Trending ▼   ResFinder  

New York Regents US History and Government January 2016 Exam

31 pages, 64 questions, 0 questions with responses, 0 total responses,    0    0
New York State Regents Exams
   		+Fave Message
ProfileTimelineUploadsQ & A
 Home > regents >

Formatting page ...

REGENTS EXAM IN U.S. HISTORY AND GOVERNMENT The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION UNITED STATES HISTORY AND GOVERNMENT Thursday, January 28, 2016 9:15 a.m. to 12:15 p.m., only Student Name ______________________________________________________________ School Name _______________________________________________________________ The possession or use of any communications device is strictly prohibited when taking this examination. If you have or use any communications device, no matter how briefly, your examination will be invalidated and no score will be calculated for you. Print your name and the name of your school on the lines above. A separate answer sheet for Part I has been provided to you. Follow the instructions from the proctor for completing the student information on your answer sheet. Then fill in the heading of each page of your essay booklet. This examination has three parts. You are to answer all questions in all parts. Use black or dark-blue ink to write your answers to Parts II, III A, and III B. Part I contains 50 multiple-choice questions. Record your answers to these questions as directed on the answer sheet. Part II contains one thematic essay question. Write your answer to this question in the essay booklet, beginning on page 1. Part III is based on several documents: Part III A contains the documents. When you reach this part of the test, enter your name and the name of your school on the first page of this section. Each document is followed by one or more questions. Write your answer to each question in this examination booklet on the lines following that question. Part III B contains one essay question based on the documents. Write your answer to this question in the essay booklet, beginning on page 7. When you have completed the examination, you must sign the declaration printed at the end of the answer sheet, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you have neither given nor received assistance in answering any of the questions during the examination. Your answer sheet cannot be accepted if you fail to sign this declaration. DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN. REGENTS EXAM IN U.S. HISTORY AND GOVERNMENT Part I Answer all questions in this part. Directions (1 50): For each statement or question, record on your separate answer sheet the number of the word or expression that, of those given, best completes the statement or answers the question. Base your answers to questions 4 and 5 on the passage below and on your knowledge of social studies. 1 Which geographic feature did the British government use in 1763 as a boundary to restrict the westward settlement of American colonists? (1) St. Lawrence River (2) Rocky Mountains (3) Appalachian Mountains (4) Mississippi River We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed, 2 Which heading best completes the partial outline below? 4 Which document includes this passage? (1) Mayflower Compact (2) Declaration of Independence (3) Northwest Ordinance (4) Monroe Doctrine I. ___________________________________ A. House of Burgesses B. Mayflower Compact C. New England town meetings 5 This passage suggests that the authority of government (1) originates from the divine right of kings (2) is based on a social contract meant to guarantee individual rights (3) includes the power to seize private property for national defense (4) is the source of all the natural rights of citizens (1) British System of National Government in North America (2) Colonial Responses to the Practice of Salutary Neglect (3) British Attempts to Control Colonial Governments (4) Colonial Efforts at Self-Government 3 During the colonial era, the British promoted the policy of mercantilism to (1) control the commerce of their American colonies (2) promote colonial trade with France and Spain (3) ban all trade between the British colonies in North America (4) restrict the importation of enslaved Africans U.S. Hist. & Gov t. Jan. 16 6 Which issue did the Virginia Plan, the New Jersey Plan, and the Great Compromise address at the Constitutional Convention (1787)? (1) the power to regulate interstate commerce (2) the number of justices on the Supreme Court (3) a system for electing the president (4) a method of determining state representation in Congress [2] 11 What was a primary goal of President Thomas Jefferson s 1803 decision to purchase the Louisiana Territory? (1) studying Native American Indian societies (2) mining gold and silver in California (3) gaining control of the port of New Orleans (4) securing access to the iron ore deposits near the Great Lakes 7 Which headline is reporting the clearest example of the United States Constitution s system of checks and balances? (1) Environmental Protection Agency Proposes Stricter Air Pollution Controls (2) Supreme Court Rules on Arizona Immigration Law (3) President Vetoes Defense Spending Bill (4) California Passes Strict Gun Control Law 12 The case of Marbury v. Madison (1803) established the principle that (1) the Supreme Court can declare federal laws unconstitutional (2) the states have power over the federal government (3) the president nominates federal judges (4) Congress can override presidential vetoes 8 The Three-fifths Compromise adopted in the Constitution in 1787 had the effect of (1) increasing the representation of southern states in Congress (2) providing a method for ratifying amendments (3) making possible the impeachment of the president (4) allowing the use of the elastic clause in the legislative process 13 Which heading best completes the partial outline below? 