their appeals to legislatures
against injustice are never unheeded, and there is no doubt that when
any considerable part of the women of any State really wish for the
(40) right to vote it will be granted without the intervention of Congress.
Any State may grant the right of suffrage to women. Some of them
have done so to a limited extent, and perhaps with good results. It is
evident that in some States public opinion is much more strongly in
favor of it than it is in others. Your committee regards it as unwise and
(45) inexpedient to enable three-fourths in number of the States, through
an amendment to the National Constitution, to force woman suffrage
upon the other fourth in which the public opinion of both sexes may
be strongly adverse to such a change.
For these reasons, your committee reports back said resolution with
(50) a recommendation that it be indefinitely postponed.
102. The author of Passage 1 supports her argument by

a. providing information about the educational levels achieved
by women.
b. sharing anecdotes about women who fought in the American
Revolution.
c. referring to principles already accepted by her audience.
d. describing her personal experience as a citizen of the
United States.
e. listing the states in the union that had granted women
voting rights.
103. The phrase learn it by heart as well as by head in line Passage 1, line
14 suggests
a. an emotional and intellectual response.
b. rote memorization.
c. learning from experience rather than books.
d. accepting an argument on faith.
e. presupposition of an outcome.
51
104. In line 27 of Passage 1, anxious most nearly means

a. irritable.
b. neurotic.
c. apprehensive.
d. hasty.
e. eager.
105. Lines 26–32 of Passage 1 portray American women as

a. rebellious.
b. ambitious.
c. patriotic.
d. uneducated.
e. vulnerable.
106. Which of the following best describes the author’s strategy in

Passage 2?
a. summarizing public perceptions of the issue
b. anticipating opposing viewpoints and then refuting them
c. relating an incident and describing its significance
d. persuading his audience through emotional appeal
e. providing evidence that supports both sides of the issue
107. As used in Passage 2, line 9, novel most nearly means

a. rare.
b. original.
c. untried.
d. brilliant.
e. intellectual.
108. In the third paragraph of Passage 2 (lines 23–33), the author

characterizes the activists of the women’s suffrage movement as
a. ardent.
b. courageous.
c. conformist.
d. modest.
e. genteel.
52
109. The author of Passage 2 cites the example of a woman’s right to

her property (lines 29 and 30) in order to
a. show that women are well represented by the legislature even if
they cannot vote.
b. demonstrate that if women can be responsible for property, they
can be responsible voters.
c. prove that unjust laws affect the condition of women.
d. support the belief that political change should happen quickly.
e. argue that political equality strengthens marriages.
110. Which aspect of the topic of women’s voting rights is emphasized

in Passage 2, but not in Passage 1?
a. the interpretation of the Constitution
b. the contributions of American women
c. the tax-paying status of women
d. how the judiciary treats women
e. how ready the country is to allow women the right to vote
111. The two authors would most likely agree with which statement?
a. Most women do not desire the right to vote.
b. Women are not meant to be soldiers.
c. Voting is more of a burden than a privilege.
d. American society is ready for female voters.
e. Men and women should be political equals.
112. The approaches of the two passages to the topic differ in that only
Passage 1
a. describes an incident from the author’s personal experience.
b. gives a point and argues its counterpoint.
c. cites several specific examples of laws that benefit women.
d. addresses its audience in the second person.
e. recommends an action to be taken.
Answers
48. a. The fact that judicial review can override decisions made by the
legislative and executive branches implies that it gives the court
great authority.
49. c. To maintain the “life” of the Constitution, the court applies its
broad provisions to complex new situations (line 11) that arise in cur-
rent law.
53
50. c. To declare means to make known formally or officially. To pro-

