PROTOTYPES FOR REGENTS EXAMINATION IN
UNITED STATES HISTORY AND GOVERNMENT
(FRAMEWORK)
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REGENTS EXAMINATION IN
UNITED STATES HISTORY AND GOVERNMENT
(FRAMEWORK)
PART 1—STIMULUS-BASED MULTIPLE-CHOICE QUESTIONS
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MCQ SET #1
Base your answers to questions 1 through 3 on the letter below and on your knowledge of
social studies.
. . . For myself, I was escorted through Packingtown by a young lawyer who was brought up in
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the district, had worked as a boy in Armour’s plant, and knew more or less intimately every
foreman, “spotter,” and watchman about the place. I saw with my own eyes hams, which had
spoiled in pickle, being pumped full of chemicals to destroy the odor. I saw waste ends of
smoked beef stored in barrels in a cellar, in a condition of filth which I could not describe in a
letter. I saw rooms in which sausage meat was stored, with poisoned rats lying about, and the
dung of rats covering them. I saw hogs which had died of cholera in shipment, being loaded into
box cars to be taken to a place called Globe, in Indiana, to be rendered into lard. Finally, I found
a physician, Dr. William K. Jaques, 4316 Woodland avenue, Chicago, who holds the chair of
bacteriology in the Illinois State University, and was in charge of the city inspection of meat
during 1902-3, who told me he had seen beef carcasses, bearing the inspectors’ tags of
condemnation, left upon open platforms and carted away at night, to be sold in the city. . . .
— Letter from Upton Sinclair to President Theodore Roosevelt, March 10, 1906
1. Upton Sinclair wrote this letter to President Theodore Roosevelt to inform the president
about
1. excessive federal regulation of meatpacking plants
2. unhealthy practices in the meatpacking plants
3. raising wages for meatpacking workers
4. state laws regulating the meatpacking industry
Task Model
2: Students are given a stimulus and asked to identify point of view, purpose,
context, bias, format of source, location of source in time and/or place, and/or
intended audience of sources using background knowledge.
Framework
Reference
11.5: INDUSTRIALIZATION AND URBANIZATION (1870 – 1920):
11.5b: Rapid industrialization and urbanization created significant challenges
and societal problems that were addressed by a variety of reform efforts.
Students will trace reform efforts by individuals and the consequences of
those efforts, including:
Upton Sinclair’s The Jungle and the Meat Inspection Act
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2 What was one action taken by the federal government to deal with the issues described in
this letter?
1. closing the Armour Meat Packing Plant
2. increasing federal aid for medical research
3. passing the Meat Inspection Act
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4. limiting freedom of expression
Task Model
12: Students are given a stimulus and asked to identify an informed action taken by
an individual, group, or government connected to civic activism.
Framework
Reference
11.5: INDUSTRIALIZATION AND URBANIZATION (1870 – 1920):
11.5b: Rapid industrialization and urbanization created significant challenges and
societal problems that were addressed by a variety of reform efforts.
Students will trace reform efforts by individuals and the consequences of
those efforts, including:
Upton Sinclair’s The Jungle and the Meat Inspection Act
3 Historians would most often use Sinclair’s letter to study the
1. Reconstruction Era
2. suffrage movement
3. Progressive movement
4. civil rights era
Task Model
1: Students are given a stimulus and asked to evaluate and classify (identify) best use.
Framework
Reference
11.5: INDUSTRIALIZATION AND URBANIZATION (1870 – 1920):
11.5b: Rapid industrialization and urbanization created significant challenges and
societal problems that were addressed by a variety of reform efforts.
Students will trace reform efforts by individuals and the consequences of those
efforts, including:
Upton Sinclair’s The Jungle and the Meat Inspection Act
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MCQ SET #2
Base your answers to questions 4 through 6 on the passage below and on your knowledge of
social studies.
. . . We admit, as all must admit, that the powers of the government are limited, and that its limits
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are not to be transcended. But we think the sound construction of the constitution must allow to
the national legislature that discretion, with respect to the means by which the powers it confers
are to be carried into execution, which will enable that body to perform the high duties assigned
to it, in the manner most beneficial to the people. Let the end be legitimate, let it be within the
scope of the constitution, and all means which are appropriate, which are plainly adapted to that
end, which are not prohibited, but consist with the letter and spirit of the constitution, are
constitutional. . . .
