regents review live u.s. history susan e. hamilton & mr. joyce 2009 susan e. hamilton & mr....

Regents Review LiveU.S. History

Regents Review LiveU.S. History

Susan E. Hamilton & Mr. Joyce

2009

Susan E. Hamilton & Mr. Joyce

2009

1

Test Structure (30% geography)Test Structure

(30% geography)

• 50 multiple choice questions on ninth and tenth grade material

• One thematic essay on a broad topic

• Several short answer document-based questions

• One essay based on the documents

• 50 multiple choice questions on ninth and tenth grade material

• One thematic essay on a broad topic

• Several short answer document-based questions

• One essay based on the documents

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How to Study for the US History Regents

How to Study for the US History Regents

• Identify your strengths and weaknesses and focus your studying on your weaknesses

• Know how you learn

• Break up study sessions in small chunks of time

• Identify your strengths and weaknesses and focus your studying on your weaknesses

• Know how you learn

• Break up study sessions in small chunks of time

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How to Study for the U.S. History Regents

How to Study for the U.S. History Regents

• Make yourself accountable - have someone quiz you

• Use review resources including online practice exams and worksheets on the RRL website

• Make yourself accountable - have someone quiz you

• Use review resources including online practice exams and worksheets on the RRL website

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Multiple Choice StrategiesMultiple Choice Strategies

• Positive/Negative (see website for review sheet)

• Go with what you know: look for key vocabulary words or people (see website for review sheet)

• Word Association (see website for review sheet)

• Positive/Negative (see website for review sheet)

• Go with what you know: look for key vocabulary words or people (see website for review sheet)

• Word Association (see website for review sheet)

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Multiple Choice StrategiesMultiple Choice Strategies

• Speaker or Quotation questions

• Process of Elimination

• Fact/Opinion Questions

• Map/Graphs/Charts/Political Cartoons

• Speaker or Quotation questions

• Process of Elimination

• Fact/Opinion Questions

• Map/Graphs/Charts/Political Cartoons

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Document StrategiesDocument Strategies

• Always read the question first

• Read the source of the document

• Read the document with a purpose

• Underline the answer within the document

• Always read the question first

• Read the source of the document

• Read the document with a purpose

• Underline the answer within the document

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Document StrategiesDocument Strategies• Answer the question being asked

using information from the document• Brainstorm outside information

related to the subject of the document (use: Who? What? When? where? Why? How?)

• Be sure to answer ALL the documents (even if you don’t use all of them in your essay)

• Answer the question being asked using information from the document

• Brainstorm outside information related to the subject of the document (use: Who? What? When? where? Why? How?)

• Be sure to answer ALL the documents (even if you don’t use all of them in your essay)

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Brainstorming Outside Information for Documents

Examples

Brainstorming Outside Information for Documents

Examples

• IMPERIALISM: definition, “Remember the Maine” … Monroe Doctrine, Roosevelt Corollary, Open Door Policy, Mexican American War, Spanish-American War, Cuba, Puerto Rico, Hawaii, mercantilism

• IMPERIALISM: definition, “Remember the Maine” … Monroe Doctrine, Roosevelt Corollary, Open Door Policy, Mexican American War, Spanish-American War, Cuba, Puerto Rico, Hawaii, mercantilism

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Brainstorming Outside Information for Documents Examples

Brainstorming Outside Information for Documents Examples

• Gilded Age: Big business, monopolies, cartels, Robber Barons, Captains of Industry, Rockefeller, Wal-Mart, laissez-faire, white collar, $100,000 salaries, big profits

• Gilded Age: Workers, blue collar, immigrants, low pay, bad working conditions (hot in summer, cold in winter), $5 a week, child labor, female labor, Triangle Shirtwaist Factory

• Gilded Age: Big business, monopolies, cartels, Robber Barons, Captains of Industry, Rockefeller, Wal-Mart, laissez-faire, white collar, $100,000 salaries, big profits

• Gilded Age: Workers, blue collar, immigrants, low pay, bad working conditions (hot in summer, cold in winter), $5 a week, child labor, female labor, Triangle Shirtwaist Factory

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Writing Essay Strategies:Thematic Essay


• Read the task carefully & be sure what is being asked

• Make a chart or a graphic organizer based on the task

• Brainstorm using question words (Who? What? When? Where? Why? How?)

• Read the task carefully & be sure what is being asked

• Make a chart or a graphic organizer based on the task

• Brainstorm using question words (Who? What? When? Where? Why? How?)

