KENNETH ZAPATA PRINCIPAL

PAULO INTERMEDIATE SCHOOL 75 PROCEED AS IF LIMITS TO OUR OWN ABILITY DO NOT EXIST 455 HUGUENOT AVENUE STATEN ISLAND, NY 10312 TEL: 718.701.6343 WEB: www.is75.org

May 2020

Dear Parents and/or Guardians,

Your child is being offered a high school level United States History and Government course through our seventh and eighth grade scholars program. All students will be expected to meet rigorous requirements that will be outlined in a letter you will receive in September, and all will be expected to take the June 2021 Regents Examination for high school credit in Social Studies.

Your child’s summer assignment, in short, requires students to review numerous multiple choice questions from past Regents exams, in addition to completing two essays. Please note that a full-period assessment based on the multiple choice questions will be administered to all scholar students within the first weeks of the new school year. Questions will be randomly chosen from the assigned exams. There is no written work necessary for the first part of this assignment. Further, this assignment is in lieu of, not in addition to, the regular summer reading assignment for our general education students.

The summer assignment is divided into two parts and is outlined below. The resources needed can be found here: http://www.nysedregents.org/USHistoryGov/.

Part 1. Multiple Choice: Review questions 1-15 on each of the following previous 8 years June Examinations from June 2012, through and including June 2019.

Part II. Two Essays (to be submitted as a Google Doc come September). New students (those without a school Google account) may type and submit via email.

1. Thematic Essay on the Constitutional Amendments (Part II in Packet)

2. Document-based Questions and Essay (Part III in Packet)

Specific writing prompts are included with each respective essay, which can also be found online under our summer assignment’s heading on our school website. Be prepared to submit this assignment by the first day of school come September. Further, an exemplar for each essay will be posted on our website as well for reference.

Let's Review Regents: U.S. History and Government 2020 (Barron's Regents NY) by John McGeehan and Morris Gall, is part of the Barron’s Review Course Series. This supplementary classroom text reviews American history topics and presents summaries, charts, illustrations, and review exercises that serve as practice for the exam. We recommend this resource as a reference and study tool. It is available online on Amazon and at Barnes and Noble.

If you have any questions or concerns, please feel free to contact Mr. Reinhold via email through our school website at www.is75.org. Have a wonderful summer!

Sincerely,

Mark Reinhold, Social Studies Department Supervisor

Answers to the essay questions are to be written in the separate essay booklet.

In developing your answer to Part II, be sure to keep this general definition in mind:

(a) discuss means “to make observations about something using facts, reasoning, andargument; to present in some detail”

Part II

THEMATIC ESSAY QUESTION

Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the taskbelow, and a conclusion.

Theme: Constitutional Change

Amendments to the United States Constitution have changed ourgovernment and our society.

Task:

Identify two amendments to the United States Constitution and for each:• Discuss the historical circumstances that led to the adoption of the

amendment• Discuss how the amendment changed the United States government

and/or American society

You may use any constitutional amendment from your study of United States history.Some suggestions you might wish to consider include the 1st Amendment — personalfreedoms (1791), 15th amendment — right to vote (1870), 16th Amendment — income tax(1913), 17th Amendment — election of senators (1913), 18th Amendment — Prohibition(1919), 19th Amendment — suffrage (1920), or 22nd Amendment — term limits (1951).

You are not limited to these suggestions.

Guidelines:

In your essay, be sure to• Address all aspects of the Task.• Support the theme with relevant facts, examples, and details.• Use a logical and clear plan of organization.• Include an introduction and a conclusion that are beyond a simple restatement of the Theme.

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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, andargument; to present in some detail”

Part III

DOCUMENT-BASED QUESTION

This question is based on the accompanying documents. The question is designed to test yourability to work with historical documents. Some of these documents have been edited for thepurposes of this question. As you analyze the documents, take into account the source of eachdocument and any point of view that may be presented in the document.

Historical Context:

The United States was established as a democratic republic. However, democracywas limited by various factors and was not equally available to all groups. For morethan 200 years, attempts have been made to expand democracy and to increasecitizen participation in government.