9 What was the major argument of those who opposed ratification of the United States Constitution? (1) The states should not be forced to pay taxes to the federal government. (2) The new constitution did not adequately protect individual liberties against abuse by the federal government. (3) The judicial branch was granted more power than the legislative and executive branches. (4) The federal government did not have enough power to defend the nation against foreign enemies. I. _____________________________________ A. Disputes over tariff rates B. Introduction of slavery into the territories C. Demands of abolitionists D. Disagreements over States rights (1) (2) (3) (4) Reasons for the American System Successes of Third Political Parties Causes of Sectionalism Justifications for Economic Reform 10 Which foreign policy toward Europe did President George Washington recommend in his Farewell Address? (1) military alliances (3) imperialism (2) internationalism (4) neutrality U.S. Hist. & Gov t. Jan. 16 [3] [OVER] Base your answer to question 14 on the poster below and on your knowledge of social studies. Source: Library of Congress 14 This 1863 poster is recruiting African Americans to help (1) defeat the Confederacy in the Civil War (2) assist in the efforts of the Underground Railroad (3) settle land in the South and in border states (4) enforce the terms of the Fugitive Slave Act 16 The federal government responded to the railroad strikes of 1877 and the Pullman strike of 1894 by (1) using military force against the workers (2) requiring negotiation to resolve the disputes (3) maintaining a neutral position between labor and management (4) providing economic aid to striking workers 15 After the Civil War, many owners of large plantations in the South responded to the loss of enslaved labor by (1) hiring Irish immigrants to do the work of freedmen (2) selling their plantations to formerly enslaved persons (3) creating tenant farms and sharecropping (4) paying wages to farmworkers who had migrated from the North U.S. Hist. & Gov t. Jan. 16 [4] Base your answer to question 17 on the graph below and on your knowledge of social studies. Percentage of Total Population 90% U. S. Urban/Rural Population, 1850 1900 Rural 80% Urban 70% 60% 50% 40% 30% 20% 10% 0% 1850 1860 1870 1880 1890 1900 Years Source: U.S. Bureau of the Census (adapted) 17 What was the primary cause of the trends shown on the graph? (1) closing of the western frontier (2) industrialization in the North and the Midwest (3) passage of the Homestead Act (4) completion of the transcontinental railroad 19 The separate but equal doctrine established by the Supreme Court in Plessy v. Ferguson (1896) upheld the legality of (1) woman s suffrage in state elections (2) the activities of the Ku Klux Klan (3) racial segregation in public facilities (4) restrictions on voting rights of African Americans 18 Few restrictions were placed on immigration to the United States in the late 19th century primarily because immigrants (1) would work for low wages (2) provided a rich source of investment capital (3) would add to the diversity of the population (4) faced little opposition from citizens U.S. Hist. & Gov t. Jan. 16 [5] [OVER] Base your answer to question 20 on the photographs below and on your knowledge of social studies. Source: Nebraska State Historical Society, 1890 Source: Smithsonian Institution, National Anthropological Archives 20 These photographs of 19th-century life on the Great Plains indicate that (1) Native American Indians and white settlers used the same building materials for protection (2) Native American Indians and white settlers adapted differently to the same environment (3) white settlers learned farming practices from Native American Indians (4) both Native American Indians and white settlers depended on the buffalo for survival 22 Which proposal was most consistent with the goals of the American Federation of Labor under the leadership of Samuel Gompers? (1) government ownership of the transportation and communication industries (2) collective bargaining to reach agreements on wages and hours (3) formation of a third political party to promote union policies (4) organization of unskilled workers into one national union 21 From 1870 to 1900, business leaders in the United States often attempted to increase productivity, maximize profits, and decrease costs by (1) reducing competition through the formation of trusts (2) increasing benefits for industrial workers (3) supporting the passage of strict antitrust laws (4) preventing foreign investment in the United States U.S. Hist. & Gov t. Jan. 16 [6] Base your answers to questions 23 and 24 on the cartoon below and on your knowledge of social studies. NO LACK OF BIG GAME The President Seems to Have Scared Up Quite a Bunch of Octopi. Source: Charles Bartholomew, The Minneapolis Journal, April 13, 1903 (adapted) 23 Based on the information provided by the cartoon, President Theodore Roosevelt s goal was to (1) persuade businesses to accept nationalization (2) assist businesses in resisting interference by investors (3) establish worker safety regulations in factories (4) use federal power to control monopolies 24 Which act of Congress gave President Roosevelt the authority that he demonstrates in this