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New York Regents Global History and Geography June 2015 Exam

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REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GLOBAL HISTORY AND GEOGRAPHY Wednesday, June 17, 2015 9:15 a.m. to 12:15 p.m., only Student Name ______________________________________________________________ School Name _______________________________________________________________ The possession or use of any communications device is strictly prohibited when taking this examination. If you have or use any communications device, no matter how briefly, your examination will be invalidated and no score will be calculated for you. Print your name and the name of your school on the lines above. A separate answer sheet for Part I has been provided to you. Follow the instructions from the proctor for completing the student information on your answer sheet. Then fill 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 to Parts II, III A, and III B. Part I contains 50 multiple-choice questions. Record your answers to these questions as directed on the 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. When you reach this part of the test, enter your name and the name of your school on the first page of this section. Each document is followed by one or more questions. Write your answer to each question in this examination booklet on the lines following that question. 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 declaration printed at the end of the 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. REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY Part I Answer all questions in this part. Directions (1 50): For each statement or question, record on your separate answer sheet the number of the word or expression that, of those given, best completes the statement or answers the question. Base your answer to question 1 on the passage below and on your knowledge of social studies. Base your answer to question 5 on the passage below and on your knowledge of social studies. Oral histories are as old as human beings. Before the invention of writing, information passed from generation to generation through the spoken word. Many people around the world continue to use oral traditions to pass along knowledge and wisdom. Interviews and recordings of community elders and witnesses to historical events provide exciting stories, anecdotes, and other information about the past. Monsoons are relied upon throughout the country to provide water for growing crops. Heavy monsoons, however, can bring floods that often have a high death toll. These floods have been exacerbated [made worse] by deforestation of the hills for industrial and agricultural purposes. It is a fine balance between having plenty of water to flood the rice fields and having too much so that crops, homes, and even lives are lost. The alternative to the floods may be famines. However, India s infrastructure can now deal successfully with these: When the monsoon fails in one area, the army is able to move supplies to the drought-stricken area. As a result of this organization, few lives were lost in the Maharashtra famines of 1965 66 and 1974 75, while more than two million people died in the Bengal famine of 1943. Library of Congress 1 Based on this passage, historians should treat oral histories and oral traditions as (1) persuasive arguments (2) statistical data (3) unbiased sources (4) cultural evidence Louise Nicholson, National Geographic Traveler: India, 2007 2 Which academic discipline focuses study on the roles and functions of government? (1) political science (3) geography (2) anthropology (4) economics 5 Based on this passage, how have the negative effects of the monsoons been reduced in recent years? (1) The army is building dams to hold back the floods. (2) Farmers have begun to grow crops that require less water. (3) Home construction in flood areas has been controlled by government regulations. (4) An improved infrastructure makes it possible to bring supplies to areas in need of help. 3 During the Neolithic Revolution, production of a food surplus led directly to (1) a nomadic lifestyle (2) a reliance on stone weaponry (3) an increase in population (4) a dependence on hunting and gathering 4 Discovery of streets arranged in a grid-like pattern and a system of pipes for moving water in Harappa and Mohenjo-Daro suggest that these ancient river valley cities in South Asia had (1) organized governments (2) subsistence-based economies (3) polytheistic beliefs (4) rigid social classes Global Hist. & Geo. June 15 6 The Egyptians used hieroglyphics in the same way as the Sumerians used (1) ideographs (3) cuneiform (2) calligraphy (4) letters [2] 13 The West African empires of Ghana, Mali, and Songhai were