Trending ▼   ResFinder  

New York Regents US History and Government Aug 2010 Exam

25 pages, 62 questions, 1 questions with responses, 1 total responses,    0    0
New York State Regents Exams
   		+Fave Message
ProfileTimelineUploadsQ & A
 Home > regents >

Formatting page ...

REGENTS EXAM IN U.S. HISTORY AND GOVERNMENT The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION UNITED STATES HISTORY AND GOVERNMENT Tuesday, August 17, 2010 12:30 to 3:30 p.m., only Student Name ______________________________________________________________ School Name _______________________________________________________________ Print your name and the name of your school on the lines above. Then turn to the last page of this booklet, which is the answer sheet for Part I. Fold the last page along the perforations and, slowly and carefully, tear off the answer sheet. Then fill in the heading of your answer sheet. Now print your name and the name of your school in the heading of each page of your essay booklet. This examination has three parts. You are to answer all questions in all parts. Use black or dark-blue ink to write your answers. Part I contains 50 multiple-choice questions. Record your answers to these questions on the separate answer sheet. Part II contains one thematic essay question. Write your answer to this question in the essay booklet, beginning on page 1. Part III is based on several documents: Part III A contains the documents. Each document is followed by one or more questions. In the test booklet, write your answer to each question on the lines following that question. Be sure to enter your name and the name of your school on the first page of this section. Part III B contains one essay question based on the documents. Write your answer to this question in the essay booklet, beginning on page 7. When you have completed the examination, you must sign the statement printed on the Part I answer sheet, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you have neither given nor received assistance in answering any of the questions during the examination. Your answer sheet cannot be accepted if you fail to sign this declaration. The use of any communications device is strictly prohibited when taking this examination. If you use any communications device, no matter how briefly, your examination will be invalidated and no score will be calculated for you. DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN. REGENTS EXAM IN U.S. HISTORY AND GOVERNMENT Part I Answer all questions in this part. Directions (1 50): For each statement or question, write on the separate answer sheet the number of the word or expression that, of those given, best completes the statement or answers the question. 5 Shays Rebellion of 1786 was significant because it (1) showed that the English still had influence after the American Revolution (2) convinced many Americans of the need for a stronger national government (3) revealed the increased threat from rebellious Native American Indians (4) endangered the lives of many recent immigrants 1 The presence of which pair of geographic conditions discouraged the development of a plantation economy in the New England colonies? (1) wide coastal plain and absence of good harbors (2) rocky soil and short growing season (3) numerous rivers and humid climate (4) flatlands and lack of forests 2 What was the main cause of the French and Indian War (1754 1763)? (1) disputed land claims in the Ohio River valley between the French and the British (2) conflicts between American colonists and the French over control of the Great Plains (3) taxation of American colonists without representation in Parliament (4) violation of trade agreements between European nations and Native American Indians 6 The Great Compromise reached at the Constitutional Convention resulted in the (1) formation of the Supreme Court (2) creation of a bicameral legislature (3) development of a two-party system (4) ban on the importation of enslaved Africans 7 Building support for the ratification of the United States Constitution was the purpose of the (1) Farewell Address of George Washington (2) Albany Plan of Union (3) Mayflower Compact (4) Federalist Papers 3 The British government s use of writs of assistance against American merchants is one reason the Bill of Rights includes protection against (1) cruel and unusual punishment (2) self-incrimination (3) excessive bail (4) unreasonable search and seizure 8 Federalism is best defined as a principle of government that (1) divides power between the central government and state governments (2) includes a system of checks and balances (3) allows the states to nullify national laws (4) places the most power in the hands of the legislative branch 4 . . . Every thing that is right or reasonable pleads for separation. The blood of the slain, the weeping voice of nature cries, TIS TIME TO PART. . . . 