About the GED Social Studies Exam

C H A P T E R 13 About the GED Social Studies Exam TO PREPARE effectively for the Social Studies Exam, you need to know exactly what the test is like This chapter explains the structure of the exam, including the types of questions and stimuli you will see on the test  What to Expect on the GED Social Studies Exam The GED Social Studies Exam covers basic social studies concepts and includes questions from four main content areas including U.S (or Canadian) and world history, geography, civics and government, and economics The test applies these four topics to your daily life and looks at how they affect your role as an individual, a member of a community, a family member, a worker or student, and a consumer You will not be asked to memorize facts—instead, the test will measure your critical thinking skills These skills include your ability to understand, analyze, and evaluate social studies material The Social Studies Exam includes 50 multiple-choice questions Each question has five answer choices You will have 70 minutes in which to complete all 50 questions The test will include some question sets, meaning that several questions may address a single graphic or reading passage Question sets usually have between two and five items The test may require you to use your understanding of different social studies concepts within the same question set 129 – ABOUT THE GED SOCIAL STUDIES EXAM – Kinds of Stimuli Test questions are based on three kinds of stimuli materials: reading passages, visuals, and combined stimuli that use both reading passages and visuals Here is what you can expect on the Social Studies Test: ■ ■ ■ Reading passages from articles, speeches, textbooks, laws, or other documents Reading passages range in length from 50 to 70 words for single-item questions and from 150 to 170 words for question sets Forty percent of the questions on the Social Studies Test will be based on reading passages The test will include one or more excerpts from the U.S Declaration of Independence, U.S Constitution, Federalist Papers, and Supreme Court landmark cases Review these documents before taking the test to familiarize yourself with their fundamental concepts Visuals including maps, graphs, charts, tables, diagrams, photographs, and political cartoons More than half the questions on the exam are based on some form of graphic The test will also use one practical document like a voter’s registration form, consumer guide, tax form, budget, survey, workplace contract, bank statement, insurance form, or other document Combined stimuli using both text and visuals Combined materials make up 20% of the test’s questions Here is the breakdown of the types of questions on the Social Studies Test: Comprehension Application Analysis Evaluation 20% 20% 40% 20% Each question type examines a different thinking skill ■ Comprehension For these questions, you will read passages or review visuals and demonstrate that you understand the meaning of the text or graphic To answer these questions, you may need to restate information that you have read, summarize ideas from a passage, or draw conclusions When answering these types of questions, not use any prior or additional knowledge of a subject that you might have Some test questions measure your ability to find the best answer based only on the information that is provided Comprehension questions are typically worded as in the following examples: ➧ Which of the following best describes the passage? ➧ What is the purpose of this paragraph? ➧ According to the map, which of the following is true? ➧ What conclusion can you make based on the information in the chart? GED Components ■ Here is a quick breakdown of how material will be presented on the Social Studies Exam: Reading Passages Visuals Combined Text and Visuals 40% 40% 20% Application To answer these questions, you take information or ideas from one situation and apply them to a different situation Here are some examples of application questions: ➧ Who might use the information in this graph to support their position? ➧ Which of the following is the most similar to the situation described above? Kinds of Questions The questions on the Social Studies Exam measure four major thinking skills: comprehension (your ability to understand), application (apply information to new situations), analysis (break down information and analyze it), and evaluation (make judgments about information) 130 ■ Analysis For these questions, you need to break down ideas and show relationships between ideas You might be asked to differentiate between fact and opinion, identify an assumption that the author has made even if he or she did not state it explicitly, identify cause and effect relationships, or compare and contrast information or ideas – ABOUT THE GED SOCIAL STUDIES EXAM – Typical analysis questions may be worded as in the following examples: ➧ Based on the quotation, what can we infer about the speaker? ➧ The writer has not directly stated, but would support, which of the following statements? ■ Evaluation To answer this type of question, you will synthesize information and make your own hypothesis or theory Some questions will require that you evaluate information or ideas and make a judgment about whether the information is accurate You will need to look at data to back up conclusions, identify how values and beliefs shape decisions, and uncover arguments that might be illogical Here are some examples of typical evaluation questions: ➧ Which of the following is supported by the information given in the passage? ➧ Which of the following is an unlikely explanation of the information presented in the graph? ➧ Which of the following expresses an opinion rather than a fact? Test Topics The test covers four main subjects: history, geography, civics and government, and economics Although you will not need to memorize facts from these four categories, you will need to use your knowledge of social studies concepts and apply your critical thinking skills This will help you review key social studies terms and offer basic information in each content area For further information about a topic, see the Web resources listed on page 167 If you have taken the Social Studies Test before or if you are an instructor helping others prepare for the test, you will notice some differences in the test from past years The behavioral sciences—psychology, sociology, and anthropology—no longer appear on the test as a separate topic Some major concepts in these topics, like law, culture, race, society, and religion, are now included within other areas The topics of human health and development are not part of the updated Social Studies Test What’s New for the GED? In 2002, the GED was revamped with a new emphasis for the Social Studies Test The test now includes more history questions and a greater percentage of civics and government questions than in past years The U.S edition of the test covers topics from major world and U.S historical eras, as well as major topics within the studies of geography, civics and government, and economics Sixty percent of the items or passages in the test have a global or international context Forty percent concern specific developments in U.S history In some cases, the United States factors into the international setting, while in others, questions focus on different parts of the world The Canadian version of the test is structured the same way, but emphasizes Canadian, rather than U.S., history The current test has an emphasis on the way material is presented, with graphic or visual source materials making up the majority of the test’s stimuli In addition, the test has a greater percentage of questions that measure the thinking skill of analysis than in past years If you took the test before 2002, this chart highlights the changes you will find in the Social Studies Exam Changes in More history questions content More civics and government questions Four Main Subjects Behavioral science no longer a content area The GED Social Studies Exam covers these four topics: History Geography Civics and Government Economics United States (or Canada), 25%; World, 15% 15% 25% 20% Changes in More questions based on visual format source materials More single-item questions 131 Changes in More questions that measure thinking skills the thinking skill of analysis C H A P T E R 14 World History IN THIS section, you will learn about social studies in the GED context: what the test is like, what kind of questions to expect, and how to tackle those questions You will also review the fundamental content areas and skills you need to well on the exam  Defining “Social Studies” Social studies is the study of how people live every day It explores many aspects of life: the physical environment in which people live, the beliefs and traditions they follow, and the societies in which they live Social studies include many different fields, broadly described as history, civics and government, economics, and geography Each of these four categories is related to the others To understand an event or a complex issue, you would examine all four branches of social sciences For example, if you were studying the stock market crash of 1929, you would explore what was happening in the country at the time (history); how the free enterprise system works (economics); what programs and policies were implemented to safeguard against another crash (civics and government); and how this event affected people in different areas of the country and why (geography) The next four chapters introduce you to key terms and offer information about major topics in the four subjects of the Social Studies Test The exercises in these chapters will help you review the information you learn Practice questions are similar to those on the GED For additional information about these subjects, see the list of Web resources on page 167 133 – WORLD HISTORY –  ized societies—also evolved Through trade routes and wars, human cultural achievements spread between places and some civilizations became empires with large land holdings World Histor y The Beginnings