Trending ▼   ResFinder  

New York Regents US History and Government June 2013 Exam

29 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 Wednesday, June 12, 2013 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 answer to question 1 on the map below and on your knowledge of social studies. North American Colonies to 1650 Quebec NEW FRANCE ce aw ren .L St Salem . Boston Plymouth . on R rio nta eO Lak Huds Ft. Orange (Albany) MASSACHUSETTS BAY cticut R Lake Champlain Conne R. Montreal NEW HAVEN RHODE ISLAND CONNECTICUT ela UNT AIN La Ft. Christina (Wilmington) New Amsterdam (New York) ATLANTIC OCEAN Potomac R. St. Mary s MO Ohio R. NEW SWEDEN ware R. S D ke Er ie NEW NETHERLAND AN Jamestown Portsmouth CHI es R. Jam Roanoke Island APP ALA Roanoke R. Sa va nn ah A R. lta Key m ah a European Settlements R . St. Augustine FLORIDA Source: Garraty and McCaughey, The American Nation: A History of the United States to 1877, Harper & Row, 1987 (adapted) 1 Which generalization is most clearly supported by the information provided by the map? (1) Most early European settlements were located west of the Appalachian Mountains. (2) Rivers and harbors played a major role in the location of early settlements. (3) Only Dutch colonists settled away from the Atlantic coast. (4) The Great Lakes were important shipping routes for the early settlers. U.S. Hist. & Gov t. June 13 [2] 2 The creation of the Virginia House of Burgesses and the signing of the Mayflower Compact showed that American colonists (1) supported the abolition of slavery (2) practiced elements of self-government (3) promoted public education (4) demanded immediate independence 6 The United States and New York State constitutions establish republican forms of government because each provides for (1) a standing army (2) elected representatives (3) control over the money supply (4) a system of implied powers 3 Which two key principles of government are included in the Declaration of Independence? (1) majority rule and minority rights (2) universal suffrage and judicial independence (3) direct democracy and equality for women (4) consent of the governed and natural rights 7 What was the primary objection of the Antifederalists to ratification of the Constitution? (1) They opposed a bicameral legislature. (2) They believed the rights of the people were not protected. (3) They feared a weak central government. (4) They wanted to give more power to the executive branch. Base your answer to question 4 on the passage below and on your knowledge of social studies. Base your answer to question 8 on the excerpts from the United States Constitution below and on your knowledge of social studies. We the General Assembly of Virginia do enact, that no man shall be compelled to frequent or support any religious Worship place or Ministry whatsoever, nor shall be enforced, restrained, molested, or burthened [burdened] in his body or goods, nor shall otherwise suffer on account of his religious opinions or belief, but that all men shall be free to profess, and by argument to maintain their opinions in matters of religion, and that the same shall in no wise [way] diminish, enlarge, or affect their civil capacities. The privilege of the writ of habeas corpus shall not be suspended, unless when in cases of rebellion or invasion the public safety may require it. Article I, Section 9 and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized. Virginia General Assembly, 1779 Amendment IV 4 The principle expressed in this proposed law was also contained in the (1) Zenger case decision (2) Albany Plan of Union (3) First amendment (4) Alien and Sedition Acts 8 Which basic constitutional concept is illustrated by each of these provisions? (1) balancing individual liberty and the need for order in society (2) dividing power between the Senate and the House of Representatives (3) guaranteeing equal treatment of minority groups (4) providing flexibility to meet changing needs through the elastic clause 5 Which major issue was debated at the Constitutional Convention in 1787 and contributed directly to the start of the Civil War? (1) regulation of interstate commerce (2) setting of qualifications for federal office holders (3) length of presidential term of office (4) balance of power between the states and the national government U.S. Hist. & Gov t. June 13 [3] [OVER] 9 According to the Constitution, the president is required to (1) sign or veto bills passed by Congress (2) establish income tax rates (3) review Supreme Court decisions (4) raise money for political parties 11 In Marbury v. Madison (1803), the Supreme Court established a precedent for (1) judicial review (2) the impeachment process for civil officers (3) lifetime offices for justices (4) treaty ratification procedures Base your answer to question 10 on the excerpt from an address to the Cherokee Nation below and on your knowledge of social studies. 