GLOBAL HISTORY AND GEOGRAPHY

The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GLOBAL HISTORY AND GEOGRAPHY Tuesday, August 13, 2002 12:30 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. R

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 Job Requirements Locate places according to latitude and longitude Interpret life expectancy data or charts Examine how humans adapt to different environments Investigate ways in which ideas are spread throughout the world Collect information on how regions form and change Which occupation is being described in this list of activities? (1) geographer (3) psychologist (2) economist (4) political scientist 2 I am lucky enough to have been involved for half a century with work, mostly in East Africa, that very much belongs to everyone, since it concerns the human origins that are common to the whole human race. Mary Leakey, Autobiography In this quotation, the author is implying that early humans (1) migrated from Africa to Eurasia (2) first appeared in Africa (3) invented tools and mastered the use of fire (4) appeared shortly after the Neolithic Age 3 One reason early civilizations developed in China, Egypt, and the Tigris-Euphrates Valley in Mesopotamia is because (1) vast mineral deposits existed for manufacturing (2) climate and geography favored agriculture (3) rivers contributed to nomadic lifestyles (4) natural barriers provided protection from invasions 4 The ideals developed in the Athens of Pericles and in Republican Rome influenced the development of (1) a parliament in Britain (2) military juntas in Latin America (3) a communist government in China (4) a theocracy in Iran 5 Art and literature flourished during the Gupta Empire. Indian scholars developed the concept of zero. Indian provinces were united after 200 years of civil war. The information in these statements refers to (1) effects of European involvement in India (2) India s Golden Age (3) effects of isolationism (4) Islamic achievements in India 6 One reason for the growth and success of 9thcentury cities such as Baghdad, Constantinople, and Ch ang-an (Xian) was that they (1) were part of the Roman Empire (2) tolerated religious diversity (3) traded only with people from their immediate region (4) were located on major trade routes 7 Developed a tribute system Reestablished trade along the Silk Roads Created an empire from Eastern Europe to the Pacific coast of Asia Which group was responsible for the results described above? (1) Huns (3) Koreans (2) Japanese (4) Mongols Global Hist. & Geo. Aug. 02 [2]

Base your answer to question 8 on the diagram below and on your knowledge of social studies. The Eightfold Path Source: The Human Experience, Glencoe 8 The diagram illustrates the key concepts of which religion? (1) Islam (3) Hinduism (2) Christianity (4) Buddhism 9 During the early Middle Ages, western European societies were most influenced by (1) national monarchies (2) the Roman Catholic Church (3) elected parliaments (4) the Byzantine emperors 11 Between A.D. 800 and 1600, the West African city of Timbuktu became prosperous with the trading of (1) spices and silk (3) gold and salt (2) iron ore and coal (4) rifles and diamonds 10 Items travelers found on a study tour Masks, expressing supernatural forces Bronze plaques, providing detailed descriptions of life in Benin Tension drums and rattles that can produce polyrhythmic music Drawings of Kilwa s Great Mosque From this evidence, a social scientist could conclude that the tour visited sites that reflect the culture of the (1) Mughal Empire of South Asia (2) Ottoman Empire (3) African civilizations of West Africa (4) Frankish Empire 12 In the partial outline below, which heading belongs after Roman numeral I? I. A. Louis XIV B. Phillip II C. Henry VIII (1) Divine Right Monarchs (2) Supporters of Democracy (3) Religious Reformers (4) Leaders of the Crusades Global Hist. & Geo. Aug. 02 [3] [OVER]

13 In western Europe, a long-term effect of the invention of Gutenberg s printing press was that the (1) monarchies were restored to absolute power (2) feudal system declined (3) literacy rate increased (4) development of new ideas was discouraged Base your answer to question 14 on the chart below and on your knowledge of social studies. Destinations of Enslaved Africans 1500 1870 Portuguese Brazil 37% Spanish America, including Spanish Caribbean 15% 16 Zheng He contributed to the prosperity of China under the Ming dynasty by (1) defeating the Manchu invaders (2) constructing the Great Wall along the northern frontier (3) expanding trade with nations of Asia and Africa (4) establishing colonies in Korea and Japan Base your answer to question 17 on the cartoon below and on your knowledge of social studies. Peter the Great British North America 4.5% Other Caribbean islands 41% Europe and Asia 2.5% Source: Albert M. Craig, World Civilizations 14 Which idea is best supported by this graph? (1) Slavery had its greatest effect on Europe and Asia. (2) Slavery was more important in North America than it was in South America. (3) The Portuguese made early efforts to outlaw the slave trade. (4) Many slaves were transported to the Caribbean islands. 15 Which statement about the Columbian exchange is a fact rather than an opinion? (1) The Columbian exchange had a positive effect on the Americas. (2) The Columbian exchange benefited Europe more than it benefited the Americas. (3) The Columbian exchange brought new foods and products to Europe and the Americas. (4) The Columbian exchange created a modern Europe. Source: What is Evidence? John Murray, Ltd. 17 The cartoon is commenting on the efforts of Peter the Great to force the Russian nobility to (1) conform to Asian social values (2) adopt Western culture (3) prepare for military battle (4) bow to pressures from the Ottoman Empire 18 What was one effect of the Russo-Japanese War (1904 1905)? (1) Japan emerged as a major world power. (2) Korea gained its independence. (3) Czar Nicholas II gained power in Russia. (4) Russia formed a military alliance with Japan. Global Hist. & Geo. Aug. 02 [4]

