Part II - Short Essay Questions (Set 1 and Set 2)

FOR TEACHERS ONLY

The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

UNITED STATES HISTORY

AND GOVERNMENT (FRAMEWORK)

Thursday, August 17, 2023 — 8:30 to 11:30 a.m., only

RATING GUIDE FOR PART II

(SHORT-ESSAY QUESTIONS)

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: https://www.nysed.gov/state-assessment/high-school-regents-examinations/

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.

Contents of the Rating Guide

For Part II Short-Essay Questions (SEQs Set 1 and Set 2):

• A content-specic rubric for each SEQ

• Prescored answer papers. Score levels 5 through 1 have one paper

each. They are ordered by score level from high to low.

• Commentary explaining the specic score awarded to each paper

• Five prescored practice papers

General:

• Web addresses for the test-specic conversion chart and teacher

evaluation forms

Mechanics of Rating

The procedures on page 2 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 United States History and Government (Framework).

The University of the State of New York

THE STATE EDUCATION DEPARTMENT

Albany, New York 12234

VOLUMEVOLUME

1 1

OFOF

2 2

SHORT-ESSAY SHORT-ESSAY

QUESTONSQUESTONS

U.S. Hist. & Gov’t. (Framework) Rating Guide – Aug. ’23 [2] Vol. 1

Rating the Essay Questions

The Part II Short Essays (Set 1 and Set 2) must each be scored by one qualied teacher. The scoring is

based on a 5-point rubric specic to each set, and the resulting scores for Set 1 and Set 2 are added

together, but not weighted.

Raters must be trained on scoring Set 1 and score all of the Set 1 papers prior to being trained on

scoring Set 2. This allows the rater to focus on one short-essay question and response at a time.

(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 specic 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 ve papers independently without looking at the scores and commentaries

provided

• Trainer records scores and leads discussion until the raters feel condent 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 Part II essay must be rated by one rater.

Schools are not permitted to rescore any of the open-ended questions (scaffold questions,

Short-Essay Questions, Civic Literacy Essay Question) on this exam after each question has been

rated the required number of times as specied in the rating guides, regardless of the nal 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. Teachers may not score their own

students’ answer papers.

U.S. Hist. & Gov’t. (Framework) Rating Guide – Aug. ’23 [3] Vol. 1

USFT2-941-19

SET 1

United States History and Government (Framework)

Short-Essay Question Set 1 (Question 29)

August 2023

Task: Read and analyze the following documents, applying your social studies knowledge and

skills to write a short essay of two or three paragraphs in which you:

• Describe the historical context surrounding these documents

• Identify and explain the relationship between the events and/or ideas found in these documents (Cause

and Effect, or Similarity/Difference, or Turning Point)

Document 1

. . . This is

not an issue as to whether the people are

going hungry or cold in the United States. It is solely a

question of the best method by which hunger and cold

can be prevented. It is a question as to whether the

American people on the one hand will maintain the

spirit of charity and of mutual self-

help through

voluntary giving and the responsibility of local

government as distinguished on the other hand from

appropriations out of the Federal Treasury for such

purposes. My own conviction is strongly that if we

bre

ak down this sense of responsibility, of individual

generosity to individual, and mutual self-

help in the

country in times of national difficulty and if we start

appropriations of this character we have not only

impaired something infinitely valuable in the life of the

American people but have struck at the roots of self-

government. Once this has happened it is not the cost of

a few score millions, but we are faced with the abyss of

reliance [trap of relying] in [the] future upon

Government charity in some form or other. The money

involved is indeed the least of the costs to American

ideals and American institutions. . . .

Source: President Herbert Hoover, press

statement, February 3, 1931

Document 2

More important, a host of unemployed citizens face the

grim problem of existence, and an equally great number

toil with little return. Only a foolish optimist can deny

the dark realities of the moment. . . .

Our greatest primary task is to put people to work.

This is no unsolvable problem if we face it wisely and

courageously. It can be accomplished in part by direct

recruiting by the Government itself, treating the task as

we would treat the emergency of a war, but at the same

time, through this employment, accomplishing greatly

needed projects to stimulate a

nd reorganize the use of

our natural resources. . . .

Source: Franklin D. Roosevelt, Inaugural Address,

March 4, 1933

U.S. Hist. & Gov’t. (Framework) – Aug. ’23 [18]

SEQ Set 1 Directions (Question 29): Read and analyze the following documents before writing your short

essay in the separate essay booklet.

Document 1

. . . This is not an issue as to whether the people are going hungry or cold in the

United States. It is solely a question of the best method by which hunger and cold

can be prevented. It is a question as to whether the American people on the one hand

will maintain the spirit of charity and of mutual self-help through voluntary giving

and the responsibility of local government as distinguished on the other hand from

appropriations out of the Federal Treasury for such purposes. My own conviction is

strongly that if we break down this sense of responsibility, of individual generosity

to individual, and mutual self-help in the country in times of national difculty and

if we start appropriations of this character we have not only impaired something

innitely valuable in the life of the American people but have struck at the roots of

self-government. Once this has happened it is not the cost of a few score millions, but

we are faced with the abyss of reliance [trap of relying] in [the] future upon Government

charity in some form or other. The money involved is indeed the least of the costs to

American ideals and American institutions. . . .

