GLOBAL HISTORY AND GEOGRAPHY

Transcription

1 The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GLOBAL HISTORY AND GEOGRAPHY Wednesday, August 13, :30 to 3:30 p.m., only Student Name School Name Print your name and the name of your school on the lines above. Then turn to the last page of this booklet, which is the answer sheet for Part I. Fold the last page along the perforations and, slowly and carefully, tear off the answer sheet. Then fill in the heading of your answer sheet. Now print your name and the name of your school in the heading of each page of your essay booklet. This examination has three parts. You are to answer all questions in all parts. Use black or dark-blue ink to write your answers. Part I contains 50 multiple-choice questions. Record your answers to these questions on the separate answer sheet. Part II contains one thematic essay question. Write your answer to this question in the essay booklet, beginning on page 1. Part III is based on several documents: Part III A contains the documents. Each document is followed by one or more question(s). In the test booklet, write your answer to each question on the lines following that question. Be sure to enter your name and the name of your school on the first page of this section. Part III B contains one essay question based on the documents. Write your answer to this question in the essay booklet, beginning on page 7. When you have completed the examination, you must sign the statement printed on the Part I answer sheet, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you have neither given nor received assistance in answering any of the questions during the examination. Your answer sheet cannot be accepted if you fail to sign this declaration. DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN.

2 Part I Answer all questions in this part. Directions (1 50): For each statement or question, write on the separate answer sheet the number of the word or expression that, of those given, best completes the statement or answers the question. 1 In which field of study do people learn about the development of early human beings? (1) economics (3) political science (2) cartography (4) anthropology 2 Which document is an example of a primary source? (1) a novel on the Age of Discovery (2) a diary of a Holocaust survivor (3) a textbook on Latin American history (4) an encyclopedia article on Songhai culture 3 Hunting and gathering, subsistence agriculture, and the barter system are characteristics of a (1) market economy (2) command economy (3) traditional economy (4) mixed economy 4 Hammurabi s code of laws and Qin dynasty legalism are similar in that both promoted the idea that (1) worship of leaders will maintain the power of an empire (2) an informed citizenry will help maintain peace and prosperity (3) equality of the people is the most important goal of government (4) harsh punishments for crimes will lead to a more orderly society 5 An important factor that prevented the ancient Greek city-states from uniting to form a single nation was the (1) lack of a common language (2) size of the desert regions (3) mountainous topography of the region (4) cold, hostile climate 6 China under the Han dynasty and the Roman Empire were similar in that both grew wealthy because they (1) developed extensive trade networks (2) created classless societies (3) encouraged democratic ideals (4) established free-market economies 7 Judaism, Islam, and Christianity share a belief in (1) papal supremacy (2) teachings of the Koran (Quran) (3) reincarnation and the Four Noble Truths (4) an ethical code of conduct and monotheism 8 Feudalism influenced Europe and Japan by (1) providing social stability (2) fostering the growth of religion (3) eliminating warfare (4) encouraging formal education 9... Christian warriors, He who gave His life for you, today demands yours in return. These are combats worthy of you, combats in which it is glorious to conquer and advantageous to die. Illustrious knights, generous defenders of the Cross, remember the examples of your fathers who conquered Jerusalem, and whose names are inscribed in Heaven; abandon then the things that perish, to gather unfading palms, and conquer a Kingdom which has no end. St. Bernard of Clairvaux This statement was most likely used to encourage people to (1) repel a Viking invasion (2) stop advancement of the Huns in Europe (3) join the Crusades (4) force Russians to convert to Catholicism Global Hist. & Geo. Aug. 03 [2]

3 10 One similarity between the Mongols of Central Asia and the Incas of South America was that both societies (1) developed cash-crop farming (2) based their wealth on the slave trade (3) adapted to difficult physical environments (4) practiced monotheistic religions 13 The Renaissance in western Europe is best described as a period marked by (1) unquestioned reliance on the teachings of Aristotle (2) an advance of Muslim culture (3) Christian unity throughout the region (4) great intellectual and artistic creativity Base your answers to questions 11 and 12 on the map below and on your knowledge of social studies The King is a declared enemy of the Jews. He will not allow any to live in the city. If he hears it said that a Berber merchant frequents them or does business with them, he confiscates his goods. There are in Timbuktu numerous judges, teachers, and priests, all properly appointed by the king. He greatly honors learning. Many handwritten books imported from Barbary are also sold. There is more profit made from this commerce than from all other merchandise.... Leo Africanus, The Description of Africa, 1526 This passage suggests Timbuktu was a city that (1) participated frequently in war (2) emphasized literacy and trade (3) protected the human rights of all citizens (4) selected political leaders through democratic elections 11 One reason for the success of the cities in the Hanseatic League and the Italian city-states was that both were (1) protected by mountains (2) isolated from the rest of Europe (3) accessible by water (4) close to a network of navigable rivers 15 After contact with Europeans in the 1500s, millions of native peoples in the Americas died as a result of (1) new foods, which the native peoples could not digest (2) religious persecution resulting from the Spanish Inquisition (3) new diseases to which the native peoples had no natural immunity (4) slavery and the terrible conditions on their sea journey to Europe 12 Which economic practice developed as a result of the growth of the trade routes shown on the map? (1) capitalism (2) hunting and gathering (3) subsistence farming (4) manorialism 16 During the Age of Absolutism (1600s and 1700s), European monarchs tried to (1) increase individual rights for their citizens (2) develop stronger relations with Islamic rulers (3) encourage the growth of collective farms (4) centralize political power within their nations Global Hist. & Geo. Aug. 03 [3] [OVER]