— Chief Justice John Marshall, McCulloch v. Maryland, 1819
4. Which constitutional provision was used by Chief Justice Marshall to reach this conclusion?
1. electoral college clause
2. elastic clause
3. due process clause
4. equal protection clause
Task Model
4: Students are given a stimulus and asked to select a plausible claim that logically
flows from evidence presented.
Framework
Reference
11.2: CONSTITUTIONAL FOUNDATIONS (1763 – 1824):
11.2d: Under the new Constitution, the young nation sought to achieve national
security and political stability, as the three branches of government established
their relationships with each other and the states.
Students will examine Supreme Court cases, including Marbury v.
Madison, McCulloch v. Maryland, and Gibbons v. Ogden, and analyze
how these decisions strengthened the powers of the federal government.
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5. Critics feared that this decision would result in
1. a stronger federal government that would limit state powers
2. states being able to nullify federal laws
3. elimination of the amendment process
4. congressional actions that would limit the federal courts
Task Model
8: Students are given a stimulus and asked to identify a central effect of the described
phenomenon.
Framework
Reference
11.2: CONSTITUTIONAL FOUNDATIONS (1763 – 1824):
11.2d: Under the new Constitution, the young nation sought to achieve national
security and political stability, as the three branches of government
established their relationships with each other and the states.
Students will examine Supreme Court cases, including Marbury v.
Madison, McCulloch v. Maryland, and Gibbons v. Ogden, and analyze
how these decisions strengthened the powers of the federal government.
6. The precedent set in this case was later used by Congress to
1. declare war against Spain in 1898
2. reject the Treaty of Versailles following World War II
3. establish New Deal programs during the Great Depression
4. confirm the appointment of Earl Warren to the Supreme Court
Task Model
9: Students are given a stimulus and asked to identify the impact of time and place on
an issue or event linked to that stimulus.
Framework
Reference
11.7: PROSPERITY AND DEPRESSION (1920 – 1939):
11.7c: For many Americans, the 1920s was a time of prosperity. However, underlying
economic problems, reflected in the stock market crash of 1929, led to the
Great Depression. President Franklin D. Roosevelt’s responses to the Great
Depression increased the role of the federal government.
Students will evaluate President Roosevelt’s leadership during the Depression,
including key legislative initiatives of the New Deal, expansion of federal
government power, and the constitutional challenge represented by his court-
packing effort.
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MCQ SET #3
Base your answers to questions 7 through 9 on the passage below and on your knowledge of
social studies.
. . . Yet in the year after that June day in 1948—long after the postwar parades had passed, after
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the ticker tape had been swept away, after all the heroes had supposedly been minted—it was
these unlikely men who improvised and stumbled their way into inventing a uniquely American
approach to the world that married the nation’s military and moral might. . . .
Their story has powerful resonance for our own time. In confronting the Berlin blockade,
America went to battle against a destructive ideology that threatened free people around the
world. In a country we invaded and occupied that had never had a stable democracy, we brought
freedom and turned their people’s hatred of America into love for this country, its people, and its
ideals. Never before—or since—would America be so admired around the world and stand so
solidly on the side of light. . . .
— Andrei Cherny, The Candy Bombers, G. P. Putnam’s Sons
7. What was the “destructive ideology” referred to by the author?
1. colonialism
2. nativism
3. communism
4. capitalism
Task Model
2: Students are given a stimulus and asked to identify point of view, purpose,
context, bias, format of source, location of source in time and/or place, and/or
intended audience of sources using background knowledge.
Framework
Reference
11.9: COLD WAR (1945 – 1990):
11.9a: After World War II, ideological differences led to political tensions between
the United States and the Soviet Union. In an attempt to halt the spread of
Soviet influence, the United States pursued a policy of containment.
Students will trace United States containment policies, including the Truman
Doctrine (1947), the Marshall Plan (1948), and the North Atlantic Treaty
Organization (1949), and actions taken during the Berlin blockade, and
consider how they represent a shift in American foreign policy.
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8. What action turned the German people’s hostility toward the United States into respect for
its ideals?