cartoon? (1) Meat Inspection Act (3) Underwood Tariff Act (2) Sherman Antitrust Act (4) Pure Food and Drug Act U.S. Hist. & Gov t. Jan. 16 [7] [OVER] Base your answer to question 25 on the photograph below and on your knowledge of social studies. Source: Library of Congress 25 Which activity is illustrated in this photograph? (1) picketing against United States involvement in World War I (2) making a statement of support for the League of Nations (3) protesting the nation s denial of woman s suffrage (4) supporting punishment of Germany for causing World War I 27 The Great Migration of African Americans between 1915 and 1930 was mainly a movement from (1) cities to suburban developments (2) northern farms to northern cities (3) southern cities to free land in the West (4) the rural South to northern cities 26 The Federal Reserve Act of 1913 was passed in an attempt to (1) increase United States exports (2) safeguard the health of workers (3) regulate the amount of money in circulation (4) protect national forests from destruction U.S. Hist. & Gov t. Jan. 16 [8] Base your answer to question 28 on the graph below and on your knowledge of social studies. Income Distribution Before the Great Depression Percentage of National Income Before Taxes 60 55 51.3 51.0 50 47.4 45 40 35 30 25 20 15 19.4 18.3 14.9 18.8 14.4 13.9 12.6 10.5 10 6.8 10.1 5.4 5.2 5 0 1918 1921 1929 Year Wealthiest fifth Second wealthiest fifth Middle fifth Second poorest fifth Poorest fifth Source: John M. Murrin et al., Liberty, Equality, Power: A History of the American People, Thomson Wadsworth, 2006 (adapted) 28 Which statement about the period from 1918 through 1929 is most clearly supported by information in the graph? (1) The percentage of income controlled by the wealthiest Americans declined. (2) The income gap between the wealthiest fifth and the rest of the population increased. (3) The overall per capita income in the United States declined. (4) The percentage of income controlled by the poor steadily increased. 30 The Wagner Act (National Labor Relations Act) of 1935 helped organized labor by (1) mandating government control over industry (2) guaranteeing workers the right to collective bargaining (3) banning the closed shop in the workplace (4) requiring all workers to join unions 29 Which New Deal agency had the creation of new jobs as its primary goal? (1) Agricultural Adjustment Administration (AAA) (2) Federal Deposit Insurance Corporation (FDIC) (3) Securities and Exchange Commission (SEC) (4) Works Progress Administration (WPA) U.S. Hist. & Gov t. Jan. 16 [9] [OVER] Base your answer to question 31 on the cartoon below and on your knowledge of social studies. QUALIFYING TEST FOR SUPREME COURT JOBS JUSTICES Source: Edward S. Brown, New York Herald Tribune, February 12, 1937 (adapted) 31 The main idea of the cartoon is that President Franklin D. Roosevelt wanted to (1) impeach justices who did not support him (2) control the decisions of the Supreme Court (3) create higher qualifications for justices (4) encourage the Supreme Court to act more efficiently 33 The Lend-Lease Act of 1941 significantly changed United States policy toward nations involved in World War II because it (1) supplied war materials to Allied nations without a declaration of war (2) imposed a trade boycott on Germany and Japan (3) authorized the seizure of British assets in the United States (4) approved the appeasement policies of the French and British governments 32 In the mid 1930s, which action did the federal government take in an attempt to avoid the situations that drew the United States into World War I? (1) passing the Neutrality Acts (2) allowing only the United States Navy to deliver military goods overseas (3) investing money in nations threatened by Germany (4) forming a military alliance with the Soviet Union U.S. Hist. & Gov t. Jan. 16 [10] Base your answer to question 34 on the public notice below and on your knowledge of social studies. Source: Western Historical Manuscript Collection, University of Missouri-St. Louis (adapted) 34 The instructions referred to in this public notice resulted in the (1) deportation of most Japanese aliens to Japan (2) protection of the homes and property of Japanese Americans (3) removal of Japanese Americans to internment camps (4) drafting of all young Japanese American men into the United States military Base your answer to question 36 on the passage below and on your knowledge of social studies. 35 The scientists working on the Manhattan Project during World War II were responsible for (1) designing weapons for the D-Day invasion (2) building satellites to spy on the Axis nations (3) creating materials for biological and chemical warfare (4) developing the atomic bomb It is hereby declared to be the policy of the President that there shall be equality of treatment and opportunity for all persons in the armed services without regard to race, color, religion or national origin. This policy shall be put into effect as rapidly as possible, having due regard to the time required to effectuate [implement] any necessary changes without impairing efficiency or morale. Section 1, Executive Order 9981 36 The purpose of Executive Order 9981, issued by President Harry Truman, was to (1) encourage women to join the armed services (2) end racial segregation in the military (3) ensure adequate manpower to fight the Korean War (4) establish war crimes tribunals in Western Europe U.S. Hist. & Gov t. Jan. 16 [11] [OVER] Base your answers to questions 37 and 38 on the excerpt below and on your knowledge of social studies. Base