Source: President Herbert Hoover, Press Statement, February 3, 1931

U.S. Hist. & Gov’t. (Framework) – Aug. ’23 [19] [OVER]

Document 2

. . . More important, a host of unemployed citizens face the grim problem of existence,

and an equally great number toil with little return. Only a foolish optimist can deny the

dark realities of the moment. . . .

Our greatest primary task is to put people to work. This is no unsolvable problem if

we face it wisely and courageously. It can be accomplished in part by direct recruiting

by the Government itself, treating the task as we would treat the emergency of a war,

but at the same time, through this employment, accomplishing greatly needed projects

to stimulate and reorganize the use of our natural resources. . . .

Source: Franklin D. Roosevelt, Inaugural Address, March 4, 1933

SEQ Set 1 (Question 29)

Task: Based on your reading and analysis of these documents, apply your social studies

knowledge and skills to write a short essay of two or three paragraphs in

which you:

• Describe the historical context surrounding these documents

• Identify and explain the relationship between the events and/or ideas found in

these documents (Cause and Effect, or Similarity/Difference, or Turning Point)

Guidelines:

In your short essay, be sure to

• Develop all aspects of the task

• Incorporate relevant outside information

• Support the task with relevant facts and examples

You are not required to include a separate introduction or conclusion in your short essay of

two or three paragraphs.

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USFT2-941-19

SET 1

United States History and Government (Framework)

Content-Specific Rubric

Short-Essay Question Set 1 (Question 29)

August 2023

Scoring Notes:

1. This document-based question has two components (describing the historical context surrounding

these two documents and identifying and explaining the relationship between the events and/or

ideas found in these documents).

2. The description of historical context and the relationship between the events and/or ideas may focus

on immediate or long-term circumstances or on immediate or long-term effects.

3. Only one relationship between the events and/or ideas needs to be discussed; however, the response

may refer to a second relationship as part of the discussion.

4. The relationship between events and/or ideas in the documents may be discussed from any

perspective as long as the relationship is supported by relevant information.

Score of 5:

• Thoroughly develops both aspects of the task in depth by discussing the historical context surrounding these

documents and explaining the relationship between the events and/or ideas found in these documents

• Is more analytical than descriptive (analyzes and/or evaluates information), e.g., (Historical Context:

connects widespread unemployment and suffering during the Great Depression to the 1932 Presidential

candidates holding widely different views regarding the role of the federal government in addressing the

economic crisis facing the nation; Difference: incumbent President Herbert Hoover argued for rugged

individualism and reliance on voluntary giving and local government action while newly elected President

Roosevelt called for a New Deal with federal public-works projects to alleviate unemployment and

stimulate the use of natural resources; Turning Point: President Roosevelt’s Inaugural Address calling for a

New Deal of federal economic intervention through public works signals a sharp departure from traditional

laissez-faire as expressed by President Hoover because it called for the federal government to be responsible

for the economic well-being of individual citizens)

• Integrates relevant outside information (See Outside Information Chart)

• Supports the theme with many relevant facts and/or examples from the documents (See Key Ideas from

Documents Chart)

Score of 4:

• Develops both aspects of the task in depth

• Is both descriptive and analytical (applies, analyzes, and/or evaluates information), e.g., (Historical Context:

discusses the misery and unemployment during the Great Depression and how the two presidents disagreed

about the role of the federal government in addressing the Depression; Difference: discusses how President

Hoover supported a traditional approach of responsibility for economic well being and private relief while

newly elected President Roosevelt called for direct government creation of jobs to put people to work;

Turning Point: President Roosevelt’s promise of a New Deal with public-works projects to end

unemployment is a clear turning point away from the traditional government attitude of laissez-faire and

self-reliance as stated by President Hoover)

• Includes relevant outside information

• Supports the theme with relevant facts and/or examples from the documents

U.S. Hist. & Gov’t. (Framework) Rating Guide – Aug. ’23 [5] Vol. 1

USFT2-941-19

SET 1

Score of 3:

• Develops both aspects of the task in some depth

• Is more descriptive than analytical (applies and may analyze information)

• Includes some relevant outside information

• Includes some relevant facts and/or examples from the documents; may include some minor inaccuracies

Score of 2:

• Minimally develops both aspects of the task or develops one aspect of the task in some depth

• Is primarily descriptive; may include faulty analysis

• Includes little relevant outside information

• Includes a few relevant facts and/or examples from the documents; may include some inaccuracies

Score of 1:

• Minimally addresses the task

• Is descriptive; may lack understanding or application

• Includes minimal or no relevant outside information

• Includes a few relevant facts and/or examples from the documents; may make only vague, unclear

references to the documents; may include inaccuracies

Score of 0:

Fails to develop the task; OR includes no relevant facts or examples; OR includes only entire documents copied

from the test booklet; OR is illegible; OR is a blank paper

All sample student essays in this rating guide are presented in the same cursive font while preserving actual

student work, including errors. This will ensure that the sample essays are easier for raters to read and use as

scoring aids.

Raters should continue to disregard the quality of a student’s handwriting in scoring examination papers and

focus on how well the student has accomplished the task. The content-specic rubric should be applied

holistically in determining the level of a student’s response.

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SET 1

Key Ideas from the Documents

(This list is not all-inclusive.)

Document 1—Solely question of best method to prevent hunger and cold

Maintenance of spirit of charity and mutual self help

Voluntary giving and responsibility of local government rather than appropriations from federal treasury

Danger of future reliance on federal treasury during times of national difficulty

Threat to American ideals and institutions if reliance on government charity

Document 2—Our greatest task is to put people to work

Unemployment should be treated like the emergency of a war

Employment to accomplish greatly needed projects

Relevant Outside Information

(This list is not all-inclusive.)

