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General Education
Taking US History in preparation for the Regents test? The next US History Regents exam dates are Wednesday, January 22nd and Thursday, June 18th, both at 9:15am. Will you be prepared?
You may have heard the test is undergoing some significant changes. In this guide, we explain everything you need to know about the newly-revised US History Regents exam, from what the format will look like to which topics it'll cover. We also include official sample questions of every question type you'll see on this test and break down exactly what your answers to each of them should include.
What Is the Format of the US History Regents Exam?
Beginning in 2020, the US History Regents exam will have a new format. Previously, the test consisted of 50 multiple-choice questions with long essays, but now it will have a mix of multiple choice, short answer, short essay, and long essay questions (schools can choose to use the old version of the exam through June 2021). Here's the format of the new test, along with how it's scored:
In Part 2, there will be two sets of paired documents (always primary sources). For each pair of documents, students will answer with a short essay (about two to three paragraphs, no introduction or conclusion).
For the first pair of documents, students will need to describe the historical context of the documents and explain how the two documents relate to each other. For the second pair, students will again describe the historical context of the documents then explain how audience, bias, purpose, or point of view affect the reliability of each document.
Part A: Students will be given a set of documents focused on a civil or constitutional issue, and they'll need to respond to a set of six short-answer questions about them.
Part B: Using the same set of documents as Part A, students will write a full-length essay (the Civic Literacy essay) that answers the following prompt:
- Describe the historical circumstances surrounding a constitutional or civic issue.
- Explain efforts by individuals, groups, and/or governments to address this constitutional or civic issue.
- Discuss the extent to which these efforts were successful OR discuss the impact of the efforts on the United States and/or American society.
What Topics Does the US History Regents Exam Cover?
Even though the format of the US History Regents test is changing, the topics the exam focuses on are pretty much staying the same. New Visions for Public Schools recommends teachers base their US History class around the following ten units:
As you can see, the US History Regents exam can cover pretty much any major topic/era/conflict in US History from the colonial period to present day, so make sure you have a good grasp of each topic during your US History Regents review.
What Will Questions Look Like on the US History Regents Exam?
Because the US History Regents exam is being revamped for 2020, all the old released exams (with answer explanations) are out-of-date. They can still be useful study tools, but you'll need to remember that they won't be the same as the test you'll be taking.
Fortunately, the New York State Education Department has released a partial sample exam so you can see what the new version of the US History Regents exam will be like. In this section, we go over a sample question for each of the four question types you'll see on the test and explain how to answer it.
Multiple-Choice Sample Question
Base your answers to questions 1 through 3 on the letter below and on your knowledge of social studies.
- 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
There will be 28 multiple-choice questions on the exam, and they'll all reference "stimuli" such as this example's excerpt of a letter from Upton Sinclair to Theodore Roosevelt. This means you'll never need to pull an answer out of thin air (you'll always have information from the stimulus to refer to), but you will still need a solid knowledge of US history to do well.
To answer these questions, first read the stimulus carefully but still efficiently. In this example, Sinclair is describing a place called "Packingtown," and it seems to be pretty gross. He mentions rotting meat, dead rats, infected animals, etc.
Once you have a solid idea of what the stimulus is about, read the answer choices (some students may prefer to read through the answer choices before reading the stimulus; try both to see which you prefer).
Option 1 doesn't seem correct because there definitely doesn't seem to be much regulation occurring in the meatpacking plant. Option 2 seems possible because things do seem very unhealthy there. Option 3 is incorrect because Sinclair mentions nothing about wages, and similarly for option 4, there is nothing about state laws in the letter.
Option 2 is the correct answer. Because of the stimulus (the letter), you don't need to know everything about the history of industrialization in the US and how its rampant growth had the tendency to cause serious health/social/moral etc. problems, but having an overview of it at least can help you answer questions like these faster and with more confidence.