Task: Using the information from the documents and your knowledge of United Stateshistory, answer the questions that follow each document in Part A. Your answers tothe questions will help you write the Part B essay in which you will be asked to

• Discuss the expansion of democracy in United States history

[11] [OVER]

NAME ______________________________________ SCHOOL ____________________________________

Part AShort-Answer Questions

Directions: Analyze the documents and answer the short-answer questions that follow each document in thespace provided.

Document 1a

Chronology of Property Requirements for Suffrage: 1790–1855

*In 1855, the three states with property requirements wereRhode Island, New York, and South Carolina; however,Rhode Island exempted native-born citizens, New York’srequirement only applied to African Americans, and SouthCarolina offered a residency alternative.

Source: Alexander Keyssar, The Right to Vote: The Contested History of Democracy in the United States,

Basic Books, 2000 (adapted)

YearNumber of States

in Union

Number of Stateswith PropertyRequirements

1790 13 10

1800 16 10

1810 17 9

1820 23 9

1830 24 8

1840 26 7

1850 31 4

1855 31 3*

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Document 1b

Source: Glyndon G. Van Deusen, The Jacksonian Era: 1828–1848, Harper & Row, Publishers, 1959 (adapted)

1a Based on these documents, what are two factors that contributed to the expansion of democracy prior to theCivil War? [2]

(1)__________________________________________________________________________________

__________________________________________________________________________________

(2)__________________________________________________________________________________

__________________________________________________________________________________

b Based on these documents, what is one way in which democracy was still restricted? [1]

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…The possibility of labor’s emergence as a political force, a possibility that appeared to be aprobability in the early Jacksonian period, was due in large part to the nation’s steady advancetoward universal manhood suffrage. Whether universal suffrage came as a result of the politicalidealism bred by the Revolution, or the conviction of Jefferson and the Jeffersonian Republicansthat government should be based on wide popular support, or the relative decline of freeholders[property owners], or the influence of the frontier, or the more practical consideration that apolitician’s advocacy of wider suffrage was bound to ensure him the support of thoseenfranchised as the result of his efforts, the fact was that suffrage qualifications had been steadilylowering since the founding of the Republic.…

The lowering of suffrage qualifications did not mean that pure democracy had triumphed.The ballot was still an open one, and any watcher at the polls could tell how votes were beingcast. Negroes [African Americans] and women were still considered unfit for the franchise. Butby Jackson’s time most adult white males in the United States had the right to vote on electionday. So shrewd an observer as Alexis de Tocqueville, writing in the eighteen-thirties, declaredthat “the principle of the sovereignty of the people has acquired in the United States all thepractical development that the imagination can conceive.”…

[13] [OVER]

Document 2

Source: Clement Eaton, A History of the Old South, The Macmillan Company, 1966

2a According to Clement Eaton, who became involved in the democratic process during the Jacksonian Era? [1]

b According to Clement Eaton, what is one way campaigns changed starting in 1828? [1]

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…Until the Jacksonian movement the common people seemed to have been content to have theupper classes rule. But by 1828 the psychology of the plain people toward their government hadchanged, and they wished for direct participation in the government and for the elevation of aman of their choice into the presidency. In that year the common men came to the polls,demagogic [emotional] oratory flourished, party slogans, party workers and organizers who hadan eye on the plums of office got out the vote. The campaign was personalized. This new typeof democracy, composed of the farmers of the West, the yeomen [landowning farmers] and smallplanters of the South, and the labor vote of the North, was violently partisan and had littleinterest in the protection of intellectual liberty or the rights of minorities, which had ennobled[elevated] the brand of democracy that Jefferson had advocated. It was a rough and tumblemovement that resulted in the elevation of pushing, mediocre men to office. Their leaderAndrew Jackson, had a personality that was autocratic instead of being truly democratic, and helacked an interest in fundamental social reforms.…

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Document 3

Source: Benjamin Quarles, “Antebellum Free Blacks and the ‘Spirit of '76’,” The Journal of Negro History,July 1976 (adapted)

3 According to Benjamin Quarles, what argument did free African Americans in New York use in justifyingtheir right to vote? [1]

