Educator Guide to the Regents Examination in United States History and Government (Framework) - First Administration June 2020 - p-12
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Educator Guide
to the Regents Examination
in United States History and Government
(Framework)
First Administration
June 2020
Regents of The University
BETTY A. ROSA, Chancellor, B.A., M.S. in Ed., M.S. in Ed., M.Ed., Ed.D. ................. Bronx
T. ANDREW BROWN, Vice Chancellor, B.A., J.D. ............................................................ Rochester
ROGER TILLES, B.A., J.D. ................................................................................................. Great Neck
LESTER W. YOUNG, JR., B.S., M.S., Ed.D.. ...................................................................... Beechhurst
CHRISTINE D. CEA, B.A., M.A., Ph.D. ............................................................................ Staten Island
WADE S. NORWOOD, B.A. .............................................................................................. Rochester
KATHLEEN M. CASHIN, B.S., M.S., Ed.D. ..................................................................... Brooklyn
JAMES E. COTTRELL, B.S., M.D. ...................................................................................... New York
JOSEPHINE VICTORIA FINN, B.A., J.D. ............................................................................ Monticello
JUDITH CHIN, M.S. in Ed. ............................................................................................... Little Neck
BEVERLY L. OUDERKIRK, B.S. in Ed., M.S. in Ed. .......................................................... Morristown
CATHERINE COLLINS, R.N., N.P., B.S., M.S. in Ed., Ed.D. ........................................... Buffalo
JUDITH JOHNSON, B.A., M.A., C.A.S. ............................................................................ New Hempstead
NAN EILEEN MEAD, B.A. ................................................................................................ Manhattan
ELIZABETH S. HAKANSON, A.S., M.S., C.A.S. ............................................................... Syracuse
LUIS O. REYES, B.A., M.A., Ph.D. ................................................................................... New York
SUSAN W. MITTLER, B.S., M.S. ....................................................................................... Ithaca
Interim Commissioner of Education and President of The University
ELIZABETH R. BERLIN
Executive Deputy Commissioner
ELIZABETH R. BERLIN
Deputy Commissioner, Office of Instructional Services
KIMBERLY WILKINS
Assistant Commissioner, Office of State Assessment
STEVEN E. KATZ
Director, Office of State Assessment
ZACHARY WARNER
The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran
status, national origin, race, gender, genetic predisposition or carrier status, or sexual orientation in its educational programs,
services and activities. Portions of this publication can be made available in a variety of formats, including braille, large print or
audio tape, upon request. Inquiries concerning this policy of nondiscrimination should be directed to the Department’s Office for
Diversity and Access, Room 530, Education Building, Albany, NY 12234.
United States History and Government (Framework) Educator Guide
2Table of Contents
Foreword ........................................................................................................................................................... 4
New York State K-12 Social Studies Framework ......................................................................................... 5
Social Studies Practices Grades 9-12 .............................................................................................................. 5
Curriculum and Instruction Decisions............................................................................................................ 8
Introduction to the Regents Examination in United States History and Government (Framework) ...... 9
Policy-Level Performance Level Definitions ............................................................................................... 10
Performance-Level Descriptors .................................................................................................................... 11
Test Design and Weighting of Parts ............................................................................................................. 21
Question Formats ........................................................................................................................................... 22
Part I—Stimulus-Based Multiple-Choice Questions ................................................................ 22
Part II—Stimulus-Based Short-Essay Questions ...................................................................... 28
Part III—Civic Literacy Document-Based Essay ...................................................................... 33
Resources ......................................................................................................................................................... 34
Addendum: Prototypes for Part I, Part II, and Part III ............................................................................ 35
Rubrics for Part II Prototypes ...................................................................................................................... 67
Rubrics for Part III Prototypes .................................................................................................................... 75
United States History and Government (Framework) Educator Guide
3Foreword
The New York State Board of Regents adopted the New York State K-12 Social Studies Framework in
April 2014. The Framework is intended to enrich pedagogy and student learning. As a result of the
adoption of the NYS K-12 Framework, the New York State Education Department (NYSED) is committed
to a revision of the current state assessment program for United States History and Government to measure
Grade 11 content and skills.
The adoption of the NYS K-12 Social Studies Framework signaled the need for educators to shift
instruction to prepare students for the rigor of the content and skills presented in the Framework. The
Office of State Assessment worked with members of the Social Studies Content Advisory Panel and other
NYS Social Studies educators to develop the Regents Examination in United States History and
Government. This team worked together to develop claims, evidence, performance-level descriptions
(PLDs), and new question types for the new assessment. They also created the task models being used to
develop the Part I Multiple-Choice Questions, the Part II Short Essay Questions, and the Part III Civic
Literacy Essay.
United States History and Government (Framework) Educator Guide
4K–12 Social Studies Framework
Social Studies is intended to promote civic competence through the integrated study of the social sciences
and humanities. Within the school program, Social Studies provides coordinated, systematic study that
draws upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy,
political science, psychology, religion, belief systems, and sociology, as well as upon appropriate content
from the humanities, mathematics, and natural sciences. The primary purpose of Social Studies is to help
young people develop the ability to make informed and reasoned decisions for the public good as citizens of
a culturally diverse, democratic society in an interdependent world (adapted from the National Council for
the Social Studies [NCSS] definition of Social Studies).
The Social Studies Framework allows for:
Students to develop an understanding of concepts and key ideas through inquiry, analysis of primary
and secondary source documents, and application of disciplinary skills and practices
Students to be assessed on their understanding of key ideas and conceptual understandings as well as
Social Studies practices
Districts and teachers to continue to have decision-making power about how to teach and illustrate
key ideas and conceptual understandings to promote student understanding
The NYS K–12 Social Studies Framework (2014) can be found at
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework.