Economics of Roaring Twenties/growing consumerism/buying on margin

Policy of laissez-faire

Rugged individualism

Stock market crash (causes and/or impacts)

One-quarter of the labor force unemployed

Hoovervilles

First 100 days

Fireside chats

Civilian Conservation Corps (CCC)

Works Progress Administration (WPA)

Social Security

Keynesian Economics/pump priming/deficit spending

Election of 1932

Home/Farm foreclosures

Great Depression

Relationship between the Documents

(This list is not all-inclusive.)

Cause and Effect: The failure of

Hoover’s strategy of limited

government involvement in the

economy became a contributing

factor in the election of Franklin D.

Roosevelt and his beliefs that

stressed government wartime

power was needed to help the

unemployed.

Turning Point: The failure of

Hoover’s emphasis on limited

government involvement in the

economy to Roosevelt’s support for

an expanded role of the federal

government to help the

unemployed by putting people to

work on greatly needed projects.

Similarity/Difference: Hoover’s

concern that government charity

threatens the roots of American

self-government in contrast to

Roosevelt’s belief that the dark

realities of the movement demand

the federal government takes steps

to put people to work. Both Hoover

and Roosevelt recognize that

unemployment is a problem.

U.S. Hist. & Gov’t. (Framework) Rating Guide – Aug. ’23 [7] Vol. 1

Anchor Paper – Short-Essay Question, Set 1—Level 5

The Great Depression prompted a turning point in American history

in which we radically changed the role of the government plays in

aiding our citizens through crises. A series of events toward the end of

the roaring 1920’s had a signicant impact on our economy. Stock

Market speculation with overreliance on credit, or buying on margin,

created a fragile economic bubble. When the bubble popped, millions

of Americans were left impoverished, unemployed, and banks were

crippled. To solve the problems of the dead and stagnant economy, two

depression-era presidents, FDR and Herbert Hoover, took two drastically

different approaches.

The earlier of the two, Hoover, believed in a strong sense of American

rugged individualism. In Hoover’s opinion, government spending

to alleviate the symptoms of the Great Depression through sponsored

and subsidized social programs was not only unnecessary, but a

dissolution of American values and principles. He left the burden

of social programs instead to independent charities, believing that

philanthropy and individual generosity would be enough to solve these

issues. Ultimately, Hoover’s inaction and reluctance to use federal

intervention worsened the depression, with many angry Americans

blaming Hoover and calling shantytowns “Hoovervilles” instead.

FDR took a very different approach to governance during the Great

Depression relative to Hoover. Through the use of decit spending, or

Keynesian economics, Roosevelt stimulated the economy directly with

utilization of government resources. Not only was this a new practice,

but it was also a turning point for the United States toward a more

socialist-driven style of government. His two New Deals created new

jobs directly through subsidized public programs such as the Public

U.S. Hist. & Gov’t. (Framework) Rating Guide – Aug. ’23 [8] Vol. 1

Anchor Paper – Short-Essay Question, Set 1—Level 5

Works Administration and Tennesee Valley Authority which directly

contrasts with Hoover’s Laissez-faire policy that proved ineffectual,

whereas FDR’s policy lightened the load of the crisis for the American

populace and created agencies which, in some cases, became permanent

to prevent future economic catastrophes.

Anchor Paper-Short Essay Question-Set 1, Level 5 (48033)

Set 1, Anchor Level 5

The response:

• Thoroughly develops both aspects of the task in depth

• Is more analytical than descriptive (Historical Context: stock market speculation with

overreliance on credit, or buying on margin, created a fragile economic bubble; when the

bubble popped millions of Americans were left impoverished, unemployed, and banks

were crippled; Difference: Hoover believed in a strong sense of rugged individualism; he

left the burden of social programs instead to independent charities, believing that

philanthropy and individual generosity would be enough to solve these issues; through the

use of deficit spending, or Keynesian economics, Roosevelt stimulated the economy

directly with utilization of government resources; it was also a turning point for the United

States toward a more socialist-driven style of government)

• Integrates relevant outside information (Great Depression; Roaring Twenties; stock market

speculation, overreliance on credit; buying on margin; economic bubble; banks were

crippled; rugged individualism; charities; Hoovervilles; deficit spending or Keynesian

economics; socialist; two New Deals; subsidized public programs, Public Works;

Tennessee Valley Authority; laissez-faire; created permanent agencies)

• Supports the theme with many relevant facts and/or examples from the documents

(individual generosity; reluctance to use federal intervention; federal programs are not only

unnecessary but a threat to American values and principles; the government should put

people to work on needed projects)

Conclusion: Overall, the response fits the criteria for Level 5. The response shows a clear

understanding of the differences between Hoover’s belief in rugged individualism and private

philanthropy versus Roosevelt’s concept of using deficit spending on projects to alleviate

unemployment. The response includes an analytical discussion of the change toward a more

socialist economy.