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• Write your essay based on your chart (check off chart)

• Reread your work. Be sure you have answered all aspects of the task. Look to add additional information. Proofread your work.

• Write your essay based on your chart (check off chart)

• Reread your work. Be sure you have answered all aspects of the task. Look to add additional information. Proofread your work.

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Thematic EssayThematic Essay

• Political, economic and social conditions have often let to turning points that have changed the course of history for nations and peoples.

• Political, economic and social conditions have often let to turning points that have changed the course of history for nations and peoples.

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Thematic EssayThematic Essay

• Identify three turning points from your study of global history and for each– Describe the causes and key events that

led to the turning point– Explain how each turning point changed

the course of history for nations and peoples.

• Identify three turning points from your study of global history and for each– Describe the causes and key events that

led to the turning point– Explain how each turning point changed

the course of history for nations and peoples.

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President Barack Obama, 1st African-American President, Dr. Martin Luther King, Jr. : spokesperson, March on Washington, Rosa Parks: had the guts not to give up her seat

President Barack Obama, 1st African-American President, Dr. Martin Luther King, Jr. : spokesperson, March on Washington, Rosa Parks: had the guts not to give up her seat

Middle Passage, slavery, genocide, Jim Crow Laws, Plessy v. Ferguson, southern plantations, cruel treatment

Middle Passage, slavery, genocide, Jim Crow Laws, Plessy v. Ferguson, southern plantations, cruel treatment

American Civil Rights Movement

American Civil Rights Movement

Representative democracy, people elect government officials, can recall them, President only serves 4 – 8 years, universal suffrage

Representative democracy, people elect government officials, can recall them, President only serves 4 – 8 years, universal suffrage

No taxation without representation, King George = absolute monarch, no universal suffrage, British mercantilism, the end of salutary neglect

No taxation without representation, King George = absolute monarch, no universal suffrage, British mercantilism, the end of salutary neglect

American Revolutionary

War

American Revolutionary

War

Explain/changeExplain/change Causes/Events Causes/EventsTurning PointTurning PointTheme: Turning PointsTheme: Turning Points

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Essay Writing Strategies: DBQ EssayEssay Writing Strategies: DBQ Essay

• Read the task carefully and be sure what is being asked.

• Make a chart or graphic organizer based on the task and what you know about it. Be sure to brainstorm here.

• Identify which documents you intend to use to support your ideas.

• Read the task carefully and be sure what is being asked.

• Make a chart or graphic organizer based on the task and what you know about it. Be sure to brainstorm here.

• Identify which documents you intend to use to support your ideas.

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Essay Writing Strategies: DBQ EssayEssay Writing Strategies: DBQ Essay

• Write your essay based on your chart.BE SURE TO INCLUDE OUTSIDE INFORMATION RELATING TO THE TOPIC(I suggest underlining this information) as well as information from the documents. Don’t forget to cite your documents using enclosures [i.e.,(doc. 3)]

• Reread your work. Be sure you have answered all aspects of the task and have used the required number of documents. Look to add any additional relevant information. Proofread your essay.

• Write your essay based on your chart.BE SURE TO INCLUDE OUTSIDE INFORMATION RELATING TO THE TOPIC(I suggest underlining this information) as well as information from the documents. Don’t forget to cite your documents using enclosures [i.e.,(doc. 3)]

• Reread your work. Be sure you have answered all aspects of the task and have used the required number of documents. Look to add any additional relevant information. Proofread your essay. 17

There are seven required units that all questions will be derived from.

There are seven required units that all questions will be derived from.

• 1-Geography

• 2-Constitutional Foundations for the United States Democratic Republic

• 3-Industrialization of the United States

• 4-The Progressive Movement: Responses to the Challenges Brought About by Industrialization and Urbanization

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• 5- At Home and Abroad: Prosperity and Depression, 1917-1929

• 6- The United States in an Age of Global Crisis: Responsibility and Cooperation

• 7- World in Uncertain Times: 1950-Present

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Specifications Grid Number of multiple-choice items by unit

Unit # … # of questions

• 1 / 0-2

• 2 / 10-14

• 3 / 4-8

• 4 / 4-8

• 5 / 4-8

• 6 / 4-8

• 7 / 4-8 (2-6 questions from 1980-present) 20

The 2 required essays are chosen from themes in U.S. History

• At least one essay must have a government theme. Some possible topics are:

• 1. Laws and social change

• 2. Roles of the Supreme Court

• 3. Checks and Balances

• 4. Citizenship

• 5. Equal Rights21

6. Presidential Decisions

• Throughout United States history, presidents have made decisions which have had significant impacts on American society.

