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New York Regents Global History and Geography Jan 2012 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 Friday, January 27, 2012 9:15 a.m. to 12:15 p.m., only Student Name ______________________________________________________________ School Name _______________________________________________________________ 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. The use of any communications device is strictly prohibited when taking this examination. If you use any communications device, no matter how briefly, your examination will be invalidated and no score will be calculated for you. 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 map below and on your knowledge of social studies. The Earliest Iron Age in Africa N W Carthage 814 BC MEDITERRANEAN SEA Early Iron Age sites Sites between 800 and 300 BC E 671 BC S SAHARA A SE . rR ge Ni D R. RE Nile Merowe 200 BC Debbat el Eheima Taruga Nsukka 200 BC Con g R ATLANTIC OCEAN 160 BC 0 r ive o AD 50 600 Miles INDIAN OCEAN AD 100 AD 100 Source: Philip Curtin et al., African History : From Earliest Times to Independence, Longman (adapted) 1 Which statement is supported by the information provided on this map about the earliest Iron Age in Africa? (1) Before 300 B.C., iron sites existed only in river valleys. (2) Iron technology spread from the west to the east. (3) Numerous iron sites were clustered in the Niger region. (4) Most of the iron sites in Africa were located in the region south of the Sahara. 3 In a pure market economy, who determines which goods and services are produced and in what quantities? (1) government agencies (2) consumers and producers (3) church hierarchy (4) banks and cartels 2 A primary source about the French Revolution is (1) an eyewitness account from a prisoner at the Bastille (2) an encyclopedia entry about the Reign of Terror (3) a recent biography of Robespierre (4) a movie about Louis XVI Global Hist. & Geo. Jan. 12 [2] Base your answer to question 4 on the photographs below and on your knowledge of social studies. Terracing in southern Chinese river valleys. Terracing at the Inca city of Macchu Picchu. Source: Bentley and Ziegler, Traditions & Encounters: A Global Perspective on the Past, McGraw Hill, 2006 Source: Steven Turiano, 1984 4 These photographs indicate the people of China and the people of ancient Peru modified their environment to (1) create effective trade routes (2) increase the amount of land available for agriculture (3) move large quantities of water into cities (4) provide an effective defense 7 Which statement about ancient Greece is an opinion rather than a fact? (1) Mountainous terrain was an obstacle to Greek political unity. (2) The Spartan culture placed an emphasis on military skills. (3) Athens granted voting rights to male citizens only. (4) Greek architecture was superior to Persian architecture. 5 Kabul is the capital of Afghanistan. India borders Pakistan, China, and Bangladesh. Most of China s major cities are in the eastern part of the country. Which type of map would be most helpful in verifying all this information? (1) political (3) land use (2) climate (4) population density 6 Which belief system requires fasting during Ramadan, praying five times daily, and making a pilgrimage to Mecca? (1) Judaism (3) Islam (2) Christianity (4) Hinduism Global Hist. & Geo. Jan. 12 8 The Thar Desert, Ganges River, and Deccan Plateau are all geographic features of (1) Japan (3) India (2) China (4) Indonesia [3] [OVER] 15 How did the Commercial Revolution change economic practices in Europe? (1) The manorial system was established. (2) A capitalist economy was developed. (3) The Church became a major economic power. (4) Colonies were granted independence. 9 Which philosophy is most closely associated with the development of the Chinese civil service system? (1) legalism (3) Daoism (2) Buddhism (4) Confucianism 10 The Byzantine Empire influenced the development of Russia by (1) preventing Mongol invasions (2) destroying the power of the legislature (3) establishing the potato as a staple food (4) introducing Eastern Orthodox beliefs 16 One impact Gutenberg s printing press had on western Europe was (1) the spread of Martin Luther s ideas (2) a decrease in the number of universities (3) a decline in literacy (4) the unification of the Holy Roman Empire 11 An economic reason for the institution of serfdom was to maintain (1) an educated citizenry (2) a stable workforce (3) overseas trade (4) religious uniformity 17 What was a result of the efforts of Prince Henry of Portugal, Christopher Columbus, and Ferdinand Magellan? (1) The importance of Mediterranean trade routes was established. (2) The modern concept of universal human rights was promoted. (3) The European view of the physical world was transformed. (4) An understanding of the benefits of cultural diversity was encouraged. 