9 All bills for raising revenue shall originate in the House of Representatives; . . . Thomas Paine, Common Sense In this quotation, Thomas Paine is trying to convince the colonists to (1) accept the Proclamation of 1763 (2) break a treaty with Spain (3) declare their independence from England (4) dissolve their alliance with France U.S. Hist. & Gov t. Aug. 10 Article 1, Section 7, United States Constitution The main reason the writers of the Constitution included this provision was to (1) give citizens more influence over taxation issues (2) assure that all citizens would pay taxes (3) deny presidents the power to veto revenue bills (4) provide the government with a balanced budget [2] 15 Compromise Enables Maine and Missouri to Enter the Union California Joins the Union As Part of Compromise of 1850 Kansas-Nebraska Act Establishes Popular Sovereignty in the Territories 10 The United States Constitution grants the Senate the power to (1) impeach governors (2) issue pardons (3) appoint ambassadors (4) approve treaties Which issue is most closely associated with these headlines? (1) status of slavery in new states (2) negotiation of the Oregon Treaty (3) expansion of land for reservations (4) influence of political parties on economic development 11 Which statement about the electoral college system is accurate? (1) The number of electoral votes a state receives is based on its geographic size. (2) A candidate can be elected president without the majority of the popular vote. (3) Presidential candidates are forced to campaign equally in every state. (4) The total number of electoral votes has increased with each census. 16 During the 1850s, Irish immigrants were often discriminated against because they (1) refused to participate in local politics (2) displaced slave labor in the South (3) arrived in the United States with great wealth (4) practiced the Roman Catholic religion 12 President George Washington set a precedent for all future presidents by (1) appointing a career soldier to be Secretary of War (2) choosing a friend to be Chief Justice of the Supreme Court (3) campaigning actively for the office (4) creating a cabinet of advisors 17 In his first inaugural address, President Abraham Lincoln stated his main goal for the nation was to (1) use the vote to resolve the conflict over slavery (2) free all slaves in the United States (3) uphold the Dred Scott decision (4) preserve the Union 13 A major reason President Thomas Jefferson authorized the Lewis and Clark expedition was to (1) claim California for the United States (2) explore a route to the Pacific Ocean (3) remove British outposts from United States land (4) establish settlements in the Southwest 18 Poll taxes, literacy tests, and grandfather clauses were adopted in Southern States primarily to (1) enforce the terms of the 15th amendment (2) keep African Americans from exercising their right to vote (3) stop criminals and immigrants from voting (4) eliminate bribery and corruption at polling places 14 Starting with the election of President Andrew Jackson (1828), voter participation increased due to the (1) passage of an amendment ending religious qualifications for voting (2) extension of suffrage to Native American Indians (3) end of property requirements for voting by many states (4) arrival of more immigrants from nations with democratic governments U.S. Hist. & Gov t. Aug. 10 19 During the late 1800s, major improvements to a nationwide system of trade were made with the (1) construction of a network of canals (2) use of steamboats on rivers (3) completion of transcontinental railroads (4) construction of toll roads [3] [OVER] Base your answer to question 20 on the cartoon below and on your knowledge of social studies. Next! Capitol Stan dard Oil State House White House Source: Udo J. Keppler, Puck, September 7, 1904 (adapted) 20 The principal message of the cartoon is that the Standard Oil Company (1) used its size to lower the prices of its products (2) protected the nation from foreign competition (3) used its economic power to influence government decisions (4) employed violence to gain an unfair advantage for its workers 24 In the early 20th century, what was the primary cause of the large-scale migration of African Americans out of the rural South? (1) supply of new housing in the suburbs (2) opportunities for jobs in northern factories (3) availability of cheap land on the frontier (4) absence of racial discrimination in northern states 21 Jacob Riis, Ida Tarbell, and Margaret Sanger are best known for their efforts to (1) create awareness about social problems (2) gain support for the women s movement (3) expand the rights of Native American Indians (4) win equal treatment for African Americans 22 The Progressive movement supported the idea that the federal government should (1) regulate big business (2) reduce immigration (3) build an overseas empire (4) reduce the number of farms 25 