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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] REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY Printed on Recycled Paper REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY 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 Contents of the Rating Guide For Part I (Multiple-Choice Questions): Scoring Key For Part II (thematic) essay: 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 General: Test Specifications Web addresses for the test-specific conversion chart and teacher evaluation forms Mechanics of Rating The following procedures are to be used in rating essay 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 Scoring the Regents Examination in Global History and Geography and United States History and Government. Rating the Essay Question (1) Follow your school s procedures for training raters. This process should include: 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. Schools are not permitted to rescore any of the open-ended questions (scaffold questions, thematic essay, DBQ essay) on this exam after each question has been rated the required number of times as specified in the rating guides, regardless of the final exam score. Schools are required to ensure that the raw scores have been added correctly and that the resulting scale score has been determined accurately. Teachers may not score their own students answer papers. Global Hist. & Geo. Rating Guide June 15 [2] Vol. 1 Global History and Geography Content-Specific Rubric Thematic Essay June 2015 Theme: Belief Systems Movement 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. Scoring Notes: 1. This thematic essay has a minimum of six components (for two belief systems, discussing a central principle of each belief system, how the belief system spread to at least one other region and at least one effect of the spread of this belief system on a society or region). 2. The region or society does not have to be specifically identified as long as it is implied in the discussion. 3. The central principles of the belief system may be similar; however, the details of the discussion should be different, e.g., monotheism as a central principle of Islam and of Christianity. 4. The discussion about how the belief systems spread may be similar; however, the details of each discussion should be different, e.g., both Buddhist missionaries and Christian missionaries spread their belief systems along trade routes. 5. The spread of the belief system may be discussed broadly across time and place or narrowly in a specific society or region. 6. The effect on a society or region to which this belief system spread may be discussed from any perspective as long as the position taken is supported by accurate historical facts and examples. 7. If three belief systems are discussed, only the first two belief systems may be scored. Global Hist. & Geo. Rating Guide June 15 [3] Vol. 1 Score of 5: Thoroughly develops all aspects of the task for two belief systems evenly and in depth by discussing a principle central to each belief system, how each belief system spread to another region and at least one effect of the spread of this belief system on a society or region Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g., communism: connects the spread of Karl Marx s theory that the proletariat would unite and overthrow the bourgeois to Russian revolutionaries advancing this idea in Russia and to how Lenin s and/or Stalin s policies changed Russian society; Islam: connects the importance of the Qur an and the Five Pillars of Faith as a way of life for Muslims to the spread of Islam into sub-Saharan Africa where merchants served as the carriers of Islam and to how the conversion of sub-Saharan traders and rulers by Islamic religious leaders led to the increased influence of Islam in Mali through trade, the building of mosques, the establishment of an important center of learning, and the creation of a justice system based on Islam Richly supports the theme with relevant facts, examples, and details, e.g., communism: Communist Manifesto; Bolsheviks; factory conditions; October Revolution; withdrawal from World War I; War Communism; New Economic Policy; five-year plans; collectivization; secret police; totalitarianism; purges; Islam: Mecca; Muhammad; jihad; camel caravans; hajj; alms; Ramadan; gold-salt trade; Mansa Musa; Timbuktu; literacy Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme 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 others or discussing all aspects of the task for one belief system more thoroughly than the second Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g., communism: discusses Karl Marx s idea that the proletariat would revolt, how Russian revolutionaries advanced this idea in a climate of Russian societal discontent, and how Lenin s and Stalin s policies affected Russian society; Islam: discusses how the Five Pillars of Faith found in the Qur an influence the lives of Muslims, how the gold-salt trade led to the spread of Islam to sub-Saharan Africa, and how Islam had an impact on cultural development in Mali 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 four 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 Note: If all aspects of the task are thoroughly developed evenly and in depth for one belief system and if the response meets most of the other Level 5 criteria, the overall response may be a Level 3 paper. Global Hist. & Geo. Rating Guide June 15 [4] Vol. 1 Score of 2: Minimally develops all aspects of the task or develops at least three 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 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 *The term create as used by Anderson/Krathwohl, et al. in their 2001 revision of Bloom s Taxonomy of Educational Objectives refers to the highest level of the cognitive domain. This usage of create is similar to Bloom s use of the term synthesis. Creating implies an insightful reorganization of information into a new pattern or whole. While a Level 5 paper will contain analysis and/or evaluation of information, a very strong paper may also include examples of creating information as defined by Anderson and Krathwohl. All sample student essays in this rating guide are presented in the same cursive font while preserving actual student work, including errors. This will ensure that the sample essays are easier for raters to read and use as scoring aids. Raters should continue to disregard the quality of a student s handwriting in scoring examination papers and focus on how well the student has accomplished the task. The contentspecific rubric should be applied holistically in determining the level of a student s response. Global Hist. & Geo. Rating Guide June 15 [5] Vol. 1 Anchor Paper Thematic Essay Level 5 A Belief systems are philosophical ideas or religious faiths that a group of people choose to follow. Many times belief systems are diffused into other cultures through commerce and the support of those in authority. Two very prominent belief systems that diffused into other regions of the world were the religious faith of Islam in its introduction to West Africa and the philosophy of Confucianism to Japan by way of Korea. Muslims demonstrate submission to Allah through the Five Pillars. T hey publicly state their belief in one God and that Mohammed is his messenger. Prayer five times a day facing Mecca, Islam s most sacred city, is a daily ritual for all Muslims. Charity for the less fortunate (alms) is expected of all Muslims capable of giving. Fasting from sunrise to sunset during Ramadan further emphasizes submission to the will of God. A pilgrimage to Mecca called the Hajj is to be attempted by all Muslims at least once in a lifetime. Islam was founded in 622 by the prophet Muhammed in present day Saudi Araba. After many years of conquering territory across northern Africa by the Umayyad Dynasty, many leaders in West Africa were converted to Islam as a result of trade. Merchants brought Islam to western Africa, but the religious leaders who followed them converted nonbelievers Once West African leaders converted, they often used Islam to reinforce their authority by merging Islam with local culture. By the 14th century in the Niger River Valley Islam was an important force because it was tied to the trade of salt for gold across the Sahara. Because Mali controlled the gold mines it became a powerful Islamic state. One of Mali s kings, Munsa Musa, made a pilgrimage to Mecca. Not only did this stimulate commerce but it also Global Hist. & Geo. Rating Guide June 15 [6] Vol. 1 Anchor Paper Thematic Essay Level 5 A brought about a great flourishing of Islamic culture. Muslim scholars made Timbuktu a center of Muslim learning. Mansa Musa built numerous mosques and schools and used Islamic law to maintain order. T he philosphical idea of Confucianism appeared in China near the end of the Zhou dynasty following the era of warring states. Confucius believed that the key to social order was to be found in everyone accepting their positions and responsibilites as found in the Five Relationships. T he Analects discuss how, no matter what position a person holds, there are responsibilities at every level. A just ruler is owed loyalty by all subjects but he owes them just rule. T he father is head of the family and is owed the loyalty of the son. T he wife must respect the husband, the older brother is owed respect by the younger, and a friend must respect another friend. T his idea influenced the social and political structure of China. T hroughout history China had much influence in Japan. T he nearness of the Korean peninsula formed a link between mainland China and the islands of Japan. Confucianism travelled overland through Korea and then by sea to Japan largely by trade and foreign missions. It arrived at about the same time Japan was trying to centralize its government under dynastic rule. Rulers adapted Confucianism to Japanese conditions. Giving everyone responsibilites paralleled what China was doing in creating roles for the good of society. T he teaching of filial piety influenced Japanese social life and family relationships. T his provided structure for maintaining order. It also emphasized the authority of the ruler and ensured loyalty to the state. T he spread of Confucianism to Japan was aided by use of the Global Hist. & Geo. Rating Guide June 15 [7] Vol. 1 Anchor Paper Thematic Essay Level 5 A Chinese writing system as the means of carrying it to Japan. T he Five Pillars of Islam were carried to Mali and the Niger River Valley through trade across the Sahara. T he Five Relationships of Confucianism were carried from China to Japan through trade across the Korean Peninsula. Both belief systems had social, political and economic influence in the areas they were spread. Anchor Level 5-A The response: Thoroughly develops all aspects of the task evenly and in depth by discussing a central principle of Islam and Confucianism, how these belief systems spread to other regions, and an