Short Essay
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:
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"
It's important to read the instructions accompanying the documents so you know exactly how to answer the short essays. This example is from the first short essay question, so along with explaining the historical context of the documents, you'll also need to explain the relationship between the documents (for the second short essay question, you'll need to explain biases). Your options for the types of relationships are:
- cause and effect,
- similarity/difference
- turning point
You'll only choose one of these relationships. Key words are explained in the instructions, which we recommend you read through carefully now so you don't waste time doing it on test day. The instructions above are the exact instructions you'll see on your own exam.
Next, read through the two documents, jotting down some brief notes if you like. Document 1 is an excerpt from a press conference where President Eisenhower discusses the importance of Indochina, namely the goods it produces, the danger of a dictatorship to the free world, and the potential of Indochina causing other countries in the region to become communist as well.
Document 2 is an excerpt from the Tonkin Gulf Resolution. It mentions an attack on the US Navy by the communist regime in Vietnam, and it states that while the US desires that there be peace in the region and is reluctant to get involved, Congress approves the President of the United States to "take all necessary measures to repel any armed attack against the forces of the United States and to prevent further aggression."
Your response should be no more than three paragraphs. For the first paragraph, we recommend discussing the historical context of the two documents. This is where your history knowledge comes in. If you have a strong grasp of the history of this time period, you can discuss how France's colonial reign in Indochina (present-day Vietnam) ended in 1954, which led to a communist regime in the north and a pro-Western democracy in the south. Eisenhower didn't want to get directly involved in Vietnam, but he subscribed to the "domino theory" (Document 1) and believed that if Vietnam became fully communist, other countries in Southeast Asia would as well. Therefore, he supplied the south with money and weapons, which helped cause the outbreak of the Vietnam War.
After Eisenhower, the US had limited involvement in the Vietnam War, but the Gulf of Tonkin incident, where US and North Vietnam ships confronted each other and exchanged fire, led to the Gulf of Tonkin Resolution (Document 2) and gave President Lyndon B. Johnson powers to send US military forces to Vietnam without an official declaration of war. This led to a large escalation of the US's involvement in Vietnam.
You don't need to know every detail mentioned above, but having a solid knowledge of key US events (like its involvement in the Vietnam War) will help you place documents in their correct historical context.
For the next one to two paragraphs of your response, discuss the relationship of the documents. It's not really a cause and effect relationship, since it wasn't Eisenhower's domino theory that led directly to the Gulf of Tonkin Resolution, but you could discuss the similarities and differences between the two documents (they're similar because they both show a fear of the entire region becoming communist and a US desire for peace in the area, but they're different because the first is a much more hands-off approach while the second shows significant involvement). You could also argue it's a turning point relationship because the Gulf of Tonkin Resolution was the turning point in the US's involvement in the Vietnam War. Up to that point, the US was primarily hands-off (as shown in Document 1). Typically, the relationship you choose is less important than your ability to support your argument with facts and analysis.
Short Answers and 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
Discuss means "to make observations about something using facts, reasoning, and argument; to present in some detail"
Document 1a
Document 1b
- Based on these documents, state one way the end of Reconstruction affected African Americans.
- 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?
- According to this document, what is one reason Thurgood Marshall argued that the "separate but equal" ruling of Plessy v. Ferguson should be overturned?
Document 4a
Document 4b
- Based on these documents, state one result of the sit-in at the Greensboro Woolworth.
- According to Henry Louis Gates Jr., what was one result of the 1960s civil rights protests?
- Based on this document, state one impact of the civil rights movement of the 1960s.
Start by reading the instructions, then the documents themselves. There are eight of them, all focused on African American civil rights. The short answers and the civic literacy essay use the same documents. We recommend answering the short answer questions first, then completing your essay.
A short answer question follows each document or set of documents. These are straightforward questions than can be answered in 1-2 sentences. Question 1 asks, "Based on these documents, state one way the end of Reconstruction affected African Americans."
Reading through documents 1a and 1b, there are many potential answers. Choose one (don't try to choose more than one to get more points; it won't help and you'll just lose time you could be spending on other questions) for your response. Using information from document 1a, a potential answer could be, "After Reconstruction, African Americans were able to hold many elected positions. This made it possible for them to influence politics and public life more than they had ever been able to before."