1. the division of Germany by the Allied powers
2. the trial of war criminals at Nuremberg
3. the airlift of supplies into Berlin
4. the construction of a wall to divide Berlin
Task Model
6: Students are given a stimulus and asked to identify significance of an event,
action, idea, or development as part of change or part of continuity in history.
Framework
Reference
11.9: COLD WAR (1945 – 1990):
11.9a: After World War II, ideological differences led to political tensions between
the United States and the Soviet Union. In an attempt to halt the spread of
Soviet influence, the United States pursued a policy of containment.
Students will trace United States containment policies, including the
Truman Doctrine (1947), the Marshall Plan (1948), and the North Atlantic
Treaty Organization (1949), and actions taken during the Berlin blockade,
and consider how they represent a shift in American foreign policy.
9. This passage is most closely associated with which United States foreign policy?
1. mercantilism
2. isolationism
3. détente
4. containment
Task Model
10: Students are given one stimulus or two stimuli and asked to identify a similarity
in the described phenomenon (historical development, historical event,
geographic setting, economic situation, individual’s action/belief) (implicit
comparison).
Framework
Reference
11.9: COLD WAR (1945 – 1990):
11.9a: After World War II, ideological differences led to political tensions between
the United States and the Soviet Union. In an attempt to halt the spread of
Soviet influence, the United States pursued a policy of containment.
Students will trace United States containment policies, including the Truman
Doctrine (1947), the Marshall Plan (1948), and the North Atlantic Treaty
Organization (1949), and actions taken during the Berlin blockade, and
consider how they represent a shift in American foreign policy.
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MCQ SET #4
Base your answers to questions 10 and 11 on the chart below and on your knowledge of
social studies.
10. What is one conclusion that can be drawn from this chart?
1. No free blacks lived in the South.
2. Most Northern states had slaves.
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3. Kentucky had the most free blacks in the South.
4. Vermont had the most free blacks in the North.
Task Model
13: Students are given a visual stimulus such as a map, graph, chart, time line,
cartoon, or photograph and asked to extract and interpret relevant
information to answer a question.
Framework
Reference
11.3: EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865):
11.3b: Different perspectives concerning constitutional, political, economic, and
social issues contributed to the growth of sectionalism.
Number and Percentage of Free Blacks, by State, 1800
Total Number
State
of Free Blacks
Massachusetts 7,378
Vermont 557
New Hampshire 855
Rhode Island 3,304
Pennsylvania 14,564
Connecticut 5,300
Delaware 8,268
New York 10,374
New Jersey 4,402
Maryland 19,587
Virginia 20,124
North Carolina 7,043
South Carolina 3,185
Georgia 1,019
Kentucky 741
Tennessee
309
UNITED STATES
108,395*
Free Blacks as
a Percentage of Total Black Population
33 %
26 %
16 %
6 %
5 %
2 %
2 %
2 %
2 %
11 %
57 %
100 %
100 %
99 %
90 %
89 %
85 %
*Total includes figures from the District of Columbia, Mississippi Territory, and Northwest Territory.
These areas are not shown on the chart.
Source: U.S. Census Bureau (adapted)
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11. What is the primary reason for the differences shown in this chart?
1. failure of an industrial economy in the North
2. fewer educational opportunities in the North
3. development of a plantation economy in the South
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4. growth of railroads in the South
Task Model
7: Students are given a stimulus and asked to identify a central cause of the
described phenomenon.
Framework
Reference
11.3: EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865):
11.3b: Different perspectives concerning constitutional, political, economic, and
social issues contributed to the growth of sectionalism.
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MCQ SET #5
Base your answers to questions 12 through 14 on the cartoon below and on your knowledge of
social studies.
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12. The cartoonist suggests that President Franklin D. Roosevelt’s proposal for changing the
Supreme Court would
1. strengthen the system of checks and balances
2. threaten the independence of the justices
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3. reinforce the rule of law
4. protect the United States Constitution
Task Model
13: Students are given a visual stimulus such as a map, graph, chart, time line, cartoon,
or photograph and asked to extract and interpret relevant information to answer a
question.
