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New York Regents Global History and Geography June 2010 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 Tuesday, June 15, 2010 1:15 to 4:15 p.m., only Student Name ______________________________________________________________ School Name _______________________________________________________________ Print your name and the name of your school on the lines above. Then turn to the last page of this booklet, which is the answer sheet for Part I. Fold the last page along the perforations and, slowly and carefully, tear off the answer sheet. Then fill in the heading of your answer sheet. Now print your name and the name of your school in the heading of each page of your essay booklet. This examination has three parts. You are to answer all questions in all parts. Use black or dark-blue ink to write your answers. Part I contains 50 multiple-choice questions. Record your answers to these questions on the separate answer sheet. Part II contains one thematic essay question. Write your answer to this question in the essay booklet, beginning on page 1. Part III is based on several documents: Part III A contains the documents. Each document is followed by one or more questions. In the test booklet, write your answer to each question on the lines following that question. Be sure to enter your name and the name of your school on the first page of this section. Part III B contains one essay question based on the documents. Write your answer to this question in the essay booklet, beginning on page 7. When you have completed the examination, you must sign the statement printed on the Part I answer sheet, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you have neither given nor received assistance in answering any of the questions during the examination. Your answer sheet cannot be accepted if you fail to sign this declaration. 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, write on the separate answer sheet the number of the word or expression that, of those given, best completes the statement or answers the question. Base your answer to question 5 on the illustration below and on your knowledge of social studies. 1 Which document is considered a primary source? (1) encyclopedia article (2) modern textbook (3) biography (4) personal correspondence 2 Which title best completes the partial outline below? I. _________________________________ A. Located in a region of volcanoes and earthquakes B. Has limited mineral resources C. Concentration of population in coastal plains (1) (2) (3) (4) Source: Wilson G. Turner, Maya Designs, Dover Publications 5 Which element of civilization is most clearly shown in this Maya artwork? (1) urbanization (2) a system of education (3) a code of laws (4) social classes Geographic Features of Japan Environmental Challenges in Mongolia Economic Issues Facing Saudi Arabia Factors Affecting British Industrialization 3 Which Neolithic Revolution development led to the other three? (1) complex civilizations (2) surplus of food (3) division of labor (4) domestication of plants and animals 6 Which achievements are most closely associated with the Tang and Song dynasties of China? (1) wheel and stirrup (2) chinampas and calendar (3) gunpowder and movable wooden type (4) mosaics and domes 4 The Ganges River is sacred to people practicing Hinduism. Shinto shrines are usually located near mountains or lakes. The Jordan River is a site of many Christian baptisms. 7 Korea has frequently served as a cultural bridge between (1) Cambodia and Vietnam (2) Russia and India (3) Thailand and Indonesia (4) China and Japan Which conclusion is most valid based on these statements related to belief systems? (1) The Middle East was the birthplace of these belief systems. (2) Water plays an important role in these belief systems. (3) Pilgrimages to mountainous regions are encouraged by these belief systems. (4) Understanding nature is a requirement of these belief systems. Global Hist. & Geo. June 10 8 Which institution served as the primary unifying force in medieval western Europe? (1) legislature (3) monarchy (2) church (4) military [2] Base your answer to question 9 on the map below and on your knowledge of social studies. Newcomers in the Roman World, c. AD 526 N CELTS W E JUTES North Sea B ic al t Se a BRITAIN SAXONS S SLAVS THURINGIANS FRANKISH KINGDOM Tours VANDALS ALEMANNI BURGUNDIAN OSTROGOTHIC KINGDOM KINGDOM GAUL Milan ATLANTIC OCEAN SUEVE VIS SLAVS BASQUES SPAIN T IGO AVARS HI IN CK GD OM Black Sea ITALY Corsica Rome THRACE Constantinople Sardinia Sicily VANDAL Carthage KINGDOM Me di t e rrane an NORTH AFRICA Se 400 Kilometers a 200 Division line between eastern and western territories 400 Miles d 0 200 Alexandria Re 0 Se a Source: Lim and Smith, The West in the Wider World, Sources and Perspectives, Vol. 1, Bedford/St. Martin s (adapted) 9 Which conclusion about the Roman world around AD 526 can be drawn from the information on this map? (1) The Gauls dominated trade on the Mediterranean Sea. (2) Rome was the capital of the entire western region. (3) The eastern region was unified under the Byzantine Empire. (4) The division between eastern and western Rome followed natural boundaries. 