Social Studies Practices Grades 9-12
A. Gathering, Interpreting, and Using Evidence
1. Define and frame questions about events and the world in which we live, form hypotheses as
potential answers to these questions, use evidence to answer these questions, and consider and
analyze counter hypotheses.
2. Identify, describe, and evaluate evidence about events from diverse sources (including written
documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other
primary and secondary sources).
3. Analyze evidence in terms of content, authorship, point of view, bias, purpose, format, and
audience.
4. Describe, analyze, and evaluate arguments of others.
5. Make inferences and draw conclusions from evidence.
6. Deconstruct and construct plausible and persuasive arguments using evidence.
7. Create meaningful and persuasive understandings of the past by fusing disparate and relevant
evidence from primary and secondary sources and drawing connections to the present.
United States History and Government (Framework) Educator Guide
5B. Chronological Reasoning and Causation
1. Articulate how events are related chronologically to one another in time and explain the ways
in which earlier ideas and events may influence subsequent ideas and events.
2. Identify causes and effects using examples from different time periods and courses of study
across several grade levels.
3. Identify, analyze, and evaluate the relationship between multiple causes and effects.
4. Distinguish between long-term and immediate causes and multiple effects (time, continuity,
and change).
5. Recognize, analyze, and evaluate dynamics of historical continuity and change over periods of
time and investigate factors that caused those changes over time.
6. Recognize that choice of specific periodization favors or advantages one narrative, region, or
group over another narrative, region, or group.
7. Relate patterns of continuity and change to larger historical processes and themes.
8. Describe, analyze, evaluate, and construct models of historical periodization that historians use
to categorize events.
C. Comparison and Contextualization
1. Identify similarities and differences between geographic regions across historical time periods
and relate differences in geography to different historical events and outcomes.
2. Identify, compare, and evaluate multiple perspectives on a given historical experience.
3. Identify and compare similarities and differences between historical developments over time
and in different geographical and cultural contexts.
4. Describe, compare, and evaluate multiple historical developments (within societies; across and
between societies; in various chronological and geographical contexts).
5. Recognize the relationship between geography, economics, and history as a context for events
and movements and as a matrix of time and place.
6. Connect historical developments to specific circumstances of time and place and to broader
regional, national, or global processes and draw connections to the present (where appropriate).
D. Geographic Reasoning
1. Ask geographic questions about where places are located, why their locations are important,
and how their locations are related to the locations of other places and people.
2. Identify, describe, and evaluate the relationships between people, places, regions, and
environments by using geographic tools to place them in a spatial context.
3. Identify, analyze, and evaluate the relationship between the environment and human activities,
how the physical environment is modified by human activities, and how human activities are
also influenced by Earth’s physical features and processes.
4. Recognize and interpret (at different scales) the relationships between patterns and processes.
5. Recognize and analyze how place and region influence the social, cultural, and economic
characteristics of civilizations.
6. Characterize and analyze changing connections between places and regions.
United States History and Government (Framework) Educator Guide
6E. Economics and Economics Systems
1. Use marginal benefits and marginal costs to construct an argument for or against an approach
or solution to an economic issue.
2. Analyze the ways in which incentives influence what is produced and distributed in a market
system.
3. Evaluate the extent to which competition between sellers and between buyers exists in specific
markets.
4. Describe concepts of property rights and rule of law as they apply to a market economy.
5. Use economic indicators to analyze the current and future state of the economy.
6. Analyze government economic policies and the effects on the national and global economy.
F. Civic Participation
1. Demonstrate respect for the rights of others in discussions and classroom debates; respectfully
disagree with other viewpoints and provide evidence for a counterargument.
2. Participate in activities that focus on a classroom, school, community, state, or national issue or
problem.
3. Explain differing philosophies of social and political participation and the role of the individual
leading to group-driven philosophies.
4. Identify, describe, and contrast the roles of the individual in opportunities for social and
political participation in different societies.
5. Participate in persuading, debating, negotiating, and compromising in the resolution of
conflicts and differences.
6. Identify situations in which social actions are required and determine an appropriate course of
action.
7. Work to influence those in positions of power to strive for extensions of freedom, social
justice, and human rights.
8. Fulfill social and political responsibilities associated with citizenship in a democratic society
and interdependent global community by developing awareness of and/or engaging in the
political process.
United States History and Government (Framework) Educator Guide
7Curriculum and Instruction Decisions
As teachers and districts consider curriculum and instructional decisions in light of the NYS K–12 Social
Studies Framework, there are three instructional shifts to highlight. The purpose of the shifts is to affirm
what teachers are already doing well and to accelerate the types of changes in teaching and learning that
can help students. The design of the NYS K–12 Social Studies Framework directly supports practitioners in
making this shift toward greater conceptual understanding. The three instructional shifts are:
Shift #1: Focus on Conceptual Understanding
Shift #2: Foster Student Inquiry, Collaboration, and Informed Action
Shift #3: Integrate Content and Skills Purposefully
Instruction in Social Studies, aligned to the NYS K–12 Social Studies Framework, can and should take
many forms—there is no one single approach that will meet the needs of all students. Teachers, as
professionals, should develop a repertoire of instructional methods and strategies.
Different methods should be used depending on what content, skills, and relevant connections are being
taught and the outcomes one wants students to demonstrate. Neither inquiry nor lecture can be the sole
method used to teach. There are many different active learning strategies that teachers can employ
effectively depending on the topics chosen, skills required, and learning objectives. Active learning
strategies include research and oral reports, debates, simulations, project-based learning, and cooperative
learning.
More information on the three instructional shifts is available at https://www.engageny.org/resource/new-
york-state-k-12-social-studies-field-guide.