12 The Lewis and Clark expedition (1803 1806) was important because it (1) determined the route of the first transcontinental railroad (2) opened an all-water route to the Gulf of Mexico (3) removed the British threat from the Northwest Territory (4) increased understanding of the area included in the Louisiana Purchase Cherokees! The president of the United States has sent me, with a powerful army, to cause you, in obedience to the treaty of 1835, to join that part of your people who are already established in prosperity on the other side of the Mississippi. Unhappily, the two years which were allowed for the purpose, you have suffered to pass away without following, and without making any preparations to follow; and now, or by the time that this solemn address shall reach your distant settlements, the emigration must be commenced in haste, but, I hope, without disorder. I have no power, by granting a further delay, to correct the error that you have committed. The full moon of May is already on the wane [decline]; and before another shall have passed away, every Cherokee man, woman, and child, in those states, must be in motion to join their brethren in the far west. Base your answer to question 13 on the statement below and on your knowledge of social studies. The whole military force of the State is at the service of a Mr. Suttle, a slaveholder from Virginia, to enable him to catch a man whom he calls his property; but not a soldier is offered to save a citizen of Massachusetts from being kidnapped! Is this what all these soldiers, all this training, have been for these seventy-nine years past [since the beginning of the American Revolution]? Have they been trained merely to rob Mexico and carry back fugitive slaves to their masters? General Winfield Scott, 1838 Henry David Thoreau, Independence Day speech at Framingham, Massachusetts 10 The immediate result of the action demanded in this passage was the (1) creation of the Underground Railroad (2) expansion of the rights of Native American Indians (3) start of the Trail of Tears march to the Oklahoma Territory (4) assimilation of Native American Indians into mainstream American culture U.S. Hist. & Gov t. June 13 13 The author of this statement is expressing dissatisfaction with a provision included in the (1) Treaty of Ghent (1815) (2) Oregon Treaty of 1846 (3) Compromise of 1850 (4) Kansas-Nebraska Act (1854) [4] Base your answers to questions 14 and 15 on the map below and on your knowledge of social studies. Federal Land Grants to Railroads as of 1871 Besides land, the government provided loans of $16,000 for each mile built on level land, $32,000 for each mile built on hilly terrain, and $48,000 for each mile in high mountain country. CA Southern Pacific Wash. Terr. Montana Terr. Northern Pacific ME MN OR VT Idaho Terr. ral P Cent NV So he ut P ac rn ific acific Utah Terr. Wyoming Terr. Union Dakota Terr. Pac ific NE NY WI IA PA IL Colorado Terr. New Mexico Terr. OH IN MD VA KY NC TN Indian Terr. NJ DE RI CT WV MO Santa Fe Atlantic & Pacif ic Arizona Terr. KS MI NH MA SC AR MS GA AL TX LA FL Land reserved for grants to railroads Approximate area of land actually received by railroads Source: Robert A. Divine et al., America Past and Present, Scott, Foresman and Company, 1987 (adapted) 14 Which conclusion is most clearly supported by the information in the map? (1) The belief in laissez-faire prevented the federal government from helping railroads. (2) The federal government promoted transcontinental railroad construction. (3) Western railroads generated little profit for their owners. (4) Railroad companies had to buy the land they needed for construction. 15 What was a result of the railroad construction shown on the map? (1) A national market developed in the United States. (2) Silver and gold mining opportunities decreased. (3) Railroad companies gave free land to settlers. (4) Steel factories relocated from the Great Lakes region to the Rocky Mountain states. 17 After the Civil War, freedmen in the South had difficulty improving their economic condition because (1) literacy for formerly enslaved persons was prohibited (2) migration of factory workers from Northern cities had created competition for jobs (3) the federal government confiscated their 40acre grants (4) the system of sharecropping kept them in a cycle of poverty 16 President Abraham Lincoln s plan for Reconstruction after the Civil War included (1) restoring the social conditions that existed before the war began (2) conducting trials for former Confederate leaders (3) destroying the economic and social power of the Southern planters (4) reuniting the nation as quickly as possible U.S. Hist. & Gov t. June 13 [5] [OVER] 21 In the early 20th century, muckrakers were able to influence American society mainly by (1) organizing demonstrations in large cities (2) contributing to presidential election campaigns (3) lobbying members of Congress (4) exposing corruption in business and government Base your answer to question 18 on the cartoon below and on your knowledge of social studies. WOMAN S HOLY WAR Grand Charge on the Enemy s Works 22 Which statement about President Theodore Roosevelt s Square Deal is an opinion rather than a fact? (1) The Square Deal included policies to increase railroad regulation. (2) Consumer protection was an element of the Square Deal. (3) Square Deal policy made distinctions between good and bad trusts. (4) The Square Deal was superior to any other president s program. 