of Civilization Early humans lived in nomadic groups that followed the animal herds they hunted Over time, these nomads settled in areas with a fresh water source, fertile soil, a hospitable climate, and plentiful animal life From cave drawings, artifacts, fossils, and skeletal remains, scientists have learned about early humans and their communities Artifacts of stone tools like hammers or axes are some of the earliest evidence of human culture As communities grew, a system of bartering—trading goods or services— developed Forms of government—systems that organ- Religion Religion, or belief in a spiritual reality, is an influential part of human culture Early belief systems, including that of the Egyptians, Greeks, and the early Roman Empire, were polytheistic, meaning they revered more than one god The Jewish tribes of Israel were monotheistic, believing in one all-powerful god See the table on the next page EUROPE Caspian Sea Aral Sea Black Sea ASIA Mediterranean Sea MESOPOTAMIA FERTILE CRESCENT AFRICA Red Sea Arabian Sea 500 km Fertile Crescent mi Mesopotamia Mesopotamia, located between the Tigris and Euphrates rivers in what is now Iraq, is called the “cradle of civilization.” Several ancient civilizations—Babylonian, Sumerian, Phoenician, Persian, and Greek—thrived in this fertile area 134 – WORLD HISTORY – RELIGION ORIGIN CHARACTERISTICS Hinduism India in 1500 B.C ■ Hinduism has no single founder; it developed over a period of 4,000 years ■ One of its main features is a caste system, in which people are born into a prescribed class and follow the ways of that class Buddhism India in 525 B.C ■ They are polytheistic ■ It was founded by Siddhartha Gautama, called the Buddha ■ Buddhists believe in a cycle of rebirth ■ The ultimate goal of the Buddhist path is to achieve nirvana, an enlightened state free from suffering Judaism Middle East, now ■ The belief in a single, all-powerful God is central to Judaism Israel—the Jewish ■ The Torah—the instructions believed to be handed down from God to calendar begins Moses—encompasses Jewish law and custom with the biblical time of the Creation Christianity Jerusalem, now in ■ Israel—Christian calendar begins Messiah ■ The Gospels in the Bible’s New Testament describe the teachings and life ■ Beliefs include that Jesus is the son of God and that after crucifixion, he with the birth of Jesus Early followers believed that Jesus fulfilled the Jewish prophesy of the of Jesus rose from the dead Islam Arabia in 622 A.D ■ Its followers, called Muslims, believe in one all-powerful God ■ They adhere to the codes of living set forth in the holy book of Islam, the Qur’an (Koran) ■ The founder of Islam was Muhammed, a prophet who lived in Mecca in the sixth century, A.D E XERCISE The Middle Ages Choose the best answer to the question based on the information in the chart The answer is on page 168 What conclusion can you make based on the information in the chart? a All major religions believe in a single, allpowerful God b Most religions developed in the last millennium c Religion is not a force in today’s world culture d Many of the world’s major religions have influenced human culture for over a thousand years e All of today’s major religions had their beginnings in the Middle East As the Roman Empire began to fracture in the fourth and fifth centuries, a period that historians refer to as the Middle Ages began in Western Europe During this time, culture centered on Christianity as the Roman Catholic Church gained authority and missionaries spread Christian ideas A new social organization called feudalism developed Based on an agricultural society, this system divided people into classes The ruling class consisted of nobles, while the majority of people were in the peasant or serf class Between the eleventh and fourteenth centuries, European Christians led a series of wars called the Crusades to recover the Holy Land from the Muslims Although they did not achieve this goal, the wars brought Europe in contact with Arab culture, stimulated commerce between regions, and increased geographical knowledge By the fourteenth century, wars, famine, and the spread of the bubonic plague, or Black Death—an 135 – WORLD HISTORY – infectious disease that killed up to one-third of all Europeans—weakened the feudal economy The Renaissance In the 1400s, a rediscovery of Greek and Roman literature led to the humanist movement in Europe, which called for a return to classical ideals As Western Europe became more stable again, a period of intellectual development began The Renaissance, meaning “rebirth,” led to advances in the sciences, music, literature, art, and architecture During its height in the fifteenth and early sixteenth century, artists like Piero della Francesca, Leonardo da Vinci, Michelangelo, and Rafael contributed works praised for their grandeur and sense of harmony The New World European exploration of North America began in the tenth century when Viking explorers landed in Greenland and Newfoundland However, Christopher Columbus’s landing in the Bahamas in 