12 One long-term effect of the Crusades was the (1) development of Pax Mongolia (2) fall of the Ming dynasty (3) control of Jerusalem by Europeans (4) growth of trade and towns in western Europe 18 The Spanish encomienda system in the Americas resulted in (1) the strengthening of indigenous cultures (2) political independence for the colonies (3) the exploitation of natives (4) religious freedom for the majority of peasants 13 One way Japanese feudalism during the Tokugawa shogunate was different from European feudalism is that during this period of Japanese feudalism (1) political power was more centralized (2) foreign missionaries were welcomed (3) emperors were overthrown in coups d tat (4) most wealthy merchants were able to attain high social status 19 Which region s colonial class structure included peninsulares, creoles, and mestizos? (1) western Europe (3) East Asia (2) sub-Saharan Africa (4) Latin America 14 The kingdoms of Ghana, Mali, and Songhai prospered primarily due to their (1) exchanges with Indian ports (2) direct access to the Arabian Sea (3) control of trade routes (4) abundance of diamonds Global Hist. & Geo. Jan. 12 20 One similarity in the policies of Louis XIV and of Suleiman the Magnificent is that both leaders (1) expanded their empires in the Americas (2) encouraged the growth of democracy (3) increased the power of their central governments (4) abolished the bureaucracy [4] 25 Toussaint L Ouverture Bernardo O Higgins Jos de San Mart n 21 Oliver Cromwell led the Puritan Revolution in England in response to the (1) passage of the Bill of Rights (2) autocratic rule of the king (3) implementation of mercantilism (4) defeat of the Spanish Armada These individuals had their greatest impact on the (1) unification of Italy (2) independence movements in Latin America (3) Zionist movement (4) Catholic Counter Reformation Base your answer to question 22 on the illustration below and on your knowledge of social studies. Saturn Mars Moon Mercury Jupiter 26 What is a major belief associated with Marxism? (1) The proletariat would rise up and overthrow the bourgeoisie. (2) Religion should be more important than political forces. (3) Private ownership of property should be expanded. (4) Peasants would gain control of overseas markets. Fixed Stars Earth Venus Sun 22 Which individual supported the represented in this illustration? (1) Socrates (3) Dante (2) Ptolemy (4) Galileo 27 The Berlin Conference in 1884 was significant because it (1) promoted Belgium as a world power (2) established rules for the European division of Africa (3) called for a war against England (4) ensured ethnic harmony in the Middle East 28 Japan began an aggressive policy of imperialism in the late 19th and early 20th centuries because Japan (1) needed raw materials for its factories (2) hoped to spread Shinto (3) sought Western technology (4) wanted revenge for the Opium Wars theory 23 Which issue was a cause of the French Revolution? (1) ineffective rule of Napoleon Bonaparte (2) nationalization of the Church (3) outrage over the use of the guillotine by the Committee of Public Safety (4) demand of the Third Estate for more political power 29 The immediate cause of World War I was the (1) assassination of Archduke Ferdinand (2) Japanese alliance with Germany (3) treaty agreement at Versailles (4) German invasion of Poland 24 A major reason the Industrial Revolution developed in Great Britain in the 1700s was because of Great Britain s (1) geographic features (2) immigration policies (3) use of collectivization (4) access to imported oil Global Hist. & Geo. Jan. 12 [5] [OVER] 33 What was one geographic characteristic of Germany that influenced the outcomes of both World War I and World War II? (1) Mountainous topography protected Germany from the opposing side. (2) A lack of navigable rivers in Germany slowed transportation. (3) Excellent harbors allowed Germany to defeat Great Britain s naval forces. (4) Its central location in Europe resulted in Germany having to fight on two fronts. 