effect on a society to which each belief system spread Is more analytical than descriptive (Islam: Muslims demonstrate submission to Allah through Five Pillars; fasting from sunrise to sunset during Ramadan further emphasizes submission to the will of God; many years of conquering territory across northern Africa by the Umayyad Dynasty; by the 14th century in Niger River valley, Islam was an important force because it was tied to the trade of salt for gold across the Sahara; because Mali controlled gold mines, it became a powerful Islamic state; stimulated commerce and brought about a flourishing of Islamic culture; Muslim scholars made Timbuktu a center of Muslim learning; Islamic law used to maintain order; Confucianism: appeared in China near the end of the Zhou dynasty following era of warring states; the Analects discuss how, no matter what position a person holds, there are responsibilities at every level; a just ruler is owed loyalty by all subjects, but he owes them just rule; the father is head of the family and is owed the loyalty of the son; influenced social and political structure of China; nearness of Korean peninsula formed link between mainland China and the islands of Japan; rulers adapted Confucianism to Japanese conditions; giving everyone responsibilities paralleled what China was doing in creating roles for the good of society; filial piety influenced Japanese social life and family relationships) Richly supports the theme with relevant facts, examples, and details (Islam: one God, Muhammad is His messenger; Mecca, Islam s most sacred city; Hajj; founded in 622 by Muhammad in present-day Saudi Arabia; Mansa Musa; pilgrimage; built numerous mosques and schools; Confucianism: China had much influence on Japan; travelled overland through Korea then by sea to Japan largely by trade and foreign missions; Japan trying to centralize its government; ensured loyalty to the state; use of Chinese writing system) Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Conclusion: The response fits the criteria for Level 5. Good use of detail and analysis characterize strong theme development throughout the response. The response effectively demonstrates that the diffusion of Islam in West Africa and Confucianism in Japan created societal unity by establishing expected social and political behaviors. Global Hist. & Geo. Rating Guide June 15 [8] Vol. 1 Anchor Paper Thematic Essay Level 5 B Religious belief systems have guided people for thousands of years, creating and unifying communities, and giving humans purpose and goals. At the same time, they have also caused tensions between different religious groups, or different sects of one religion. Both Buddhism and Islam have been around for centuries, and during this time, have spread throughout many regions of the world. T he main goal of Buddhism is to reach nirvana which is a state of being at one with oneself. Buddhists believe that Siddhartha Guatama founded this belief system and became known as Buddha, the Enlightened One. One reaches an enlightened state by accepting the 4 noble truths and following the eightfold path. In doing this a person is freed of desire and suffering through, for example, right thought, right speech, and right action. Buddhism spread along the Silk Road by merchants and missionaries to the regions of China, Korea, and Japan. Merchants helped spread Buddhism by supporting the building of temples along the Silk Road, exposing more people to the belief system. Missionaries maintained the temples and actively sought new followers. From its origin in northern India, Buddhism traveled north and east along the Silk Roads. Since these East Asian regions already had their own belief systems such as Confucianism or Shinto, they incorporated aspects of Buddhism into their cultures. Cultural diffusion through Korea brought Buddhism to Japan resulting in temples being built throughout the country. Buddhism became more or less the official religion after Prince Shotoku adopted it. He believed the various groups of Japan could be united by Buddhism. Even today, Japanese culture shows how Buddhism and Shinto exist side by side. T he tea ceremony is a Buddhist ceremony Global Hist. & Geo. Rating Guide June 15 [9] Vol. 1 Anchor Paper Thematic Essay Level 5 B representing the spirit of harmony. In many homes Shinto and Buddhist altars are found side by side. For many, Shinto represents creative forces in nature like Mt. Fuji while Buddhism is often employed with sadder occasions like funerals. Islam was founded in the 600 s by a man named Mohammad who lived in the city of Mecca in Saudi Arabia. A religious experience caused him to preach monotheism in a society that worshipped many gods. In 622 he fled from Mecca. He arrived in Medina, another Middle Eastern city, bringing his beliefs along with him, where they became extremely popular. Mohammad and his followers returned to conquer Mecca and make it the most sacred city of Islam. Mohammad continued to preach the word until his death. After his death a series of successors spread the faith by conquest throughout northern Africa and into Europe. People all over the Middle East adopted the religion and it was spread along trade routes such as Trans-Saharan trade routes, Indian Ocean, and the Mediterranean Sea by merchants and missionaries. Muslims everywhere are united in their commitment to the Five Pillars. T he pillars include a statement of faith: there is but one God, Allah, and Mohammad is his prophet, offering charity to the poor, fasting during the holy month of Ramadan, praying 5 times a day facing the city of Mecca, and making a hajj to Mecca once in one s lifetime. After forces from northern Africa conquered Gibraltar and southern Spain, Islam reshaped Spanish culture. Cordova became the capital and a great center of learning. Islamic scholars translated and preserved Greek and Roman findings in math, science, astronomy, and medicine. Huge libraries were built emphasizing the importance Global Hist. & Geo. Rating Guide June 15 [10] Vol. 1 Anchor Paper Thematic Essay Level 5 B of learning to Islam. T hese and other structures had quotations from the Qur an on their walls demonstrating Muslim values. Buddhism and Islam do not have many similar characteristics. However, both have spread to regions other than where they originated. Islam spread to Spain by conquest while Buddhism was spread to Japan by missionaries. T hese belief systems helped to unify communities and had an impact on their architecture, arts, and learning. Anchor Level 5-B The response: Thoroughly develops all aspects of the task evenly and in depth by discussing a central principle of Buddhism and Islam, how these belief systems spread to other regions, and an effect on a society to which each belief system spread Is more analytical than descriptive (Buddhism: main goal is to reach nirvana, which is a state of being at one with oneself; person is free of desire and suffering through right thought, right speech, right action; merchants supported building temples along Silk Road, exposing more people to belief system; regions that had established belief systems incorporated aspects of Buddhism in their cultures; Japanese culture shows how Buddhism and Shinto exist side by side; tea ceremony is a Buddhist ceremony representing spirit of harmony; many Shinto and Buddhist altars found side by side; Islam: Muhammad preached monotheism in a society that worshipped many gods; Muhammad returned to Mecca and made it most sacred city of Islam; people all over Middle East adopted the religion; spread along trade routes such as trans-Saharan, Indian Ocean, and Mediterranean Sea by merchants and missionaries; Muslims everywhere are united in their commitment to the Five Pillars; Islam reshaped Spanish culture; Islamic scholars translated and preserved Greek and Roman findings in math, science, astronomy, and medicine; huge libraries emphasized the importance of learning to Islam) Richly supports the theme with relevant facts, examples, and details (Buddhism: Siddhartha Gautama founded belief system and became known as Buddha, the Enlightened One; reach enlightened state by accepting Four Noble Truths and following Eightfold Path; spread by missionaries to China, Korea, Japan; origin in northern India; Confucianism; Islam: founded in 600s by Muhammad; Medina; Saudi Arabia; fled in 622; one God, Allah; charity to poor; fasting during Ramadan; hajj to Mecca once in one s lifetime; forces from northern Africa conquered Gibraltar and southern Spain; Cordova) Demonstrates a logical and clear plan of organization; includes an introduction that is beyond a restatement of the theme and a brief conclusion Conclusion: Overall, the response fits the criteria for Level 5. The response combines numerous facts, examples, and details in analyzing various forms of cultural diffusion and the manner in which belief systems spread. The response does a good job of demonstrating how the introduction of new belief systems influenced the cultures of Spain and of Japan. Global Hist. & Geo. Rating Guide June 15 [11] Vol. 1 Anchor Paper Thematic Essay Level 4 A Belief systems have been established since the beginning of civilization. T hey are an established, orderly way that groups or individuals look at religious faith or philosophical principles. Buddhism and Islam are both examples of how belief systems spread outside of their point of origin and effected the people of the region. Belief systems are ideas that instill stability and hope and impact groups or individuals in a region. Islam is an example of a belief system that spread from its origin and had a great impact on the regions it spread to. One central principle of this belief system is the Five Pillars: Faith, prayer, alms, pilgrimage and fasting. Muslims, worshippers of Allah, believed that there is one god, Allah and that his messenger was Muhammed. T hey had to pray 5 times a day toward the position of Mecca, they had to give to the less fortunate, fast during the holy month of Ramadan because they believed spiritual needs were more important than physical needs and they had to visit the holy city of Mecca at least once in a lifetime. During the time the Ottoman empire expanded, this belief system was spread through conquest. One key region of expansion was the Balkan Peninsula where the janissaries demonstrated the power of the Ottomans. Christian people of the conquered lands did not need to convert, but could pay a special tax so they could practice their own religion. However, male children were taken from peasant families to become janissaries. T hose children had to convert to Islam and loyally serve the sultan. Many families considered this an honor. T he Ottomans promoted stability by blending Islamic influences and those of the many cultures under their rule. A symbol of the effect of the spread of Islam in Global Hist. & Geo. Rating Guide June 15 [12] Vol. 1 Anchor Paper Thematic Essay Level 4 A Constantinople is the conversion of the Eastern Orthodox cathedral of Hagia Sophia to a