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Critical Reading Questions 48 The first paragraph (lines 1–14) of the passage serves what function in the development of the passage? a rovides 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historical facts d draws a conclusion about the impact of Chinese immigration on the state of California e condemns outdated concepts 49 Which of the following best describes the approach of the passage?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 50 Lines 15–20 portray Chinese immigrants as a b c d e fortuitous prideful vigorous effusive revolutionary 51 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 52 The word enterprise as it is used in line 33 most nearly means a b c d e organization corporation industry partnership occupation 37 501 Critical Reading Questions 53 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 54 In line 37 reclaiming most nearly means a b c d e redeeming protesting objecting approving extolling 55 The last sentence (lines 46–49) in the passage provides a b c d e an example supporting the thesis of the passage a comparison with other historical viewpoints a theory explaining historical events a summary of the passage 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 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 a (5) 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 (1) 38 501 Critical Reading Questions (15) (20) (25) (30) (35) (40) (45) could operate it Nevertheless it was an English immigrant, Samuel 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 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 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 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 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 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 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 39 501 Critical Reading Questions 56 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 57 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 58 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 59 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 60 Lines 22–24 imply that Slater viewed child labor as a b c d e an available workforce a necessary evil an unpleasant reality an immoral institution superior to adult labor 40 501 Critical Reading Questions 61 The author implies that tfte 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 62 In line 29, modeled most nearly means a b c d e posed displayed arranged illustrated fashioned 63 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 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 closed, (5) 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 nicknamed “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 (1) 41 501 Critical Reading Questions (15) (20) (25) (30) (35) (40) (45) (50) 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, 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 tfte cause of it: deep underlying fissures already existed in the economy of America’s Roaring Twenties For example, 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 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— 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 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 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 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, 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 42 501 Critical Reading Questions (55) Commission, which regulated the stock market Although the New 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 64 The author’s main point about the Great Depression is that a government policies had nothing to 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 65 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 66 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 67 In line 10, coupled most nearly means a b c d e eloped allied centralized combined associated 43 501 Critical Reading Questions 68 The term policies as it is used in lines 23–24 most nearly means a b c d e theories practices laws examples problems 69 The passage suggests that the 1920s was a decade that extolled the value of a thrift b prudence c balance d tranquility e extravagance 70 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 71 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 complete business recovery c The Agricultural Adjustment Act paid farmers to produce surplus 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 44 501 Critical Reading Questions Questions 92–101 are based on the following passage 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) (5) (10) (15) (20) (25) (30) 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- 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 inhabitants 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 you should inform those through whose country you will pass that henceforth we become their fathers and friends.” When Euro-Americans 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 very different ways of understanding power and authority Such differences 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 to define who gave orders and who obeyed While kinship was impor- tant in the EuroAmerican 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 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 r itual gifts 45 501 Critical Reading Questions (35) (40) (45) (50) (55) (60) 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 also acknowledging American sovereignty as “children” of a new “great father.” And in a moment of imperial bravado, Lewis 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.” 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 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- 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 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 EuroAmerican culture e make peaceful contact with native inhabitants [...].. .501 Critical Reading Questions Questions 92–101 are based on the following passage In 1804 President Thomas Jefferson sent Army Officers Meriwether Lewis and William Clark on an expedition to explore the territory of... 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 r itual gifts 45 501 Critical Reading Questions (35) (40) (45) (50) (55) (60) The American republic began to issue peace medals during the first Washington administration, continuing a tradition established by the European nations