23 Governor Defeated in Recall Election Referendum Held on Term Limits Conservationists Propose Initiative on National Parks These headlines are all examples of Progressive Era reforms designed to (1) place more power in the hands of the voters (2) strengthen the power of state legislatures (3) decrease States rights and increase federal power (4) exclude specific ethnic groups from the political process Source: Currier and Ives, c. 1874, Library of Congress (adapted) 18 This cartoon is expressing support for (1) the Populist crusade (3) national Prohibition (2) woman s suffrage (4) protective tariffs 24 During World War I, what was President Woodrow Wilson s purpose in outlining the Fourteen Points? (1) asking Congress for additional funding for the war effort (2) suggesting a peace plan to prevent future wars (3) proposing war crimes trials for leaders of enemy nations (4) calling for military alliances against aggressor nations 19 In the second half of the 1800s, which development led to the other three? (1) expansion of political machines (2) growth of American cities (3) development of tenement housing (4) increase in crime 20 The Roosevelt Corollary (1904) to the Monroe Doctrine proclaimed the right of the United States to (1) intervene in the internal affairs of Latin American nations (2) impose trade restrictions on European imports (3) promote democracy in Africa (4) determine the border between Alaska and Canada U.S. Hist. & Gov t. June 13 [6] 25 The Scopes trial and the Sacco and Vanzetti case both involved (1) disputes over the death penalty (2) clashes over cultural values (3) protests by temperance leaders (4) challenges to search and seizure protections Base your answer to question 28 on the cartoon below and on your knowledge of social studies. 26 The prosperity of the United States in the mid1920s resulted in part from (1) increased demand for new consumer goods (2) high-wage contracts negotiated by labor unions (3) record-high farm prices (4) increased government regulation of the economy Base your answer to question 27 on the photograph below and on your knowledge of social studies. Bonus Army shacks burn on Anacostia flats, Washington, D.C., after being attacked by military, 1932. The Capitol is in the background. Source: Carey Orr, Chicago Tribune, 1934 (adapted) 28 Which statement most accurately expresses the viewpoint of the cartoonist? (1) New Deal programs are endangering the country. (2) Most Americans support New Deal programs. (3) Supreme Court decisions are overturning New Deal programs. (4) New Deal programs emphasize health care reforms. Source: National Archives (adapted) 27 Many Americans responded to photographs such as this by (1) opposing government subsidies for low-income housing (2) petitioning Congress to decrease funding for the Veterans Administration (3) demanding legislation to increase the power of the military (4) criticizing the government for its treatment of World War I veterans U.S. Hist. & Gov t. June 13 [7] [OVER] Base your answers to questions 29 and 30 on the song lyrics below and on your knowledge of social studies. Dust Storm Disaster On the 14th day of April of 1935, There struck the worst of dust storms that ever filled the sky. You could see that dust storm comin , the cloud looked deathlike black, And through our mighty nation, it left a dreadful track. The storm took place at sundown, it lasted through the night, When we looked out next morning, we saw a terrible sight. We saw outside our window where wheat fields they had grown Was now a rippling ocean of dust the wind had blown. It covered up our fences, it covered up our barns, It covered up our tractors in the wild and dusty storm. We loaded our jalopies and piled our families in, We rattled down that highway to never come back again. Woody Guthrie 29 Which region of the United States was most directly affected by the situation described in this song? (1) Southeast (3) Great Plains (2) Great Lakes (4) Pacific Northwest 30 These song lyrics were written about people who became (1) sharecroppers in the South (2) migrant farm workers on the West Coast (3) fishermen in New England (4) coal miners in the Ohio River valley 31 The entrance of the United States into World War II was preceded by (1) President Franklin D. Roosevelt s successful effort to end the Holocaust in Europe (2) unauthorized presidential