United States History
Regents Review Packet
Ms. Korobkova
Student Name:
Working relentlessly to ensure that 100%
of students pass the US History Regents Exam!
I KNOW that I can score a _______ or higher on my
United States History Exam!
FRONT
BACK
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Virginia House of Burgesses

Town meetings in New England
First form of democratic
government in the New Colonies
Steps in the growth of representative
democracy

Main step to representative
democracy
 Clear step towards self government
for the colonists
The Mayflower Compact of 1620
Thomas Paine
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Wrote Common Sense
Aided American Revolution
Convinced many Americans who
had been undecided to support
independence

Protests against British colonial
policies gradually led to demands
for independence.
Protect people’s natural rights
(based on Locke)
The people have the right to abolish
a government if that government
doesn’t protect their rights
Declaration of Independence
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Zenger Trial
Established Freedom of the Press
*Note: It is okay for today to feel like it is all new information. Out of the 11 groups of
flashcards, today is the only theme which we did not explicitly cover during the school
year.
*There is no essay for this theme- ONLY a Regents Quiz!
THEME: Amendments and the Branches of Government
First Amendment
 Freedom of Religion
2


Freedom of Press
Freedom of Speech
Second Amendment

Right to keep and bear arms
Fifth Amendment

Cannot be tried for the same crime
twice (double jeopardy)
Cannot be forced to testify against
yourself
Right to a fair trial with all proper
legal rights enforced (due process)
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
Tenth Amendment

Guarantee that the people and the
states have all of the powers not
specifically delegated the federal
government (reserved powers)
Thirteenth Amendment

Slavery is illegal
Fourteenth Amendment
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
“Equal Protection Clause”
Banned former Confederates from
holding office
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
Male, citizens, over 21 could vote
Despite this amendment, poll taxes
and literacy tests would attempt to
deny black males voting rights in
the southern states for nearly 100
years.
Women are granted the right to vote
Fifteenth Amendment
Nineteenth Amendment
Separation of Powers


Legislative Branch
Executive Branch
Judicial Branch
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The Constitution set up three
branches of government, each with
specific and unique powers, as well
as system of checks and balances
designed to limit those powers.
Passes laws and declares war
Override presidential vetoes (2/3
vote in each house)
President, VP, Cabinet
Supreme Court and Federal Courts
Has the power of judicial review
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:
3
(a) discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail”
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: Constitutional Change
Amendments to the United States Constitution have changed our government 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 — personal freedoms
(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.
(I am giving you the space to write the essay on the following two pages)
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THEME: Geography
6
Manifest Destiny

The belief that God wanted
Americans to expand westward
towards the Pacific Ocean
Louisiana Purchase

Allowed United States to gain
control of the Mississippi River
Was an important step in westward
expansion
Allowed the U.S. to use the port in
New Orleans to trade goods
Doubled the size of the nation
Jefferson was President
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Transcontinental Railroad
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Monroe Doctrine
The government provided free land
for their construction
The railroads increased westward
expansion and the development of
the Great Plains
The railroads contributed to
industrial growth by allowing
products to move more quickly
Allowed the U.S. to expand its
influence on the Western
Hemisphere (get more power in the
world)
Was intended to prevent more
European colonization in the
Caribbean

Homestead Act

Encouraged Americans to settle in
the great plains
Northwest Ordinance
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Provided a method for adding states
to the United States as people
expanded westward

Missouri Compromise/Kansas Nebraska
Act/Compromise of 1850
Geography DBQ
Name:
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All three tried to solve the
problems of (1)whether or not new
states would be slave or free, and
(2)how new states would be added
to the union
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THEME: Supreme Court Cases
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Marbury v. Madison
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McCulloch v. Maryland
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Dred Scott v. Sanford

The decision established the
principle of judicial review
Judicial review means the Supreme
Court can declare laws
unconstitutional
Deals with the supremacy of the
national government
States cannot create laws greater
than the federal government
Scott (black man) tried to sue for his
freedom when he moved to a free
state
The decision shows that the
Supreme Court sometimes fails to
protect the rights of minorities
(Scott lost because they said he was
not a citizen so he could not sue)
Schenck v. United States
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“Clear and Present Danger Act”
Anti WWI pamphlet
Freedom of speech can be limited
Plessy v. Ferguson

