UNITED STATES HISTORY SECTION H Part A (Suggested writing time--45 minutes) Percent of Section II score--45. Document A.

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1 UNITED STATES HISTORY SECTION H Part A (Suggested writing time--45 minutes) Percent of Section II score--45 Directions: The following question requires you to construct a coherent essay that integrates your interpretation of Documents A-H and your knowledge of the period referred to in the question. High scores will be earned only by essays that both cite key pieces of evidence from the documents and draw on outside knowledge of the period. 1. In what ways did the administration of President Lyndon B. Johnson respond to the political, economic, and social problems of the United States? Assess the effectiveness of these responses. Use the documents and your knowiedge of the period to construct your response. Document A Source: Abraham Ribicoff, secretary of health, education, and welfare, testifying before the House of Representatives, July With life spans lengthened,,n!t h medical science breaking into undreamed realms of discovery, the nation s aged now face another aspect of insecurity: how to meet the mounting costs of health care. Document B Source: Lyndon B. Johnson, message to Congress, March 16, i964. Because it is right, because it is wise, and because, for the first time in our history, it is possible to conquer poverty, I submit, for the consideration of the Congress and the cunntry, the Economic Opportunity Act of The act does not merely expand old programs or improve what is already being done. It charts a new course. It strikes at the causes, not just the consequences, of poverty. It can be a milestone in our 180-year search for a better life for our people. This act.., will give almost half a million underprivileged young Americans the opportunity to develop skills, continue education, and find useful work; it will give every American community the opportunity to develop a comprehensive plan to fight its own poverty--and help them carry out their plans;.., it will give many workers and farmers the opportunity to break through particular barriers which bar their escape from poverty.,ie College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and (for students and parents).

2 Document C Source: Stokely Carmichael, "What We Want," New York Review of Books, September 22, On May 3, five new county "freedom organizations" convened and nominated candidates for the offices of sheriff, tax assessor, members of the school boards. Th(tr ballot symbol is the black panther: a bold beautiful animal, representing the strength and dignity of Black demands today. A man needs a black panther on his side when he and his family must endure--as hundreds of Alabamians have endured--loss of job, eviction, starvation, and sometimes death for political activity. He may also need a gun, and SNCC [Student Nonviolent Coordinating Committee] reaffirms the right of Black men everywhere to defend themselves when threatened or attacked. As for initiating the use of violence, we hope that such programs as ours will make that unnecessary; but it is not for us to tell Black communities whether they can or cannot use any particular form of action to resolve their problems. Responsibility for the use of violence by Black men, whether in self-defense or initiated by them, lies with the White community. Document D Source: NOW Statement of Purpose, October 29, We, men and women who hereby constitute ourselves as the National Organization for Women, believe that the tim~ hag come for a new movement toward true equality for all women in America, and towed a fully equal partnership of the sexes, as part of the worldwide revolution of human rights now [~g place within and beyond our national borders. The purpose of NOW is to take action to bring women into full participation in the mainstream of American society now, exercising all the privileges and responsibilities thereof in truly equal partnership with men... There is no civil rights movement to speak for women, as there has been for Negroes and victims of discrimination. The National Organization for Women must therefore begin to speak. he College Board. AII rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and (for students and parents),

3 Source: Punch, 1967 Document E The Tra~ Robbery Reproduced by permission of P~nch Ltd. te College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and (for students and parents).

4 Document F Source: Lyndon B. Johnson, interview, How is it possible that all these people could be so ungrateful to me after I had given them so much? I tried to make it possible for every child of every color to grow up in a nice house, to eat a solid breakfast, to attend a decent school, and to get a good and lasting job. I asked so little in return. Just a little thanks. Just a little appreciation. That s all. Document G Source: Letter from private citizen to Senator Sam Ervin of North Carolina, June 18, I m sick of crime everywhere. I m sick of riots. I m sick of "poor" people demonstrations (black, white, red, yellow, purple, green or any other color!)... I m sick of the U.S. Supreme Court ruling for the good of a very small part rather than the whole of our society... I m sick of the lack of law enforcement... But most of all, I m sick of constantly being kicked in the teeth for staying home, minding my own business, working steadily, paying my bills and taxes raising my children to be decent citizens, managing my financial affairs so I will not become a ward of the City, County, or State, and footing the bill for the minuses mentioned herein. Document H Source: United States Departmen t of Commerce Census Bureau. Percentage of Persons Below Poverty Level by Racial Categories Year All Non-Whites Blacks Whites I ! I ne College Boa?d. At1 rights reserved. Visit apcentral.collegebo~rd.com (for AP professionals) and (for students and parents).