19 Not by democracy or liberal standards will our goal be achieved but by blood and iron. Then we will be successful, no nation is born without the traumatic experience of war. Otto von Bismarck Base your answers to questions 23 and 24 on the drawing below and on your knowledge of social studies. This statement was used to justify a policy of (1) ethnocentrism (3) containment (2) militarism (4) appeasement 20... They [the Communists] openly declare that their ends can be attained [achieved] only by the forcible overthrow of all existing social conditions. Let the ruling classes tremble at a Communist revolution. The proletarians have nothing to lose but their chains. They have a world to win. Working men of all countries, unite! Friederich Engels and Karl Marx, Communist Manifesto, 1848 These views, expressed by Engels and Marx, were developed in reaction to the (1) unification of Germany (2) Commercial Revolution (3) Congress of Vienna (4) Industrial Revolution 21 A lasting result of colonial rule in many Latin American nations has been the (1) elimination of national debts (2) control of power by wealthy landowners (3) decrease in the power of the Catholic Church (4) creation of industrial economics 22 The American and French Revolutions were turning points in global history because the results of these revolutions (1) led to the abolition of slavery (2) inspired other peoples seeking democracy and independence (3) marked the end of European influence in the Western Hemisphere (4) demonstrated the need for strong international peacekeeping organizations Source: The Way We Saw It:..., Highsmith, Inc., 1998 23 This drawing illustrates conditions that contributed primarily to the beginning of the (1) Protestant Reformation (2) French Revolution (3) Napoleonic Wars (4) European Renaissance 24 Which conclusion can be drawn from this drawing? (1) One group paid heavy taxes that supported the other two groups. (2) Hard work, prayer, and a good example allowed for a stable government in France. (3) Peasants and professionals in this society were gaining political and economic power. (4) French society emphasized the importance of natural law and social equality. Global Hist. & Geo. Aug. 02 [5] [OVER]

25 Which geographic factor most limited the growth of Latin American unity of the early 19th century? (1) the region s diverse landforms (2) most of the region s rivers flowed north to south (3) the region s location close to the equator (4) the region s lack of natural resources 26 The economic theory of laissez-faire capitalism proposes that (1) command economies should provide the greatest opportunity for national growth (2) the nobility should have strict control over business and industry (3) the practices of mercantilism should be expanded (4) governments should not interfere with business 29 Kemal Atatürk s efforts to modernize Turkish culture were most strongly opposed by (1) Indian nationalists (3) industrialists (2) republicans (4) religious forces 30 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 Base your answer to question 31 on the cartoon below and on your knowledge of social studies. Base your answers to questions 27 and 28 on the quotation below and on your knowledge of social studies. With sincere heart and unpretended faith I [reject]..., and detest the aforesaid errors and heresies [of Copernicus] and also every other error... contrary to the Holy Church, and I swear that in the future I will never again say or assert... anything that might cause a similar suspicion toward me. Galileo 27 The best explanation as to why Galileo made this statement is that he (1) was a strong supporter of Church doctrine (2) feared that the Church might excommunicate him (3) had lost faith in the teachings of science (4) wanted to advance his ideas through the Church 28 The historical issue referred to in this quotation is the conflict between (1) privileged upper classes and exploited lower classes (2) 16th-century Protestants and Catholics (3) city-states and nation-states (4) established institutions and new ideas Source: Life Publishing Co. 31 The main idea of this early 20th-century British cartoon was that women (1) had little chance of getting the right to vote (2) should emphasize their responsibilities as workers (3) were well prepared to assume the duties of citizenship (4) wanted to end World War I Global Hist. & Geo. Aug. 02 [6]