use of United States troops in Japan (3) American aid to help Great Britain defend itself against German aggression (4) legislation encouraging the immigration of war refugees 33 The internment of Japanese Americans during World War II illustrates that (1) the Supreme Court can be relied on to defend civil rights (2) threats to national security are often ignored by the government (3) minorities are not allowed to enlist in the United States military (4) civil liberties are sometimes limited during times of national crisis 32 As a result of the presidency of Franklin D. Roosevelt, the Constitution was amended to (1) correct problems with the electoral college (2) lower the voting age to eighteen years (3) limit the number of terms a person can serve as president (4) end the use of poll taxes in presidential elections 34 After World War II, what was one important result of the Servicemen s Readjustment Act (GI Bill)? (1) Many veterans attended college. (2) The demand for housing decreased. (3) Defense industries recruited more women. (4) Women became eligible for the draft. U.S. Hist. & Gov t. June 13 [8] Base your answer to question 35 on the map below and on your knowledge of social studies. Source: Thomas A. Bailey, A Diplomatic History of the American People, Prentice Hall, 1980 35 Which conclusion is supported by the information provided on this map? (1) The United Nations could have won the war by sending its troops across the Yalu River. (2) South Korea was never in danger of being defeated by North Korea. (3) The war did little to alter the territorial division of Korea. (4) China refused to aid North Korea. 37 The Gulf of Tonkin Resolution (1964) provided congressional support for (1) withdrawing from the United Nations (2) expanding the Alliance for Progress (3) escalating military action in Vietnam (4) reestablishing trade with Cuba 36 The perceived threat of communist influence in the United States during the 1950s prompted Congress to (1) ban foreign students (2) repeal loyalty oaths (3) deport citizens who were communists (4) investigate suspected communist sympathizers U.S. Hist. & Gov t. June 13 [9] [OVER] 39 A major goal of President Lyndon B. Johnson s Great Society program was to (1) increase farm production (2) provide aid to developing nations in Africa (3) enact social welfare programs to end poverty (4) expand the size of the military Base your answer to question 38 on the newspaper article below and on your knowledge of social studies. KENNEDY WARNED OF SPACE SETBACK __________________ Base your answer to question 40 on the magazine covers below and on your knowledge of social studies. Task Force Says Soviet Will Probably Orbit Man First Asks Reorganization By W. H. Lawrence Special to The New York Times. PALM BEACH, Fla., Jan. 11 A task force on space programs warned President-elect John F. Kennedy today that the United States was lagging behind the Soviet Union in ballistic missiles and outerspace exploration. The group said that the lag in developing powerful booster rockets made it very unlikely that we shall be first in placing a man into orbit around the earth. Source: Time, June 28, 1971 40 What was a result of the events reflected in these magazine covers? (1) Many Americans lost trust in their government. (2) The Supreme Court ruled in favor of the president s actions. (3) Freedom of the press was limited. (4) President Richard Nixon was defeated in his bid for reelection. Source: New York Times, January 12, 1961 (adapted) 38 President Kennedy responded to warnings like this by (1) promising to explore Mars and other nearby planets (2) asking Congress to fund the Hubble telescope (3) pledging to put a man on the Moon within a decade (4) joining the Soviet Union in building a space station U.S. Hist. & Gov t. June 13 Source: Newsweek, July 30, 1973 [10] Base your answer to question 44 on the cartoon below and on your knowledge of social studies. Base your answer to question 41 on the passage below and on your knowledge of social studies. Historians looking back at our time will note the consistent restraint and peaceful intentions of the West. They will note that it was the democracies who refused to use the threat of their nuclear monopoly in the forties and early fifties for territorial or imperial gain. Had that nuclear monopoly been in the hands of the Communist world, the map of Europe indeed, the world would look very different today. And certainly they will note it was not the democracies that invaded Afghanistan [in 1979] or suppressed Polish Solidarity or used chemical and toxin warfare in Afghanistan and Southeast Asia. President Ronald Reagan, speech to the British House of Commons, June 8, 1982 Source: Bob Unell, Kansas City Star, in Charles Brooks, ed., Best Editorial Cartoons of the Year, 2005 Edition, Pelican Publishing 41 Which attitude about Cold War rivalries is expressed by President Ronald Reagan in this speech? (1) Actions taken by communist nations to secure their borders have brought stability to Europe. (2) The United States has made no attempt to pursue peaceful coexistence with communist nations. (3) Efforts to reduce the nuclear arms race have resulted in lower defense spending. (4) Communist nations, not western democracies, have threatened world peace. 