able to thrive because (1) they controlled the gold-salt trade (2) their herds of cattle were in demand (3) their armies took control of much of Africa (4) they adopted Christianity as their primary religion 7 Which geographic feature served as a barrier to political unity and encouraged the rise of independent city-states in ancient Greece? (1) broad plains (3) navigable rivers (2) mountain ranges (4) numerous ports 8 The Tang dynasty contributed to the development of Chinese culture by (1) creating a shogunate (2) producing porcelain and block printing (3) introducing Hinduism as a major philosophy (4) devising a set of laws and carving them on rocks and pillars 14 What was an immediate result of the Black Death? (1) labor shortages (2) overseas exploration (3) decrease in anti-Semitism (4) improvements in medical science 9 A primary goal of European Crusaders fighting in the Middle East was to (1) establish markets for Italian merchants (2) rescue Pope Urban II from the Byzantines (3) halt the advance of Mongol armies in the Asian steppes (4) secure access to Christian holy sites in Jerusalem 15 Which statement best expresses the philosophy of humanism? (1) God selects those to be saved. (2) The pope expresses the ultimate word of God. (3) People have potential and can improve themselves by learning. (4) A person s life on Earth is merely preparation for the afterlife. 10 Increases in trade and commerce that occurred during the late Middle Ages in Europe resulted in (1) lower living standards for guild members (2) the development of more towns and cities (3) a decline in rivalries between kings (4) an increase in the number of self-sufficient manors 16 Which development is most closely associated with early Inca achievements? (1) inventing the wheel as a transportation device (2) improving iron weapons (3) expanding global trade (4) adapting a mountainous environment 11 The writings of both Marco Polo and Ibn Battuta inspired (1) exploration and trade (2) important military expeditions (3) movements for political freedom (4) the spread of Islam to Southeast Asia 17 What was a major effect of the Columbian exchange? (1) economic collapse in Europe (2) introduction of new food crops to Europe (3) decrease in European population (4) expansion of democratic rights throughout Europe 12 Nanjing, Venice, and Mogadishu were powerful and influential cities in the 13th century because they all (1) developed agrarian-based economies (2) served as religious pilgrimage sites (3) established democratic governments (4) took advantage of the factors of location 18 Which policy is a country using when it regulates its colonies imports and exports to produce a favorable balance of trade? (1) embargo (3) mercantilism (2) outsourcing (4) transmigration Global Hist. & Geo. June 15 [3] [OVER] Base your answer to question 19 on the diagram below and on your knowledge of social studies. Saturn Jupiter Mars Moon Fixed Stars Earth Venus Mercury Sun (Not drawn to scale) 19 Which scientist is most directly associated with formulating this view of the solar system? (1) Ptolemy (3) Copernicus (2) Descartes (4) Newton 22 Between 1500 and 1750, which commercial products were produced on Latin American plantations using enslaved laborers? (1) corn and squash (3) sugar and tobacco (2) bananas and tea (4) potatoes and wool 20 Akbar the Great tried to unify the Mughal Empire and create peace between the different people of India by (1) promoting a policy of religious toleration (2) forcing all people to adopt modern dress (3) building the Taj Mahal to inspire healing (4) establishing Buddhism as the state religion 23 The ideas of Enlightenment philosophers were based on (1) efforts to achieve salvation (2) faith in human reason (3) traditional practices (4) the inevitability of poverty 21 Signing of the Magna Carta Signing of the Petition of Right Passage of the English Bill of Rights In England, these events were instrumental in (1) supporting a disarmament policy (2) promoting government control of the economy (3) justifying the acquisition of territory in foreign lands (4) developing parliamentary democracy Global Hist. & Geo. June 15 24 Toussaint L Ouverture and Jos de San Mart n are leaders best known for (1) leading independence movements (2) supporting religious reforms (3) promoting civil disobedience (4) opposing democracy [4] Base your answer to question 25 on the poster below and on your knowledge of social studies. The Tsar, the Priest and the Rich Man on the Shoulders of the Labouring People Source: A. Apsit, Coloured Lithograph, 1918 (adapted) 25 In early 20th-century Russia, which group may have gained support by circulating this poster? (1) aristocracy (3) monarchists (2) Bolsheviks (4) Orthodox clergy Global Hist. & Geo. June 15 [5] [OVER] 31 Which geographic