The conflict between science and religion in the 1920s was most clearly shown in the (1) trial of John Scopes (2) arrest of Sacco and Vanzetti (3) nativist reactions to immigration (4) poetry of the Harlem Renaissance 23 Which event most influenced President Woodrow Wilson s decision to enter World War I? (1) defeat of Russia by Germany (2) assassination of Archduke Franz Ferdinand (3) raids by Mexico on the southwestern United States (4) renewal of unrestricted submarine warfare by Germany U.S. Hist. & Gov t. Aug. 10 26 One of the major causes of the stock market crash of 1929 was (1) excessive buying of stocks on margin (2) overconsumption of goods and services (3) failure of international banking systems (4) low prices of stocks and bonds [4] 30 Many of the songs, movies, and books of the 1930s are similar in that they (1) romanticized urban life (2) relived the bad times of the past (3) helped people escape from the realities of everyday life (4) pointed out the mistakes that led to the Great Depression 27 Which action did President Franklin D. Roosevelt take that helped organized labor gain strength during the New Deal? (1) requiring the American Federation of Labor to admit skilled workers (2) allowing women to work in government agencies (3) signing the National Labor Relations Act (Wagner Act) (4) selecting John L. Lewis as his Secretary of Labor 31 What was a major result of the Servicemen s Readjustment Act of 1944 (GI Bill)? (1) Millions of veterans received a college education. (2) Women kept their factory jobs after World War II. (3) Jobs were created by the Manhattan Project. (4) Veterans were exempted from gasoline rationing. Base your answers to questions 28 and 29 on the cartoon below and on your knowledge of social studies. 32 President Harry Truman changed the United States military after World War II by (1) allowing women to serve in combat roles (2) establishing an all-volunteer army (3) banning racial segregation in the military (4) withdrawing all military forces from Europe 33 The United States committed to a Cold War policy of mutual defense when it (1) aided the Nationalists in China (2) established the Eisenhower Doctrine (3) joined the North Atlantic Treaty Organization (NATO) (4) rejected United Nations efforts to halt the development of atomic weapons Source: Dr. Seuss, PM, May 22, 1941 28 Which nations are represented by the two birds in this cartoon? (1) Soviet Union and Great Britain (2) United States and Soviet Union (3) Germany and Great Britain (4) United States and Germany 34 Controversies involving Alger Hiss and Julius and Ethel Rosenberg reflected the post World War II concern over (1) testing nuclear missiles (2) joining the United Nations (3) placing weapons in outer space (4) spying by communists in the United States 29 Which statement most accurately expresses the point of view of the cartoonist? (1) Isolationism is the safest policy for these countries to follow. (2) The United States is ignoring the threat caused by foreign aggression. (3) Trade restrictions are more of a threat than leaders recognize. (4) England can defend itself against Axis aggression. U.S. Hist. & Gov t. Aug. 10 35 Which development resulted from the construction of the interstate highway system? (1) increased suburbanization (2) reduced air pollution (3) decreased fuel consumption (4) growth of long-distance passenger train service [5] [OVER] Base your answers to questions 36 and 37 on the photograph below and on your knowledge of social studies. Source: National Archives 36 What is a valid generalization that can be drawn from this photograph? (1) Activists often advocate taking over the government. (2) Demonstrators use nonviolent means to demand equal rights. (3) Civil rights leaders supported separate but equal education. (4) Protesters encouraged a nationwide strike by teachers. 37 The delay in implementing which Supreme Court decision helped lead to the protest shown in this photograph? (1) Plessy v. Ferguson (2) Brown v. Board of Education of Topeka (3) Tinker v. Des Moines (4) New Jersey v. T. L. O. U.S. Hist. & Gov t. Aug. 10 [6] 38 The Supreme Court decisions in Mapp v. Ohio (1961) and Miranda v. Arizona (1966) directly expanded the rights of which group? (1) students with disabilities (2) women in the military (3) homeless Americans (4) persons accused of crimes 41 The policy of d tente pursued by President Richard Nixon was an effort to (1) increase foreign aid to African nations (2) maintain access to East Asian markets (3) reduce conflict with the Soviet Union (4) end trade barriers among Western Hemisphere nations 39 Which development led to the other three? (1) growth of new home construction (2) increase in school populations (3) start of the baby boom (4) pressure on the Social Security system Base your answer to question 42 on the cartoon below and on your knowledge of social studies. Base your answer to