Base your answers to questions 32 and 33 on the maps below and on your knowledge of social studies. 1919 32 In 1919, European boundaries were changed in an attempt to (1) satisfy the demands for self-determination by ethnic nationalities (2) allow for communist expansion in Eastern Europe (3) establish a European common market (4) balance economic needs and natural resources 33 Which nation lost the most territory as a result of World War I? (1) Belgium (3) Austria-Hungary (2) France (4) Germany 34 Don t pay your taxes or send your children to an English supported school... Make your own cotton cloth by spinning the thread at home, and don t buy English-made goods. Provide yourselves with homemade salt, and do not buy government-made salt. Mohandas Gandhi In this statement, Gandhi was expressing his commitment to (1) armed rebellion (3) criminal acts (2) civil disobedience (4) guerrilla tactics 35 Which situation was a direct result of the Holocaust and other atrocities committed by the Nazis during World War II? (1) development of the Cold War (2) war crimes trials in Nuremberg (3) formation of the League of Nations (4) separation of Germany into Eastern and Western zones Global Hist. & Geo. Aug. 02 [7] [OVER]

Base your answer to question 36 on the diagram below and on your knowledge of social studies. 1939 Italy takes over Albania. 1939 1931 Japan invades Manchuria. 1935 Italy invades Ethiopia. Germany sends troops into Rhineland 1936 just outside French border. Japan takes over much of eastern 1937 China. Germany makes Austria part of its 1938 empire. Germany takes Sudetenland (a border 1938 region of Czechoslovakia). Germany invades Poland; Britain and France declare war. Source: Guide to Essentials, Prentice Hall 36 Based on the information provided by the diagram, which statement is a valid conclusion about the 1930s? (1) The United States led international peacekeeping efforts. (2) Aggression led to the start of World War II. (3) The actions of Italy, Germany, and Japan united Europe. (4) Economic and social upheaval led to the rise of democracy in Asia. 37 Since the late 1970s, which measure has the Chinese government taken to reduce the effects of overpopulation? (1) supported a policy of forced migration to other nations (2) reduced food production (3) emphasized the teachings of Confucius (4) imposed a one-child policy that limits family size 38 Since the 1970s, the wealth of many Middle Eastern nations was increased by the (1) formation of the Palestine Liberation Organization (PLO) (2) expansion of Islamic fundamentalism (3) creation of the Organization of Petroleum Exporting Countries (OPEC) (4) development of communes in Israel 39 During the late 1900s, the Sahel region of Africa has been faced with problems resulting from (1) increasing desertification (2) the lack of rainfall from the monsoons (3) the effects of acid rain (4) water pollution 40 After World War II, India and many other developing nations sought to avoid being dominated by the superpowers by following a policy of (1) containment (3) militarism (2) nonalignment (4) isolationism 41 Which type of economic system was used by both Joseph Stalin and Mao Zedong to accelerate the economic growth of their respective nations? (1) mixed (3) command (2) market (4) traditional 42 Nuclear accident at Chernobyl in the former Soviet Union Dumping of toxic waste in the ocean Cutting down the rain forest in Africa and South America Which conclusion can be drawn from these situations? (1) Environmental problems need global solutions. (2) The fall of the Soviet Union has caused severe environmental hazards. (3) Technology has helped the world stop polluting the environment. (4) Only nations that create environmental problems will suffer from them. 43 In which way were the developments of the Renaissance in Italy similar to the developments of the Tang dynasty in China? (1) The rebirth of art, technology, and learning was a central theme in both regions. (2) Warfare and insurrection led to the devastation of both societies. (3) Religious reform was a main focus in both regions. (4) The peasant class was responsible for the emergence of both eras. Global Hist. & Geo. Aug. 02 [8]

Base your answers to questions 44 and 45 on the map below and on your knowledge of social studies. Source: The Key to Understanding Global History, Killoran 44 Both alliances shown on the map were formed after World War II primarily to (1) increase military defense (2) promote democracy in Europe (3) compete in the global economy (4) expand trade between the members 45 Which of these countries was not a member of either the North Atlantic Treaty Organization (NATO) or of the Warsaw Pact? (1) East Germany (3) Rumania (2) Great Britain (4) Austria 46 The influence of geographic factors in England was most evident in the development of (1) the Anglican Church under Henry VIII (2) English literature under Elizabeth I (3) the English industrial system (4) the English constitutional monarchy 48 One way in which the Twelve Tables, the Justinian Code, and the Napoleonic Code were similar is that they (1) emphasized social equality (2) provided a written set of laws (3) established democratic governments (4) proposed economic goals 47 Which newspaper headline illustrates a policy of appeasement? (1) Dien Bien Phu Falls; French to Leave Vietnam (2) Chamberlain Agrees to German Demands: Sudetenland to Germany (3) Marshall Plan Proposes Economic Aid Program for Europe (4) Soviet Troops and Tanks Crush Hungarian Revolt 49 The Boxer Rebellion, the Salt March, and the Iranian Revolution were reactions against (1) Mongol rule (2) rapid industrialization (3) Western influence (4) economic depression Global Hist. & Geo. Aug. 02 [9] [OVER]

