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General information.

• Information Booklet for Scoring the Regents Examination in United States History and Government (Framework)
• Frequently Asked Questions on Cancellation of Regents Examination in United States History and Government (Framework)  - Revised, 6/17/22
• Cancellation of the Regents Examination in United States History and Government (Framework) for June 2022
• Educator Guide to the Regents Examination in United States History and Government (Framework) - Updated, July 2023
• Memo: January 2022 Regents Examination in United States History and Government (Framework) Diploma Requirement Exemption
• Timeline for Regents Examination in United States History and Government and Regents Examination in United States History and Government (Framework)
• Regents Examination in United States History and Government (Framework) Essay Booklet - For June 2023 and beyond
• Prototypes for Regents Examination in United States History and Government (Framework)
• Regents Examination in United States History and Government (Framework) Test Design - Updated, 3/4/19
• Performance Level Descriptors (PLDs) for United States History and Government (Framework)

Part 1: Multiple-Choice Questions

• Part I: Task Models for Stimulus Based Multiple-Choice Question

Part II: Stimulus-Based Short Essay Questions: Sample Student Papers

The links below lead to sample student papers for the Part II Stimulus-Based Short Essay Questions for both Set 1 and Set 2. They include an anchor paper and a practice paper at each score point on a 5-point rubric. These materials were created to provide further understanding of the Part II Stimulus-Based Short Essay Questions and rubrics for scoring actual student papers. Each set includes Scoring Worksheets A and B, which can be used for training in conjunction with the practice papers. The 5-point scoring rubric has been specifically designed for use with these Stimulus-Based Short Essay Questions.

Part III: Civic Literacy Essay Question

The link below leads to sample student papers for the Part III Civic Literacy Essay Question. It includes Part IIIA and Part IIIB of a new Civic Literacy Essay Question along with rubrics for both parts and an anchor paper and practice paper at each score point on a 5-point rubric. These materials were created to provide further understanding of the Part III Civic Literacy Essay Question and rubric for scoring actual student papers. Also included are Scoring Worksheets A and B, which can be used for training in conjunction with the practice papers. The 5-point scoring rubric is the same rubric used to score the Document-Based Question essay on the current United States History and Government Regents Examination.

• Part III: Civic Literacy Essay Question Sample Student Papers

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The Civic Literacy Curriculum

A comprehensive set of free resources for educators and learners designed to prepare the next generation of leaders for American political and civil society. 

Full Curriculum

The Civic Literacy Curriculum is a resource for teaching and learning American civics. Organized around but going beyond the U.S. Citizenship Test, it is available as both a full curriculum and abridged study guides. The full Civic Literacy Curriculum offers over 100 lessons including historical background, edited primary texts, exercises, worksheets, discussion prompts, and other tools to incorporate into your class, whether in-school or home-learning. These materials are completely free. ASU aims to make it easier for educators to access the tools they need to effectively teach the next generation of leaders. Click the button below to access the curriculum guide.

Access Full Curriculum   Access Table of Contents

Access Teacher Materials  

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Abridged Study Guides

The Civic Literacy Curriculum also offers abridged study guides for each learning section, with practice quizzes and flashcards, and hundreds of videos to help you prepare.

Access Civic Literacy Practice Tests Here

The abridged Civic Literacy Curriculum offers even more free materials for over 100 lessons including historical background, edited primary texts, exercises, worksheets, discussion prompts, and other tools to incorporate into your class— whether in school or home learning.

Our goal is to give lifelong learners the tools needed to hone your citizenship skills and knowledge. Browse the study guides for each of the seven learning sections, watch our curated video playlists or prep for your test!

Access Study Guides  

Access Quiz Flashcards

Browse the Civic Literacy Curriculum

Section 1: principles of the american republic.

Full Curriculum Study Guide

Section 2: Systems of Government

Section 3: rights and responsibilities, full curriculum study guide  , section 4: colonial period and independence, section 5: the 1800s, section 6: recent american history, section 7: geography, symbols, and holidays, additional resources.

The Civic Literacy Curriculum also includes over 200 videos, flashcards, and grade-level-appropriate tests for learners.

The Civic Literacy Curriculum video archive contains over 200 short videos for educators and learners to help build their knowledge of American civics and politics. Use the playlist browser below, visit our YouTube channel , or check out  the archive for the complete list of videos.

And be sure to check out the flash cards and Civic Literacy Curriculum Test itself! 

About the curriculum

The Civic Literacy Curriculum is a comprehensive civics curriculum developed and reviewed by educators and university scholars. The study guides, curriculum content for teachers, videos, and flash cards are all based on the United States Customs and Immigration Naturalization Test required by the federal government for those looking to become naturalized American citizens. The curriculum also goes above the federal Naturalization test, offering more opportunities for learning about the systems of government, American history, and more. Arizona State University faculty plan to continue to develop additional learning sections to supplement the Civic Literacy Curriculum.

Arizona State University's Center for American Civics developed the Civic Literacy Curriculum. The CAC aims to further research in American political thought and support civic education at all levels inside and outside the classroom. We support scholars, teachers, and students in their efforts to understand and improve American political society. We are nonpartisan and inter-ideological, focused on pursuing knowledge and practicing truth as common goods for American politics and culture.

The School of Civic and Economic Thought and Leadership

The CAC is a research center in the School of Civic and Economic Thought and Leadership at Arizona State University. Established in 2017, the school combines a classical liberal arts curriculum with intensive learning experiences, including study abroad programs, professional internships, and leadership opportunities. Students graduate ready for government, law, business, and civil society careers.