your answer to question 39 on the picture below and on your knowledge of social studies. The truth of the matter is that Europe s requirements for the next three or four years of foreign food and other essential products principally from America are so much greater than her present ability to pay that she must have substantial additional help, or face economic, social, and political deterioration of a very grave character. Secretary of State George Marshall, Remarks at Harvard University Commencement, June 5, 1947 37 In this excerpt, Secretary of State George Marshall is identifying the need to (1) provide economic assistance to struggling European nations (2) allow European workers to settle in the United States (3) install democratic governments in the nations of Western Europe (4) strengthen European military defenses Source: Fawcett Publications (adapted) 38 The situation in Europe described by Secretary of State George Marshall was the result of the (1) failure of the United Nations to help people in need (2) devastation caused by fighting in World War II (3) construction of the Berlin Wall by the Soviet Union (4) takeover of Greece and Turkey by communists U.S. Hist. & Gov t. Jan. 16 39 The shelter pictured in this handbook was designed to help Americans survive (1) global climate changes (2) pandemic diseases (3) natural disasters (4) nuclear war [12] Base your answer to question 40 on the poem below and on your knowledge of social studies. 41 One of the main effects of the passage of the Interstate Highway Act of 1956 was the expansion of (1) ridership on long-distance passenger trains (2) immigrant populations (3) communities in the suburbs (4) the airline industry HARLEM What happens to a dream deferred? Does it dry up like a raisin in the sun? Or fester like a sore And then run? Does it stink like rotten meat? Or crust and sugar over like a syrupy sweet? 42 One way in which the Supreme Court decisions in Mapp v. Ohio (1961), Gideon v. Wainwright (1963), and Miranda v. Arizona (1966) are similar is that each resulted in (1) more legal searches without warrants (2) fewer gun control regulations (3) additional limitations on religious freedom (4) expanded rights for people accused of crimes Maybe it just sags like a heavy load. Or does it explode? Langston Hughes, 1951 (adapted) 43 A major impact of the 24th amendment banning poll taxes and of the 1965 Voting Rights Act was the (1) increase in the number of Jim Crow laws (2) movement to create a new political party for Hispanics (3) decrease in voting among African American women (4) elimination of discriminatory voting practices against African Americans 40 The dream deferred in this poem refers to the hopes African Americans had for (1) social and political equality (2) an independent African American nation (3) access to affordable medical treatment (4) separate public accommodations U.S. Hist. & Gov t. Jan. 16 [13] [OVER] Base your answer to question 44 on the cartoon below and on your knowledge of social studies. Source: Jimmy Margulies, The Record (Hackensack, NJ), April 14, 2009 44 Which statement best expresses the cartoonist s point of view? (1) Citizens sometimes fail to appreciate the tax-funded benefits provided by government. (2) More social benefits programs are needed for older Americans. (3) Older Americans reject tax-supported government assistance. (4) The Tea Party movement lacks public support. 47 Attorney General Palmer Orders Raids on Reported Communists Senator McCarthy Launches Investigation of Accused Traitors in State Department Attorney General Ashcroft Authorizes Use of Wiretaps on Suspected Terrorists 45 President George Washington s response to the Whiskey Rebellion (1794) and President Dwight Eisenhower s response to events at Little Rock High School (1957) show that the (1) Supreme Court has often declared presidential actions unconstitutional (2) federal supremacy clause of the Constitution is rarely enforced (3) states have been successful in defying federal law (4) president may use troops to enforce federal decisions These headlines demonstrate the tension between (1) States rights and federal control (2) Democratic and Republican party platforms (3) national security and individual liberties (4) legislative authority and executive power 46 Which book title is accurately matched with the book s theme? (1) Uncle Tom s Cabin political machine corruption (2) The Jungle environmental conservation (3) How the Other Half Lives urban poverty (4) The Grapes of Wrath racial discrimination U.S. Hist. & Gov t. Jan. 16 [14] Base your answer to question 48 on the cartoon below and on your knowledge of social studies. Source: Pat Oliphant, November 10, 2000 48 This cartoon was published in response to the (1) ratification of the 22nd amendment limiting presidential terms (2) influence of third-party candidates in presidential elections (3) decision of the Supreme Court establishing the one man-one vote principle (4) dispute over the presidential election between George W. Bush and Al Gore U.S. Hist. & Gov t. Jan. 16 [15] [OVER] 50 Hoover and Smith Campaign on Radio Kennedy Passes Nixon in Polls After Televised Debate Obama Raises Record Donations Using the Internet Base your answer to question 49 on the cartoon below and on your knowledge of social studies. Into the abyss Which statement about the use of media in political campaigns is illustrated by these headlines? (1) Media bias does not affect the ability of political leaders to communicate with voters. (2) Political leaders adapt to new forms of media to communicate