11 The trans-Saharan trade carried out by West African civilizations was primarily based on an exchange of (1) gold and salt (2) ivory and silk (3) silver and tea (4) hardwoods and animal skins 10 Which change to Christian church practice was suggested by Martin Luther? (1) increasing the sale of indulgences (2) installing statues of saints in churches (3) saying the mass in Latin so the faithful would learn it (4) printing the Bible in the vernacular so all could read it Global Hist. & Geo. June 10 [3] [OVER] Base your answer to question 12 on the map below and on your knowledge of social studies. The Pattern of Urbanization: The Primate [First] and Secondary Cities, 650 1500 EUROPE ASIA AFRICA INDIAN OCEAN Source: K. N. Chaudhuri, Trade and Civilisation in the Indian Ocean, Cambridge University Press (adapted) 12 Based on the information provided by this map, which statement about urban areas between 650 and 1500 is accurate? (1) Most urbanization occurred in the Southern Hemisphere. (2) Most urbanization is associated with a tropical climate. (3) Most urban areas were located in Europe. (4) Most urban areas developed near waterways. 14 Which factor most influenced the development of diverse cultures in pre-Columbian South America? (1) trade agreements (2) geographic features (3) imported religious ideas (4) peasant revolts 13 China s image of itself as the Middle Kingdom is associated with (1) welcoming foreign ideas and influences (2) mixing Western religions with traditional Chinese philosophies (3) controlling how contact occurs with other cultures (4) building the Grand Canal to expand trade within China Global Hist. & Geo. June 10 [4] Base your answer to question 15 on the map below and on your knowledge of social studies. Trade Routes Between the Old and New Worlds 400 800 km 400 800 mi ores ucts , naval st ured prod Fish, furs Manufact ducts s d pro cts o, fur ufacture produ d ig e d r n in tu c Ma Rice, Manufa cco Toba Meat, fish, rum, lumber, grain Manufactured pro ducts Boston Newport New York Philadelphia ENGLISH COLONIES ber ses lum molas ur, ns, , flo ock perso est d , liv slave Fish En es Enslaved persons, molass sons per ed lav s, Ja m ai ca IN D Hispaniola I ES SPAIN PORTUGAL Lisbon Cadiz it fru la Mo an ope ts duc pro Eur elo up e AFRICA En s Ru laved m p ad ST e ss Gu Cuba EUROPE ine ATLANTIC OCEAN En s WE ENGLAND Bristol London Fru it, w NORTH AMERICA Charleston Glasgow es L in 0 en s, h ors 0 ers on Martinique Barbados Ensla ved p s erson s SLAVE COASTS SOUTH AMERICA Major trade route Intercoastal trade route Source: Marvin Perry et al., Western Civilization: Ideas, Politics & Society, Houghton Mifflin, 2000 (adapted) 15 Based on the information shown on this map, most manufactured goods were produced in (1) the West Indies (3) English colonies (2) Europe (4) Africa 17 The signing of the Magna Carta in 1215 and the Glorious Revolution in 1688 were key events in English history because they resulted in (1) creating alliances with France (2) defeating Protestant nobles (3) limiting the power of the monarchy (4) annexing territory 16 What was a key characteristic of an absolute monarchy in the 16th and 17th centuries? (1) centralized governmental authority (2) increased political rights for peasants and serfs (3) freedom of religion (4) a system of checks and balances Global Hist. & Geo. June 10 [5] [OVER] 22 One reason the Suez Canal has been of strategic importance to countries other than Egypt was that the canal (1) allowed for faster movement between the North Atlantic Ocean and the Indian Ocean (2) enabled Europeans to explore the Western Hemisphere (3) made it easier for Russia to gain control of Afghanistan (4) provided the Austro-Hungarian Empire with access to its colonies in South Asia Base your answer to question 18 on the passage below and on your knowledge of social studies. . . . The Mongols made no technological breakthroughs, founded no new religions, wrote few books or dramas, and gave the world no new crops or methods of agriculture. Their own craftsmen could not weave cloth, cast metal, make pottery, or even bake bread. They manufactured neither porcelain nor pottery, painted no pictures, and built no buildings. Yet, as their army conquered culture after culture, they collected and passed all of these skills from one civilization to the next. . . . 