mosque. Decorative art influenced by Islam featured geometric design, not human forms, leading to the removal of Christian icons. Minarets were installed to call Muslims to prayer. Additionally, Buddhism is another belief system that had an impact on the lands it spread to. An offshoot of Hinduism, it originated in India, founded by Siddhartha Gautamna. In Buddhism one strives to reach nirvana, a state of enlightenment by accepting the Four Noble Truths and practicing the Eightfold Path. One who desires suffers, therefore the Eightfold path was devised as a way to help one fight desire and reach nirvana. Buddhism spread through trade and traveled to other regions by way of the Silk Road. Caravans to China carried Buddhist texts and statues. Buddhism came to China during the Han dynasty but did not reach its height until later. T he impact of the activities of merchants and missionaries was cultural diffusion. T housands of temples and pagodas were constructed as places for the faithful to pray. Temples cared for by Buddhist monks were a sign of the adaptation of this foreign culture. In conclusion, various belief systems provided different ideas. Some forced religious conversion while others did not. T hese belief systems such as Buddhism and Islam allowed for hope and stability and instilled some sort of peace either physically or mentally. T hey have impacted the people of a specific region and are even being practiced today. Global Hist. & Geo. Rating Guide June 15 [13] Vol. 1 Anchor Level 4-A The response: Develops all aspects of the task for Islam more thoroughly than for Buddhism Is both descriptive and analytical (Islam: Muslims fast during the month of Ramadan because they believed spiritual needs were more important than physical needs; during the time the Ottoman Empire expanded, one key region of expansion was the Balkan Peninsula where the janissaries demonstrated the power of the Ottomans; Christian people of conquered lands did not need to convert but could pay a special tax so they could practice their own religion; Ottomans promoted stability by blending Islamic influences and those of the many cultures under their rule; a symbol of the effect of the spread of Islam is conversion of the Eastern Orthodox cathedral of Hagia Sophia to a mosque; decorative art influenced by Islam featured geometric design, not human forms, leading to removal of Christian icons; Buddhism: one who desires suffers, therefore the Eightfold Path was devised to help one fight desire and reach nirvana, a state of enlightenment; came to China during the Han dynasty but did not reach its height until later; impact of merchants and missionaries was cultural diffusion; temples cared for by Buddhist monks were a sign of the adaptation of this foreign culture) Supports the theme with relevant facts, examples, and details (Islam: Five Pillars: faith, prayer, alms, pilgrimage and fasting; Muslims believe there is one god, Allah, and that his messenger was Mohammad; Constantinople; Buddhism: offshoot of Hinduism; founded by Siddhartha Gautama; Four Noble Truths; spread through trade; Silk Road; caravans to China carried Buddhist texts and statues; thousands of temples and pagodas constructed) Demonstrates a logical and clear plan of organization; includes a brief introduction and a conclusion that is beyond a restatement of the theme Conclusion: The response fits the criteria for Level 4. The development of Islam and its influence on the Ottoman Empire is strong and contains many details. However, the section on Buddhism is less developed, especially in discussing how the belief spread and its impact on China. Global Hist. & Geo. Rating Guide June 15 [14] Vol. 1 Anchor Paper Thematic Essay Level 4 B History has often been influenced by belief systems. Christianity and communism are two examples of how belief systems have impacted society. Christianity, which began around 2,000 years ago, grew out of the religion, Judaism. T he teachings of Jesus drew on key concepts of Judaism, including monotheism and the Ten Commandments. T he Christian concept of one God teaches that Jesus was the son of God who died for the sins of all. Christians are expected to follow rules of behavior like not stealing, not coveting or not killing and, most important, demonstrating faith in God s grace. During the Roman Empire, Christians were persecuted because they were seen as a threat by Emperors Nero and Diocletian. Under the Edict of Milan, by the Roman Emperor, Constantine, Christianity became a legal religion. Within a century, Christianity was made the official religion of the Roman empire. T his increased the spread of Christianity throughout the large Roman Empire. For centuries, Europe would be a Christiandominated society. Because Christianity granted salvation to women and supported the lower class, it became a popular religion. During the Age of Exploration, Columbus discovered the Americas, and the Spanish/Portuguese (heavily Christian specifically Roman-Catholic) then carried their religion with them as they expanded their empires. T he Spanish and Portuguese were quick to assert to the natives that Catholicism was the only true religion. Native Americans often blended their native beliefs with those of Catholicism. As Native Americans were converted, friars destroyed their idols and temples. In their place, they built Catholic churches, monasteries, and schools. In fact, the Catholic Church controlled education in the Americas. As a result, Mexico, Central, and South Global Hist. & Geo. Rating Guide June 15 [15] Vol. 1 Anchor Paper Thematic Essay Level 4 B America are predominately Catholic. Communism is a more recent belief system compared to Christianity. Unlike Christianity, however, it is not a religion, but a political belief system. Communism s founder, Karl Marx, wrote his book, the Communist Manifesto during the Industrial Revolution, supporting the working class. Marx hypothesized that the industrial proletariat would revolt against the bourgeoisie (capitalists) and that the whole world would be communist. T he bourgeoisie would be eliminated and factories would be in the hands of the workers. Communism was first tried in Russia under the Bolshevik leader Vladimir Lenin after a revolution and civil war. World War II was the means of spreading Soviet communism throughout most of eastern Europe. When Hitler s armies were forced out of eastern Europe by the Soviet military, Nazi rule was replaced by Communist rule under Soviet influence. T he Soviets established puppet governments with communist leaders that would support them. In Poland, Czechoslovakia, and Hungary, totalitarian governments with one communist party, secret police, and censorship were put in power by the Soviet Union. T hese satellites were supposed to protect the Soviet Union from attack. In the 1950s and 1960s, resistance movements against Soviet control were attempted, but these efforts failed. State-run economies controlled property, housing, and jobs until the late 1980s and early 1990s when the Berlin Wall fell and the Soviet Union collapsed. Despite it s spread, communism remains in only four countries today. Christian beliefs remain strong throughout the world. Both belief systems have impacted history and modern-day society. Global Hist. & Geo. Rating Guide June 15 [16] Vol. 1 Anchor Level 4-B The response: Develops all aspects of the task but does so somewhat unevenly by discussing Christianity more thoroughly than communism Is both descriptive and analytical (Christianity: concept of one God taught that Jesus was the son of God who died for the sins of all; Christians are expected to follow rules of behavior, most importantly demonstrating faith in God s grace; during the Roman Empire, Christians were persecuted because they were seen as a threat by emperors Nero and Diocletian; made official religion of Roman Empire which increased its spread throughout the large Roman Empire; for centuries, Europe would be a Christian-dominated society; Spanish and Portuguese carried religion with them as they expanded empires; Spanish and Portuguese were quick to assert to the natives that Catholicism was the only true religion; Native Americans often blended their native beliefs with those of Catholicism; friars destroyed Native American idols and temples and built Catholic churches, monasteries, and schools; as a result, Mexico, Central, and South America predominately Catholic; communism: Marx hypothesized the industrial proletariat would revolt against the bourgeoisie and the whole world would be communist; bourgeoisie would be eliminated and factories would be in the hands of the workers; World War II was the means of spreading Soviet communism throughout most of eastern Europe; when Hitler s armies were forced out of eastern Europe by Soviet military, Nazi rule was replaced by communist rule; in Poland, Czechoslovakia, and Hungary, totalitarian governments were put in power by the Soviet Union; Soviets established puppet governments with communist leaders that would support them; satellites were supposed to protect Soviet Union from attack; State-run economies controlled property, housing, and jobs until the late 1980s and early 1990s) Supports the theme with relevant facts, examples, and details (Christianity: began about 2,000 years ago; teachings drew on key concepts of Judaism; monotheism; Ten Commandments; Edict of Milan; Constantine; Age of Exploration; Columbus; Roman Catholic; communism: political belief system; Karl Marx; Industrial Revolution; Bolshevik leader Vladimir Lenin) Demonstrates a logical and clear plan of organization; includes an introduction that is a restatement of the theme and a conclusion that is beyond a restatement of the theme Conclusion: Overall, the response fits the criteria for Level 4. The discussion of the central principle of Christianity, its initial spread through the Roman Empire and later its spread to Latin America, and its effect on Latin America is quite strong. The central principle of communism is quite clear, but the rest of the discussion focuses on how the Soviet Union used this belief system to control a large region. Global Hist. & Geo. Rating Guide June 15 [17] Vol. 1 Anchor Paper Thematic Essay Level 4 C T he spread of ideas and religion is something as old as time itself. Ideas and religions spread from their place of origin in many ways. Two such religions that have spread include Islam and Buddhism. Islam is a religion founded around 600 C.E. in Mecca on the Arabian peninsula. T he faith s prophet, Mohammed, after being commanded by the angel Gabriel, began publically teaching the will of one God, Allah. T he authorities in Mecca did not approve of this, and forced him to flee. He fled to Medina, where he also taught his beliefs and they were accepted there. Later, he converted the nomadic Bedouin tribes to Islam, which began an Islamic empire. T his empire spread to parts of Africa and Europe, including nearly making it to France. T he conquests of this Islamic empire caused the new faith to spread from Southwest