with voters. (3) Electronic media are an ineffective way for political leaders to communicate with voters. (4) Endorsements by the media have the greatest influence on voters. Source: John de Rosier, Albany Times Union, November 26, 2009 49 The main idea of the cartoon is that President Barack Obama (1) is determined to end President Lyndon B. Johnson s foreign policy commitments (2) is better prepared than President Lyndon B. Johnson to lead the nation in war (3) should learn from President Lyndon B. Johnson s failure in Vietnam (4) should follow the advice of President Lyndon B. Johnson U.S. Hist. & Gov t. Jan. 16 [16] Answers to the essay questions are to be written in the separate essay booklet. In developing your answer to Part II, be sure to keep these general definitions in mind: (a) describe means to illustrate something in words or tell about it (b) discuss means to make observations about something using facts, reasoning, and argument; to present in some detail Part II THEMATIC ESSAY QUESTION Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the task below, and a conclusion. Theme: Foreign Policy Latin America and the Caribbean During the 19th and 20th centuries, the foreign policy goals of the United States led to many diplomatic and/or military actions involving nations in Latin America and the Caribbean. Task: Select two United States diplomatic and/or military actions involving nations in Latin America and the Caribbean and for each Describe the historical circumstances that led to the United States action Describe a goal the United States had in pursuing this action Discuss the success and/or failure of the United States in achieving this goal You may use any United States diplomatic and/or military action involving nations in Latin America and the Caribbean. Some suggestions you might wish to consider include issuance of the Monroe Doctrine in 1823, declaration of war against Mexico in 1846, declaration of war against Spain in 1898, acquisition of the Panama Canal Zone in 1903, Roosevelt Corollary to the Monroe Doctrine in 1904, announcement of the Good Neighbor Policy in 1933, naval blockade of Cuba in 1962, and adoption of the North American Free Trade Agreement (NAFTA) in 1994. You are not limited to these suggestions. Guidelines: In your essay, be sure to: Develop all aspects of the task Support the theme with relevant facts, examples, and details Use a logical and clear plan of organization, including an introduction and a conclusion that are beyond a restatement of the theme U.S. Hist. & Gov t. Jan. 16 [17] [OVER] NAME ______________________________________ SCHOOL ____________________________________ Part III DOCUMENT-BASED QUESTION This question is based on the accompanying documents. The question is designed to test your ability to work with historical documents. Some of these documents have been edited for the purposes of this question. As you analyze the documents, take into account the source of each document and any point of view that may be presented in the document. Keep in mind that the language used in a document may reflect the historical context of the time in which it was written. Historical Context: In United States history, there have been conflicts between the three branches of government. Three issues that have led to conflict include President Andrew Jackson s refusal to enforce a Supreme Court decision, the Senate s debate over the Treaty of Versailles negotiated by President Woodrow Wilson, and the investigation by Congress of President Richard Nixon s role in the Watergate affair. Task: Using the information from the documents and your knowledge of United States history, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B essay in which you will be asked to Choose two of the issues mentioned in the historical context and for each Describe the historical circumstances that led to the conflict between two branches of government Discuss how the outcome of the conflict affected the United States and/or American society In developing your answers to Part III, be sure to keep these general definitions in mind: (a) describe means to illustrate something in words or tell about it (b) discuss means to make observations about something using facts, reasoning, and argument; to present in some detail U.S. Hist. & Gov t. Jan. 16 [18] Part A Short-Answer Questions Directions: Analyze the documents and answer the short-answer questions that follow each document in the space provided. Document 1 The Cherokees of Georgia, one of the most progressive tribes, attempted to consolidate their position there by setting up a state within a state. They were encouraged to do this by a series of treaties with the United States that recognized them as a nation capable of making peace and war, owning the land within its boundaries and punishing its own citizens by its own laws. Georgia was bound, like any other state, to observe the treaties concluded by the federal government, but was obdurate [uncompromising] where the Cherokee treaties were concerned. It [Georgia] refused to recognize the Cherokees as an independent nation, and pressed them to sell their lands. They [the Cherokees] turned a deaf ear to this demand and asked for federal protection. In two major cases [Cherokee Nation v. State of Georgia (1831) and Worcester v. Georgia (1832)], the United States Supreme Court upheld the rights of the Cherokees against Georgia, only to have the state flout [ignore] each decision. [President Andrew] Jackson supported Georgia. Whether or not he made the famous comment, John Marshall has made