United States History and Government (Framework) Educator Guide
8Introduction to the Regents Examination in United States History and Government (Framework)
The Regents Examination in United States History and Government (Framework), based on the NYS K–12
Social Studies Framework, is being developed for first administration in June 2020. Evidence Centered
Design (ECD) has been the foundation for the development of this new examination. ECD is a systematic
process to ensure comparable scores across multiple test forms. It provides a way to focus on the most
valuable aspects of learning, content and skills.
Evidence Centered Assessment Design
APPLIED MEASUREMENT IN EDUCATION, 23: 307‐309, 2010
Copyright Taylor & Francis Group, LLC
ISSN: 0895‐7347 print / 1532‐4818 online
DOI: 10.1080/08957347.2010.510955
The first domain in ECD is comprised of content and skills. The skills in this domain are rooted in the
Social Studies practices and include gathering, using, and interpreting evidence; chronological reasoning
and causation; comparison and contextualization; geographic reasoning; economics and economic systems;
and civic participation. These skills, or practices, represent the social science thinking skills and historical
thinking skills that students should develop throughout their K-12 education to be prepared for civic
participation, college, and careers.
The second domain is comprised of claims, evidence, and PLDs. Claims are clear statements about what
students should be able to do at the end of the course. Evidence is what a student needs to do, say, or
produce to support the acquisition of the claim. The PLDs explain what it means to earn a performance
level of 1, 2, 3, 4, or 5 on the examination.
The third domain consists of the test design and the task models. The test design refers to the components
that make up the examination. The task models are the structures, or shells, for collecting evidence for the
claims.
To further illustrate the claims, evidence, and PLDs for United States History and Government, a document
is provided beginning on page 10. The left column provides the claims along with an outlined list of
possible evidence a student might demonstrate. The other columns show PLD levels 2 to 5 and provide a
description of what students should be able to do at each level aligned to the claims and evidence.
United States History and Government (Framework) Educator Guide
9The State Education Department / The University of the State of New York
Regents Examination in United States History and Government (Framework)
Policy-level Performance Level Definitions
Students perform along a proficiency continuum with regard to the knowledge and skills necessary to
meet the demands of the NYS K-12 Social Studies Framework. There are students who meet the
expectations of the Framework with distinction, students who fully meet the expectations, students who
partially meet the expectations and students who do not demonstrate sufficient knowledge or skills required
for any performance level. The Regents Examination in United States History and Government
(Framework) is designed to classify students into one of five proficiency categories
(i.e., performance levels). These categories are defined as:
Level 5
Students performing at this level meet the expectations of the Framework with distinction for United States
History and Government.
Level 4
Students performing at this level fully meet the expectations of the Framework for United States History
and Government. They are likely prepared to succeed in the next level of coursework.
Level 3
Students performing at this level minimally meet the expectations of the Framework for United States
History and Government. They meet the content area requirements for a Regents diploma but may need
additional support to succeed in the next level of coursework.
Level 2
Students performing at this level partially meet the expectations of the Framework for United States
History and Government. Students with disabilities performing at this level meet the content area
requirements for a local diploma but may need additional support to succeed in the next level of
coursework.
Level 1
Students performing at this level demonstrate knowledge, skills, and practices embodied by the Framework
for United States History and Government below that of Level 2.
The specific knowledge and skills that students in each performance level are expected to demonstrate are
described in the Performance Level Descriptions (PLDs) for United States History and Government
(Framework).
United States History and Government (Framework) Educator Guide
10United States History and Government (Framework)
CLAIM AND EVIDENCE NYS Level 2 Descriptor NYS Level 3 Descriptor NYS Level 4 Descriptor NYS Level 5 Descriptor
(DRAFT) (DRAFT) (DRAFT) (DRAFT)
CLAIM 1 1.1 Student inaccurately 1.1 Student identifies an 1.1 Student identifies an 1.1 Student identifies an
Students can analyze identifies an aspect of a aspect of a source aspect of a source aspect of a source
sources and use evidence to source (format, (format, authorship, (format, authorship, (format, authorship,
create and analyze authorship, historical historical context, historical context, historical context,
discipline‐specific context, content, content, purpose, bias, content, purpose, bias, content, purpose, bias,
arguments (e.g., history, purpose, bias, and/or and/or point of view) and/or point of view) and/or point of view)
civics, economics, and/or point of view) and and describes how it and explains how this and evaluates how this
geography). describes how it influences the reliability factor influences the factor influences the
influences the reliability of sources, with minor reliability of sources. reliability of sources.
of sources. inaccuracies.
EVIDENCE
● Analysis of sources 1.2 Student inaccurately 1.2 Student identifies 1.2 Student accurately 1.2 Student accurately
includes two components: identifies that evidence evidence from a source explains how evidence explains how evidence
A. Analysis of the from a source that that confirms or from a source confirms from a source confirms
relevant following confirms or challenges challenges another or challenges another or challenges another
aspects of a source and another source or source or interpretation source or interpretation. source or interpretation
how that analysis interpretation. with minor inaccuracies. and assesses the
affects interpretations reliability of the source
of the source: considering other
i. Format available information.
ii. Authorship
iii. Historical
Context
iv. Audience
v. Content
vi. Purpose
vii. Bias
viii. Point of View
United States History and Government (Framework) Educator Guide
11B. Corroboration 1.3 Student uses 1.3 Student uses relevant 1.3 Student uses relevant 1.3 Student uses relevant
i. Explaining irrelevant and or evidence from multiple evidence from multiple evidence from multiple
relationships disconnected evidence sources to support or sources to support or sources to support or
between multiple from multiple sources to refute a claim or an refute a claim or an refute a claim or an
sources support or refute a claim argument without argument with reference argument and proposes
ii. Explaining the or an argument without reference to perspective to perspective and/or alternate interpretations,
relationship reference to perspective or historical context. historical context. with reference to
between sources or historical context. perspective and/or
and discipline‐ historical context.