U.S. Hist. & Gov’t. (Framework) Rating Guide – Aug. ’23 [9] Vol. 1

Anchor Paper – Short-Essay Question, Set 1—Level 4

President Herbert Hoover had barely begun his term as President

when the Great Depression gripped the nation. Contrary to popular belief

there were major weaknesses in the economy before the Stock Market

Crash of 1929. The Depression came about from the combination of

overproduction of food and goods, overextension of credit, and a weakly

regulated banking system. Herbert Hoover responded to the crisis, as

unemployment skyrocketed and trade collapsed, by using skills he

previously used under Woodrow Wilson. When the American public

deemed his efferts to be too little, Franklin D. Roosevelt won a landslide

election against Hoover in 1932.

The statements made by Herbert Hoover and Franklin D. Roosevelt

demonstrate a major difference between their ideas. Herbert Hoover

during the Depression advocated for limited intervention by the

federal government. Hoover instead encouraged voluntary aid and

private charities to solve the crisis. Hoover felt that should the federal

government directly provide aid, the American people would rely

on government handouts forever. In contrast to Hoover’s policies,

Franklin D. Roosevelt prioritized a more active role for the federal

government. FDR proposed that the federal government employ people

for public works which would stimulate the economy. Unlike Hoover’s

previous policies, the federal government, would treat the Depression

as a national emergency like a war. The ideas of Franklin D. Roosevelt

allowed far more exibility for the federal government; if one policy

failed, the federal government would continue with another rather than

standing by as the Depression deepened.

U.S. Hist. & Gov’t. (Framework) Rating Guide – Aug. ’23 [10] Vol. 1

Anchor Paper-Short Essay Question-Set 1, Level 4 (41005)

Set 1, Anchor Level 4

The response:

• Develops both aspects of the task in depth

• Is both descriptive and analytical (Historical Context: the Depression came about from the

combination of overproduction of food and goods, overextension of credit, and a weakly

regulated banking system; when the American public deemed his efforts to be too little,

Franklin D. Roosevelt won a landslide election against Hoover in 1932; Difference:

Hoover advocated the intervention from the government and instead encouraged voluntary

aid and private charity to solve the crisis; Roosevelt proposed that the federal government

employ people for public works such as conservation and highways which would stimulate

the economy)

• Includes relevant outside information (stock market crash; overproduction of food and

goods; overextension of credit; weakly regulated banking system; trade collapsed; under

Woodrow Wilson; Roosevelt won a landslide election in 1932; private charities; public

works)

• Supports the theme with relevant facts and/or examples from the documents (encouraged

voluntary aide; responsibility of local government; the American people would rely on

government handouts forever; treating the Depression as a national emergency of a war;

employment on needed projects)

Conclusion: Overall, the response meets the criteria for Level 4. The response recognizes the

underlying causes of the Great Depression and the stark differences between Hoover and

Roosevelt’s polices. Additional facts and supporting details would have strengthened the

discussion.

U.S. Hist. & Gov’t. (Framework) Rating Guide – Aug. ’23 [11] Vol. 1

All throughout history the United States has faced hardships

and struggles. The Great Depression is a prime example of this. One

of the causes of the Great Depression was the stock market crash. The

Stock Market is a market in which you can invest into businesses by

buying into their stock. Shortly after the Stock Market Crash occured

many U.S. citizens began to panic and took as much of their money

out of banks as banks began to go bankrupt. Millions of people were

left without jobs or money. Men began to leave their families in search

for work while the woman stayed home and took care of the children.

As seen in both documents, both President Herbert Hoover and

then future President Franklin D. Roosevelt seem to adress the crisis

at hand but they have completely different outlooks on the situation.

In document 1 it states “American people … have struck at the roots of

self-government.” This quote from President Hoover’s press Statement

shows that he believes the people of the U.S. must work on being more

self reliant in a time of crisis to prevent a permanent reliance on the

government. Charities and voluntary giving could help the needy.

This did not work as people referred to their make shift towns as

“Hoovervilles”, this shows that he did not help the U.S. citizens get out

of this mess. In document 2 it states “our greatest primary task is to

put people to work” this shows president FDR’s completely different

outlook on the Great Depression as he says that is the governement’s

responsibility to put people to work by the use of the word “our”. He later

goes on to introduce his New Deal programs to put people back to work

using many new agencies like the CCC and WPA. And the Social

Security Act still to this day helps elderly people stay nancially

stable after retirement.

Anchor Paper – Short-Essay Question, Set 1—Level 3

U.S. Hist. & Gov’t. (Framework) Rating Guide – Aug. ’23 [12] Vol. 1

Anchor Paper-Short Essay Question-Set 1, Level 3 (61557)

Set 1, Anchor Level 3

The response:

• Develops both aspects of the task in some depth

• Is more descriptive than analytical (Historical Context: shortly after the stock market crash

occurred many United States citizens began to panic and took as much of their money out

of banks as banks began to go bankrupt; millions of people were left without jobs or

money; Difference: Hoover’s press statement shows that he believes the people of the

United States must work on being more self-reliant in a time of crisis to prevent a

permanent reliance on the government; charities and voluntary giving could help the

needy; this shows President Franklin D. Roosevelt’s completely different outlook on the

Great Depression as he says that it is the government’s responsibility to put people to

work; he later goes on to introduce his New Deal program to put people back to work

using many new agencies like the Civilian Conservation Corps and the Works Progress

Administration); includes faulty analysis (in document one it states “American people …

have struck at the roots of self government)

• Includes some relevant outside information (Great Depression, stock market crash, banks

began to go bankrupt; Hoovervilles; New Deal; Civilian Conservation Corps; Works

Progress Administration; Social Security Act)

• Includes some relevant facts and/or examples from the documents (work on being more

self-reliant; prevent a permanent reliance on the government; charities and voluntary

giving; greatest primary task is to put people to work)

Conclusion: Overall, the response meets the criteria for Level 3. The response shows

understanding of the tasks and the differences between the two presidents. Quotations from the

documents established the foundation for the discussion; however, the summary of that

information is somewhat simplistic.