Base your answer to question 50 on the passage below and on your knowledge of social studies. [When] the legislature shall... grasp [for] themselves, or put into the hands of any other, an absolute power over their lives, liberties, and estates of the people,... they forfeit the power the people had put into their hands for quite contrary ends, and it [passes] to the people, who have a right to resume their original liberty.... John Locke, Two Treatises on Civil Government 50 Which idea is expressed in this passage? (1) The people should give up their liberty to create an orderly society. (2) People have the right to rebel if their natural rights are denied. (3) Governments should be obeyed regardless of their actions. (4) Liberty can only be guaranteed in a direct democracy. Global Hist. & Geo. Aug. 02 [10]

Answers to the essay questions are to be written in the separate essay booklet. In developing your answers to Parts II and 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 II THEMATIC ESSAY QUESTION Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the task below, and a conclusion. Theme: Change Task: Individuals have brought about great changes in history. These individuals have had positive and/or negative effects on nations or regions. Choose two individuals from your study of global history and geography and for each individual chosen: Discuss two specific changes made by the individual in a specific nation or region Evaluate whether these changes have had a positive or a negative effect on that nation or region You may use any example from your study of global history and geography. Some suggestions you might wish to consider include Elizabeth I, Genghis Khan, Muhammed, Martin Luther, Napoleon Bonaparte, Toussaint L Ouverture, Nelson Mandela, Fidel Castro, Boris Yeltsin, Deng Xiaoping, and Yasir Arafat. Guidelines: You are not limited to these suggestions. Do not use an individual from the United States in your answer. In your essay, be sure to: 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. 02 [11] [OVER]

NAME SCHOOL 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 the documents have been edited for the purposes of the 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. Historical Context: Throughout global history, people have migrated as a result of political, social, and economic conditions. 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: Discuss the political, social, and/or economic reasons for the mass movement of peoples throughout global history. Do not use examples from the United States in your answer. Global Hist. & Geo. Aug. 02 [12]

Part A Short-Answer Questions Directions: Analyze the documents and answer the questions that follow each document in the space provided. Your answers to the questions will help you write the essay. Document 1 1 According to this map, what is one reason African slaves were traded to countries in the Western Hemisphere? [1] Score Global Hist. & Geo. Aug. 02 [13] [OVER]

Document 2a We entered a cabin. Stretched in one dark corner, scarcely visible, from the smoke and rags that covered them, were three children huddled together, lying there because they were too weak to rise, pale and ghastly, their little limbs on removing a portion of the filthy covering perfectly emaciated, eyes sunk, voice gone, and evidently in the last stage of actual starvation. William Bennett, The Peoples of Ireland 2a According to this passage, what was one reason for Irish emigration between 1845 and 1851? [1] Score Document 2b Mass Starvation, 1845 1851 Fate of the Irish during the famine 70% remained in Ireland, (though millions more Irish emigrated after 1851) 12% died 18% emigrated Source: R.F. Foster, Modern Ireland, 1600 1972 2b According to this graph, state one impact of the mass starvation on the Irish population between 1845 and 1851. [1] Score Global Hist. & Geo. Aug. 02 [14]

Document 3... Hundreds of thousands of Hindus and Sikhs who had lived for centuries on the Northwest Frontier [of India] abandoned their homes and fled [the riots] toward the protection of the predominantly Sikh and Hindu communities in the east. They traveled on foot, in bullock carts, crammed into [trucks], clinging to the sides and roofs of trains. Along the way... at crossroads, at railroad stations they collided with panicky swarms of Muslims fleeing to safety in the west. The riots had become a rout. By the summer of 1947, when the creation of the new state of Pakistan was formally announced, ten million people Muslims, Hindus and Sikhs were in flight. Khushwant Singh, Train to Pakistan 3 According to the document, why did Hindus, Sikhs, and Muslims abandon their homes during this period? [1] Score Document 4 The Nazi Holocaust, which engulfed millions of Jews in Europe, proved anew the urgency of the re-establishment of the Jewish State, which would solve the problem of Jewish homelessness by opening the gates to all Jews and lifting the Jewish people to equality in the family of nations. David Ben-Gurion, Declaration of the State of Israel (1948) 4 Why did many Jews move to Israel (Palestine) after World War II? [1] Score Global Hist. & Geo. Aug. 02 [15] [OVER]