claim is its synonym, with a slightly different connotation. It
implies declaring clearly, forcefully, and authoritatively.
51. e. The last sentence offers a view in opposition to the points made ear-
lier in the passage supporting the Supreme Court’s power to inter-
pret the Constitution.
52. c. According to the passage, the Second Confiscation Act passed by
Congress in 1862 provided the desired signal (line 7), encouraging him
to pursue his plan of a proclamation.
53. b. The speechless (line 14) reaction of Secretaries Seward and Welles
implies that they were surprised by the plan and were concerned
about its political and military consequences.
54. e. One meaning of qualified is fitted by training or experience for a
given purpose (“he is qualified for the job”). Another meaning is
having complied with specific requirements (“she qualified for the
marathon”). In this context, qualified means limited or modified in
some way.
55. a. The author calls the Emancipation Proclamation the crowning
achievement (line 32) of Lincoln’s administration.
56. a. Lines 14–15 state that political cartoons can serve as a vehicle for swaying
public opinion and can contribute to reform.
57. e. The consonance in the string of verbs provoke, poke, and persuade in
line 3, as well as the verb choice skewering in line 4 expresses a play-
fulness of tone. The author’s description of the cartoon images of
Bill Clinton and George W. Bush (lines 9–12) also mirrors the play-
fulness of the art of caricature.
58. e. One meaning of vehicle is a way of carrying or transporting some-
thing. In this context, vehicle refers to a medium, or the means by
which an idea is expressed.
59. d. The author cites Thomas Nast’s symbols for Tammany Hall and
the Democratic and Republican Parties as examples of images that
have entered the public consciousness and are still in currency today
(line 19).
60. b. The passage illustrates several protest strategies used in the civil
rights movement. Choices c and e are true statements but are too
specific to be the primary focus of the passage. Choices a and d are
not described in detail in the passage.
61. c. The passage states that Rosa Park’s actions and arrest set off a train of
events that generated a momentum the civil rights movement had never
before experienced (lines 10–12).
62. e. One meaning of to test is to apply a test as a means of analysis or
diagnosis. In this context, test refers to putting something to a test or
challenging something.
54
63. d. The protest at the Greensboro Woolworth lunch counter inspired

others. Lines 25–27 state two weeks later similar demonstrations had
spread to several cities, within a year similar peaceful demonstrations took
place in over a hundred cities North and South.
64. b. The passage implies that the 1963 March on Washington was a very
successful demonstration: it attracted more than twice the number
(line 35) of people than organizers expected and riveted the nation’s
attention (lines 33–34), drawing attention to the issues that the march
promoted.
65. c. One meaning of refrain is a regularly recurring verse in a song. In
this context, refrain refers to the recurring phrase “I have a dream,”
that Reverend Martin Luther King, Jr. used in his famous speech.
66. d. The term second-class citizen is not a legal state of citizenship, rather it
is a descriptive term that refers to a condition in which citizens of a
nation are denied the rights and privileges that other citizens enjoy.
67. e. The passage does not speculate about the future nor does it describe
the racial discrimination that occurs today in the United States.
68. b. The first paragraph introduces the passage’s thesis and gives an
overview about who emigrated to California and why they came.
69. b. The passage provides a historical overview supported by facts and
interpreted by the author. The author’s opinion is evidenced in the
last sentence of the passage (lines 48–49): a testimony to their outstand-
ing achievements and contributions.
70. c. Line 15 states that the Chinese immigrants proved to be productive and
resourceful. Lines 46 and 47 praises their speed, dexterity, and outright
perseverance.
71. e. The passage states that at the time, the U.S. Constitution reserved the
right of naturalization for white immigrants, excluding Chinese immi-
grants. Chinese immigrants could become citizens, depending on
the whim (line 25) of local governments.
72. c. Enterprise means an undertaking that is especially risky. It could also
mean a unit of economic organization. In this instance, industry fits
best within the context.
73. d. Chinese immigrants faced discriminatory laws that made them
unable to own land or file mining claims (lines 27 and 28).
74. a. One meaning of reclaim is to reform or protest improper con-
duct. Other meanings are to rescue from an undesirable state,
or to make something available for human use—this defini-
tion applies to the context.
75. a. The last sentence provides an example (Chinese immigrants per-
forming hazardous railroad work in brutal conditions) that supports
the general thesis of the passage—that Chinese immigrants made
major contributions to opening up the West (line 49).
55
76. d. The passage describes the introduction of British cotton technology to