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Civics Literacy Study & Resource Guide

Guide purpose, what is civics literacy, selected civics literacy resources.

• Civic Life, Politics, and Government
• Foundations of American Political System
• Constitution and American Democracy
• Role of Citizens in American Democracy
• Individuals & Events in U.S. History

Content Editor

Subject Specialist

Welcome to the Civics Literacy Study & Resource Guide

This study guide is a supplement for the Civics Literacy Proficiency Program . The guide mirrors the 5 civics constructs on the required Purdue Test of Civic Knowledge, which includes:

• Foundations of the American Political System
• How the Government Established by the Constitution Embodies the Purpose, Value, and Principles of American Democracy
• The Role of Citizens in American Democracy
• Important Individuals and Events in the History of the United States

"The knowledge and skills to participate effectively in civic life through knowing how to stay informed, understanding governmental processes, and knowing how to exercise the rights and obligations of citizenship at local, state, national, and global levels. Individuals also have an understanding of the local and global implications of civic decisions" (Partnership for 21st Century Skills, 2009; Morgan, 2016).

Selected Civics Literacy Proficiency Resources

• The Center for C-SPAN Scholarship & Engagement Established in Fall 2017 as a national research center focused on discovery, learning, and engagement using the C-SPAN Archives. It will promote the use of the C-SPAN Archives’ 260,000 hours of American political history in classrooms and research. CCSE also sponsors campus activities as well as an annual two-week course in Washington, DC.
• C-SPAN Video Archives The C-SPAN Archives contains over 270,000 hours of C-SPAN programming and are located in the Purdue Research Park next to Purdue University. The Archives represents a record of over thirty years of our nation’s political history. Details on the API can be found under the mycspan tab at the top of c-span.org for individuals who create an account. Use Chrome browser for best results.
• C-SPAN's The Weekly (Podcast) A 30-minute weekly podcast series from from C-SPAN. New episodes available every Friday.

How to Search the C-SPAN Video Archives

How to Search the C-SPAN Video Archives from Connie Doebele on Vimeo .

• Next: Civic Life, Politics, and Government >>
• Last Updated: Mar 29, 2024 4:36 PM
• URL: https://guides.lib.purdue.edu/civicsliteracy

Choose Your Test

Sat / act prep online guides and tips, the best us history regents review guide 2020.

General Education

Taking US History in preparation for the Regents test? The next US History Regents exam dates are Wednesday, January 22nd and Thursday, June 18th, both at 9:15am. Will you be prepared?

You may have heard the test is undergoing some significant changes. In this guide, we explain everything you need to know about the newly-revised US History Regents exam, from what the format will look like to which topics it'll cover. We also include official sample questions of every question type you'll see on this test and break down exactly what your answers to each of them should include.

What Is the Format of the US History Regents Exam?

Beginning in 2020, the US History Regents exam will have a new format. Previously, the test consisted of 50 multiple-choice questions with long essays, but now it will have a mix of multiple choice, short answer, short essay, and long essay questions (schools can choose to use the old version of the exam through June 2021). Here's the format of the new test, along with how it's scored:

In Part 2, there will be two sets of paired documents (always primary sources). For each pair of documents, students will answer with a short essay (about two to three paragraphs, no introduction or conclusion).

For the first pair of documents, students will need to describe the historical context of the documents and explain how the two documents relate to each other. For the second pair, students will again describe the historical context of the documents then explain how audience, bias, purpose, or point of view affect the reliability of each document.

Part A: Students will be given a set of documents focused on a civil or constitutional issue, and they'll need to respond to a set of six short-answer questions about them.

Part B: Using the same set of documents as Part A, students will write a full-length essay (the Civic Literacy essay) that answers the following prompt:

• 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 these efforts were successful OR discuss the impact of the efforts on the United States and/or American society.

What Topics Does the US History Regents Exam Cover?

Even though the format of the US History Regents test is changing, the topics the exam focuses on are pretty much staying the same. New Visions for Public Schools recommends teachers base their US History class around the following ten units:

As you can see, the US History Regents exam can cover pretty much any major topic/era/conflict in US History from the colonial period to present day, so make sure you have a good grasp of each topic during your US History Regents review.

What Will Questions Look Like on the US History Regents Exam?

Because the US History Regents exam is being revamped for 2020, all the old released exams (with answer explanations) are out-of-date. They can still be useful study tools, but you'll need to remember that they won't be the same as the test you'll be taking.

Fortunately, the New York State Education Department has released a partial sample exam so you can see what the new version of the US History Regents exam will be like. In this section, we go over a sample question for each of the four question types you'll see on the test and explain how to answer it.

Multiple-Choice Sample Question

Base your answers to questions 1 through 3 on the letter below and on your knowledge of social studies.

• Upton Sinclair wrote this letter to President Theodore Roosevelt to inform the president about

1. excessive federal regulation of meatpacking plants 2. unhealthy practices in the meatpacking plants 3. raising wages for meatpacking workers 4. state laws regulating the meatpacking industry

There will be 28 multiple-choice questions on the exam, and they'll all reference "stimuli" such as this example's excerpt of a letter from Upton Sinclair to Theodore Roosevelt. This means you'll never need to pull an answer out of thin air (you'll always have information from the stimulus to refer to), but you will still need a solid knowledge of US history to do well.

To answer these questions, first read the stimulus carefully but still efficiently. In this example, Sinclair is describing a place called "Packingtown," and it seems to be pretty gross. He mentions rotting meat, dead rats, infected animals, etc.

Once you have a solid idea of what the stimulus is about, read the answer choices (some students may prefer to read through the answer choices before reading the stimulus; try both to see which you prefer).

