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2023 (August): NY Regents - United States History and Government (Framework)

By Sara Cowley
Last updated 3 months ago
37 Questions
Note from the author:
From the New York State Education Department. UNITED STATES HISTORY AND GOVERNMENT (FRAMEWORK). Internet. Available from https://www.nysedregents.org/ushg-framework/823/us-82023-examw.pdf on State Education Department Website; accessed 30, May, 2024.
From the New York State Education Department. UNITED STATES HISTORY AND GOVERNMENT (FRAMEWORK). Internet. Available from https://www.nysedregents.org/ushg-framework/823/us-82023-examw.pdf on State Education Department Website; accessed 30, May, 2024.
1.

The purpose of this statement was to:

11.2.c.iii
2.

Which provision in the Constitution is the author of this passage questioning?

11.2.c.iv
3.

The Constitution gives the power to determine presidential succession beyond the vice president to:

11.2.c.iii
4.

The 22nd amendment, added in 1951, changed presidential eligibility by:

11.2.d.iii
5.

In this address, President George Washington states that the United States can stay out of foreign entanglements because of its:

11.2.d.i
6.

Based on this passage, President Washington would urge the United States to avoid:

11.2.d.i
7.

A historian could best use this map to study

11.3.a.i
8.

Which statement can best be supported by the information found on this map?

11.3.a.i
9.

Based on this excerpt from the Seneca Falls' Declaration of Sentiments, women should:

11.3.b.iii
10.

Which government action addressed a grievance included in this declaration?

11.5.b.v
11.

What was a major cause of the invasion John Brown refers to in this letter?

11.3.b.iv
12.

The situation described in this letter led to which outcome?

11.3.b.iv
13.

Which conclusion about presidential elections is supported by the information on this map?

11.4.a.iv
14.

What was one result of the election of 1876?

11.4.a.iv
15.

A historian could best use this cartoon to study:

11.5.b.iii
16.

This cartoon reflects the foreign policy belief that the United States should:

11.6.a.iv
17.

The events described in this letter took place in

11.7.c.iv
18.

Which action by the federal government was designed to help correct the problems described in this letter?

11.7.c.iv
19.

What foreign policy goal does President Franklin D. Roosevelt’s statement illustrate?

11.8.a.i
20.

Which United States action resulted from the ideas expressed in this passage?

11.8.a.i
21.

What countries received the most aid from the Marshall Plan?

11.9.a.ii
22.

One major goal of the Marshall Plan was to

11.9.a.ii
23.

According to this passage, why was the Supreme Court decision about this federal law not enforced?

11.10.a.iv
24.

Based on this passage, what was the goal of the Freedom Riders?

11.10.a.iv
25.

What was the primary reason that Congress passed this 1965 law?

11.10.a.iii
26.

What was a main reason for the public’s opposition to President Bill Clinton’s intervention in Bosnia?

11.11.a.ii
27.

Based on this passage, what was a major reason for President Clinton’s decision?

11.11.a.ii
28.

The event shown on the front page of this newspaper is most closely associated with the:

11.9.d.i

Part II

SHORT-ESSAY QUESTIONS (SEQs)
These Short-Essay Questions 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 (Question 29)
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.”
Document 1
. . . This is not an issue as to whether the people are going hungry or cold in the United States. It is solely a question of the best method by which hunger and cold can be prevented. It is a question as to whether the American people on the one hand will maintain the spirit of charity and of mutual self-help through voluntary giving and the responsibility of local government as distinguished on the other hand from appropriations out of the Federal Treasury for such purposes. My own conviction is strongly that if we break down this sense of responsibility, of individual generosity to individual, and mutual self-help in the country in times of national difficulty and if we start appropriations of this character we have not only impaired something infinitely valuable in the life of the American people but have struck at the roots of self-government. Once this has happened it is not the cost of a few score millions, but we are faced with the abyss of reliance [trap of relying] in [the] future upon Government charity in some form or other. The money involved is indeed the least of the costs to American ideals and American institutions. . . .
(Source: President Herbert Hoover, Press Statement, February 3, 1931)
SEQ Set 1 Directions (Question 29): Read and analyze the documents before writing your short essay.
29.

SEQ Set 1 (Question 29)

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 or three paragraphs.


11.7.c.iii
SEQ Set 2
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:

1. Describe the historical context surrounding documents 1 and 2.
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.
Document 1 (click to enlarge)

Document 2
[The following is an excerpt from a Senate speech given by Senator Robert La Follette opposing United States membership in the League of Nations.]

. . . We have already paid a fearful price for our participation in the late war. It has cost us the lives of more than 50,000 of our finest young men slain in battle, and over 200,000 maimed and wounded, and many thousands of others who lost their lives through disease growing out of the war. It has cost us some thirty billions of dollars, most of which still remains to be wrung from our people—principal and interest—by heartbreaking taxes which must be paid by this and succeeding generations. . . .

But, sir, there is one thing which is now demanded of us that we did not bargain for when we entered this war, and that is the surrender of our right to control our own destiny as a Nation.

After all, . . . that is what membership in this proposed league of nations is to cost us. Up until the present time we are still free to travel the road which the founders of our Government intended us to travel. We are still free to fulfill the destiny for which we are fitted by the genius of our people, the character of our institutions, our great
resources, and our fortunate geographical position. All this we are asked to surrender in order to become a member of this league of nations. . . . We are asked to depart from the traditional policy which our position on the American Continent has enabled us to pursue of keeping free from entangling alliances of European politics, and to become a party to every political scheme that may be hatched in the capitals of Europe or elsewhere in this world of ours. . . .
(Source: United States Senator Robert M. La Follette, Speech on the League of Nations,
November 13, 1919)
30.

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.


11.6.b.ii

Part III

CIVIC LITERACY ESSAY (Questions 31–37)
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: Rights of Native Americans
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 rights of Native Americans.
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:
(a) describe means “to illustrate something in words or tell about it”
(b) explain means “to make plain or understandable; to give reasons for or causes
of; to show the logical development or relationships of”
(c) discuss means “to make observations about something using facts, reasoning,
and argument; to present in some detail”
31.

According to Wendell H. Oswalt, what is one historical circumstance surrounding the rights of Native Americans?

11.3.a.iii
11.2.b.ii
32.

Based on this document, what was one effect of westward settlement on Native Americans?

11.4.c.ii
33.

Based on this document, what is one effort to address the rights of Native Americans?

11.10.b.i
11.4.c.ii
34.

Based on these documents, state one impact of the efforts to restore Native American history and culture.

11.10.b.i
35.

Based on these documents, what was one effort to protect the rights of Native Americans in North Dakota?

11.10.b.i
36.

According to Katie Reilly, what is one impact of the 2017 voter identification law on Native Americans?

11.10.b.i
37.

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