• Choose 3 of these decisions and:• 1. Describe the problem which led him to

the decision.• 2. Discuss an impact of the decision on

American society.22

Other themes to consider as possible essay topics.

• 1. Geographic Factors

• 2. Intellectual Life and Reform

• 3. Technology

• 4. Twentieth Century Problems

• 5. Tradition Versus Change

• 6. Economic Policies and Systems

• 7. Environmental Issues23

Other themes to consider as possible essay topics.

• 8. Factors of Production and Growth• 9. Foreign Policies• 10. Human Rights• 11. Migration and Immigration• 12. Individuals and Groups• 13. Minorities• 14. Diversity and Intolerance• 15. Territorial Expansion

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• Please answer the question(s) on this page.

• The answers to the question(s) is/are on the next page.

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Sample Document Multiple Choice Questions

• Judicial review, as practiced by the federal courts, resulted directly from

• 1. the decisions of colonial governors

• 2. the Articles of Confederation

• 3. the Bill of Rights

• 4. a Supreme Court decision

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• During the Constitutional Convention of 1787, the Great Compromise resolved a conflict over

• 1. presidential power

• 2. the issue of nullification

• 3. representation in Congress

• 4. taxes on imports28

• Here is/are the answer(s).

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• Judicial review, as practiced by the federal courts, resulted directly from

• 1. the decisions of colonial governors• 2. the Articles of Confederation• 3. the Bill of Rights

• 4. a Supreme Court decision

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• During the Constitutional Convention of 1787, the Great Compromise resolved a conflict over

• 1. presidential power• 2. the issue of nullification

• 3. representation in Congress• 4. taxes on imports

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• John Locke’s theory of natural rights, as reflected in the Declaration of Independence, states that

• 1. government is the source of all individual rights

• 2. power should be concentrated in the monarchy

• 3. power to govern belongs to the people• 4. individual liberties are best protected by a

strong government



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• John Locke’s theory of natural rights, as reflected in the Declaration of Independence, states that

• 1. government is the source of all individual rights• 2. power should be concentrated in the monarchy

• 3. power to govern belongs to the people

• 4. individual liberties are best protected by a strong government



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Geography-Unit One Topics

• A. The Physical / Cultural Setting in the Americas

• B. Role/ Influence of Geography on Historical/ Cultural Development

• C. Geographic Issues Today

• D. Demographics

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Geography Multiple Choice Questions

• Prior to 1850, what was the main reason the North developed an economy increasingly based on manufacturing while the South continued to rely on an economy based on agriculture?

• 1. Protective tariffs applied only to northern seaports.• 2. Geographic conditions supported different types of

economic activity.• 3. Slavery in the North promoted rapid economic growth.• 4. Manufacturers failed to make a profit in the South.

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• Acquiring New Orleans as part of the Louisiana Purchase was considered important to the development of the Mississippi and Ohio River valleys because the city

• 1. provided protection from attacks by the Spanish• 2. provided migrant workers for river valley farms• 3. served as a port for American agricultural goods• 4. served as the cultural center for the nation


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• Prior to 1850, what was the main reason the North developed an economy increasingly based on manufacturing while the South continued to rely on an economy based on agriculture?

• 1. Protective tariffs applied only to northern seaports.

• 2. Geographic conditions supported different types of economic activity.

• 3. Slavery in the North promoted rapid economic growth.• 4. Manufacturers failed to make a profit in the South.

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• Acquiring New Orleans as part of the Louisiana Purchase was considered important to the development of the Mississippi and Ohio River valleys because the city

• 1. provided protection from attacks by the Spanish• 2. provided migrant workers for river valley farms

• 3. served as a port for American agricultural goods

• 4. served as the cultural center for the nation


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• Which geographic factor had the greatest influence on early patterns of industrialization in the United States?

• 1. scarcity of flat land on which to build factories• 2. shortages of timber and coal• 3. desire of workers to live in mild climates• 4. availability of waterpower to operate machines


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• Which geographic factor had the greatest influence on early patterns of industrialization in the United States?