Your Civic Literacy essay will be a standard five-paragraph essay, with an introduction, thesis statement, and a conclusion. You'll need to use many of the documents to answer the three bullet points laid out in the instructions. We recommend one paragraph per bullet point. For each paragraph, you'll need to use your knowledge of US history AND information directly from the documents to make your case.
As with the short essay, we recommended devoting a paragraph to each of the bullet points. In the first paragraph, you should discuss how the documents fit into the larger narrative of African American civil rights. You could discuss the effects of Reconstruction, how the industrialization of the North affected blacks, segregation and its impacts, key events in the Civil Rights movement such as the bus boycott in Montgomery and the March on Washington, etc. The key is to use your own knowledge of US history while also discussing the documents and how they tie in.
For the second paragraph, you'll discuss efforts to address African American civil rights. Here you can talk about groups, such as the NAACP (Document 3), specific people such as W.E.B. Du Bois (Document 2), and/or major events, such as the passing of the Civil Rights Act (Document 5).
In the third paragraph, you'll discuss how successful the effort to increase African American civil rights was. Again, use both the documents and your own knowledge to discuss setbacks faced and victories achieved. Your overall opinion will reflect your thesis statement you included at the end of your introductory paragraph. As with the other essays, it matters less what you conclude than how well you are able to support your argument.
3 Tips for Your US History Regents Review
In order to earn a Regents Diploma, you'll need to pass at least one of the social science regents. Here are some tips for passing the US Regents exam.
#1: Focus on Broad Themes, Not Tiny Details
With the revamp of the US History exam, there is much less focus on memorization and basic fact recall. Every question on the exam, including multiple choice, will have a document or excerpt referred to in the questions, so you'll never need to pull an answer out of thin air.
Because you'll never see a question like, "What year did Alabama become a state?" don't waste your time trying to memorize a lot of dates. It's good to have a general idea of when key events occurred, like WWII or the Gilded Age, but i t's much more important that you understand, say, the causes and consequences of WWII rather than the dates of specific battles. The exam tests your knowledge of major themes and changes in US history, so focus on that during your US History Regents review over rote memorization.
#2: Don't Write More Than You Need To
You only need to write one full-length essay for the US History Regents exam, and it's for the final question of the test (the Civic Literacy essay). All other questions (besides multiple choice) only require a few sentences or a few paragraphs.
Don't be tempted to go beyond these guidelines in an attempt to get more points. If a question asks for one example, only give one example; giving more won't get you any additional points, and it'll cause you to lose valuable time. For the two short essay questions, only write three paragraphs each, maximum. The short response questions only require a sentence or two. The questions are carefully designed so that they can be fully answered by responses of this length, so don't feel pressured to write more in an attempt to get a higher score. Quality is much more important than quantity here.
#3: Search the Documents for Clues
As mentioned above, all questions on this test are document-based, and those documents will hold lots of key information in them. Even ones that at first glance don't seem to show a lot, like a poster or photograph, can contain many key details if you have a general idea of what was going on at that point in history. The caption or explanation beneath each document is also often critical to fully understanding it. In your essays and short answers, remember to always refer back to the information you get from these documents to help support your answers.
What's Next?
Taking other Regents exams ? We have guides to the Chemistry , Earth Science , and Living Environment Regents , as well as the Algebra 1 , Algebra 2 , and Geometry Regents .
Need more information on Colonial America? Become an expert by reading our guide to the 13 colonies.
The Platt Amendment was written during another key time in American history. Learn all about this important document, and how it is still influencing Guantanamo Bay, by reading our complete guide to the Platt Amendment.
Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.