question 40 on the excerpt below and on your knowledge of social studies. . . . With America s sons in the fields far away, with America s future under challenge right here at home, with our hopes and the world s hopes for peace in the balance every day, I do not believe that I should devote an hour or a day of my time to any personal partisan causes or to any duties other than the awesome duties of this office the Presidency of your country. Accordingly, I shall not seek, and I will not accept, the nomination of my party for another term as your President. . . . Source: Ed Stein, Rocky Mountain News, September 2, 2004 (adapted) 42 Which statement best describes the point of view of the cartoonist? (1) Outsourcing of jobs has hurt American workers. (2) Americans receive most of their news from television. (3) United States presidents now seek support throughout the world. (4) Low unemployment rates have forced United States companies to expand overseas. President Lyndon B. Johnson, March 31, 1968 40 The decision announced in this speech was based primarily on the (1) assassination of Martin Luther King Jr. (2) growing violence in urban America (3) outbreak of terrorist attacks around the world (4) involvement of the United States in the Vietnam War U.S. Hist. & Gov t. Aug. 10 [7] [OVER] 47 A goal that was established at the Seneca Falls Convention of 1848 was achieved in 1920 by the (1) creation of a free public education system (2) passage of legislation to end child labor (3) adoption of national woman s suffrage (4) ratification of an amendment requiring national Prohibition Base your answer to question 43 on the cartoon below and on your knowledge of social studies. 48 The emergence of third political parties such as the Know-Nothing Party, the Greenback Party, and the Prohibition Party indicates that (1) basic democratic values are often rejected by many United States citizens (2) a single powerful issue can mobilize political activity (3) third parties have failed to influence governmental policies (4) minor political parties are usually formed by strong leaders Source: Walt Handelsman, Newsday, April 5, 2005 43 What is the main issue identified in this cartoon? (1) the high cost of computer services (2) conflicts between Congress and the Supreme Court (3) the increasing lack of privacy (4) limits placed on the powers of Congress 49 One common theme in many of the writings of Ernest Hemingway, F. Scott Fitzgerald, and Langston Hughes was (1) the need to regulate business (2) the benefits of mass production (3) optimism for reforms promised by the Great Society (4) dissatisfaction with the American culture of the 1920s 44 A belief in Manifest Destiny is most closely associated with the decision to (1) create the Bank of the United States (2) suppress the Whiskey Rebellion (3) declare war on Mexico (4) build the Panama Canal 50 Security Council Approves Use of Force Against Communist Invaders President Truman Fires General MacArthur Armistice Divides Nation at 38th Parallel 45 Which policy of the United States was designed to prevent new colonization of the Western Hemisphere? (1) Monroe Doctrine (3) Good Neighbor (2) Open Door (4) Carter Doctrine These headlines refer to which international conflict? (1) World War I (3) Korean War (2) World War II (4) Persian Gulf War 46 The United States government is creating memorials along the Trail of Tears because it was (1) an important road used by settlers going to the frontier (2) the location of injustices against many Native American Indians (3) the site of victories by General Andrew Jackson during the War of 1812 (4) the route followed by the first transcontinental railroad U.S. Hist. & Gov t. Aug. 10 [8] Answers to the essay questions are to be written in the separate essay booklet. PART II THEMATIC ESSAY QUESTION Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the task below, and a conclusion. Theme: Presidential Actions United States presidents have taken actions that have had a significant effect on United States foreign or domestic policies. Task: Identify two presidential actions that have had significant effects on United States history and for each Describe the historical circumstances surrounding the action Discuss the impact of the presidential action on United States foreign policy or on American society You may use any presidential action that has had a significant effect on United States history. Some suggestions you might wish to consider include George Washington issuing the Proclamation of Neutrality, Abraham Lincoln issuing the Emancipation Proclamation, William McKinley calling for war against Spain, Theodore Roosevelt supporting the Meat Inspection Act, Woodrow Wilson proposing the Fourteen Points, Franklin D. Roosevelt proposing the New Deal, Harry Truman making the decision to drop the atomic bomb, and Lyndon B. Johnson signing the Civil Rights Act of 1964. You are not