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Covers topics such as Civil Rights Movement tactics, strategies used to obtain civil rights, causes and examples of the Great Depression, late nineteenth-century timeline events, World War II leadership roles, agricultural industry challenges and political responses, cultural terms like the Harlem Renaissance, Japanese American WWII wartime policies and government justification, chart completion for Populist-era goals and failures, and African American voter registration rate comparisons across southern states in 1965 and 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Civil Rights Movement.Click on the sentencein the text that describes actions of the American Indian Movement (AIM).  \n(Practice Hint:Click on one underlined sentence to make a selection.)  \nIn the aftermath of World WarII,the Civil Rights Movement gained strength for variousminority groups.The tactics used by these groups varied.One of the most popular strategiesinvolved the use of nonviolent protest through demonstrations,marches,and boycotts.Theleaders of some groups engaged in civil disobedience and went on hunger strikes whileimprisoned.One group armed themselves in self-defense.Another group occupied federalbuildings and refused to leave until their demands were met,resulting in violent standoffs.While the strategies varied,these groups shared the common goal of achieving justice fortheir members.  \nQuestion 2:Standard USH9.3  \nMany minority groups worked to obtain civil rights in the United States during the twentieth century.From the list below,select the phrase that describes a way that both groups attempted to obtain civil rights.  \n(Practice Hint:Click and drag the phrase from the list below into the box in the chart.)  \nAfrican Americans and Americanswith Disabilitiessought justice through the courtssat at segregated lunch countersrefused to move to the backs of busesobstructed the movement of inaccessible buses  \nQuestion 3:Standard USH 6.1  \nMatch each cause of the Great Depression to an example of the cause.  \n(Practice Hint:Click on each cause on the left side.Then click on the example that corresponds to each cause on the rightside and a black line connects them.)  \n## Question 4:Standard USH 4.1\n\nComplete the time line by dragging and dropping the description for each late nineteenth-century event onto the time line inthe order in which the events occurred.  \n(Practice Hint:Click and drag each statement from the right to the correct box on the time line.)  \n## Question 5:Standard USH7.2\n\nMatch the names of the World War ll leaders with the roles that they played during the war by clicking on the name of eachleader in the left-hand column and then clicking on the role each leader played in the war in the right-hand column.  \n(Practice Hint:Click on each name on the left side.Then click on the role that describes the role each leader played on theright side and a black line connects them.)  \n## Question 6:Standard USH 1.2\n\n(Practice Hint:Click on the drop-down arrow to see the list of answer choices.Then click on the answer choice that bestcompletes the statement.)  \nThose who worked in the agricultural industry during the late nineteenth century experienced problems such as decliningcrop prices,high transportation costs,and property foreclosures.As a response to these problems,many agriculturists firstjoined the Grange            and later joined the Populist Party.  \n## Question 7:Standard USH 5.8\n\nWhich term refers to the outpouring of African American artistic and intellectual work celebrating black culture during the1920s?  \n(Practice Hint 1:Click on the Cross-Off button to turn on the Cross-Off tool.Use the Cross-Off tool to cross off incorrectanswer choices.)  \n(Practice Hint 2:Click on the Pointer button when you are ready to answer the question.Use the Pointer tool to select thecorrect answer choice.)  \na the JazzAge  \n⑥the Lost Generation  \nthe Harlem Renaissance  \n①the Charleston Renaissance  \nQuestion 8:Standard USH7.10  \nThis excerpt,describing the lives of Japanese Americans during World War Il,comes from an article on the Library ofCongress website.  \n(Practice Hint 1:Click on the Line Guide button to turn on the Line Guide tool.Use the Line Guide tool by dragging the bluehandle on the right to help guide you as you read.Turn off the Line Guide tool by clicking on the Line Guide button again.)  \n(Practice Hint 2:Click on the Hig","cbCaivj6SymwCVds","https://ap.wps.com/l/cbCaivj6SymwCVds","pdf",1142394,"English","# Question 1: Standard USH 9.3\n# Question 2: Standard USH 9.3\n# Question 3: Standard USH 6.1\n# Question 4: Standard USH 4.1\n# Question 5: Standard USH 7.2\n# Question 6: Standard USH 1.2\n# Question 7: Standard USH 5.8\n# Question 8: Standard USH 7.10\n# Question 9: Standard USH 1.4\n# Question 10: Standard USH 11.2","[{\"question\":\"What does Question 1 (Standard USH 9.3) ask students to identify?\",\"answer\":\"It asks students to click the sentence in a paragraph describing actions of the American Indian Movement (AIM).\"},{\"question\":\"How does Question 2 (Standard USH 9.3) connect two groups’ efforts to obtain civil rights?\",\"answer\":\"Students select the phrase that describes a way both groups attempted to obtain civil rights, using a matching/drag-and-drop chart format.\"},{\"question\":\"What justification does the U.S. government give in Question 8 (Standard USH 7.10) for the actions described?\",\"answer\":\"The question asks students to choose the justification given for the wartime actions in the excerpt.\"}]","U.S. History Online Tools Training (OTT) Answer Key 2024-2025 | PDF",1790794529,23]