Regents Examination in United States History and Government (Framework), Part II Short Essay Question, Set 2, Sample Student Papers

Part II Short Essay Question

Set 2

Sample Student Papers

Regents Examination

in United States History

and Government (Framework)

First Administration

June 2021

Table of Contents

Draft Rubric for Part II, Set 2 ...............................................................4

Scoring Worksheet A ..............................................................................8

Scoring Worksheet B.............................................................................11

Anchor Papers–Score Level 5 to 1.......................................................12

Practice Papers ......................................................................................22

Practice Paper Commentaries..............................................................26

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DRAFT RUBRIC FOR PART II

SHORT ESSAY QUESTION—SET 2

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

. . . On the 4th March next, this party (the Republican

Party) will take possession of the Government. It has

announced, that the South shall be excluded from the

common [national] Territory; that the Judicial

Tribunals shall be made sectional, and that a war must

be waged against slavery until it shall cease throughout

the United States.

The Guaranties of the Constitution will then no

longer exist; the equal rights of the States will be lost.

The slaveholding States will no longer have the power

of selfgovernment, or self-protection, and the Federal

Government will have become their enemy. . . .

We, therefore, the people of South Carolina, by

our delegates, in Convention assembled, appealing to

the Supreme Judge of the world for the rectitude of our

intentions, have solemnly declared that the Union

heretofore existing between this State and the other

States of North America, is dissolved, and that the

State of South Carolina has resumed her position

among the nations of the world, as a separate and

independent State; with full power to levy war,

conclude peace, contract alliances, establish

commerce, and to do all other acts and things which

independent States may of right do.

Source: South Carolina Ordinance of Secession, December

1860

Document 2

Abraham Lincoln First Inaugural Address, March

4, 1861

. . . Plainly, the central idea of secession, is the

essence of anarchy. A majority, held in restraint by

constitutional checks, and limitations, and always

changing easily, with deliberate changes of

popular opinions and sentiments, is the only true

sovereign of a free people. Whoever rejects it,

does, of necessity, fly to anarchy or to despotism.

Unanimity is impossible; the rule of a minority, as

a permanent arrangement, is wholly inadmissable;

so that, rejecting the majority principle, anarchy,

or despotism in some form, is all that is left. . . .

Why should there not be a patient confidence

in the ultimate justice of the people? Is there any

better, or equal hope, in the world? In our present

differences, is either party without faith of being in

the right? If the Almighty Ruler of nations, with

his eternal truth and justice, be on your side of the

North, or on yours of the South, that truth, and that

justice, will surely prevail, by the judgment of this

great tribunal, the American people. . . .

In your hands, my dissatisfied fellow

countrymen, and not in mine, is the momentous

issue of civil war. The government will not assail

you. You can have no conflict, without being

yourselves the aggressors. You have no oath

registered in Heaven to destroy the government,

while I shall have the most solemn one to

“preserve, protect and defend” it. . . .

Source: Collected Works of Abraham Lincoln Volume 4

(adapted)

Content-Specific Rubric

Short Essay Question—Set 2

Scoring Notes:

1. This short essay question has two components (describing the historical context surrounding these

two documents and analyzing and explaining how audience, or purpose, or bias, or point of view

affects the use of Document 2 as a reliable source of evidence).

2. The description of historical context of both documents may focus on immediate or long-term

circumstances or on immediate or long-term effects.

3. The discussion of reliability must focus on Document 2 although information from Document 1

may be included in the discussion.

4. The analysis of reliability of Document 2 may be considered from any perspective as long as it 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 how audience, or purpose, or bias, or point of view

affects the use of Document 2 as a reliable source of evidence

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

discusses how the Republican Party’s 1860 platform pledged to end the expansion of slavery and

Abraham Lincoln’s victory without a single electoral vote from the South prompted the secession of

South Carolina; Audience: connects how President Lincoln’s conciliatory inaugural address aimed at

both a Northern and a Southern audience promising no interference with existing slavery or no

initiation of civil war against the South was reliable because it was consistent with his position before

and during the 1860 campaign; Point of View: connects Lincoln’s strong belief that secession is not a

legitimate option to his pledge to preserve, protect, and defend the Union, making his inaugural

address a reliable document of the president’s core beliefs

• Integrates relevant outside information (see Relevant 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 or may do so somewhat unevenly by thoroughly

developing one aspect of the task in depth while developing the other aspect of the task in some depth