U.S. Hist. & Gov’t. (Framework) Rating Guide – Aug. ’23 [13] Vol. 1

The two documents provided discuss the Great Depression and the

two executive ideas on how to remedy the situation. Document 1 is a

press statement given by Hoover adressing the economic situation at

hand. During the Great Depression, Hoover believed that America would

x itself. No government assistance to the people was needed in Hoover’s

mind. The Document states that he believed America could escape

the Great Depression with the spirit of charity and mutual self help.

This went hand and hand with his belief in trickle down economics.

Document 2 was Franklin D. Roosevelt, the president following Hoover,

adressing the situation in the way he thought was best. Franklin

believed that government assistance was needed in order to get the

American people out of the economic hardship they faced at the time.

He created the New Deal, which created thousands of jobs and helped aid

the citizen’s of America get back on their feet. Ultimately it was world

war II that got the United States out of the Great Depression. Hoover and

Roosevelt had very different ideas when it came to helping Americans

and what they thought was best for them. FDR had more liberal ideals

while Hoover was more conservative. Even though their ideas differed,

they both only wanted what they thought was best for the country.

Anchor Paper – Short-Essay Question, Set 1—Level 2

U.S. Hist. & Gov’t. (Framework) Rating Guide – Aug. ’23 [14] Vol. 1

Anchor Paper-Short Essay Question-Set 1, Level 2 (55733)

Set 1, Anchor Level 2

The response:

• Develops one aspect of the task in some depth

• Is both descriptive and analytical (Difference: Hoover believed that America wanted to fix

itself. No government assistance to the people was needed in Hoover’s mind, he believed

America could escape the Great Depression with the spirit of charity and self-help; while

Roosevelt believed government assistance was needed and created the New Deal which

created thousands of jobs and helped aid the citizens of America get back on their feet;

FDR had more liberal ideals while Hoover was more conservative)

• Includes little relevant outside information (Great Depression; trickle-down economics;

New Deal; World War II; FDR had more liberal ideas; Hoover was more conservative)

• Includes a few relevant facts and/or examples from the documents (charity and mutual

self-help; government assistance was needed)

Conclusion: Overall, the response meets the criteria for Level 2. The response generally

describes the difference between the ideas of presidents Hoover and Roosevelt. The historical

context is minimally addressed, except for the reference to the Great Depression.

U.S. Hist. & Gov’t. (Framework) Rating Guide – Aug. ’23 [15] Vol. 1

The two documents are from presidents Herbert Hoover and Franklin

Roosevelt. These presidents were in power during the great depression in

the United States. Both had a very different way of solving the problem

of the great deppression.

There are many different ways that Hoover and Roosevelt went

after xing the deppression. Hoover for instance said the American

people were responsible for the depression and they needed to work

with the government. He says “self government” is the solution to the

depression. Franklin Roosevelt on the other hand had a very different

view. He believes that the government must supply the people with jobs

and recruit the people for government made jobs. This shows just how

different the two presidents beliefs were.

The Great depression was a huge problem to face. The information

stated show the differences in Herbert Hoovers ideas and Franklin

Roosevelts ideas. This also shows who’s ideas were better in the end when

Roosevelt solved the problem and xed America.

Anchor Paper – Short-Essay Question, Set 1—Level 1

Anchor Paper-Short Essay Question-Set 1, Level 1 (44449)

Set 1, Anchor Level 1

The response:

• Minimally addresses the task

• Is descriptive (Difference: both had a very different way of solving the Great Depression;

he believes that the government must supply the people with jobs and recruit the people

with government-made jobs) lacks understanding (Hoover, for instance said the American

people were responsible for the depression and they needed to work with the government;

he says “self-government” is the solution to the Depression; Roosevelt solved the problem

and fixed America)

• Includes minimal outside information (Great Depression; recruit the people)

• Includes one relevant fact from the documents (the government must supply the people

with jobs; government-made jobs)

Conclusion: Overall, the response meets the criteria for Level 1. Although the response

recognizes Hoover and Roosevelts different approaches to the Depression, the historical

circumstances surrounding the documents are referenced but not developed. The statements

about Hoover’s views lack understanding.

U.S. Hist. & Gov’t. (Framework) Rating Guide – Aug. ’23 [16] Vol. 1

During the 1930s, America was experiencing the Great Depression

after the Roaring twenties. After the crash of the stock market,

unemployment, poverty and home foreclosures ran rampant within

America. With the election of Hoover in the year preceding this

economic downturn, he exclaimed that prosperity for all was just

around the corner. In fact, by the 1932 election, the depression had

gotten worse.

Hoover’s policies in addressing the Great Depression involved “self-

help” and for Americans to “maintain the spirit of charity” (Doc 1). He

encouraged the American people to help each other and not to rely upon

the government for federal aid. He feared that dependence on federal

aid would threaten American ideals. On the other hand, Franklin D.