4 Base your answer to question 17 on the map below and on your knowledge of social studies. 17 Based on this map, which statement is accurate concerning China between 1400 and 1500? (1) Most of China s commerce was conducted on overland trade routes. (2) China remained isolated from outside contacts. (3) The Ming dynasty traded more with Persia than with any other culture. (4) China interacted and traded with many diverse cultures. 18 The writings of the 18th-century French philosophers Diderot, Rousseau, and Voltaire influenced the (1) policies of the enlightened despots (2) start of the Neolithic Revolution (3) success of the German unification movement (4) spread of imperialism to Africa and Asia 19 A long-term result of the Industrial Revolution in Europe was (1) an increase in the number of small farms (2) a decline in international trade (3) a general rise in the standard of living (4) a strengthening of the economic power of the nobility Global Hist. & Geo. Aug. 03 [4]

5 Base your answers to questions 20 and 21 on the map below and on your knowledge of social studies. 20 What is the most appropriate title for the map? (1) The Industrial Revolution (2) Imperialism in Africa (3) The Age of Discovery (4) Atlantic Trade Routes 21 Which economic system was responsible for the creation of the situation shown on the map? (1) feudal system (3) socialism (2) mercantilism (4) barter system Give Venezuela such an executive power in the person of a president chosen by the people or their representatives, and you will have taken a great step toward national happiness. No matter what citizen occupies this office, he will be aided by the Constitution, and therein being authorized to do good, he can do no harm, because his ministers will cooperate with him only insofar as he abides by the law. If he attempts to infringe upon the law, his own ministers will desert him, thereby isolating him from the Republic, and they will even bring charges against him in the Senate. The ministers, being responsible for any transgressions committed, will actually govern, since they must account for their actions.... Simón Bolívar, 1819 In this passage, which type of government is Simón Bolívar proposing for Venezuela? (1) theocracy (3) democracy (2) monarchy (4) dictatorship 23 Lenin s promise of Peace, Land, Bread during the Bolshevik Revolution of 1917 was made in an effort to (1) end France s occupation of Russia (2) gain popular support to overthrow the government (3) restore Czar Nicholas II to power (4) resolve conflicts between farmers of diverse ethnic backgrounds 24 Under Joseph Stalin, peasants in the Soviet Union were forced to (1) become members of the ruling party (2) support the Russian Orthodox Church (3) join collective farms (4) move to large cities Global Hist. & Geo. Aug. 03 [5] [OVER]

6 25 Since the late 1940s, Northern Ireland, India, and Israel have all faced which common problem? (1) the need to adjust to a post-communist political system (2) continued violent confrontations between different religious groups (3) economic depression that resulted from rapid industrialization (4) overpopulation of urban centers 26 One reason that Britain and France agreed to appease Hitler at the Munich Conference was to (1) prevent the start of another world war (2) stop the Nazis from invading the Soviet Union (3) obey an order from the League of Nations (4) obtain advanced German military weapons in exchange 27 Nazi Germany, Fascist Italy, and Communist Russia were similar in that each (1) protected individual rights (2) elected their leaders through popular vote (3) supported market-based economies (4) established totalitarian governments 28 A. Atomic bombs dropped on Hiroshima and Nagasaki. B. Allies invade Europe on D-Day. C. Germany invades Poland. D. Japanese attack Pearl Harbor. Which sequence shows the correct chronological order of these World War II events, from earliest to latest? (1) A B C D (3) C D B A (2) B A D C (4) D C A B 30 During most of the Cold War period, which two nations were divided into communist and noncommunist parts? (1) China and Mongolia (2) Vietnam and Korea (3) Pakistan and Ireland (4) Poland and Cuba 31 Pol Pot, Joseph Stalin, and Slobodan Milosevic were similar in that each leader supported actions that (1) modernized their economies (2) introduced democratic ideas (3) supported minority rights (4) violated human rights 32 A major goal of the Organization of Petroleum Exporting Countries (OPEC) in world affairs is to (1) encourage development of alternative energy sources (2) promote international free trade (3) provide funds for the World Bank (4) regulate oil policies 33 Which concept led to the formation of the North American Free Trade Agreement (NAFTA) and the European Union (EU)? (1) nationalism (3) interdependence (2) imperialism (4) socialism 34 In the Soviet Union under Mikhail Gorbachev, the trend toward private ownership of businesses represented a move away from (1) a traditional economy (2) a command economy (3) a free-market economy (4) laissez-faire economics 29 The United Nations was created primarily to (1) prosecute persons accused of war crimes (2) contain the spread of communism (3) channel relief aid to war-torn nations (4) provide a means of solving international problems Global Hist. & Geo. Aug. 03 [6]