his opinion, now let him enforce it, the Jacksonian policy was in full accord with the spirit of the remark. His first annual message [December 1829] asked Congress to set aside a region in the Far West to which the Indians might remove. Congress did so by a strict party vote, and the forced migration began, to continue through the decade of the eighteen-thirties. Source: Glyndon G. Van Deusen, The Jacksonian Era: 1828 1848, Harper & Row, 1959 1a According to Glyndon G. Van Deusen, what was one reason the Cherokees asked for federal protection from the state of Georgia? [1] Score b According to Glyndon G. Van Deusen, what was one action taken by President Andrew Jackson that supported Georgia? [1] Score U.S. Hist. & Gov t. Jan. 16 [19] [OVER] Document 2a Effect of Policies Toward Native American Indians, 1830 1850 CANADA u ke S perio Maine r La L ri eE Lak Michigan to m Sa u k, Fo x Lake Michigan ro n Unorganized Territory a a, aw IowChippewa, Pot oo Kickap i ntario eO ak Atlantic Ocean Kentucky North Carolina oc MS N W South Carolina Arkansas Ch DE Virginia a Tennessee aw Chickas RI NJ MD Cherokee Indian Territory MA Pennsylvania Indiana Ottaw Seneca, Shawnee, New York CT Ohio Illinois Missouri NH Hu Iowa Territory VT k e Wisconsin Territory e La taw Georgia C re ek Alabama Texas Louisiana Florida E S Indian cession, 1830 1850 Indian territory, 1830 1854 Migration route Sem inole Gulf of Mexico 0 0 300 mi 300 km Source: Irving F. Ahlquist et al., United States History, Addison-Wesley, 1984 (adapted) U.S. Hist. & Gov t. Jan. 16 [20] Document 2b Source: Robert Lindneux, Trail of Tears 2 Based on these documents, what was one effect of President Andrew Jackson s policies toward Native American Indians? [1] Score U.S. Hist. & Gov t. Jan. 16 [21] [OVER] Document 3 In the Indian Territory problems quickly developed among the new arrivals and Cherokees who had already settled, especially as reprisals were taken against the contingent [group] who had signed the Treaty of New Echota [1835 treaty with the Cherokees]. As these problems were resolved, the Cherokees proceeded to adapt to their new homeland, and they reestablished their own system of government, which was modeled on that of the United States. This autonomy remained reasonably strong until the Civil War, when a faction of the Cherokees sided with the Confederacy. During Reconstruction they suffered a loss of self-government and, more importantly, their land base. Government annuities [payments] were reduced, and lands were sold to newly arrived tribes. Cessions of land continued during the later 19th century, and the federal government emerged as the major force for land cession under the Dawes Act of 1887, which divided up tribal lands. The establishment of the state of Oklahoma in 1907 increased pressure for land cessions. Many people of questionable Cherokee ancestry managed to get on the tribal rolls and participate in the allotment of these lands to individuals. By the early 1970s the western Cherokees had lost title to over 19 million acres of land. Source: Trail of Tears Association 3 Based on this document, what is one impact of the federal government s policies toward the Cherokees? [1] Score U.S. Hist. & Gov t. Jan. 16 [22] Document 4 When, in 1919, President [Woodrow] Wilson sailed back home after his triumphant progress throughout Europe, he was the virtual author of the peace treaty. When the three government leaders Lloyd George, Signor Orlando, Georges Clemenceau saw him off they mimicked the joy and grief of disciples parting from an holy man. By the way and it s important to the developing plot none of them liked him. But they all knew that the success of the infant League of Nations would depend a great deal on its care and feeding by the United States. They were confident, as Wilson was, that the Treaty would pass the United States Senate. A little detail to which Europeans didn t pay much attention at the time, namely a firm clause in the constitution of the United States, ratified in 1787. It laid down in article two, which is about the powers of the president He shall have power by and with the advice and consent of the Senate to make treaties, provided two thirds of the Senate present concur. Much worse for him and for the fate of the League of Nations, President Wilson was openly detested by the man who, in this cause, carried most weight in the Congress the chairman of the Senate foreign relations committee who would have and has today really the last word about whether to provide the necessary Senate consent to any foreign treaty. Source: A Plea to the Senate, BBC News, October 15, 1999 (adapted) The United States Constitution was actually ratified in 1788. 4 According to this BBC News article, what was one problem faced by President Woodrow Wilson in his efforts to gain Senate approval of the Treaty of Versailles? [1] Score U.S. Hist. & Gov t. Jan. 16 [23] [OVER] Document 5a Document 5b Interrupting the Ceremony By United Press WASHINGTON, March 20. The Peace Treaty is now up to President Wilson. The Senate washed its hands of the pact last night when by a vote of 49 to 35 it refused to ratify it, and by a vote of 47 to 37 voted to send it back to President Wilson with word that it could not be ratified. The question today was: What will President Wilson do about it. He can send it back to the Senate. In that case Senator Lodge and other Republicans, as well as some Democrats, declared that no action would be taken on it until after the issue of the treaty or no treaty is fought out in the coming campaign. He can go to the American