Roosevelt advocated programs ranging from the bank holiday in order

to redesign the banking structure and the creation of agencies like the

AAA. The latter provided government assistance to farmers in order to

sell crops at controlled rates. Furthermore, he set up the C.C.C for the

environment and the Public Works Administration in order to provide

more jobs for the American people. Thus, Hoover was opposed to offering

federal government aid to the American society whereas Roosevelt was

willing to use federal funds on unconventional projects throughout his

New Deal.

Short-Essay Question, Set 1—Practice Paper – A

U.S. Hist. & Gov’t. (Framework) Rating Guide – Aug. ’23 [17] Vol. 1

Short-Essay Question, Set 1—Practice Paper – B

Following the rst World War, the United States saw great economic

prosperity in the 1920’s. The 1920’s was tagged the name “The Roaring

20’s”, based on what appeared to be a paramount time of partying

and drinking. What failed to be acknowledged were factors such as:

overproduction in agriculture, overspending on credit, and rising stock

prices that encouraged people to buy on margin. Ultimately, this led to

a crash in the stock market in 1929. The crash would devastate the U.S.

economy in the decade to follow leaving millions of Americans to live in

poverty, with no jobs in sight.

While in ofce, President Hoover attempted to assuage the problem

by implementing a few plans such as the Reconstruction Finance

Corporation to aid large banks and businesses. Generally, he upheld his

conservative laissez-faire approach which angered suffering Americans.

His reasoning was to avoid, “the abyss of reliance in the future upon

Government charity.” When President Franklin D Roosevelt succeeded

him he took the opposite approach. In his inaugural speech in 1933, FDR

makes the Depression the central idea by comparing it to the emergency

of a war. Roosevelt claims that it is an issue that must be solved through

the means of federal government involvement. Also, unlike Hoover, he

addresses the American people with words such as “our” to make his

audience feel involved and promises them a New Deal with greatly needed

projects to put America back to work. For the rst time in history the

federal government would be responsible for the general welfare of the

people, a philosophy that continues today.

U.S. Hist. & Gov’t. (Framework) Rating Guide – Aug. ’23 [18] Vol. 1

During the Great Depression our country was in chaos, with

millions of Americans being homeless, and jobless. President Herbert

Hoover’s plan to x America’s problems was to not have the government

involved at all and let the American people gure it out themselves, but

for President Franklin D. Roosevelt he had an opposite philosophy and

he thought the Government should help by putting the American people

to work with Government-funded projects.

President Hoover’s ideas of non-government involvement took a

toll on the U.S. people because nothing was getting done and the U.S.

economy wasn’t growing or strengthening very much. President

Franklin D. Roosevelt on the other hand wanted the government to be

involved and help build the U.S. economy again. FDR’s idea to do this

was by creating government funded projects around the country that

would create jobs for Americans and strengthen the U.S. economy.

Also, while FDR’s was in ofce he passed many signicant laws that

would help to bring the U.S. economy back to stable.

As history shows, Government involvement in economic problems

can be two-sided, but during the Great Depression President Hoover and

President FDR did what they thought was best for the U.S. economy

greater a better America for future generations to come...

Short-Essay Question, Set 1—Practice Paper – C

U.S. Hist. & Gov’t. (Framework) Rating Guide – Aug. ’23 [19] Vol. 1

Throughout the 1920’s Americans were investing in the stock

market, and buying a lot on margin or credit. In October of 1929 the

stock market crashed and Americans were in a panic, and the nation

would enter the Great Depression. The Great Depression would lead to

many banks closing down and more than a quarter of Americans were

unemployed with little to no money to their name.

In Document 1 you see that it is a press statement from Herbert

Hoover stating that the government shouldn’t step in to help Americans

for fear of “reliance in [the] future upon Government” (Doc 1). Instead

they should seek help from churches and other charities. This press

statement and little to no help from President Herbert Hoover would

cause Americans to seek a new President that saw their struggles and

was willing to help. The effect of Herbert Hoover not helping Americans

was he wasn’t elected for another 4 years in ofce and Franklin D.

Roosevelt stepped in. In Document 2, FDR addresses the issue in his

Inaugural Address by letting Americans know he is willing to help

by creating new jobs and “treating the task as we would treat the

emergency of a war” (Doc 2). This New Deal would give Americans

hope but it would also give them the idea of relying on the government

whenever they’re in a time of crisis. Today, in any kind of major

disaster, people expect help from the government. Between Document 1

and 2 there is a direct relationship of cause and effect because Herbert

Hoover wouldn’t help Americans for fear of them always relying on the

government, so as a result Franklin D. Roosevelt easily won the election

and stepped in to help pull American out of their struggles.

Short-Essay Question, Set 1—Practice Paper – D

U.S. Hist. & Gov’t. (Framework) Rating Guide – Aug. ’23 [20] Vol. 1

At the start of the Great Depression in 1929, President Herbert

Hoover had many ideas to get us out of this big hole we dug ourselves

in, throughout the whole 1920’s. Hoover’s plans did not work because

he didn’t create many jobs and didn’t have the government intervene

with business. Hoover believed that if we came together as a country

and created strong bonds, Money is the least of concerns to our ideals.

However, Hoover’s plans didn’t work out, so the American People wanted

someone new. FDR had big plans to get out of this depression but he

didn’t know exactly what it was to do the trick. His beliefs were to create

jobs to spark the economy with relief.