7 Base your answer to question 35 on the cartoon below and on your knowledge of social studies. Base your answers to questions 37 and 38 on the graph below and on your knowledge of social studies. * Source: Dennis Renault, The Sacramento Bee (adapted) 35 The main idea of the cartoon was that in South Africa (1) the fall of apartheid ended racial tensions (2) Nelson Mandela was unable to bring about political reform (3) another communist government lost power (4) a significant step was taken toward racial equality 36 Women of Kuwait Demand the Right to Vote Property Inheritance Still Limited for Women of Nepal Women in Jordan Form Alliance to Increase Political Representation Which conclusion is supported by these headlines? (1) Equal rights for women continues to be a global concern. (2) Women are not active in political issues. (3) Women have achieved equality in the area of education. (4) Communist governments have insured equal rights for women. 37 The graph shows that between 1950 and 2000 the world s population increased by approximately (1) 1 billion (3) 6 billion (2) 4 billion (4) 8 billion 38 What is one explanation for the great change in the world population between 1950 and 2000? (1) Family planning was successful. (2) There was an absence of war and conflict. (3) New medicines and technology were discovered and applied. (4) Famine and other natural disasters increased. 39 What is the primary reason that increasing numbers of Latin American citizens have immigrated to the United States over the last three decades? (1) escape from the threat of communism (2) desire for religious freedom (3) fear of natural disasters (4) hope for economic opportunities Global Hist. & Geo. Aug. 03 [7] [OVER]

8 Base your answer to question 40 on the chart below and on your knowledge of social studies. 40 Between 1960 and 1987, a major effect of the Green Revolution on India was (1) a decrease in the production of grain after 1975 (2) an increase in grain imports after 1984 (3) an overall increase in the production of grain since 1966 (4) a steady decrease in grain imports from 1960 to Which heading best completes the partial outline below? I. A. Established a direct but limited democracy B. Stressed the importance of the individual C. Considered the political ideas of Socrates, Plato, and Aristotle D. Encouraged all citizens to participate in government (1) Political Developments of the City-State of Athens (2) Effects of the Roman Empire on Economic Development (3) Influence of Belief Systems on Byzantine Society (4) Achievements of the Age of Enlightenment 42 The spread of Buddhist ideas and customs to China and Southeast Asia was the result of (1) the Mandate of Heaven (2) economic dependence (3) cultural diffusion (4) the civil service system 43 Meiji reformers of Japan and Peter the Great of Russia were similar in that both emphasized (1) socialism (3) westernization (2) isolationism (4) democratization 44 The Sepoy Mutiny in India and the Boxer Rebellion in China were responses to (1) Mongol invasions (2) European imperialism (3) Japanese aggression (4) African slave trading Global Hist. & Geo. Aug. 03 [8]

9 Base your answer to question 45 on the map below and on your knowledge of social studies. 45 Which inference is best supported with information provided on the map? (1) Most of China s people live in the eastern part of the country. (2) Much of China has a climate that is too hot to allow farming. (3) China has more people than its land can support. (4) Most Chinese people make a living working in factories. 46 During the 19th century, industrialization in Great Britain differed from industrialization in Japan mainly because Great Britain (1) had greater deposits of natural resources (2) encountered government resistance to economic growth (3) used isolationism to increase its economic power (4) duplicated the factory systems used in China 47 Which statement is accurate about the Hungarian Revolution in 1956 and the Tiananmen Square demonstrations in 1989? (1) These events led to democratic reforms. (2) Repressive action was taken to end both protests. (3) Strong action was taken by the United Nations. (4) Both events brought communist governments to power. Global Hist. & Geo. Aug. 03 [9] [OVER]

10 Base your answers to questions 48 and 49 on the map below and on your knowledge of social studies. Source: James Killoran et al., The Key to Understanding Global History, Jarrett Publishing Co., 1998 (adapted) 48 Based on this late 20th-century map, which conclusion is accurate? (1) The worldwide distribution of wealth is unequal. (2) Social mobility between social classes is increasing. (3) The communist movement is growing. (4) Economic self-sufficiency in less developed countries is increasing. 49 During the 1800s, which description would have applied to most of those areas shown on the map with a per capita income of up to $1,000? (1) leading industrial powers (2) colonies of western European powers (3) countries of eastern Europe (4) countries with democratic governments Global Hist. & Geo. Aug. 03 [10]

11 Base your answer to question 50 on the map below and on your knowledge of social studies. 50 Which speech described the political alignment shown on the map? (1) Pericles Funeral Oration (3) Hirohito s Surrender (2) Bismarck s Blood and Iron (4) Churchill s Iron Curtain Global Hist. & Geo. Aug. 03 [11] [OVER]