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

Context: describes how Abraham Lincoln ran for president in 1860 on a platform to stop the spread of

slavery and won without any Southern support, causing South Carolina to secede from the Union;

Purpose: Lincoln’s speech was an attempt to reassure Southern citizens that the federal government

would not be the aggressor and his pledge is reliable because the Civil War began when South

Carolina fired on federal troops; Point of View: Lincoln’s address promises that the Union would not

be the aggressor against the South but that as president he would preserve, protect, and defend the

Union, making the address an accurate reflection of what he actually did and therefore a reliable

document

• Includes relevant outside information

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

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

Note: If only one aspect of the task is thoroughly developed in depth and if the response meets most of

the other Score Level 5 criteria, the response may be a Score Level 3 paper.

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 few or no 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

Key Ideas From Documents

(This list is not all inclusive.)

Document 1—In a few months the Republican Party will take possession of the federal government

South Carolina believes that the South will be excluded from the common national territory and a war

against slavery will begin

The equal rights and self-government of the states will be lost

The federal government will become the enemy

The convention declared that the union between South Carolina and the other states is dissolved

The state of South Carolina resumed its position as a separate and independent state; South Carolina could

levy war, conclude peace, make alliances, and establish commerce

Document 2—Secession is anarchy

The only true sovereign of a free people is the majority that is restrained by checks and balances and can

be changed according to popular opinion

Be patient with the ultimate justice of the people and truth and justice will prevail

The issue of civil war is in the hands of dissatisfied Southerners

There will be no conflict unless the South is the aggressor

Lincoln took an oath to preserve, protect, and defend the Union

Relevant Outside Information

(This list is not all inclusive.)

Southern support for States rights doctrine

Westward expansion of slavery

Dred Scott decision (1857)

Lincoln-Douglas debates (1858)

Several states seceded by March 1861

Lincoln pledged to keep control of remaining federal property such as forts

Any use of force against the Union would be considered a rebellion and met with force

Southern attack on Fort Sumter (April 1861)

Reliability of Document 2

(This list is not all inclusive.)

Reliable—Audience: Lincoln’s speech reassuring the South that the federal government would not be the

aggressor against them is reliable because the South Carolina Ordinance of Secession claimed that the

state had the full power to wage war and South Carolina ended up being the aggressor when it attacked

Fort Sumter

Bias: Lincoln’s First Inaugural Address is a reliable source of his core beliefs about the legality of

secession and importance of preserving the Union

Unreliable—Bias: While Lincoln attempted to be conciliatory to the South, his strong personal

opposition to slavery influenced his policy of not allowing slavery to expand which weakens the

reliability of the source for evidence about the secession crisis

Part II Scoring Worksheet–A

Directions: Read the sample paper and select where each response fits on this scoring continuum

Level 5

Meets Criteria

Scoring Criteria

Thoroughly develops both aspects of the task in depth

Yes

Somewhat

Is more analytical than descriptive

Integrates relevant outside information

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

documents

Level 4

Meets Criteria

Scoring Criteria

Develops both aspects of the task in depth or may do so somewhat

unevenly by thoroughly developing one aspect of the task in depth while

developing the other aspect of the task in some depth

Yes

Somewhat

Is both descriptive and analytical

Includes relevant outside information

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

documents

Level 3

Meets Criteria

Scoring Criteria—Level 3

Develops both aspects of the task in some depth

Yes

Somewhat

Is more descriptive than analytical

Includes some relevant outside information

Includes some relevant facts and/or examples from the documents; may

include some minor inaccuracies

Part II Scoring Worksheet–A

Level 2

Meets Criteria

Scoring Criteria—Level 2

Minimally develops both aspects of the task or develops one aspect of

the task in some depth

Yes

Somewhat

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

Level 1

Meets Criteria

Scoring Criteria—Level 1

Minimally addresses the task

Yes

Somewhat

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

Level 0

Meets Criteria

Scoring Criteria—Level 0

Fails to develop the task OR Includes no relevant facts and/or

examples OR includes only entire documents copied from the test

booklet OR is illegible OR is a blank paper

Yes

Somewhat

Note: If only one aspect of the task is thoroughly developed in depth and if the response meets most of

the other Score Level 5 criteria, the response may be a Score Level 3 paper.

