2024 (June): NY Regents - US History & Government - Sara Cowley | Library

Base your answer to question 1 on the passage below and on your knowledge of social studies.

... Having frequent Occasions to hold public Councils, they have acquired great Order and Decency in conducting them. The old Men sit in the foremost Ranks, the Warriors in the next, and the Women and Children in the hindmost. The Business of the Women is to take exact Notice of what passes, imprint it in their Memories (for they have no Writing), and communicate it to their Children. They are the Records of the Council, and they preserve Traditions of the Stipulations in Treaties 100 Years back; which, when we compare with our Writings, we always find exact. ...

Source: Benjamin Franklin Papers (Wampum Chronicles) before January 7, 1784

Which claim about this group of Native Americans is supported by this passage?

Base your answers to questions 2 and 3 on the passage below and on your knowledge of social studies.

... By adopting the three-fifths clause, prolonging the import slave trade, and providing a fugitive-slave clause, the constitution defended slavery. ...

Source: Alan Taylor, American Revolutions: A Continental History, 1750–1804, W. W. Norton & Company, 2016

Why were the writers of the United States Constitution willing to compromise on these issues?

What was the primary purpose of the Three-fifths Clause?

Base your answers to questions 4 and 5 on the passage below and on your knowledge of social studies.

. . . I have said, fellow citizens, that the income reserved had enabled us to extend our limits; but that extension may possibly pay for itself before we are called on, and in the meantime, may keep down the accruing [added] interest; in all events, it will repay the advances we have made. I know that the acquisition of Louisiana has been disapproved by some, from a candid apprehension that the enlargement of our territory would endanger its union. But who can limit the extent to which the federative principle [republic] may operate effectively? The larger our association, the less will it be shaken by local passions; and in any view, is it not better that the opposite bank of the Mississippi should be settled by our own brethren and children, than by strangers of another family? With which shall we be most likely to live in harmony and friendly intercourse? . . .

Source: President Thomas Jefferson, Second Inaugural Address, March 4, 1805

Which claim is best supported by the views of President Thomas Jefferson as stated in his second inaugural address?

What is one concern about the acquisition of the Louisiana Territory raised in this passage?

Base your answers to questions 6 and 7 on the excerpt below and on your knowledge of social studies.

Excerpt from President Abraham Lincoln’s Second Inaugural Address on March 4, 1865
With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in; to bind up the nation’s wounds; to care for him who shall have borne the battle, and for his widow, and his orphan;—to do all which may achieve and cherish a just, and a lasting peace, among ourselves, and with all nations.
Source: President Abraham Lincoln, Second Inaugural Address, March 4, 1865

This excerpt suggests that President Abraham Lincoln believed the best way to heal the nation after the Civil War was through

What does this excerpt suggest about President Lincoln’s future Reconstruction policy?

Base your answers to questions 8 and 9 on the trial transcript below and on your knowledge of social studies.

An Account of the Proceedings on the Trial of Susan B. Anthony on the Charge of Illegal Voting, Rochester, NY, 1874
Judge Hunt—The sentence of the Court is that you pay a fine of one hundred dollars and the cost of the prosecution.
Miss Anthony—May it please your honor, I shall never pay a dollar of your unjust penalty. All the stock in trade I possess is a $10,000 debt, incurred by publishing my paper—The Revolution—four years ago, the sole object of which was to educate all women to do precisely as I have done, rebel against your man-made, unjust, unconstitutional forms of law, that tax, fine, imprison and hang women, while they deny them the right of representation in the government, and I shall work on with might and main to pay every dollar of that honest debt, but not a penny shall go to this unjust claim. And I shall earnestly and persistently continue to urge all women to the practical recognition of the old revolutionary maxim, that “Resistance to tyranny is obedience to God.” . . .
Source: The Elizabeth Cady Stanton and Susan B. Anthony Papers Project, Rutgers .edu

Which type of action is Susan B. Anthony advocating in this transcript?

Anthony’s statement is part of her campaign to gain

Base your answers to questions 10 and 11 on the cartoon below and on your knowledge of social studies.

According to this cartoon, whose interests was the Senate serving?

The viewpoint illustrated in this cartoon increased public support for

Base your answers to questions 12 and 13 on the passage below and on your knowledge of social studies.

War Message to Congress
... The grounds for such intervention may be briefly summarized as follows:
First. In the cause of humanity and to put an end to the barbarities, bloodshed, starvation, and horrible miseries now existing there, and which the parties to the conflict are either unable or unwilling to stop or mitigate [lessen]. It is no answer to say this is all in another country, belonging to another nation, and is therefore none of our business. It is specially our duty, for it is right at our door.
Second. We owe it to our citizens in Cuba to afford them that protection and indemnity [security] for life and property which no government there can or will afford, and to that end to terminate the conditions that deprive them of legal protection.
Third. The right to intervene may be justified by the very serious injury to the commerce, trade, and business of our people and by the wanton [deliberate] destruction of property and devastation of the island....
The issue is now with the Congress. It is a solemn responsibility. I have exhausted every effort to relieve the intolerable condition of affairs which is at our doors. Prepared to execute every obligation imposed upon me by the Constitution and the law, I await your action....