limited to these suggestions. Do not use Thomas Jefferson purchasing the Louisiana Territory as your example of a presidential action. Guidelines: In your essay, be sure to Develop all aspects of the task Support the theme with relevant facts, examples, and details Use a logical and clear plan of organization, including an introduction and a conclusion that are beyond a restatement of the theme In developing your answer to Part II, be sure to keep these general definitions in mind: (a) describe means to illustrate something in words or tell about it (b) discuss means to make observations about something using facts, reasoning, and argument; to present in some detail U.S. Hist. & Gov t. Aug. 10 [9] [OVER] NAME ______________________________________ SCHOOL ____________________________________ In developing your answers to Part III, be sure to keep this general definition in mind: discuss means to make observations about something using facts, reasoning, and argument; to present in some detail Part III DOCUMENT-BASED QUESTION This question is based on the accompanying documents. The question is designed to test your ability to work with historical documents. Some of the documents have been edited for the purposes of the 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. Historical Context: Geographic factors such as size, location, climate, and natural resources have played a critical role in the development of the United States. They have had both positive and negative effects on the United States throughout its history. Task: Using the information from the documents and your knowledge of United States history, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B essay in which you will be asked to Discuss the positive and/or negative effects of geography on the development of the United States U.S. Hist. & Gov t. Aug. 10 [10] Part A Short-Answer Questions Directions: Analyze the documents and answer the short-answer questions that follow each document in the space provided. Document 1 . . . Geography contributed powerfully to a policy of noninvolvement. A billowing ocean moat three thousand miles wide separated but did not completely isolate the American people from Europe. The brilliant young Alexander Hamilton pointed out in 1787, in Number 8 of the Federalist Papers, that England did not have to maintain a large standing army because the English Channel separated her from Europe. How much better situated, he noted, was the United States. His point was well taken, for geographical separation not isolation made possible the partial success of a policy of nonentanglement during most of the 19th Century. . . . Source: Thomas A. Bailey, A Diplomatic History of the American People, Prentice Hall, 1980 1 According to Thomas A. Bailey, how did geography contribute to the United States policy of noninvolvement? [1] _____________________________________________________________________________________ _____________________________________________________________________________________ Score U.S. Hist. & Gov t. Aug. 10 [11] [OVER] Document 2 . . . The President [Thomas Jefferson] was playing for large stakes. Louisiana [Territory] stretched from the Mississippi westward to the Rocky Mountains, and from Canada s Lake of the Woods southward to the Gulf of Mexico. If annexed, these 825,000 square miles would give the new nation access to one of the world s potentially richest trading areas. The Missouri, Kansas, Arkansas and Red rivers and their tributaries could act as giant funnels carrying goods into the Mississippi and then down to New Orleans. Even in the 1790s, with access to the Mississippi only from the east, the hundreds of thousands of Americans settled along the river depended on it and on the port of New Orleans for access to both world markets and imported staples for everyday living. The Mississippi is to them everything, Secretary of State James Madison observed privately in November 1802. It is the Hudson, the Delaware, the Potomac, and all the navigable rivers of the Atlantic formed into one stream. . . . Source: Walter LaFeber, An Expansionist s Dilemma, Constitution, Fall 1993 2 According to Walter LaFeber, what were two benefits to the United States from acquiring the Louisiana Territory? [2] (1) __________________________________________________________________________________ __________________________________________________________________________________ Score (2) __________________________________________________________________________________ __________________________________________________________________________________ Score U.S. Hist. & Gov t. Aug. 10 [12] Document 3 . . . Other problems faced by wagoners [settlers] included howling wind, battering hail and electrical storms, lack of sufficient grass for the oxen, and wagon breakdowns. The forty waterless miles across the hot, shimmering desert between the Humboldt