Asia across North Africa. Trans-Saharan trade routes allowed Muslim merchants from North Africa to trade with the west African kingdoms of Ghana, Mali, and Songhai. T he trade with West Africa caused Islam to spread due to merchants setting up foreign enclaves and missionaries using these trade routes. T he acceptance of Islam by African leaders created an environment that helped Islam grow. Islam s beliefs are complex. T he holy text of Islam is the Qu ran which contains the teachings of Mohammed. Muslims lives are shaped by the Five Pillars. Having committed themselves to the Will of Allah with a Declaration of Faith, Muslims are called to daily formal prayer and worship by the Muezzin. Each year there is a demonstration of faith during a one month fasting period called Ramadan. Charity toward the poor is an obligation for Muslims. Followers of Islam should make a pilgrimage to the holy city of Mecca if they can. Global Hist. & Geo. Rating Guide June 15 [18] Vol. 1 Anchor Paper Thematic Essay Level 4 C T he impact of Islam on West Africa can be seen in the life of Mansa Musa. His life is a high profile example of commitment to the faith that he helped bring about in Mali. His pilgrimage demonstrated that a wealthy and powerful ruler who could be above it all humbled himself through the practice of the Five Pillars. On his return from the hajj, Mansa Musa made Timbuktu into a city of Islamic learning with the building of mosques, universities, and libraries. Buddhism, on the other hand, originated almost 1,000 years before Islam did, in India. It was founded by Siddhartha, an Indian Prince who sought a way to end suffering. Later on, it was carried from India on the Silk Road to East Asia, China and then Japan. T he ways Buddhism spread were initially through merchants or missionaries. Rulers in both China and Japan chose to adopt Buddhism in their countries. In Japan, Buddhism blended with Shinto and didn t threaten the worship of local gods. Buddhisms effects on where it spread vary in the different parts of East Asia. In China, buddhism became a significiant faith because it introduced the idea of individual religious development instead of the focus on family and society they had under Confucianism. In some areas of China, caves were decorated with statues of Buddha carved from the rocks and the walls were covered with Buddhist paintings. In Japan, it blended with the native customs of Shinto to create Zen Buddhism. T hose are some of the effects Buddhism had on the Places it spread to. Buddhism teaches two major principals: the eightfold path, and the four noble truths. T he four noble truths are: suffering is everywhere, suffering is caused by selfishness, the way to end suffering is to view Global Hist. & Geo. Rating Guide June 15 [19] Vol. 1 Anchor Paper Thematic Essay Level 4 C others as an extension of one s self, and the way to end selfishness is to following the eightfold path. Islam was founded on the Saudi Arabian peninsula and eventually spread to West Africa. Buddhism was founded in India and spread to China and Japan. T he principles and practices of these religions influenced the lives of the people in these regions. Anchor Level 4-C The response: Develops all aspects of the task but does so somewhat unevenly by discussing Islam more thoroughly than Buddhism. Is both descriptive and analytical (Islam: after being commanded by angel Gabriel, Muhammad began teaching the will of one God, Allah; Islamic empire caused new faith to spread from Southwest Asia to North Africa; trans-Saharan trade routes allowed Muslim merchants from North Africa to trade with West African kingdoms; spread due to merchants setting up foreign enclaves, and missionaries using trade routes; acceptance of Islam by African leaders created an environment that helped Islam grow; impact seen in life of Mansa Musa who humbled himself through the practice of the Five Pillars; Timbuktu was made into a city of Islamic learning with the building of mosques, universities, and libraries; Buddhism: carried from India on the Silk Road to East Asia and China and then to Japan; spread initially through merchants or missionaries; rulers in both China and Japan chose to adopt Buddhism in their countries; Buddhism blended well with Shinto and did not threaten worship of local gods; in China, it became a significant faith because it introduced idea of individual religious development instead of the focus on family and society they had under Confucianism; in some areas of China, caves were decorated with statues of Buddha carved from the rocks and the walls were covered with Buddhist paintings; suffering is caused by selfishness, the way to end suffering is to view others as an extension of one s self) Supports the theme with relevant facts, examples, and details (Islam: founded around 600; Mecca; Arabian Peninsula; Medina; nomadic Bedouin tribes; Ghana, Mali, Songhai; Qur an; Declaration of Faith; Ramadan; charity toward poor; Buddhism: originated almost 1,000 years before Islam did; founded by Siddhartha, who sought a way to end suffering; Eightfold Path; Four Noble Truths) 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 4. Facts, examples, and details support analytical statements. While all aspects of the task are addressed, the treatment of Islam is more thorough than the treatment of Buddhism. Global Hist. & Geo. Rating Guide June 15 [20] Vol. 1 Anchor Paper Thematic Essay Level 3 A A belief system is not only what you believe in, but it is also away of life in many cases. Belief systems can be spread all around the world in many different ways. T he spreading of these belief systems have effected many different nations around the world. One belief system that spread to many different places was Buddhism. Buddhism started off in India but then spread. T he main goal of Buddhism is to become Buddha or enlightened. T he believers in Buddhism had to practice the 4 Noble Truths and the 8 fold Path which helped them on their way to reaching Nirvana, the highest goal of Buddhist beliefs, and enlightenment. Buddhism spread to many different countries such as China. It was able to spread to China from India by cultural diffusion. Buddhism was not spread by conquest. Instead it travelled by caravans along the Silk Road. So people who converted did it by choice, not because of force. T he activities and examples of the monks were very important in this process. It is still practiced in China. T he Chinese people that believe in Buddhism have to meditate. Buddhism has changed since it spread to Chinese culture, but it is still Buddhism. Another belief system that spread was communism. Communism started as an idea during the Industrial Revolution that there should be no more classes, that all people are equal. Karl Marx believed that workers and their bosses were in a class struggle with each other. He predicted the workers would win and create a classless society. Everybody would share as equals. Communism first started in Russia which became the Soviet Union. During the Cold War Communism took over parts of Asia and it controlled China, North Korea and North Vietnam. Communist leaders in these countries Global Hist. & Geo. Rating Guide June 15 [21] Vol. 1 Anchor Paper Thematic Essay Level 3 A studied the ideas of Marx and Lenin. Some trained in the Soviet Union when Stalin ruled. T hey took these ideas back to their countries. Communisms spread to North Korea & Vietnam helped cause the Korean & Vietnam wars. In both cases, the North was communist and the south was not. Communism unified Vietnam after the war. North & South Korea stayed split where the North was communist and the south was democratic. In China Mao used communism to create communes and eliminate landowners. Mao s ideas about communism were forced on people with the Red Book. His ideas differed from Stalin s ideas about communism. It is still alive in China, it is not as powerful a belief as it was before, but it is still there. T hose were all the ways communism beliefs effected Asia. It was spread by not only cultural diffusion but by taking over those weak nations and turning them into believers of Communism. Belief systems have been around forever and will continue to keep growing. T hey have spread around the world and effect the world today. Global Hist. & Geo. Rating Guide June 15 [22] Vol. 1 Anchor Level 3-A The response: Develops most aspects of the task in some depth for Buddhism and communism Is more descriptive than analytical (Buddhism: main goal is to become Buddha or enlightened; believers practice Four Noble Truths and Eightfold Path to help them in reaching nirvana; spread to China from India by cultural diffusion; travelled by caravans along Silk Road; people who converted did it by choice, not because of force; activities and examples of monks very important in process; communism: started as an idea during Industrial Revolution that there should be no more classes, that all people are equal; workers and bosses were in class struggle; during Cold War took over parts of Asia and controlled China; communist leaders studied ideas of Lenin and Marx; helped cause Korean and Vietnam wars; unified Vietnam after the war) Includes some relevant facts, examples, and details (Buddhism: enlightenment; meditate; communism: workers would create classless society; Soviet Union; Stalin; North Korea; North Vietnam; Mao; communes; Red Book) Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that are a restatement of the theme Conclusion: The response fits the criteria for Level 3. For Buddhism, a central principle and how this belief system spread to China are developed in some depth. A central principle, the spread, and an effect of communism on Asia are developed in some depth. However, the effect of Buddhism is merely mentioned; developing the effect would have enhanced the response. Global Hist. & Geo. Rating Guide June 15 [23] Vol. 1 Anchor Paper Thematic Essay Level 3 B T hroughout history there have been many different religions. Some religions are practiced by only a small percentage of the world s population, and others are practiced worldwide. T hese belief systems include Buddhism and communism. Although they are both quite different from one another, Buddhism and communism have spread all over the world and impacted the society in the process. Buddhism, originating in India practices the belief in nonviolence and self-exploration. Buddhists follow the Eight Fold Path which is a set of steps one has to take in order to end suffering and achieve nirvana. Nirvana is their ultimate goal, being at peace with one s self. T hroughout history, Buddhism has spread and has been adapted into many different cultures. For example, in Japan, the religion was passed on through Korea. During this time, Korea was known as a cultural bridge. It allowed the islands of Japan to interact and trade with China. Along with many other things, Buddhism made its way into Japan. T he Japanese infused Buddhism into their culture. T hey created Zen Buddhism. T his branch of religion involves