12 Answers to the essay questions are to be written in the separate essay booklet. In developing your answer to Part II, 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 II THEMATIC ESSAY QUESTION Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the task below, and a conclusion. Theme: Human and Physical Geography (Geographic Impact on Societies) Task: Geographic factors such as land features, resources, location, and climate of nations and regions affect how people live. Select one geographic factor that influenced life in a nation or region before A.D. 1500, and using specific examples, discuss the influence of that geographic factor on the people of that nation or region Select a different geographic factor that influenced life in a nation or region after A.D. 1500, and using specific examples, discuss the influence of that geographic factor on the people of that nation or region You may use any examples from your study of global history and geography. You must select a different geographic factor for each time period discussed. For example, you may not write about two rivers in different parts of the world. Do not use geographic factors from the United States in your answer. Some suggestions you might wish to consider include the Nile River in Egypt, the mineral wealth of Africa, the monsoons in South Asia, oil in the Middle East, Japan s location near China, the plains of Northern Europe, rain forests in Latin America, and mountains in eastern Europe. Guidelines: In your essay, be sure to: You are not limited to these suggestions. Address all aspects of the Task Support the theme with relevant facts, examples, and details Use a logical and clear plan of organization Introduce the theme by establishing a framework that is beyond a simple restatement of the Task and conclude with a summation of the theme Global Hist. & Geo. Aug. 03 [12]

13 NAME SCHOOL In developing your answer to Part III, be sure to keep these general definitions in mind: (a) discuss means to make observations about something using facts, reasoning, and argument; to present in some detail (b) evaluate means to examine and judge the significance, worth, or condition of; to determine the value of Part III DOCUMENT-BASED QUESTION This question is based on the accompanying documents (1 7). The question is designed to test your ability to work with historical documents. Some of these documents have been edited for the purposes 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. Historical Context: Nationalism is a powerful force that can have positive and negative effects on nations and regions. Task: Using information from the documents and your knowledge of global history, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B essay in which you will be asked to: Define the term nationalism Discuss how nationalism has had positive and/or negative effects on specific nations and/or regions Evaluate whether nationalism in general has had a more positive or a more negative impact on the people of the world Global Hist. & Geo. Aug. 03 [13] [OVER]

14 Part A Short-Answer Questions Directions: Analyze the documents and answer the short-answer questions that follow each document in the space provided. Document 1... Therefore, if we so ardently desire the emancipation [unification] of Italy if we declare that in the face of this great question all the petty questions that divide us must be silenced it is not only that we may see our country glorious and powerful but that above all we may elevate her in intelligence and moral development up to the plane of the most civilized nations.... Camillo di Cavour, According to Camillo di Cavour, what would be one positive result of Italian unification? [1] Score Global Hist. & Geo. Aug. 03 [14]

15 Document 2 2a According to Map A, how did nationalism affect the German states? [1] Score b According to Map B, how did nationalism affect the Austro Hungarian Empire? [1] Score Global Hist. & Geo. Aug. 03 [15] [OVER]

16 Document 3 A As long as the Jewish spirit is yearning deep in the heart, With eyes turned toward the East, looking toward Zion, Then our hope the two thousand year old hope will not be lost: To be a free people in our land, The land of Zion and Jerusalem. Hatikvah (The Hope), Israel s national anthem... O those who pass between fleeting words It is time for you to be gone Live wherever you like, but do not live among us It is time for you to be gone Die wherever you like, but do not die among us For we have work to do in our land We have the past here We have the first cry of life We have the present, the present and the future We have this world here, and the hereafter So leave our country Our land, our sea Our wheat, our salt, our wounds Everything, and leave The memories of memory O those who pass between fleeting words! B Mahmoud Darwish, Those Who Pass Between Fleeting Words, Palestinian poet laureate 3a How does passage A express Israeli nationalism? [1] Score b How does passage B express Palestinian nationalism? [1] Score Global Hist. & Geo. Aug. 03 [16]

17 Document 4... Attention: all people in markets and villages of all provinces in China now, owing to the fact that Catholics and Protestants have vilified [made damaging statements about] our gods and sages, have deceived our emperors and ministers above, and oppressed the Chinese people below, both our gods and our people are angry at them, yet we have to keep silent. This forces us to practice the I-ho magic boxing so as to protect our country, expel the foreign bandits and kill Christian converts, in order to save our people from miserable suffering. After this notice is issued to instruct you villagers, no matter which village you are living in, if there are Christian converts, you ought to get rid of them quickly. The churches which belong to them should be unreservedly burned down. Everyone who intends to spare someone, or to disobey our order by concealing Christian converts, will be punished according to the regulation when we come to his place, and he will be burned to death to prevent his impeding [interference with] our program. We especially do not want to punish anyone by death without warning him first. We cannot bear to see you suffer innocently. Don t disobey this special notice. Source: Ssu-Yü, Teng and Fairbank, John K., China s Response to the West: A Documentary Survey, , Harvard University Press 4 Identify one expression of Chinese nationalism in this passage. [1] Score Global Hist. & Geo. Aug. 03 [17] [OVER]