44 Which development is the topic of this cartoon? (1) increase in trade between the United States and Southeast Asia (2) outsourcing of American jobs to foreign countries (3) abandonment of free trade agreements with other countries (4) payment of higher wages to overseas workers 45 What was the major purpose of the Sherman Antitrust Act (1890) and the Clayton Antitrust Act (1914)? (1) reducing government involvement in the economy (2) promoting fair competition between businesses (3) guaranteeing collective bargaining rights (4) increasing foreign imports 42 President Ronald Reagan and President George W. Bush shared the belief that tax cuts would result in (1) a reduction in exports (2) the growth of the economy (3) an increase in the federal bureaucracy (4) a rise in unemployment 43 In New Jersey v. T.L.O. (1985) and Vernonia School District v. Acton (1995), the United States Supreme Court ruled that (1) student rights may be limited in school (2) school locker searches are unconstitutional (3) public schools have the right to promote school prayer (4) schools must obtain a court order to implement drug testing U.S. Hist. & Gov t. June 13 46 Which action would be considered an example of the use of the unwritten constitution? (1) ratification of the 19th amendment in 1920 (2) declaration of war against Japan in 1941 (3) passage of the Civil Rights Act of 1964 (4) cabinet meeting called by President Bill Clinton in 1993 [11] [OVER] 49 Which statement best describes a concern shared by John Muir, Theodore Roosevelt, and Rachel Carson? (1) The rights of the disabled are not respected. (2) Campaign finance reform is needed to improve government. (3) The natural environment must be protected. (4) The growth of the federal budget deficit is a threat to the nation. 47 The growing use of the automobile in the 1920s and the Interstate Highway Act of 1956 both contributed to (1) the expansion of inner cities (2) an increase in immigration (3) the growth of suburbs (4) a resurgence in rail travel 48 Which statement is a valid generalization about immigration to the United States? (1) Asian immigration was encouraged throughout the 20th century. (2) Few restrictions on European immigration existed before the 1920s. (3) The original Constitution strictly limited immigration. (4) Federal immigration policies have not changed since 1900. U.S. Hist. & Gov t. June 13 50 The League of Nations and the United Nations were both formed with the goal of (1) preventing wars through peaceful negotiations (2) prohibiting the development of nuclear weapons (3) monitoring the world s monetary systems (4) supporting the spread of democracy [12] Answers to the essay questions are to be written in the separate essay booklet. 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 National Interests Throughout the history of the United States, the primary goal of its foreign policy has been to protect the nation s interests. The United States has taken military and economic foreign policy actions to achieve that goal. These actions have resulted in varying degrees of success. Task: Select two military and/or economic foreign policy actions taken by the United States to protect its national interests and for each Describe the historical circumstances that led to the action Discuss the extent to which this action was successful in protecting the national interests You may use any military and/or economic foreign policy action taken by the United States to protect its national interests. Some suggestions you might wish to consider include fighting the Mexican-American War (1846 1848), declaring war on Spain (1898), implementing the Open Door Policy (1899), building the Panama Canal (1904 1914), carrying out the Marshall Plan (1947 1952), confronting the Soviets during the Cuban missile crisis (1962), fighting the Vietnam War (1964 1973), and fighting the Persian Gulf War (1990 1991). You are not limited to these suggestions. Do not write about the Confederacy during the Civil War as one of your examples. 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 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 U.S. Hist. & Gov t. June 13 [13] [OVER] NAME ______________________________________ SCHOOL ____________________________________ 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 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: Throughout United States history, the United States Supreme Court has decided major cases related to the civil liberties of African Americans. These decisions have had a significant impact on the nation. These cases include Dred Scott v. Sanford (1857), Plessy v. Ferguson (1896), and Brown v. Board of Education of Topeka (1954). 