characteristic of Japan most influenced its decision to engage in imperialism in the early to mid-20th century? (1) mountainous terrain (2) lack of natural resources (3) abundance of rivers (4) island location 26 Which course of action does the theory of laissezfaire suggest a government should follow? (1) providing help for people in need (2) establishing businesses to create jobs (3) letting natural laws regulate the economy (4) controlling the mineral resources of a country 27 One effect of the British landlord system in Ireland in the mid-1800s and in India in the early 1900s was that these landlord systems (1) contributed to famine and suffering (2) allowed local economies to prosper (3) emphasized food crops over mining (4) led to an agrarian revolution 32 Which condition was a result of Joseph Stalin s command economy? (1) Peasants were encouraged to sell surplus grain for personal profit. (2) The production of consumer goods increased. (3) National revenue increased allowing for greater individual spending. (4) The government controlled agriculture through collective farms. 28 Commodore Matthew Perry is best known for taking which action? (1) leading the British East India Company (2) rescuing Europeans during the Boxer Rebellion (3) justifying European spheres of influence in China (4) opening Japan to American and European influences 33 After World War I, the rise of Benito Mussolini in Italy and the rise of Adolf Hitler in Germany are most closely associated with (1) the development of fascism (2) the desire for containment (3) an emphasis on democratic traditions (4) a return to conservative religious practices 29 During World War I, developments in military technology led to (1) an early victory by the Allied powers (2) the establishment of industrial capitalism (3) the use of poisonous gas and submarine attacks (4) an increase in ethnic tension in western Europe 34 What was a major reason the Soviet Union established satellite states in Eastern Europe after World War II? (1) developing better trade relations with the West (2) creating a buffer zone against future invasions (3) participating in United Nations peacekeeping missions (4) controlling the Organization of Petroleum Exporting Countries (OPEC) 30 One major reason the League of Nations failed was that it (1) was not included in the Versailles Treaty (2) was controlled by communist Russia (3) frightened many nations with its large military force (4) lacked the support of many of the major world powers during crises Global Hist. & Geo. June 15 [6] Base your answer to question 35 on the excerpt below and on your knowledge of social studies. Base your answer to question 38 on the passage below and on your knowledge of social studies. The achievement gap between black and white students in South Africa is enormous. In the province of Western Cape, only 2 out of 1,000 sixth-graders in predominantly black schools performed at grade level on a math test in 2005, compared with 2 out of 3 children in schools once reserved for whites that are now integrated, but generally in more affluent [wealthier] neighborhoods. More than 30 years after Year Zero and more than a decade after the return to democracy, Cambodia remains in a league of its own miserable, corrupt and compassionless. Only the toughest and the most unscrupulous can make it and get ahead. There is hardly any social net to speak of; the savage insanity of the Khmer Rouge has been replaced with savage capitalism, but often with the same people in charge. Celia W. Dugger Andre Vitchek, A Tortured History and Unanswered Questions 35 Which underlying historical factor most significantly contributed to this achievement gap? (1) inequalities existing between the races under apartheid (2) economic sanctions placed on school communities (3) lack of governmental support for white educational programs (4) a period of political assassinations and civil war 38 What does the author of this 2006 passage conclude? (1) As democracy develops, circumstances will improve. (2) Though governments change, circumstances often remain the same. (3) New leadership is determined to replace the Khmer Rouge. (4) Harsh living conditions have caused people to rely extensively on a social net. 36 India Partitioned at Independence Serbs Fuel Conflict in Kosovo Grievances Divide Hutu and Tutsi 39 Which action was taken by Deng Xiaoping to improve the economy of China? (1) discouraging foreign investment (2) encouraging some capitalist practices (3) organizing the Red Guard (4) practicing glasnost Which conclusion do these headlines support? (1) Cultural diversity leads to stable societies. (2) Ethnic and religious differences have been sources of tension. (3) Economic cooperation can overcome political issues. (4) Gender differences are more powerful than differences in social status. 