Showed that the Supreme Court
sometimes fails to protect the rights
of citizens
Showed that racial segregation does
not violate the equal protection
provision of the 14th amendment
Shows the Supreme Court has
helped to determine public policy
Ruling: “Separate but equal”
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Brown v. Board of Education
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Miranda v. Arizona and Mapp v. Ohio
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Reversed Plessy v. Ferguson
School segregation violated the 14th
Amendment
Shows the Pres. has to enforce the
Court’s decision
Protects the rights of the accused
When being arrested, you must be
read your rights (Miranda)
Answers to the essay questions are to be written in the separate essay booklet. In
developing your answers to Parts II and III, be sure to keep these general definitions in
mind:
(a) discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail”
(b) show means “to point out; to set forth clearly a position or idea by stating it and
giving data which support it”
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: Supreme Court Cases Concerning Constitutional Civil Liberties
The United States Supreme Court has played a major role in either expanding or limiting
constitutional civil liberties in the United States.
Task:
Identify two Supreme Court cases that have had an impact on civil liberties in the United
States. For each case identified:
• Discuss the facts of the case
• Identify a specific constitutional civil liberty issue addressed by the Supreme Court
• Discuss how the decision of the Supreme Court either expanded or limited a specific
constitutional civil liberty in the United States
You may use any appropriate Supreme Court case from your study of United States history.
Some suggestions you might wish to consider include Plessy v. Ferguson (1896), Schenck v.
United States (1919), Korematsu v. United States (1944), Brown v. Board of Education of
Topeka (1954), Mapp v. Ohio (1961), Gideon v. Wainwright (1963), Miranda v. Arizona
(1966), Tinker v. Des Moines School District (1969), or New Jersey v. T.L.O. (1985).
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
• Introduce the theme by establishing a framework that is beyond a simple restatement of the
Task and conclude with a summation of the theme
Name:
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THEME: Individuals, Groups and Institutions
13
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Slavery
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Women’s Suffrage
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Prohibition
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The North did not have slavery
because of their economy
The South had slavery because of
agriculture
Frederick Douglas had a primary
source about slavery
The economic opportunities after
World War I strengthened the
national effort to ratify the women’s
suffrage amendment
Women’s suffrage was part of the
Progressive Era
Prohibition was part of the
Progressive Era
An increase in organized crime was
a major result of prohibition
People’s refusal to follow
prohibition was a conflict between
traditional and modern values
Answers to the essay questions are to be written in the separate essay booklet.
14
In developing your answer to Part II, be sure to keep these general definitions in mind:
(a) discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail”
(b) explain means “to make plain or understandable; to give reasons for or causes of; to
show the logical development or relationships of”
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: Individuals, Groups, and Institutions — Controversial Issues
Many controversial domestic issues have divided the American people. The United States
government has taken actions to address these issues.
Task:
Identify one controversial domestic issue that has divided the American people and
• Discuss the historical background of the controversy
• Explain the point of view of those who supported this issue
• Explain the point of view of those who opposed this issue
• Discuss one United States government action that was taken to address this issue
You may use any controversial domestic issue that has divided the American people. Some
suggestions you might wish to consider include placing Native American Indians on
reservations, slavery, women’s suffrage, Prohibition, the use of child labor, and the policy of
unlimited immigration.
You are not limited to these suggestions.
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
Name:
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THEME: Foreign Policy
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Wilson’s 14 Points (WWI)
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Entry into WWI
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Entry into WWII
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Korea/Vietnam
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Foreign Policy DBQ
18
Intended to prevent international
tensions from leading to war
Prior to the war, Wilson sought to
keep America out of European wars
The Sedition Act was passed under
Wilson and placed limits on
individual rights
Statement of principles that would
govern the postwar world
US entered the war in order to
maintain freedom of the seas