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 Select two Supreme Court cases mentioned in the historical context and for each Describe the historical circumstances leading to the case Discuss the impact of the Supreme Court s ruling on the United States and/or on American society U.S. Hist. & Gov t. June 13 [14] Part A Short-Answer Questions Directions: Analyze the documents and answer the short-answer questions that follow each document in the space provided. Document 1a Missouri Compromise of 1820 Admitted as free state 1820 CANADA OREGON COUNTRY Occupied by U.S. and Great Britain ME VT Closed to slavery by Missouri Compromise M ich NY iga n Terr. PA Admitted as slave state 1821 SP MISSOURI COMPROMISE LINE, 36 30' AN ISH IL RITO IN VA MO KY NC TN Arkansas Terr. SC MS TER OH LA RY NH MA RI CT NJ DE MD AL GA Flo rid err aT . Slave Free Source: http://voteview.com, University of California, San Diego (adapted) Document 1b After the Missouri crisis it was no longer possible to pretend that the United States was a single nation with a single set of national interests. Although politicians in both North and South worked hard over the next two decades to suppress the issue of slavery in the national debate lest it drive a deeper wedge between the northern and southern wings of both national parties, the society of slaveholders would henceforth be in conflict with the society of free labor. Source: Robert Kagan, Dangerous Nation: America s Foreign Policy from Its Earliest Days to the Dawn of the Twentieth Century, Alfred A. Knopf, 2006 1 Based on these documents, what were two effects the Missouri Compromise had on the nation? [2] (1)__________________________________________________________________________________ __________________________________________________________________________________ Score (2)__________________________________________________________________________________ __________________________________________________________________________________ Score U.S. Hist. & Gov t. June 13 [15] [OVER] Document 2 Chief Justice Roger Taney wrote the majority opinion in the Dred Scott case. Taney s decision, which represented the entire Court, not only affirmed the repeal of the Missouri Compromise that had been achieved by the Kansas-Nebraska Act but also challenged the concept of popular sovereignty in any Western territory. As Southern Senator John C. Calhoun had argued, Taney stated that any move to block the rights of slaveholders to own slaves in a territory violated the due process clause of the Fifth Amendment. Supporters of slavery rejoiced at the decision, while those opposed to the expansion of slavery saw Taney s work as further evidence that national politics was firmly under the control of Southern apologists [defenders of slavery]. In the end, the Dred Scott case only fueled the already growing flames of sectional mistrust. Source: Jeffrey W. Coker, Presidents from Taylor Through Grant, 1849 1877: Debating the Issues in Pro and Con Primary Documents, Greenwood Press, 2002 2 According to Jeffrey W. Coker, what was one impact of the Dred Scott decision? [1] Score U.S. Hist. & Gov t. June 13 [16] Document 3a This is an excerpt from a speech by Frederick Douglass in which he analyzed and criticized the Supreme Court s Dred Scott decision. This infamous [Dred Scott] decision of the Slaveholding wing of the Supreme Court maintains that slaves are within the contemplation [meaning] of the Constitution of the United States, property; that slaves are property in the same sense that horses, sheep, and swine are property; that the old doctrine that slavery is a creature of local law is false; that the right of the slaveholder to his slave does not depend upon the local law, but is secured wherever the Constitution of the United States extends; that Congress has no right to prohibit slavery anywhere; that slavery may go in safety anywhere under the star-spangled banner; that colored persons of African descent have no rights that white men are bound to respect; that colored men of African descent are not and cannot be citizens of the United States. Source: Frederick Douglass, Speech on the Dred Scott Decision, May 1857 3a According to Frederick Douglass, what would be one impact of the Dred Scott decision? [1] Score Document 3b The third story [of Dred Scott] is about the politics of slavery and the coming of the Civil War. The Supreme Court decision sparked enormous political reaction, particularly in the North. It destroyed any chance of agreement between the North and the South over slavery in the territories. It would be an exaggeration to say that the Dred Scott decision caused the Civil War. But it certainly pushed the nation far closer to that war. The decision played a decisive role in the emergence of