40 Which revolution led to increases in global food production as a result of using genetically altered seeds and large amounts of chemical fertilizers and pesticides? (1) Cultural (3) Scientific (2) Glorious (4) Green 37 Many conflicts in the Middle East during the post World War II period have directly resulted from (1) the dissolution of the Arab League (2) border clashes between Iran and China (3) disputes related to Palestine (4) the partition of Egypt Global Hist. & Geo. June 15 [7] [OVER] 43 The use of the decimal system, advancements in medicine, and construction of Hindu temples are most closely associated with the golden age of the (1) Abbassid dynasty (3) Gupta Empire (2) Han dynasty (4) Roman Empire Base your answer to question 41 on the cartoon below and on your knowledge of social studies. 44 One reason the Justinian Code was significant was that it (1) became the foundation of the modern legal systems of many Western countries (2) established the basis for the development of the Code of Hammurabi (3) incorporated laws from all over Asia and Europe (4) led to the protection of inalienable rights in Roman territories Source: Arend Van Dam, http://www.politicalcartoons.com, July 22, 2010 (adapted) 45 Which technological development contributed most directly to the success of the Protestant Reformation? (1) astrolabe (3) wheel (2) compass (4) printing press 41 What is the main idea of this 2010 cartoon? (1) Pakistan plays a minor role in the affairs of Afghanistan. (2) The United States and Pakistan will join forces to remove the Taliban. (3) Disputes over water rights between Pakistan and Afghanistan continue to create challenges. (4) The Taliban will pose a threat to Afghanistan when the United States leaves. 46 Liberty, Equality, Fraternity and Peace, Land, and Bread are slogans used by revolutionaries to represent (1) frameworks for economic stability (2) political and economic ideals (3) plans for maintaining the social hierarchy (4) methods of political reform 42 The World Trade Organization (WTO), North American Free Trade Agreement (NAFTA), and European Union (EU) all share the primary goal of (1) promoting space exploration and maintaining satellites (2) increasing economic aid to developing nations (3) encouraging trade between countries and lowering trade barriers (4) developing regulations to preserve the environment Global Hist. & Geo. June 15 47 One way in which Otto von Bismarck and Camillo Cavour are similar is that both leaders (1) followed a policy of isolationism (2) adopted papal policies (3) led an African independence movement (4) promoted unification to form a new nationstate [8] 49 One way in which the rule of Peter the Great in Russia and the rule of Emperor Meiji in Japan are similar is that both leaders (1) emancipated serfs (2) granted equality to women (3) encouraged modernization (4) ruled according to a constitution 48 Which title best completes the partial outline below? I._______________________________ A. During the early 1800s, Napoleon Bonaparte s grand army sweeps across eastern Europe. B. During World War I, Germany invades France through Belgium. C. During World War II, Germans blitzkrieg western Europe. (1) (2) (3) (4) 50 One purpose of the Nuremberg Trials and of the Truth and Reconciliation Commission in South Africa was to (1) address human rights abuses (2) support the establishment of democratic governments (3) establish free trade zones throughout the world (4) provide encouragement to people behind the Iron Curtain Importance of Rivers as Invasion Routes Stalemate of Trench Warfare Use of the Northern Plain for Conquest Role of Naval Blockades in Wars Global Hist. & Geo. June 15 [9] [OVER] 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: Belief Systems Movements Belief systems are an established, orderly way that groups or individuals look at religious faith or philosophical principles. Some belief systems have spread outside their places of origin. The diffusion of these belief systems has affected other societies and regions in various ways. Task: Select two belief systems that have spread outside their place of origin and for each Discuss a central principle of this belief system Discuss how this belief system spread to another region Discuss an effect of the spread of this belief system on a society or region You may use any belief system from your study of global history and geography. Some suggestions you might wish to consider include Buddhism, Confucianism, Judaism, Christianity, Islam, and communism. You are not limited to these suggestions. Do not use the United States as a region to which a belief system has spread. 