people in a solemn referendum, as he said he would do in a letter to the Jackson Day dinner on the question of ratification of the pact as it is as nn [an] issue in the national campaign of 1920. He can drop the treaty and begin negotiations with Germany for resuming the state of peace. The general expectation among senators is that he will take the second course and ask the Democratic party to make the treaty the paramount issue in the campaign. Source: Carey Orr, Chicago Daily Tribune, December 27, 1918 (adapted) Source: Columbia Evening Missourian, March 20, 1920 (adapted) 5 Based on these documents, what was one outcome of the Senate debate over the Treaty of Versailles? [1] Score U.S. Hist. & Gov t. Jan. 16 [24] Document 6 The last chance of reversing that decision [the Senate s final vote on the Treaty of Versailles] lay in the election of the Democratic candidate, James Cox, to succeed [President Woodrow] Wilson in the White House. But in the November election, Cox was defeated, and Warren Harding, the Republican, became President. Before he was elected, some believed that Harding, too, wanted to see America in the League of Nations, but as soon as he took office he made clear he intended to keep the United States free of any such involvement with the rest of the world s troubles. Thus started the twenty years during which America isolated itself, twenty years for which the whole world, including, eventually, the Americans themselves, were to pay such a terrible price. Source: George Scott, The Rise and Fall of the League of Nations, Macmillan Publishing Co., 1973 6 According to George Scott, what was one impact of the Senate s final vote on the Treaty of Versailles on United States foreign policy? [1] Score U.S. Hist. & Gov t. Jan. 16 [25] [OVER] Document 7a By now, of course, Watergate has become part of our folklore: Five men wearing business suits and surgical gloves arrested in the middle of the night with illegal bugging devices at the Democratic Party headquarters in the Watergate building in Washington, D.C. The burglars turned out to be part of a wide-ranging political espionage and sabotage operation run by President [Richard] Nixon s top aides, one that triggered a massive White House cover-up directed by the president himself. After that cover-up unraveled, more than 70 people, including cabinet members and White House assistants, were convicted of criminal abuses of power; only a pardon by his presidential successor spared Nixon himself from becoming the first chief executive in history to be indicted for felonies committed in the Oval Office. In the words of Stanley Kutler, the scandal s leading historian, Watergate consumed and convulsed the nation and tested the constitutional and political system as it had not been tested since the Civil War. Source: Mark Feldstein, Watergate Revisited, American Journalism Review, August/September 2004 7a Based on this document, identify one event that led to the Watergate investigation. [1] Score U.S. Hist. & Gov t. Jan. 16 [26] Document 7b Trials and Tribulations > Overview When Congress reconvened in January 1974, following its Christmas break, the House of Representatives compounded Nixon s legal troubles. On February 6, it authorized the Judiciary Committee to investigate grounds for the impeachment of President Nixon. This added to investigations already underway by Judge [John] Sirica and the grand jury, Special Prosecutor [Leon] Jaworski and the Justice Department, and the work done by the Senate select committee on Watergate. The Aftermath > Overview By May 9, 1974, the House Judiciary Committee began hearings on articles of impeachment. Judge Sirica turned over to the committee evidence gleaned against Nixon by the grand jury. Meanwhile, Jaworski appealed to the Supreme Court to force Nixon to surrender more tapes. On July 24, the Court handed down an 8-0 decision, laying bare the president s last line of defense. In late July, the House committee drafted three articles of impeachment against Nixon: Obstructing the Watergate investigation Misuse of power and violating his oath of office Failure to comply with House subpoenas Source: The Watergate Files, Gerald R. Ford Presidential Library & Museum 7b Based on this document, identify one action the legislative branch took during the Watergate investigation. [1] Score U.S. Hist. & Gov t. Jan. 16 [27] [OVER] Document 8 The central issue raised by Watergate, finally, was not resolved. This was how to make American government, especially the President, more accountable to the people. A raft of legislation in 1973 74, including the War Powers Act of 1973, a law to regulate campaign financing and spending (1974), a Freedom of Information Act (1974), and a Congressional Budget and Impoundment Act (1974), tried to promote such accountability, but these laws for the most part failed to accomplish what they set out to do, largely because Presidents and other politicians figured out ways of evading them. As acts by subsequent Presidents made clear, White House high-handedness could and did happen again in the future. Source: James T. Patterson, Grand Expectations: The United States, 1945 1974, Oxford University Press, 1996 (adapted) 8 According to James T. Patterson, what is one impact of the Watergate investigation? [1] Score U.S. Hist. & Gov t. Jan. 16 [28] Document 9 The founders of this nation would have been stunned by the revelations of Watergate. But they would have been especially proud of the judiciary they had created. There was a trial judge who did not accept distortions of the truth. There