Framework
Reference
11.7: PROSPERITY AND DEPRESSION (1920 – 1939):
11.7c: For many Americans, the 1920s was a time of prosperity. However, underlying
economic problems, reflected in the stock market crash of 1929, led to the Great
Depression. President Franklin D. Roosevelt’s responses to the Great
Depression increased the role of the federal government.
Students will evaluate President Roosevelt’s leadership during the Depression,
including key legislative initiatives of the New Deal, expansion of federal
government power, and the constitutional challenge represented by his court-
packing effort.
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13. What action prompted President Roosevelt to suggest the plan referred to in the cartoon?
1. The Supreme Court had declared prominent New Deal programs unconstitutional.
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2. Roosevelt had lost the popular vote in the last presidential election.
3. Congress had passed a bill reducing the size of the Supreme Court.
4. Roosevelt had announced an end to the New Deal.
Task Model
7: Students are given a stimulus and asked to identify a central cause of the
described phenomenon.
Framework
Reference
11.7: PROSPERITY AND DEPRESSION (1920 – 1939):
11.7c: For many Americans, the 1920s was a time of prosperity. However,
underlying economic problems, reflected in the stock market crash of 1929,
led to the Great Depression. President Franklin D. Roosevelt’s responses to
the Great Depression increased the role of the federal government.
Students will evaluate President Roosevelt’s leadership during the
Depression, including key legislative initiatives of the New Deal, expansion
of federal government power, and the constitutional challenge represented
by his court-packing effort.
DRAFT
14. Which constitutional provision is intended to protect against the situation shown in the
cartoon?
1. The pay of federal judges cannot be reduced during their service.
2. The president appoints all federal judges.
3. Nominees to the federal courts must be confirmed by the Senate.
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4. Congress must approve all funds to operate federal courts.
Task Model
2: Students are given a stimulus and asked to identify point of view, purpose,
context, bias, format of source, location of source in time and/or place, and/or
intended audience of sources using background knowledge.
Framework
Reference
11.2: CONSTITUTIONAL FOUNDATIONS (1763 – 1824):
11.2c: Weaknesses of the Articles of Confederation led to a convention whose
purpose was to revise the Articles of Confederation but instead resulted in
the writing of a new Constitution. The ratification debate over the proposed
Constitution led the Federalists to agree to add a bill of rights to the
Constitution.
Students will examine the structure, power, and function of the federal
government as created by the Constitution, including key constitutional
principles such as the division of power between federal and state
government, the separation of powers at the federal level, the creation of
checks and balances, the sovereignty of the people, and judicial
independence.
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DRAFT PROTOTYPES FOR
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REGENTS EXAMINATION IN
UNITED STATES HISTORY AND GOVERNMENT
(FRAMEWORK)
PART 2—SHORT ESSAY QUESTIONS
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SHORT ESSAY QUESTION–SET # 1
This Short Essay Question is based on the accompanying documents and is designed to
test your ability to work with historical documents. Each Short Essay Question set will
consist of two documents. Some of these documents have been edited for the purposes of
this question. 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.
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
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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”
DRAFT
Document 1
Reporter: Mr. President, would you mind commenting on the strategic
importance of Indochina for the free world? I think there has been, across the
country, some lack of understanding on just what it means to us.
The President: You have, of course, both the specific and the general when
you talk about such things. First of all, you have the specific value of a locality
in its production of materials that the world needs.
Then you have the possibility that many human beings pass under a
dictatorship that is inimical [hostile] to the free world.
Finally, you have broader considerations that might follow what you would
call the “falling domino” principle. You have a row of dominoes set up, you
knock over the first one, and what will happen to the last one is the certainty that
it will go over very quickly. So you could have a beginning of a disintegration
that would have the most profound influences. . . .
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Source: Press Conference with President Dwight Eisenhower, April 7, 1954
Framework
Reference
11.9: COLD WAR (1945 – 1990):
11.9a: After World War II, ideological differences led to political tensions
between the United States and the Soviet Union. In an attempt to
halt the spread of Soviet influence, the United States pursued a
policy of containment.
Students will trace the United States involvement in Vietnam, including
President Johnson’s decision to escalate the fighting in Vietnam.
DRAFT
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Document 2
Joint Resolution
To promote the maintenance of international peace and security in southeast
Asia.