Option 1 doesn't seem correct because there definitely doesn't seem to be much regulation occurring in the meatpacking plant. Option 2 seems possible because things do seem very unhealthy there. Option 3 is incorrect because Sinclair mentions nothing about wages, and similarly for option 4, there is nothing about state laws in the letter.

Option 2 is the correct answer. Because of the stimulus (the letter), you don't need to know everything about the history of industrialization in the US and how its rampant growth had the tendency to cause serious health/social/moral etc. problems, but having an overview of it at least can help you answer questions like these faster and with more confidence.

Short Essay

This Short Essay Question is based on the accompanying documents and is designed to test your ability to work with historical documents. Each Short Essay Question set will consist of two documents. Some of these documents have been edited for the purposes of this question. Keep in mind that the language and images used in a document may reflect the historical context of the time in which it was created.

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:

In developing your short essay answer of two or three paragraphs, be sure to keep these explanations in mind:

Describe means "to illustrate something in words or tell about it"

Historical Context refers to "the relevant historical circumstances surrounding or connecting the events, ideas, or developments in these documents"

Identify means "to put a name to or to name"

Explain means "to make plain or understandable; to give reasons for or causes of; to show the logical development or relationship of"

Types of Relationships :

Cause refers to "something that contributes to the occurrence of an event, the rise of an idea, or the bringing about of a development"

Effect refers to "what happens as a consequence (result, impact, outcome) of an event, an idea, or a development"

Similarity tells how "something is alike or the same as something else"

Difference tells how "something is not alike or not the same as something else"

Turning Point is "a major event, idea, or historical development that brings about significant change. It can be local, regional, national, or global"

It's important to read the instructions accompanying the documents so you know exactly how to answer the short essays. This example is from the first short essay question, so along with explaining the historical context of the documents, you'll also need to explain the relationship between the documents (for the second short essay question, you'll need to explain biases). Your options for the types of relationships are:

• cause and effect,
• similarity/difference
• turning point

You'll only choose one of these relationships. Key words are explained in the instructions, which we recommend you read through carefully now so you don't waste time doing it on test day. The instructions above are the exact instructions you'll see on your own exam.

Next, read through the two documents, jotting down some brief notes if you like. Document 1 is an excerpt from a press conference where President Eisenhower discusses the importance of Indochina, namely the goods it produces, the danger of a dictatorship to the free world, and the potential of Indochina causing other countries in the region to become communist as well.

Document 2 is an excerpt from the Tonkin Gulf Resolution. It mentions an attack on the US Navy by the communist regime in Vietnam, and it states that while the US desires that there be peace in the region and is reluctant to get involved, Congress approves the President of the United States to "take all necessary measures to repel any armed attack against the forces of the United States and to prevent further aggression."

Your response should be no more than three paragraphs. For the first paragraph, we recommend discussing the historical context of the two documents. This is where your history knowledge comes in. If you have a strong grasp of the history of this time period, you can discuss how France's colonial reign in Indochina (present-day Vietnam) ended in 1954, which led to a communist regime in the north and a pro-Western democracy in the south. Eisenhower didn't want to get directly involved in Vietnam, but he subscribed to the "domino theory" (Document 1) and believed that if Vietnam became fully communist, other countries in Southeast Asia would as well. Therefore, he supplied the south with money and weapons, which helped cause the outbreak of the Vietnam War.

After Eisenhower, the US had limited involvement in the Vietnam War, but the Gulf of Tonkin incident, where US and North Vietnam ships confronted each other and exchanged fire, led to the Gulf of Tonkin Resolution (Document 2) and gave President Lyndon B. Johnson powers to send US military forces to Vietnam without an official declaration of war. This led to a large escalation of the US's involvement in Vietnam.

You don't need to know every detail mentioned above, but having a solid knowledge of key US events (like its involvement in the Vietnam War) will help you place documents in their correct historical context.

For the next one to two paragraphs of your response, discuss the relationship of the documents. It's not really a cause and effect relationship, since it wasn't Eisenhower's domino theory that led directly to the Gulf of Tonkin Resolution, but you could discuss the similarities and differences between the two documents (they're similar because they both show a fear of the entire region becoming communist and a US desire for peace in the area, but they're different because the first is a much more hands-off approach while the second shows significant involvement). You could also argue it's a turning point relationship because the Gulf of Tonkin Resolution was the turning point in the US's involvement in the Vietnam War. Up to that point, the US was primarily hands-off (as shown in Document 1). Typically, the relationship you choose is less important than your ability to support your argument with facts and analysis.

Short Answers and Civic Literacy Essay

This Civic Literacy essay is based on the accompanying documents. The question is designed to test your ability to work with historical documents. Some of these documents have been edited for the purpose of this question. As you analyze the documents, take into account the source of each document and any point of view that may be presented in the document. Keep in mind that the language and images used in a document may reflect the historical context of the time in which it was created.

Historical Context: African American Civil Rights

Throughout United States history, many constitutional and civic issues have been debated by Americans. These debates have resulted in efforts by individuals, groups, and governments to address these issues. These efforts have achieved varying degrees of success. One of these constitutional and civic issues is African American civil rights.

Task: Read and analyze the documents. Using information from the documents and your knowledge of United States history, write an essay in which you

Discuss means "to make observations about something using facts, reasoning, and argument; to present in some detail"

Document 1a

Document 1b

• Based on these documents, state one way the end of Reconstruction affected African Americans.
• According to this document, what is one way Booker T. Washington and W. E. B. Du Bois disagreed about how African Americans should achieve equality?
• According to this document, what is one reason Thurgood Marshall argued that the "separate but equal" ruling of Plessy v. Ferguson should be overturned?