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 15 [10] NAME _____________________________________ SCHOOL ___________________________________ Part III DOCUMENT-BASED QUESTION This question is based on the accompanying documents. The question is designed to test your ability to work with historical documents. Some of these documents have been edited for the 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. Keep in mind that the language used in a document may reflect the historical context of the time in which it was written. Historical Context: Throughout history, empires such as the Roman, the Ottoman, and the British have faced various problems that led to their decline. The decline of these empires has influenced changes in societies and regions. Task: Using the 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 Select two empires mentioned in the historical context and for each Describe problems that led to this empire s decline Discuss how this empire s decline influenced change in a society and/or a region In developing your answers to Part III, be sure to keep these general definitions in mind: (a) describe means to illustrate something in words or tell about it (b) discuss means to make observations about something using facts, reasoning, and argument; to present in some detail Global Hist. & Geo. June 15 [11] [OVER] 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 Roman Empire A.D. 350 476 North Sea 6 -40 -3 95 H Vandals 429-455 a le ntinop ) Consta m tiu (Byzan 39 5 Black Sea Se ITALY ian s, Hu ns sp 410 Visigoths Rome attack Rome. h 10 6-4 37 412-418 Huns 350-376 5 G oths 376 s SPAIN e V ot ig is S u ev s Visigoth 75- 40 Ca Al an s, 15 GERMANY 5 37 V 40 an 64 GAUL ns 3 s A la ls da un ATLANTIC OCEAN o-Saxons 410 Angl 376 -37 8 BRITAIN Huns migrate from central Asia. Go t hs 407 Western Empire abandons Britain. PERSIA Mediterranean Sea 455 Vandals attack Rome. 476 Last western Roman emperor deposed. SAHARA ea Eastern Empire dS Western Empire Re A.D. 350 476 Capital Source: The Nystrom Atlas of World History, Herff Jones Education Division (adapted) 1 Based on the information shown on this map, state one problem that helped bring about the decline of the Roman Empire. [1] Score Global Hist. & Geo. June 15 [12] Document 2 By the middle of the second century Italy [within the Roman Empire] was in a state of decline. By the time of Diocletian, at the opening of the fourth century, decay was apparent throughout the empire. Commerce had largely disappeared owing to the lack of customers, to piracy on the seas, and to insecurity of the roads on land. Generally speaking, purchasing power at that time was confined to the public officials, to the army officers, and to the great landowners. Trade in the everyday objects of daily use had all but disappeared, but trade in luxuries prospered. The cities in the west, omitting the places where government centered, were usually in decline; their commercial and industrial classes had disappeared, the old traders having been replaced by the traveling eastern merchant, of whom the Syrian was the most notorious. Foreign trade was sharply curtailed. At various times the government attempted to prohibit the export of various commodities, among them wine, oil, grain, salt, arms, iron, and gold. With this curbing of exports there was also an effort made to control certain imports such as is evidenced by the state monopoly in silk. These two movements hampered commercial contracts outside the empire and all but killed what was left of foreign trade. Source: Louis C. West, The Economic Collapse of the Roman Empire, The Classical Journal, November 1932 2 According to Louis C. West, what were two economic problems the Roman Empire faced during its period of decline? [2] (1)______________________________________________________________________________________ ______________________________________________________________________________________ Score (2)______________________________________________________________________________________ ______________________________________________________________________________________ Score Global Hist. & Geo. June 15 [13] [OVER] Document 3 As western Europe fell to the Germanic invasions, imperial power shifted to the Byzantine Empire, that is, the eastern part of the Roman Empire, with its capital at Constantinople. The eastern provinces of the former Roman Empire had always outnumbered those in the west. Its civilization was far older and it had larger cities, which were also more numerous than in the west. Source: Steven Kreis, The History Guide: Lectures on Ancient and Medieval European History, Lecture 17, History Guide online 3 According to Steven Kreis, what was one change that resulted from the fall of the western half of the Roman Empire? [1] Score Global Hist. & Geo. June 15 [14] Document 4 The power of the [Ottoman] Empire was waning [fading] by 1683 when the second and last attempt was made