*This worksheet is designed to help you understand the specific scoring criteria detailed in the scoring rubric. It is important

to remember that these criteria exist within a holistic scoring system that is intended to view the student’s response in its

entirety and then assign an appropriate score.

Part II Scoring Worksheet–B

Directions: Read the sample paper and check the appropriate Score Level for each Scoring Criteria

Score Level (Scoring Criteria) Yes

• Bullet 1: Degree to which the task is accomplished

Level 5: Thoroughly develops both aspects of the task in depth

Level 4: Develops both aspects of the task in depth or may do so somewhat unevenly by

thoroughly developing one aspect of the task in depth while developing the other

aspect of the task in some depth

Level 3: Develops both aspects of the task in some depth

Level 2: Minimally develops both aspects of the task or develops one aspect of the task in some

depth

Level 1: Minimally addresses the task

• Bullet 2: Degree to which the student uses analysis in the response

Level 5: Is more analytical than descriptive

Level 4: Is both descriptive and analytical

Level 3: Is more descriptive than analytical

Level 2: Is primarily descriptive; may include faulty analysis

Level 1: Is descriptive; may lack understanding or application

• Bullet 3: Degree to which accurate outside information is used in the response

Level 5: Integrates relevant outside information

Level 4: Includes relevant outside information

Level 3: Includes some relevant outside information

Level 2: Includes little relevant outside information

Level 1: Includes minimal or no relevant outside information

• Bullet 4: Degree to which document information is used in the response

Level 5: Supports the theme with many relevant facts and/or examples from the documents

Level 4: Supports the theme with relevant facts and/or examples from the documents

Level 3: Includes some relevant facts and/or examples from the documents; may include some

minor inaccuracies

Level 2: Includes a few relevant facts and/or examples from the documents; may include some

inaccuracies

Level 1: Includes a few relevant facts and/or examples from the documents; may make only

vague, unclear references to the documents; may include inaccuracies

Note: If only one aspect of the task is thoroughly developed in depth and if the response meets most of the other

Score Level 5 criteria, the response may be a Score Level 3 paper.

*This worksheet is designed to help you understand the specific scoring criteria detailed in the scoring

rubric. It is important to remember that these criteria exist within a holistic scoring system that is intended

to view the student’s response in its entirety and then assign an appropriate score.

Anchor Paper—Level 5

In the Antebellum Era, sectionalism between the Northern and Southern states was steadily rising.

The two regions were very different from each other, w/ the North having little to no slaves and being

highly industrialized, compared to the South whose economy was based on agrarian plantation slave

labor. Things like the Tariff of 1828/Tariff of Abominations really drove the South and the North apart

because the tariff only benefitted the North @ the expense of the South. The South Carolina delegates

actually made this tariff null/void w/in their borders and this started the whole Nullification Crisis where

the South got their first taste of rebellion. They knew that the most divisive issue was the expansion of

slavery. There were a number of failed compromises like the Compromise of 1850. When Lincoln was

elected on the Republican platform to stop the spread of slavery (Doc 2), SC decided to leave the Union,

and to make itself “a separate and independent state” (Doc 1). Once SC seceded, more and more Southern

states quickly followed as America was catapulted into Civil War.

Lincoln’s inaugural message at the onset of the Civil war was a message of unity, and that he felt that

the confederate states should stay in the union. The speech demonstrates Lincoln’s viewpoint that “the

central idea of secession, is...anarchy” (Doc 2). This document was entirely built off Lincoln’s opinion

that the will of the majority is greater than the will of the minority. This was his perspective despite

winning only a plurality of the popular vote. However there are other viewpoints to consider: the South

felt that they were being cheated out of their states’ rights and they were being silenced by the majority

when they have a right to self government. Despite the South’s view of Lincoln’s position as biased,

Lincoln’s speech is actually reliable because it represents his long held viewpoint against secession and

his solemn oath to preserve the union.