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Regents Review
Regents Examination in United States History and Government June 2023 / August 2023 / January 2024
DRAFT FOR NEW REGENTS EXAMINATION IN U.S. HISTORY & GOVERNMENT JUNE 2019
STIMULUS MULTIPLE CHOICE QUESTIONS
UNIT 1 Colonial Foundations
UNIT 2 American Revolution
UNIT 3 Building a Nation / Sectionalism and the Civil War
UNIT 4 Reconstruction
UNIT 5 Gilded Age and Progressive Era
UNIT 6 Rise of American Power
UNIT 7 Prosperity and Depression
UNIT 8 World War II
UNIT 9 Cold War
UNIT 10 Domestic Change
How to SUCCEED on the U S History Regents Multiple Choice
How to SUCCEED on the U S History Regents Relationship Short Essay #1
How to SUCCEED on the U S History Regents Relationship Short Essay # 2
CIVIC LITERACY ESSAY
PRACTICE EXAMS:
United States History & Government Regents Examinations
US History and Government - REGENTS Practice
https://www.syvum.com/exam/regents/us_history_govt/
Take a practice regents, multiple choice will give you 50/50 clue if you decide. This will automatically grade your exam.
REVIEW PACKETS:
Review Book
U.S. History and Government Regents Review Packet (Cardozo HS)
US History Regents Review 2.0 PowerPoint
VOCABULARY:
US HISTORY REGENTS REVIEW Flashcards | Quizlet
Gilder Lehrman Institute - *AP US History Study Guide
http://ap.gilderlehrman.org/
US history videos
U.S. History and Government | WCNY
U.S. History and Government | Regents Review 2.0 | PBS
https://www.pbslearningmedia.org › Collections › Regents Review 2.0
The Regents Review 2.0 collection includes videos about:
The Civil Rights Movement
The Constitution
Evolution of Transportation
Global Crisis
The Great Depression
Progressive Age
Key Documents:
Turning Points in American History
Summaries of Key Supreme Court Cases of the United States
The American Civil War - OverSimplified (Part 1 The American Civil War - OverSimplified (Part 2)
The cold war - oversimplified (part 1), the cold war - oversimplified (part 2).
- New Visions Social Studies Curriculum
- Curriculum Development Team
- Content Contributors
- Getting Started: Baseline Assessments
- Getting Started: Resources to Enhance Instruction
- Getting Started: Instructional Routines
- Unit 9.1: Global 1 Introduction
- Unit 9.2: The First Civilizations
- Unit 9.3: Classical Civilizations
- Unit 9.4: Political Powers and Achievements
- Unit 9.5: Social and Cultural Growth and Conflict
- Unit 9.6: Ottoman and Ming Pre-1600
- Unit 9.7: Transformation of Western Europe and Russia
- Unit 9.8: Africa and the Americas Pre-1600
- Unit 9.9: Interactions and Disruptions
- Unit 10.0: Global 2 Introduction
- Unit 10.1: The World in 1750 C.E.
- Unit 10.2: Enlightenment, Revolution, and Nationalism
- Unit 10.3: Industrial Revolution
- Unit 10.4: Imperialism
- Unit 10.5: World Wars
- Unit 10.6: Cold War Era
- Unit 10.7: Decolonization and Nationalism
- Unit 10.8: Cultural Traditions and Modernization
- Unit 10.9: Globalization and the Changing Environment
- Unit 10.10: Human Rights Violations
- Unit 11.0: US History Introduction
- Unit 11.1: Colonial Foundations
- Unit 11.2: American Revolution
- Unit 11.3A: Building a Nation
- Unit 11.03B: Sectionalism & the Civil War
- Unit 11.4: Reconstruction
Unit 11.5: Gilded Age and Progressive Era
- Unit 11.6: Rise of American Power
- Unit 11.7: Prosperity and Depression
- Unit 11.8: World War II
- Unit 11.9: Cold War
- Unit 11.10: Domestic Change
- Resources: Regents Prep: Global 2 Exam
- Regents Prep: Framework USH Exam: Regents Prep: US Exam
- Find Resources
Gilded Age and Progressive Era
The United States was transformed from an agrarian to an increasingly industrial and urbanized society. Although this transformation created new economic opportunities , it also created societal problems that were addressed by a variety of reform efforts .
Unit 5 - Gilded Age and Progressive Era - Unit Plan
Unit outline, framework aligned unit assessment bank developed in partnership with cuny debating us history see 5 items hide 5 items.