30 The Bolshevik Revolution of 1917 in Russia was caused in part by (1) a forced famine in Ukraine (2) the failure of Czar Nicholas II to come to Serbia s aid (3) a shortage of military supplies and food during World War I (4) the establishment of Lenin s New Economic Policy (NEP) 31 One way in which Kemal Atat rk of Turkey and Shah Reza Pahlavi of Iran are similar is that both leaders (1) implemented programs to modernize their nations (2) supported increased rights for ethnic minorities (3) adopted policies of nonalignment (4) established theocracies based on Islam 34 Which event in the history of the Indian subcontinent occurred last? (1) Salt March (2) Amritsar Massacre (3) creation of Pakistan (4) Sepoy Rebellion 35 In the post World War II time period, the purpose of both the North Atlantic Treaty Organization (NATO) and the Warsaw Pact was to (1) discourage religious toleration (2) establish a military alliance (3) promote economic self-sufficiency (4) eliminate political corruption Base your answer to question 32 on the passage below and on your knowledge of social studies. ...The German people were never more pitiable than when they stood by and watched this thing done. For the raiders who were let loose on the streets and given a day to sate [indulge] the lowest instincts of cruelty and revenge were indeed an enemy army. No foreign invader could have done more harm. This is Germany in the hour of her greatest defeat, the best overcome by the worst. While many protested at the outrages, and millions must have been sickened and shamed by the crimes committed in their name, many others looked on stolidly or approvingly while the hunters hunted and the wreckers worked. There are stories of mothers who took their children to see the fun.... 36 Fidel Castro was successful at leading a revolution in Cuba because he gained the support of (1) wealthy landowners (3) peasant farmers (2) government officials (4) foreign investors 37 Which Southeast Asian nation fought in wars against Japan, France, and the United States during the 20th century? (1) Myanmar (Burma) (3) Philippines (2) Thailand (4) Vietnam New York Times, November 12, 1938 32 This 1938 passage criticizes those German people who did not (1) participate in these demonstrations (2) condemn the violent acts of Kristallnacht (3) support the government s policy in Austria (4) resist the war effort Global Hist. & Geo. Jan. 12 38 Which country was ruled by Pol Pot and the Khmer Rouge? (1) Afghanistan (3) Cambodia (2) Kazakhstan (4) Bangladesh [6] 44 Iran and North Korea attracted worldwide attention in the early 21st century because they both have (1) experienced widespread famine (2) discovered oil reserves (3) strengthened humanitarian practices (4) developed nuclear capabilities 39 The primary goal of the student protests in Tiananmen Square (1989) was to (1) support the policies of the Chinese Communist Party (2) decrease the amount of Western influence in China (3) encourage the spread of industrialization throughout China (4) increase political freedom and rights in China Base your answer to question 45 on the passage below and on your knowledge of social studies. Base your answer to question 40 on the passage below and on your knowledge of social studies. ...The document so frantically cobbled together was stunning in its sweep and simplicity. Never once mentioning king, nobility, or church, it declared the natural, inalienable and sacred rights of man to be the foundation of any and all government. It assigned sovereignty to the nation, not the king, and pronounced everyone equal before the law, thus opening positions to talent and merit and implicitly eliminating all privilege based on birth. More striking than any particular guarantee, however, was the universality of the claims made. References to men, man, every man, all men, all citizens, each citizen, society, and every society dwarfed the single reference to the French people.... ...We have triumphed in the effort to implant hope in the breasts of the millions of our people. We enter into a covenant [agreement] that we shall build the society in which all South Africans, both black and white, will be able to walk tall, without any fear in their hearts, assured of their inalienable right to human dignity a rainbow nation at peace with itself and the world.... Nelson Mandela, excerpt from Inaugural Address 40 These words were delivered in 1994 by the newly elected president of South Africa to praise his countrymen s rejection of (1) nationalism (3) apartheid (2) Pan-Africanism (4) democracy Lynn Hunt, Inventing Human Rights: A History, W. W. Norton & Company 45 This passage discusses ideals most directly associated with the (1) Golden Age of Islam (2) Reign of Charlemagne (3) Reformation (4) Enlightenment 41 The policies of the European Union (EU) and the North American Free Trade Agreement (NAFTA) have both resulted in (1) an increase in interdependence (2) the expansion of totalitarianism (3) an improvement in containment efforts (4) the support of isolationist practices 46 The Neolithic Revolution was a turning point in history because (1) factories began to use assembly-line techniques (2) new inventions led to overseas exploration (3) alternatives to hunting and gathering developed (4) the use of chemical fertilizers increased agricultural production 42 Which issue has raised significant environmental concerns in the Amazon Basin? (1) desertification (3) tsunami threats (2) deforestation (4) acid rain 43 Many scientists believe global warming is the direct result of (1) using solar panels (2) burning fossil fuels (3) generating nuclear power (4) producing hydroelectric power Global Hist. & Geo. Jan. 12 [7] [OVER] Base your answer to question 47 on the map below and on your knowledge of social studies. 