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…Blacks [African Americans] bent on remaining in America would naturally seek the right tovote and, equally as a matter of course, would base their claim in part on the Declaration. In arally in support of the Liberty Party in 1840, Albany [New York] blacks contended that denyingthem equal franchise with whites contravened [contradicted] the principles of the Declarationof Independence. Later that year, also in Albany, a state convention of black spokesmen issueda formal statement which in three instances referred to the Declaration, including its assertionthat governments derive their just powers from the consent of the governed. Twenty years later,in a tract issued for state-wide distribution, “The New York City and County Suffrage Committeeof Colored Citizens,” invoked the Declaration in its plea to the electorate to eliminate theproperty requirement for voting imposed only on blacks.…

[15] [OVER]

Document 4

This letter by abolitionist Wendell Phillips to James Redpath was published in Boston in 1865.

4 Why did Wendell Phillips think every African American should learn to read and write? [1]

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Source: Library of Congress

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Document 5a

5a According to this cartoonist, what was one way the people’s control of government in the United States waslimited? [1]

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The Bosses of the Senate

Closed

Peoples’Entrance This is a Senate

of the monopolists

by the monopolists and

for the monopolists!

Entrance for

Monopolists

Source: Joseph J. Keppler, Puck, 1889 (adapted)

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Document 5b

Source: Declaration of Principles of the National Progressive Republican League, January 21, 1911,in Henry Steele Commager, ed., Documents of American History, Appleton-Century-Crofts

5b What were two proposals made by the Progressive Republican League that would expand the people’scontrol of government? [2]

(1)__________________________________________________________________________________

__________________________________________________________________________________

(2)__________________________________________________________________________________

__________________________________________________________________________________

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…Popular [democratic] government in America has been thwarted and progressive legislationstrangled by the special interests, which control caucuses, delegates, conventions, and partyorganizations; and, through this control of the machinery of government, dictate nominationsand platforms, elect administrations, legislatures, representatives in Congress, United StatesSenators, and control cabinet officers.…

The Progressive Republican League believes that popular government is fundamental to allother questions. To this end it advocates:

(1) The election of United State Senators by direct vote of the people.(2) Direct primaries for the nomination of elective officials.(3) The direct election of delegates to national conventions with opportunity for the voter to

express his choice for President and Vice-President.(4) Amendment to state constitutions providing for the Initiative, Referendum and Recall.…

[19] [OVER]

Document 6

(Note: Wyoming and Utah became states in 1890 and 1896, respectively. Their territorial legislatureshad previously approved equal suffrage for women.)

6 Based on this map, what is one trend that can be identified about woman’s suffrage prior to 1920? [1]

Equal suffrage for womenwith date voted

Partial woman’s suffrage by 1919

No woman’s suffrage by 1919

MT1914

NY1917

CO1893CA

1911

AZ1912

NE

OK1918

UT1896

ID1896

SD1918WY

1890

WA1910

OR1912

NV1914

Woman’s Suffrage Before 1920

NM

ND

KS1912

TX

MN

IA

MO

AR

LAMS

IL

WI

TN

KY

INOH

AL GA

SC

NC

FL

PA

WV VA MD

NJDE

CT

MENH

VT

RI

MA

Source: Sandra Opdycke, The Routledge Historical Atlas of Women in America, Routledge (adapted)

MI1918

Key

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Document 7

This is an excerpt from an address by President Lyndon B. Johnson to a joint session of Congress shortlybefore submitting the Voting Rights Act of 1965.