Sink and the Truckee River in Nevada exacted its toll of thirst on men and oxen. Rugged mountains of Idaho, Oregon, and Washington debilitated [weakened] men and animals. On the California branch loomed the Sierra Nevada, a formidable barrier of sheer granite. So high and perpendicular towered these granite walls, that wagons had to be dismantled and hoisted by rope, piece by piece, over precipices seven thousand feet above sea level. On some wagon trains, supplies ran low or became exhausted. Aid from California saved hundreds of destitute and emaciated pioneers. The story of the ill-fated Donner party that lost half its roster to starvation, freezing cold, and deep snows just east of Donner Pass in the Sierra Nevada is well-known. The great westward adventure was not for the weak, the timid, the infirm. One emigrant graphically recorded a small incident along the trail: On the stormy, rainy nights in the vast open prairies without shelter or cover, the deep rolling or loud crashing thunder, the vivid and almost continuous flashes of lightning, and howling winds, the pelting rain, and the barking of coyotes, all combined to produce a feeling of loneliness and littleness impossible to describe. . . . Source: H. Wilbur Hoffman, Sagas of Old Western Travel and Transport, Howell North Publishers, 1980 3 According to H. Wilbur Hoffman, what are two examples of how geography negatively affected the westward movement of settlers? [2] (1) __________________________________________________________________________________ __________________________________________________________________________________ Score (2) __________________________________________________________________________________ __________________________________________________________________________________ Score U.S. Hist. & Gov t. Aug. 10 [13] [OVER] Document 4a Document 4b k ee L. Superior L. Michigan . . . Americans whose lives spanned the era from 1800 to 1850 must have been amazed at the changes in transportation that took place before their eyes. They saw the oxcart, the stage coach, the clumsy flatboat, ark, and scow, give way to the steamboat and to railroads run by steam power. They saw the channels of many rivers widened and deepened, thousands of miles of canals built in the North and West, and thousands of miles of railroad lines threading their way across the country from the Atlantic coast toward the Mississippi River. They witnessed a transportation revolution. . . . 1w L. Hu ro n rio nta L. O E L. New York City 1 day 2 days 3 days rie 6 weeks 4 days 5 days 6 days 1 week 2 weeks 3 weeks 5 weeks 4 weeks Traveling Time From New York City, 1800 In this passage, West refers to the area now known as the Midwest. Document 4c 6 weeks s ek eks we we 65 5 weeks ss ek ek we we 43 s ek 2 we 1 day L. Superior 4 weeks L. Michigan L. Hu ro n rio nta L. O E L. rie New York City 1 day 6 s ek s we eek eks e w 5 4w s eek 6 w eeks w 5 2 days 3 weeks 5 days 2 weeks Traveling Time From New York City, 1860 1 week 2 weeks 3 days 5 days 4 days 6 days Source: Glyndon G. Van Deusen, The Jacksonian Era, Harper & Row, 1959 (adapted) U.S. Hist. & Gov t. Aug. 10 [14] 4 Based on these documents, what are two ways the size of the United States has affected its development? [2] (1) __________________________________________________________________________________ __________________________________________________________________________________ Score (2) __________________________________________________________________________________ __________________________________________________________________________________ Score U.S. Hist. & Gov t. Aug. 10 [15] [OVER] Document 5 Natural Resources and Select Industries, c. 1900 Ag Au Ag Au Ag Au Au O Au Au Ag O Au Au Ag O O Ag Au Ag O Coal mining Iron ore Copper mining Steel and Iron mills Au Gold Ag Silver Timber O Oil Source: Our United States, Silver Burdett Ginn, and The Complete School Atlas, Holt, Rinehart and Winston (adapted) 5 Based on this map, state one way natural resources have affected the economic development of the United States. [1] _____________________________________________________________________________________ _____________________________________________________________________________________ Score U.S. Hist. & Gov t. Aug. 10 [16] Document 6 . . . For years conservationists had warned that ecological catastrophe hovered over the Great Plains. The so-called short-grass country west of the hundredth meridian was favored by fewer than twenty inches of rain a year. Early explorers had labeled the frontier beyond the Missouri the great American desert, and then it was relatively stable, hammered flat by millions of bison and untilled by the Indians. Then the settlers arrived with their John Deere plows. Before the Depression they were blessed by extraordinarily heavy rains, but as they pushed their luck by overgrazing and overplowing, the