Document 5 When I was in the Sinai with Anwar [Sadat], I was shocked by what I saw. The war had left its mark on everything and everyone. Wherever I went I saw Palestinians who had been forced from their homeland by the creation of Israel and the fighting that had ensued [followed] in 1948. Dressed in black, mothers with their children squatted silently alongside the roads, in the towns.... More than one million Arabs had suddenly become homeless, depending on the United Nations Relief Fund for subsistence.... Refugee camps lined the roads, the tents so close they seemed like a canvas city. Is your family faring well? I asked our cook, a Palestinian woman from one of the refugee camps. She dropped her eyes. It is not like before, she said quietly.... From the camp we can see the tops of the lemon and orange trees on our old farm, she said slowly, as if reluctant to remember. On our land it was always green and warm, but here in the desert it is very cold....... Tell me about your husband, I pressed. What work does he do? The woman s eyes dropped even lower. At home he was a farmer. Here in the desert there is nothing for him.... Jehan Sadat, A Woman of Egypt 5 According to the document, state one reason Palestinians were forced into refugee camps in the Sinai. [1] Score Document 6 Where is the village of Asyaf?... It had been eighteen years since he left the village... With every passing year he dreamt of his village.... Now they said the village was taken over by the desert sand, its people deserted [abandoned] it... there remained nothing but the thorn and tall bushes, a few palm trees and some goats... Sudanese short story of a man returning to his village 6 According to the document, what caused the abandonment of the village of Asyaf? [1] Score Global Hist. & Geo. Aug. 02 [16]

Document 7 Late on a cool summer evening, against a faint glow from the city lights below, 18 Mexicans struggled up the side of a towering hill in the Mexican state of Sonora... Most were new arrivals at the northern edge of Mexico. Pushed from the south by rural poverty and vast unemployment, pulled to the north by the promise of jobs in... factories, they had joined the productive work force of a new industrial revolution on the border. Now their arms laden with clothes, blankets, and flattened cardboard boxes, they move slowly up the darkened hillside to claim a place to live. Sandy Tolan, Hope and Heartbreak 7 According to the document, why have many Mexicans moved to the northern part of Mexico? [1] Score Global Hist. & Geo. Aug. 02 [17] [OVER]

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 to support your response. Historical Context: Throughout global history, people have migrated as a result of political, social, and economic conditions. Task: Using information from the documents and your knowledge of global history, write an essay in which you: Discuss the political, social, and/or economic reasons for the mass movement of peoples throughout global history Do not use examples from the United States in your answer. 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 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. 02 [18]

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 NewYork REGENTS HIGH SCHOOL EXAMINATION GLOBAL HISTORY AND GEOGRAPHY Tuesday, August 13, 2002 12:30 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 1... 26... 2... 27... 3... 28... 4... 29... 5... 30... 6... 31... 7... 32... 8... 33... 9... 34... 10... 35... 11... 36... 12... 37... 13... 38... 14... 39... 15... 40... 16... 41... 17... 42... 18... 43... 19... 44... 20... 45... 21... 46... 22... 47... 23... 48... 24... 49... 25... 50... Tear Here No. Right 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

Global Hist. & Geo. Aug. 02 Tear Here Tear Here

FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GLOBAL HISTORY AND GEOGRAPHY Tuesday, August 13, 2002 12:30 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, 2002 Part I 1... 1... 26... 4... 2... 2... 27... 2... 3... 2... 28... 4... 4... 1... 29... 4... 5... 2... 30... 2... 6... 4... 31... 1... 7... 4... 32... 1... 8... 4... 33... 3... 9... 2... 34... 2... 10... 3... 35... 2... 11... 3... 36... 2... 12... 1... 37... 4... 13... 3... 38... 3... 14... 4... 39... 1... 15... 3... 40... 2... 16... 3... 41... 3... 17... 2... 42... 1... 18... 1... 43... 1... 19... 2... 44... 1... 20... 4... 45... 4... 21... 2... 46... 3... 22... 2... 47... 2... 23... 2... 48... 2... 24... 1... 49... 3... 25... 1... 50... 2... Copyright 2002 The University of the State of New York THE STATE EDUCATION DEPARTMENT Albany, New York 12234 R

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]

