Grade 8 NC Final Exam Practice

That if any person shall write, print, utter . . . any false, scandalous and malicious writing or writings against the government of the United States, or either house of the Congress of the United States, or the President of the United States, with intent to defame the said government . . . then such person, being thereof convicted before any court of the United States having jurisdiction thereof, shall be punished by a fine not exceeding two thousand dollars, and by imprisonment not exceeding two years.
*Alien and Sedition Acts, 1798 Transcript Courtesy of the Avalon Project at Yale Law School 
Based on the above excerpt, which statement explains an effect of passage of the Sedition Act? 

• Public criticism of government was prohibited. 
• It became more difficult for new immigrants to vote.
• The president gained new powers to deport foreigners. 
• The First Amendment to the U.S. Constitution was protected. 

How did the U.S. government respond to conflicts over slavery before the Civil War? 

• by granting the right to vote to all citizens 
• by granting all residents of a state citizenship 
• by passing a series of compromises to appease citizens 
• by protecting privacy rights and preventing illegal searches 

How did the Great Migration affect American society? 

• African-American people created a new urban culture in the North. 
• The South promoted progressive laws and economic opportunities. 
• Racism and prejudice were less prevalent across the United States. 
• The African-American population increased in southern coastal cities. 

What does the chart above indicate about poverty in North Carolina, compared to the United States, from 2001 to October 2010? 
According to the Bureau of Labor Statistics, the Business Establishment Age (BED) data series on age of establishment tracks cohorts of new business establishments “born” in the same year and reports on their associated employment. The number of new business establishments (establishments that are less than 1 year old in any given year) tends to rise and fall with the business cycle of the overall economy. As shown in chart 1, the number of new establishments for the year ending in March 2010 was lower than any other year since the series began. (Data by age are not available prior to 1994.)

• Poverty rates were higher in North Carolina than in the United States, while state and national economies were unstable. 
• Poverty rates were the same in both North Carolina and the United States, while state and national economies were stable. 
• Poverty rates decreased more quickly in North Carolina than in the United States, while state and national economies were stable. 
•  Poverty rates steadily increased in North Carolina and steadily decreased in the United States, while state and national economies were unstable. 

The following excerpt describes the weak economy of North Carolina during the early 1800s:
     Cotton is now almost the only article which bears transportation. But . . . even cotton will not long remain a source of profit in our present manner of [transportation]. The states of South Carolina, Georgia, Alabama, Tennessee, Louisiana, together with the Arkansas . . . are yearly filling up more and more with an enterprising population, who are pressing their production of cotton to a [large] extent. They possess navigable rivers, and they are acting upon the same policy of internal improvement as has been prosecuted by other states.
*James Mebane and Dennis Heartt, August 1, 1828 Courtesy of Documenting the American South, UNC Library 
Which obstacle did many North Carolinians believe prevented economic growth in North Carolina during these years? 

• The cotton of North Carolina was of lower quality than the cotton of other southern states. 
• The North Carolina government imported cotton and other goods from neighboring states. 
• The soil in North Carolina was inadequate for the farming of high-profit crops like cotton. 
• Government leaders failed to support investment in infrastructure like roads and railroads.

A Declaration of Rights made by the Representatives of the Freemen of the State of North Carolina.
Section I. That all political power is vested in and derived from the People only.
Section II. That the people of this State ought to have the sole and exclusive Right of regulating the internal Government and Police thereof.
**N.C. Constitution, Declaration of Rights, 1776 Courtesy of Documenting the American South, UNC Library
Which democratic ideal summarizes this excerpt from North Carolina’s original constitution? 

• federalism
• rule of law 
• separation of powers 
• popular sovereignty 

The consequences of a speedy removal will be important to the United States, to individual states, and to the Indians themselves. The pecuniary advantages which it promises to the government are the least of its recommendations. It puts an end to all possible danger of collision between the authorities of the general and state governments on account of the Indians. It will place a dense and civilized population in large tracts of country now occupied by a few savage hunters. By opening the whole territory between Tennessee on the north and Louisiana on the south to the settlement of the whites it will incalculably strengthen the southwestern frontier and render the adjacent states strong enough to repel future invasions without remote aid. It will relieve the whole state of Mississippi and the western part of Alabama of Indian occupancy, and enable those states to advance rapidly in population, wealth, and power. 
*President Jackson’s Message to Congress On Indian Removal, December 6, 1830 Source: National Park Service
Based on the excerpt, which democratic rights and freedoms were being denied to American Indians? 

• privacy and free speech 
• property and sovereignty 
• free speech and assembly 
• religious and political freedom

All bills shall be read three times in each house and shall be signed by the presiding officer of each house before being presented to the Governor. If the Governor approves, the Governor shall sign it and it shall become a law; but if not, the Governor shall return it with objections, together with a veto message stating the reasons for such objections, to that house in which it shall have originated, which shall enter the objections and veto message at large on its journal, and proceed to reconsider it. If after such reconsideration three-fifths of the members of that house present and voting shall agree to pass the bill, it shall be sent, together with the objections and veto message, to the other house, by which it shall likewise be reconsidered; and if approved by three-fifths of the members of that house present and voting, it shall become a law notwithstanding the objections of the Governor. 
*North Carolina Constitution, 1971. Article II, Section 22.
Which democratic ideal is represented in this excerpt? 

• limited government
• separation of powers
• popular sovereignty 
• trial by jury of peers

The Committee are already receiving urgent appeals from women all over the United States to send them our publications. . . . a large printing fund will therefore be needed by the Committee, and we appeal first to the men of this country, who control so large a part of its wealth, to make liberal donations toward this great educational work. We also ask every thoughtful woman to send her name to the Secretary to be inserted in the Pledge Book, and if she is able, one dollar.
*National Woman Suffrage and Educational Committee, “An Appeal to the Women of the United States,” 1871 
According to the excerpt, how did supporters of women’s suffrage campaign for change?

• They created pamphlets to bring awareness to women’s voting rights.
• They relied on female representatives in the legislature to promote the issue.
• They waited for the United States to pass the Nineteenth Amendment.
• They appealed only to wealthy women for financial and political support.

Excerpt from court testimony of Oscar Neebe, a participant in the Haymarket Affair My wife told me that the police—these honorable men to protect law and order—when they got on that wagon they waved that flag and hollered and hurrahed just like a lot of wild Indians—and they were wild Indians in those days. They searched hundreds of houses, and money was stolen by searching houses, and watches were stolen, and nobody knew whether they were stolen by the police or not. Captain Schaack knows it. His gang was one of the worst in this city. You need not laugh about it, Captain Schaack. You are one of them. You are an Anarchist, as you understand it. You are all Anarchists, in this sense of the word, I must say. . . . I organized trades unions. I was for reduction of the hours of labor, and the education of laboring men . . .
*A.R. Parsons, “Oscar Neebe’s Remarks,” in Anarchism: Its Philosophy and Scientific Basis, 1887 
Which issues were labor strikes addressing in the late 1800s? 

• violence in the workplace, paid vacation, and sick days 
• shorter work hours, poor working conditions, and education 
• shorter workdays, women in the workplace, and health insurance
• access to management positions, education leave, and wage hikes