specific arguments
iii. Reliability of 1.4 Student evaluates a 1.4. Student evaluates a 1.4 Student evaluates an 1.4 Student evaluates an
the source(s) in claim or argument using claim or argument using argument using well‐ argument using
light of analysis invalid evidence or support from isolated chosen evidence from convincing evidence from
sources. evidence from one or multiple sources, multiple sources,
more sources. appropriately thoroughly addressing
● Creation of discipline– considering contradictory evidence.
specific arguments (e.g., contradictory evidence.
history, civics, economics,
and/or geography) 1.5 Student makes an 1.5 Student presents a 1.5 Student constructs a 1.5 Student constructs a
includes: implausible claim or plausible claim or coherent claim or strong, coherent claim or
A. An appropriate argument using argument using relevant argument using relevant argument by integrating
discipline‐specific irrelevant and/or evidence from sources. evidence from sources. relevant evidence from
claim disconnected evidence sources.
B. Reasoning that from sources.
supports the claim(s)
C. Evidence from 1.6 Student describes the 1.6 Student explains how 1.6 Student interprets 1.6 Student creates a
source(s) and events relationship between a a given set of and explains how a given historically accurate
to support argument given set of sources/documents are set of sources/ interpretation of how a
sources/documents and related, using relevant documents are related, given set of sources/
may use irrelevant evidence. using historical context documents are related,
and/or disconnected and relevant evidence. using historical context
● Analysis of discipline‐ evidence. and relevant evidence.
specific claim(s) or
arguments includes:
A. Identification of
discipline‐specific (e.g.,
United States History and Government (Framework) Educator Guide
12history, civics, 1.7 Student supports or 1.7 Student supports or 1.7 Student evaluates the 1.7 Student evaluates the
economics, and/or refutes the validity of a refutes the validity of a validity of a validity of a
geography) claim(s) or claim/argument by using claim/argument by claim/argument by claim/argument by
argument(s) opinion, or without the explaining the reliability analyzing the reliability analyzing the reliability
B. Selection and support of sources. of the sources used to of sources used to make of sources used to make
analysis of evidence make the claim. the claim. the claim and proposes
from source(s) and alternative
events to support or interpretations.
refute the claim(s) or
argument(s)
C. Analysis of validity
of the claim(s) or
argument(s)
considering all
available evidence
United States History and Government (Framework) Educator Guide
13CLAIM 2 2.1 Student identifies a 2.1 Student identifies a 2.1 Student identifies a 2.1 Student identifies a
Students can analyze how time period, but time period and defines time period or periods time period or periods
historic events are related inaccurately defines the the historical, political, and categorizes events and categorizes events
chronologically and the historical, political, social, social, economic, and/or that are associated with that are associated with
historic, political, social, economic, and/or geographic that period or periods, that period or periods,
economic, and/or geographic characteristics associated including historical, explaining her/his
geographic causes and characteristics associated with the period. political, social, reasoning including
effects of those events. with the period. economic, and/or historical, political, social,
geographic economic, and/or
characteristics. geographic
EVIDENCE characteristics.
● Analysis includes
identification and 2.2 Student identifies 2.2 Student identifies 2.2 Student identifies and 2.2 Student identifies and
explanation of: events in chronological related events in describes related events analyzes related events
A. Continuity and sequence with minor chronological sequence. in chronological in chronological
change over time inaccuracies. sequence. sequence.
B. Long‐term and
proximate factors that 2.3 Student confuses the 2.3 Student identifies the 2.3 Student identifies and 2.3 Student evaluates the
influenced changes historic, political, social, historic, political, social, explains the historic, historic, political, social,
over time (e.g., ideas, economic, and/or economic, and/or political, social, economic, and/or
individuals, groups, geographic factors (e.g., geographic factors (e.g., economic, and/or geographic factors (e.g.,
technological ideas, individuals, ideas, individuals, geographic factors (e.g., ideas, individuals,
developments, groups, technical groups, technical ideas, individuals, groups, technical
physical settings) developments, physical developments, physical groups, technical developments, physical
C. Causes and effects settings) that influence settings) that influence developments, physical settings) that influence
using historic, political, change and/or continuity change and/or continuity settings) that influence change and/or continuity
social, economic, within a time period. within a time period with change and/or continuity within a time period.
and/or geographic minor inaccuracies. within a time period.
lenses
D. Characteristics of
historical time
period(s)
United States History and Government (Framework) Educator Guide
14E. Turning points and 2.4 Student defines the 2.4 Student defines the 2.4 Student identifies a 2.4 Student identifies a
their impact concept of a turning concept of a turning specific turning point and specific turning point,
point. point and identifies a provides evidence of provides evidence of
specific turning point. subsequent changes. subsequent changes, and
evaluates the significance
of those changes.
2.5 Student confuses 2.5 Student distinguishes 2.5 Student identifies 2.5 Student identifies and
cause and/or effect using between cause and effect causes and effects for explains causes and
a single historic, political, using a single historic, events using historic, effects for events in the
social, economic, and/or political, social, political, social, context in which they
geographic lens. economic, and/or economic, and/or occur, using historic,
geographic lens, as geographic lenses, as political, social,
appropriate. appropriate. economic, and/or
geographic lenses, as
appropriate.
2.6 Student confuses 2.6 Student identifies 2.6 Student analyzes 2.6 Student analyzes and
short‐term and/or long‐ short‐term and long‐term short‐term and long‐term evaluates short‐term and
term causes and effects. causes and effects for causes and effects using long‐term causes and
events, using historic, historic, political, social, effects using multiple
political, social, economic, and/or disciplinary lenses, as
economic, and/or geographic lenses, as appropriate.
geographic lenses as appropriate.
appropriate, with minor
inaccuracies.