ineludible [unavoidable] drew nearer. Even in the 1920s a hundred counties in Colorado, Kansas, New Mexico, Texas, and Oklahoma had been called the dust bowl. Now in 1934 the National Resources Board estimated that 35 million acres of arable [productive] land had been completely destroyed, the soil of another 125 million acres had been nearly or entirely removed, and another 100 million acres were doomed. Abruptly the bowl grew to 756 counties in nineteen states. Like Ireland and the Ukraine in the nineteenth century, the Plains were threatened with famine. . . . Source: William Manchester, The Glory and the Dream, Little Brown, 1974 6 According to William Manchester, what is one way climate affected farming on the Great Plains? [1] _____________________________________________________________________________________ _____________________________________________________________________________________ Score U.S. Hist. & Gov t. Aug. 10 [17] [OVER] Document 7a European War Narrows the Atlantic Source: Bailey and Kennedy, The American Pageant, D.C. Heath and Co. Document 7b . . . There are many among us who closed their eyes, from lack of interest or lack of knowledge; honestly and sincerely thinking that the many hundreds of miles of salt water made the American Hemisphere so remote that the people of North and Central and South America could go on living in the midst of their vast resources without reference to, or danger from, other Continents of the world. There are some among us who were persuaded by minority groups that we could maintain our physical safety by retiring within our continental boundaries the Atlantic on the east, the Pacific on the west, Canada on the north and Mexico on the south. I illustrated the futility the impossibility of that idea in my Message to the Congress last week. Obviously, a defense policy based on that is merely to invite future attack. . . . Source: Franklin D. Roosevelt, Fireside Chat, On National Defense, May 26, 1940, FDR Library 7 Based on these documents, what is one way that the geographic location of the United States affected its foreign policy before World War II? [1] _____________________________________________________________________________________ _____________________________________________________________________________________ Score U.S. Hist. & Gov t. Aug. 10 [18] Document 8 Ranges of Offensive Missiles in Cuba UNITED STAT ES IR BM Washington, D.C. San Francisco Dallas MRBM CUBA Key IRBM IntermediateRange Ballistic Missiles MRBM Medium-Range Ballistic Missiles Missile range Source: James H. Hansen, Soviet Deception in the Cuban Missile Crisis, Studies in Intelligence: Journal of the American Intelligence Professional, 2002 (adapted) 8 Based on this map, how did the location of Cuba influence the Cuban missile crisis? [1] _____________________________________________________________________________________ _____________________________________________________________________________________ Score U.S. Hist. & Gov t. Aug. 10 [19] [OVER] Document 9 We re getting a painful lesson in economic geography. What Wall Street is to money, or Hollywood is to entertainment, the Gulf Coast is to energy. It s a vast assemblage of refineries, production platforms, storage tanks and pipelines and the petroleum engineers, energy consultants and roustabouts [oil field workers] who make them run. Consider the concentration of energy activity. Oil production in the Gulf of Mexico accounts for nearly 30 percent of the U.S. total. Natural-gas production is roughly 20 percent. About 60 percent of the nation s oil imports arrive at Gulf ports. Nearly half of all U.S. oil refineries are there. [Hurricane] Katrina hit this immense system hard. The shock wave to the U.S. and world economies which could vary from a temporary run-up in prices to a full-blown global recession depends on how quickly America s energy-industrial complex repairs itself. . . . Source: Robert J. Samuelson, Hitting the Economy, Newsweek, September 12, 2005 9 According to Robert J. Samuelson, what is one reason the Gulf Coast is important to the economy of the United States? [1] _____________________________________________________________________________________ _____________________________________________________________________________________ Score U.S. Hist. & Gov t. Aug. 10 [20] Part B Essay Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion. Use evidence from at least five documents in your essay. Support your response with relevant facts, examples, and details. Include additional outside information. Historical Context: Geographic factors such as size, location, climate, and natural resources have played a critical role in the development of the United States. They have had both positive and negative effects on the United States throughout its history. Task: Using the information from the documents and your knowledge of United States history, write an essay in which you Discuss the positive and/or negative effects of geography on the development of the United States Guidelines: In your essay, be sure to Develop all aspects of the task Incorporate information from at least five 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 conclusion that are beyond a restatement of the theme U.S. Hist. & Gov t. Aug. 10 [21] Part I The University of the State of New York 1......... 