Document 4a

Document 4b

• Based on these documents, state one result of the sit-in at the Greensboro Woolworth.
• According to Henry Louis Gates Jr., what was one result of the 1960s civil rights protests?
• Based on this document, state one impact of the civil rights movement of the 1960s.

Start by reading the instructions, then the documents themselves. There are eight of them, all focused on African American civil rights. The short answers and the civic literacy essay use the same documents. We recommend answering the short answer questions first, then completing your essay.

A short answer question follows each document or set of documents. These are straightforward questions than can be answered in 1-2 sentences. Question 1 asks, "Based on these documents, state one way the end of Reconstruction affected African Americans."

Reading through documents 1a and 1b, there are many potential answers. Choose one (don't try to choose more than one to get more points; it won't help and you'll just lose time you could be spending on other questions) for your response. Using information from document 1a, a potential answer could be, "After Reconstruction, African Americans were able to hold many elected positions. This made it possible for them to influence politics and public life more than they had ever been able to before."

Your Civic Literacy essay will be a standard five-paragraph essay, with an introduction, thesis statement, and a conclusion. You'll need to use many of the documents to answer the three bullet points laid out in the instructions. We recommend one paragraph per bullet point. For each paragraph, you'll need to use your knowledge of US history AND information directly from the documents to make your case.

As with the short essay, we recommended devoting a paragraph to each of the bullet points. In the first paragraph, you should discuss how the documents fit into the larger narrative of African American civil rights. You could discuss the effects of Reconstruction, how the industrialization of the North affected blacks, segregation and its impacts, key events in the Civil Rights movement such as the bus boycott in Montgomery and the March on Washington, etc. The key is to use your own knowledge of US history while also discussing the documents and how they tie in.

For the second paragraph, you'll discuss efforts to address African American civil rights. Here you can talk about groups, such as the NAACP (Document 3), specific people such as W.E.B. Du Bois (Document 2), and/or major events, such as the passing of the Civil Rights Act (Document 5).

In the third paragraph, you'll discuss how successful the effort to increase African American civil rights was. Again, use both the documents and your own knowledge to discuss setbacks faced and victories achieved. Your overall opinion will reflect your thesis statement you included at the end of your introductory paragraph. As with the other essays, it matters less what you conclude than how well you are able to support your argument.

3 Tips for Your US History Regents Review

In order to earn a Regents Diploma, you'll need to pass at least one of the social science regents. Here are some tips for passing the US Regents exam.

#1: Focus on Broad Themes, Not Tiny Details

With the revamp of the US History exam, there is much less focus on memorization and basic fact recall. Every question on the exam, including multiple choice, will have a document or excerpt referred to in the questions, so you'll never need to pull an answer out of thin air.

Because you'll never see a question like, "What year did Alabama become a state?" don't waste your time trying to memorize a lot of dates. It's good to have a general idea of when key events occurred, like WWII or the Gilded Age, but i t's much more important that you understand, say, the causes and consequences of WWII rather than the dates of specific battles. The exam tests your knowledge of major themes and changes in US history, so focus on that during your US History Regents review over rote memorization.

#2: Don't Write More Than You Need To

You only need to write one full-length essay for the US History Regents exam, and it's for the final question of the test (the Civic Literacy essay). All other questions (besides multiple choice) only require a few sentences or a few paragraphs.

Don't be tempted to go beyond these guidelines in an attempt to get more points. If a question asks for one example, only give one example; giving more won't get you any additional points, and it'll cause you to lose valuable time. For the two short essay questions, only write three paragraphs each, maximum. The short response questions only require a sentence or two. The questions are carefully designed so that they can be fully answered by responses of this length, so don't feel pressured to write more in an attempt to get a higher score. Quality is much more important than quantity here.

#3: Search the Documents for Clues

As mentioned above, all questions on this test are document-based, and those documents will hold lots of key information in them. Even ones that at first glance don't seem to show a lot, like a poster or photograph, can contain many key details if you have a general idea of what was going on at that point in history. The caption or explanation beneath each document is also often critical to fully understanding it. In your essays and short answers, remember to always refer back to the information you get from these documents to help support your answers.

What's Next?

Taking other Regents exams ? We have guides to the Chemistry , Earth Science , and Living Environment Regents , as well as the Algebra 1 , Algebra 2 , and Geometry Regents .

Need more information on Colonial America? Become an expert by reading our guide to the 13 colonies.

The Platt Amendment was written during another key time in American history. Learn all about this important document, and how it is still influencing Guantanamo Bay, by reading our complete guide to the Platt Amendment.

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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Civic Literacy Essay (LGBTQIA+): Home

Historical context.

Throughout United States history, Americans have debated many constitutional and civic issues.  These debates have resulted in efforts by individuals, groups, and governments to address these issues. These efforts have achieved varying degrees of success. One of these constitutional and civic issues is LGBTQ civil rights .