United States History and Government (Framework) Educator Guide
15CLAIM 3 3.1 Student places events 3.1 Student places issues 3.1 Student describes 3.1 Student explains
Students can analyze how in an inappropriate and events in the context issues and events in the issues and events in the
the context of time and context of time and place. of time and place with appropriate context of appropriate context of
place affect discipline‐ minor inaccuracies. time and place. time and place.
specific (e.g., history, civics,
economics, and/or 3.2. Student identifies 3.2. Student identifies 3.2 Student identifies and 3.2 Student identifies and
geography) issues and similarities or differences similarities and explains similarities and analyzes similarities and
events, and compare issues between issues, historical differences between differences between differences between
and events across time and developments, and/or issues, historical issues, historical issues, historical
place. events in different developments, and/or developments, and/or developments, and/or
geographic and cultural events in different events in different events in different
EVIDENCE contexts with geographic and cultural geographic and cultural geographic and cultural
● Analysis includes: inaccuracies. contexts with minor contexts. contexts.
A. Connection of inaccuracies.
historical
developments to 3.3 Student compares 3.3 Student compares 3.3 Student compares 3.3 Student compares
specific circumstances issues or events, making issues or events, with and/or analyzes issues or and analyzes issues or
of time and place errors and/or drawing minor inaccuracies. events with detail and events in depth and with
B. Connection of inaccurate conclusions. accuracy. accuracy.
historical
developments to
broader regional,
national, or global
processes and patterns
(e.g., colonization,
revolution,
constitutional change,
expansion,
nationalism,
industrialization,
urbanization,
sectionalism,
imperialism, social and
economic changes, and
globalization) through
a historic, political,
United States History and Government (Framework) Educator Guide
16social, economic,
and/or geographic
lens
● Comparison includes:
Similarities and
differences between
events and
perspectives through a
historic, political,
social, economic,
and/or geographic
lens
United States History and Government (Framework) Educator Guide
17CLAIM 4 4.1 Student partially 4.1 Student identifies and 4.1 Student identifies and 4.1 Student identifies and
Students can analyze identifies an issue with describes an issue with summarizes an issue. effectively explains an
important constitutional some inaccuracies. minor inaccuracies. issue in depth.
and civic issues in historic
and present settings,
various attempts to address 4.2 Student incompletely 4.2 Student minimally 4.2 Student researches an 4.2 Student researches an
those issues, including researches an issue with researches an issue and issue and applies issue and applies
possible alternate courses minimal and/or describes the historic disciplinary lenses to disciplinary lenses to
of action, and discuss, or inaccurate detail and and/or contemporary explain the historic analyze the historic
when applicable, support and may confuse causes or effects with and/or contemporary and/or contemporary
demonstrate an informed causes and effects. minor inaccuracies. causes and effects, with causes and effects with
course of action. supporting arguments supporting arguments
and details. and significant detail.
EVIDENCE
● Analysis includes 4.3 Student identifies a 4.3 Student describes a 4.3 Student explains 4.3 Student evaluates
A. Identification and course of action with course of informed action various courses of various courses of
explanation of inaccuracies and limited noting some informed action, noting informed action in depth,
important civic and detail. consequences. relevant individuals, noting relevant
constitutional issues groups, and/or roles of individuals, groups,
B. Summary of vested interests, and the and/or roles of vested
evidence using long‐ and/or short‐term interests, and the long‐
disciplinary lenses consequences. and short‐term
(e.g., historic, political, consequences.
social, economic,
and/or geographic) to 4.4 Student describes 4.4 Student explains how 4.4 Student discusses the 4.4 Student analyzes the
evaluate the issue(s) how a course of action a course of action was extent to which various extent to which various
C. Identification and was effective or effective in addressing a courses of action were courses of action were
explanation of ineffective with civic or constitutional effective in addressing a effective in addressing a
questions related to inaccuracies and in issue in limited detail. historic and/or current historic and/or current
the issue(s) or the limited detail. civic or constitutional civic or constitutional
course(s) of action issue in detail. issue with substantial
D. Connection of the detail.
issue(s) to civic action
United States History and Government (Framework) Educator Guide
18E. Identification and 4.5 Student describes a 4.5 Student explains a 4.5 Student discusses 4.5 Student evaluates
explanation of the course of action that course of action that various courses of action various courses of action
course(s) of action to demonstrates civic demonstrates civic that demonstrate civic that demonstrate civic
address the issue(s) at responsibility in responsibility in responsibility in responsibility in
a local, state, national, historical or present historical or present historical or present historical or present
and/or settings with little depth settings with little depth settings with some depth. settings in depth.
interdependent‐global and with inaccuracies. and few inaccuracies.
level
F. Evaluation of 4.6 Student describes 4.6 Student explains 4.6 Student discusses 4.6 Student evaluates
consequences citizens’ rights, roles, citizens’ rights, roles, citizens’ rights, roles, citizens’ rights, roles,
(benefits and costs) of and/or responsibilities and/or responsibilities and/or responsibilities and/or responsibilities
taking action to through weak through limited through developing an through developing a
address the issue(s) development of an development of an argument/presentation/ convincing argument/
● Discussion and argument/presentation/ argument/presentation/ project on historic presentation/project on
demonstration include: project on historic project on historic and/or current events. historic and/or current
A. Evidence of and/or current events and/or current events events.
proposing and/or with inaccuracies. with few inaccuracies.