1492 had a greater impact on the history of the world Under the service of Spain, Columbus sailed west, hoping to discover a quicker trade route to Asia He landed in the Caribbean instead His historic journey marked the start of European exploration and colonization in the New World (See the table at the bottom of this page.) logical progress The scientific developments of sixteenth and seventeenth centuries acted as a precursor to the Enlightenment Galileo Galilei, Nicolaus Copernicus, and Isaac Newton contributed new ideas about astronomy and physics that challenged the understanding of the physical world Later, the philosophy of John Locke influenced attitudes about the role of the individual in society and challenged the notion that knowledge is inborn The works of the French philosopher Jean Jacques Rousseau shaped political and educational theory, as did the ideas of Immanuel Kant in Germany, David Hume in England, and Benjamin Franklin and Thomas Jefferson in the American colonies E XERCISE Select the best answer to the questions based on the paragraph about the Age of Enlightenment The answers are on page 168 Age of Enlightenment The Enlightenment describes a period in Europe and America during the eighteenth century in which philosophers celebrated rational thought, science, and techno- Which of the following statements about the Enlightenment is an opinion? a The proponents of the Enlightenment believed in rationality b The Enlightenment philosophers challenged formerly held beliefs c The Enlightenment was an international movement d John Locke contributed the most to the Enlightenment philosophy e Hume, Kant, Jefferson, and Franklin shared a faith in human reason Early European Explorers DATE ( A D ) EXPLORER ORIGIN LANDING SITE 986 Eric the Red Iceland Greenland 1000 Leif Ericsson Norway North America, possibly Newfoundland 1492 Christopher Columbus Spain Bahamas, Cuba, and Hispaniola 1497 John Cabot England Cape Breton Island 1499 Amerigo Vespucci Italy, later Spain North coast of South America 1500 Gasper Corte-Real Portugal Between Labrador and Newfoundland 1513 Juan Ponce de Leon Spain, later governor Florida and Mexico of Puerto Rico 136 – WORLD HISTORY – described the history of society as a history of class struggles between the ruling class and the exploited working class Marx believed that the working class would overthrow the powerful capitalist class of the Industrial Revolution and create a classless society His ideas later influenced Vladimir Ilyich Lenin and the formation of the Communist state in Russia Which was the most likely factor that contributed to the beginning of the Enlightenment? a scientific discoveries in the previous century b feudalism c the French Revolution d the Crusades e missionaries of the Roman Catholic Church in Europe World War I The French Revolution (1789–1799) ranks as one of the most important events in Europe Increased criticism of the monarchy by thinkers of the Enlightenment, as well as unequal taxation and persecution of religious minorities, were some of the factors that led to political upheaval Food shortages and economic depression were a more immediate cause Parisians revolted in 1789 by violently overtaking the Bastille, a prison in Paris Aristocrats, including the king and queen, were beheaded Political unrest followed until Napoleon Bonaparte emerged as a leader in 1799 and declared himself emperor in 1804 Although it appeared to be a failure at the time, the Revolution created a precedent for representative governments around the world It also introduced revolution as a means of seeking different kinds of freedom World War I (1914–1918) involved 32 countries, including many European nations, the United States, and other nations around the world By the war’s end, ten million soldiers were killed and 20 million wounded The assassination of the heir to Austro-Hungarian throne by a Serbian nationalist was the immediate cause of the war, but conflicts between European nations over territory and economic power were also factors Two coalitions of European nations formed The Central Powers included Austria-Hungary, Germany, Bulgaria, and Turkey The Allied Powers included Great Britain, France, Serbia, Russia, Belgium, and Italy The fighting ended in 1918 when the Allies defeated German forces With the Treaty of Versailles in 1919, the war officially ended One of the most destructive wars in European history, World War I left European powers in enormous financial debt and greatly weakened The Industrial Era The Russian Revolutions of 1917 By the mid-nineteenth century, changes in technology began to transform Europe and the United States from societies with an agricultural base to ones with an industrial base This period is called the Industrial Revolution The introduction of steam-powered engines, inventions that increased the output of cotton textiles, and the advent of the railroad are some of the technological changes that increased the speed of production and transportation of goods The doctrine of laissez-faire appealed to factory