Global History and Geography Content-Specific Rubric Thematic Essay August 2002 Theme: Change Individuals have brought about great changes in history. These individuals have had positive and/or negative effects on nations or regions. Task: Choose two individuals from your study of global history and geography and for each individual chosen: Discuss two specific changes made by the individual in a specific nation or region Evaluate whether these changes have had a positive or a negative effect on that nation or region You may use any example from your study of global history and geography. Some suggestions you might wish to consider include Elizabeth I, Genghis Khan, Muhammed, Martin Luther, Napoleon Bonaparte, Toussaint L Ouverture, Nelson Mandela, Fidel Castro, Boris Yeltsin, Deng Xiaoping, and Yasir Arafat. You are not limited to these suggestions. Do not use an individual from the United States in your answer. Score of 5: Shows a thorough understanding of the theme that individuals have brought about great changes in history and these changes had positive and/or negative effects on at least one specific nation or region Thoroughly addresses all aspects of the task evenly and in depth by identifying two individuals, discussing two specific changes made by each individual in a specific nation or region, and evaluating whether these changes have had a positive or a negative effect on that nation or region Shows an ability to analyze and evaluate the effect of changes made by individuals, e.g., Martin Luther s breaking away from the Catholic Church stirred nationalistic feelings among German princes and encouraged strong monarchies throughout Northern Europe or Gandhi s nonviolent campaign enabled India to gain independence from the British Richly supports the theme with relevant, facts, examples, and details, e.g., Gandhi s Quit India Campaign; Martin Luther s 95 Theses; Truth and Reconciliation Commission of Nelson Mandela s government Is a well-developed essay, consistently demonstrating a logical and clear plan of organization Introduces the theme that individuals have brought about great changes in history 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 theme that individuals have brought about great changes in history and these changes had positive and/or negative effects on at least one specific nation or region Addresses all aspects of the task, but may do so unevenly Shows an ability to analyze and evaluate the effect of changes made by individuals Includes relevant facts, examples, and details Is a well-developed essay, demonstrating a logical and clear plan of organization Introduces the theme that individuals have brought about great changes in history by establishing a framework that is beyond a simple restatement of the task and concludes with a summation of the theme [3]

Score of 3: Shows a satisfactory understanding of the theme that individuals have brought about great changes in history and these changes had positive and/or negative effects on at least one specific nation or region Addresses most aspects of the task or addresses all aspects in a limited way Shows some ability to analyze and evaluate the effect of changes made by individuals Includes some facts, examples, and details; may contain some inaccuracies Is a satisfactorily developed essay, demonstrating a general plan of organization Introduces the theme that individuals have brought about great changes in history by repeating the task and concludes by simply repeating the theme Some Examples of Limited Treatment of Task at Level 3 Individual Who Made Changes Changes Made by Individuals Positive/Negative Effects Identifies two individuals who Discusses two specific changes have made changes made by each individual in a Identifies two individuals who have made changes Identifies two individuals who have made changes Identifies one individual who has made changes specific nation or region Discusses one specific change made by each individual in a specific nation or region Discusses one specific change made by each individual in a specific nation or region Discusses two specific changes made by that individual in a specific nation or region Evaluates whether each change discussed has had a positive or a negative effect on the identified nations or regions Evaluates whether one change discussed has had a positive or a negative effect on the identified nations or regions Evaluates whether each change discussed has had a positive or a negative effect on the identified nation or region Score of 2: Shows a limited understanding of the theme that individuals have brought about great changes in history and these changes had positive and/or negative effects on at least one specific nation or region Attempts to address some aspects of the task Develops a faulty or weak analysis or evaluation of the effect of changes made by individuals Includes few facts, examples, and details; may contain some inaccuracies Is a poorly organized essay, lacking focus; may contain digressions; and may not clearly identify which aspect of the task is being discussed May lack an introduction and/or a conclusion or these elements may not refer to the theme that individuals have brought about great changes in history [4]

Some Examples of Limited Treatment of Task at Level 2 Individual Who Made Changes Changes Made by Individuals Positive/Negative Effects Identifies one individual who has Discusses two specific changes made changes made by an individual in a Identifies two individuals who have made changes Identifies two individuals who have made changes Identifies one individual who has made changes specific nation or region Discusses one specific change made by each individual in a specific nation or region Identifies but does not discuss changes made by each of the individuals in specific nations or regions Discusses one change made by that individual in a specific nation or region States whether the changes identified have had a positive or a negative effect on the identified nation or region States whether the change discussed has had a positive or a negative effect on the identified nation or region Score of 1: Shows a very limited understanding of the theme that individuals have brought about great changes in history and these changes had positive and/or negative effects on at least one specific nation or region Makes little effort to address the different aspects of the task Lacks an analysis or evaluation of the effect of changes made by individuals Includes few or no accurate or relevant facts, examples, or details; deals simply with generalities Demonstrates a major weakness in organization May lack an introduction and/or a conclusion or these elements may not refer to the theme that individuals have brought about great changes in history Score of 0: Fails to address the theme, is illegible, or is a blank paper Scoring Notes: 1. The effects may be identified as either positive or negative as long as that determination is supported by specific historical information. 2. The response may collectively address the positive and/or negative effect of the changes made by the individual, e.g., Gandhi s ahimsa and economic boycott collectively had a positive effect because they resulted in Indian independence. 3. The change discussed does not have to be a specific event, but may be a change that occurs over a long period, e.g., Martin Luther and his connection to the Protestant Reformation or Prince Henry the Navigator and his influence on the Age of Exploration. 4. The effects must be specific to the nation or region identified, e.g., if the response discusses Gandhi s changes in India, then the effects must refer to India and not to the effect Gandhi s policies had on Desmond Tutu of South Africa or on Martin Luther King, Jr. in the United States. 5. The changes can occur in different places, e.g., Queen Victoria became Empress of India and ushered in the Victorian Age in England. However, the effects of these changes must refer to the specific places mentioned (India and England, respectively). [5]