Short-Essay Question, Set 1—Practice Paper – E

Set 1, Practice Paper B-Score Level 4 (46367)

Set 1, Practice Paper A—Score Level 4

The response:

• Develops both aspects of the task in depth

• Is both descriptive and analytical (Historical Context: after the crash of the stock market

unemployment, poverty, and home foreclosures ran rampant within America; by the 1932

election over one quarter of the workforce was unemployed; Difference: he encouraged the

American people to help each other and not to rely on the government for federal aid; he

feared that dependence on federal aid would threaten American ideals; on the other hand

Franklin D. Roosevelt advocated national programs ranging from the Bank Holiday in

order to redesign the banking structure and the creation of agencies like the Agriculture

Adjustment Administration; Roosevelt was willing to use federal funds on unconventional

projects)

• Includes relevant outside information (Great Depression; after the Roaring Twenties; crash

of the stock market; poverty; home foreclosures; prosperity for all was just around the

corner; over one quarter of the workforce was unemployed; Election of 1932; Bank

Holiday; AAA; Civilian Conservation Corps; Public Works Administration; federal funds

on unconventional projects; New Deal)

• Supports the theme with relevant facts and/or examples from the documents (mutual self-

help; charity; cost to American ideals; unemployed citizens; task is to put people to work)

Conclusion: Overall, the response meets the criteria for Level 4. The response demonstrates a

clear understanding of the presidents’ differing perspectives on federal intervention in the

economy. The discussion of the relationship between the perspectives would benefit from

accidental supporting facts and details.

U.S. Hist. & Gov’t. (Framework) Rating Guide – Aug. ’23 [21] Vol. 1

Set 1, Practice Paper A-Score Level 5 (42433)

Set 1, Practice Paper B—Score Level 5

The response:

• Thoroughly develops both aspects of the task in depth

• Is more analytical than descriptive (Historical Context: what failed to be acknowledged

were factors such a overproduction in agriculture, overspending on credit, and rising stock

prices that encouraged people to buy on margin; the crash would devastate the U.S.

economy in the decade to follow leaving millions of Americans to live in poverty with no

jobs in sight; Difference: President Hoover upheld his conservative laissez-faire approach

which angered suffering Americans; his reasoning was to avoid the “abyss of reliance in

the future upon Government charity”; Roosevelt claims that it is an issue that must be

solved through the means of federal government involvement; Turning Point: for the first

time in history, the federal government would be responsible for the general welfare of the

people)

• Integrates relevant outside information (following the First World War; economic

prosperity in the 1920s; Roaring Twenties; overproduction in agriculture; overspending on

credit; rising stock prices; buy on margin; crash in the stock market in 1929; millions of

Americans in poverty; Reconstruction Finance Corporation; conservative, laissez-faire

approach, New Deal)

• Supports the theme with many relevant facts and/or examples from the documents (the

abyss of reliance on government charity; makes the Depression the central idea by

comparing it to the emergency of a war)

Conclusion: Overall, the response fits the criteria for Level 5. The response includes an

analytical discussion of the economic disruptions of the 1920’s and the differences between

Hoover’s approach and Roosevelt’s approach to solving the crisis. The response also

recognizes that the differences in policy marked a major turning point in United States history.

Set 1, Practice Paper D-Score Level 2 (42559)

Set 1, Practice Paper C—Score Level 2

The response:

• Minimally develops both aspects of the task

• Is primarily descriptive (Historical Context: during the Great Depression our country was

in chaos with millions of Americans being homeless and jobless; Difference: President

Herbert Hoover’s plan to fix America’s problems was to not have the government involved

at all and let the American people figure it out by themselves; President Franklin D.

Roosevelt on the other hand wanted the government to be involved and help build the

United States economy again; Franklin D. Roosevelt’s idea to do this was by creating

government-funded projects around country that would create jobs for Americans and

strengthen economy)

• Includes little relevant outside information (Great Depression; homeless and jobless)

• Includes a few relevant facts and/or examples from the documents (government-funded

projects; create jobs)

Conclusion: Overall, the response meets the criteria for Level 2. The discussion of historical

context is limited. General statements attempt explanation weaken the effort to explain the

relationship between the two documents.

U.S. Hist. & Gov’t. (Framework) Rating Guide – Aug. ’23 [22] Vol. 1

Set 1, Practice Paper E-Score Level 1 (44309)

Set 1, Practice Paper E—Score Level 1

The response:

• Minimally addresses the task

• Is descriptive (Historical Context: at the start of the Great Depression in 1929, this big

hole we dug ourselves in throughout the 1920s; Difference: he didn’t create many jobs and

didn’t have the government intervene with business; however, Hoover’s plans didn’t work

out, so the American people wanted someone new; his beliefs were to create jobs to spark

the economy with relief); lacks understanding (Hoover believed that if we came together

as a country and created strong bonds; money is the least of concern to our ideals)

• Includes minimal outside information (Great Depression in 1929; American people wanted

someone new)

• Includes a relevant fact from the documents (his beliefs were to create jobs to spark the

economy)

Conclusion: Overall, the response meets the criteria for Level 1. The response addresses the

task with a few general statements. Differences between the plans of the two presidents are

implied but not developed.

