in the chart with keywords. This will ensure that you answer all parts of the essay. You can't earn points for your essay if part of the answer is mis

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2 in the chart with keywords. This will ensure that you answer all parts of the essay. You can't earn points for your essay if part of the answer is missing! On the next page, let's look at a sample thematic Global essay. After the essay you will find the rubric which shows you exactly how the essay is graded and what constitutes a "5" (5=A) and what are lesser grades. Also, I have included near the end of this packet a sample from the state of a essay that is of the "5" or best level.

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7 Global History 10 Document-Based Essay Effects of Industrialization and Imperialism This task is designed to test your ability to work with historical documents and is based on the accompanying documents (1 7). Some of the documents have been edited for the purposes of this question. As you analyze the documents, take into account both the source of each document and any point of view that may be presented in the document. Directions: Read the documents in Part A and answer the questions after each document. Then, read the directions for Part B and write your essay. Historical Context: The modern world was born out of a combination of forces. Task: Using information from the documents and your knowledge of global history and geography, write an essay in which you discuss how the Industrial Revolution and the New Imperialism combined to create the modern world. Discuss some positive and negative aspects of these changes. PART A: SHORT ANSWER Document #1 "Of all the common prejudices that exist with respect to factory labor, none is more unfounded than the one that holds the work to be difficult. In an establishment for spinning or weaving cotton, all the hard work is performed by the steam engine. The worker has literally nothing to do in general, but occasionally join the thread that breaks or perform other easy tasks. It is far from being true that work in a factory goes on without interruption." Andrew Ure, nineteenth-century Scottish chemist 1. Using the illustration and the quote, what impression do you have of a nineteenth-century factory? Document #2 SADLER: At what age did you first go to work in a factory? CRABTREE: Eight. SADLER: Will you state the hours of labor in ordinary times? CRABTREE: From 6 in the morning to 8 at night. SADLER: Were you always there on time? CRABTREE: No. SADLER: What was the consequence if you had been too late? CRABTREE: I was most severely beaten. SADLER: Will you state to the Committee whether piecening [joining of broken threads] is difficult work for children? CRABTREE: It is very difficult work. Pieceners are continually running to and fro, and on their feet the whole day. SADLER: So that the work is not only continual, but it is unceasing to the end. CRABTREE: It is unceasing to the end. Testimony of Michael Crabtree 2. According to Michael Crabtree, how did industrialization affect working conditions?

8 Document #3 "I contend that we are the first race in the world and that the more of the world we inhabit the better it is for the human race. I contend that every acre added to our territory provides for the birth of more of the English race, who otherwise would not be brought into existence. I believe it to be my duty to god, my Queen and my country to paint the whole map of Africa red. That is my creed, my dream and my mission." Cecil Rhodes, quoted in A Plague of Europeans: Westerners in Africa Since the Fifteenth Century by David Killingray 3. Explain how Cecil Rhodes used English nationalism to justify imperialism. Document #4 Amount of African Land Controlled by Europeans 4. How did European nationalism affect Africa?

9 Document #5 Spheres of Influence in China to What conclusion can be drawn from the map? Document #6 "Modern progressive nations lying in the temperate zone seek to control "garden spots" in the tropics [mainly in Africa, Latin America, and Asia]. Under [the] direction [of the progressive nations], these places can yield tropical produce. In return, the progressive nations bring to the people of those garden spots the foodstuffs and manufactures they need. [Progressive nations] develop the territory by building roads, canals railways, and telegraphs. They can establish schools and newspapers for the colonies [and] give these people the benefit of other blessings of civilization which they have not the means of creating themselves." O. P. Austin, "Does Colonization Pay?" The Forum (1900) 6. According to O. P. Austin, what benefits did the colonies receive from the "modern progressive nations"? Document #7 "There exists in colonial lands a rule which has a stranglehold on the country's economy. I regard the idea of imperialism as a crime against humanity, because it enables any part of the human race which is armed with modern scientific knowledge to rule over less fortunate sections of mankind, simply because the latter are unable to resist the force which supports such rule. We demand the right to take over responsibility for the government of our country. We demand the right to be free to make mistakes and learn from our experience." Nnamdi Azikiwe, first president of independent Nigeria ( )