Framework aligned regents preparation materials including:
- Stimulus Based MC
- Part 2 Short Essay Questions
- Part 3 Civic Literacy Essay Tasks (Coming in December 2019)
For more information on the new USH Regents Exam, please visit here .
U.S. History
Framework Aligned Unit Assessment Bank developed in partnership with CUNY Debating US History: Stimulus Based Multiple Choice - Unit 5
We have restricted access to assessments to EDUCATORS ONLY.
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If you do not have access to the assessments, please fill out the form linked here .
You will need to provide your official school email address AND a Google email address. In some cases, these will be the same email account. You will only need to fill the form out once to gain access to all of the assessments and teacher materials in the curriculum.
After you fill out the form, you will receive notification that you have been added to a Google Group called "New Visions Social Studies Assessments Access." Once you receive that notification, you can access all of the assessments through the New Visions Social Studies Curriculum website, but you must be logged into the Google account you provided in the form to view the assessments.
We will try to respond to all access requests within 72 hours. We are sorry if this delay causes any inconvenience.
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
If you found an error in the resource, please let us know so we can correct it by filling out this form .
Framework Aligned Unit Assessment Bank developed in partnership with CUNY Debating US History: Teacher Materials Unit 5 Stimulus Based MC
Framework Aligned Unit Assessment Bank developed in partnership with CUNY Debating US History: Unit 11.5 Part 2 Question Bank
Framework Aligned Unit Assessment Bank developed in partnership with CUNY Debating US History: Stimulus Bank
Framework Aligned Unit Assessment Bank developed in partnership with CUNY Debating US History: 11.5 Civic Literacy Document Based Essay Task
End of Unit Assessments See 3 items Hide 3 items
Our units are developed through a backwards design process in which we start with the summative assessments and then create resources and formative assessments based on the content and skills students will need to be successful (See Understanding by Design by Grant Wiggins and Jay McTighe). We encourage teachers to start their planning by looking first at the end of unit assessments and then at specific resources.
End of Unit Assessments: Unit 5 Synthesis Task
Students will recall content learned in unit 5 and organize and align content according to the three unit themes (economic systems, reform movements, equality). Students will then use this content as evidence to answer the unit 5 essential questions.
End of Unit Assessments: End of Unit Assessment- NYS Framework Aligned
If you do not have access to the assessments,
please fill out the form linked here .
We will try to respond to all access requests within 72 hours. We are sorry if this delay causes any inconvenience
End of Unit Assessments: End of Unit Assessment- NYS Framework Aligned- Teacher Materials
Unit Vocabulary See 4 items Hide 4 items
These curricular resources introduce students to the concepts and vocabulary they will encounter in the unit.
Four introductory vocabulary routines to introduce content and concepts.
Unit Vocabulary: Vocabulary Review Activity - Mad Libs
Students review vocabulary and content using a mad-libs style reading worksheet.
Unit Vocabulary: Unit 5 Vocabulary Chart - Student
Teachers can use this chart to review relevant unit vocabulary while teaching the unit.
Unit Vocabulary: Unit 5 Vocabulary Chart - Teacher
Full Unit Chart with key terms
Building Context See 4 items Hide 4 items
Students will begin to build historical context for studying unit 5 content.
Building Context: Unit 5 Essential Questions Introduction
Students will use a durable learning routine, images draw you in, to think conceptually about unit themes and essential questions.
Building Context: Impact of Railroads
Students will compare and contrast three maps to analyze the impact of railroads on the United States after the Civil War.
Building Context: Gilded Age Graphs
Students will examine graphs detailing various aspects of the Gilded Age to make claims about changes in American population and economy.
Differentiated version of Gilded Age Graphs Curricular Resource
Industrialization & the Gilded Age See 10 items Hide 10 items
These curricular resources explore the impact of the post-civil war industrial revolution as well as the birth of the Gilded Age.
Industrialization & the Gilded Age: Industrialization in the Gilded Age
Students will study how technology, natural resources, and transportation fueled the post-civil war industrial revolution by completing a graphic organizer and responding to a prompt.