18 Document 5... Why do you want to drive away the English?... Because India has become impoverished by their Government. They take away our money from year to year. The most important posts are reserved for themselves. We are kept in a state of slavery. They behave insolently [disrespectfully] towards us and disregard our feelings.... Source: M. K. Gandhi, Indian Home Rule, Navajivan Publishing House 5 Based on the document, identify one criticism Gandhi expressed about British rule. [1] Score Global Hist. & Geo. Aug. 03 [18]

19 Document 6 6 According to these maps, how did nationalism affect the continent of Africa between 1952 and 1975? [1] Score Global Hist. & Geo. Aug. 03 [19] [OVER]

20 Document 7... From Iraq to the former Soviet empire to the Balkans, the authoritarian state exists as a piece of machinery, man-made, breakable, the borders etched by diplomats ignorant of or indifferent to ancient claims and tribal hate. Kurds fight for their freedom from Iraq and Turkey; Tamils battle Sinhalese in Sri Lanka; Armenians fight Azerbaijanis in Nagorno-Karabakh; Albanian Muslims and Serbs circle each other in Kosovo. Last week Yemen was the latest country to break apart, as those in the south accused the northerners of attempting to further impoverish [weaken] them. The struggles can be ancient and visceral [deep], religious and racial, the oppressed against the oppressors. Where the valves of democracy allow for ethnic pressures to escape, differences are settled by discussion; in the embattled outposts of the new world order, it is the tribes that rule, and the nature of war and peace in the next century may be largely determined by their ambitions.... Time, May 16, a Based on this document, identify two examples of nationalistic conflict. [2] (1) (2) Score b Based on this document, identify one cause of these nationalistic conflicts. [1] Score Global Hist. & Geo. Aug. 03 [20]

21 Part B Essay Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion. Use evidence from at least four documents in the body of the essay. Support your response with relevant facts, examples, and details. Include additional outside information. Historical Context: Nationalism is a powerful force that can have positive and negative effects on nations and regions. Task: Using information from the documents and your knowledge of global history, write an essay in which you: Define the term nationalism Discuss how nationalism has had positive and/or negative effects on specific nations and/or regions Evaluate whether nationalism in general has had a more positive or a more negative impact on the people of the world Guidelines: In your essay, be sure to: Address all aspects of the Task by accurately analyzing and interpreting at least four documents Incorporate information from the documents in the body of the essay Incorporate relevant outside information Support the theme with relevant facts, examples, and details Use a logical and clear plan of organization Introduce the theme by establishing a framework that is beyond a simple restatement of the Task or Historical Context and conclude with a summation of the theme Global Hist. & Geo. Aug. 03 [21]

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23 Tear Here Part I Score Part III A Score Total Part I and III A Score Part II Essay Score Part III B Essay Score Total Essay Score The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GLOBAL HISTORY AND GEOGRAPHY Wednesday, August 13, :30 to 3:30 p.m., only FOR TEACHER USE ONLY Final Score (obtained from conversion chart) ANSWER SHEET Male Student Sex: Female Teacher School Write your answers for Part I on this answer sheet, write your answers to Part III A in the test booklet, and write your answers for Parts II and III B in the separate essay booklet. Part I No. Right Tear Here The declaration below should be signed when you have completed the examination. I do hereby affirm, at the close of this examination, that I had no unlawful knowledge of the questions or answers prior to the examination and that I have neither given nor received assistance in answering any of the questions during the examination. Signature

24 Global Hist. & Geo. Aug. 03 Tear Here Tear Here

25 FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GLOBAL HISTORY AND GEOGRAPHY Wednesday, August 13, :30 to 3:30 p.m., only SCORING KEY AND RATING GUIDE Mechanics of Rating The following procedures are to be used in rating papers for this examination. More detailed directions for the organization of the rating process and procedures for rating the examination are included in the Information Booklet for Administering and Scoring the Regents Examination in Global History and Geography and United States History and Government. Scoring the Part I Multiple-Choice Questions On the detachable answer sheet, indicate by means of a checkmark each incorrect or omitted answer to multiple-choice questions; do not place a checkmark beside a correct answer. Use only red ink or red pencil. In the box provided on the answer sheet, record the number of questions the student answered correctly in Part I. Contents of the Rating Guide For both Part II (thematic) and Part III B (DBQ) essays: A content-specific rubric Prescored answer papers. Score levels 5 and 1 have two papers each, and score levels 4, 3, and 2 have three papers each. They are ordered by score level from high to low. Commentary explaining the specific score awarded to each paper Five prescored practice papers For Part III A (scaffold or open-ended questions): A question-specific rubric Cut Here Cut Here Global History and Geography August 13, 2003 Part I Copyright 2003 The University of the State of New York THE STATE EDUCATION DEPARTMENT Albany, New York 12234