Source: President Lyndon B. Johnson, Special Message to the Congress: The American Promise, March 15, 1965

7 According to President Lyndon B. Johnson, why was the Voting Rights Act necessary in the United States? [1]

… THE RIGHT TO VOTEOur fathers believed that if this noble view of the rights of man was to flourish, it must be rootedin democracy. The most basic right of all was the right to choose your own leaders. The historyof this country, in large measure, is the history of the expansion of that right to all of our people.Many of the issues of civil rights are very complex and most difficult. But about this there canand should be no argument. Every American citizen must have an equal right to vote. There isno reason which can excuse the denial of that right. There is no duty which weighs more heavilyon us than the duty we have to ensure that right.Yet the harsh fact is that in many places in this country men and women are kept from votingsimply because they are Negroes [African Americans].…This bill will strike down restrictions to voting in all elections—Federal, State, and local—whichhave been used to deny Negroes the right to vote.…To those who seek to avoid action by their National Government in their own communities; whowant to and who seek to maintain purely local control over elections, the answer is simple:Open your polling places to all your people.Allow men and women to register and vote whatever the color of their skin.Extend the rights of citizenship to every citizen of this land.…

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[21] [OVER]

Document 8

Source: President Richard Nixon, Statement About the Ratification of the 26th Amendment to the Constitution,June 30, 1971 (adapted)

8 According to President Richard Nixon, what is one way that ratification of the 26th amendment expandeddemocracy in the United States? [1]

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Tonight Ohio’s Legislature ratified the 26th Amendment to the Constitution. This Amendmentguarantees the right of 18-year-old persons to vote in State and local, as well as Federal,elections. It appears that 38 States have now ratified the Amendment that will now become apart of the law of the land.Some 11 million young men and women who have participated in the life of our Nation throughtheir work, their studies, and their sacrifices for its defense, are now to be fully included in theelectoral process of our country. For more than 20 years, I have advocated the 18-year-old vote.I heartily congratulate our young citizens on having gained this right.The ratification of this Amendment has been accomplished in the shortest time of anyamendment in American history. This fact affirms our Nation’s confidence in its youth and itstrust in their responsibility. It also reinforces our young people’s dedication to a system ofgovernment whose Constitution permits ordered change.I urge them to honor this right by exercising it—by registering and voting in each election.

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Part BEssay

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:

The United States was established as a democratic republic. However, democracywas limited by various factors and was not equally available to all groups. For morethan 200 years, attempts have been made to expand democracy and to increasecitizen participation in government.

Task: Using the information from the documents and your knowledge of United Stateshistory, write an essay in which you

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 a conclusion that

are beyond a restatement of the theme

• Discuss the expansion of democracy in United States history

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NAME SCHOOL

In developing your answer to Part III, be sure to keep these general definitions in mind:

(a) discuss means “to make observations about something using facts, reasoning, andargument; to present in some detail”

(b) evaluate means “to examine and judge the significance, worth, or condition of; todetermine the value of”

Part III

DOCUMENT-BASED QUESTION

This question is based on the accompanying documents (1–8). The question is designed to testyour ability to work with historical documents. Some of the documents have been edited for thepurposes of the question. As you analyze the documents, take into account the source of eachdocument and any point of view that may be presented in the document.

Historical Context:

Although Americans place a high value on education, access to formal education hasnot always been available to all. Since colonial times, educational opportunitieshave been extended to more and more people in the United States.

Task: Using information from the documents and your knowledge of United Stateshistory, answer the questions that follow each document in Part A. Your answers tothe questions will help you write the Part B essay in which you will be asked to:

• Discuss the efforts made by individuals and the government (federal, state, orlocal) to extend educational opportunities in American society

• Evaluate the extent to which these efforts were successful

[11] [OVER]

Part A

Short-Answer Questions

Directions: Analyze the documents and answer the short-answer questions that follow each document in thespace provided.

Document 1

The Land Ordinance of 1785 provided for the orderly survey and sale of public lands in the NorthwestTerritory. The grid below shows the numbering of sections of land for sale in a township.

1 According to this grid, how did the Land Ordinance of 1785 encourage education in the NorthwestTerritory? [1]

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Document 2

. . . The inquiry to which these remarks have conducted us is this:what is offered by the plan of female education here proposed,which may teach or preserve among females of wealthy familiesthat purity of manners which is allowed to be so essential tonational prosperity, and so necessary to the existence of arepublican government?

[1] Females, by having their understandings cultivated, theirreasoning powers developed and strengthened, may be expectedto act more from the dictates of reason and less from those offashion and caprice [unpredictability].

[2] With minds thus strengthened they would be taught systems ofmorality, enforced by the sanctions of religion; and they might beexpected to acquire juster and more enlarged views of their duty,and stronger and higher motives to its performance.