Articles supporting Documents

• Doc 1: Frank Kameny Letter to LBJ, 1965 "LBJ’s civil rights legacy and its importance to LGBT Americans" by Jonathan Capehart, April 10, 2014. Wapo.
• Doc 2: Ernestine Eckstein interview by Barbara Gittings, 1965 This link was assigned to you by your teachers. There has not been much written on Ernestine, but that oral history is key.
• Doc 3: Gene Compton's Cafeteria Riot, 1966 "Before Stonewall: The Raucous Trans Riot that History Nearly Forgot" by Rick Paulas, Vice Magazine, 2016
• Docs 4a & 4b: Sip-in, 1966 "Before Stonewall, There Was Julius’, NYC’s Oldest Gay Bar" BY NAOMI GORDON-LOEBL, 2020. Wine Enthusiast
• Doc 5: Columbia Homophile League, 1967 A brief history of the Columbia University Homophile League, not known as the Columbia Queer Alliance
• Doc 6: Eastern Regional Homophile Conference, 1968 From LOC, this is a History of Pride, mentioning the Eastern Regional Homophile Conference.
• Doc 7a & 7b: The Stonewall Riots, 1969 Personal View Of History: 'Stonewall Did That For Me.' by Michael Levine, 2010

LGBTQ Resources

• Murrow Library
• Last Updated: Sep 17, 2022 10:11 PM
• URL: https://ermurrowhs.libguides.com/lgbtqia

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How to Write a Civic Literacy Essay

• December 16, 2023

Civic literacy plays a crucial role in promoting an informed and engaged citizenry. By understanding the principles of democracy, government structures, and civic responsibilities, individuals can actively participate in the democratic process and contribute to the betterment of society. Writing a civic literacy essay allows you to delve deeper into these concepts and articulate your thoughts on relevant issues. In this article, we will explore the importance of civic literacy and provide key takeaways to help you write an effective civic literacy essay.

Key Takeaways

• Civic literacy is essential for fostering an informed and engaged citizenry.
• A civic literacy essay should focus on relevant topics that have an impact on society.
• Thorough research and gathering of information is crucial for writing a comprehensive civic literacy essay.
• Structuring your essay with a clear introduction, body, and conclusion helps convey your ideas effectively.
• Utilize credible sources and provide evidence to support your arguments in a civic literacy essay.

Understanding Civic Literacy

Why Civic Literacy Matters

Civic literacy is crucial in today’s society. It helps individuals understand their rights and responsibilities as citizens. By being civic literate, you can actively participate in democratic processes and make informed decisions. It empowers you to engage in meaningful conversations and contribute to the betterment of your community.

Defining Civic Literacy

Civic literacy is all about understanding the rights and responsibilities of being a citizen. It involves being informed about current events, participating in the democratic process, and having the knowledge and skills to make informed decisions. A civic literacy essay explores these concepts and encourages critical thinking about civic issues .

Writing a Civic Literacy Essay

Choosing a Relevant Topic

When selecting a topic for your civic literacy essay, it’s important to consider what interests you and what impact it has on society. You want to choose a topic that is relevant and engaging, as this will make the writing process more enjoyable. One possible topic could be the use of maps in civic planning . Maps play a crucial role in understanding and visualizing data, making them an essential tool for policymakers and urban planners. By exploring the use of maps in civic planning, you can delve into the ways in which spatial information is used to make informed decisions and shape communities.

Researching and Gathering Information

Once you have chosen a relevant topic for your civic literacy essay, the next step is to gather information. This is an important part of the essay writing process as it allows you to support your arguments and provide evidence for your claims. Research is key here, and it’s important to use reliable sources to ensure the accuracy of the information you include in your essay. You can start by conducting online research, reading books and articles, and even interviewing experts in the field. Remember to take notes and keep track of your sources for proper citation.

Structuring Your Essay

Once you have gathered all the necessary information and conducted thorough research, it’s time to structure your civic literacy essay. A well-organized essay helps to convey your ideas effectively and ensures that your arguments flow logically. Here are some tips to help you structure your essay:

Introduction : Start with a captivating introduction that grabs the reader’s attention and provides a brief overview of the topic.

Thesis Statement : Clearly state your main argument or thesis statement, which will guide the rest of your essay.

Body Paragraphs : Divide your essay into several body paragraphs, each focusing on a specific aspect or argument related to your topic.

Evidence and Examples : Support your arguments with relevant evidence and examples from credible sources .

Transitions : Use transitional words and phrases to ensure smooth transitions between paragraphs and ideas.

Conclusion : Summarize your main points and restate your thesis statement, leaving the reader with a strong impression.

Remember, a well-structured essay not only makes it easier for the reader to follow your arguments but also showcases your understanding of civic literacy.

In conclusion, civic literacy is an essential skill that everyone should possess. It allows individuals to understand their rights and responsibilities as citizens, and empowers them to actively participate in their communities. By writing a civic literacy essay, you not only enhance your own understanding of civic issues, but also contribute to the larger conversation on democracy and governance. So, choose a relevant topic, conduct thorough research, and structure your essay in a clear and concise manner. Remember, your voice matters, and your essay can make a difference in shaping a more informed and engaged society.

Frequently Asked Questions

What is civic literacy.

Civic literacy refers to the knowledge and understanding of how government works, the rights and responsibilities of citizens, and the ability to actively participate in civic and democratic processes.

Why is civic literacy important?

Civic literacy is important because it empowers individuals to make informed decisions, participate in democratic processes, and contribute to the well-being of their communities.

How can I improve my civic literacy?

You can improve your civic literacy by staying informed about current events, studying the principles of democracy, engaging in community activities, and participating in civic organizations.

What are some examples of civic literacy skills?

Examples of civic literacy skills include understanding the structure of government, analyzing political issues, critically evaluating information sources, and engaging in civil discourse.

How can civic literacy benefit me in my academic pursuits?

Civic literacy can benefit you in your academic pursuits by enhancing your critical thinking skills, improving your ability to analyze complex issues, and providing a broader understanding of society and politics.

Are there any resources available to improve civic literacy?