carrying out the
recommended course 4.7 Student proposes 4.7 Student proposes 4.7 Student proposes 4.7 Student proposes
of action to address and/or takes action that and/or takes informed and/or takes informed and/or takes informed
the issue(s) does not relate to an action in the local, state, action in the local, state, action in the local, state,
B. Participation in issue and information national, and/or global national, and/or global national, and/or global
activities (e.g., debate, gathered. community, community, community,
negotiation, editorials, demonstrating civic demonstrating civic demonstrating civic
raising awareness, responsibility. responsibility. responsibility.
influencing others)
that focus on the
issue(s)
C. Reflection on
consequences (the
benefits and costs) of
the course(s) of action
taken
United States History and Government (Framework) Educator Guide
194.8 Student does not 4.8 Student minimally 4.8 Student engages the 4.8 Student engages the
engage target audience. engages the target target audience and/or target audience and/or
audience through an community in some ways community in significant
appropriate course of through an appropriate ways through an
informed action. course of informed appropriate course of
action. informed action.
4.9 Student minimally 4.9 Student reflects on 4.9 Student reflects on 4.9 Student effectively
reflects on informed informed course of action informed course of action reflects on informed
course of action through through written, visual, with analysis and detail course of action with
written, visual, or verbal or verbal means. through written, visual, significant analysis and
means. or verbal means. detail through written,
visual, or verbal means.
United States History and Government (Framework) Educator Guide
20Regents Examination in
United States History and Government (Framework) Test Design
The chart below outlines the test design for the Regents Examination in United States History and Government
(Framework). Part I consists of stimulus-based multiple-choice questions. Part II consists of two short-essay
questions, each based on a pair of documents. Part III consists of short-response questions and an extended
essay question (a Civic Literacy document-based essay).
Maximum
Parts Question Type Number of Questions Raw Score
Credit
Part I Stimulus-Based Multiple-Choice Questions 28 28
Stimulus-Based Short-Essay Questions
SET 1: Students describe the historical context 2 Sets:
surrounding two documents and identify and explain the Set 1 has one Short-
relationship between the events and/or ideas found in Essay Question based
those documents (Cause/Effect or Similarity/Difference on a 5-point rubric
Part II or Turning Point) 10
SET 2: Students describe the historical context Set 2 has one Short-
surrounding two documents and (for one identified Essay Question based
document) analyze and explain how audience, or purpose, on a 5-point rubric
or bias, or point of view affects the document’s use as a
reliable source of evidence
Civic Literacy Document-Based Essay
Short-response questions based on each of the six
documents 6 6
Extended essay based on the set of six documents and focused 1 5
on constitutional and civic issues
Essay Task: Students will be instructed to read and analyze
the documents. Using information from the documents and
their knowledge of United States history and government,
students will write an essay in which they are instructed to:
Part III
Describe the historical circumstances surrounding a
constitutional or civic issue
Explain efforts by individuals, groups, and/or
governments to address this constitutional or civic
issue
Discuss the extent to which the efforts were
successful, OR
Discuss the impact of the efforts on the United States
and/or American society
United States History and Government (Framework) Educator Guide
21Question Formats
Part I—Multiple-Choice Questions
Students will be presented with a stimulus or set of stimuli and a series of two or more multiple-choice
questions related to that stimulus/stimuli. Occasionally, a stimulus may be used with a single question.
Students will be asked to answer multiple-choice questions based on the stimulus/stimuli and on their
knowledge of social studies.
Multiple-choice questions will test both historical content and social studies skills. The content is found in
the Grade 11 section of the NYS K–12 Social Studies Framework represented by the key ideas, conceptual
understandings, and content specifications. The test specification grid below shows the possible range of
questions per key idea. To achieve content balance, note that the range of multiple-choice questions on a
particular test may vary because of the topics tested in the Part II Short Essays and the Part III Civic Literacy
Essay.
UNITED STATES HISTORY AND GOVERNMENT (FRAMEWORK)
TEST SPECIFICATION GRID
Range of Items by Key Idea
(Multiple Choice)
Key Idea Range
0-4
11.1
0-14%
2-5
11.2
7-18%
2-5
11.3
7-18%
0-4
11.4
0-14%
0-5
11.5
0-18%
0-4
11.6
0-14%
0-4
11.7
0-14%
0-4
11.8
0-14%
0-5
11.9
0-18%
0-5
11.10
0-18%
0-3
11.11
0-11%
0-5
Cross topical
0-18%
Total # of Multiple-Choice Questions 28
United States History and Government (Framework) Educator Guide
22Task Models
The skills component of each multiple-choice question is represented by a Task Model. As previously stated,
Task Models are designed to elicit the use of a particular social studies skill and to address content from the
Framework. There are 18 Task Models. Each multiple-choice question is developed using one of these Task
Models to measure a specific skill and content from the Framework. The selection of a stimulus or stimuli
depends on the skill and content being tested. Task Models are based on the United States History and
Government claims, evidence, and performance-level descriptions. A task model chart is provided on pages
24 through 27.