5 Document Economic Opportunity Act of 1964, U.S. Statutes at Large, Public Law , p "Part C-Vofuntary Assistance Program for Needy Children Sec The purpose of this part is to allow individual Americans to participate in a personal way in the war on poverty, by voluntarily assisting in the support of one or more needy children, in a program coordinated with city or county social welfare agencies. Sec (a) In order to carry out the purposes of this part, the Director is authorized to establish a section within the Office of Economic Opportunity to act as an information and coordination center to encourage voluntary assistance for deserving and needy children. Such section shall collect the names of ~ersons who voluntarily desire to assist financially such children and shall secure from city or county social welfare agencies such information concerning deserving and needy children as the Director shall deem appropriate. (b) It is the intent of the Congress that the section established pttrsuant to this part shall act solely as an information and coordination center and that nothing in this part shall be construed as interfering with the jurisdiction of State and local welfare agencies with respect to programs for needy childi en." Document Economic Oppormrdty Act of 1964,1U.S. Statutes at Large, Public Law , p "AN ACT To mobilize the humari and financial resources of the Nation to combat poverty in the United States. Sec. 2. Although the economic well-being and prosperity of the United States have progressed to a level surpassing any achieved in world history, and although these benefits are widely shared throughout the Nation, poverty continues to be the lot of a substantial nmnber of our people. The United States can achieve its full economic and social potential as a nation only if every individual Ins the opportunity to contribute to the full extent of his capabilities and to participate in the workings of our society. It is, therefore, the policy of the United States to eliminate the paradox of poverty in the midst of plenty in this Nation by opening to everyone the opportunity for education and training, the opportumty to work, and the oppommity to live in decency and dignity. It is the purpose of this Act to strengthen, supplement, and coordinate efforts iu furtherance of that policy. Sec The purpose of this part is to prepare for the respousibilities of citizenship and to increase the employability of young men and young women aged sixteen through twenty-one by providing them in rural and urban residential centers with education, vocational training, useful work experience, including work directed toward the conservation of natural resources, and other appropriate activities. Establishment of Job Corps Sec (a) The Corps shall be composed of young men and young women svho are permanent residents of the United States, who have attained age sixteeu but have not attained age twenty-two at the time of enrollment, and who meet the standards for enrollment prescribed by the Director. Participation in the Corps shall not relieve any enrollee of obligations under the Uuiversal Military Training and Service Act (50 U.S.C. App. 451 et seq.)." Copyrighted All Rights Reserved, John A. Braithwaite, Kaysville, Utah

6 Document:." Elementary and Secondary Education Act of U.S. Statutes~t I,ar~ Pgh!ie~L~tw "TITLE II--FINANCIAL ASSISTANCE TO LOCAL EDUCATIONAL AGENCIES FOR ]X-IE EDUCATION OF CHILDREN OF LOW-INCOME FAMILIES "Sec In recognition of the special educational needs of children of Iow-thcome families and the impact that conoentrafions of low-income families have on the ability of local ed~calional agencies to support adequate educational programs, the Congress hereby declares it to be the policy of the United States to provide fmancial assistance (as set forth in this title) to local educational agencies serving areas with concentrations of children from low-income families to expand and improve their educational programs by various means (including preschool programs) which contribute particularly to meeting the special educational needs of educationally deprived children." Document ~." President Lyadon B. Johnson s "Great Society" Speech, Public Papers of the Presidents of the United States, L,/ndon B. Johnson, Book I (1965), p "The challenge of the next half century is whether we have the wisdom to use that wealth to emich and elevate our national life, and to advance the quality of our American civilization... The Great Society rests on abundance and liberty for all. It demands an end to poverty and racial injustice, to which we are totally committed in out time.... So I want to talk to you today about three places where we begin to build the Great Societyin our cities, in our countryside, and in our classrooms. Many of you will bye to see the day, perhaps 50 rears from now, when there will be 400 million Americans-four-fil~-ths of them in urban areas. In the remainder of this century urban p0pulgtion wili double, city land will double, and we will have to build homes, highways, and facilities equal to all those built since this country was first settled. So in the next 40 years we must re-build the entit~ u~ban United States... Our society will never be great until our cifie~ are great. Today the frontier of imagination and innovation is inside those cities and not beyond their borders... A second place where we begin to build the Great Society is in our coun~:yside. We have always ~rided ourselves on being not only America the strong and America the free, but America the beautiful. Today that beauty is in danger. The water we drink, the food we eat, the very air that we breathe, are threatened with pollution. Our parks are overcrowded, our seashores overburdened. Green fields and dense forests are disappearing... Today we must act to prevent an ugly America. For once the battle is lost, once our natural splendor is destroyed, it can never be recaptured. And once man can no longer walk with beauty or wonder at nature his spirit will wither and his sustenance be wasted. A third place to build the Great Society is in the classrooms of America. There your children s lives will be shaped. Our society will not be great until every young mind is set free to scan the farthest reaches of thought and imagination. We are still far from that goal... Each year more than 100,000 high school graduates, with proved ability, do not enter college because they cannot afford it. And if we cannot educate today s youth, what will we do in ? These are three of the central issues of the Great Society. While our Govermnent has many ~rograms directed at those issues, I do not pretend that we have the full answer to those problems... Within your lifetime powerful forces, already loosed, will take us toward a way of life beyond the realm of our experience, almost beyond the bounds of our imagination. For better or for worse, your generation has been appointed by history to deal with those problems and to lead America toward a new age. You hav e the chance never before afforded to any people in any age. You can help build a society where the demands of murality, and the needs of the spirit, can be realized in the life of the Nation. So, will you join in the baffle to give every citizen the full equality which God enj oins and the law requires, whatever his belief, or race, or the color of his skin? Will yun join hi the battle to give every citizen an escape from the crashing weight of povert2)? Will you juin in the battle to make it possible for all nations to live in enduring peace-as neighbors and not as mortal enemies? Will you j oin in the baffle to build the Great Society, to prove that our material progress is only the foundation on which we w~ll build a richer life ofmfud and spirit.?... Thank you, Good-bye.