Yes, there are various resources available to improve civic literacy, such as books, online courses, educational websites, and community programs. It is also beneficial to engage in discussions with knowledgeable individuals and participate in civic events.

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Background Essay: Shall Women Have the Right to Vote (1866-1890)

Directions:

Keep these discussion questions in mind as you read the background essay, making marginal notes as desired. Respond to the reflection and analysis questions at the end of the essay.

Discussion Questions

• How had the work of women to end slavery helped them develop skills that would ultimately be useful in the women’s suffrage struggle?
• What might be meant by the term, “the conscience of the nation,” and how did the fight against slavery help demonstrate that concept?
• What arguments might have been made against women’s suffrage?
• Why were Western states the first to grant suffrage to women?

Introduction

After the Civil War, the nation was finally poised to extend the promise of liberty expressed in the Declaration of Independence to newly emancipated African Americans. But the women’s suffrage movement was split: Should women push to be included in the Fifteenth Amendment? Should they wait for the Fourteenth and Fifteenth Amendments to be adopted before turning to women’s suffrage, or should they seize the moment and demand the vote now? Not content to wait, Susan B. Anthony and other workers in the movement engaged in civil disobedience to wake the conscience of a nation. Meanwhile, railroads opened the West to settlement, and Western territories tried to boost population by offering votes for women.

Life for women in the mid-nineteenth century was as diverse as it is now. What was considered socially appropriate behavior for women varied widely across the country, based on region, social class, and other factors. Branches of the women’s suffrage movement disagreed regarding tactics, and some women (and many men) did not even believe women’s suffrage was appropriate or necessary. Ideals of the Cult of Domesticity, in which women were believed to possess the natural virtues of piety, purity, domesticity, and submissiveness, were still a powerful influence on culture. An important debate and split in the women’s suffrage movement between a state and national strategy emerged during this period.

The Cult of True Womanhood

The Cult of Domesticity, also known as the Cult of True Womanhood, affirmed the idea that natural differences between the sexes meant women, especially those of the upper and middle classes, were too delicate for work outside the home. According to this view, such women were more naturally suited to parenting, teaching, and making homes, which were their natural “sphere,” happy and peaceful for their families. In other words, it was unnatural and unladylike for women to work outside the home.

Educator and political activist Catharine Beecher wrote in 1871, “Woman’s great mission is to train immature, weak, and ignorant creatures [children] to obey the laws of God . . . first in the family, then in the school, then in the neighborhood, then in the nation, then in the world.” For Beecher and other writers, the role of homemaker was held up as an honored and dignified position for women, worthy of high esteem. Their contribution to public life would include managing the home in a manner that would support their husbands. According to this conception of the roles of men and women, men were considered to be exhausted, soiled, and corrupted by their participation in work and politics, and needed a peaceful, pure home life to enable them to recover their virtue.

Increasingly, women found their political voice through their work in social reform movements. Jane Addams, co-founder with Helen Gates Starr of Hull House and pioneer of social work in America, wrote in 1902, “The sphere of morals is the sphere of action . . . It is well to remind ourselves, from time to time, that ‘Ethics’ is but another word for ‘righteousness . . . ’” She noted that, to solve problems related to the needs of children, public health, and other social concerns that affected the home, women needed the vote.

In keeping with the feminine ideals of piety and purity, many women continued work within the temperance movement to campaign against the excesses of drunkenness. This cause was considered a socially permissible moral effort through which women could participate in public life, because of the damaging effects of alcohol abuse on the family. Annie Wittenmyer, a social reformer and war widow from Ohio who had reported on terrible hospital conditions during the Civil War, founded the Woman’s Christian Temperance Union (WCTU) in 1874 to build support for the idea of abstaining from alcohol use.

According to the tradition of Republican Motherhood, education should prepare girls to become mothers who raised educated citizens for the republic. In a challenge to the Cult of Domesticity, the latter half of the nineteenth century saw an expansion of broader academic opportunities for upper class females of college age in the United States. In the Northeast, liberal arts schools modeled after Wesleyan College (1836) in Macon, Georgia, opened. In 1844, Hillsdale College opened in Michigan, one of the first American colleges whose charter prohibited any discrimination based on race, religion, or sex. Vassar College in Poughkeepsie, New York, founded in 1861, and Wellesley College in Wellesley, Massachusetts, founded in 1875, also expanded educational opportunities for women. Teaching was among the first professions women entered in large numbers. During and after the Civil War, new opportunities also developed for women to become nurses.

New York City — The sewing-room at A.T. Stewart’s, between Ninth and Tenth Streets, Broadway and Fourth Avenue / Hyde, 1875. Library of Congress.

The Changing Roles of Women

While these career options did not radically challenge the cultural ideal of traditional womanhood, the work landscape of America was changing. As the United States economy grew to provide more options, people began to see themselves as consumers as well as producers. Indeed, mass consumerism drove new manufacturing methods. During the second industrial revolution, the United States started moving from an agricultural economy toward incorporating new modes of production, manufacturing, and consumer behavior.

Young working-class women worked in the same laundries, factories, and textile mills as poor and immigrant men, often spending twelve hours a day, seven days a week, in hot, dangerous conditions. Also, women found work as store clerks in the many new department stores that opened to sell factory-made clothing and other mass-produced items.

The Suffrage Movement Grows

Women continued to work to secure their right to vote. The Civil War ended in April of 1865 and the Thirteenth Amendment was ratified eight months later, banning slavery throughout the United States. A burning question remained: How would the rights of former slaves be protected? As the nation’s attention turned to civil rights and voting with the debates surrounding the Fourteenth and Fifteenth Amendments, many women hoped to seize the opportunity to gain the vote alongside African American men.