United States History and Government (Framework) Educator Guide
23Part 1: Task Models for Stimulus-Based Multiple-Choice Questions
Task Models for Multiple-Choice Questions Claims Evidence PLDs
1) Students are given a stimulus and asked to evaluate and classify 1, 2, 3 Analysis of sources; Dynamics of continuity and change 1.1, 2.1,
(identify) best use. over periods of time; Connection of historical 3.1
developments to specific circumstances of time and
place including the spatial organization of people,
places, and environments
2) Students are given a stimulus and asked to identify point of 1, 3 Analysis of sources; Connection of historical 1.1, 3.1
view, purpose, context, bias, format of source, location of developments to specific circumstances of time and
source in time and/or place, and/or intended audience of place including the spatial organization of people,
sources using background knowledge. places, and environments; Factors (e.g., ideas,
individuals, groups, technical developments, physical
settings) that influenced changes over time
3) Students are given a stimulus and asked to identify support for a 1, 2 Evidence from source(s) to support or refute the claim 1.4, 1.5,
given claim (bound in same timeframe/event/space). It must or argument; Connection of historical developments to 2.1, 2.2
require students to draw on their knowledge rather than on specific circumstances of time and place including the
straight comprehension of text. spatial organization of people, places, and
environments; Factors (e.g., ideas, individuals, groups,
technical developments, physical settings) that
influenced changes over time
4) Students are given a stimulus and asked to select a plausible 1, 2 Evidence from source(s) to support or refute the claim 1.4, 1.5,
claim that logically flows from evidence presented. or argument; Connection of historical developments to 2.1, 2.2
specific circumstances of time and place including the
spatial organization of people, places, and
environments; Factors (e.g., ideas, individuals, groups,
technical developments, physical settings) that
influenced changes over time
United States History and Government (Framework) Educator Guide
24Part 1: Task Models for Stimulus-Based Multiple-Choice Questions
Task Models for Multiple-Choice Questions Claims Evidence PLDs
5) Students are given a stimulus and asked to identify the 1, 2, 3 Evidence from source(s) to support or refute the claim 1.4, 2.4,
significance of a turning point in history. or argument; The dynamics of continuity and change 3.1
over periods of time; Connection of historical
developments to specific circumstances of time and
place including the spatial organization of people,
places, and environments
6) Students are given a stimulus and asked to identify the 1, 2 Evidence from source(s) to support or refute the claim 1.4, 2.1,
significance of an event, action, idea, or development as part of or argument; Connection of historical developments to 2.2, 2.3
change or part of continuity in history. specific circumstances of time and place including the
spatial organization of people, places, and
environments; Factors (e.g., ideas, individuals, groups,
technical developments, physical settings) that
influenced changes over time
7) Students are given a stimulus and asked to identify a central 1, 2 Evidence from source(s) to support or refute the claim 1.4, 2.5,
cause of the described phenomenon. or argument; Causes and effects using geographic, 2.6
economic, political, and/or historical lenses; Effects of
location and other spatial concepts
8) Students are given a stimulus and asked to identify a central 1, 2 Evidence from source(s) to support or refute the claim 1.4, 2.5,
effect of the described phenomenon. or argument; Causes and effects using geographic, 2.6
economic, political, and/or historical lenses; Effects of
location and other spatial concepts
9) Students are given a stimulus and asked to identify the impact 1, 2, 3 Evidence from source(s) to support or refute the claim 1.4, 2.7,
of time and place on an issue or event linked to that stimulus. or argument; Effects of location and other spatial 3.1
concepts; Connection of historical developments to
specific circumstances of time and place including the
spatial organization of people, places, and environments
United States History and Government (Framework) Educator Guide
25Task Models for Multiple-Choice Questions Claims Evidence PLDs
10) Students are given one stimulus or two stimuli and asked to 1, 3 Analysis of sources; Evidence from source(s) to support 1.1, 1.4,
identify a similarity in the described phenomenon (historical or refute the claim or argument; Connection of historical 3.2
development, historical event, geographic setting, economic developments to specific circumstances of time and
situation, individual’s action/belief) (implicit comparison). place including the spatial organization of people,
places, and environments
11) Students are given one stimulus or two stimuli and asked to 1, 3 Analysis of sources; Evidence from source(s) to support 1.1, 1.4,
identify a difference in the described phenomenon (historical or refute the claim or argument; Connection of historical 3.2
development, historical event, geographic setting, economic developments to specific circumstances of time and
situation, individual’s action/belief) (implicit comparison). place including the spatial organization of people,
places, and environments
12) Students are given a stimulus and asked to identify an informed 1, 3, 4 Evidence from source(s) to support or refute the claim 1.4, 4.1,
action taken by an individual, group, or government connected or argument; Connection of historical developments to 4.2
to civic activism. specific circumstances of time and place including the
spatial organization of people, places, and
environments; Identification and summary of a
disciplinary issue(s); Connection of the issue(s) to civic
activism
13) Students are given a visual stimulus such as a map, graph, 1, 3 Analysis of sources; Connection of historical 1.3, 1.4,
chart, time line, cartoon, or photograph and asked to extract developments to specific circumstances of time and 1.7, 3.1
relevant information to answer a question, or to respond to a place including the spatial organization of people,
claim or argument. places, and environments; Differentiate between
relevant and irrelevant evidence demonstrating the
ability to accurately interpret visual stimuli
14) Students are given one stimulus or two stimuli and asked to 1,4 Evidence from source(s) to support or refute the claim 1.4, 4.1,
identify a stakeholder or a stakeholder’s issue. or argument; Identification and summary of a 4.2
disciplinary issue(s); Connection of the issue(s) to civic
activism
United States History and Government (Framework) Educator Guide
26Task Models for Multiple-Choice Questions Claims Evidence PLDs
15) Students are given a stimulus and asked to identify a course of 1, 2, 3, 4 Evidence from source(s) to support or refute the claim 1.4, 2.3,
action recommended by a historical figure, a group, or a or argument; Connection of historical developments to 3.1, 4.1,
government. specific circumstances of time and place including the 4.3
spatial organization of people, places, and
environments; Identification and summary of a
disciplinary issue(s); Connection of the issue(s) to civic
activism; Recommended course of action to address the
issue(s)
16) Students are given a stimulus and asked to identify how 1, 2 Analysis of sources/information; Identifies how events 2.1, 2.2,
historical events are related chronologically. are related historically/chronologically or identifies 2.4, 2.5,
characteristics associated with a historical period 2.6, 3.1
(sequencing events)
17) Students are given one stimulus or two stimuli and asked to 1, 4 Evidence from source(s) to support or refute the claim 1.4, 4.1,
identify a problem (issue). or argument; Identification and summary of a 4.2
disciplinary issue(s); Connection of the issue(s) to civic
activism
18) Students are given one stimulus or two stimuli and asked to 1, 4 Evidence from source(s) to support or refute the claim 1.4, 4.1,
identify a response to a problem (issue). or argument; Identification and summary of a 4.2
disciplinary issue(s); Connection of the issue(s) to civic
activism
United States History and Government (Framework) Educator Guide
27Part II— Stimulus-Based Short-Essay Questions
The Part II Short Essay questions are designed to assess social science and historical thinking
skills using a pair of documents. Each examination will contain two short essay questions (Set 1
and Set 2) in which students will be asked to write a short essay of two or three paragraphs.