10 7. What was Nnamdi Azikiwe's view of imperialism? PART B: ESSAY Directions: Using information from the documents provided and your knowledge of United States history, write a well-organized essay that includes an introduction, several paragraphs, and a conclusion. Historical Context: The modern world was born out of a combination of forces. Task: Using information from the documents and your knowledge of global history and geography, write an essay in which you: Discuss the positive and negative effects of the changes brought about by the Industrial Revolution and the New Imperialism in creating the modern world. Guidelines: When writing 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 throughout the essay. Richly support the theme with relevant facts, examples, and details. write a well-developed essay that consistently demonstrates a logical and clean plan of organization. introduce the theme by establishing a framework that is beyond a simple restatement of the Task or Historical Context and conclude the essay with a summation of the theme. Use this chart to help organize your essay: Introduction: 1. Positive and Negative Effects of the Industrial Revolution Positive and Negative Effects of the New Imperialism My outside info is: Conclusion:

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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: Conflict Task: Conflicts between groups of people have threatened peace in many nations and regions. Identify one conflict that has threatened peace in a nation or region and Discuss one major cause of that conflict Identify two opposing groups involved in the conflict and discuss one viewpoint of each group Discuss the extent to which the conflict was or was not resolved You may use any major conflict from your study of global history. Some suggestions you might wish to consider include the Crusades, the French Revolution, World War I, the Russian Revolution, the Chinese civil war, the partition of India, the policy of apartheid in South Africa, the Rwandan civil war, and the Bosnian War. You are not limited to these suggestions. Do not use conflicts that occurred in the United States in your answer. Guidelines: In your essay, be sure to Develop all aspects of the task Support the theme with relevant facts, examples, and details Use a logical and clear plan of organization, including an introduction and a conclusion that are beyond a restatement of the theme Global Hist. & Geo. June 06 [12]

13 Global History and Geography Content-Specific Rubric Thematic Essay June 2006 Theme: Conflict Conflicts between groups of people have threatened peace in many nations and regions. Task: Identify one conflict that has threatened peace in a nation or region and Discuss one major cause of that conflict Identify two opposing groups involved in the conflict and discuss one viewpoint of each group Discuss the extent to which the conflict was or was not resolved You may use any major conflict from your study of global history. Some suggestions you might wish to consider include the Crusades, the French Revolution, World War I, the Russian Revolution, the Chinese civil war, the partition of India, the policy of apartheid in South Africa, the Rwandan civil war, and the Bosnian War. Scoring Notes: Do not use conflicts that occurred in the United States in your answer. 1. This thematic essay has a minimum of four components (one major cause of a conflict; one viewpoint of two opposing groups involved in the conflict; and the extent to which the conflict was or was not resolved). 2. The identified conflict should have threatened peace in a specific nation or region. 3. Identification of either the nation or region where peace has been threatened or the specific names of opposing groups is not required as long as the identification is implied in the discussion. 4. The viewpoints of the groups should be in opposition to each other. 5. As is the case with many historical topics, what constitutes the extent to which the conflict was or was not resolved is subject to the student s point of view. The response may discuss the extent of success from a variety of perspectives as long as the position taken is supported by accurate facts and examples. Score of 5: Thoroughly develops all aspects of the task evenly and in depth by discussing one major cause of a conflict that has threatened peace in a nation or region, discussing one viewpoint of each of two opposing groups, and discussing the extent to which the conflict was or was not resolved Is more analytical than descriptive (analyzes, evaluates, and/or creates information), e.g., Russian Revolution: connects the shift from almost unanimous agreement on the need to change the government to disagreement over support for the provisional government, which resulted in Lenin s and the Bolsheviks seizure of power in October 1917; discusses the civil war that continued from 1918 to 1921; Rwanda: connects the conflict to the colonial legacy when the Belgians favored Tutsis over the Hutus, thus promoting ethnic resentment and planting the seeds for the genocide; discusses the economic hardship and conflict as refugee camps spilled over into neighboring countries such as Zaire and promoted political instability there Richly supports the theme with relevant facts, examples, and details (Russian Revolution: Bloody Sunday; Russo-Japanese War; October Manifesto; Nicholas II; peasant discontent and land issue; industrialization and exploited working class; proletariat; Duma; Mensheviks; World War I; Kerensky; Peace, Land, and Bread ; Treaty of Brest-Litovsk; Rwanda: identity cards; 1994 plane crash that killed presidents of both Rwanda and Burundi; Kabila; Mobutu; September 1998 United Nations Tribunal that convicts first person in the world of genocide; United Nations 1999 report criticizing United Nations leaders for not intervening effectively in the genocide, 2003 constitution outlawing the inciting of ethnic violence ) Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme [3]