Whereas naval units of the Communist regime in Vietnam, in violation of the
principles of the Charter of the United Nations and of international law, have
deliberately and repeatedly attacked United States naval vessels lawfully present
in international waters, and have thereby created a serious threat to international
peace; and
Whereas these attackers are part of deliberate and systematic campaign of
aggression that the Communist regime in North Vietnam has been waging
against its neighbors and the nations joined with them in the collective defense
of their freedom; and
Whereas the United States is assisting the peoples of southeast Asia to protest
their freedom and has no territorial, military or political ambitions in that area,
but desires only that these people should be left in peace to work out their
destinies in their own way: Now, therefore be it
Resolved by the Senate and House of Representatives of the United States of
America in Congress assembled, That the Congress approves and supports the
determination of the President, as Commander in Chief, to take all necessary
measures to repel any armed attack against the forces of the United States and to
prevent further aggression. . . .
Source: Tonkin Gulf Resolution in Congress, August 7, 1964
Framework
Reference
11.9: COLD WAR (1945 – 1990):
11.9a: After World War II, ideological differences led to political tensions
between the United States and the Soviet Union. In an attempt to
halt the spread of Soviet influence, the United States pursued a
policy of containment.
Students will trace the United States involvement in Vietnam,
including President Johnson’s decision to escalate the fighting in
Vietnam.
DRAFT
SHORT ESSAY QUESTION–SET # 2
This Short Essay Question is based on the accompanying documents and is designed to
test your ability to work with historical documents. Each Short Essay Question set will
consist of two documents. Some of these documents have been edited for the purposes of
this question. 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.
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
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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
DRAFT
Document 1
The following is an excerpt from the Fugitive Slave Act of 1850, passed as part of the
Compromise of 1850.
Section 7
And be it further enacted, That any person who shall knowingly and willingly
obstruct, hinder, or prevent such claimant, his agent or attorney, or any person or
persons lawfully assisting him, her, or them, from arresting such a fugitive from
service or labor, either with or without process as aforesaid, or shall rescue, or
attempt to rescue, such fugitive from service or labor, from the custody of such
claimant, his or her agent or attorney, or other person or persons lawfully
assisting as aforesaid, when so arrested, pursuant to [in accordance with] the
authority herein given and declared; or shall aid, abet, or assist such person so
owing service or labor as aforesaid, directly or indirectly, to escape from such
claimant, his agent or attorney, or other person or persons legally authorized as
aforesaid; or shall harbor or conceal such fugitive, so as to prevent the discovery
and arrest of such person, after notice or knowledge of the fact that such person
was a fugitive from service or labor as aforesaid, shall, for either of said
offences, be subject to a fine not exceeding one thousand dollars, and
imprisonment not exceeding six months. . . .
Section 8
And be it further enacted, . . .and in all cases where the proceedings are
before a commissioner, he shall be entitled to a fee of ten dollars in full for his
services in each case, upon the delivery of the said certificate to the claimant, his
agent or attorney; or a fee of five dollars in cases where the proof shall not, in the
opinion of such commissioner, warrant such certificate and delivery, . . .
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Source: Fugitive Slave Act, 1850
Framework
Reference
11.3: EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865):
11.3b: Different perspectives concerning constitutional, political, economic, and
social issues contributed to the growth of sectionalism.
Students will examine the issues surrounding the expansion of slavery into
new territories, by exploring the Missouri Compromise, Manifest Destiny,
Texas and the Mexican-American War, the Compromise of 1850, the
Kansas-Nebraska Act, the Dred Scott decision, and John Brown’s raid.
DRAFT
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Document 2
Framework
Reference
11.3: EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865):
11.3b: Different perspectives concerning constitutional, political, economic, and social
issues contributed to the growth of sectionalism.
Students will examine the issues surrounding the expansion of slavery into new
territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and
the Mexican-American War, the Compromise of 1850, the Kansas-Nebraska Act,
the Dred Scott decision, and John Brown’s raid.
Source: Boston Public Library
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DRAFT PROTOTYPES FOR
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REGENTS EXAMINATION IN
UNITED STATES HISTORY AND GOVERNMENT
(FRAMEWORK)
PART 3—CIVIC LITERACY ESSAY
DRAFT
PART 3—CIVIC LITERACY ESSAY
This Civic Literacy essay 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: African American Civil Rights
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 African American civil rights.