Anchor Level 5

The response:

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

surrounding these documents and explaining how point of view affects the use of Document 2 as a

reliable source of evidence

• Is more analytical than descriptive (Historical Context: the two regions were very different from each

other with the North having little-to-no slaves and being highly industrialized compared to the South

whose economy was based on agrarian plantation slave labor; once South Carolina seceded more and

more Southern states quickly followed as America was catapulted into Civil War; Point of View: the

speech demonstrates Lincoln’s viewpoint that “the central idea of secession is the essence of

anarchy”; despite the South’s view of Lincoln as biased, Lincoln’s speech is actually reliable because

it represents his long-held viewpoint against secession and his solemn oath to preserve the Union)

• Integrates relevant outside information (Antebellum Era; sectionalism; Tariff of 1828/Tariff of

Abominations; nullification crisis; Compromise of 1850; election of Lincoln; stop the spread of

slavery; Civil War; plurality vote; States rights)

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

secession; anarchy; right to self-government; solemn oath to preserve the Union; will of the majority)

Conclusion: The response fits the criteria for Level 5 because it thoroughly develops both aspects of the

task, is more analytical than descriptive, and smoothly integrates both relevant outside information and

ideas contained within the documents. Lastly, it does a good job explaining why Document 2 is reliable

as Lincoln’s point of view.

Anchor Paper—Level 4

For much of the early part of the 19

century, slavery was the main issue of debate in the United

States. It was crucial to the southern economy, so most southern states wanted to keep the system in

place. Many in the more industrial north, however, saw it as cruel and inhumane and wanted to do away

with it. As America expanded westward under Manifest Destiny, new states were added to the union and

the issue of which, if any, of these states should adopt slavery grew larger and larger. Compromises were

made and failed, and tensions between north and south were higher than ever before at the time of the

1860 Presidential election. The winner of that election, Abraham Lincoln of the Republican party, was

believed by many in the south to have an agenda to wipe out slavery entirely. Fearing a collapse of their

way of life, South Carolina (a southern state) seceded from the union later that year, “We, therefore, the

people of South Carolina... have solemnly declared that the Union heretofore existing between this State

and the other States of North America, is dissolved...” (South Carolina Ordinance of Secession, 1860).

Other southern states soon followed suit, and, faced with the collapse of his nation, Abraham Lincoln

issued a response, “...Plainly, the central idea of secession, is the essence of anarchy...” (Collected Works

of Abraham Lincoln, Volume 4).

Point of view affects Document 2’s use as a reliable source of evidence in a few ways. First, the

author, Abraham Lincoln, does not want the southern states to seceed from the union. Therefore, he

frames secession as negatively as possible. He equates it to anarchy, writing, “Plainly the central idea of

secession, is the essence of anarchy...” (Lincoln, 1861). Despite this, he still does not want war, so he

seeks to make it clear that any conflict would be the fault of the seceded states. “You (seceded states)

have no oath registered in Heaven to destroy the government, while I shall have the most solemn one to

‘preserve, protect, and defend’ it...” (Lincoln, 1861). Thus, Lincoln frames himself as a defender of the

union against anarchy. The document accurately reflects the personal views of Lincoln, thus making this

a reliable source.

Anchor Level 4

The response:

• Develops both aspects of the task in depth but does so somewhat unevenly by describing the

historical context surrounding the documents more thoroughly than analyzing how point of view

affects Document 2 as a reliable source of historical evidence

• Is both descriptive and analytical (Historical Context: as America expanded westward under Manifest

Destiny new states were added to the Union and the issue of which, if any, of these states should

adopt slavery grew larger and larger; the winner of that election, Abraham Lincoln of the Republican

Party, was believed by many in the South to have an agenda to wipe out slavery entirely; Point of

View: despite this, he still does not want war so he seeks to make it clear that any conflict would be

the fault of the seceded states; thus Lincoln frames himself as a defender of the Union against

anarchy)

• Includes relevant outside information (industrial North; Manifest Destiny; compromises; 1860

presidential election; agenda to wipe out slavery)

• Supports the theme with relevant facts and/or examples from the documents (Republican Party; South

Carolina Ordinance of Secession; anarchy; preserve, protect, and defend; fault of the seceded states)

Conclusion: The response meets the criteria for Level 4 because it provides a clear, concise, and

analytical description of the historical circumstances surrounding the documents. However, the analysis

of how point of view influences the reliability of Document 2 is not fully developed and the inclusion of

long excerpts from the document weakens the response.