Industrialization & the Gilded Age: Causes and Effects of Industrialization (1870 - 1910)
Students will examine the various causes and effects of industrialization between 1870 - 1910 through group work.
Industrialization & the Gilded Age: Labor Movement
Analysis: Students will compare and contrast the Haymarket Riot, the Homestead Strike, the Pullman Strike, and the Ludlow Massacre.
Industrialization & the Gilded Age: Media Bias and Labor Unions
Students will compare and contrast newspaper accounts of the Haymarket Riot and Pullman Strike.
Students will compare and contrast newspaper accounts of the Haymarket Riot and the Pullman Strike.
Industrialization & the Gilded Age: Immigration and Urbanization
Students will examine primary and secondary source documents to analyze the cause and effect relationship between immigration and urbanization in the gilded age.
Industrialization & the Gilded Age: Immigration: Arriving in America
Students will compare and contrast a primary (photograph) and secondary (poem) source to evaluate immigrant experiences upon arrival in America during the gilded age.
Industrialization & the Gilded Age: Robber barons or Captains of Industry?
Students will use the evidence gathered from the primary and secondary sources to draft an essay describing the Gilded Age businessman.
Industrialization & the Gilded Age: Political Cartoons of the Gilded Age
Students will analyze various political cartoons from the gilded age, learning to use a cartoon analysis protocol that can be applied to any political cartoon or image.
Industrialization & the Gilded Age: Triangle Shirtwaist Factory Fire
Students will analyze a primary source document, view a video clip, and analyze a second primary source document to learn about causes of the Triangle Shirtwaist Factory Fire.
Reform Movements See 9 items Hide 9 items
These curricular resources explore Progressive Era reforms and associated social movements.
Reform Movements: Progressive Era Reform Movements
Students will analyze social and federal reforms of the Progressive Era, focusing on cause and effect. Students will complete a graphic organizer, answer reflection questions, and respond to a written task.
Reform Movements: Booker T. Washington and W.E.B. Du Bois
Students will analyze a secondary source (poem) and three primary sources (Souls of Black Folks, Talented Tenth, and the Atlanta Compromise). This will help them understand the responses of Booker T. Washington and W.E.B. Du Bois to the Jim Crow era and Gilded Age.
Reform Movements: Pure Food and Drugs Act
Students will analyze artifacts from the progressive era to learn about the causes and effects of the Pure Food and Drugs Act as well as the Meat Inspection Act.
Reform Movements: Populist Party Platform
How did industrialization impact farmers? What reforms did the Populist Party propose?
Reform Movements: Living Wage
What is a living wage? Why was it a suggested reform during the Gilded Age? Students will analyze a primary source document related to this topic and compare it to modern day living wage debates.
Reform Movements: 19th Amendment
Students will use evidence from the documents to compare and contrast the National Woman's Party & the National American Woman Suffrage Association.
Reform Movements: How the Other Half Lives
Students will analyze the historical context of the gilded age in order to study an important progressive era movement - muckraking journalism. Students will read excerpts and review images from Jacob Riis's How the Other Half Lives.
Reform Movements: DBQ: Women's Suffrage
Students will analyze various documents from the women's rights movement and analyze arguments for and against women's suffrage.
Students will use evidence from the documents to discuss the conditions that led Progressive Reformers to address their goal and the extent to which the goal was achieved.
Unit Synthesis Task See 1 item Hide 1 item
This curricular resource provides students with an opportunity to synthesize what they learned in the unit before completing the End of Unit Assessment.
Tragic News – The Passing of Chris Edley, Visionary and Beloved Dean
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Message from Dean Erwin Chemerinsky, May 10, 2024:
Dear Berkeley Law Community,
It is with a very heavy heart that I am writing to inform you that our beloved colleague and former dean Chris Edley died on Friday morning.
Chris had an amazing life and career, including being a transformative dean for Berkeley Law.
Chris graduated from Swarthmore College and the Harvard School of Public Policy and Harvard Law School. He then had an exemplary career in academia and in public service.