26 GLOBAL HISTORY and GEOGRAPHY Rating the Essay Questions (1) Follow your school s procedures for training raters. This process should include: Cut Here Cut Here Introduction to the task Raters read the task Raters identify the answers to the task Raters discuss possible answers and summarize expectations for student responses Introduction to the rubric and anchor papers Trainer leads review of specific rubric with reference to the task Trainer reviews procedures for assigning holistic scores, i.e., by matching evidence from the response to the rubric Trainer leads review of each anchor paper and commentary Practice scoring individually Raters score a set of five papers independently without looking at the scores and commentaries provided Trainer records scores and leads discussion until the raters feel confident enough to move on to actual rating (2) When actual rating begins, each rater should record his or her individual rating for a student s essay on the rating sheet provided, not directly on the student s essay or answer sheet. The rater should not correct the student s work by making insertions or changes of any kind. (3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that differ by more than one point. Rating the Scaffold (open-ended) Questions (1) Follow a similar procedure for training raters. (2) The scaffold questions need only be scored by one rater. (3) The scores for each scaffold question may be recorded in the student s examination booklet. The scoring coordinator will be responsible for organizing the movement of papers, calculating a final score for each student s essay, recording that score on the student s Part I answer sheet, and determining the student s final examination score. The chart located at the end of these scoring materials must be used for determining the final examination score. [2]

27 Global History and Geography Content-Specific Rubric Thematic Essay August 2003 Theme: Human and Physical Geography (Geographic Impact on Societies) Geographic factors such as land features, resources, location, and climate of nations and regions affect how people live. Task: Select one geographic factor that influenced life in a nation or region before A.D. 1500, and using specific examples, discuss the influence of that geographic factor on the people of that nation or region Select a different geographic factor that influenced life in a nation or region after A.D. 1500, and using specific examples, discuss the influence of that geographic factor on the people of that nation or region You may use any examples from your study of global history and geography. You must select a different geographic factor for each time period discussed. For example, you may not write about two rivers in different parts of the world. Do not use geographic factors from the United States in your answer. Some suggestions you might wish to consider include the Nile River in Egypt, the mineral wealth of Africa, the monsoons in South Asia, oil in the Middle East, Japan s location near China, the plains of Northern Europe, rain forests in Latin America, and mountains in eastern Europe. You are not limited to these suggestions. Scoring Notes: 1. The response must include two different geographic factors, but may use either two nations or regions or may use a single nation or region as long as the impacts for that single nation/region occur both before and after A.D If the response discusses the influence of the same geographic factor in the two different periods, only the first should be scored. If the response discusses the influence of two geographic factors that are in the same time period, only the first should be scored. 2. The response may address the time periods in any order, e.g., the response may discuss the impact of oil in the Middle East before discussing the isolating effects of mountains on ancient China. 3. If the discussion of the geographic factor addresses the time period both before and after A.D. 1500, it should be scored as satisfying the requirement for the time period not already addressed by the other part of the discussion, e.g., the response discusses the effect of river valleys on ancient India and then discusses the impact of island location on feudal Japan. Because Japanese feudalism spans the time period both before and after A.D. 1500, it meets the requirement for the after A.D discussion. 4. The time period does not have to be identified in the discussion as long as it can be inferred from the response. 5. The response must indicate two specific geographic factors and associate them with a specific nation/region. However, the response does not have to state the specific names of the geographic factors, e.g., the response may discuss how mountains in Greece acted as geographic barriers without mentioning the Pindus or Taygetus Mountains. [3]

28 Score of 5: Shows a thorough understanding of the impact of geographic factors on the people of a nation or region Thoroughly addresses both aspects of the task, evenly and in depth, by discussing the influence of one geographic factor on the people of a nation or region before A.D and by discussing the influence of a different geographic factor on the people of a nation or region after A.D Shows an ability to analyze and evaluate the impact of the geographic factors on the people of a nation or region such as the Nile River in Egypt produced great agricultural yields for the ancient Egyptians, which allowed the people to diversify their labor, resulting in a more advanced civilization or the mineral wealth of Africa encouraged the imperialistic policies of the Europeans, resulting in the division of ethnic groups along colonial lines Richly supports the theme with relevant facts, examples, and details such as for Nile River in Egypt: irrigation, flood plain, pharaohs, slavery, trade, pyramids, social classes, papyrus, hieroglyphics, polytheism, silt, Sahara Desert, Neolithic Revolution, diversification of labor; or for mineral resources in Africa: gold, diamonds, copper, Cecil Rhodes, Boer Wars, DeBeers, Cairo to Capetown, Scramble for Africa, Berlin Conference, King Leopold, Belgian Congo Is a well-developed essay, consistently demonstrating a logical and clear plan of organization Introduces the theme of the impact of geographic factors on people by establishing a framework that is beyond a simple restatement of the task and concludes with a summation of the theme Score of 4: Shows a good understanding of the impact of geographic factors on the people of a nation or region Addresses both aspects of the task, but may do so somewhat unevenly by discussing one geographic factor more thoroughly than the other Shows an ability to analyze and evaluate the impact of the geographic factors on the people of a nation or region Includes relevant facts, examples, and details Is a well-developed essay, demonstrating a logical and clear plan of organization Introduces the theme by establishing a framework that is beyond a simple restatement of the task and concludes with a summation of the theme Score of 3: Shows a satisfactory understanding of the impact of geographic factors on the people of a nation or region Addresses both aspects of the task in a limited way or addresses one aspect of the task fully, applying Level 5 criteria Shows some ability to analyze and evaluate the impact of the geographic factors on people, but not in any depth; is more descriptive than analytical Includes some relevant facts, examples, and details; may include some minor inaccuracies Is a satisfactorily developed essay, demonstrating a general plan of organization Introduces the theme by repeating the task and concludes by repeating the theme [4]