The Civil War had forced women’s suffrage advocates to pause their efforts toward winning the vote, but in 1866 they came together at the eleventh National Women’s Rights Convention in New York. The group voted to call itself the American Equal Rights Association and work for the rights of all Americans. Appealing to the Cult of Domesticity, they argued that giving women the vote would improve government by bringing women’s virtues of piety and purity into politics, resulting in a more civilized, “maternal commonwealth.”

The Movement Splits

The American Equal Rights Association seemed poised for success with such well-known leaders as Lucretia Mott, Lucy Stone, and Frederick Douglass. But internal divisions soon became clear. Whose rights should be secured first? Some, especially former abolitionist leaders, wanted to wait until newly emancipated African American men had been given the vote before working to win it for women. Newspaper editor Horace Greeley urged, “This is a critical period for the Republican Party and the life of our Nation . . . I conjure you to remember that this is ‘the negro’s hour,’ and your first duty now is to go through the State and plead his claims.” Lucy Stone, Henry Blackwell, and Julia Ward Howe agreed.

But for Susan B. Anthony and Elizabeth Cady Stanton, the time for women also was now. Along with many others, they saw the move to put the cause of women’s suffrage on hold as a betrayal of both the principles of equality and republicanism. Frederick Douglass, who saw suffrage for African American men as a matter of life or death, challenged Anthony on this question, asking whether she believed granting women the vote would truly do anything to change the inequality under law between the sexes. Without missing a beat, Anthony responded:

“ It will change the nature of one thing very much, and that is the dependent condition of woman. It will place her where she can earn her own bread, so that she may go out into the world an equal competitor in the struggle for life.”

In the wake of this bitter debate, not one but two national organizations for women’s suffrage were established in 1869. Stone and Blackwell founded the American Woman Suffrage Association (AWSA). Worried that the Fifteenth Amendment would not pass if it included votes for women, the AWSA put their energy into convincing the individual states to give women the vote in their state constitutions. Anthony and Stanton founded the National Woman Suffrage Association (NWSA). They worked to win votes for women via an amendment to the U.S. Constitution at the same time as it would protect the right of former slaves to vote. Anthony and Stanton started the NWSA’s newspaper, The Revolution, in 1868. Its motto was, “Men, their rights, and nothing more; women, their rights, and nothing less.”

The NWSA was a broad coalition that included some progressives who questioned the fitness of African Americans and immigrants to vote because of the prevailing views of Social Darwinism. The racism against black males voting was especially prevalent in the South where white women supported women’s suffrage as a means of preserving white supremacy. In addition, throughout the country strong sentiment reflected the view that any non-white or immigrant individual was racially inferior and too ignorant to vote. In this vein, Anthony and Stanton used racially charged language in advocating for an educational requirement to vote. Unfortunately for many, universal suffrage challenged too many of their assumptions about the prevailing social structure.

Photograph of Lucy Stone between 1840 and 1860. Library of Congress.

The New Departure: Testing the Fourteenth Amendment

But there was another amendment which interested NWSA: the Fourteenth. In keeping with NWSA’s more confrontational approach, Anthony decided to test the meaning of the newly ratified Fourteenth Amendment. The Amendment stated in part, “No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States…” Anthony thought it was clear that this language protected the right of women to vote. After all, wasn’t voting a privilege of citizens?

The Fourteenth Amendment went on to state that representation in Congress would be reduced for states which denied the vote to male inhabitants over 21. In other words, states could choose to deny men over 21 the vote, but they would be punished with proportionally less representation (and therefore less power) in Congress. So in the end, the Fourteenth Amendment encouraged states to give all men over 21 the vote, but did not require it. The Fifteenth Amendment, ratified in 1870, banned states from denying the vote based on race, color, or having been enslaved in the past.

Susan B. Anthony on Trial

It was the Fourteenth Amendment’s protection of “privileges or immunities” that Anthony decided to test. On November 5, 1872, she and two dozen other women walked into the local polling place in Rochester, New York, and cast a vote in the presidential election. (Anthony voted for Ulysses S. Grant.) She was arrested and charged with voting in a federal election “without having a lawful right to vote.”

Before her trial, 52-year-old Anthony traveled all over her home county giving a speech entitled “Is it a Crime for a Citizen of the United States to Vote?” In it, she called on all her fellow citizens, from judges to potential jurors, to support equal rights for women.

At her trial, Anthony’s lawyer pointed out the unequal treatment under the law:

“ If this same act [voting] had been done by her brother, it would have been honorable. But having been done by a woman, it is said to be a crime . . . I believe this is the first instance in which a woman has been arraigned [accused] in a criminal court merely on account of her sex.”

The judge refused to let Anthony testify in her own defense, found her guilty of voting without the right to do so, and ordered her to pay a $100 fine. Anthony responded:

“ In your ordered verdict of guilty, you have trampled underfoot every vital principle of our government. My natural rights, my civil rights, my political rights, my judicial rights are all alike ignored . . . I shall never pay a dollar of your unjust penalty. And I shall earnestly and persistently continue to urge all women.” She concluded by quoting Thomas Jefferson: “Resistance to tyranny is obedience to God.”

Anthony’s case did not make it all the way to the Supreme Court. However, the Court did rule three years later in a different case, Minor v. Happersett (1875), that voting was not among the privileges or immunities of citizens and the Fourteenth Amendment did not protect a woman’s right to vote.

A caricature of Susan B. Anthony that appeared in a New York newspaper right before her trial. Thomas Wust, June 5, 1873. Library of Congress.