to conquer Vienna. It failed. Without the conquest of Europe and the acquisition of significant new wealth, the Empire lost momentum and went into a slow decline. Several other factors contributed to the [Ottoman] Empire s decline: Competition from trade from the Americas Competition from cheap products from India and the Far East Development of other trade routes Rising unemployment within the Empire Ottoman Empire became less centralised, and central control weakened Sultans being less severe in maintaining rigorous standards of integrity in the administration of the Empire Sultans becoming less sensitive to public opinion Source: Ottoman Empire (1301 1922), BBC online, 2009 (adapted) 4a According to the BBC, what was one economic problem that contributed to the decline of the Ottoman Empire? [1] Score b According to the BBC, what was one political problem that contributed to the decline of the Ottoman Empire? [1] Score Global Hist. & Geo. June 15 [15] [OVER] Document 5 In 1875, the Slavic peoples living in the Ottoman provinces of Bosnia and Herzegovina (currently the state of Bosnia-Herzegovina), led an uprising against the Ottomans in order to gain their freedom. The general weakness of the Ottomans led two independent, neighbor Slavic states, Montenegro and Serbia, to aid the rebellion. Within a year, the rebellion spread to the Ottoman province of Bulgaria. The rebellion was part of a larger political movement called the Pan-Slavic movement, which had as its goal the unification of all Slavic peoples most of whom were under the control of Austria, Germany, and the Ottoman Empire into a single political unity under the protection of Russia. Anxious also to conquer the Ottomans themselves and seize Istanbul, the Russians allied with the rebels, Serbia, and Montenegro and declared war against the Ottomans. Source: Richard Hooker, European Imperialism and the Balkan Crisis, The Ottomans, World Cultures 5 According to Richard Hooker, what was one problem faced by the Ottomans during the decline of their Empire? [1] Score Document 6 Mustafa Kemal [Atat rk] was a secular nationalist who believed that all the inheritance of the Ottoman Empire should be abandoned and Turkey should be transformed into a modern European state. This involved less of a sudden break with the past than might appear. The Tanzimat reforms [between 1839 and 1876] had laid the foundations of a secular state, and the Young Turks, even while attempting to preserve the empire, had given a powerful impetus [motivation] to the cause of Turkish nationalism. During the war years [1914 1918], the secularization of education had proceeded and the universities and public positions had been opened to women. Certain of the law courts under the control of the religious authorities had been placed under the Ministry of Justice. A law in 1916 had reformed marriage and divorce. Source: Peter Mansfield, A History of the Middle East, Viking 6 According to Peter Mansfield, what was one change that occurred as the Ottoman Empire declined and a new state of Turkey began to take shape? [1] Score Global Hist. & Geo. June 15 [16] Document 7 The British Empire and Mandates in the Early 1920s Great Britain NORTH AMERICA EUROPE ASIA AFRICA SOUTH AMERICA Key AUSTRALIA British Empire League of Nations Mandates under British rule Anglo-Egyptian Condominium under British rule Source: Encyclopedia Britannica Kids (adapted) 7 Based on the information shown on this map, what was a problem the British faced that made it difficult to govern its empire? [1] Score Global Hist. & Geo. June 15 [17] [OVER] Document 8 World War II greatly changed the British attitude toward the idea of India s freedom. The fear that an independent India would not pay its debt to Great Britain was no longer valid. Great Britain actually owed India over a billion pounds. Nor was the concern that there were not enough Indian military officers to take over the Indian army from the British. As a result of the war, more than fifteen thousand Indian officers were available. In addition, many British soldiers who returned home from serving in India realized how unpopular their government was among the Indian people. In Great Britain, the Labour Party under Clement Attlee defeated Winston Churchill s Conservatives and took charge of the government. The Labour Party, already sympathetic to the idea of India s independence, faced a great deal of unrest in India. The cold winter of 1945 46 made shortages of food and clothing even worse. Many nationalist leaders, recently released from prison, gave speeches encouraging violent actions to achieve freedom. In Calcutta, demonstrations led to riots in which over thirty people were killed and several hundred injured. Source: Indian Independence and the Question of Pakistan, Choices Program, Watson