Treaty of Versailles ended WWI and
humiliated Germany
The German submarines sank
United States merchant ships was an
immediate cause of the United
States entry into World War I in
1917
In 1939, the immediate response of
the US to the start of WWII was to
modify its neutrality policy by
providing aid to the Allies.
Role of women changed during
WWII because they made major
contributions to the war effort by
taking jobs in factories
Main reason the US entered WWII
was to stop totalitarian aggression.
Japan bombed Pear Harbor (Hawaii)
The United States experience in the
Vietnam War supports the idea that
the outcome of a war can be
strongly affected by public opinion.
Protests against US involvement in
Vietnam grew in the late 1960’s and
early 1970’s mainly because many
Americans believed that the war
was unjust
Result: the US questioned its role as
a police officer of the world.
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20
African-Americans
THEME: Equal Rights/Equality
 Were slaves until the passage of the
13th amendment once the North won
the Civil War
 Black males given the right to vote
with the passage of the 15th
amendment
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Native Americans/Indians
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Women
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Asian-Americans
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Mexican-Americans
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Immigrant Groups
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21
Native Americans lived in the
United States before the arrival the
first colonists
Dawes Act of 1887-tried to
assimilate them into American
society
Thought if Indians knew English
they would be more “American”
World War I and II gave women
new job opportunities allowing them
to play a more important economic
role in society
Women were given the right to vote
with the passage of the 19th
amendment in 1920
Japanese- Americans were put into
internment camps during World
War II
Chinese Exclusion Act of 1882banned Chinese immigrants for 60
years
The Gentlemen's Agreement also
opposed the idea of open
immigration
1990’s- there was an increase in
Mexican-American immigration
because they were looking for better
economic opportunities
Mexican-American groups are more
concentrated in the Southwestern
United States (Texas)
Immigrant groups are primarily
drawn to the United States for
economic reasons
National Origins Act- limited the
number of immigrants who could be
admitted from any country to the US
Answers to the essay questions are to be written in the separate essay booklet. In
developing your answers to Parts II and III, be sure to keep these general definitions in
mind:
(a) discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail”
(b) describe means “to illustrate something in words or tell about it”
(c) evaluate means “to examine and judge the significance, worth, or condition of; to
determine the value of”
(d) show means “to point out; to set forth clearly a position or idea by stating it and
giving data which support it”
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: Equal Rights
Since 1900, various groups in the United States have struggled to achieve full equality.
Task:
Identify one group of people in American society that has been denied equal rights.
• Discuss a major problem this group has encountered since 1900 in its struggle for full
equality
• Discuss two specific actions that have been taken by an individual, an organization, or the
government in an effort to help this group overcome the problem
• Evaluate the extent to which this group has achieved equality today
Be sure to support your essay with specific names of persons, laws, amendments, and
Supreme Court cases whenever possible You may use any group from your study of United
States history. Some suggestions you might wish to consider include African Americans,
Asian Americans, Latinos, Native American Indians, persons with disabilities, and women.
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
• Introduce the theme by establishing a framework that is beyond a simple restatement of the
Task and conclude with a summation of the theme
22
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THEME: Conflict
Cold War
 US feared the spread of communism
 Truman Doctrine and Marshall Planwanted to limit Soviet expansion
 US policy of containment. the US
wanted to contain communism
War of 1812
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Civil War
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World War I (1914-1918)
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Conflict DBQ (Women in the World Wars)
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North (Union) vs. South
(Confederacy)
Sectional and economic differences
continued to divide the nation and
helped contribute to the eruption of
the Civil War in 1861 (North=
industrial v. South = agricultural)
Lincoln’s goal: preserve the Union
Causes:
o M.A.I.N. – Militarism;
Alliances; Imperialism;
Nationalism
United States=neutral for the first 3
yrs.
During the early part of the war in
Europe the US kept trading with the
Allied nations
US finds out about the Zimmerman
note
Fourteen Points - Woodrow Wilson’s
plan for a post WWI world
The League of Nations- was to be a
worldwide peacekeeping body

