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8THE UNIVERSITY OF THE STATE OF NEW YORKGRADE 8INTERMEDIATE-LEVEL TESTSOCIAL STUDIESBOOKLET 2DOCUMENT-BASED QUESTION (DBQ)JUNE 1–2, 2005Student NameSchool NamePrint your name and the name of your school on the lines above.The test has three parts. Parts I and II are in Booklet 1; Part III is in this test booklet.Part III is based on several documents.Part III A contains the documents. Each document is followed by one or more questions.Write your answer to each question in this test booklet in the space provided.Part III B contains one essay question based on the documents. Write your answer to thisquestion in the separate essay answer booklet, beginning on the first page of the booklet.You will have 1 12 hours to answer all the questions in Booklet 2 and write your essay.DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.Copyright 2005THE UNIVERSITY OF THE STATE OF NEW YORKTHE STATE EDUCATION DEPARTMENTALBANY, NEW YORK 12234

The answer to the essay question is to be written in the separate essay booklet.In developing your answer to Part III, be sure to keep this general definition in mind:discuss means “to make observations about something using facts, reasoning,and argument; to present in some detail”Part IIIDOCUMENT-BASED QUESTIONThis question is based on the accompanying documents. It is designed to test your ability to workwith historical documents. Some of the documents have been edited for the purposes of the question. As you analyze the documents, take into account the source of each document and any pointof view that may be presented in the document.Historical Context:The struggle for equal rights for African Americans has been long and difficult.Beginning in the 1950s, the fight for equality gained momentum. This struggle forequality is known as the modern civil rights movement.Task:Using information from the documents and your knowledge of social studies, answerthe questions that follow each document in Part A. Your answers to the questions willhelp you write the Part B essay in which you will be asked to Discuss ways in which African Americans have been denied equal rights Discuss methods that individuals, groups, and/or the government haveused since 1950 to deal with the inequality faced by African AmericansInter.-Level Social Studies — June ’05[3]

Part AShort-Answer QuestionsDirections: Analyze the documents and answer the short-answer questions that follow each document in thespace provided.Document 1a. . . We [the Supreme Court] come then to the question presented: Does segregation ofchildren in public schools solely on the basis of race, even though the physical facilities andother “tangible” [real] factors may be equal, deprive the children of the minority group ofequal educational opportunities? We believe that it does. . . .Source: Brown v. Board of Education of Topeka, 19541a According to this document, what inequality did African Americans experience? [1]ScoreDocument 1b. . . We [the Supreme Court] conclude that, in the field of public education, the doctrineof “separate but equal” has no place. Separate educational facilities are inherently [bynature] unequal. Therefore, we hold that the plaintiffs [the Brown family] and others similarly situated for whom the actions have been brought are, by reason of the segregationcomplained of, deprived of the equal protection of the laws guaranteed by the FourteenthAmendment. This disposition [ruling] makes unnecessary any discussion whether suchsegregation also violates the Due Process Clause of the Fourteenth Amendment. . . .Source: Brown v. Board of Education of Topeka, 1954b According to this document, what was the Supreme Court’s ruling in Brown v. Board of Education ofTopeka? [1]ScoreInter.-Level Social Studies — June ’05[4]

Document 2The photograph shows Rosa Parks being fingerprinted at police headquarters after refusing to give up herseat on a bus to a white man.Source: New York World-Telegram and Sun, Library of Congress2a According to this document, what did Rosa Parks refuse to do that led to the situation shown in thisphotograph? [1]Scoreb According to this document, what method did African Americans use to deal with the inequality theyfaced in Montgomery, Alabama? [1]ScoreInter.-Level Social Studies — June ’05[5][OVER]

Document 3. . . From the Greensboro area there must have been people from six or seven universitycampuses who wanted to participate, who wanted to help sit-in, who wanted to helppicket [take part in a public demonstration]. We actually got to the point where we hadpeople going down in shifts. It got to the point wherein we took all the seats in the restaurants. We had people there in the mornings as soon as the doors were open to just takeevery seat in the restaurant or at the lunch counter. . . .Source: Franklin McCain interview, My Soul is Rested: Movement Days in theDeep South Remembered, Howell Raines, ed., G.P. Putnam’s Sons, 19773 Based on this document, identify one method of protest that was used to gain equality. [1]ScoreInter.-Level Social Studies — June ’05[6]

Document 4This photograph shows some of the 250,000 Americans who gathered for the March on Washington inAugust 1963.4 Based on this photograph, state two goals of the March on Washington in August 1963. [2](1)(2)ScoreInter.-Level Social Studies — June ’05[7][OVER]

Document 5Percentage of African American Voting-Age Population RegisteredKeyBefore Voting Rights Act of 1965After Voting Rights Act of 1965ARTNLANC66% 65%MSAL6% 60%18% 54%42% 81%32% 56%VA38% 52%44% 43%SCGA33% 45%1964 Twenty-fourth Amendment outlawsthe poll tax in elections for federaloffice.1965 Voting Rights Act prohibits literacytests and makes it easier for AfricanAmericans to register to vote.28% 64%FL51% 54%Source: Paul S. Boyer et al., The Enduring Vision: A History of the American People, D.C. Heath and Co., 1996(adapted)5a What major trend in African American voter registration is shown by this map? [1]Scoreb Identify two actions taken by the federal government that help explain the trend shown on the map. [2](1)(2)ScoreInter.-Level Social Studies — June ’05[8]

Document 6. . . But far beyond this, we call upon them [African Americans] to accept Christian Lovein full knowledge of its power to defy evil. We call upon them to understand that non-violence is not a symbol of weakness or cowardice, but as Jesus demonstrated, non-violentresistance transforms [changes] weakness into strength and breeds courage in face of danger. We urge them, no matter how great the provocation [aggravation] to dedicate themselves to this motto:“Not one hair of one head of one white person shall be harmed.”We advocate [support] non-violence in words, thought and deed, we believe this spirit andthis spirit alone can overcome the decades of mutual fear and suspicion that have infested and poisoned our Southern culture. . . .Source: Southern Negro Leaders Conference on Transportation and Nonviolent Integration,“A Statement to the South and Nation,” January 11, 1957, Atlanta, Ga.6 According to this document, what method was recommended to help African Americans achieveequality? [1]ScoreInter.-Level Social Studies — June ’05[9][OVER]

Document 77 According to the cartoonist, African Americans have made gains in racial equality. In what area of equalrights do African Americans still face challenges? [1]ScoreInter.-Level Social Studies — June ’05[10]

Part BEssayDirections: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion.Use evidence from at least four documents in your essay. Support your response with relevantfacts, examples, and details. Include additional outside information.Historical Context:The struggle for equal rights for African Americans has been long and difficult.Beginning in the 1950s, the fight for equality gained momentum. This struggle forequality is known as the modern civil rights movement.Task:Using the information from the documents and your knowledge of social studies,write an essay in which you Discuss ways in which African Americans have been denied equal rights Discuss methods that individuals, groups, and/or the government haveused since 1950 to deal with the inequality faced by African AmericansGuidelines:In your essay, be sure to: Develop all aspects of the task Incorporate information from at least four documents Incorporate relevant outside information Support the theme with relevant facts, examples, and details Use a logical and clear plan of organization, including an introduction and a conclusion thatare beyond a restatement of the themeInter.-Level Social Studies — June ’05[11]

Part I ScorePart II ScorePart III A ScoreTotal Part I, II, and III A ScorePart III B Essay ScoreFinal Score(obtained from conversion chart)scaled 1-100Inter.-Level Social Studies — June ’05[12]