• 1. scarcity of flat land on which to build factories• 2. shortages of timber and coal• 3. desire of workers to live in mild climates

• 4. availability of waterpower to operate machines


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Industrialization-Unit Three Topics

• A. The Reconstructed Nation

• B. The Rise of American Business, Industry, and Labor

• C. Adjusting Society to Industrialism: American People and Places

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• The growth of big business in the late 1800’s resulted in

• 1. a reduction in child labor

• 2. the elimination of the middle class

• 3. the widening of the economic gap between rich and poor

• 4. a shift in transportation investment from railroads to canals

Industrialization Multiple Choice Questions

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• Constitutional amendments adopted during Reconstruction were intended to

• 1. provide legal and political rights for African Americans

• 2. end property and religious qualifications for voting• 3. correct problems with the electoral college system• 4. limit the number of terms of the president


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• The growth of big business in the late 1800’s resulted in

• 1. a reduction in child labor• 2. the elimination of the middle class

• 3. the widening of the economic gap between rich and poor

• 4. a shift in transportation investment from railroads to canals


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• Constitutional amendments adopted during Reconstruction were intended to

• 1. provide legal and political rights for African Americans

• 2. end property and religious qualifications for voting• 3. correct problems with the electoral college system• 4. limit the number of terms of the president


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• After 1880, a major new source of labor for American factories was

• 1. western farmers who moved back to eastern cities

• 2. young women who worked until they married• 3. formerly enslaved persons fleeing from the

South• 4. immigrants from southern and eastern Europe


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Reform-Unit 4 Topics

• A. Reform in America

• B. America Reaching Out

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Reform Multiple Choice Questions

• The photographs of Jacob Riis are most closely associated with the

• 1. battlefields of the Civil War

• 2. living conditions of the urban poor

• 3. plight of sharecroppers in the South

• 4. victims of the Dust Bowl on the Great Plains

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• After 1880, a major new source of labor for American factories was

• 1. western farmers who moved back to eastern cities• 2. young women who worked until they married• 3. formerly enslaved persons fleeing from the South

• 4. immigrants from southern and eastern Europe


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• The photographs of Jacob Riis are most closely associated with the

• 1. battlefields of the Civil War

• 2. living conditions of the urban poor

• 3. plight of sharecroppers in the South• 4. victims of the Dust Bowl on the Great Plains

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• Progressive Era reforms such as the initiative, referendum, and recall attempted to

• 1. increase the power of citizens in state and local government

• 2. reestablish the system of checks and balances• 3. provide low-interest loans to farmers• 4. expand voting rights to Native Americans


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• The Federal Reserve System helps to regulate

• 1. the annual federal budget

• 2. state sales tax rates

• 3. Social Security payments

• 4. the nation’s money supply


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• Progressive Era reforms such as the initiative, referendum, and recall attempted to

• 1. increase the power of citizens in state and local government

• 2. reestablish the system of checks and balances• 3. provide low-interest loans to farmers• 4. expand voting rights to Native Americans


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• The Federal Reserve System helps to regulate

• 1. the annual federal budget• 2. state sales tax rates• 3. Social Security payments

• 4. the nation’s money supply


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1917-1940: Unit 5 Topics

• A. War and Prosperity : 1917-1929

• B. The Great Depression

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1917-1940 Multiple Choice Questions

• The march of the “Bonus Army” and referring to shantytowns as “Hoovervilles” in the early 1930’s illustrate

• 1. growing discontent with Republican efforts to deal with the Great Depression

• 2. state projects that created jobs for the unemployed• 3. federal attempts to restore confidence in the

American economy• 4. the president’s success in solving social problems

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• The changing image of women during the 1920’s was symbolized by the

• 1. passage of an equal pay act

• 2. drafting of women into the army

• 3. popularity of the flappers and their style of dress

• 4. appointment of several women to President Calvin Coolidge’s cabinet


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• The march of the “Bonus Army” and referring to shantytowns as “Hoovervilles” in the early 1930’s illustrate

• 1. growing discontent with Republican efforts to deal with the Great Depression

• 2. state projects that created jobs for the unemployed• 3. federal attempts to restore confidence in the American economy• 4. the president’s success in solving social problems

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• The changing image of women during the 1920’s was symbolized by the

• 1. passage of an equal pay act

• 2. drafting of women into the army

• 3. popularity of the flappers and their style of dress

• 4. appointment of several women to President Calvin Coolidge’s cabinet


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Global Crisis: Unit 6 Topics

• A. Peace in Peril : 1933-1950

• B. Peace With Problems : 1945-1960

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Unit 6 Multiple Choice Questions

• A main purpose of government-ordered rationing during World War 2 was to

• 1. increase foreign trade

• 2. limit the growth of industry

• 3. conserve raw materials for the war effort

• 4. encourage women to enter the workforce

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• The U.S. began a trade embargo against Cuba in the 1960’s to

• 1. encourage political change in Cuba

• 2. promote domestic industries in Cuba

• 3. motivate Cubans to immigrate to the U.S.