was an appellate court that acted with decisiveness and dispatch to meet the first challenge by President Nixon opposing the release of the tapes. The same trial court and the same appellate court, without delay, decided that a crucial grand jury report should be transmitted to the House Judiciary Committee. And that trial court overruled the President s claim of executive privilege in response to a subpoena duces tecum [to produce evidence] in a situation involving criminal wrongdoing. The Supreme Court, in the interest of expediting [hastening] justice, bypassed the Court of Appeals and then boldly and with a minimum of delay laid to rest the troublesome problems that beset the nation. From Watergate we learned what generations before us have known: our Constitution works. And during the Watergate years it was interpreted again so as to reaffirm that no one absolutely no one is above the law. Source: Leon Jaworski, The Right and the Power: The Prosecution of Watergate, Pocket Books, 1977 9 According to Leon Jaworski, what is one impact of the Watergate investigation on the United States? [1] Score U.S. Hist. & Gov t. Jan. 16 [29] [OVER] Part B Essay Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion. Use evidence from at least four documents in your essay. Support your response with relevant facts, examples, and details. Include additional outside information. Historical Context: In United States history, there have been conflicts between the three branches of government. Three issues that have led to conflict include President Andrew Jackson s refusal to enforce a Supreme Court decision, the Senate s debate over the Treaty of Versailles negotiated by President Woodrow Wilson, and the investigation by Congress of President Richard Nixon s role in the Watergate affair. Task: Using the information from the documents and your knowledge of United States history, write an essay in which you Choose two of the issues mentioned in the historical context and for each Describe the historical circumstances that led to the conflict between two branches of government Discuss how the outcome of the conflict affected the United States and/or American society Guidelines: In your essay, be sure to Develop all aspects of the task Incorporate information from at least four documents Incorporate relevant outside information Support the theme with relevant facts, examples, and details Use a logical and clear plan of organization, including an introduction and a conclusion that are beyond a restatement of the theme U.S. Hist. & Gov t. Jan. 16 [30] FOR TEACHERS ONLY VOLUME 1 2 The University of the State of New York OF REGENTS HIGH SCHOOL EXAMINATION MC & THEMATIC UNITED STATES HISTORY AND GOVERNMENT Thursday, January 28, 2016 9:15 a.m. to 12:15 p.m., only SCORING KEY FOR PART I AND RATING GUIDE FOR PART II (THEMATIC ESSAY) Updated information regarding the rating of this examination may be posted on the New York State Education Department s web site during the rating period. Visit the site at: http://www.p12.nysed.gov/assessment/ and select the link Scoring Information for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and several times throughout the Regents Examination period. Scoring the Part I Multiple-Choice Questions Follow the procedures set up by the Regional Information Center, the Large City Scanning Center, and/or the school district for scoring the multiple-choice questions. If the student s responses for the multiple-choice questions are being hand scored prior to being scanned, the scorer must be careful not to make any marks on the answer sheet except to record the scores in the designated score boxes. Any other marks on the answer sheet will interfere with the accuracy of scanning. Multiple Choice for Part I Allow 1 credit for each correct response. Part I 1 ......3...... 13 . . . . . . 3 . . . . . . 26 . . . . . . 3 . . . . . . 39 . . . . . . 4 . . . . . . 2 ......4...... 14 . . . . . . 1 . . . . . . 27 . . . . . . 4 . . . . . . 40 . . . . . . 1 . . . . . . 3 ......1...... 15 . . . . . . 3 . . . . . . 28 . . . . . . 2 . . . . . . 41 . . . . . . 3 . . . . . . 4 ......2...... 16 . . . . . . 1 . . . . . . 29 . . . . . . 4 . . . . . . 42 . . . . . . 4 . . . . . . 5 ......2...... 17 . . . . . . 2 . . . . . . 30 . . . . . . 2 . . . . . . 43 . . . . . . 4 . . . . . . 6 ......4...... 18 . . . . . . 1 . . . . . . 31 . . . . . . 2 . . . . . . 44 . . . . . . 1 . . . . . . 7 ......3...... 19 . . . . . . 3 . . . . . . 32 . . . . . . 1 . . . . . . 45 . . . . . . 4 . . . . . . 8 ......1...... 20 . . . . . . 2 . . . . . . 33 . . . . . . 1 . . . . . . 46 . . . . . . 3 . . . . . . 9 ......2...... 21 . . . . . . 1 . . . . . . 34 . . . . . . 3 . . . . . . 47 . . . . . . 3 . . . . . . 10 . . . . . . 4 . . . . . . 22 . . . . . . 2 . . . . . . 35 . . . . . . 4 . . . . . . 48 . . . . . . 4 . . . . . . 11 . . . . . . 3 . . . . . . 23 . . . . . . 4 . . . . . . 36 . . . . . . 2 . . . . . . 49 . . . . . . 3 . . . . . . 12 . . . . . . 1 . . . . . . 24 . . . . . . 2 . . . . . . 37 . . . . . . 1 . . . . . . 50 . . . . . . 2 . . . . . . 25 . . . . . . 3 . . . . . . 38 . . . . . . 2 . . . . . . Copyright 2016 The University of the State of New York THE STATE EDUCATION DEPARTMENT Albany, New York 12234

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

 

  Print intermediate debugging step

Show debugging info


 


Tags : New York State, High School Regents, Examinations, Past exams, solvedTest Papers, Education, Assessment and Testing.  


© 2010 - 2025 ResPaper. Terms of ServiceContact Us Advertise with us

 

regents chat