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for teachers only the university of the state of new york vo lume regents high school examination mc thematic 1 2 of united states history and government thursday june 16 2011 9:15 a.m to 12:15 p.m only scoring key for part i and rating guide for part ii thematic essay 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 at http www.p12.nysed.gov/apda 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 several times throughout the regents examination period scoring the part i multiple-choice questions follow the procedures set up by the regional information center the big city scanning center and/or the school district for scoring the multiple-choice questions multiple choice for part i allow 1 credit for each correct response part i 1 1 2 3 3 2 4 4 5 2 6 1 7 2 8 3 9 4 10 4 11 1 12 3 13 2 14 2 15 1 16 3 17 4 18 1 19 3 20 1 21 3 22 1 23 2 24 4 25 2 26 1 27 1 28 3 29 3 30 2 31 3 32 4 33 3 34 2 35 4 36 3 37 2 38 4 39 2 40 4 41 1 42 3 43 2 44 4 45 1 46 1 47 4 48 3 49 3 50 4 copyright 2011 the university of the state of new york the state education department albany new york 12234

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contents of the rating guide for part i multiple-choice questions · scoring key 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 general · test specifications · web addresses for the test-specific conversion chart and teacher evaluation forms mechanics of rating the following procedures are to be used in rating essay papers for this examination more detailed directions for the organization of the rating process and procedures for rating the examination are included in the information booklet for scoring the regents examination in global history and geography and united states history and government rating the essay question 1 follow your school s procedures for training raters this process should include introduction to the task · raters read the task · raters identify the answers to the task · raters discuss possible answers and summarize expectations for student responses introduction to the rubric and anchor papers · trainer leads review of specific rubric with reference to the task · trainer reviews procedures for assigning holistic scores i.e by matching evidence from the response to the rubric · trainer leads review of each anchor paper and commentary practice scoring individually · raters score a set of five papers independently without looking at the scores and commentaries provided · trainer records scores and leads discussion until the raters feel confident enough to move on to actual rating 2 when actual rating begins each rater should record his or her individual rating for a student s essay on the rating sheet provided not directly on the student s essay or answer sheet the rater should not correct the student s work by making insertions or changes of any kind 3 each essay must be rated by at least two raters a third rater will be necessary to resolve scores that differ by more than one point beginning in june 2011 schools are no longer permitted to rescore any of the open-ended questions scaffold questions thematic essay dbq essay on this exam after each question has been rated the required number of times as specified in this rating guide regardless of the final exam score schools are required to ensure that the raw scores have been added correctly and that the resulting scale score has been determined accurately u.s hist gov rating guide ­ june 11 [2 vol 1

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united states history and government content-specific rubric thematic essay june 2011 theme change constitutional amendments when the founding fathers wrote the united states constitution they included the amendment process the amendments that have been passed brought political social and economic changes to american society task select two constitutional amendments that have changed american society and for each · describe the historical circumstances that led to the adoption of the amendment · discuss the political social and/or economic changes the amendment brought to american society you may use any constitutional amendments that have changed american society some suggestions you might wish to consider include the 13th amendment abolition of slavery 1865 17th amendment direct election of senators 1913 18th amendment prohibition 1919 19th amendment woman s suffrage 1920 22nd amendment presidential term limits 1951 24th amendment elimination of the poll tax 1964 and 26th amendment suffrage for 18-year-old citizens 1971 you are not limited to these suggestions scoring notes 1 this thematic essay has a minimum of six components the historical circumstances that led to the adoption of two different constitutional amendments and at least two political social and/or economic changes each amendment brought to american society 2 the historical circumstances that led to the adoption of each amendment may be similar but the supporting details should be specific and distinct for each amendment 3 the political social and/or economic changes brought about by the amendment may be immediate or long-term 4 the classification of change as political social or economic does not need to be specifically identified as long as the information is implied in the discussion 5 as is the case with many historical topics a change brought about by the amendment is subject to the student s point of view and may be positive or negative the response may discuss changes from any perspective as long as the position taken is supported by accurate historical facts and examples u.s hist gov rating guide ­ june 11 [3 vol 1

