LHS US History Skills Assessment - Basic
Title: The Bosses of the Senate (1889) Creator: Joseph Keppler, published in Puck magazine Description: A political cartoon showing large, shadowy figures labeled with names of monopolies (e.g., Standard Oil, Steel, Copper, etc.) standing in the back of the U.S. Senate chamber while elected senators sit dwarfed in comparison.
Title: Photograph of Child Textile Workers (circa 1908) Photographer: Lewis Hine Description: A black and white photograph of child laborers working in a textile mill in North Carolina, highlighting working conditions during industrialization.
“This, then, is held to be the duty of the man of wealth... to consider all surplus revenues which come to him simply as trust funds, which he is called upon to administer... in the manner which, in his judgment, is best calculated to produce the most beneficial results for the community—the man of wealth thus becoming the mere agent and trustee for his poorer brethren.”
Excerpt from Andrew Carnegie’s The Gospel of Wealth (1889)
Question 1
(Sourcing) Why is it important to know that Joseph Keppler published Source 1 in the magazine Puck, which was known for political satire?
It proves that the cartoon is entirely fictional.
It suggests the cartoon may exaggerate to criticize political and economic power.
It shows Keppler was trying to appeal to wealthy industrialists.
It means the cartoon supports the influence of big business.
Question 2
(Close Reading) What is the intended message of Source 1, “The Bosses of the Senate”?
A. Business owners had no influence in politics.
B. Senators were working to protect the interests of the public.
C. Large corporations had significant control over the U.S. Senate.
D. The government was more powerful than industry.
Question 3
(Contextualization) Which of the following best explains the broader historical context that helps us understand why Lewis Hine took the photograph in Source 2?
A. The rise of agrarian protest in the Midwest.
B. The increasing use of women and children in industrial labor during the Gilded Age.
C. The success of child labor laws during the Civil War.
D. The growth of the automobile industry in the 1900s.
Question 4
(Sourcing) Which fact about Source 3 helps most in understanding Andrew Carnegie’s perspective in The Gospel of Wealth?
A. He grew up as a poor child in New York.
B. He was a wealthy steel magnate during the Gilded Age.
C. He supported breaking up monopolies.
D. He had no experience in business.
Question 5
(Corroboration) How does Source 2 support or contradict the message of Source 3?
A. It contradicts Source 3 by showing how wealth was equally distributed.
B. It supports Source 3’s claim that wealthy people were responsible for solving inequality.
C. It contradicts Source 3 by illustrating the negative effects of industrialization on workers.
D. It supports Source 3 by showing workers benefiting from philanthropy.
Question 6
(Close Reading) According to Carnegie in Source 3, what is the main duty of the wealthy?
A. To keep their profits and expand their businesses.
B. To use their wealth to help the community in beneficial ways.
C. To retire early and give their businesses to the government.
D. To provide direct wages to every worker.
Question 7
(Contextualization) Which of the following best describes a major consequence of industrialization shown across the three sources?
A. A society in which farmers grew more powerful than businesses.
B. An economy that became more rural and decentralized.
C. A growing gap between wealthy industrialists and poor laborers.
D. A government completely free from business influence.
Question 8
(Corroboration) What common theme is most clearly supported by both Source 1 and Source 2?
A. Industrialization made America more equal.
B. Big businesses helped reduce government corruption.
C. Industrialization led to abuses of power and mistreatment of workers.
D. America had already solved the problems of poverty by 1900.
Teach with AI superpowers
Why teachers love Class Companion
Import assignments to get started in no time.
Create your own rubric to customize the AI feedback to your liking.
Overrule the AI feedback if a student disputes.