Anchor Paper—Level 3

By the 1860s, tensions between Northern states and Southern states had reached their peak.

Documents 1 and 2 are evidence of the severity of the situation, for they illustrate some of the causes of

the Civil War that would break out in that decade.

Document 1 is the South Carolina Ordinance of Secession, which is a declaration of separation from

the Union of the United States. South Carolina and many other southern states seceded following the

election of Abraham Lincoln upon realization that their interests, particularly the preservation of slavery

and the right to extend it to new states, was at risk. Tensions over the issue of the extension of slavery had

been intensified by a number of events that occurred in the 1850s. The Compromise of 1850, in which

California was admitted as a free state and new territories were agreed upon to utilize popular

soveriengnty to decide if they would allow slavery, was supposed to provide a solution, but practice of

popular sovereignty had poor results. The event known as “Bleeding Kansas” would occur a few years

later in which pro-slavery and anti-slavery advocates engaged in violence with each other over slavery in

the territory of Kansas. Clearly, the issue would not be resolved through peaceful means.

Document 2 is the Inaugural Address of President Lincoln, in which he condemns the actions of the

seceding states and asserts his commitment to preserving the Union. Lincoln’s election as president was

the tipping point for the secession of the southern states and the start of the civil war. Lincoln was a

Republican, so he was against the extension of slavery. Of course, he was a well-educated politician, but

being a Republican meant that his interests were in direct contrast to those of the southern states. His

disdain for secession and his claims of it as the “essence of anarchy” would have been disputed by

southerners, who felt that their livelihoods were at risk. His view does not reflect or account for the

perspective of southerners. Lincoln felt that preservation of the Union was the most important concern,

whereas a southerner from a seceding state felt that they had no other choice to preserve their way of life.

This is how the reliability of Document 2 is affected by the point of view of the speaker.

Anchor Level 3

The response:

• Develops both aspects of the task in some depth

• Is more descriptive than analytical (Historical Context: South Carolina and many other Southern

states seceded following the election of Abraham Lincoln upon realization that their interests,

particularly the preservation of slavery and the right to extend it to new states, was at risk; tensions

over the issue of the extension of slavery had been intensified by a number of events that occurred in

the 1850s; Point of View: Lincoln felt the preservation of the Union was the most important concern,

whereas a Southerner from a seceding state felt that they had no other choice to preserve their way of

life)

• Includes some relevant outside information (Compromise of 1850; popular sovereignty; California

admitted as a free state; Bleeding Kansas)

• Includes some relevant facts and/or examples from the documents (South Carolina Ordinance of

Secession; essence of anarchy)

Conclusion: The response best meets the criteria for Level 3. While it includes good descriptions of the

historical context with some analysis, the response attempts to analyze the point of view of both

documents instead of focusing on Document 2, for which there is no clear statement of its reliability,

making the response no better than a Level 3 paper.

Anchor Paper—Level 2

The historical context surrounding the two documents is the election of Abraham Lincoln as

president. Document 1 is the secession of South Carolina and, although there were many events and

tension leading up to the secession of the South, like the compromises of 1820 and 1850 and Harper’s

Ferry. The election of Lincoln was the final straw for the South to secede. Some didn’t even have his

name on their ballots. For document 2, the context is obviously his election because it is a part of his

inaugural address, which the newly elected presidents give out when they take office.

The point of view in the document affects it’s use as a reliable source of evidence. The speech is

giving from a Northerner’s stand point to the southerners so it is only taking the consideration of one side

making it biased against secession. Since the document is disregarding the South’s side of the story, its

hard to see this speech as a reliable source due to the fact that it is opinionated.

Anchor Level 2

The response:

• Minimally develops both aspects of the task

• Is primarily descriptive (Historical Context: there were many events and tension leading up to the

secession of the South; the election of Lincoln was the final straw; Point of View: the speech is given

from a Northerner’s standpoint to the Southerners so it is only taking the consideration of one side,

making it biased against secession)

• Includes little relevant outside information (compromises of 1820 and 1850; Harper’s Ferry; didn’t

even have his name on their ballots)

• Includes a few relevant facts and/or examples from the documents (election of Lincoln; secession of

South Carolina; against secession)

Conclusion: The response fits the criteria for Level 2 because it is descriptive and fails to address the

issues of slavery or States rights. The essay does a better job addressing the historical context than it does

addressing the reliability of Document 2. For the response to earn a score of 3 it would have needed a

better explanation why Document 2 is or is not a reliable source of evidence, and the student would have

needed to include more document information to support this position.