0 800 miles 0 800 kilometers ERT I DES GOB N KOREA E W S H I M A L A JAPAN CHINA YA S Lumbini Sarnath Sanchi PACIFIC OCEAN INDIA Bay of Bengal Anuradhapura South China Sea SRI LANKA Borneo Original core of Buddhism in 6th century BC Spread of Buddhism from 1st century AD Spread of Mayana Buddhism from 5th century AD Spread of Theravada Buddhism from 5th century AD Sumatra INDIAN OCEAN Java Source: Facts on File, Inc. (adapted) 47 Which concept is most closely associated with this map of Asia? (1) nonalignment (3) colonization (2) urbanization (4) cultural diffusion 49 Peter the Great is to Russia as Emperor Meiji is to (1) Mongolia (3) India (2) Japan (4) Korea 48 One way in which the Atlantic slave trade and the Jewish diaspora are similar is that both (1) forced people to migrate (2) encouraged the growth of secularism (3) created conditions leading to the Encounter (4) resulted from the fall of Constantinople Global Hist. & Geo. Jan. 12 [8] Base your answer to question 50 on the map below and on your knowledge of social studies. Caspian Sea Mediterranean Sea Persian Gulf Red Sea Source: Simon Adams et al., Illustrated Atlas of World History, Random House, 1992 (adapted) 50 Which pair of leaders are associated with the region shown in dark gray on this map? (1) Zheng He and Deng Xiaoping (2) Miguel Hidalgo and Augusto Pinochet (3) Hammurabi and Saddam Hussein (4) Catherine the Great and Vladimir Putin Global Hist. & Geo. Jan. 12 [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 these general definitions in mind: (a) describe means to illustrate something in words or tell about it (b) explain means to make plain or understandable; to give reasons for or causes of; to show the logical development or relationships of (c) 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: Change Individuals Throughout history, various circumstances have led individuals to develop or modify ideas. These ideas have often affected societies. Task: Select two individuals from your study of global history and for each Describe the historical circumstances that led this individual to develop or modify an idea Explain an action taken by this individual as a result of this idea Discuss how this individual s idea affected a society You may use any individual from your study of global history and geography. Some suggestions you might wish to consider include Pericles, Martin Luther, Queen Elizabeth I, Toussaint L Ouverture, Karl Marx, Mohandas Gandhi, Jomo Kenyatta, Mao Zedong, Mikhail Gorbachev, and Mother Theresa. You are not limited to these suggestions. Do not use an individual from the United States in your answer. Guidelines: In your essay, be sure to Develop all aspects of the task Support the theme with relevant facts, examples, and details Use a logical and clear plan of organization, including an introduction and a conclusion that are beyond a restatement of the theme Global Hist. & Geo. Jan. 12 [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. Historical Context: Throughout history, various societies unified and controlled regions using transportation systems. These systems include roads, canals, and railroads. 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 transportation systems mentioned in the historical context and for each Explain how various societies unified and/or controlled regions by using the transportation system Do not use road systems, canal systems, or railroad systems found within the United States in your response. In developing your answers to Part III, be sure to keep this general definition in mind: explain means to make plain or understandable; to give reasons for or causes of; to show the logical development or relationships of Global Hist. & Geo. Jan. 12 [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 Purposes and Kinds of Roman Roads Why did the Romans build roads? The Romans considered a well-organized and efficient transportation system a basic element of proper administration; i.e. an indispensable element in creating