Abraham Lincoln as the Republican Party s presidential candidate in 1860 and his election later that year. That in turn set the stage for secession and civil war. Source: Paul Finkelman, Dred Scott v. Sandford [Sanford]: A Brief History with Documents, Bedford Books, 1997 3b According to Paul Finkelman, what was one effect of the Dred Scott decision on the nation? [1] Score U.S. Hist. & Gov t. June 13 [17] [OVER] Document 4 TRANSPORTATION OF PASSENGERS. Act III, 1890, p. 152 SECTION 1. Separate Accommodations, etc. That all railway companies carrying passengers in their coaches in this State, shall provide equal but separate accommodations for the white, and colored [African American] races, by providing two or more passenger coaches for each passenger train, or by dividing the passenger coaches by a partition so as to secure separate accommodations; provided that this section shall not be construed to apply to street railroads. No person or persons, shall be permitted to occupy seats in coaches, other than the ones assigned to them on account of the race they belong to. Source: Revised Laws of Louisiana, F. F. Hansell & Bro. 4 Based on this document, what was one effect of this Louisiana law on African Americans? [1] Score U.S. Hist. & Gov t. June 13 [18] Document 5 This is an excerpt from an article written by Booker T. Washington in response to the decision in Plessy v. Ferguson. Now the point of all this article is not to make a complaint against the white man or the Jim Crow Car law, but it is simply to say that such an unjust law injures the white man, and inconveniences the negro [African American]. No race can wrong another race simply because it has the power to do so, without being permanently injured in morals, and its ideas of justice. The negro can endure the temporary inconvenience, but the injury to the white man is permanent. It is the one who inflicts the wrong that is hurt, rather than the one on whom the wrong is inflicted. It is for the white man to save himself from this degradation that I plead. If a white man steals a negro s ballot, it is the white man who is permanently injured. Physical death comes to the negro lynched death of the morals death of the soul comes to the white man who perpetrates the lynching. Source: Louis R. Harlan, ed., The Booker T. Washington Papers, Volume 4: 1895 98, University of Illinois Press, 1975 5 According to Booker T. Washington, what would be one impact of the Plessy v. Ferguson decision on white society? [1] Score U.S. Hist. & Gov t. June 13 [19] [OVER] Document 6 Source: Dorothea Lange, photographer, June 1937, Library of Congress Source: Marion Post Walcott, photographer, October 1939, Library of Congress 6 Based on these photographs, what was one impact of the Plessy decision on American society? [1] Score U.S. Hist. & Gov t. June 13 [20] Document 7a Per-Pupil Expenditures in Selected Southern States, 1939 1940 School Year Spending per Pupil State White Negro Alabama $47.59 $14.63 Arkansas 36.87 13.73 Florida 69.76 26.95 Georgia 55.56 16.95 Louisiana 77.11 20.49 Mississippi 52.01 7.36 North Carolina 46.02 28.30 South Carolina 57.33 5.42 Texas 72.72 28.49 $58.69 $18.82 Average Note: Data are based on average daily attendance. (Total spending average does not equal the sum of the state averages.) Source: Jaynes and Williams, eds., A Common Destiny: Blacks and American Society, National Academy Press, 1989 (adapted) 7a Based on this chart, what was one disadvantage faced by African American students in these southern states in the early 1940s? [1] Score U.S. Hist. & Gov t. June 13 [21] [OVER] Document 7b This letter was sent by the Topeka, Kansas, chapter of the NAACP to the national organization. September 5, 1950 The National Association for the Advancement of Colored People Legal Department 20 West 40th New York City 18, New York Gentlemen: I represent the legal branch of N.A.A.C.P., of Topeka, Kansas, and I wish to inform your office of the pending controversy existing in the city of Topeka, and elsewhere in the state of Kansas. The facts are briefly these: The Board of Education of the aforesaid city is maintaining and has maintained a dual system of education for colored and white grade school children. In doing so, the Board is acting under a permissive statute of the state of Kansas. The white children have several districts; in these districts, some colored children live, and their parents own property in these so-called districts. However, said colored children are prohibited from attending the schools in these districts, and are compelled to leave their home and meet a bus (said bus is provided by the Board of Education) that carries them, often for long distances, to the various Negro schools. The parents of the said Negro children are taxed for all of the schools, and the whole thing results in a jim-crow system. Very truly yours Chas. E. Bledsoe Source: Kansas Historical Society 7b According