Suffrage in the West

While Anthony and other suffragists were agitating in the Northeast, railroads had helped open up the Great Plains and the American West to settlement. The Gold Rush of 1849 had enticed many thousands of settlers to the rugged West, and homesteading pioneers continued to push the frontier. These territories (and later states), were among the first to give women the right to vote: Wyoming Territory in 1869, followed by Utah Territory (1870), and Washington Territory (1883).

These territories had many reasons for extending suffrage to women, most related to the need to increase population. They would need to meet minimum population requirements to apply for statehood, and the free publicity they would get for giving women the vote might bring more people. And they did not just need more people—they needed women: There were six males for every female in some places. Some were motivated to give white women the vote to offset the influence of African American votes. And finally, there were, of course, those who genuinely believed that giving women the vote was the right thing to do.

Though several western legislatures had considered proposals to give women the vote since the 1850s, in 1869 Wyoming became the first territory to give women full political rights, including voting and eligibility to hold public office. In 1870, Louisa Garner Swain was the first woman in Wyoming to cast a ballot, and a life-sized statue honors her memory in Laramie.

Under territorial government, Wyoming’s population had grown slowly and most people lived on ranches or in small towns. Territorial leaders believed Wyoming would be more attractive to newcomers once statehood was achieved, as had been the case in other western states. The territory came close to reaching the threshold of 60,000 people for statehood, but many doubted whether that number had actually been reached.

Territorial Governor Francis E. Warren refused to wait for more people to move there. He set in motion the plans for a constitutional convention. Though they had the right to do so, no women ran for seats at the Wyoming constitutional convention. Borrowing passages from other state constitutions, delegates quickly drafted the constitution in September 1889. The new element of this constitution is that it enshrined the protections of women’s political rights by simply stating that equality would exist without reference to gender. Only one delegate, Louis J. Palmer, objected to women’s suffrage. Wyoming voters approved the document in November, and the territory applied for statehood.

In the House of Representatives there was some opposition, mostly from Democrats, because the territory was known to lean Republican. Debate did not openly center on party affiliation, but on a combination of doubts about whether Wyoming had truly achieved the required population and on reluctance to admit a state where women had political rights. In response, Wyoming’s legislature sent a telegram: “We will remain out of the Union a hundred years rather than come in without our women!” Wyoming officially joined the union in 1890, becoming the 44th state. Anthony praised Wyoming for its adherence to the nation’s Founding principles: “Wyoming is the first place on God’s green earth which could consistently claim to be the land of the free!”

Representative Women, seven prominent figures of the suffrage and women’s rights movement. Clockwise from the top: Lucretia Mott, Elizabeth Cady Stanton, Mary Livermore, Lydia Marie Child, Susan B. Anthony, Grace Greenwood, and Anna E. Dickinson (center). L. Schamer; L. Prang & Co. publisher, 1870. Library of Congress.

REFLECTION AND ANALYSIS QUESTIONS

• What was the Cult of True Womanhood, or Cult of Domesticity?
• How did the Industrial Revolution challenge the notion that upper- and middle-class women’s bodies were too delicate for work outside the home?
• Describe the events leading to the split in the women’s movement in 1869.
• What are some actions in which Susan B. Anthony worked for the cause of women’s suffrage in a very personal way?
• The Fourteenth Amendment is ratified
• Susan B. Anthony is jailed for voting
• Western territories give women the vote
• Other (explain)
• Principles: equality, republican/representative government, popular sovereignty, federalism, inalienable rights, freedom of speech/press/assembly
• Virtues: perseverance, contribution, moderation, resourcefulness, courage, respect, justice

• New Visions Social Studies Curriculum
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• Getting Started: Baseline Assessments
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• Unit 9.1: Global 1 Introduction
• Unit 9.2: The First Civilizations
• Unit 9.3: Classical Civilizations
• Unit 9.4: Political Powers and Achievements
• Unit 9.5: Social and Cultural Growth and Conflict
• Unit 9.6: Ottoman and Ming Pre-1600
• Unit 9.7: Transformation of Western Europe and Russia
• Unit 9.8: Africa and the Americas Pre-1600
• Unit 9.9: Interactions and Disruptions
• Unit 10.0: Global 2 Introduction
• Unit 10.1: The World in 1750 C.E.
• Unit 10.2: Enlightenment, Revolution, and Nationalism
• Unit 10.3: Industrial Revolution
• Unit 10.4: Imperialism
• Unit 10.5: World Wars
• Unit 10.6: Cold War Era
• Unit 10.7: Decolonization and Nationalism
• Unit 10.8: Cultural Traditions and Modernization
• Unit 10.9: Globalization and the Changing Environment
• Unit 10.10: Human Rights Violations
• Unit 11.0: US History Introduction
• Unit 11.1: Colonial Foundations
• Unit 11.2: American Revolution
• Unit 11.3A: Building a Nation
• Unit 11.03B: Sectionalism & the Civil War
• Unit 11.4: Reconstruction
• Unit 11.5: Gilded Age and Progressive Era

Unit 11.6: Rise of American Power

• Unit 11.7: Prosperity and Depression
• Unit 11.8: World War II
• Unit 11.9: Cold War
• Unit 11.10: Domestic Change
• Resources: Regents Prep: Global 2 Exam
• Regents Prep: Framework USH Exam: Regents Prep: US Exam
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Rise of American Power

11.6 civic literacy document based essay task.

U.S. History

Framework Aligned Unit Assessment Bank developed in partnership with CUNY Debating US History: 11.6 Civic Literacy Document Based Essay Task

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