America (line 15), specifically to New England.
77. b. The passage mentions the Houses of Industry in Boston and
Philadelphia (line 5) as an example of the association of cloth manu-
facturing with relief of the poor (lines 6–7).
78. b. The mounting conflict between the colonies and England described in
line 1 suggests that America had political and/or economic reasons
for developing its own textile industry.
79. a. The description of Samuel Slater’s immigration to America shows
the deceptive measures necessary to evade British export laws and
introduce cotton technology to the colonies. Slater posed as a
farmer in order to emigrate to America and committed to memory
(line 20) the cotton technology he learned in English factory.
80. a. The author does not offer Slater’s personal viewpoint on child
labor, only the fact that Slater hired nine children between the ages of
seven and twelve (line 23) to work in his Rhode Island mill.
81. c. According to the passage, the knowledge and training acquired in
Slater’s mill of a generation of millwrights and textile workers (line 25)
provided the catalyst for the spread of cotton mills in New England.
82. e. One meaning of to model is to display by means of wearing, using,
or posing. In this context, to model means to construct or fashion
after a pattern.
83. c. The author offers a contrast of different viewpoints exemplified by
the philosophy of Thomas Jefferson, who supported a republic
whose heart was the independent, democratic farmer (lines 43–44) and
that of Alexander Hamilton, who promoted manufacturing (line 46)
and industrial development.
84. c. According to the passage, deep underlying fissures that already existed
in the economy (lines 18–19) led to the Great Depression.
85. a. The passage is primarily an account that describes the causative fac-
tors (for example, tariff and war-debt policies, disproportionate
wealth, and the accumulation of debt) that led to the depression and
its effects (for example, business failures, bank closings, homeless-
ness, federal relief programs).
86. c. Lines 7–8 state that shantytowns were called “Hoovervilles” because
citizens blamed their plight on the Hoover administration’s refusal
to offer assistance. Choice b may be true, but the passage does not
directly support this claim.
87. d. In this context, coupled means to join for combined effect.
88. b. Although policies can refer to regulations or laws (choice c) or
guiding principles or theories (choice a), in this context policy refers
to a course or method of action of a government or business
56
intended to influence decisions or actions. Choice b is the only

selection that implies action.
89. e. The passage describes the decade as one in which spending won
out over prudent measures like saving (lines 31–32). The wild stock
market speculation described in lines 35–37 is another example of
the exuberant decade.
90. b. The analogy depicts the stock market crash of 1929 as a weakening
agent to the economy (the way a stressful event may weaken the
body’s resistance to illness), not as the sole cause of the depression.
91. d. Lines 56–59 state that the New Deal expanded the role of the central
government in regulating the economy and creating social assistance pro-
grams. Choices b and c are incorrect and choices a and e require an
opinion; the author does not offer his or her viewpoint about the
New Deal measures.
92. c. The Lewis and Clark expedition did not have a military goal and
did not have any violent encounters except the one described in
lines 41–43.
93. b. Jefferson and his representatives wanted Native Americans to
acknowledge American sovereignty and to see themselves as chil-
dren to his role as their “father.”
94. c. One meaning of protocol is a code that demands strict adherence to
etiquette.
95. d. The passage states that Lewis and Clark sought to impose their own
notions of hierarchy on Native Americans by “making chiefs” with
medals, printed certificates, and gifts (lines 30–33).
96. c. By placing a peace medal around the neck of a man killed by the
expedition makes an ironic statement about the meaning of
“peace.”
97. b. To the Plains Native Americans, the pipe ceremony meant that
those who participated accepted sacred obligations to share wealth, aid
in war, and revenge injustice (lines 50–51). The passage suggests that
Lewis and Clark most likely did not understand the significance of
the ceremony.
98. e. One meaning of adopt is to take by choice into a relationship. In
this context, adopt has another meaning: to take up and practice or
use.
99. e. By giving manufactured goods to Native Americans, Lewis and
Clark were promoting Euro-American culture. Jefferson hoped
that these free samples would introduce the Native Americans to
mechanized agriculture as part of his plan to “civilize and instruct”
them (lines 58–61).
57
100. a. The passage compares different abstract principles, or organizing