29 Score of 2: Shows a limited understanding of the impact of geographic factors on the people of a nation or region Addresses one aspect of the task in a limited way or addresses both aspects of the task by mentioning, but not discussing, the influence of two different geographic factors May develop a faulty or weak analysis or evaluation of the impact of geographic factors on the people of a nation or region Includes few relevant facts, examples, and details; may include some inaccuracies May be a poorly organized essay, lacking focus; may contain digressions; may not clearly identify which aspect of the task is being discussed May lack an introduction and/or conclusion or these elements may not refer to the theme Score of 1: Shows a very limited understanding of the impact of geographic factors on the people of a nation or region Makes little effort to address the different aspects of the task May lack analysis and evaluation or develops a faulty or weak analysis and evaluation of the impact of geographic factors on people Includes few or no accurate or relevant facts, examples, or details, consisting of generalities and little specific accurate information May demonstrate a major weakness in organization May lack an introduction and/or conclusion or these elements may not refer to the theme Score of 0: Fails to address the task, is illegible, or is a blank paper [5]

30 Anchor Paper Thematic Essay Level 5 A [6]

31 Anchor Paper Thematic Essay Level 5 A [7]

32 Anchor Paper Thematic Essay Level 5 A [8]

33 Anchor Level 5-A The response: Shows a thorough understanding of the impact of geographic factors on the people of a nation or region Thoroughly addresses all aspects of the task, evenly and in depth, by discussing the influence of the Nile River on Egypt and then discussing the influence of natural resources on Britain Shows an ability to analyze and evaluate the impact of geographic factors on people (Nile River in Egypt: allowed the Egyptians to grow enough crops so that there could be diversification of labor; the navigable river led to trade which resulted in cultural diffusion; natural resources in Britain: the availability of natural resources made it possible for the Industrial Revolution to begin; the need for additional raw materials led to the colonization of Africa and Asia) Richly supports the theme with relevant facts, examples, and details (Nile River in Egypt: Sahara Desert; Neolithic Revolution; fertile silt; navigable river; pyramids; trade; Phoenicians; Greeks; cultural diffusion; natural resources in Britain: coal; iron; steam engine; James Watt; textile mills; Industrial Revolution; railroads; Bessemer process; colonization) Is a well-developed essay, consistently demonstrating a logical and clear plan of organization Introduces the theme by establishing a framework that is beyond a simple restatement of the task and concludes with a summation of the theme Conclusion: Overall, the response best fits the criteria for Level 5. The strength of the response is in its analysis, evaluation, and understanding of the continuity of historical events. The introduction and conclusion are strong in that they indicate an understanding of the cause-and-effect relationship between geographic factors and the development of societies. [9]

34 Anchor Paper Thematic Essay Level 5 B [10]

35 Anchor Paper Thematic Essay Level 5 B [11]

36 Anchor Paper Thematic Essay Level 5 B Anchor Level 5-B The response: Shows a thorough understanding of the impact of geographic factors on the people of a nation or region Thoroughly addresses all aspects of the task, evenly and in depth, by discussing the influence of the Nile River in Egypt and then doing the same for oil in the Middle East Shows an ability to analyze and evaluate the impact of geographic factors on people (Nile River in Egypt: existence of the Nile was a unifying factor within the empire; it provided a breeding ground for technology which enabled it to build the pyramids and develop transportation and irrigation systems, which sustained its existence; without the Nile River, ancient Egypt would probably not have flourished or existed; oil in the Middle East: the existence of oil led to hostilities as people competed for oil resources; oil gave them economic power which they used as a weapon via the embargo) Richly supports the theme with relevant facts, examples, and details (Nile River in Egypt: Nile was a highway; Upper and Lower Egypt; polytheism; pyramids, harsh environment outside Egypt; oil in the Middle East: black gold; OPEC; Israel; Arab-Israeli conflict; 1973 oil embargo; 1990 Iraqi invasion of Kuwait; Persian Gulf War) Is a well-developed essay, consistently demonstrating a logical and clear plan of organization Introduces the theme by establishing a framework that is beyond a simple restatement of the task and concludes with a summation of the theme Conclusion: Overall, the response fits the criteria for Level 5. While the response is a little uneven, providing more detail for the oil discussion than for the Nile discussion, the depth of analysis throughout the response shows a deep understanding that pre-existing geographic conditions dictate human history, as stated in the conclusion. [12]