Anchor Paper Thematic Essay Level 5 A [6]

Anchor Paper Thematic Essay Level 5 A [7]

Anchor Paper Thematic Essay Level 5 A [8]

Anchor Paper Thematic Essay Level 5 A [9]

Anchor Paper Thematic Essay Level 5 A [10]

Anchor Paper Thematic Essay Level 5 A Anchor Level 5-A The response: Shows a thorough understanding that Deng Xiaoping and Mikhail Gorbachev changed world history and these changes had positive and negative effects on China and in the USSR and Eastern Europe Thoroughly addresses all aspects of the task evenly and in depth Shows an ability to analyze and evaluate the effects of changes made by Deng Xiaoping and Mikhail Gorbachev (Deng Xiaoping s responsibility system and Four Modernizations led to economic restructuring and calls for political changes; Gorbachev s tolerance for reform led to the collapse of communism in Eastern Europe) Richly supports the theme with relevant facts, examples, and details (Mao s Cultural Revolution; Lenin s New Economic Policy; Responsibility System; Four Modernizations; Special Economic Zones; Tiananmen Square Incident 1989; Glasnost; Perestroika; Solidarity; Lech Welesa; Vaclav Havel; Hungary 1956; Czechoslovakia 1968; fall of the Berlin Wall) Is a well-developed essay, consistently demonstrating a logical and clear plan of organization, i.e., identifies Deng Xiaoping in China, discusses the responsibility system as one change, evaluates the effects of that changes, then does the same for the Four Modernizations; identifies Mikhail Gorbachev in USSR and Eastern Europe, discusses the changes of perestroika and glasnost, evaluates the effects of these changes and then does the same for the tolerance for reform movements Introduces the theme that individuals have brought about great changes in the history of China and the USSR/Eastern Europe by establishing a framework that is beyond a simple restatement of the topic and concludes with an analysis of how Deng Xiaoping and Mikhail Gorbachev have brought about these changes Conclusion: Overall, the response fits the criteria for Level 5. The discussions and evaluations are sophisticated. The response uses excellent details and provides extensive historical background to the changes. The transition between the discussion of Deng Xiaoping and Mikhail Gorbachev shows a depth of understanding and level of analysis that reflects the overall quality of the response. [11]

Anchor Paper Thematic Essay Level 5 B [12]

Anchor Paper Thematic Essay Level 5 B [13]

Anchor Paper Thematic Essay Level 5 B [14]

Anchor Paper Thematic Essay Level 5 B [15]

Anchor Level 5-B The response: Shows a thorough understanding that Martin Luther and Mao Zedong changed world history and these changes had positive and negative effects on northern Europe and China Thoroughly addresses all aspects of the task evenly and in depth Shows an ability to analyze and evaluate the effects of changes made by Martin Luther and Mao Zedong (Martin Luther s creation of the Lutheran Church caused the rise of strong central governments and strengthened regional monarchs in northern Europe; Mao Zedong restored law and order to China) Richly supports the theme with relevant facts, examples, and details (95 Theses on the Wittenberg Church in 1571; sale of indulgences; Lutheranism; Calvin; Henry VIII; John Knox; Communist Revolution; Guomindang; Great Leap Forward) Is a well-developed essay, consistently demonstrating a logical and clear plan of organization, i.e., discusses Martin Luther s changes of speaking out against the Catholic Church and creating Lutheranism, then evaluates the positive and negative effects of these changes; discusses Mao Zedong s Communist Revolution and the Great Leap Forward, then evaluates the positive and negative effects of those changes Introduces the theme that individuals have brought about great changes in the history of northern Europe and China by establishing a framework that is beyond a simple restatement of the topic and concludes with an analysis of how Martin Luther and Mao Zedong have brought about these changes Conclusion: Overall, the response best fits the criteria for Level 5. The use of strong historical detail in the discussion of the rise of strong central governments that led to European domination and the spread of Western and modern ideas is particularly interesting. There is a complexity to the evaluations, particularly in noting that, although Mao Zedong restored order to China, his economic policies were disastrous. [16]