These paragraphs should address the specifics of the task. Note that introductory and concluding
paragraphs are not being measured by the rubrics that govern the scoring of Part II questions (see
pp. 67-74 for rubrics for the prototype Part II questions). Each short essay will be worth 5 points
and will be scored using a 5-point rubric. The score on each of the short essays will not be
weighted and will represent a total of 10 raw-score points on the exam.
The common task in both sets is the first bullet in which students are asked to describe the
historical context surrounding the two documents provided. In Set 1 students are then asked to
identify and explain the relationship between the events and/or ideas found in those documents
(Cause and Effect or Similarity/Difference or Turning Point). In Set 2 students are being asked to
analyze and explain how audience, or purpose, or bias, or point of view affects one document’s
use as a reliable source of evidence. Note that the second bullet in Set 2 will either ask students
to “Analyze Document 1...” or “Analyze Document 2…”, with the rest of the wording of the
task remaining the same.
The design of the Part II Short Essay questions is directly related to the claims, evidence, and
performance-level descriptions (PLDs) for the Regents Examination in United States History and
Government (Framework). Note the claims-and-evidence language under Claim 1 (see pp. 11-
13); Evidence, Analysis of Sources: “Analysis of the relevant following aspects of a source and
how that analysis affects interpretations of the source.” Those aspects include:
ii. Authorship
iii. Historical Context
iv. Audience
v. Content
vi. Purpose
vii. Bias
viii. Point of View
The Historical Context is intended to work with the content of the documents and relevant
outside information. The second bullet of Set 1 is focused on the relationship between the
documents (see pp. 12-17) Evidence, Claim 1, B. (Corroboration, i. Explaining relationships
between multiple sources); Claim 2, Evidence, C. (Causes and Effects); E. (Turning Points and
their impact); and Claim 3, Evidence, (Comparison includes: Similarities and Differences…).
The second bullet of the Set 2 question asks students to analyze one specific document and
explain how audience, or purpose, or bias, or point of view affects that document’s use as a
reliable source of evidence. This relationship between analysis of a source and reliability is
United States History and Government (Framework) Educator Guide
28detailed in Claim 1, Evidence, B. (Corroboration, iii. “Reliability of the source in light of
analysis”). Note that students are being asked to choose only one “aspect of analysis” (either
audience, or purpose, or bias, or point of view) to apply to the document. Although a historian
would have to examine all aspects of analysis (point of view, etc.) to determine the use of a
document as a reliable source of evidence, the Set 2 task can best be understood as an example of
the analysis and judgment that citizens make about documents and information they routinely
encounter. The student response should be focused on explaining how bias, for example, is
present in the document and on making a judgment or argument about how bias affects the use of
a document as a reliable source of evidence as it relates to the subject the student described in the
historical context. Because this question type is asking students to apply only one of four aspects
of analysis, judgments about reliability will often be stated as simply “somewhat reliable” or
“less reliable” followed by an explanation of why this is the case. Depending on the student’s
analysis of the document and the specific argument made, responses may also be more absolute
such as “…the document is (or is not) reliable because….”
United States History and Government (Framework) Educator Guide
29Sources and Evidence:
Resource for Part II Short Essay Questions; Set 1 and Set 2
Primary Source: For historians, primary sources are materials from the time period being studied. These
original documents offer the authenticity and immediacy that comes from direct personal observation but lack
the benefits that come with hindsight. These materials include letters, speeches, diaries, newspaper articles, oral
history interviews, documents, photographs, and artifacts. They can also include less obvious sources (songs,
plays, poems, advertisements, survey data, legal documents, and financial documents) as long as they come
directly from the time period in question and provide relevant historical evidence.
Secondary Source: For historians, secondary sources are works of synthesis, analysis, and interpretation based
on primary sources as well as the work of other authors. Some examples include textbooks, history books,
scholarly journal articles, biographies, and encyclopedias. Secondary sources are interpretive works created or
written after the time period being studied and have the benefit of hindsight but lack the benefit of immediacy.
Considerations when using historical sources:
Meanings of words sometimes change over time.
Values can be different in different time periods as well as in different cultures.
Most documents used for Set 1 and Set 2 will be primary sources.
Analysis of Sources
Evidence: Evidence refers to information or details from a source that can be used for a specific purpose, such
as drawing a conclusion or formulating an argument.
Determining evidence from a source:
Is based on the interpretation of the source(s)
Is based on the examination/questioning of sources to determine/judge/interpret if a source is authentic,
if it is biased, if it is accurate, and therefore [if it is reliable] the degree to which it is reliable
Evidence from a source can be used to support, extend, or challenge a historical argument. Evidence and
sources are NOT the same thing. Evidence, like sources, needs to be analyzed and evaluated.
All evidence is not of equal validity.
All valid evidence is not of equal relevance.
All valid relevant evidence is not of equal significance.
United States History and Government (Framework) Educator Guide
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