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score of 5 · thoroughly develops all aspects of the task evenly and in depth by describing the circumstances that led to the adoption of two constitutional amendments and describing the political social and/or economic changes each amendment brought to american society · is more analytical than descriptive analyzes evaluates and/or creates information e.g 13th amendment connects the provisions allowing for slavery in the original constitution debates over slavery in the territories the dred scott decision the outbreak of the civil war lincoln s emancipation proclamation to achieve northern victory and the need for the permanent abolition of slavery when the war ended to southern attempts to maintain white supremacy with jim crow segregation laws and the development of the economic system of sharecropping that kept african americans in poverty and in a lower class 18th amendment connects 19th-century temperance leaders and 20th-century progressives who thought that the prohibition of alcohol would cure society s ills to the prohibition of the manufacture and distribution of alcohol widespread cynicism lawlessness disregard for the law among ordinary citizens and to the rise of organized crime · richly supports the theme with relevant facts examples and details e.g 13th amendment threefifths compromise slave trade expansion of slavery balance of power in congress 5th amendment protection of property abolitionist movement frederick douglass william lloyd garrison peculiar institution 1860 election secession northern military losses antietam reconstruction radical republicans black codes ku klux klan whites only plessy v ferguson cycle of debt former masters old plantations crop-lien system 18th amendment neal dow maine law women s christian temperance union carry nation anti-saloon league frances willard dry vs wet urban crime domestic violence immigrants nativism moral experiment volstead act speakeasies bathtub gin rum runners flappers al capone chicago gangsters bootlegging federal bureau of investigation repeal in the 21st amendment · demonstrates a logical and clear plan of organization includes an introduction and a conclusion that are beyond a restatement of the theme score of 4 · develops all aspects of the task but may do so somewhat unevenly by discussing one change for one amendment less thoroughly than the other changes or discussing all aspects of the task for one amendment more thoroughly than for the second amendment · is both descriptive and analytical applies analyzes evaluates and/or creates information e.g 13th amendment describes how lincoln s opposition to the spread of slavery his election as president the secession of the south the change in lincoln s war goals from preservation of the union to abolition of slavery with the emancipation proclamation led to adoption of the 13th amendment and discusses how the south ignored the amendment by passing jim crow laws that kept african americans segregated in the south and how sharecropping prevented them from gaining economic equality 18th amendment describes how progressives blamed alcohol for some of the ills found in urban slums poverty and crime and called for the adoption of an amendment to prohibit the manufacture and sale of alcoholic beverages and discusses how ordinary citizens found ways to get alcohol illegally causing disrespect for the law and allowing organized crime to form in urban america · supports the theme with relevant facts examples and details · demonstrates a logical and clear plan of organization includes an introduction and a conclusion that are beyond a restatement of the theme u.s hist gov rating guide ­ june 11 [4 vol 1

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score of 3 · develops all aspects of the task with little depth or develops at least four aspects of the task in some depth · is more descriptive than analytical applies may analyze and/or evaluate information · includes some relevant facts examples and details may include some minor inaccuracies · demonstrates a satisfactory plan of organization includes an introduction and a conclusion that may be a restatement of the theme note if all aspects of one amendment have been thoroughly developed evenly and in depth and the response meets most of the other level 5 criteria the overall response may be a level 3 paper score of 2 · minimally develops all aspects of the task or develops at least three aspects of the task in some depth · is primarily descriptive may include faulty weak or isolated application or analysis · includes few relevant facts examples and details may include some inaccuracies · demonstrates a general plan of organization may lack focus may contain digressions may not clearly identify which aspect of the task is being addressed may lack an introduction and/or a conclusion score of 1 · minimally develops some aspects of the task · is descriptive may lack understanding application or analysis · includes few relevant facts examples or details may include inaccuracies · may demonstrate a weakness in organization may lack focus may contain digressions may not clearly identify which aspect of the task is being addressed may lack an introduction and/or a conclusion score of 0 fails to develop the task or may only refer to the theme in a general way or includes no relevant facts examples or details or includes only the theme task or suggestions as copied from the test booklet or is illegible or is a blank paper the term create as used by anderson/krathwohl et al in their 2001 revision of bloom s taxonomy of educational objectives refers to the highest level of the cognitive domain this usage of create is similar to bloom s use of the term synthesis creating implies an insightful reorganization of information into a new pattern or whole while a level 5 paper will contain analysis and/or evaluation of information a very strong paper may also include examples of creating information as defined by anderson and krathwohl u.s hist gov rating guide ­ june 11 [5 vol 1