[3] This plan of education offers all that can be done to preservefemale youth from a contempt of useful labor. The pupils wouldbecome accustomed to it in conjunction with the high objects ofliterature and the elegant pursuits of the fine arts; and it is to behoped that, both from habit and association, they might in futurelife regard it as respectable. . . .

Source: Emma Willard,“An Address to the Public, Particularly the Members of the Legislature of New York,

Proposing a Plan for Improving Female Education,” 1819

2 Based on this passage, state one reason Emma Willard believed females would benefit fromeducation. [1]

[13] [OVER]

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Document 3

. . . Education, then, beyond all other devices of human origin, is the great equalizer of theconditions of men—the balance-wheel of the social machinery. I do not here mean that it soelevates the moral nature as to make men disdain and abhor the oppression of their fellowmen.This idea pertains to another of its attributes. But I mean that it gives each man theindependence and the means, by which he can resist the selfishness of other men. It does betterthan to disarm the poor of their hostility towards the rich; it prevents being poor. Agrarianism[movement to improve the economic status of farmers] is the revenge of poverty against wealth.The wanton destruction of the property of others, — the burning of hay-ricks and corn-ricks, thedemolition of machinery, because it supersedes hand-labor, the sprinkling of vitriol [causticsubstances] on rich dresses, — is only agrarianism run mad. Education prevents both therevenge and the madness. On the other hand, a fellow-feeling for one’s class or caste is thecommon instinct of hearts not wholly sunk in selfish regards for person, or for family. The spreadof education, by enlarging the cultivated class or caste, will open a wider area over which thesocial feelings will expand; and, if this education should be universal and complete, it would domore than all things else to obliterate factitious distinctions in society. . . .

— Horace Mann, 12th Annual Report of the Secretary of the Massachusetts Board of Education, 1848Source: Lawrence Cremin, ed., The Republic and the School: Horace Mann on the Education of Free Men,

Columbia University

3 Based on this passage, identify two reasons Horace Mann believed public education benefits Americansociety. [2]

(1)________________________________________________________________________________

(2)________________________________________________________________________________

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[15] [OVER]

Document 4

4a According to this photograph, what action did the federal government take to encourage educationalopportunities for African Americans in the period after the Civil War? [1]

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Our school begun—in spite of threatenings from the whites and the consequent fear of theblacks—with twenty-seven pupils, four only of whom could read, even the simplest words. At theend of six weeks, we have enrolled eighty-five names, with but fifteen unable to read. In sevenyears teaching at the North, I have not seen a parallel to their appetite for learning, and their activeprogress. Whether this zeal will abate with time, is yet a question. I have little fear that it may.Meanwhile it is well to “work while the day lasts.” Their spirit now may be estimated somewhat,when I tell you that three walk a distance of four miles, each morning, to return after the five-hourssession. Several come three miles, and quite a number from two and two-and-a-half miles. . . .

— Mary S. Battey, schoolteacher, Andersonville, Georgia, 1866Source: Gerda Lerner, The Female Experience: An American Documentary, Bobbs-Merrill Company

b According to this passage, how were African-American students in the South affected by educationalopportunities in 1866? [1]

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Document 5

India Harris Simmons came to Kansas from Ohio to join her homesteading parents and was soon appointedas the first schoolteacher of the Prairie Range district of northwest Kearny County.

. . . The nondescript supply of books which each pupil had brought from whatever state was‘back home’ to him was placed on the bench by his side. Slates, which had to take the place ofboth blackboard and tablets, were of all sizes and descriptions, from Jimmy’s tiny one with thered felt covered frame and pencil tied to it with a string, to Mary’s big double one with the widehome-made frames fastened together with strong hinges and cut deep with initials and hearts.She had found it packed away among grandfather’s books which he had used away back in Ohio.There were histories from Illinois, spellers and writing books from Iowa, readers from St. Louiscity schools, and even some old blue-backed spellers, with their five-syllabled puzzlers.