• 4. end the domination of the banana industry by Cuba


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• A goal of the Marshall Plan (1948) was to

• 1. rebuild Japan after World War 2

• 2. provide military aid to the Warsaw Pact

• 3. establish a Pan-American military alliance system

• 4. provide economic aid to European nations threatened by communism


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• A main purpose of government-ordered rationing during World War 2 was to

• 1. increase foreign trade

• 2. limit the growth of industry

• 3. conserve raw materials for the war effort

• 4. encourage women to enter the workforce

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• The U.S. began a trade embargo against Cuba in the 1960’s to

• 1. encourage political change in Cuba• 2. promote domestic industries in Cuba

• 3. motivate Cubans to immigrate to the U.S.

• 4. end the domination of the banana industry by Cuba


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• A goal of the Marshall Plan (1948) was to• 1. rebuild Japan after World War 2

• 2. provide military aid to the Warsaw Pact

• 3. establish a Pan-American military alliance system

• 4. provide economic aid to European nations threatened by communism


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1950 – Present: Unit 7 Topics

• A. Toward a Postindustrial World: Living in a Global Age

• B. Containment and Consensus: 1945-1960• C. Decade of Change: 1960’s• D. The Limits of Power: Turmoil at Home and

Abroad, 1965-1972• E. The Trend Toward Conservatism, 1972-1985• F. Approaching the Next Century 1986-

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• A major goal of President Lyndon Johnson’s Great Society program was to

• 1. control economic inflation

• 2. end poverty in the U.S.

• 3. repeal several New Deal social programs

• 4. return the responsibility for welfare programs to the states

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• In Gideon v. Wainwright (1963) and Miranda v. Arizona (1966), the Supreme Court ruled that persons convicted of crimes had been

• 1. denied due process of law• 2. denied a speedy and public trial• 3. victimized by illegal search and seizure• 4. sentenced to cruel and unusual punishment


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The Civil Rights Act of 1964 was passed in an effort to correct:

1. racial and gender discrimination

2. limitations on freedom of speech

3. unfair immigration quotas

4. segregation in the armed forces


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• A major goal of President Lyndon Johnson’s Great Society program was to

• 1. control economic inflation

• 2. end poverty in the U.S.• 3. repeal several New Deal social programs

• 4. return the responsibility for welfare programs to the states

102

• In Gideon v. Wainwright (1963) and Miranda v. Arizona (1966), the Supreme Court ruled that persons convicted of crimes had been

• 1. denied due process of law• 2. denied a speedy and public trial

• 3. victimized by illegal search and seizure

• 4. sentenced to cruel and unusual punishment


103

The Civil Rights Act of 1964 was passed in an effort to correct:

1. racial and gender discrimination2. limitations on freedom of speech

3. unfair immigration quotas

4. segregation in the armed forces


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• Population increases that resulted from the baby boom of the 1950’s and 1960’s contributed to a

• 1. housing surplus

• 2. drop in immigration

• 3. reduction in government services

• 4. rise in the demand for consumer goods


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• Which statement best describes an impact of the Watergate scandal on American society?

• (1) The modern environmental movement began. (2) Public trust in government declined. (3) Voter turnout in elections increased. (4) An economic recession ended.


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• Population increases that resulted from the baby boom of the 1950’s and 1960’s contributed to a

• 1. housing surplus

• 2. drop in immigration

• 3. reduction in government services

• 4. rise in the demand for consumer goods


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• Which statement best describes an impact of the Watergate scandal on American society?

• (1) The modern environmental movement began.

(2) Public trust in government declined. (3) Voter turnout in elections increased. (4) An economic recession ended.


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Final TipsFinal Tips

• Have confidence you can do this• Prepare using effective studying

strategies: Get quizzed by someone• Eat before the exam.• Bring pens with you to the exam

• Have confidence you can do this• Prepare using effective studying

strategies: Get quizzed by someone• Eat before the exam.• Bring pens with you to the exam

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Final TipsFinal Tips

• Relax and do the best you can• Look at the essays first and

brainstorm• Do the questions you know first• Check your work

• Relax and do the best you can• Look at the essays first and

brainstorm• Do the questions you know first• Check your work

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regents review live u.s. history susan e. hamilton & mr. joyce 2009 susan e. hamilton & mr....

Documents

document use

document strategies

document brainstorm

review sheet positivenegative

review resources

multiple choice questions

rrl website

review sheet word association