owners of the Industrial Revolution Supported by economists like Adam Smith and John Stuart Mill, this doctrine stated that economic systems work better without intervention by government Another doctrine that developed during this period was The Communist Manifesto, a document of communist principles Authored by German writer Karl Marx in 1848, the Manifesto Peasant and worker uprisings led to two revolutions in Russia during 1917 The first overthrew the Tsar Nicholas II, an absolute monarch from the Romanov dynasty who ruled the country A provisional government took control but could not solve the problems that led to the uprising—mainly the devastating effect of the country’s involvement in World War I Vladimir Lenin and a group of revolutionary socialists called the Bolsheviks took power The Bolsheviks hoped to transform Russia into a classless society called the Union of Soviet Socialist Republics (USSR) However, the Communist regime that they created became increasingly authoritarian and eventually controlled the economic, social, and political life of the nation After Lenin’s death, Bolshevik Joseph Stalin became the dictator of the Soviet Union He ruled with total and often brutal control The Communist French Revolution 137 – WORLD HISTORY – regime continued to hold power until its collapse in 1991 E XERCISE Use the information from the passage about World War II to answer the questions The answers are on page 168 World War II World War II (1939–1945), the deadliest and most destructive war in history, began between Germany and the English and French, but later included all of the major world powers The rise of fascism—an Italian term for military-based totalitarian governments—as well as the effects of economic depression, fueled the conflict The peace settlements of World War I also left three powers—Germany, Italy, and Japan—dissatisfied, and each wanted to increase its territory In Germany, Adolf Hitler of the German National Socialist (Nazi) Party, promoted national pride and offered a scapegoat for the country’s economic problems: the Jews His racist policies led to the persecution and murder of millions of Jewish people and other Europeans, an atrocity now known as the Holocaust Germany, with Hitler in power, began an aggressive campaign in Europe, invading Czechoslovakia Hitler then created an alliance with Italy and Japan to form the Axis Powers When Germany invaded Poland, Great Britain and France entered the war By 1940, the only Allied force to resist German occupation was Great Britain However, Great Britain gained an ally when Germany invaded the Soviet Union in 1941 Although the United States was trying to be neutral in the conflict, events forced it to enter the war On December 7, 1941, Japan attacked Pearl Harbor, a U.S military base in the Pacific On December 11, Germany and Italy declared war on the United States The United States joined the Allied forces and helped turn the war in its favor In May 1945, Germany surrendered In August 1945, the United States dropped the first atomic bomb on Hiroshima, Japan, and another on Nagasaki, Japan Five days later, Japan surrendered World War II devastated entire cities, and both civilians and soldiers suffered Tens of millions of people were killed The war revolutionized warfare by introducing nuclear weapons Politically, power shifted away from Great Britain and France, and the United States and the Soviet Union emerged as world powers After the war, the Soviet Union kept control of its occupation zones in Austria and Germany and took power in Eastern Europe This expansion threatened the West and started the Cold War, a struggle for power between the capitalist West and the Communist bloc that lasted until 1989 138 Which of the following is NOT a likely consequence of World War II? a death of millions b the end of racism c destruction of cities d shift in world power e threat of nuclear war Based on the information about World War II, which of the following is a likely assumption as to why Hitler rose to power? a Hitler’s totalitarian government exercised absolute power b Many citizens resisted the rise of the Nazi Party c Germans wanted a powerful leader who would lift them out of financial chaos d Germans needed a leader to fend off British and French aggression e Nazi propaganda techniques were not successful  U.S Histor y A New Nation After Columbus landed in the Bahamas in 1492, Western Europe began colonization of the Americas Spain, Portugal, France, The Netherlands, and England had vast holdings in the New World A group of English immigrants called Puritans—people seeking to purify the Church of England—started settlements in New England One group, known as the Pilgrims, landed in Plymouth, Massachusetts in 1620 These settlers established the Plymouth Colony and created the Mayflower Compact, an agreement that said the colonists would make decisions by the will of the majority This became the first instance of self-government in America Throughout the British colonies, forms of self-government developed – WORLD HISTORY – T HE D ECLARATION OF E XERCISE I NDEPENDENCE In the mid-eighteenth century, England and France fought over land in the upper valley of Ohio in the French and Indian War England gained control of all territory east of the Mississippi, but the war left the country deeply in debt To pay off the debt, King George III and British Parliament established ways to tax the colonists The Stamp Act of 1765 required that all printed material—newspapers, legal documents, and other papers—bear a British stamp and that colonists pay for these seals The Townshend Acts of 1767 placed new taxes on glass, lead, paints, paper, and tea Boston merchants began boycotting English goods When three shipments of tea arrived in Boston Harbor in 1773, angry citizens threw the cargo overboard in an incident called the Boston Tea Party In punishment for this protest, England closed the port of Boston and passed the Intolerable Acts, which limited the political freedom of the colonists This led to further protest, and in 1775, fighting between the colonists and the British marked the start of the Revolutionary War Thomas Jefferson drafted the Declaration of Independence, a document that describes the American ideal of government and lists the injustices of the king The Second Continental Congress, a meeting of representatives from the 13 colonies, approved the declaration on July 4, 1776 T HE U.S C ONSTITUTION The colonies won their independence after seven years of the Revolutionary War The new states created a system of government under the Articles of Confederation This framework limited the power of the central government and allowed the states to act as separate nations This system could not address issues such as national defense, trade between states, or a common currency In 1787, leaders met to draft the Constitution, which was approved by the states in 1788 The Constitution outlines the fundamental principles of the American republic It defines the powers of Congress, the president, and the federal judicial system, and divides authority in a system of checks and balances so that no branch of government can dominate over the others To calm the fears of those that believed a central government would interfere with individual freedoms, the framers of the Constitution added the Bill of Rights These ten amendments to the Constitution safeguard citizens’ rights, such as freedom of speech, freedom of the press, and freedom of religion Read the following question and select the best answer The answer is on page 168 Which of the following was a consideration in creating the Bill of Rights? a dividing power between the three branches of government b creating a judicial system c forming a strong central government d protecting the rights of states e securing the liberties of individuals Sectionalism During the late 1700s and early 1800s, the United States expanded its territory In 1803, President Thomas Jefferson doubled the size of the country by buying land from France through the Louisiana Purchase Under President James Monroe, westward expansion continued Despite this growth and the country’s increased wealth, economic and cultural differences between regions developed Sectionalism—each section of the country supporting its own self-interests instead of the nation’s interests—took root The Northeast relied on an industrial economy while the South had an agricultural economy supported by slave labor One major issue concerned whether new states in the Union would become free states or allow slavery A group called the abolitionists believed slavery was wrong and wanted it abolished throughout the nation In 1857, the Dred Scott decision by the Supreme Court increased the hostility between the North and South In the case, Dred Scott, a slave, argued that because his owner moved to a free territory, he should be free The court ruled that slaves were not citizens and therefore could not sue It also ruled that it could not ban people from bringing slaves to free territories 139 – WORLD HISTORY – The Civil War Big Business Abraham Lincoln, considered by the South to be a threat to slavery, was elected president in 1860 Eleven southern states withdrew from the Union They formed a separate government called the Confederate States of America Here is the division between free and slave states in 1861: From 1860 into the next century, the United States experienced an explosion of industrialization Just as the Industrial Revolution changed Europe, it altered life in the new nation Natural resources, technological advances, railroad expansion, and a new wave of immigrants in the workforce made industrial growth possible Businesses began to operate over broad geographic areas and grew into large corporations Tycoons of the steel and oil industry like Andrew Carnegie and John D Rockefeller controlled much of the marketplace The powerful industrialists supported the policy of laissez-faire: They believed government should not interfere with business Large-scale production changed the workplace Laborers were more likely to work in large