26 ......... UNITED STATES HISTORY AND GOVERNMENT 2......... 27 ......... 3......... 28 ......... 4......... 29 ......... 5......... 30 ......... 6......... 31 ......... 7......... 32 ......... Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8......... 33 ......... School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9......... 34 ......... Write your answers for Part I on this answer sheet, write your answers to Part III A in the test booklet, and write your answers for Parts II and III B in the separate essay booklet. 10......... 35 ......... 11......... 36 ......... 12......... 37 ......... 13......... 38 ......... 14......... 39 ......... 15......... 40 ......... 16......... 41 ......... 17......... 42 ......... 18......... 43 ......... 19......... 44 ......... 20......... 45 ......... 21......... 46 ......... 22......... 47 ......... 23......... 48 ......... 24......... 49 ......... 25......... Tear Here REGENTS HIGH SCHOOL EXAMINATION 50 ......... Tuesday, August 17, 2010 12:30 to 3:30 p.m., only ANSWER SHEET I Male Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sex: I Female FOR TEACHER USE ONLY Part I Score Part III A Score Total Part I and III A Score Part II Essay Score Part III B Essay Score Total Essay Score Final Score (obtained from conversion chart) Tear Here No. Right The declaration below must be signed when you have completed the examination. I do hereby affirm, at the close of this examination, that I had no unlawful knowledge of the questions or answers prior to the examination and that I have neither given nor received assistance in answering any of the questions during the examination. ____________________________________________________________ Signature REGENTS EXAM IN U.S. HISTORY AND GOVERNMENT Tear Here Tear Here Printed on Recycled Paper REGENTS EXAM IN U.S. HISTORY AND GOVERNMENT U.S. Hist. & Gov t. Aug. 10 VOLUME 12 FOR TEACHERS ONLY OF MC & THEMATIC REGENTS HIGH SCHOOL EXAMINATION United States History and Government August 17, 2010 UNITED STATES HISTORY AND GOVERNMENT Cut Here The University of the State of New York Part I 1. . . 2 . . . . 2. . . 1 . . . . 9. . . 1 . . . 10. . . 4 . . . 35. . . 1 . . . 11. . . 2 . . . 36. . . 2 . . . 37. . . 2 . . . 13. . . 2 . . . 38. . . 4 . . . 14. . . 3 . . . 39. . . 3 . . . 15. . . 1 . . . 40. . . 4 . . . 16. . . 4 . . . 41. . . 3 . . . 17. . . 4 . . . 42. . . 1 . . . 18. . . 2 . . . 43. . . 3 . . . 19. . . 3 . . . Cut Here 34. . . 4 . . . 44. . . 3 . . . 20. . . 3 . . . 45. . . 1 . . . 21. . . 1 . . . 46. . . 2 . . . 22. . . 1 . . . 47. . . 3 . . . 23. . . 4 . . . Copyright 2010 The University of the State of New York THE STATE EDUCATION DEPARTMENT Albany, New York 12234 33. . . 3 . . . 12. . . 4 . . . General: Test Specifications Web addresses for the test-specific conversion chart and teacher evaluation forms 32. . . 3 . . . 8. . . 1 . . . For Part II (thematic) essay: A content-specific rubric Prescored answer papers. Score levels 5 and 1 have two papers each, and score levels 4, 3, and 2 have three papers each. They are ordered by score level from high to low. Commentary explaining the specific score awarded to each paper Five prescored practice papers 31. . . 1 . . . 7. . . 4 . . . For Part I (Multiple-Choice Questions): Scoring Key 30. . . 3 . . . 6. . . 2 . . . Contents of the Rating Guide 29. . . 2 . . . 5. . . 2 . . . Updated information regarding the rating of this examination may be posted on the New York State Education Department s web site during the rating period. Visit the site http://www.emsc.nysed.gov/osa/ and select the link Scoring Information for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and at least one more time before the final scores for the examination are recorded. 28. . . 4 . . . 4. . . 3 . . . SCORING KEY FOR PART I AND RATING GUIDE FOR PART II (THEMATIC ESSAY) 27. . . 3 . . . 3. . . 4 . . . Tuesday, August 17, 2010 12:30 to 3:30 p.m., only 26. . . 1 . . . 48. . . 2 . . . 24. . . 2 . . . 49. . . 4 . . . 25. . . 1 . . . 50. . . 3 . . .

Formatting page ...

Formatting page ...

Top Contributors
to this ResPaper
(answers/comments)


aysmal318
(1)

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

 

  Print intermediate debugging step

Show debugging info


 


Tags : New York State, High School Regents, Examinations, Past exams, solvedTest Papers, Education, Assessment and Testing.  


© 2010 - 2025 ResPaper. Terms of ServiceContact Us Advertise with us

 

regents chat