Task: Read and analyze the documents. 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
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Explain efforts to address this constitutional or civic issue by individuals, groups, and/or
governments
Discuss the extent to which these efforts were successful
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 relationship of”
Discuss means “to make observations about something using facts, reasoning, and argument; to
present in some detail”
DRAFT
PART 3—ESSAY
DOCUMENT 1a
. . . Before the Civil War, blacks could vote in only a handful of northern states, and
black officeholding was virtually unheard of. (The first African American to hold
elective office appears to have been John M. Langston, chosen as township clerk in
Brownhelm, Ohio, in 1855.) But during Reconstruction perhaps two thousand African
Americans held public office, from justice of the peace to governor and United States
senator. Thousands more headed Union Leagues and local branches of the Republican
Party, edited newspapers, and in other ways influenced the political process. African
Americans did not “control” Reconstruction politics, as their opponents frequently
charged. But the advent of black suffrage and officeholding after the war represented a
fundamental shift in power in southern life. It marked the culmination of both the
constitutional revolution embodied in the Fourteenth and Fifteenth amendments, and the
broad grassroots mobilization of the black community. . . .
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Source: Eric Foner, Forever Free: The Story of Emancipation and Reconstruction,
Alfred A. Knopf, 2005
Framework
Reference
11.4: POST-CIVIL WAR ERA (1865 – 1900):
11.4a: Between 1865 and 1900, constitutional rights were extended to
African Americans. However, their ability to exercise these rights
was undermined by individuals, groups, and government
institutions.
Students will examine the 13th, 14th, and 15th amendments and
consider the role of Radical Republicans in Reconstruction.
DRAFT
DOCUMENT 1b
. . . Although 1890 to 2000 is a relatively short span of time, these eleven decades
comprise a critical period in American history. The collapse of Reconstruction after the
Civil War led to the establishment of white supremacy in the Southern states, a system of
domination and exploitation that most whites, in the North as well as the South, expected
to last indefinitely. In 1900, despite the nation’s formal commitment to racial equality as
expressed in the Fourteenth and Fifteenth Amendments, racial discrimination remained a
basic organizing principle of American society. In the South, racial discrimination,
reinforced by racial segregation, became official state policy. In the North discrimination
and segregation also became widely sanctioned customs that amounted to, in effect,
semiofficial policy. The federal government practiced racial segregation in the armed
services, discriminated against blacks in the civil service, and generally condoned, by its
actions if not its words, white supremacy. . . .
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Source: Adam Fairclough, Better Day Coming: Blacks and Equality 1890–2000, Viking, 2001
1 Based on these documents, state one way the end of Reconstruction affected African
Americans. [1]
Framework
Reference
11.4: POST-CIVIL WAR ERA (1865 – 1900):
11.4a: Between 1865 and 1900, constitutional rights were extended to African
Americans. However, their ability to exercise these rights was undermined by
individuals, groups, and government institutions.
Students will examine the 13th, 14th, and 15th amendments and consider the role
of Radical Republicans in Reconstruction.
Framework
Reference
11.10: SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – present):
11.10a: After World War II, long-term demands for equality by African Americans led to
the civil rights movement. The efforts of individuals, groups, and institutions helped
to redefine African American civil rights, though numerous issues remain
unresolved.
Students will examine judicial actions and legislative achievements during
the movement, such as Brown v. Board of Education of Topeka (1954), the
Civil Rights Act of 1964, Heart of Atlanta Motel, Inc. v. United States (1964)
and the Voting Rights Act of 1965.
DRAFT
DOCUMENT 2
. . . By 1905 those African Americans who stayed in the former Confederacy found
themselves virtually banished from local elections, but that didn’t mean that they weren’t
political actors. In his famous 1895 Atlanta Exposition speech, Tuskegee College
president Booker T. Washington recommended vocational training rather than classical
education for African Americans. The former slave implied that black southerners would
not seek social integration, but he did demand that southern factories hire black people:
“The opportunity to earn a dollar in a factory just now is worth infinitely more than the
opportunity to spend a dollar in an opera-house.” He looked forward to the near future
when the African American third of the southern population would produce and share in
one-third of its industrial bounty. . . .