to Chas. E. Bledsoe, what was one problem that existed within the Topeka, Kansas, school system in 1950? [1] Score U.S. Hist. & Gov t. June 13 [22] Document 8a Lieutenant Colonel Marion Johnson, commander of Arkansas National Guard troops, is pictured turning back a group of African American students seeking to enter Central High School in Little Rock on September 4, 1957. He said he was acting on orders of Governor Orval Faubus not to admit them. Source: Arkansas National Guard Document 8b Executive Order 10730 PROVIDING ASSISTANCE FOR THE REMOVAL OF AN OBSTRUCTION OF JUSTICE WITHIN THE STATE OF ARKANSAS SECTION 2. The Secretary of Defense is authorized and directed to take all appropriate steps to enforce any orders of the United States District Court for the Eastern District of Arkansas for the removal of obstruction of justice in the State of Arkansas with respect to matters relating to enrollment and attendance at public schools in the Little Rock School District, Little Rock, Arkansas. In carrying out the provisions of this section, the Secretary of Defense is authorized to use the units, and members thereof, ordered into the active military service of the United States pursuant to Section 1 of this Order. DWIGHT D. EISENHOWER THE WHITE HOUSE September 24, 1957 Source: Eisenhower Presidential Library & Museum 8 Based on these documents, why did President Dwight D. Eisenhower issue Executive Order 10730? [1] Score U.S. Hist. & Gov t. June 13 [23] [OVER] Document 9 What other movements, campaigns or causes did Brown v. Board aid or inspire? Mike Wenger: The Brown decision, in my opinion, launched the struggle of African Americans over the next decade and one-half for their constitutional rights. That struggle inspired a number of other movements, including the movement for Mexican farm workers rights led by Cesar Chavez, who formed the United Farm Workers in 1962. The movements for equal rights for women and for the rights of disabled citizens also can be traced to the civil rights struggles of African Americans, and therefore, to the Brown decision. Source: Excerpt of interview with Mike Wenger, special consultant to the Joint Center for Political and Economic Studies, Brown v. Board Is..., Teaching Tolerance, Spring 2004 (adapted) 9 According to Mike Wenger, what was one way the ruling in Brown v. Board of Education of Topeka affected American society? [1] Score U.S. Hist. & Gov t. June 13 [24] 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: Throughout United States history, the United States Supreme Court has decided major cases related to the civil liberties of African Americans. These decisions have had a significant impact on the nation. These cases include Dred Scott v. Sanford (1857), Plessy v. Ferguson (1896), and Brown v. Board of Education of Topeka (1954). Task: Using the information from the documents and your knowledge of United States history, write an essay in which you Select two Supreme Court cases mentioned in the historical context and for each Describe the historical circumstances leading to the case Discuss the impact of the Supreme Court s ruling on the United States and/or on 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. June 13 [25] REGENTS EXAM IN U.S. HISTORY AND GOVERNMENT Printed on Recycled Paper REGENTS EXAM IN U.S. HISTORY AND GOVERNMENT 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 Wednesday, June 12, 2013 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 ......2...... 13 . . . . . . 3 . . . . . . 26 . . . . . . 1 . . . . . . 39 . . . . . . 3 . . . . . . 2 ......2...... 14 . . . . . . 2 . . . . . . 27 . . . . . . 4 . . . . . . 40 . . . . . . 1 . . . . . . 3 ......4...... 15 . . . . . . 1 . . . . . . 28 . . . . . . 1 . . . . . . 41 . . . . . . 4 . . . . . . 4 ......3...... 16 . . . . . . 4 . . . . . . 29 . . . . . . 3 . . . . . . 42 . . . . . . 2 . . . . . . 5 ......4...... 17 . . . . . . 4 . . . . . . 30 . . . . . . 2 . . . . . . 43 . . . . . . 1 . . . . . . 6 ......2...... 18 . . . . . . 3 . . . . . . 31 . . . . . . 3 . . . . . . 44 . . . . . . 2 . . . . . . 7 ......2...... 19 . . . . . . 2 . . . . . . 32 . . . . . . 3 . . . . . . 45 . . . . . . 2 . . . . . . 8 ......1...... 20 . . . . . . 1 . . . . . . 33 . . . . . . 4 . . . . . . 46 . . . . . . 4 . . . . . . 9 ......1...... 21 . . . . . . 4 . . . . . . 34 . . . . . . 1 . . . . . . 47 . . . . . . 3 . . . . . . 10 . . . . . . 3 . . . . . . 22 . . . . . . 4 . . . . . . 35 . . . . . . 3 . . . . . . 48 . . . . . . 2 . . . . . . 11 . . . . . . 1 . . . . . . 23 . . . . . . 1 . . . . . . 36 . . . . . . 4 . . . . . . 49 . . . . . . 3 . . . . . . 12 . . . . . . 4 . . . . . . 24 . . . . . . 2 . . . . . . 37 . . . . . . 3 . . . . . . 50 . . . . . . 1 . . . . . . 25 . . . . . . 2 . . . . . . 38 . . . . . . 3 . . . . . . Copyright 2013 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 ...

 

  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