Chris spent 23 years as a professor at Harvard Law School, including co-founding the Harvard Civil Rights Project, before coming to Berkeley Law as dean in 2004. He served as dean until 2013. As dean, he made an enormous positive difference in every aspect of the law school, from the hiring of many terrific faculty, to his initiative to build the south addition (with the library and classrooms and Café Zeb), to dramatically increasing support for public interest grants for students, to the creation of many centers.
Chris served in White House policy and budget positions under Presidents Jimmy Carter and Bill Clinton. Chris also held senior positions in five presidential campaigns: policy director for Michael Dukakis (1988); and senior policy adviser for Al Gore (2000), Howard Dean (2004), Barack Obama (2008), and Hillary Clinton (2016). In 1993, he was a senior economic adviser in the Clinton Presidential Transition, responsible for housing and regulation of financial institutions. In 2008, he was a board member for the Obama presidential transition, with general responsibility for healthcare, education, and immigration. In 1993, he was a senior economic adviser in the Clinton Presidential Transition, responsible for housing and regulation of financial institutions. In 2008, he was a board member for the Obama presidential transition, with general responsibility for healthcare, education, and immigration. From 2011-2013, he co-chaired the congressionally chartered National Commission on Education Equity and Excellence.
Chris was a fellow or member of the American Academy of Arts & Sciences; the National Academy of Public Administration; the Council on Foreign Relations; the American Law Institute; the Advisory Board of the Hamilton Project, the Brookings Institution; and the board of Inequality Media. He is a National Associate of the National Research Council, the operating arm of the National Academies of Science, for which he chaired a committee to evaluate NAEP performance standards, and a committee to design a national system of education equity indicators.
Since completing his deanship, he has served the Law School and the campus in countless ways, including recently serving for two years as the Interim Dean of the School of Education. Chris and Maria Echaveste directed the Opportunity Institute.
Chris and I were law school classmates. He has been a dear friend and has provided me invaluable wisdom and support in my years as a dean. I know I speak for all of us in saying how terribly much we will miss him.
I will keep you posted of plans for memorials.
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REGENTS HIGH SCHOOL EXAMINATION UNITED STATES HISTORY AND GOVERNMENT (FRAMEWORK) Thursday, June 1, 2023 — 9:15 a.m. to 12:15 p.m., only RATING GUIDE FOR PART II (SHORT-ESSAY QUESTIONS) VOLUME 1 OF 2 SHORT-ESSAY QUESTIONS Mechanics of Rating The procedures on page 2 are to be used in rating essay papers for this examination.
Scoring Clarification: January 2024 U.S. History and Government, Bengali, Haitian-Creole, Russian, and Spanish Editions, Civic Literacy Essay Task Directions, only (80 KB) August 2023 Regents Examination in United States History and Government Regular size version (743 KB) Large type version (1.45 MB) Scoring Key
Also included are Scoring Worksheets A and B, which can be used for training in conjunction with the practice papers. The 5-point scoring rubric is the same rubric used to score the Document-Based Question essay on the current United States History and Government Regents Examination. Part III: Civic Literacy Essay Question Sample Student Papers.
Beginning in 2020, the US History Regents exam will have a new format. Previously, the test consisted of 50 multiple-choice questions with long essays, but now it will have a mix of multiple choice, short answer, short essay, and long essay questions (schools can choose to use the old version of the exam through June 2021).
Regents Examination in United States History and Government (495 KB) Scoring Key, Part I (20 KB) Scoring Key, Part I and Rating Guide Part II - Thematic Essay (729 KB) Rating Guide, Part IIIA and Part IIIB - DBQ (1.6 MB) Conversion Chart PDF version (38 KB) Excel version (18 KB) June 2016 Regents Examination in United States History and ...
Regents Examination in Social Studies . ESSAY BOOKLET . Regents Examination in United States History and Government. Student Name _____ School Name _____ Date _____ • Start your essay for Part II, Set 1 on page 3 • Start your essay for Part II, Set 2 on page 5 • Start your essay for Part III B on page 7
The Regents Examination in United States History and Government (Framework), based on the NYS K-12 Social Studies Framework, is being developed for first administration in June 2020. Evidence Centered Design (ECD) has been the foundation for the development of this new examination.