23 Much of which area of the world came under European colonial control in the 19th century? (1) Japan (3) Africa (2) Southwest Asia (4) Latin America Jack Weatherford 18 This passage leads to the conclusion that the Mongols (1) rejected technology (2) were a peaceful people (3) were urbanized (4) contributed to cultural diffusion 24 A similarity between the Sepoy Rebellion in India and the Boxer Rebellion in China is that both were (1) attempts to remove foreign influence (2) movements to establish communist governments (3) efforts to restore trade monopolies (4) struggles to westernize cultures 19 Many Enlightenment philosophers used reason to (1) reinforce traditional beliefs (2) strengthen religious authority (3) reveal natural laws (4) encourage censorship Base your answer to question 25 on the passage below and on your knowledge of social studies. Observation of a Soldier in World War I Private Archie Surfleet, February 8th, 1918 We have been in camp near the wood at curie for some days now and a more miserable existence it would be hard to imagine. There is nothing but unrest and uncertainty and everyone here is absolutely fed up to the teeth. 20 The unification of Germany under Otto von Bismarck demonstrates the (1) influence of Marxist ideology (2) impact of nationalism (3) force of civil disobedience (4) power of democratic ideals Malcolm Brown, Tommy Goes to War 21 What was a result of the Industrial Revolution in Europe? (1) the growth of the middle class (2) an increase in nomadic herding (3) a decline in urban population (4) a decrease in international trade Global Hist. & Geo. June 10 25 Which hypothesis can best be supported by this passage? (1) Allied forces were on the verge of winning the war. (2) Technology had created a military stalemate. (3) Revolution in Russia hastened the end of the war. (4) Conditions contributed to low troop morale. [6] Base your answers to questions 31 and 32 on the cartoon below and on your knowledge of social studies. 26 One reason the League of Nations failed as a world organization was that it (1) supported the rise of fascist states (2) lacked a military force to settle conflicts (3) dealt with conflict by establishing naval blockades (4) encouraged the annexation of territory by force 27 Japan s invasion of China in 1937 and Germany s attack on Poland in 1939 led directly to (1) the beginning of World War II in Asia and Europe (2) a meeting at Yalta between the United States and the Soviet Union (3) a conference at Munich for European leaders (4) the withdrawal of Britain and France from European affairs Source: Dana Summers, The Orlando Sentinel, 1989 31 This 1989 cartoon suggests that the governments of both China and East Germany (1) removed the military from power (2) allowed a shift in rule from autocracy to fascism (3) gave people the right to decide how they would be ruled (4) faced challenges in their ability to maintain communist governments 28 The Nuremberg Trials are considered an important event in the 20th century because they (1) brought an end to genocide (2) condemned the use of nuclear weapons (3) ruled on provisions for the postwar occupation of Germany (4) established principles of responsibility for human rights violations 29 The North Atlantic Treaty Organization (NATO) was initially formed to (1) promote religious freedom (2) defend Western Europe from Soviet aggression (3) isolate member nations from the rest of the world (4) stop the flow of immigration between member nations 32 Which event in China is symbolized by the Lady with the Light in this 1989 cartoon? (1) Long March (2) Great Leap Forward (3) Cultural Revolution (4) Tiananmen Square protests 33 Which statement about the United Nations is a fact rather than an opinion? (1) The United Nations has too many committees to be effective. (2) The United Nations would be more efficient if its headquarters moved to Europe. (3) The membership of the United Nations has increased since its formation. (4) The United Nations has successfully met most of its goals. 30 What was one social change Mao Zedong instituted in China after 1949? (1) granting legal equality for men and women (2) requiring arranged marriages (3) adopting the practice of foot binding (4) mandating Confucianism as the state philosophy Global Hist. & Geo. June 10 [7] [OVER] Base your answer to question 34 on the chart below and on your knowledge of social studies. Population: 44.8 million From the 2001 census South Africa: Ten Years After Apartheid Black 79% White 9.6% Mixed 8.9% Other 2.5% Disposable Income In U.S. dollars, per capita Unemployment rate, 2002 Includes those who have given up looking for work Black White Overall 1994 9.9% 40.9% Blacks $1,158 Whites $8,652 2002 47.8% Blacks $1,480 Whites $9,555 Source: New York Times, April 26, 2004 (adapted) 34 Which conclusion about South Africa s economy can be drawn from this chart? (1) Since the end of apartheid, most blacks have gained economic equality. (2) In some sectors of the economy, blacks earn more than whites. (3) Despite the end of apartheid, many blacks continue to struggle economically. (4) Economic opportunity for blacks is directly related to education reform. 