14 Score of 4: Develops all aspects of the task but may do so somewhat unevenly by discussing one aspect of the task less thoroughly than the other aspects Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information), e.g., Russian Revolution: connects the conflict between the upper and lower classes to the overthrow of the czar and establishment of a communist dictatorship; Rwanda: connects ethnic conflict that erupted to the European mandate system and Belgian control Supports the theme with relevant facts, examples, and details Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Score of 3: Develops all aspects of the task with little depth or develops at least three aspects of the task in some depth Is more descriptive than analytical (applies, may analyze, and/or evaluate information) Includes some relevant facts, examples, and details; may include some minor inaccuracies Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a restatement of the theme Examples of addressing at least three aspects of the task at Level 3 Holistic Scoring Reminder: These examples apply only to the evaluation of Bullet 1. A response meeting the criteria below does not, by itself, make it a Level 3 response. 1. Discusses one major cause of a conflict that has threatened peace in a nation or region and discusses a viewpoint of two opposing groups involved in the conflict 2. Discusses one major cause of a conflict that has threatened peace in a nation or region; discusses a viewpoint of one group involved in the conflict; and discusses the extent to which the conflict was or was not resolved 3. Discusses a viewpoint of two opposing groups involved in a conflict that has threatened peace in a nation or region and discusses the extent to which the conflict was or was not resolved Exception: If at least two components have been thoroughly developed evenly and in depth, and the response meets most of the other Level 5 criteria, the overall response may be a Level 3 paper. [4]

15 Score of 2: Minimally develops all aspects of the task or develops at least two aspects of the task in some depth Is primarily descriptive; may include faulty, weak, or isolated application or analysis Includes few relevant facts, examples, and details; may include some inaccuracies Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion Examples of addressing at least two aspects of the task at Level 2 Holistic Scoring Reminder: These examples apply only to the evaluation of Bullet 1. A response meeting the criteria below does not, by itself, make it a Level 2 response. 1. Discusses one major cause of a conflict that has threatened peace in a nation or region and discusses a viewpoint of one group involved in the conflict 2. Discusses one major cause of a conflict that has threatened peace in a nation or region and discusses the extent to which the conflict was or was not resolved 3. Discusses a viewpoint of two opposing groups involved in a conflict that has threatened peace in a nation or region 4. Discusses a viewpoint of one group involved in the conflict that has threatened peace in a nation or region and discusses the extent to which the conflict was or was not resolved Score of 1: Minimally develops some aspects of the task Is descriptive; may lack understanding, application, or analysis Includes few relevant facts, examples, or details; may include inaccuracies May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion Score of 0: Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts, examples, or details; OR includes only the theme, task, or suggestions as copied from the test booklet; OR is illegible; OR is a blank paper [5]

16 Anchor Paper Thematic Essay Level 5 A [6]

17 Anchor Paper Thematic Essay Level 5 A [7]

18 Anchor Paper Thematic Essay Level 5 A [8]

19 Anchor Level 5-A The response: Thoroughly develops all aspects of the task evenly and in depth by discussing class inequality as one major cause of the French Revolution, discussing one viewpoint of the revolutionaries and one of the Royalists, and discussing the extent to which the conflict was resolved Is more analytical than descriptive (connects the French Revolution s undermining of peace, unity and stability with the military coup that made Napoleon emperor; Third Estate would not accept their traditional smaller voice in the Estates-General; Royalists wanted power returned to the royal family and a return to the landholding system; many different governments gave temporary gratification to the needs of the people, but proved incapable in the long term; Napoleon s rise to power brought an end to the French Revolution and the immediate aspirations for democracy, thereby not resolving the overall conflict) Richly supports the theme with relevant facts, examples, and details (equality; culture of monarchy, severe feudalism, and landholding class tensions; Estates General; Tennis Court Oath; National Assembly; class tensions; clergy, nobility, and monarchy; suffrage; Robespierre; Jacobins; Reign of Terror; military coup; National Directory; Thermidorean Reaction) Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Conclusion: Overall, the response fits the criteria for Level 5. The response includes rich supporting detail and insightful analysis by demonstrating an understanding of the French Revolution. Although the discussion of the results focuses primarily on the immediate outcomes of the Revolution, it alludes to changes that were to come. [9]

20 For Office Use Only Date Rec d: Ordered Initials Cash Reg D-Base P-up Date: Review Book Order form Brief Review in Global History & Geography Pearson Prentice Hall ISBN # Name: Home Phone: Classroom Teacher: Grade: Date: I would like to order review $10.00 each (including tax). Total Amount Paid: Cash Check # Payment is required at the time of ordering. Checks can be made payable to: PHS Bookstore The Bookstore is open Periods 4, 5, 6 & 7, and after school on Thursdays (2:15 3:30). Please return to the Bookstore with your payment by Please attach your check here. Thank you!