Source: President William McKinley, Message to Congress, April 11, 1898

President William McKinley’s message to Congress illustrates which constitutional principle?

Which United States foreign policy was implemented during this time period?

Base your answers to questions 14 and 15 on the cartoon below and on your knowledge of social studies.

10,000 Miles From Tip to Tip
Source: Philadelphia Press, 1899 (adapted)

A historian would make best use of this cartoon to study which topic?

What was a direct response to the situation illustrated in the cartoon?

Base your answers to questions 16 and 17 on the cartoon below and on your knowledge of social studies.
A NAUSEATING JOB, BUT IT MUST BE DONE.
Source: Utica Saturday Globe, 1906 (adapted)

Which book highlighted the problem shown in this cartoon?

Which federal action was taken in response to conditions similar to those illustrated in this cartoon?

Base your answers to questions 18 and 19 on the passage below and on your knowledge of social studies.
. . . The world must be made safe for democracy. Its peace must be planted upon the tested foundations of political liberty. We have no selfish ends to serve. We desire no conquest, no dominion. We seek no indemnities [repayments] for ourselves, no material compensation for the sacrifices we shall freely make. We are but one of the champions of the rights of mankind. We shall be satisfied when those rights have been made as secure as the faith and the freedom of nations can make them. . . .

Source: President Woodrow Wilson’s War Message to Congress, April 2, 1917

What is one justification President Woodrow Wilson gives for a declaration of war?

What did President Wilson propose to support the ideals expressed in this message?

Base your answers to questions 20 and 21 on the photograph below and on your knowledge of social studies.

Which section of the Bill of Rights protects the actions shown in this photograph?

What was the primary goal of the protest shown in this photograph?

Base your answer to question 22 on the passage below and on your knowledge of social studies.
It is impossible to tell whether prohibition is a good thing or a bad thing. It has never been enforced in this country.There may not be as much liquor in quantity consumed to-day as there was before prohibition, but there is just as much alcohol. . . .
Source: New York City Mayor Fiorello H. LaGuardia, Statement to Congress on the subject of Prohibition, 1926

What was the primary reason for the problem described by New York City Mayor Fiorello LaGuardia?

Base your answers to questions 23 and 24 on the passage below and on your knowledge of social studies.
Source: President Franklin D. Roosevelt, First Inaugural Address, March 4, 1933
. . . Our greatest primary task is to put people to work. This is no unsolvable problem if we face it wisely and courageously. It can be accomplished in part by direct recruiting by the Government itself, treating the task as we would treat the emergency of a war, but at the same time, through this employment, accomplishing greatly needed projects to stimulate and reorganize the use of our natural resources. . . .Finally, in our progress toward a resumption of work we require two safeguards against a return of the evils of the old order: there must be a strict supervision of all banking and credits and investments, so that there will be an end to speculation with other people's money; and there must be provision for an adequate but sound currency. . . .

Which New Deal program addressed the “greatest primary task” President Franklin D. Roosevelt referred to in this passage?

What was one cause of the national economic emergency referred to in this passage?

Base your answer to question 25 on the cartoon below and on your knowledge of social studies.

What conclusion can best be drawn from this cartoon?

Base your answers to questions 26 and 27 on the cartoon below and on your knowledge of social studies.

Source: Stuart Carlson, 2012

What conclusion can best be drawn from the cartoon?

What change has been proposed to address the issue raised by the cartoon?

Base your answer to question 28 on the passage below and on your knowledge of social studies.

. . . One of the most significant demographic trends of the 20th century has been the steady shifting of the population west and south. . . . In 1900, the majority (62 percent) of the population lived in either the Northeast or the Midwest. This combined proportion declined each decade during the century. By 1980, the majority (52 percent) of the country's population resided in either the South or the West. This trend continued to the end of the century, with the combined South and West regional populations representing 58 percent of the total population of the United States in 2000. . . .
Source: Demographic Trends in the 20th Century, U.S. Census Bureau, November 2002

What was a direct political result of the population changes described in the passage?

Part II

These Short-Essay Questions (SEQs) are based on the accompanying documents and are designed to test your ability to work with historical documents. Each Short-Essay Question set consists of two documents. Some of these documents have been edited for the purposes of these questions. Keep in mind that the language and images used in a document may reflect the historical context of the time in which it was created.

SEQ Set 1
Task: Read and analyze the following documents, applying your social studies knowledge and skills to write a short essay of two or three paragraphs in which you:
Describe the historical context surrounding these documents
Identify and explain the relationship between the events and/or ideas found in these documents (Cause and Effect, or Similarity/Difference, or Turning Point)
In developing your short-essay answer of two or three paragraphs, be sure to keep these explanations in mind:
Describe means “to illustrate something in words or tell about it.”
Historical Context refers to “the relevant historical circumstances surrounding or connecting the events, ideas, or developments in these documents.”
Identify means “to put a name to or to name.”
Explain means “to make plain or understandable; to give reasons for or causes of; to show the logical development or relationship of.”
Types of Relationships:
Cause refers to “something that contributes to the occurrence of an event, the rise of an idea, or the bringing about of a development.”
Effect refers to “what happens as a consequence (result, impact, outcome) of an event, an idea, or a development.”
Similarity tells how “something is alike or the same as something else.”
Difference tells how “something is not alike or not the same as something else.”
Turning Point is “a major event, idea, or historical development that brings about significant change. It can be local, regional, national, or global.”