From this motley array the teacher made the assignments and arranged the classifications,depending entirely upon her own judgment. The pupils had been without school privileges longenough to be glad to have an opportunity to study, and their rapid progress showed they came,for the most part, from intelligent families. True, there was not a suspension globe for explainingmathematical geography, but an apple and a ball did very well. There was no case of the latestwall maps on rollers, but the large ones in the books answered the purpose when care was takento hold them correctly. . . .

— India Harris Simmons (1888)Source: Joanna Stratton, Pioneer Women: Voices from the Kansas Frontier, Simon and Schuster

5 Based on this document, state two ways that India Harris Simmons used the materials available to herto teach the children in her school. [2]

(1)________________________________________________________________________________

________________________________________________________________________________

(2)________________________________________________________________________________

________________________________________________________________________________

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Document 6

6 According to this poster, what advantage would immigrants gain by attending an Americanizationschool? [1]

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Document 7

STATE OF EDUCATIONBLACK AND WHITE

. . . On average, Southern states spent half as much educating a black child as they spenteducating a white. Investment in white school plants [buildings] was four times higher, whiteteachers’ salaries 30 percent higher.

Seventeen segregating states spent $42 million busing white children — less than $1 millionon blacks.

Median years of schooling in segregating states and Washington, D.C.: whites — 8.4;blacks — 5.1. The percent of whites finishing school was four times that of blacks.

Segregating states spent $86 million on white colleges, $5 million on black ones. There was1 accredited medical school for blacks, 29 for whites; 1 accredited black school for pharmacology,40 for whites; 1 law school for blacks, 40 for whites. There was no engineering school for blacks,36 for whites.

In 1946, an estimated one quarter of the entire black population was functionallyilliterate. . . .

Source: Harold Evans et al., The American Century, Alfred A. Knopf (adapted)

7 Based on this document, state two ways that “separate but equal” was not equal when it came toeducation in the segregated states before 1954. [2]

(1)________________________________________________________________________________

(2)________________________________________________________________________________

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Document 8

. . . Segregation of white and colored children in public schools has a detrimental effect upon thecolored children. The impact is greater when it has the sanction of the law, for the policy ofseparating the races is usually interpreted as denoting the inferiority of the negro group. A senseof inferiority affects the motivation of a child to learn. Segregation with the sanction of law,therefore, has a tendency to [retard] the educational and mental development of negro childrenand to deprive them of some of the benefits they would receive in a racial[ly] integrated schoolsystem.

Whatever may have been the extent of psychological knowledge at the time of Plessy v. Ferguson,this finding is amply supported by modern authority. Any language in Plessy v. Ferguson contraryto this finding is rejected.

We conclude that, in the field of public education, the doctrine of “separate but equal” has noplace. Separate educational facilities are inherently unequal. Therefore, we hold that theplaintiffs and others similarly situated for whom the actions have been brought are, by reason ofthe segregation complained of, deprived of the equal protection of the laws guaranteed by theFourteenth Amendment. This disposition makes unnecessary any discussion whether suchsegregation also violates the Due Process Clause of the Fourteenth Amendment . . . .

— Chief Justice Earl Warren, Opinion of the Court, Brown v. Board of Education of Topeka (1954)

8 According to this document, what was the Supreme Court’s ruling regarding the “separate but equal”doctrine as it applied to public schools? [1]

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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 the body of the essay. Support your response withrelevant facts, examples, and details. Include additional outside information.

Historical Context:

Although Americans place a high value on education, access to formal education hasnot always been available to all. Since colonial times, educational opportunitieshave been extended to more and more people in the United States.

Task: Using information from the documents and your knowledge of United Stateshistory, write an essay in which you:

• Discuss the efforts made by individuals and the government (federal, state, orlocal) to extend educational opportunities in American society

• Evaluate the extent to which these efforts were successful

Guidelines:

In your essay, be sure to• Address all aspects of the Task by accurately analyzing and interpreting at least five

documents• Incorporate information from the documents in the body of the essay• Incorporate relevant outside information• Support the theme with relevant facts, examples, and details• Use a logical and clear plan of organization• Include an introduction and a conclusion that are beyond a simple restatement of the

Historical Context

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