Name: Class: Date: Lesson Assessment: The Home Front

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1 1. What was the effect of the wartime economy on the American home front? a) The economy expanded. b) Fewer goods were produced. c) It led to the Great Depression. d) The standard of living decreased. 2. What was the MAIN reason women were hired in large numbers for factory, shipyard, and government jobs during World War II? a) Government-funded daycare programs for working mothers were newly available. b) Large numbers of men were at war and could not fill those positions. c) Factory foremen discovered women were better at fine motor tasks. d) Workplace antidiscrimination legislation was passed. 3. Who was Rosie the Riveter? a) a World War II era advocate for women s workplace rights b) an American woman who helped save Allied airmen in France c) the national symbol of women workers in the United States during World War II d) a World War II era female factory worker who became the subject of a popular song 4. Which of the following was NOT a job women in the military filled during World War II? a) Pentagon staffer b) combat trooper c) clerical worker d) nurse 5. What did President Franklin D. Roosevelt s Executive Order 9066 do? a) It prevented Asian immigrants from obtaining U.S. citizenship. b) It used nonspecific language to allow the internment of Japanese Americans. c) It ordered the internment of persons of Japanese descent living throughout the United States. d) It condemned the Japanese incarceration as a result of race prejudice and war hysteria. PAGE 1

2 6. Which segment of the Japanese American population was sent to government internment camps due to growing anti-japanese sentiment in that area? a) Japanese Americans on the East Coast b) Japanese Americans in California c) Japanese Americans in Hawaii d) All of the above 7. The U.S. Army s decorated 442nd Regimental Combat Team fought in Europe and was composed entirely of. a) Japanese Americans b) German Americans c) African Americans d) Native Americans 8. Why did the Mexican government at first refuse to agree to a program that would allow Mexican citizens to fill needed agricultural labor positions in the United States? a) There had been past mistreatment of Mexican workers in the 1930s. b) Most Mexicans were needed to fill military positions at home. c) Most Mexicans were needed to fill factory positions at home. d) Mexico had its own shortage of farm workers at the time. 9. How was life for African Americans in the military similar to life on the home front during World War II? a) There was prejudice and mistreatment of African Americans. b) There was segregation of blacks and whites. c) Neither a nor b. d) Both a and b. PAGE 2

3 10. Native American soldiers who developed an unbreakable military code were known as. a) WACS b) WAVES c) Code Talkers d) Code Readers PAGE 3

4 ANSWER KEY 1. a 3. c 5. b 7. a 9. d 2. b 4. b 6. b 8. a 10. c COMMON CORE STATE STANDARDS CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and CCSS.ELA-Literacy.RI Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-Literacy.RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. CCSS.ELA-Literacy.RI By the end of grade 9, read and comprehend literary nonfiction in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9 10 text complexity band independently and CCSS.ELA-Literacy.RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RI Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-Literacy.RI Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. CCSS.ELA-Literacy.RI By the end of grade 11, read and comprehend literary nonfiction in the grades 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11 CCR text complexity band independently and CCSS.ELA-Literacy.RH Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. PAGE 4

5 COMMON CORE STATE STANDARDS (CONTINUED) CCSS.ELA-Literacy.RH Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. CCSS.ELA-Literacy.RH Compare and contrast treatments of the same topic in several primary and secondary sources. CCSS.ELA-Literacy.RH By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and CCSS.ELA-Literacy.RH Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. visually, quantitatively, as well as in words) in order to address a question or solve a problem. CCSS.ELA-Literacy.RH By the end of grade 12, read and comprehend history/social studies texts in the grades 11 CCR text complexity band independently and PAGE 5

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