meditation and the concept of zen, or peace. It is practiced in Japan along with Shinto. T he spirits of Shinto were not challenged by Buddhism. As a result people practiced belief systems both side by side. Communism is another belief system that has spread throughout the world. It is not exactly a religion, but more of a government practice. It is based on Karl Marx s theory of equality and a classless society. Supposedly, factory workers all over Europe would take over production and get rid of the owners. T hen everybody would share goods without being exploited. Communism was spread to Cuba in the 1950 s. Fidel Castro Global Hist. & Geo. Rating Guide June 15 [24] Vol. 1 Anchor Paper Thematic Essay Level 3 B overthrew the corrupt leader, Fulgencio Batista. Under Batista the people were mistreated. Long hours and very low wages for workers in the sugar cane fields kept landowners rich. Many people did not benefit from an education. T he people were ready for revolution. Castro claimed that he would change Cuba. He was telling the truth, but he misled the Cubans. He became a cruel dictator and made Cuba a communist country. Castro copied communist ideas from Lenin and Stalin and took away basic human rights from Cubans. People s food came in rations every month and they literally could not leave Cuban soil. Today, Cuba is one of the few communist countries in the world. In conclusion, the spread of a belief system can have significant effects on the region it reaches. Some change the country for the better, like Buddhism in Japan. Some change for the worse, like communism in Cuba. T he people were maltreated and no human should every have to go through that. In some parts of the world, Buddhism and communism are still being practiced today. Global Hist. & Geo. Rating Guide June 15 [25] Vol. 1 Anchor Level 3-B The response: Develops all aspects of the task with little depth for Buddhism and communism Is more descriptive than analytical (Buddhism: belief in nonviolence and self-exploration; Eightfold Path is a set of steps to end suffering and achieve nirvana; passed on to Japan through Korea; Korea was a cultural bridge that allowed islands of Japan to interact and trade with China; Japanese infused Buddhism into their culture; practiced along with Shinto; communism: supposedly factory workers all over Europe would take over production and get rid of owners; Fidel Castro overthrew corrupt leader Fulgencio Batista; Castro misled Cubans and became cruel dictator; Castro copied communist ideas of Lenin and Stalin and took away basic human rights of Cubans) Includes some relevant facts, examples, and details (Buddhism: founded in India; Zen Buddhism; meditation; zen or peace; communism: based on Karl Marx s theory of a classless society; spread into Cuba in the 1950s; under Batista, people mistreated; long hours and very low wages for sugar cane fields; people ready for revolution; food rationed; people could not leave Cuban soil) Demonstrates a satisfactory 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 3. While the depth of discussion of aspects of the task varies, the overall development is in little depth. Although facts, examples, and details are accurate and applicable, the discussion is almost exclusively descriptive. Further development of the spread of Buddhism and communism would have enhanced this response. Global Hist. & Geo. Rating Guide June 15 [26] Vol. 1 Anchor Paper Thematic Essay Level 3 C T he trans-saharan trade routes caused the spread of Islam from the Arabian peninsula to West Africa and the silk road caused the spread of Buddhism from India to East Asia. When Siddartha Guatamma founded buddhism the religion was not extremely popular in India because Hinduism was allready so prevalent in the area. Essential to Buddhism are the 4 noble truths and the eight fold path which encourage avoiding material desires to achieve enlightenment. Shared with Hinduism is the idea of reincarnation. T hen through the silk roads trade contact with East Asia caused Buddhist monks to get converts in China. T he trade and introduction of the new religion allowed for Buddhism eventually to join Daoism and Confucianism as a major belief system in China. In China the weakening of the Han dynasty led the upper classe to adopt buddhism because of the potential to change one s inner life. Another effect of Buddhism in China was making large statues of the Buddha meditating and building temples called pagodas that were like towers in many parts of China. On the Arabian peninsula the formation of Islam by Muhammed was based on the 5 pillars. In the Quran these pillars are explained such as praying 5 times a day, fasting during Ramadan, and alms for the poor. T hrough contact of the trade of salt and gold along the trans-saharan trade routes people of west Africa were converted to Islam such as Mansa Musa, a Mali King. Eventually Mansa Musa, needing to fufil another of the Pillars, the Hajj, traveled to Mecca with large amounts of gold to give away along the way. After the Hajj, he had mosques built in West Africa. Islam forbids images of God or man in a religious setting so there were none. He also had built great Global Hist. & Geo. Rating Guide June 15 [27] Vol. 1 Anchor Paper Thematic Essay Level 3 C centers of learning, including libraries and schools. T hese trade-routes have caused the spread of two major religions. T he religions have with their main ideals effected the people of these new locations. Anchor Level 3-C The response: Develops all aspects of the task with little depth for Buddhism and Islam Is more descriptive than analytical (Buddhism: essential to Buddhism are Four Noble Truths and Eightfold Path which encourage avoiding material desires to achieve enlightenment; contact with East Asia caused Buddhist monks to get converts in China; eventually joined Daoism and Confucianism as major belief systems in China; potential to change inner life found in Buddhism; Islam: formation based on Five Pillars; Qur an explains pillars fasting during Ramadan, praying five times a day, alms for the poor; through contact along trade routes, people of West Africa converted to Islam; forbids images of God or man in religious settings) Includes some relevant facts, examples, and details (Buddhism: Silk Road; Siddhartha Gautama; weakening of Han Dynasty; statues of Buddha meditating; Islam: trans-Saharan trade routes; Arabian peninsula; Muhammad; trade of salt and gold; Mansa Musa; Hajj; mosques; great learning centers; libraries; schools) Demonstrates a satisfactory plan of organization; includes a brief introduction and a brief conclusion Conclusion: Overall, the response fits the criteria for Level 3. The response demonstrates knowledge of Buddhism and Islam but is primarily descriptive. The discussion mentions the importance of trade routes to the spread of both belief systems and includes details about the effect of the spread. Further development of how these belief systems spread would have enhanced the effort. Global Hist. & Geo. Rating Guide June 15 [28] Vol. 1 Anchor Paper Thematic Essay Level 2 A Most major belief systems have been moved from their origin and spread to other regions over time. Belief systems have been altered or changed when spread to different areas through cultural diffusion. One belief system that has been spread to different regions is Christianity. Christianity started in the Middle East because it was based off of Judiasm. Christianity is now practiced all over the world. A central principle of this religion is the ten commandments. It is the basic moral code for this religon. T hey got this moral code from Judaism. T his religon was first spread all over Europe. Christianity was spread to Europe by people who went around sharing the teaching of Jesus and through simple trade and travels. Christianity effected Europe greatly, during the middle ages everyones lives revolved around the Catholic Church, which is a branch of Christianity. Christianity is also the reason Europeans started the crusades a series of holy wars fought over the power of Jerusalim. It also has effected Europe by becoming their primarey religion and therefore having many different influences on Europeans lives. Another belief system that has spread and had influences to the people that live in the region it was spread to is Communism. Communism originated in the Soviet Union, this idea was thought of by Karl Marx. A central principle of this belief system is everyone being equal and the government controlling all business. T his belief system was spread to another region by force. Soviet Russia took over the surrounding countries and set up dictators in charge of their governments. An effect on the region communism was spread to was that the people of those regions lost some of their rights. T hey re governments were replaced and they had less freedom of speech, and Global Hist. & Geo. Rating Guide June 15 [29] Vol. 1 Anchor Paper Thematic Essay Level 2 A their government put restrictions on many things. T he people also couldn t own their own business . In conclusion, different belief systems have been spread all over the world through diffusion, and had different effects on the regions they were spread to. Anchor Level 2-A The response: Minimally develops all aspects of the task for Christianity and communism Is primarily descriptive (Christianity: Ten Commandments is a moral code; spread by people who shared teachings of Jesus and through trade and travels; during the Middle Ages, peoples lives revolved around Catholic Church; communism: central principle is everyone being equal and government controlling all business; Soviet Russia took over surrounding countries and set up dictators in charge of their governments; people lost some of their rights; people could not own their own business) Includes few relevant facts, examples, and details (Christianity: based off Judaism; Crusades; holy wars; Jerusalem; communism: Karl Marx; less freedom of speech; restrictions on many things) Demonstrates a general plan of organization; includes an introduction that restates the theme and a brief conclusion Conclusion: Overall, the response fits the criteria for Level 2. The response relies on sweeping generalizations to discuss Christianity and communism, demonstrating an understanding of the task. The inclusion of more details would have enhanced the effort. Global Hist. & Geo. Rating Guide June 15 [30] Vol. 1 Anchor Paper Thematic Essay Level 2 B Belief systems are based on certain ways that various people look at religious faith or philosophical principles. Many belief systems travel outside of where they were created. T his is known as a part of cultural diffusion. T he diffusion of these belief systems affected other societies and regions in various ways. One of the various belief systems is Christianity. Christianity was created by Jesus Christ and his followers. T his belief system was based on the belief that Jesus Christ was the one and only Messiah, the Lords son sent to save the world. T his was spread around by