SEQ Set 1 Directions: Read and analyze the following documents before writing your short essay.

TASK:
Based on your reading and analysis of these documents, apply your social studies knowledge and skills to write a short essay of two or three paragraphs in which you:
Describe the historical context surrounding these documents
Identify and explain the relationship between the events and/or ideas found in these documents (Cause and Effect, or Similarity/Difference, or Turning Point)
GUIDELINES:
In your short essay, be sure to
Develop all aspects of the task
Incorporate relevant outside information
Support the task with relevant facts and examples
You are not required to include a separate introduction or conclusion in your short essay of two to three paragraphs.

SEQ Set 2 
Task:
Read and analyze the following documents, applying your social studies knowledge and skills to write a short essay of two or three paragraphs in which you:
Describe the historical context surrounding documents 1 and 2
Analyze Document 2 and explain how audience, or purpose, or bias, or point of view affects this document's use as a reliable source of evidence
In developing your short-essay answer of two or three paragraphs, be sure to keep these explanations in mind:
Describe means “to illustrate something in words or tell about it.”
Historical Context refers to “the relevant historical circumstances surrounding or connecting the events, ideas, or developments in these documents.”
Analyze means “to examine a document and determine its elements and its relationships.”
Explain means “to make plain or understandable; to give reasons for or causes of; to show the logical development or relationship of.”
Reliability is determined by how accurate and useful the information found in a source is for a specific purpose.

Read and analyze the following documents before writing your short essay.

TASK: Based on your reading and analysis of these documents, apply your social studies knowledge and skills to write a short essay of two or three paragraphs in which you:
Describe the historical context surrounding documents 1 and 2
Analyze Document 2 and explain how audience, or purpose, or bias, or point of view affects this document's use as a reliable source of evidence
GUIDELINES:
In your short essay, be sure to
Develop all aspects of the task
Incorporate relevant outside information
Support the task with relevant facts and examples
You are not required to include a separate introduction or conclusion in your short essay of two or three paragraphs.

Part III
This Civic Literacy Essay 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 purpose 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 and images used in a document may reflect the historical context of the time in which it was created.

Historical Context: Civil Liberties During World War II- Japanese American Internment
Throughout United States history, many constitutional and civic issues have been debated by Americans. These debates have resulted in efforts by individuals, groups, and governments to address these issues. These efforts have achieved varying degrees of success. One of these constitutional and civic issues is the restriction of Japanese American civil liberties during World War II.

TASK:
Read and analyze the documents in Part A. Using 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:
Describe the historical circumstances surrounding this constitutional or civic issue
Explain efforts by individuals, groups, and/or governments to address this constitutional or civic issue
Discuss the impact of the efforts on the United States and/or on American society
In developing your answers to Part III, be sure to keep these general definitions in mind:
describe means “to illustrate something in words or tell about it”
explain means “to make plain or understandable; to give reasons for or causes of; to show the logical development or relationships of”
discuss means “to make observations about something using facts, reasoning, and argument; to present in some detail”

Part A Short Answer Questions (31-36)
Directions: Analyze the documents and answer the short-answer questions that follow each document in the space provided.

According to President Franklin D. Roosevelt, what is one challenge facing the United States in December 1941? [1]

[Documents 2a and 2b here]

What do these documents demonstrate about the treatment of Japanese Americans during World War II? [1]

[Documents 3a and 3b here]

Based on these documents, what was one reason for opposition to the internment of Japanese Americans during World War II? [1]

According to Richard Reeves, what is one effort by Japanese Americans to bring public attention to the history of their internment? [1]

Based on these documents, what is one result of the efforts to address the restriction of Japanese American civil liberties during World War II? [1]

According to Karen Korematsu, what is one impact of Fred Korematsu's decision to challenge Japanese American internment? [1]

PART B
Civic Literacy Essay Question

Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion. Use evidence from at least four documents in the body of the essay. Support your response with relevant facts, examples, and details. Include additional outside information.

Historical Context: Civil Liberties During World War II—Japanese American Internment
Throughout United States history, many constitutional and civic issues have been debated by Americans. These debates have resulted in efforts by individuals, groups, and governments to address these issues. These efforts have achieved varying degrees of success. One of these constitutional and civic issues is the restriction of Japanese American civil liberties during World War II.

Task:
Using information from the documents and your knowledge of United States history, write an essay in which you
Describe the historical circumstances surrounding this constitutional or civic issue
Explain efforts by individuals, groups, and/or governments to address this constitutional or civic issue
Discuss the impact of the efforts on the United States and/or on American society
Guidelines:
In your essay, be sure to
Develop all aspects of the task
Explain at least two efforts to address the issue
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