Institute for International Studies, Brown University 8 Based on this excerpt from Indian Independence and the Question of Pakistan, what were two factors that made Great Britain more willing to grant India independence? [2] (1)______________________________________________________________________________________ ______________________________________________________________________________________ Score (2)______________________________________________________________________________________ ______________________________________________________________________________________ Score Global Hist. & Geo. June 15 [18] Document 9 During the last 60 years [since 1928], the British Empire has broken apart. Most of the nations that were in the empire demanded and got their independence. With the empire gone, Britain lost a major source of wealth. At the same time, it lost industrial advantages it had enjoyed for many years. Source: Clare McHugh, Scholastic World Cultures: Western Europe, Scholastic, 1988 9 According to Clare McHugh, what was one change Great Britain faced with the breakup of its empire? [1] Score Global Hist. & Geo. June 15 [19] [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 in your essay. Support your response with relevant facts, examples, and details. Include additional outside information. Historical Context: Throughout history, empires such as the Roman, the Ottoman, and the British have faced various problems that led to their decline. The decline of these empires has influenced changes in societies and regions. Task: Using the information from the documents and your knowledge of global history, write an essay in which you Select two empires mentioned in the historical context and for each Describe problems that led to this empire s decline Discuss how this empire s decline influenced change in a society and/or a region Guidelines: In your essay, be sure to Develop all aspects of the task Incorporate information from at least four documents Incorporate relevant outside information 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 15 [20] FOR TEACHERS ONLY The University of the State of New York VOLUME 1 2 OF REGENTS HIGH SCHOOL EXAMINATION MC & THEMATIC GLOBAL HISTORY AND GEOGRAPHY Wednesday, June 17, 2015 9:15 a.m. to 12:15 p.m., only SCORING KEY FOR PART I AND RATING GUIDE FOR PART II (THEMATIC ESSAY) Updated information regarding the rating of this examination may be posted on the New York State Education Department s web site during the rating period. Visit the site at: http://www.p12.nysed.gov/assessment/ and select the link Scoring Information for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and several times throughout the Regents Examination period. Scoring the Part I Multiple-Choice Questions Follow the procedures set up by the Regional Information Center, the Large City Scanning Center, and/or the school district for scoring the multiple-choice questions. If the student s responses for the multiple-choice questions are being hand scored prior to being scanned, the scorer must be careful not to make any marks on the answer sheet except to record the scores in the designated score boxes. Any other marks on the answer sheet will interfere with the accuracy of scanning. Multiple Choice for Part I Allow 1 credit for each correct response. Part I 1 ......4...... 13 . . . . . . 1 . . . . . . 26 . . . . . . 3 . . . . . . 39 . . . . . . 2 . . . . . . 2 ......1...... 14 . . . . . . 1 . . . . . . 27 . . . . . . 1 . . . . . . 40 . . . . . . 4 . . . . . . 3 ......3...... 15 . . . . . . 3 . . . . . . 28 . . . . . . 4 . . . . . . 41 . . . . . . 4 . . . . . . 4 ......1...... 16 . . . . . . 4 . . . . . . 29 . . . . . . 3 . . . . . . 42 . . . . . . 3 . . . . . . 5 ......4...... 17 . . . . . . 2 . . . . . . 30 . . . . . . 4 . . . . . . 43 . . . . . . 3 . . . . . . 6 ......3...... 18 . . . . . . 3 . . . . . . 31 . . . . . . 2 . . . . . . 44 . . . . . . 1 . . . . . . 7 ......2...... 19 . . . . . . 3 . . . . . . 32 . . . . . . 4 . . . . . . 45 . . . . . . 4 . . . . . . 8 ......2...... 20 . . . . . . 1 . . . . . . 33 . . . . . . 1 . . . . . . 46 . . . . . . 2 . . . . . . 9 ......4...... 21 . . . . . . 4 . . . . . . 34 . . . . . . 2 . . . . . . 47 . . . . . . 4 . . . . . . 10 . . . . . . 2 . . . . . . 22 . . . . . . 3 . . . . . . 35 . . . . . . 1 . . . . . . 48 . . . . . . 3 . . . . . . 11 . . . . . . 1 . . . . . . 23 . . . . . . 2 . . . . . . 36 . . . . . . 2 . . . . . . 49 . . . . . . 3 . . . . . . 12 . . . . . . 4 . . . . . . 24 . . . . . . 1 . . . . . . 37 . . . . . . 3 . . . . . . 50 . . . . . . 1 . . . . . . 25 . . . . . . 2 . . . . . . 38 . . . . . . 2 . . . . . . Copyright 2015 The University of the State of New York THE STATE EDUCATION DEPARTMENT Albany, New York 12234

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