The northern-born black sociologist W. E. B. Du Bois positioned himself as
Washington’s nemesis [opponent]. A graduate of Tennessee’s Fisk University, Du Bois
was the first African American to earn a Harvard Ph.D. He believed that Washington had
conceded too much and said so in his 1903 book The Souls of Black Folk. Any man, he
insisted, should be able to have a classical education. Moreover, accepting segregation
meant abdicating all civil rights by acknowledging that black people were not equal to
whites. “The problem of the Twentieth Century is the problem of the color line.” Du Bois
warned. In 1905 he founded the Niagara Movement, the forerunner of the National
Association for the Advancement of Colored People (NAACP), which was begun in 1909
to fight for political and civil rights. . . .
26
DRAFT June 2019
Source: Glenda Elizabeth Gilmore & Thomas J. Sugrue, These United States: A Nation in
the Making 1890 to the Present, W. W. Norton & Company, 2015
2 According to this document, what is one way Booker T. Washington and W. E. B. Du Bois
disagreed about how African Americans should achieve equality? [1]
Framework
Reference
11.5: INDUSTRIALIZATION AND URBANIZATION (1870 – 1920):
11.5b: Rapid industrialization and urbanization created significant challenges and
societal problems that were addressed by a variety of reform efforts.
Booker T. Washington’s contributions to education, including the creation of
Tuskegee Institute
W. E. B. Du Bois and the founding of the National Association for the
Advancement of Colored People (NAACP), the publication of The
Crisis, and the Silent Protest (1917)
DRAFT
DOCUMENT 3
. . . In 1950 Reverend Oliver Brown of Topeka, Kansas, was incensed that his young
daughters could not attend the Sumner Elementary School, an all-white public school
close to their home. Instead, they had to walk nearly a mile through a dangerous railroad
switchyard to reach a bus that would take them to an inferior all-black school.
In the early 1950s, this sort of school segregation was commonplace in the South
and certain border states. By law, all-black schools (and other segregated public
facilities) were supposed to be as well-funded as whites’—but they rarely were. States
typically spent twice as much money per student in white schools. Classrooms in black
schools were overcrowded and dilapidated.
In 1951 NAACP lead counsel Thurgood Marshall filed suit on behalf of Oliver
Brown. By fall 1952, the Brown case and four other school desegregation cases had made
their way to the U.S. Supreme Court, all under the case name Brown v. Board of
Education of Topeka. Marshall argued that the Supreme Court should overturn the
“separate but equal” ruling of Plessy v. Ferguson (1896), which had legitimized
segregation. Marshall believed that even if states spent an equal amount of money on
black schools, the segregated system would still be unfair because the stigma of
segregation damaged black students psychologically. . . .
27
DRAFT June 2019
Source: Beth Bailey, et al, The Fifties Chronicles, Legacy, 2008
3 According to this document, what is one reason Thurgood Marshall argued that the
“separate but equal” ruling of Plessy v. Ferguson should be overturned? [1]
Framework
Reference
11.10: SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – present):
11.10a: After World War II, long-term demands for equality by African Americans
led to the civil rights movement. The efforts of individuals, groups, and
institutions helped to redefine African American civil rights, though
numerous issues remain unresolved.
Students will examine the roles and impact of individuals such as Rev.
Martin Luther King Jr., Stokely Carmichael, Fannie Lou Hamer, and
Malcolm X on the movement and their perspectives on change.
DRAFT
DOCUMENT 4a
28
DRAFT June 2019
Sit-in at Woolworth’s lunch counter in
Greensboro, North Carolina
Source: Greensboro News & Record, February 2, 1960
Framework
Reference
11.10: SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – present):
11.10a: After World War II, long-term demands for equality by African Americans led to the
civil rights movement. The efforts of individuals, groups, and institutions helped to
redefine African American civil rights, though numerous issues remain unresolved.
Students will examine the roles and impact of individuals such as Rev. Martin Luther
King Jr., Stokely Carmichael, Fannie Lou Hamer, and Malcolm X on the movement and
their perspectives on change.