Anchor Paper—Level 1

The two documents are adressing the Civil War, a fight between North America, divided into 2 parts.

North and South were fighting over the issue of slavery. In document one, the Republican wanted the

South to be punished. They believed that North and South will fight until there will be no slavery.

Document one also states that South Carolina was suceeding from the union. In document two, Abraham

stated in his first inagural adress that the USA needed to reunite in order to be powerful, when they are

divided, they are weak. Lincoln also states that he has to protect, preserve and defend the USA.

Anchor Level 1

The response:

• Minimally addresses the task

• Is descriptive (Historical Context: North and South were fighting over the issue of slavery; Lincoln

also states that he has to protect, preserve, and defend the United States of America)

• Includes minimal relevant outside information (Civil War; North America; when they are divided

they are weak)

• Includes a few relevant facts and/or examples from the documents (issue of slavery; Republican;

South Carolina was seceding; Lincoln; protect, preserve, and defend)

Conclusion: The response meets the criteria for Level 1 because the historical context is only minimally

addressed and Lincoln’s purpose is not identified or discussed. Had the response addressed the reliability

aspect of the task, incorporated some additional outside information, and included more information from

the documents, it could have earned at least a score of 2.

Practice Paper A

Both documents 1 and 2 are during the time period of the Civil War. In this period, there were

extremely high tensions between the North and the South because of States rights specifically regarding

slavery. As a result the government created a bandaid effect where they made a worthless and

controversial law every time arguments regarding slavery rose. But it didn’t solve the problem whether

slavery is right or not. We see this with the Missouri Compromise which made Missouri a slave state,

Maine a free state and also created the 36°-30' line. This merely postponed the larger problem of slavery.

Another law that increased tension was the Kansas-Nebraska Act which gave the power to the people by

allowing them to vote whether slavery is legal in the Kansas Nebraska territory. This led to what is called

Bleeding Kansas, a period of violent altercations in Kansas Nebraska territory as a result of Kansas-

Nebraska Act. These are some of the cases/examples of how the federal government increased tensions

between South and North.

Document 2 is a reliable piece of evidence because it represents Lincoln’s point of view. This was

written by Abraham Lincoln who, as President was against secession. As a result, his purpose is to

support Northern ideals and thoughts. This is further seen in Lincoln’s word choice in the speech. He

states that people who support seccession are also in support of anarchy. Anarchy has a negative

connotation and in this case, is used to make the other side look bad and not “American.” He further says

that if war breaks out it will be the South’s fault and not the North’s. While Lincoln uses language that

may offend the South, the document is reliable because Lincoln is trying to preserve the Union.

Practice Paper B

The outbreak of the Civil War with South Carolina’s secession was a result of sectionalism caused

by the North’s industrial prosperity and the South’s reliance on the agricultural plantation system. For

years both sides struggled to ensure that their interests were represented in Congress. The Missouri

Compromise of 1820 highlighted which areas can have slaves and which can’t. The federal government

later repealed this compromise with the Kansas-Nebraska Act and the policy of popular sovereignty.

Events took a violent turn in “Bleeding Kansas” when a radical abolitionist, John Brown, went on a

massacre resulting in the deaths of some pro slave people. Following Brown’s raid on Harper’s Ferry to

incite a slave rebellion in 1859 and the election of Lincoln in 1860, South Carolina decided it had no

choice but to secede because the federal government had become their enemy (Doc 1). The South

believed that the Federal government would back down and that they would receive Foreign help from

their trading partner England. Neither of those happened and the Civil War broke out.

Lincoln’s First Inagural address (Doc 2) presents a specific point of view that secession is anarchy.

While he was willing to let slavery continue in the South, he could not both preserve the Union and allow

South Carolina to secede. This document is reliable because it supports his basic beliefs regarding the

Union and his role as President. Further, Lincoln is targetting a specific audience, “dissatisfied” fellow

countrymen in the South. The South had the choice of rejecting anarchy and aggression (Doc 2), but

instead they chose war.