Jesus himself and each of his twelve disciples. T hey went about, preaching the new ideas that Jesus taught them. As more people believed and learned, more people began to follow Christanity. Christianity had a bad effect on the people of Rome. Many people who believed in Christianity, people known as Christians, were executed for their beliefs. T hese executions continued long after Jesus, himself, was executed. Christians were supposed to believe in one God, and one true Messiah, and many were killed for this way of thinking. Another belief system was communism. Communism was created and introduced by a man named Karl Marx. At first these ideas were referred to as Marxism, but overtime the name communism, was adopted. Communism was based off of the idea that society should be class-less and everyone should be treated equally. Communism was more of a form of government then a belief system. T he governments that used this system believed that everything should be regulated through the government. T his belief spread because of the failure of other government s systems. Communism in Russia led to Russia being renamed the Soviet Union. It also led to many citizens falling Global Hist. & Geo. Rating Guide June 15 [31] Vol. 1 Anchor Paper Thematic Essay Level 2 B into poverty with nothing to eat and no where to sleep. For example, because the Soviet Union s government used so much money on military advancement during the Cold War, the citizens began to make less money and society began to fall apart. T his ultimately contributed to the downfall of this great country, and it s governmental change from communism to democracy. In conclusion, the spread of belief systems contributed to changes, anywhere it was spread too. Whether the changes were good or bad, there is no way to stop the spread of belief systems. To this day these newly established belief systems are strong and alive. Anchor Level 2-B The response: Minimally develops all aspects of the task for Christianity and communism Is primarily descriptive (Christianity: Jesus Christ was the one and only Messiah, the Lord s son sent to save the world; many Christians executed for their beliefs; communism: society should be classless and everyone should be treated equally; governments that used this system believed that everything should be regulated through the government; Soviet Union s government used much money on military advancement during Cold War) Includes few relevant facts, examples, and details (Christianity: twelve disciples; Rome; communism: Karl Marx; Marxism; Russia; Soviet Union) Demonstrates a general plan of organization; includes an introduction that is a restatement of the theme and a vague conclusion Conclusion: The response fits the criteria for Level 2. The response addresses all aspects of the task, but most development is minimal. Although some relevant information is evident, its application is uneven. The discussion of the effect of Christianity on the people of Rome employs a different but valid perspective. Global Hist. & Geo. Rating Guide June 15 [32] Vol. 1 Anchor Paper Thematic Essay Level 2 C Many beleif systems have developed through out history. Some were spread to other regions outside of where they originated such as Christionity and communism. Christionity originated in the middle east during the time of the Roman Empire. After it s creation many of it s followers went around the empire spreading the new religion which has a major influence on Europe in the future. Christions beleive that Jesus Christ was the Messiah and came from heaven to teach and save them. Christionity had a major influence on the art, orchitecture, and culture of Europe during the middle ages. Many great works of art from the time depicted religious figures. Communism began in Europe and spred to Asian countries such as Vietnam, Korea, and China during the Cold War due to the Soviet Unions attempts at spreding it. Communists beleive that all the people should be treated equally and that the government should control the economy. Communism spreading to Asia caused multiple conflicts such as the Vietnam and Korean Wars due to the non communist countries trying to keep communism from spreading. Both of these are examples of beleif systems spreading and the effects they can have on a region. Global Hist. & Geo. Rating Guide June 15 [33] Vol. 1 Anchor Level 2-C The response: Minimally develops all aspects of the task for Christianity and communism Is primarily descriptive (Christianity: followers went around the empire spreading the new religion; major influence on Europe; Jesus Christ was the Messiah and came from heaven to teach and save; major influence on art, architecture, and culture of Europe during Middle Ages; communism: began in Europe; government should control the economy; caused multiple conflicts such as the Vietnam and Korean wars); includes weak application (communism: spread to Asian countries during the Cold War due to the Soviet Union s attempts at spreading communism) Includes few relevant facts, examples, and details (Christianity: Middle East; Roman Empire) Demonstrates a general plan of organization; includes an introduction and a conclusion that briefly restate the theme Conclusion: Overall, the response fits the criteria for Level 2. The discussion demonstrates an understanding of the task, but lack of development limits the response. Additional facts, examples, and details would have strengthened the response. Global Hist. & Geo. Rating Guide June 15 [34] Vol. 1 Anchor Paper Thematic Essay Level 1 A Belief systems are an established, orderly way that groups or individuals look at religious faith or philosophical principles. Some belief system have spread outside their places of origin. T he diffusion of those belief systems has affected other societies and regions in various ways. In this following I will discuss how communism and Christianity, spread outside their place of origin. One belief that had spread outside their place of origin was christianity. Christianity began in Spain. A central principle of Christianity is that there s only one God and that Jesus died for us in the cross to forgive our sins. A region that was effected by this belief was the latin Americans. T hese began when explorers came in ships and endoctrinated the people to believe in Christianity. Many died because they refused to turn Christian. Another belief that had spread outside their country was communism. Communism began in Eeurope. T he central principle was that land, farm and busiinees would be own by the people and there would not be no private ownership. Communism spread to India by a lot of books that Karl Marx wrote about it. Gandhi was a true believer Communisms and he fought for his people to kick the British out. T his system believe affected a lot of people in a good way because they learned about fighting without having violence. Overall all these belief system changed a lot of culture and region. Global Hist. & Geo. Rating Guide June 15 [35] Vol. 1 Anchor Level 1-A The response: Minimally develops some aspects of the task Is descriptive (Christianity: Jesus died for us on the cross to forgive our sins; explorers came in ships and indoctrinated the people to believe in Christianity; many died because they refused to turn Christian; communism: central principle was that land, farm, and business would be owned by the people and there would be no private ownership) Includes few relevant facts, examples, or details (Christianity: central principle is there is only one God; region affected was Latin America; communism: Karl Marx); includes inaccuracies (Christianity: began in Spain; communism: Gandhi was a true believer in communism; affected a lot of people who learned about fighting without having violence) Demonstrates a general plan of organization; includes an introduction that restates the theme and a brief conclusion Conclusion: Overall, the response fits the criteria for Level 1. A central principle of Christianity, an effect of Christianity on Latin America, and a central principle of communism are minimally discussed. The treatment of the spread and effect of communism is irrelevant and inaccurate. Global Hist. & Geo. Rating Guide June 15 [36] Vol. 1 Anchor Paper Thematic Essay Level 1 B History started as people being hunter gatherers. As the Neolithic Revolution passed people domesticated animals and grew crops while becoming settled. As culture developed throughout there villages, belief systems arose. Along with the systems came many different religions. 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. T he diffusion of these belief systems has affected other societies and regions in various ways. Christianity is a belief system that originated in Jerusalem. Islam is also a belief system. it originated in the Middle East. For Christians, there are ten commandments that they belief are the basic human laws. Given to them by god through a prophet named Moses. People that believe in Christianity believe that there is one and only one god. Muslims are people that believe in Islam. T hey have five major duties in their life. Fasting Faith Alms Prayer and Pilgrimage to Mecca. Anchor Level 1-B The response: Minimally develops a few aspects of the task Is descriptive (Christianity: Ten Commandments are the basic laws given to them by God through a prophet named Moses; believe there is one and only one God; Islam: five major duties in life; fasting, faith, alms, prayer, and pilgrimages to Mecca) Includes very few relevant facts, examples, or details (Christianity: Jerusalem; Islam: Middle East; Muslims) Includes a general plan of organization; includes an introduction and lacks a conclusion Conclusion: Overall, the response fits the criteria for Level 1. Inclusion of accurate and pertinent vocabulary contributes to the minimal discussion of a central principle of Christianity and a central principle of Islam. The introduction suggests an awareness of the origins of belief systems, but the response does not discuss them. Global Hist. & Geo. Rating Guide June 15 [37] Vol. 1 Thematic Essay Practice Paper A T he development and spread of belief systems has been a prominant theme throughout history. Belief systems have been used to bring about the unification of people, but this spread has sometimes led to conflict. In some cases, elements from native belief systems are blended with the new religion being introduced. Two prominent belief systems are Christianity and Islam, both of which gained mass followings and influenced the regions to which they spread. Christianity began in Jerusalem with the death of Jesus Christ. A bible soon developed which was said to contain his teachings, including the idea of heaven and hell and that Jesus died for our sins. It shared the Ten Commandments with Judaism, a preexisting religion. Do not kill, steal, or use the Lord s name in vain are some of its teachings. At first, Christianity spread rapidly, through missionaries along the road system of the Roman Empire. Christianity was also spread to the Americas