37 Rapid industrialization in developing nations has often resulted in (1) little growth in urban centers (2) decreases in the levels of pollution (3) the continuation of traditional ideas in the workplace (4) a growing gap between the rich and the poor 35 Which document is most closely associated with the Arab-Israeli conflict? (1) Balfour Declaration (2) Kyoto Protocol (3) Communist Manifesto (4) Treaty of Nanjing 36 Reliance on Imported Oil Raises Concerns in China, Europe, and the United States Coca-Cola Accused of Wasting Precious Water in India Competition for Control of Cobalt Mines Causes Violence in Congo 38 One way in which the Aswan Dam in Egypt and the Three Gorges Dam in China are similar is that both (1) convert salt water to freshwater (2) harness natural forces to produce energy (3) provide fertilizers for agricultural production (4) connect small bodies of water to larger bodies of water These headlines best illustrate the economic concept of (1) inflation (2) embargo (3) boycott of goods (4) scarcity of resources Global Hist. & Geo. June 10 [8] Base your answer to question 43 on the graphic organizer below and on your knowledge of social studies. Base your answer to question 39 on the passage below and on your knowledge of social studies. . . . The horrible truth is that failure to eradicate [destroy] the root causes of terrorism is almost certain to extend the Age of Terrorism, it is not clear that they really can be eradicated. To appease the extremists might be easy but may not work. To allow them to win would be to accept the supremacy of evil. To promote democracy and open government might be the ultimate solution, but it stands on a shaky conceptual foundation of untested assumptions about the nature of the world and diverse cultures. Unfortunately, the world is at a point where it can see the danger from terrorism but not the cure. Worse still, a cure may not exist. Political stability Creation of notable architectural works Advancements in science and technology Achievement in arts Progress in transportation Steven Metz, Can Terrorism Be Cured?, Project Syndicate 43 Which title best completes this graphic organizer? (1) Characteristics of the Inca Golden Age (2) Reasons for the Reconquista (3) Results of Lenin s New Economic Plan (4) Features of the Marshall Plan 39 The author of this 2006 passage concludes that terrorism (1) has failed to take root (2) requires a strong military response (3) is extremely difficult to defeat (4) will be overcome through diplomacy Base your answer to question 44 on the passage below and on your knowledge of social studies. 40 One way in which the actions of Alexander the Great, Saladin, and Shaka Zulu are similar is that each implemented (1) military strategies to defeat opponents (2) constitutions to define political powers (3) policies to increase religious persecution (4) legal changes to protect human rights . . . The split arose from a dispute over who should succeed the Prophet Muhammad after his death in A.D. 632. Some followers believed his successor should be chosen by tribal consensus, and they named one of Muhammad s inner circle as the first caliph, or spiritual leader. But others thought the successor should come directly from the Prophet s family, namely his cousin and sonin-law Ali. . . . 41 In the traditional Hindu caste system and in the social hierarchy of colonial Latin America, the status of a person was usually determined by (1) education (3) birth (2) wealth (4) power Source: National Geographic, June 2004 44 The situation described in this passage led to the (1) pogroms in Russia (2) fall of Constantinople (3) division of Sunnis and Shiites (4) tensions between Protestants and Catholics 42 One way in which the travels of Marco Polo and Ibn Battuta are similar is that each (1) started mass migrations from Europe (2) stimulated interest in other cultures (3) led to the establishment of colonies (4) resulted in archaeological discoveries in Africa Global Hist. & Geo. June 10 [9] [OVER] Base your answer to question 45 on the wood block print below and on your knowledge of social studies. Source: James L. Huffman, Modern Japan, A History in Documents, Oxford University Press 45 During which period of Japanese history did the changes shown in this wood block print occur? (1) Heian court (3) Meiji Restoration (2) Tokugawa shogunate (4) United States occupation Global Hist. & Geo. June 10 [10] 49 Romans destroy the temple in Jerusalem. British officials partition India. Hutus and Tutsis fight in Rwandan civil war. 46 Between 1300 and 1600, which economic system began to develop as a result of the transformation in global trade? (1) socialism (3) communism (2) capitalism (4) manorialism One way in which these events are similar is that each resulted in the (1) establishment of uniform legal codes (2) emigration of people from their homelands (3) intervention of coalition military forces (4) acceptance of new political boundaries 47 The combined usage of the caravel, compass, and astrolabe in the late 1400s helped bring about the (1) migration of the Bantu (2) exploration of the Americas (3) introduction of Buddhism to East Asia (4) voyages of Zheng He 50 Which of these groups were the major supporters of 20th-century communist revolutions? (1) priests and artisans (2) bourgeoisie and nobility (3) entrepreneurs and capitalists (4) workers and peasants 48 Focus on individual achievement Use of classical Greek and Roman ideas