Anchor Paper Thematic Essay Level 4 A [17]

Anchor Paper Thematic Essay Level 4 A [18]

Anchor Paper Thematic Essay Level 4 A Anchor Level 4-A The response: Shows a good understanding that Adolf Hitler and Toussaint L Ouverture changed world history and these changes had positive and negative effects on Germany/Europe and Haiti Addresses all aspects of the task, but does so somewhat unevenly by discussing the changes brought about by Adolf Hitler in more depth than the changes brought about by Toussaint L Ouverture Shows an ability to analyze and evaluate the effects of changes made by Adolf Hitler and Toussaint L Ouverture (the extreme nationalism encouraged by Hitler was partially a product of the Treaty of Versailles; the mercantilist system in the French colonies promoted slavery and caused slaves to rebel against the French government in Haiti) Includes relevant facts, examples, and details (World War II; Nazism; war guilt clause; reparation payments; the Aryan race; the final solution; ethnic cleansing; genocide; Holocaust; six million Jews; French mercantilism; Napoleon; Haitian independence) Is a well-developed essay, consistently demonstrating a logical and clear plan of organization Introduces the theme that individuals have brought about great changes in the history of Germany and Haiti by establishing a framework that goes well beyond a simple restatement of the topic and concludes with a summation of the theme Conclusion: Overall, the response fits the criteria for Level 4. The strong introduction and conclusion frame the discussion and the effects of individuals. The weaker discussion of Toussaint L Ouverture s changes and effects is overcome by the good historical detail and good conclusions throughout the response. [19]

Anchor Paper Thematic Essay Level 4 B [20]

Anchor Paper Thematic Essay Level 4 B [21]

Anchor Paper Thematic Essay Level 4 B Anchor Level 4-B The response: Shows a good understanding that Mohandas Gandhi and Fidel Castro changed world history and these changes had positive and/or negative effects on India and Cuba Addresses all aspects of the task, although the depth of the discussion is somewhat limited Shows an ability to analyze and evaluate the effects of changes made by Mohandas Gandhi and Fidel Castro (Gandhi used the international press to win India s independence, which also spread nationalist ideals throughout the world; the adoption of communism by Castro led to economic decline in Cuba) Includes relevant facts, examples, and details (strikes and boycotts; nationalist movements in Ghana and Kenya; nationalization of plantations; trade embargo; Castro s restrictions on emigration; Cold War; Cuban missile crisis) Is a well-developed essay, consistently demonstrating a logical and clear plan of organization Introduces the theme that Mohandas Gandhi and Fidel Castro have brought about great changes in history by repeating the theme and concludes with an analysis of the impact of these individuals Conclusion: Overall, the response best fits the criteria for Level 4. The response has some analytical and evaluative statements, but the somewhat limited details to explain the different aspects of the task detract from the overall quality. [22]

Anchor Paper Thematic Essay Level 4 C [23]

Anchor Paper Thematic Essay Level 4 C [24]

Anchor Paper Thematic Essay Level 4 C Anchor Level 4-C The response: Shows a good understanding that Nelson Mandela and Mohandas Gandhi changed world history and these changes had positive effects on South Africa and India Addresses all aspects of the task, although the depth of the discussion is somewhat limited Shows an ability to analyze and evaluate the effects of changes made by Nelson Mandela and Mohandas Gandhi (the abolition of apartheid in South Africa led to better economic and political opportunity for blacks; Gandhi s belief of equality and the abolition of tyranny has led to democracy and increased participation of all people in the government) Includes relevant facts, examples, and details (apartheid; ANC; economic sanctions; homelands; peaceful resistance; Salt March; Textile Boycott; parliamentary democracy; caste differences; Indian Independence 1947) Is a well-developed essay, consistently demonstrating a logical and clear plan of organization Introduces the theme that that individuals have brought about great changes in the history of South Africa and India by establishing a framework that goes beyond a simple restatement of the topic and concludes with a challenge to other individuals to do something that counts Conclusion: Overall, the response fits most of the criteria for Level 4. Many facts and details are included in the response, but in many cases, they are not explained and discussed. Although all aspects of the task are addressed in a somewhat limited way, the essay lacks the development that would be seen in a Level 5 response. While at times sophisticated ideas are mentioned, they are not dealt with fully. [25]