and maintaining the Roman state. The earliest highways or main roads were constructed for the use of the military, and their economic benefit for civilians was a later byproduct and not the main reason for their creation. The military nature of the roads continued to be essential as Romans expanded into territory outside Italy. In the province of Arabia Petraea (which included what is now Jordan), the movement of troops and ease of communication for the army and Roman administration were the primary reasons for construction of the Via Nova, one of the many viae militares or military roads built in conquered provinces. However, smaller, shorter, and less well-constructed local roads (actus) or tracks (callis) also increased in territory after it was brought under Roman control. Nevertheless, the main public highways (viae publicae) normally began as military roads and only gradually evolved into civilian conduits [passageways]. Source: Virtual Karak Resources Project, An Appalachian College Association (adapted) 1 Based on this excerpt from the Virtual Karak Resources Project, what was one way the Romans used roads to control their empire? [1] Score Global Hist. & Geo. Jan. 12 [12] Document 2 ...We can only marvel at the ability of the Sapa Inca [chief ruler] to control his vast domains, separated as they were not only by long distances, but by dramatic changes in altitude. Inca engineers developed a massive road system over some of the most rugged terrain on earth, a lattice [network] of highways and tracks that covered a staggering 19,000 miles (30,000 km). The Inca empire could never have been created without this communication system that carried important officials, government correspondence, entire armies, and all manner of commodities and trade goods. Road-building started long before Inca times, for earlier states like Chimor on the coast also needed to connect dense concentrations of farmers in widely separated valleys. But the Incas vastly extended the network. The resulting lattice was a conceptual framework for the quipu makers, who used the sequences of sites on the roads to relate different areas to one another. Anthropologist John Murra has called these roads the flag of the Inca state, for they were a highly visible link between the individual and the remote central government. The same lattice of communication helped define symbolic alignments, link sacred shrines to the Temple of the Sun in Cuzco, and even separate different groups of people living near the capital . Source: Brian M. Fagan, Kingdoms of Gold, Kingdoms of Jade: The Americas Before Columbus, Thames and Hudson 2 According to Brian M. Fagan, what were two ways the Incas used roads to unify their empire? [2] (1)__________________________________________________________________________________ __________________________________________________________________________________ Score (2)__________________________________________________________________________________ __________________________________________________________________________________ Score Global Hist. & Geo. Jan. 12 [13] [OVER] Document 3a The Tokugawa shogunate realized the importance of maintaining contact with distant provinces within Japan. The T okaid was its most important highway. o ...Perhaps the most crucial use of the road was for governmental communication with the provinces. Official messengers traveled by foot, horseback (in wartime), and palanquin. The government used a system of relays for messengers, with reliefs at every seven li [3.9 km]. Government messengers had priority over any other type of traveler. They had first access to ferries at river crossings along the way, and could freely pass government road barriers at all times of the day or night. Private citizens were not allowed to travel at night; a series of barriers and checkpoints along the road kept them from doing so . Source: Patricia J. Graham, The Political and Economic Importance of the Tokaido, To kaido : Adventures on the Road in Old Japan, University of Kansas Spencer Museum of Art (adapted) Document 3b Relay Station: Hoeido #53 Here, a man is riding in a fast palanquin, gripping a strap for fear of falling off. The bearers of these palanquins would change at the relay stations, but the rider transmitting the message would endure the grueling ride until he reached his destination and could transmit his secret message in person. Source: Patricia J. Graham, The Political and Economic Importance of the Tokaido, To kaido : Adventures on the Road in Old Japan, University of Kansas Spencer Museum of Art (adapted) Global Hist. & Geo. Jan. 12 [14] 3 According to Patricia J. Graham, what were two ways the