DRAFT
DOCUMENT 4b
29
DRAFT June 2019
. . . At lunch counters in other cities, protesters encountered hostile reactions from
outraged white patrons. Sit-in demonstrators were assaulted with verbal abuse, hot
coffee, lit cigarettes, and worse. Invariably, it was the young protesters who ended up
arrested for “creating a disturbance.” Nevertheless, by fall 1961 the movement could
claim substantial victories among many targeted cities. . . .
Source: David Farber, et al, The Sixties Chronicles, Legacy, 2004
4 Based on these documents, state one result of the sit-in at the Greensboro Woolworth. [1]
Framework
Reference
11.10: SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – present):
11.10a: After World War II, long-term demands for equality by African Americans led to the
civil rights movement. The efforts of individuals, groups, and institutions helped to
redefine African American civil rights, though numerous issues remain unresolved.
Students will examine the roles and impact of individuals such as Rev. Martin Luther
King Jr., Stokely Carmichael, Fannie Lou Hamer, and Malcolm X on the movement and
their perspectives on change.
DRAFT
DOCUMENT 5
. . . The direct action protests of the 1960s paid dividends. In 1964 and 1965, the Johnson
administration orchestrated the passing of the two most significant civil rights bills since
Reconstruction. The Birmingham protests and the March on Washington had convinced
President Kennedy to forge ahead with a civil rights bill in 1963. But his assassination on
November 22, 1963, left the passage of the bill in question. President Johnson, who to
that point had an unfavorable record concerning civil rights, had come to believe in the
importance of federal protection for African Americans and deftly tied the civil rights bill
to the memory of Kennedy. . . .
Despite passage of this far-reaching bill, African Americans still faced barriers to
their right to vote. While the Civil Rights Act of 1964 addressed voting rights, it did not
eliminate many of the tactics recalcitrant [stubborn] southerners used to keep blacks from
the polls, such as violence, economic intimidation, and literacy tests. But the Freedom
Summer protests in Mississippi and the Selma-to-Montgomery march the following year
led to the passage of the Voting Rights Act of 1965. Johnson had already begun work on
a bill before the Selma march, and he again urged Congress to pass it. On March 15,
1965, he addressed both houses of Congress. . . .
30
DRAFT June 2019
Source: Henry Louis Gates Jr., Life Upon These Shores: Looking at African American
History 1513–2008, Alfred A. Knopf, 2011
5 According to Henry Louis Gates Jr., what was one result of the 1960s civil rights protests?
[1]
Framework
Reference
11.10: SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – present):
11.10a: After World War II, long-term demands for equality by African
Americans led to the civil rights movement. The efforts of individuals,
groups, and institutions helped to redefine African American civil rights,
though numerous issues remain unresolved.
Students will examine the roles and impact of individuals such as Rev.
Martin Luther King Jr., Stokely Carmichael, Fannie Lou Hamer, and Malcolm X
on the movement and their perspectives on change.
DRAFT
DOCUMENT 6
. . . When the clock ticked off the last minute of 1969 and African Americans took stock
of the last few years, they thought not only about the changes they had witnessed but also
about the ones they still hoped to see. They knew they were the caretakers of King’s
dream of living in a nation where character was more important than color. And they
knew they had to take charge of their community. After all, the civil rights and Black
Power eras had forged change through community action. Although many blacks may
have sensed that all progress was tempered by the social, economic, and political realities
of a government and a white public often resistant to change, they could not ignore the
power of their own past actions. America in 1969 was not the America of 1960 or 1965.
At the end of the decade, a chorus could be heard rising from the black community
proclaiming, “We changed the world.”. . . .
31
DRAFT June 2019
Source: Robin D. G. Kelley and Earl Lewis, eds., To Make our World Anew: Vol. Two: A
History of African Americans Since 1880, Oxford University Press, 2000
6 Based on this document, state one impact of the civil rights movement of the 1960s. [1]
Framework
Reference
11.10: SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – present):
11.10a: After World War II, long-term demands for equality by African Americans
led to the civil rights movement. The efforts of individuals, groups, and
institutions helped to redefine African American civil rights, though
numerous issues remain unresolved.
Students will examine the roles and impact of individuals such as Rev
Martin Luther King Jr., Stokely Carmichael, Fannie Lou Hamer, and
Malcolm X on the movement and their perspectives on change.