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anchor paper ­ thematic essay level 5 ­ a u.s hist gov rating guide ­ june 11 [6 vol 1

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anchor paper ­ thematic essay level 5 ­ a u.s hist gov rating guide ­ june 11 [7 vol 1

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anchor paper ­ thematic essay level 5 ­ a u.s hist gov rating guide ­ june 11 [8 vol 1

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anchor paper ­ thematic essay level 5 ­ a anchor level 5-a the response · thoroughly develops all aspects of the task evenly and in depth by describing the historical circumstances that led to the adoption of the 13th and 22nd amendments and by discussing the economic and political changes the amendments brought to american society · is more analytical than descriptive 13th amendment while the north had initially entered the fight with the goal of preserving the nation it had partly in order to give itself the higher moral ground taken on the cause of eliminating slavery lincoln freed the slaves in the areas in rebellion infused the nation with a new sense of conscience no longer could human beings be considered property under the 5th amendment as they had been in the dred scott decision the amendment had the effect of virtually destroying the slave-based economy in the south primarily agricultural south had to find a new way to run plantations 22nd amendment previously the question of how long leaders could serve had not been addressed as presidents had followed george washington s lead and limited themselves to two terms of service made tradition a point of law effectively prevents the rise of any dictator who might want to extend his power term limits may thwart the will of the people to keep a trusted leader in office · richly supports the theme with relevant facts examples and details 13th amendment first in a series of amendments after the union victory civil war union victory at antietam emancipation proclamation abolition sharecroppers plantations cycle of debt and poverty tied them to the land second class citizens 22nd amendment franklin delano roosevelt economic reform depression world war ii 3rd and 4th terms ronald reagan · demonstrates a logical and clear plan of organization includes a lengthy introduction that discusses the wisdom of the founding fathers in providing flexibility and a brief conclusion conclusion overall the response fits the criteria for level 5 despite some broad generalizations descriptive phrases and sophisticated analysis demonstrate good comprehension of the changes amendments brought to the economic and political history of the united states u.s hist gov rating guide ­ june 11 [9 vol 1

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anchor paper ­ thematic essay level 5 ­ b u.s hist gov rating guide ­ june 11 [10 vol 1

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anchor paper ­ thematic essay level 5 ­ b u.s hist gov rating guide ­ june 11 [11 vol 1

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anchor paper ­ thematic essay level 5 ­ b u.s hist gov rating guide ­ june 11 [12 vol 1

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anchor paper ­ thematic essay level 5 ­ b anchor level 5-b the response · thoroughly develops all aspects of the task evenly and in depth by describing the historical circumstances that led to the adoption of the 17th and 18th amendments and by discussing the political economic and social changes these amendments brought to american society · is both analytical and descriptive 17th amendment it became so bad that senators became mere puppets of the big corporations businessmen already controlled the state party leaders this amendment allowed for the senators to be chosen by popular vote making it harder for major companies to influence the united states senate and starting a trend toward restrictions on big business this allowed later regulatory acts like those of the new deal to help the poorer class even if it meant cutting back the power and profits of big business 18th amendment poverty often led to abuse of women and children this early movement to end the consumption of alcohol as a solution for social problems gained strength as immigration and urbanization increased during the early 20th century never before had so many americans ignored a federal law proving that it is hard to legislate morality organized crime became rampant and gang-related violence skyrocketed as rival gangs fought each other for markets to sell their alcohol · richly supports the theme with relevant facts examples and details 17th amendment agrarian society andrew carnegie john d rockefeller political machines tammany hall progressive reformers state legislatures two senators per state wagner act collective bargaining 18th amendment temperance movement poverty progressives manufacture sale and transportation speakeasies made gin in their bathtubs chicago al capone fbi repealed 21st amendment · demonstrates a logical and clear plan of organization includes an introduction that notes the founding fathers could not foresee the changing scenarios of the future and a conclusion that reviews the 17th and 18th amendments conclusion overall the response fits the criteria for level 5 the descriptions of the control of the senate by big business and the outcomes of prohibition underscore a strong understanding of these amendments and of the changes brought about by them u.s hist gov rating guide ­ june 11 [13 vol 1

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anchor paper ­ thematic essay level 4 ­ a u.s hist gov rating guide ­ june 11 [14 vol 1

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anchor paper ­ thematic essay level 4 ­ a u.s hist gov rating guide ­ june 11 [15 vol 1

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