Tokugawa controlled the use of the T okaid Road? [2] o (1)__________________________________________________________________________________ __________________________________________________________________________________ Score (2)__________________________________________________________________________________ __________________________________________________________________________________ Score Global Hist. & Geo. Jan. 12 [15] [OVER] Document 4 The Grand Canal of China ...The Grand Canal got more attention than other waterways because it was the main route to the capital city. Officials used it to travel to the court. Above all, its purpose was to carry grain from the south to the north. Taxes were paid in rice that was used to feed the court and pay the wages of workers and the army. At times when the canal was neglected, the grain had to be taken north by sea. But sailing ships were exposed to storms and pirates. Even when steamships plied the coast, the grain continued to be carried on the Grand Canal until 1901, for this provided jobs for many people . Source: Lyn Harrington, The Grand Canal of China, Rand McNally & Company 4 According to Lyn Harrington, what are two reasons the Grand Canal was important to the Chinese? [2] (1)__________________________________________________________________________________ __________________________________________________________________________________ Score (2)__________________________________________________________________________________ __________________________________________________________________________________ Score Global Hist. & Geo. Jan. 12 [16] Document 5 Tenochtitl n: Capital City of the Aztecs Tenochtitl n was crisscrossed by canals. Canals served as the major streets of the city. Merchant canoes carried goods to the city s major market, Tlatelolco. Tribute in the form of gold, silver, beautiful feathers, cocoa, bark paper, as well as victims for human sacrifice were brought into Tenochtitl n on the canals. 5 Based on this document, state one way the canals were vital to the functioning of the Aztec capital of Tenochtitl n. [1] Score Global Hist. & Geo. Jan. 12 [17] [OVER] Document 6a Steamship Routes, about 1914 London ASIA Suez Canal EUROPE N W AFRICA Bombay Calcutta E Hong Kong S Pacific Ocean Singapore Indian Ocean Atlantic Ocean AUSTRALIA Sydney Cape of Good Hope 0 0 2000 miles 4000 kilometers British Empire Cape route Canal route Source: Abrams and Thurston, World Geography, Iroquois Publishing (adapted) and Patrick K. O Brien, ed., Oxford Atlas of World History, Oxford University Press (adapted) Document 6b Shipping Distances between London and the East Via the Cape Via the Canal London-Bombay 19,755 km 11,619 km London-Calcutta 22,039 14,970 London-Singapore 21,742 15,486 London-Hong Kong 24,409 18,148 London-Sydney 23,502 22,493 Source: Daniel R. Headrick, The Tentacles of Progress: Technology Transfer in the Age of Imperialism, 1850 1940, Oxford University Press (adapted) 6 Based on these documents, state one way the Suez Canal improved Great Britain s shipment of goods and troops to its empire in the East. [1] Score Global Hist. & Geo. Jan. 12 [18] Document 7 General Moltke believed railroads would contribute to Otto von Bismarck s Prussian military efforts in the 1860s. ...The railroads offered new strategic opportunities. Troops could be transported six times as fast as the armies of Napoleon [1808 1812] had marched, and the fundamentals of all strategy, time and space, appeared in a new light. A country which had a highly developed system of rail communications gained important and possibly decisive advantages in warfare. The speed of the mobilization and of the concentration of armies became an essential factor in strategic calculations. In fact, the timetable of mobilization and assemblage, together with the first marching orders, henceforth formed the very core of the strategic plans drawn up by the military staffs in expectation of war . Source: Hajo Holborn, Moltke s Strategical Concepts, Military Affairs (adapted) 7 According to Hajo Holborn, why did General Moltke consider railroads to be strategically important to Bismarck s Prussian military efforts? [1] Score Global Hist. & Geo. Jan. 12 [19] [OVER] Document 8 An enduring monument to British imperialism in India is the Indian railway system, which at the time of independence in 1947 had more track mileage than that of any European state and less than only the United States, Canada, and the Soviet Union. The first railway track was laid in India in 1850, and by 1915 India had better than forty thousand miles of track and approximately one hundred million railroad passengers per