through Spanish colonization by priests and conquistadors as Spain searched for gold and glory. Native Americas were forced to convert to Catholicism. T he education of the converts was put in the hands of the Church which attempted to replace native beliefs with monotheism. Some Native Americans blended their beliefs with Catholic beliefs. In addition to religion, the Spanish language and Spanish values reshaped the cultures of those conquered such as the Aztecs and Incas. Overall, the spread of Christianity was used to unify the people under Spanish control and was spread throughout much of the Western hemisphere. Similar to Christianity, Islam also spread rapidly, expanding through military conquest and trade. Islam is a religion derived from the teachings of the prophet Mohammad, which were later put together Global Hist. & Geo. Rating Guide June 15 [38] Vol. 1 Thematic Essay Practice Paper A into the Islamic Holy Book: the Qu aran. T he Five Pillars make up the central principle of Islam. All Muslims believe in one God, Allah. T hey pray five times a day facing Mecca. T hey fast during Ramadan and give alms to the poor. T hey try to reach Mecca at least one in a lifetime. It spread rapidly due to its large appeal to not just upper classes, but the lower class as well because it preached opportunity and equality before God. It was also appealing because the Qu aran provided a set of codes to live by, such as the hajj, fasting, and many other specified practices. Islam also spread to entire empires when rulers embraced it, making it the official religion. An example of this is Mansa Musa s embracing Islam as the official religion of Mali and showing his devotion by making a hajj to Mecca. In West Africa, rulers like Mansa Musa promoted Islam by building mosques and centers of learning. He used Islamic law to punish wrongdoers. However, Mansa Musa did not force people to give up their animist beliefs as he feared it might disrupt the mining of gold. In conclusion, the spread of belief systems brings cultural change. T he Spanish spread Christianity to the America s and used it as a way to unify their colonies. However, they did attempt to replace the native beliefs. Rulers like Masa Musa expanded the influence of Islam in West Africa, but also allowed native beliefs to continue. Global Hist. & Geo. Rating Guide June 15 [39] Vol. 1 Thematic Essay Practice Paper B Communism and Christianity are two important belief systems. T hey have shaped many countries and the lives of many people. T he spread of Communism to Eastern Europe and Christianity to South America has had great impacts on those regions. Communism is a political system in which the government owns all physical property. Russia was a main supporter of communism and helped in the spread of it to Eastern Europe. Russia had satalite states throughout eastern Europe and forced many of them to adopt communism and a political and belief system which aided in its spread. Communism in these states led to revolutions and the deaths of millions. Christianity is the belief in God and in Jesus as the messiah. Christianity was originally found mainly in Europe but spread to South America. T he spread was mainly due to the colonization from Europe to South America and the attempted conversion of those people native to South America. T he colonizers in many cases destroyed native culture and beliefs in an attempt to replace them with European thoughts and actions. Belief systems have huge impacts on the societies in which they are found. Christianity and communism are good examples of this. T he spread of Christianity to South America and communism to Eastern Europe have greatly impacted those regions. Global Hist. & Geo. Rating Guide June 15 [40] Vol. 1 Thematic Essay Practice Paper C T he spread of belief systems has always been an intrigul part of human history. T he spread of Christianity and Confucianism are two examples of ideologys/belief systems that have spread and still impact us today. T he core central principle of Christianity is salvation through God and the resurrection of his son Jesus Christ. Christians believe they are born again because Christ died for their sins. Christianity emphasizes the importance of the Golden Rule and that if you live by the Bible s words and teaching you will reach eternal salvation. Confuciansm is more of an ideology that emphasizes respect for authority. Its structure creates social order. A ruler is supposed to be fair, a subject is supposed to be loyal. A fair ruler is owed respect by his subjects. T his principle would apply to other human relations like father - son, husband wife, etc. Christianity has spread all over Europe and the western hemisphere. (North & South America). It originated in Jerusalem as a branch of Judaism. It initally was spread by the activities of the apostles of Jesus. T he Roman empire under Constantine legalized Christianity. When it became the official religion, conversions throughout the empire followed. As a result, Christianity became dominant in Europe and was later spread by Europeans to the Americas and parts of Africa and Asia through conquests and missionaries. One result of Christianity being dominant throughout Europe was that the Church assumed great social, political, and economic leadership after the fall of the Roman Empire. During the feudal period in western Europe, the Pope was a powerful figure. As the leader of the Church he gained great authority over a large territory. In 1095, the Pope called the faithful to recapture the Holy Land of Jerusalem. Church leaders acted as political Global Hist. & Geo. Rating Guide June 15 [41] Vol. 1 Thematic Essay Practice Paper C and spiritual leaders of the Crusades. Confucianism spread throughout Asia from China. Chinese culture, including Confucianism, spread into East Asia, carried by merchants. T he Korean peninsula became the land bridge connecting the Japanese with the Chinese and Koreans. Japanese and Korean societies were in early stages of development when they borrowed social aspects like filial piety as well as the order that came with the five relationships which influenced how people interacted. T he adoption of Confucianism affected the roles of both rulers and subjects. During the Tokugawa period, Confucianism had a big influence on political relationships in Japan. Confucianism currently is still prominent and seen in cultures today of East Asia. A lot of East Asian cultures such as China, Korea, Japan all emphasize respect for the elderly even today. Branches of Christianity are also prominent today and are seen in European, N & S American and African/Asian cultures today. It remains one of the worlds most prominent religions today and is very influential in many regions around the globe Global Hist. & Geo. Rating Guide June 15 [42] Vol. 1 Thematic Essay Practice Paper D Christianity and Islam were both belief systems which spread from their place of origin and affected the regions to which they spread politically and socially. Christianity originated in the Middle East under the Roman Empire and then spread to most of Europe. It was spread by active, dedicated missionaries. Even though they were vigorously persecuted by Roman authorities, early Christians still won many converts. When Constantine made Christianity legal c. 300 AD, it was no longer seen as a source of instability and spread even more. By the end of the 4th century, Christianity became the official religion of the empire. In Europe, Christianity had many social and political effects. As the Roman Empire fell apart, the Roman Catholic Church took on a greater role in ruling. T he Pope had the most to do in maintaining order and became more and more a political leader. T he Church copied the empire divisions of power from the Pope down to parish priest. T his government ruled Europe in the Middle Ages. Even kings followed the Pope s orders. T he church enforced laws to protect people and collected taxes. T he Roman Catholics saw the Pope as God s representative on Earth. T his is because a central belief in Christianity is that God is the ultimate authority and sent his Son to teach us mercy and compassion and to die for our sins. Another religion which spread from its place of origin was Islam, which spread to the Indian subcontinent. Islam arrived with Arab traders c.700 AD, but gained its greatest influence through the conquest of the Turks c.1000 AD and again later when the Mugals gained control of most of India c. 1500 AD. Since the Mugals set up a Muslim empire, this solidified Islam as a leading religion in India. T his created suspicions between the Hindus and the Muslims and Global Hist. & Geo. Rating Guide June 15 [43] Vol. 1 Thematic Essay Practice Paper D became a political issue. Under colonial rule, the British aggravated differences between Hindus and Muslims, using one against the other to maintain power. T he Muslim minority worried that the Hindu majority had too much power. In 1947 when India gained independence from Britain, India was partitioned into India and Pakistan. T his created issues which resulted in mass migration of Hindus to India and Muslims to Pakistan. A major belief of Islam is that all Muslims practice the five pillars of faith. T hose who are able must at one point in their lives make a pilgrimage to Mecca, the birthplace of Islam. Global Hist. & Geo. Rating Guide June 15 [44] Vol. 1 Thematic Essay Practice Paper E T here are many belief systems that have been established. Some of these belief systems have diffused into other regions outside their origin. Consequentially, these belief systems affected other societies in various ways. T he beliefs systems that I would like to discuss are Buddhism and Islam. Buddhism originated in India. It was established by Sidhartha Gautama, who was known as the Buddha. Its central principle is that one can achieve nirvana by eliminating suffering by ending desires. Living the Middle Way avoided too much pain or pleasure. Buddhism spread from India to China along the silk road carried by monks and merchants. From there it crossed Korea to Japan. Buddhism affected China by adding a philosophy of spiritual development to Chinese culture. Buddhism stressed mercy and compassion. Monks and nuns built hospitals and helped the poor. Buddhism blended with Chinese beliefs and values. Islam originated in the Middle East. T he central principle of Islam is the practice of the Five Pillars of Islam. T he Five Pillars of Islam include belief that there is only one god, Allah, praying five times a day, giving charity, fasting during the holy month of Ramadan, and making a pilgrimage to Mecca, called hajj. Islam spread to West Africa through trade networks such as the trans-Saharan trade network. It also spread because rulers in West Africa converted to Islam. T he people ruling Africa at the time did not force people to convert. Instead, their subjects were allowed to keep some of their own traditions. Mosques, schools, and libraries in Mali show the spread of Islam and were used to educate