Practice Paper C

During the Antebellum period slavery had been a highly debated issue in the United States. As

exemplified by the Missouri Compromise, Compromise of 1850, and Wilmot Proviso, many approaches

were taken to reach a middle ground between the free states and the slave states as the country expanded

westward. The failure of these efforts coupled with the election of Lincoln led to secession.

Abraham Lincoln ran on a freesoil platform that opposed the expansion of slavery. Despite not

winning the majority of the popular vote Lincoln won the electoral college and became president. Lincoln

was viewed so poorly in the South that his name did not appear on many southern ballots. As a result of

his victory, several southern states seeking to maintain slavery seceded from the Union led by South

Carolina’s declaration of secession. Lincoln responded to this Ordinance of Secession in his inaugural

address using veiled threats such as his “solemn oath” to “preserve and protect” the United States. He also

attempts to avoid Civil War by showing the Southern states that secession is wrong and an attempt at

“anarchy”.

Purpose is an important Factor for Lincoln in his inaugural speech. As Lincoln is a newly elected

president of the entire nation during a tense political climate, his greatest challenge is to defend and

preserve the Union to avoid for its collapse. Therefore, although Lincoln does not want the Union to

deteoriate, it is also in his best interests to preserve it and appear in control. Therefore, his purpose is

derived from necessity and his primary goal to preserve the Union. Therefore the document is a reliable

source.

Practice Paper D

In Document 1 it talks about the things that are or should be taken out of the Governments

regulations. South Carolina declares itself as its own seperate state and no northern government involved.

In Document 2 it talks about your judgement shouldn’t hurt you and just because the Government has alot

of power over you doesn’t mean you can’t have your own opinions. When you say something to the

Government, they do not like it because they don’t want people questioning the Government. Point of

view affects Document 2 because he’s talking about people having opinions and being judgemental but

the one that is saying those things is saying it with opinions. Using this document as a reliable source of

evidence is more of sending a letter to get what they want from the Government or trying to send a

message to the people or the Government. In Lincoln’s adress he said to the South it’s your choice and its

in your hands to destroy the Government or to defend it. I think Document 2 would be a reliable Source

for evidence.

Practice Paper E

From the early to late 1800s, as cities began to flourish in the North and Southern farmers were

dependant on their plantations, the controversy of slavery began to arise. Many northerners wanted to

abolish slavery while farmers in the South were reliant on the cheap labor for cash crops and exports.

While the federal government attempted to keep the states together by creating the Missouri Compromise

to distinguish between free and slave states, the Kanas-Nebraska Act quickly overturned it. And once the

federal government started placing high taxes on exports, many Southern States threatened to secede, of

which North Carolina became the first in 1860. When Republican Abraham Lincoln was elected around

the same time he, he was fighting more for unity of the states rather than to abolish slavery. He was even

open to the idea of allowing southern democrats to keep their slaves, but only until the Emancipation

Proclamation was passed.

In Document 2, Abraham Lincoln’s first inagural adress in 1861 was more specifically meant for the

audience of southerners and state governments who wanted to secede from the Union. He is urging the

people to allow the central government to rule their country and that they are willing to compromise. He

does not want a civil war, and hopes for state governments to enforce unity regardless of the differences

in slavery.

Practice Paper A—Score Level 3

The response:

• Develops both aspects of the task in some depth

• Is more descriptive than analytical (Historical Context: there were extremely high tensions between

the North and the South because of States rights, specifically regarding slavery; we see this with the

Missouri Compromise which made Missouri a slave state, Maine a free state and also created the

36º30' line; Purpose: while Lincoln uses language that may offend the South, the document is reliable

because Lincoln is trying to preserve the Union)

• Includes some relevant outside information (Civil War; Missouri Compromise; Missouri slave, Maine

free; 36º30' line; Kansas-Nebraska Territory; Bleeding Kansas; Kansas-Nebraska Act)

• Includes some relevant facts and/or examples from the documents (anarchy; if war breaks out it will

be the South’s fault)

Conclusion: The response fits the criteria for Level 3 because it is more descriptive than analytical.