World War II (1939- 1945)
Fought between the United States
and Great Britain from June 1812 to
the Spring of1815
U.S. wanted to capture Canada
Peace treaty ending the war was
signed in Europe in 1814; stalemate
(no winner)
Axis vs. Allies
Causes: Appeasement, failure of
Versailles, German resentment
Potsdam 1945
Holocaust
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THEME: Presidents and Presidential Decisions
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Woodrow Wilson and the Treaty of
Versailles
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FDR and the New Deal
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Lyndon Baines Johnson and the Great
Society
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Harry Truman and the U.S. Atomic
Bombing of Japan
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The Treaty of Versailles officially
ended World War I between the
Allies and Germany.
The U.S. Senate rejected the Treaty
of Versailles because they objected
to U.S. participation in the League of
Nations. They believed that the
League would get the U.S. involved
in further foreign
entanglements/wars.
1933 to 1938
Goal: help for people affected by the
Great Depression by using the
government to reform the economy
The New Deal supported federal
funding of programs for the poor
The New Deal established that the
government had to assume some
responsibility for the welfare of the
people by providing a ‘safety net’
for the poor.
The New Deal expanded the power
of the federal government.
The New Deal called for the
reduction of the production of
agricultural goods.
Many New Deal programs created in
the 1930s still exist today.
Supported federal funding for the
poor
Gave aid to the elderly (old)
Goal: End poverty in the US
President Truman ordered atomic
bombs to be dropped in Hiroshima
and Nagasaki in Japan to end WWII
in the Pacific theater.
President Truman believed that an
invasion of Japan would result in
excessive casualties.
Answers to the essay questions are to be written in the separate essay booklet. In
developing your answers to Parts II and IIIB, be sure to keep these general definitions in
mind:
(a) discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail”
(b) describe means “to illustrate something in words or tell about it”
(c) evaluate means “to examine and judge the significance, worth, or condition of; to
determine the value of”
PART II: THEMATIC ESSAY
Directions: Write a well-organized essay that includes an introduction, several paragraphs
addressing the task below, and a conclusion.
Theme: Presidential Decisions
Task:
You may use any important Presidential decision from your study of 20th-century United States
history.
Some suggestions you might wish to consider include: Woodrow Wilson seeks ratification of the
Versailles Treaty (1918); Franklin D. Roosevelt institutes the New Deal program (1933); Harry
Truman decides to drop atomic bombs on Japan (1945); Dwight D. Eisenhower sends Federal
troops to Little Rock, Arkansas (1957); John F. Kennedy places a naval blockade around Cuba
(1962); Lyndon Johnson proposes the Great Society program (1965); Richard Nixon visits China
(1972); and Jimmy Carter meets with Anwar Sadat and Menachem Begin at Camp David (1978).
You are not limited to these suggestions.
Guidelines:
In your essay be sure to:
• Address all aspects of the Task
• Analyze, evaluate, or compare and/or contrast issues and events whenever possible
• Fully support the theme of the essay with relevant facts, examples, and details
• Write a well-developed essay that consistently demonstrates a logical and clear plan of
organization
• Introduce the theme by establishing a framework that is beyond a simple restatement of the
Task
• Conclude your essay with a strong summation of the theme
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Theme: Reform Movements
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Women’s Suffrage Movement
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Abolitionist Movement
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Temperance Movement
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Populist Movement
(1880-early 1900’s)
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Progressive Movement
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Labor Movement
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Civil Rights Movement
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Reform Movement DBQ
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Women’s attempt to get the right to
vote.
Seneca Falls Convention-1848
19th amendment grants right to vote
Elizabeth Cody Stanton and
Lucretia Mott began movement
The anti-slavery movement
Feared annexation because they did
not want more slave states added
Harriet Tubman, William Lloyd
Garrison, Fredrick Douglas and
others led the movement
Movement to ban alcohol
Many women involved
Succeeded in passing the 18th
amendment (Prohibition)
Advocated for the move away from
the gold standard
Represented the interests of farmers
and other laborers
Began to attack big business
Helped create the direct election of
senators
Borrowed many ideas from the
Populist movement
Wanted to create greater
government control over business
Desired greater direct public
participation in government.
Muckrakers wrote articles to make
public aware of unsafe conditions
The organization of laborers to fight
the ownership of big business.
Business owners and government
allies very hostile to this movement
Haymarket Affair of 1886 and
Pullman Strike show that workers
and their opposition will use force
Desire to end segregation based on
race.
Culminated in Civil Rights act of
1964
MLK Jr. and Malcolm X major
leaders
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Signing of the Declaration of
Independence
THEME: Turning Points
 Government is there to protect
people’s natural rights (limited
power)s
 Based on Locke’s theories
 Created after the colonies became
free from British rule
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Ratification of the Constitution
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Gave the National (federal)
Government more power
National Government could now
collect taxes
Creation of the President
Industrialization
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Late 1800s
Increase in railroads, factories and
urbanization (people moving to
cities)
Reconstruction
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Post Civil War
Slaves were made citizens (14th
Amendment)
Lincoln and Johnson wanted the
Southern states to reenter the US
quickly
Increased rights for Blacks
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Great Depression
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Ended when WWII began
Causes: uneven distribution of
wealth, buying stocks on credit, low
demand, overproduction of goods
Brown v. Board of Education
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Ended “separate but equal”
Declared segregation in public
schools violated the 14th amendment
Showed that the President has to
enforce Supreme Court decisions for
them to be effective
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Answers to the essay questions are to be written in the separate essay booklet.
In developing your answer, 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”
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: Change — Turning Points
Major historical events are often referred to as turning points because they have led to
important political, social, and economic changes.
Task:
Identify two major events in United States history that were important turning points and for
each:
• Describe the historical circumstances that led to the event
• Discuss the political, social, and/or economic changes that resulted from the event.
You may use any major event from your study of United States history. Some suggestions
you might wish to consider include the signing of the Declaration of Independence (1776),
end of Reconstruction (1877), Henry Ford’s use of the assembly line (1913), United States
entry into World War I (1917), Brown v. Board of Education of Topeka (1954), passage of
the Gulf of Tonkin Resolution (1964), and the fall of the Berlin Wall (1989).
You are not limited to these suggestions.
Guidelines
In your essay, be sure to
• Develop all aspects of the task
• Support the theme with many 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
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