Set 1, Practice Paper C-Score Level 3 (43763)

Set 1, Practice Paper D—Score Level 3

The response:

• Develops both aspects of the task in some depth

• Is both descriptive and analytical (Historical Context: throughout the 1920s Americans

were investing in the stock market and buying a lot on credit; the Great Depression would

lead to many banks closing down and many Americans unemployed with little-to-no

money to their name; Cause and Effect: a press statement from Herbert Hoover stating that

the government should not step in to help Americans; little-to-no help from President

Herbert Hoover would cause Americans to seek a new president that saw their struggles

and was willing to help; Franklin D. Roosevelt addresses the issue in his inaugural address

by letting Americans know he is willing to help by creating new jobs and “treating the task

as we would treat the emergency of a war”; there is a direct relationship of cause and effect

because Herbert Hoover wouldn’t help Americans for fear of them always relying on the

government, so as a result Franklin D. Roosevelt easily won the election and stepped in to

help pull Americans out of their struggles)

• Includes some relevant outside information (investing in the stock market; buying a lot on

credit; stock market crashed, Great Depression, many banks closing down; many

Americans unemployed; little-to-no money; give Americans hope; Roosevelt easily won

the election)

• Includes some relevant facts and/or examples from the documents (government should not

step in to help Americans for fear of reliance in the future upon government; they should

seek help from charities; creating new jobs; emergency of a war)

Conclusion: Overall, the response meets the criteria for Level 3. The response addressed the

cause and effect relationship between the two documents, but in general terms. Provides a

description of the historical context, but relies on document excerpts to explain the relationship

between the two documents.

U.S. Hist. & Gov’t. (Framework) Rating Guide – Aug. ’23 [23] Vol. 1

United States History and Government (Framework)

Short-Essay Question Set 2 (Question 30)

August 2023

Task: Read and analyze the following documents, applying your social studies knowledge and

skills to write a short essay of two or three paragraphs in which you:

• Describe the historical context surrounding documents 1 and 2

• Analyze Document 2 and explain how audience, or purpose, or bias, or point of view affects

this document’s use as a reliable source of evidence

Document 1

Document 2

The following is an excerpt from a speech given by Senator

Robert LaFollette opposing United States membership in the

League of Nations.

. . . We have already paid a fearful price for our participation

in the late war. It has cost us the lives of more than 50,000 of

our finest young men slain in battle, and over 200,000 maimed

and wounded, and many thousands of others who lost their

lives through disease growing out of the war. It has cost us

some thirty billions of dollars, most of which still remains to

be wrung from our people—principal and interest—by

heartbreaking taxes which must be paid by this and succeeding

generations. . . .

But, sir, there is one thing which is now demanded of us

that we did not bargain for when we entered this war, and that

is the surrender of our right to control our own destiny as a

Nation.

After all, Mr. President, that is what membership in this

proposed league of nations is to cost us. Up until the present

time we are still free to travel the road which the founders of

our Government i

ntended us to travel. We are still free to

fulfill the destiny for which we are fitted by the genius of our

people, the character of our institutions, our great resources,

and our fortunate geographical position. All this we are asked

to surrender in order

to become a member of this league of

nations. . . . We are asked to depart from the traditional policy

which our position on the American Continent has enabled us

to pursue of keeping free from entangling alliances of

European politics, and to become a pa

rty to every political

scheme that may be hatched in the capitals of Europe or

elsewhere in this world of ours. . . .

Source: United States Senator Robert M. LaFollette,

speech on the League of Nations,

November 13, 1919

U.S. Hist. & Gov’t. (Framework) – Aug. ’23 [22]

SEQ Set 2 Directions (Question 30): Read and analyze the following documents before writing your short

essay in the separate essay booklet.

Document 1

Interrupting the Ceremony

Source: Carey Orr, Chicago Daily Tribune, December 27, 1918 (adapted)

League of

Nations

Constitutional

Rights

U.S. Hist. & Gov’t. (Framework) – Aug. ’23 [23] [OVER]

Document 2

The following is an excerpt from a Senate speech given by Senator Robert La Follette opposing

United States membership in the League of Nations.

. . . We have already paid a fearful price for our participation in the late war. It has cost

us the lives of more than 50,000 of our nest young men slain in battle, and over 200,000

maimed and wounded, and many thousands of others who lost their lives through disease

growing out of the war. It has cost us some thirty billions of dollars, most of which still

remains to be wrung from our people—principal and interest—by heartbreaking taxes

which must be paid by this and succeeding generations. . . .

But, sir, there is one thing which is now demanded of us that we did not bargain

for when we entered this war, and that is the surrender of our right to control our own

destiny as a Nation.

After all, . . . that is what membership in this proposed league of nations is to cost

us. Up until the present time we are still free to travel the road which the founders of

our Government intended us to travel. We are still free to fulll the destiny for which

we are tted by the genius of our people, the character of our institutions, our great

resources, and our fortunate geographical position. All this we are asked to surrender in

order to become a member of this league of nations. . . . We are asked to depart from

the traditional policy which our position on the American Continent has enabled us to

pursue of keeping free from entangling alliances of European politics, and to become

a party to every political scheme that may be hatched in the capitals of Europe or

elsewhere in this world of ours. . . .

Source: United States Senator Robert M. La Follette, Speech on the League of Nations,

November 13, 1919

SEQ Set 2 (Question 30)

Task: Based on your reading and analysis of these documents, apply your social studies

knowledge and skills to write a short essay of two or three paragraphs in

which you:

• Describe the historical context surrounding documents 1 and 2

• Analyze Document 2 and explain how audience, or purpose, or bias, or point of view

affects this document’s use as a reliable source of evidence