principles of Euro-American society versus that of tribal societies.
For example, it explores the principles of hierarchy and kinship.
101. b. Choice a is too general to be the primary purpose of the passage,
whereas choices c and e are too specific. Choice d is not sup-
ported by the passage.
102. c. Beecher Hooker invokes the Constitution (line 1) and recites the
preamble (lines 9–13) in order to appeal to and persuade her
audience.
103. a. Beecher Hooker plays on the two meanings suggested by the
phrase learn it by heart as well as by head. She asks her audience to
not only memorize the Constitution’s preamble, but to use both
emotion and intellect to understand its meaning.
104. e. One meaning of anxious is extreme uneasiness or dread. An alter-
native meaning applies to this context—that of ardently or
earnestly wishing.
105. c. Passage 1 argues that the foremothers of the nation were patri-
otic and did their full share (line 30) of contributing to the early
republic.
106. b. The passage anticipates the arguments of those in favor of
women’s right to vote and refutes them.
107. c. Novel means new and not resembling something known or used
in the past. Choice b, original, could fit this definition but its
connotation is too positive for the context.
108. a. Passage 2 describes woman-suffrage societies as thoroughly organized,
with active and zealous managers (lines 14–15). Choice b, coura-
geous, is too positive for the context of the passage.
109. a. Passage 2 states that every one . . . knows that without female suf-
frage, legislation for years has improved and is still improving the con-
dition of women (lines 24–27).
110. d. Passage 2 emphasizes how well women are served by judges in
line 35. Passage 1 does not refer to this issue at all.
111. b. Passage 1 describes men as fighters by nature (line 37), but not
women. Passage 2 describes women as incapable of performing mil-
itary duty (lines 4–5).
112. d. Passage 1 addresses its audience in the second person, whereas
Passage 2 does not. Passage 1 also refers to its audience as friends
(line 14) and brothers (line 18).
58

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U.S. History and Politics

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U.S.

Questions 48–51 are based on the following passage.

49. The image of the Constitution as a “living” document (lines 10 and

50. In line 5, declare most nearly means

51. The last sentence (lines 23–26) in the passage provides

Questions 52–55 are based on the following passage.

52. The passage suggests which of the following about Lincoln’s

53. The description of the reaction of Secretaries Seward and Welles

54. In lines 26 and 27, qualiﬁed most nearly means

55. The author’s attitude to the issuing of the Emancipation

Questions 56–59 are based on the following passage.

(1) A mainstay of American newspapers since the early nineteenth century,

57. In describing the art of political cartooning in the ﬁrst paragraph,

58. In line 14, vehicle most nearly means

Questions 60–67 are based on the following passage.

hoped, led to a 1956 Supreme Court decision banning segregated

60. The passage is primarily concerned with

62. In line 13, the word test most nearly means

63. The passage suggests that the college students in Greensboro,

64. The passage implies that the 1963 March on Washington

65. The term refrain as it is used in line 42 most nearly means

67. All of the following questions can be explicitly answered on the

Questions 68–75 are based on the following passage.

70. Lines 15–20 portray Chinese immigrants as

72. The word enterprise as it is used in line 33 most nearly means

73. According to the passage, which of the following is NOT a

74. In line 37 reclaiming most nearly means

75. The last sentence (lines 46–49) in the passage provides

Questions 76–83 are based the following passage.

could operate it. Nevertheless it was an English immigrant, Samuel

76. The primary purpose of the passage is to

77. The passage refers to Houses of Industry (line 7) to illustrate

79. The description of Slater’s immigration to the American colonies

80. Lines 22–24 imply that Slater viewed child labor as

82. In line 29, modeled most nearly means

83. Which of the following techniques is used in the last paragraph of

Question 84–91 are based on the following passage.

Commission, which regulated the stock market. Although the New

85. The passage is best described as

86. The author cites the emergence of “Hoovervilles” (line 8) as an

87. In line 10, coupled most nearly means

Questions 92–101 are based on the following passage.

93. According to the passage, the United States government primarily

94. The word protocols as it is used in line 17 most nearly means

95. According to the passage, the distribution of peace medals

96. The description of Lewis’ actions in lines 41–43 is used to

97. The description of the pipe ceremony in lines 48-53 is used to

98. In line 47, adopt most nearly means

100. The passage is developed primarily through

101. The author’s primary purpose in the passage is to

Questions 102–112 are based the following passages.

establishing justice, providing for the common defense, and promot-

102. The author of Passage 1 supports her argument by

104. In line 27 of Passage 1, anxious most nearly means

105. Lines 26–32 of Passage 1 portray American women as

106. Which of the following best describes the author’s strategy in

107. As used in Passage 2, line 9, novel most nearly means

108. In the third paragraph of Passage 2 (lines 23–33), the author

109. The author of Passage 2 cites the example of a woman’s right to