Additionally, the historical context is supported with important information about two major sectional

compromises. The response does not reach a score of 4 because it is primarily descriptive and does not

integrate information from Document 1.

Practice Paper B—Score Level 5

The response:

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

surrounding these documents and explaining how both point of view and audience affect the use of

Document 2 as a reliable source of evidence

• Is more analytical than descriptive (Historical Context: the outbreak of the Civil War with South

Carolina’s secession was a result of sectionalism caused by the North’s industrial prosperity and the

South’s reliance on the agricultural plantation system; South Carolina decided it had no choice but to

secede because the federal government had become its enemy; Point of View: while he was willing to

let slavery continue in the South he could not both preserve the Union and allow South Carolina to

secede; Audience: further, Lincoln was targeting a specific audience—“dissatisfied fellow

countrymen” in the South)

• Integrates relevant outside information (sectionalism; industrial prosperity; plantation system;

Missouri Compromise of 1820; Compromise of 1850; Bleeding Kansas; John Brown; Harper’s Ferry;

trading partner England)

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

secession; election of Lincoln; Lincoln’s First Inaugural Address; preserve the Union)

Conclusion: The response fits the criteria for Level 5 because it includes several well-chosen analytical

statements and thoroughly develops both aspects of the task. The essay contains considerable relevant

outside information about events prior to secession and integrates key examples from the documents.

Further, the response articulately describes the connections in Document 2 between Lincoln’s point of

view, his warning to the Southern audience, and the document’s reliability.

Practice Paper C—Score Level 4

The response:

• Develops both aspects of the task in depth

• Is both descriptive and analytical (Historical Context: many approaches were taken to reach a middle

ground between the free states and the slave states as the nation expanded westward; Lincoln was

viewed so poorly in the South that his name did not appear on many Southern ballots; Purpose: as

Lincoln was a newly elected president of the entire nation during a tense political climate his greatest

challenge was to defend and preserve the Union to avoid its collapse; his purpose is derived from

necessity and his primary goal to preserve the Union)

• Includes relevant outside information (Antebellum period; Missouri Compromise; Compromise of

1850; Wilmot Proviso; election of Lincoln; free soil; won the electoral college; his name did not

appear on many Southern ballots; several Southern states seceded)

• Supports the theme with relevant facts and/or examples from the documents (South Carolina’s

Declaration of Secession; inaugural address; solemn oath; preserve and protect; anarchy)

Conclusion: The response fits the criteria for Level 4 because while it includes a balanced discussion of

both historical circumstances and purpose, it lacks the analysis and depth of a Level 5 paper.

Practice Paper D—Score Level 1

The response:

• Minimally addresses the task

• Is descriptive (Historical Context: South Carolina declares itself a separate state and no Northern

government involved; Point of View: in Lincoln’s address he said to the South it’s in your hands to

destroy the government or to defend it)

• Includes no relevant outside information

• Includes a few relevant facts and/or examples from the documents (South Carolina declares itself as

its own separate state; in Lincoln’s address he said it’s your choice and it’s in your hands to go against

the government or to defend it)

Conclusion: The response fits the criteria for Level 1 because it very minimally addresses the task; it is

descriptive but lacks a focus on the task and only talks about the documents. In order to earn a score of 2

the response would have needed to address both aspects of the task, apply a better understanding of the

documents, and integrate some outside information.

Practice Paper E—Score Level 2

The response:

• Minimally develops both aspects of the task

• Is primarily descriptive (Historical Context: many Northerners wanted to abolish slavery while

farmers in the South were reliant on the cheap labor for cash crops and exports; Audience: Abraham

Lincoln’s First Inaugural Address in 1861was more specifically meant for the audience of

Southerners and state governments who wanted to secede from the Union); includes faulty analysis

(federal government started placing high taxes on exports; when Republican Abraham Lincoln was

elected around the same time)

• Includes little relevant outside information (plantations; cash crops; Missouri Compromise; Kansas-

Nebraska Act); includes an inaccuracy (Emancipation Proclamation was passed)

• Includes a few relevant facts and/or examples from the documents (Republican Abraham Lincoln);

includes an inaccuracy (North Carolina)

Conclusion: The response meets the criteria for Level 2 because it addresses both aspects of the task but

includes faulty analysis and inaccuracies that prevent it from reaching a Level 3 score.