Florida US History End-of-Course Assessment Test Item Specifications

Content Limit
Stimulus Attribute
Content Focus
Items addressing issues of civil rights should be limited to the
Roaring Twenties and the Great Depression (1919–39).
Items addressing social, political, and economic conditions in the
United States during the 1920s and 1930s use historical documents
and other relevant stimuli (e.g., maps, timelines, charts, graphs,
tables).
These terms are given in addition to those found in the standards,
benchmarks, and benchmark clarifications. Additional items may
include, but are not limited to, the following: Booker T. Washington,
Eighteenth Amendment, flappers, Fundamentalist Movement, Great
Migration, Harlem Renaissance, Ku Klux Klan, Marcus Garvey,
nativism, National Association for the Advancement of Colored
People (NAACP), Nineteenth Amendment, normalcy, Prohibition,
quota system, Rosewood Incident, Sacco and Vanzetti, Seminole
Indians, Universal Negro Improvement Association, Volstead Act,
W.E.B. DuBois.
100000394612
Sample Item 8 SS.912.A.5.10 Content Focus Harlem Renaissance
The excerpt below was written by Langston Hughes in 1926.
One of the most promising of the young Negro poets said to me once, “I want
to be a poet—not a Negro poet”. . . And I was sorry the young man said that, for
no great poet has ever been afraid of being himself. And I doubted then that,
with his desire to run away spiritually from his race, this boy would ever be a
great poet.
Source: Public Domain / The Nation
Based on the excerpt, what advice would Langston Hughes have given to young African
Americans during the Harlem Renaissance
A. He would have challenged them to further their literary training.
B. He would have encouraged them to celebrate their racial identity.
C. He would have suggested that they shape a tradition of passive resistance.
D. He would have recommended that they promote a tradition of racial tolerance.