factories than in small workshops Machines and unskilled workers replaced skilled workers to keep costs down Many worked long hours doing monotonous work in dangerous conditions As a result, national labor unions began to form to protect the rights of workers The first national labor union was the Knights of Labor, which organized in 1869 In 1886, the American Federation of Labor (AFL) formed, joining together a network of local unions Led by Samuel Gompers, an immigrant cigar maker, the union rallied for improved hours, wages, and working conditions Reformers, called the Progressives, wanted to curb the power of big business and protect working people Among other goals, progressive reformers wanted to end child labor and introduce a minimum wage Through their efforts, government at the local, state, and national level began to regulate business F REE S TATES Maine New Hampshire Vermont Massachusetts Rhode Island Connecticut New Jersey New York Pennsylvania Ohio Indiana Illinois Michigan Wisconsin Iowa Minnesota Kansas Oregon California S LAVE S TATES Maryland Delaware Virginia* Kentucky Missouri Louisiana* Texas* North Carolina* South Carolina* Georgia* Florida* Alabama* Mississippi* Arkansas* Tennessee* T ERRITORIES Washington Dakota New Mexico Indian Nevada Colorado Utah Nebraska E XERCISE Use the information from the big business passage to select the best answer for each question The answers are on page 168 *Confederate States In 1861, Confederate soldiers opened fire on Fort Sumter in Charleston, South Carolina, and the Civil War began The “War Between the States” lasted four years and eventually killed 600,000 people It also destroyed an estimated $5 billion in property The war ended in 1865 after the surrender of Robert E Lee, the most important general of the Confederacy Four million slaves were freed during the period of Reconstruction that followed the war Five days after the Northern victory, President Lincoln was assassinated by a Confederate sympathizer Resentment and division between the South and North were not resolved for decades after the war’s end 140 Which of the following slogans would industrialist John D Rockefeller most likely support? a Live Free or Die b Our Union, Our Voice c Equal Pay for Equal Work d That Government Is Best Which Governs Least e Big Government – WORLD HISTORY – Which of the following was NOT a goal of the Progressives? a improve workers’ safety b stop legislation that restricted business practices c increase government regulation d prohibit child labor e set a minimum level for wages The New Deal Agricultural Adjustment Act—paid farmers to slow their production in order to stabilize food prices National Industrial Recovery Act—outlined codes for fair competition in industry Securities and Exchange Commission— established to regulate stock market Federal Deposit Insurance Corporation— insured bank deposits in the case that banks fail Public Works Administration—built roads, public buildings, dams Tennessee Valley Authority—brought electric power to parts of the Southeast The Great Depression In the 1920s, the country enjoyed a prosperous period Business expanded and investors speculated in the stock market, often borrowing money on easy credit to buy shares of a company Money flowed into the stock market until October 24, 1929, when the market collapsed Investors lost fortunes overnight, businesses started to close, workers were laid off, and banks closed The stock market crash of 1929 marked the onset of the Great Depression, which lasted through the 1930s By 1933, unemployment reached 25%, more than 5,000 banks were closed, and over 85,000 businesses had failed Elected in 1932, President Franklin D Roosevelt started a relief effort to revive the economy and bring aid to people who were suffering the effects of the depression He called his program the New Deal In what is now called the First Hundred Days, Roosevelt and Congress passed major legislation that saved banks from closing and regained public confidence The following box lists some of the important measures passed in 1933, the first year of Roosevelt’s presidency Although the New Deal brought relief, it did not end the Depression The economy did not revive until the nation entered World War II in the 1940s However, the New Deal had long-lasting effects It expanded the powers of the central government to regulate the economy, and it created “safety-net” programs that would assist citizens 141 ... within other areas The topics of human health and development are not part of the updated Social Studies Test What’s New for the GED? In 2002, the GED was revamped with a new emphasis for the Social. .. review the fundamental content areas and skills you need to well on the exam  Defining ? ?Social Studies? ?? Social studies is the study of how people live every day It explores many aspects of life: the. .. of the country and why (geography) The next four chapters introduce you to key terms and offer information about major topics in the four subjects of the Social Studies Test The exercises in these