Use to help you succeed on the new NYS U.S. History Framework exam.
The Mayflower Compact is considered an important step in the development of American democracy because it. (1) established the principle of separation of church and state. (2) provided a basis for self-government in the Plymouth Colony. (3) defined relations with local Native American Indians.
Regents Examination in United States History and Government June 2023 / August 2023 / January 2024. ... How to SUCCEED on the U S History Regents Relationship Short Essay #1. How to SUCCEED on the U S History Regents Relationship Short Essay # 2. CIVIC LITERACY ESSAY. LINKS: PRACTICE EXAMS:
Your civic literacy essay will address a constitutional or civic issue. Think of instances in United States history when: • Certain rights are denied to groups or a groups' rights are limited. Individuals and/or groups fought for or pushed for more rights/equal rights • Government passed new amendments that extend rights to individuals The
Short Essay Question—Set 2 Scoring Notes: 1. This short essay question has . two . components (describing the historical context surrounding these two documents and analyzing and explaining how . audience, or . purpose, or . bias, or . point of view . affects the use of . Document 2 . as a reliable source of evidence). 2.
28 Stimulus Based Questions. 1st Short Essay: Describe the historical context surrounding two documents & identify & explain the relationship between the two documents (cause/effect, or similarity/difference, or turning point). Civic Literacy Document Based CRQ's & Essay Students will be asked to answer short response questions based on a set ...
According to the State of New York, there are 20 themes that are found amongst the curriculum guides & suggested content for the New York State U.S. History & Government course. This Teacher's Guide lists the themes that have been repeated on the Regents exam starting with the those most frequently asked, provides the prompts that have been used in the past and suggested topics that will help ...
NY Regents Exam - US History & Government: Test Prep & Practice; Essay Writing: Help & Tutorial; Try it risk-free for 30 days ... US History Regents Essay Topics Related Study Materials.
Part II—Stimulus-Based Short-Essay Questions ... Identify, analyze, and evaluate the relationship between multiple causes and effects. 4. Distinguish between long-term and immediate causes and multiple effects (time, continuity, ... Regents Examination in United States History and Government (Framework) ...
REGENTS EXAM IN U.S. HISTORY AND GOVERNMENT (FRAMEWORK) The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION UNITED STATES HISTORY AND GOVERNMENT (FRAMEWORK) Thursday, June 1, 2023 — 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
Terms in this set (6) 28 Stimulus Based Questions. 1st Short Essay: Describe the historical context surrounding two documents & identify & explain the relationship between the two documents (cause/effect, or similarity/difference, or turning point). 2nd Short Essay: Describe the historical context surrounding two documents & identify & explain ...
3. Only one relationship between the events and/or ideas needs to be discussed; however, the response may refer to a second relationship as part of the discussion. 4. The relationship between events and/or ideas in the documents may be discussed from any perspective as long as the relationship is supported by relevant information. Score of 5:
Part 2 Short Essay Questions; ... Cumulative assessment aligned to the NYS Social Studies Framework and new US History Regents Exam, administered June 2020 onwards. ... Students will examine primary and secondary source documents to analyze the cause and effect relationship between immigration and urbanization in the gilded age. ...
Dear Berkeley Law Community, It is with a very heavy heart that I am writing to inform you that our beloved colleague and former dean Chris Edley died on Friday morning. Chris had an amazing life and career, including being a transformative dean for Berkeley Law. Chris graduated from Swarthmore College and the Harvard School of Public Policy ...
REGENTS HIGH SCHOOL EXAMINATION UNITED STATES HISTORY AND GOVERNMENT (FRAMEWORK) Thursday, August 17, 2023 — 8:30 to 11:30 a.m., only RATING GUIDE FOR PART III A AND PART III B (CIVIC LITERACY ESSAY QUESTION) Updated information regarding the rating of this examination may be posted on the