year. Indian railway building was supported by several powerful groups: British cotton manufacturers, for whom railways were a cheap and efficient way to get cotton to the coast for shipment to England; British industrialists, who supplied India with most of its rails, locomotives, moving stock [railroad cars], and equipment; colonial officials, who saw railroads as a way to move troops quickly to trouble spots and an essential part of the Indian postal system; and millions of Indians, who, rather to the surprise of the British, took to rail travel with great alacrity [enthusiasm] . Source: Andrea and Overfield, The Human Record: Sources of Global History, Houghton Mifflin 8 According to Andrea and Overfield, what were two ways the British used railroads in India? [2] (1)__________________________________________________________________________________ __________________________________________________________________________________ Score (2)__________________________________________________________________________________ __________________________________________________________________________________ Score Global Hist. & Geo. Jan. 12 [20] Document 9 ...In tropical Africa the French were for a time the most enthusiastic railroad builders. In 1879, soon after beginning their penetration of the Western Sudan, they laid plans for a railroad from Senegal inland. Their first line was inaugurated in 1885 between Saint-Louis and Dakar, a distance of 163 miles. Another line, from Kayes on the Senegal River to Koulikoro on the upper Niger, was begun in 1881 and completed in 1906; this was primarily a military line whose purpose was to transport troops through unconquered territory. Yet another line, linking Konakry in French Guinea to the upper Niger, was built between 1899 and 1914, mostly for the export of natural rubber. After that the French did relatively little railroad building . Source: Daniel R. Headrick, The Tools of Empire: Technology and European Imperialism in the Nineteenth Century, Oxford University Press (adapted) 9 According to Daniel R. Headrick, what was one reason the French built railroads in tropical Africa? [1] Score Global Hist. & Geo. Jan. 12 [21] [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, various societies unified and controlled regions using transportation systems. These systems include roads, canals, and railroads. Task: Using the information from the documents and your knowledge of global history, write an essay in which you Select two transportation systems mentioned in the historical context and for each Explain how various societies unified and/or controlled regions by using the transportation system Do not use road systems, canal systems, or railroad systems found within the United States in your response. 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. Jan. 12 [22] FOR TEACHERS ONLY VO L U M E 12 OF The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION MC & THEMATIC GLOBAL HISTORY AND GEOGRAPHY Friday, January 27, 2012 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/apda/ 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. Multiple Choice for Part I Allow 1 credit for each correct response. Part I 1 ......4...... 13 . . . . . . 1 . . . . . . 26 . . . . . . 1 . . . . . . 39 . . . . . . 4 . . . . . . 2 ......1...... 14 . . . . . . 3 . . . . . . 27 . . . . . . 2 . . . . . . 40 . . . . . . 3 . . . . . . 3 ......2...... 15 . . . . . . 2 . . . . . . 28 . . . . . . 1 . . . . . . 41 . . . . . . 1 . . . . . . 4 ......2...... 16 . . . . . . 1 . . . . . . 29 . . . . . . 1 . . . . . . 42 . . . . . . 2 . . . . . . 5 ......1...... 17 . . . . . . 3 . . . . . . 30 . . . . . . 3 . . . . . . 43 . . . . . . 2 . . . . . . 6 ......3...... 18 . . . . . . 3 . . . . . . 31 . . . . . . 1 . . . . . . 44 . . . . . . 4 . . . . . . 7 ......4...... 19 . . . . . . 4 . . . . . . 32 . . . . . . 2 . . . . . . 45 . . . . . . 4 . . . . . . 8 ......3...... 20 . . . . . . 3 . . . . . . 33 . . . . . . 4 . . . . . . 46 . . . . . . 3 . . . . . . 9 ......4...... 21 . . . . . . 2 . . . . . . 34 . . . . . . 3 . . . . . . 47 . . . . . . 4 . . . . . . 10 . . . . . . 4 . . . . . . 22 . . . . . . 4 . . . . . . 35 . . . . . . 2 . . . . . . 48 . . . . . . 1 . . . . . . 11 . . . . . . 2 . . . . . . 23 . . . . . . 4 . . . . . . 36 . . . . . . 3 . . . . . . 49 . . . . . . 2 . . . . . . 12 . . . . . . 4 . . . . . . 24 . . . . . . 1 . . . . . . 37 . . . . . . 4 . . . . . . 50 . . . . . . 3 . . . . . . 25 . . . . . . 2 . . . . . . 38 . . . . . . 3 . . . . . . Copyright 2012 The University of the State of New York THE STATE EDUCATION DEPARTMENT Albany, New York 12234

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