37 Anchor Paper Thematic Essay Level 4 A [13]

38 Anchor Paper Thematic Essay Level 4 A [14]

39 Anchor Paper Thematic Essay Level 4 A [15]

40 Anchor Level 4-A The response: Shows a good understanding of the impact of geographic factors on the people of a nation or region Addresses both aspects of the task, but does so somewhat unevenly by discussing the impact of mountains in China more thoroughly than the impact of island location on Japan Shows an ability to analyze and evaluate the impact of geographic factors on people (mountains in China: mountains led to isolation; isolation led to ethnocentrism and the belief that outsiders were barbarians; the Chinese did not need imperialism; island location of Japan: Japan s island location had an effect similar to China s mountains; island location led to isolationism; Japan was able to borrow ideas and form its own cultural characteristics) Incorporates relevant facts, examples, and details (mountains in China: Himalaya Mountains; ethnocentrism; barbarians; Middle Kingdom; Great Wall; cultural diffusion; Silk Road; wheelbarrow; civil service exams; porcelain; imperialism; island location of Japan: selective borrowing; Buddhism; feudal society; shared values; no individualism) Is a well-developed essay, consistently demonstrating a logical and clear plan of organization Introduces the theme by establishing a framework that is beyond a simple restatement of the task and concludes with a summation of the theme Conclusion: Overall, the response fits the criteria for Level 4. Although the response overstates the effects of geographic isolation on China, the use of supporting details is strong. This response clearly shows that the same effect can occur with two different geographic factors. The discussion of Japan is not as strong, nor as well supported, as the discussion of China. The discussion on Japan spans both time periods and thus meets the requirement for the post A.D aspect of the task. The minor error of referring to the Chinese civil service exams as technology does not have any impact on the score. [16]

41 Anchor Paper Thematic Essay Level 4 B [17]

42 Anchor Paper Thematic Essay Level 4 B [18]

43 Anchor Level 4-B The response: Shows a good understanding of the impact of geographic factors on the people of a nation or region Addresses both aspects of the task, but does so somewhat unevenly by discussing the impact of the location of the Phoenicians on the Mediterranean Sea more thoroughly than the impact of oil in the Middle East Shows an ability to analyze and evaluate the impact of geographic factors on people (Phoenician location on the Mediterranean Sea: location allowed for trade and development; trade brought cultural diffusion; Phoenician ideas can be seen today; oil in the Middle East: oil gives the Middle East political and economic power) Incorporates relevant facts, examples, and details (Phoenician location on the Mediterranean Sea: Fertile Crescent; sailing technology; carriers of civilization; alphabet; paper from Byblos; purple dye; oil in the Middle East: embargo; OPEC; dependence on the Middle East for oil) Is a well-developed essay, consistently demonstrating a logical and clear plan of organization Introduces the theme by establishing a framework that is beyond a simple restatement of the task and concludes with a summation of the theme Conclusion: Overall, the response fits the criteria for Level 4. The discussion of the effect of oil in the Middle East, while correct, is not very well supported by historical detail. However, this is balanced by the good historical detail in the Phoenician discussion and in the conclusions reached throughout the response. [19]

44 Anchor Paper Thematic Essay Level 4 C [20]

45 Anchor Paper Thematic Essay Level 4 C [21]

46 Anchor Paper Thematic Essay Level 4 C Anchor Level 4-C The response: Shows a good understanding of the impact of geographic factors on the people of a nation or region Addresses both aspects of the task by discussing the impact of the Nile River on Egypt and the impact of the lack of natural resources on Japan Shows an ability to analyze and evaluate the impact of geographic factors on people (Nile River in Egypt: the flooding of the Nile allows crops to grow; river allowed for trade; trade gave Egypt all the items that they could not make themselves; river was the center of their ancient civilization; lack of natural resources in Japan: lack of natural resources both limited and influenced them; caused them to be good fisherman and sailors, which led to more sea travel, which in turn led to contact with other people and the spread of cultures; the need for resources led to imperialism and colonization) Incorporates relevant facts, examples, and details (Nile River in Egypt: silt; yearly floods; fertile soil; lack of natural resources in Japan: terrace farming; dependence on the sea; industrialization; imperialism; spread of cultures) Is a well-developed essay, consistently demonstrating a logical and clear plan of organization Introduces the theme by rephrasing the task and concludes with a summation of the theme Conclusion: Overall, the response fits the criteria for Level 4. While the response is not richly supported with historical detail, it demonstrates a clear understanding of the theme by providing a multitude of strong analytical statements. The discussion on Japan spans both time periods and thus meets the requirement for the post A.D aspect of the task. [22]

47 Anchor Paper Thematic Essay Level 3 A [23]

48 Anchor Paper Thematic Essay Level 3 A [24]