the people. Muslim scholars came to study and teach there. Global Hist. & Geo. Rating Guide June 15 [45] Vol. 1 Thematic Essay Practice Paper E As you can see, Islam and Buddhism although two diverse belief systems, managed to spread throughout other regions other than their own. A similarity that can be made is that both of these religions spread along trading networks. Both of these religions affected the regions they spread to in different ways however. Practice Paper A Score Level 4 The response: Develops all aspects of the task for Christianity and Islam Is both descriptive and analytical (Christianity: idea of heaven and hell and that Jesus died for our sins; shared Ten Commandments with Judaism; spread rapidly through missionaries and road system of Roman Empire; also spread to Americas through Spanish colonization by priests and conquistadors as Spain searched for gold and glory; Native Americans forced to convert to Catholicism; education in hands of Church; attempted to replace native beliefs with monotheism; Spanish language and Spanish values reshaped cultures of those conquered; Islam: spread rapidly, expanding through military conquest and trade; all Muslims believe in one God, Allah; Qur an provided codes to live by such as hajj, fasting; Mansa Musa embraced Islam as official religion of Mali and showed his devotion by making a hajj to Mecca; Mansa Musa did not force people to give up their animist beliefs as he feared it might disrupt the mining of gold) Supports the theme with relevant facts, examples, and details (Christianity: Jerusalem; Bible; do not kill, steal, or use Lord s name in vain; Aztecs; Incas; Islam: Mohammad; Five Pillars; prayer five times a day facing Mecca; Ramadan; try to reach Mecca at least once in lifetime) 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 4. Facts, examples, and details show an understanding of these belief systems, their spread, and their effects. While some analysis is present for both religions, the response would have benefited from more information about how Islam spread. Global Hist. & Geo. Rating Guide June 15 [46] Vol. 1 Practice Paper B Score Level 2 The response: Minimally develops all aspects of the task Is descriptive (communism: political system in which government owns all physical property; Russia had satellite states throughout Eastern Europe and forced many of them to adopt communism which aided its spread; communism in these states led to revolutions; Christianity: spread to South America mainly due to colonization from Europe and the attempted conversion of those people native to South America; colonizers in many cases destroyed native culture and beliefs in an attempt to replace them with European thoughts and actions); includes weak application (communism: communism in these states led to the death of millions) Includes few relevant facts, examples, or details (communism: Russia main supporter of communism; Christianity: belief in Jesus as the Messiah) Demonstrates a general plan of organization; includes an introduction and a conclusion that restate the theme Conclusion: Overall, the response fits the criteria for Level 2. While the discussion shows a basic understanding of the task and all aspects are covered, development is minimal. Practice Paper C Score Level 4 The response: Develops all aspects of the task but does so somewhat unevenly by discussing the effects of the spread of Christianity less thoroughly than the other aspects of the task Is both descriptive and analytical (Christianity: central principle is salvation through God and the resurrection of his son Jesus Christ; Christians believe they are born again because Christ died for their sins; if you live by the Bible s words and teaching, you will reach eternal salvation; initially spread by activities of apostles of Jesus; Roman Empire under Constantine legalized Christianity; when it became the official religion, conversions throughout the empire followed; Church assumed great social, political, and economic leadership after fall of Roman Empire; Pope gained great authority over a large territory; Confucianism: its structure creates social order; ruler supposed to be fair, subject is supposed to be loyal; fair ruler is owed respect by his subjects; Chinese culture diffused into East Asia, carried by merchants; Korean peninsula became the land bridge connecting the Japanese with the Chinese and the Koreans; Japanese and Korean societies were in early stage of development and borrowed social aspects like filial piety and the order that came with the five relationships; Confucianism had a big influence on political relationships in Japan) Supports the theme with relevant facts, examples, and details (Christianity: Golden Rule; North and South America; Jerusalem; Judaism; Christianity dominant in Europe; feudal period; Crusades; Confucianism: respect for authority; principles apply to father-son, husband-wife relations; Tokugawa period) Demonstrates a logical and clear plan of organization; includes an introduction that is a restatement of the theme and a conclusion that is beyond a restatement of the theme Conclusion: Overall, the response fits the criteria for Level 4. The strength of the response is in the ample supportive descriptive details used in the discussion of the spread of these belief systems. The more analytical statements in the treatment of Confucianism enhance the discussion. However, more details about the impact of Christianity on Europe or elsewhere would have strengthened the response. Global Hist. & Geo. Rating Guide June 15 [47] Vol. 1 Practice Paper D Score Level 3 The response: Develops most aspects of the task in some depth for Christianity and Islam Is more descriptive than analytical (Christianity: spread by active, dedicated missionaries; vigorously persecuted by Roman authorities, Christians still won many converts; as the Roman Empire fell apart, Roman Catholic Church took on greater role in ruling; pope became more and more a political leader; Church copied the empire s divisions of power from the pope down to parish priest; this government ruled Europe in Middle Ages; Islam: spread to Indian subcontinent; arrived with Arab traders c. 700 A.D.; gained greatest influence through conquest of Turks and later when Mughals gained control of most of India c. 1500 A.D.; British aggravated differences between Hindus and Muslims; Muslim minority worried that Hindu majority had too much power; partition resulted in mass migrations of Hindus to India and Muslims to Pakistan) Includes some relevant facts, examples, and details (Christianity: Middle East; Roman Empire; spread to most of Europe; Constantine; Christianity legal c. 300 A.D.; became official religion of the empire; God is the ultimate authority; Islam: Mughals solidified Islam as a leading religion in India; colonial rule; India partitioned into India and Pakistan in 1947; five pillars of faith; pilgrimage to Mecca) Demonstrates a satisfactory plan of organization; includes a brief introduction and lacks a conclusion Conclusion: Overall, the response fits the criteria for Level 3. For both Christianity and Islam, a central principle is mentioned. How these belief systems spread and an effect on the region to which they spread are discussed in some depth. The response uses accurate historical facts and examples in discussing the impact of both belief systems from a political perspective. The absence of a conclusion does not affect rating of the response. Practice Paper E Score Level 3 The response: Develops all aspects of the task with little depth for Buddhism and Islam Is descriptive (Buddhism: one can eliminate suffering by ending desire; carried by monks and merchants; crossed Korea to Japan, added philosophy of spiritual development to Chinese culture; stressed mercy and compassion; blended with Chinese beliefs and values; Islam: spread to West Africa through trade networks such as trans-Saharan trade network; spread because rulers converted; rulers did not force people to convert, subjects allowed to keep some of own traditions; mosques, schools, and libraries in Mali show the spread of Islam) Includes some relevant facts, examples, and details (Buddhism: Middle Way; avoiding too much pain or pleasure; spread from India to China along Silk Road; monks and nuns built hospitals; Islam: Five Pillars of Islam; one God, Allah; praying five times a day; fasting; Ramadan; Mecca; hajj; Muslim scholars) Demonstrates a satisfactory plan of organization; includes an introduction that restates the theme and a conclusion that is beyond a restatement of the theme Conclusion: Overall, the response fits the criteria for Level 3. The response directly addresses all aspects of the task with relevant facts and examples. However, lack of analysis and limited development weaken the response. Global Hist. & Geo. Rating Guide June 15 [48] Vol. 1 Global History and Geography Specifications June 2015 Part I Multiple Choice Questions by Standard Standard 1 United States and New York History 2 World History 3 Geography 4 Economics 5 Civics, Citizenship, and Government Question Numbers N/A 1, 4, 6, 8, 9, 15, 17, 19, 20, 24, 25, 29, 30, 35, 36, 38, 41, 43, 45, 46, 47, 49, 50 3, 5, 7, 10, 11, 12, 16, 22, 27, 28, 31, 34, 37, 40, 48 13, 14, 18, 26, 32, 39, 42 2, 21, 23, 33, 44 Parts II and III by Theme and Standard Theme Standards Standards 2, 3, 4, and 5: World History; Geography; Economics; Civics, Citizenship, and Government Thematic Essay Belief Systems Document-based Essay Change; Conflict; Economic Systems; Human and Physical Geography; Diversity; Imperialism; Nationalism; Movement of People and Goods; Power Standards 2, 3, 4, and 5: World History; Geography; Economics; Civics, Citizenship, and Government Scoring information for Part I and Part II is found in Volume 1 of the Rating Guide. Scoring information for Part III is found in Volume 2 of the Rating Guide. Global Hist. & Geo. Rating Guide June 15 [49] Vol. 1 The Chart for Determining the Final Examination Score for the June 2015 Regents Examination in Global History and Geography will be posted on the Department s web site at: http://www.p12.nysed.gov/assessment/ on the day of the examination. Conversion charts provided for the previous administrations of the Global History and Geography examination must NOT be used to determine students final scores for this administration. Submitting Teacher Evaluations of the Test to the Department Suggestions and feedback from teachers provide an important contribution to the test development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make suggestions. Instructions for completing the evaluation form are as follows: 1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm. 2. Select the test title. 3. Complete the required demographic fields. 4. Complete each evaluation question and provide comments in the space provided. 5. Click the SUBMIT button at the bottom of the page to submit the completed form. Global Hist. & Geo. Rating Guide June 15 [50] Vol. 1

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