Artistic works of Leonardo da Vinci Which time period is most closely associated with these characteristics? (1) Hellenistic Golden Age (2) Early Middle Ages (3) European Renaissance (4) Scientific Revolution Global Hist. & Geo. June 10 [11] [OVER] This page left blank intentionally. GO ON TO THE NEXT PAGE Global Hist. & Geo. June 10 [12] Answers to the essay questions are to be written in the separate essay booklet. In developing your answer to Part II, be sure to keep these general definitions in mind: (a) explain means to make plain or understandable; to give reasons for or causes of; to show the logical development or relationships of (b) describe means to illustrate something in words or tell about it (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 Ideas The ideas of individuals have had a significant influence on groups, nations, and regions. Task: Select two individuals and for each Explain a specific idea developed by the individual Describe the historical circumstances that surrounded the development of the idea Discuss how the idea influenced a group or a nation or a region You may use any individual whose ideas had a significant influence from your study of global history. Some suggestions you might wish to consider include Confucius, Niccol Machiavelli, Galileo Galilei, John Locke, Sim n Bol var, Karl Marx, Kemal Atat rk, Nelson Mandela, Deng Xiaoping, and Mikhail Gorbachev. You are not limited to these suggestions. Do not write about any 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. June 10 [13] [OVER] 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, geographic factors such as deserts, monsoons, and cold climates have had a variety of effects on different 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 geographic factors mentioned in the historical context and for each Describe the geographic factor Discuss the effects this geographic factor has had on a specific region or regions 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 10 [14] 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 . . . The aridity of the North African steppe turns to desolation in the Sahara, the most extensive desert in the world. In popular imagination the Sahara is seen as a wilderness of sand dunes; yet it is a region of most varied landscapes, ranging from the great massifs [highlands] of Ahaggar and Tibesti with their extraordinary rock formations and their lofty volcanic peaks to vast stretches of gravelly plains or broad belts of constantly shifting dunes. The desert is not completely waterless in certain parts, particularly on the northern fringes, excellent supplies of subterranean water support the rich culture of the oases nor is it completely bereft of [without] vegetation. Men have thus found it possible to gain a livelihood in the Sahara whether as cultivators in the oases or pastoralists [herders] in other areas. . . . Source: Robin Hallett, Africa to 1875: A Modern History, The University of Michigan Press, 1970 1 What is one feature of the Sahara Desert, according to Robin Hallett? [1] _____________________________________________________________________________________ _____________________________________________________________________________________ Score Global Hist. & Geo. June 10 [15] [OVER] Document 2 . . . For several centuries, these contacts [between North Africa and the interior] were limited by the nature of the Sahara itself. More than 3 million square miles in area, the Sahara is the world s largest desert. Because temperatures during the day can reach as high as 120 degrees Fahrenheit and supplies of water are scant, the 40-day journey across the desert required courage, determination, and careful planning. Travelers who became separated from their companions were seldom seen again. The trans-Sahara trek became somewhat easier after the 4th century A.D., when camels were introduced in place of horses; camels are able to travel long distances without water, and their wider hooves make it easier for them to move through sand. However, intensive contact between North Africa and the interior did not begin until the 7th century, when a revolutionary change took place in the political and religious life of the region. By this time, the old empires of the Mediterranean and the Middle East were in decline or in ruins. In their place was a powerful new force Islam. . . . Source: Philip Koslow, Ancient Ghana: The Land of Gold, Chelsea House Publishers 2a What is one reason travel across the Sahara Desert was difficult, according to Philip Koslow? [1] _____________________________________________________________________________________ _____________________________________________________________________________________ Score b What change was adopted after the 4th century to make travel easier, according to Philip Koslow? [1] _____________________________________________________________________________________ _____________________________________________________________________________________ Score Global Hist. & Geo. June 10 [16] Document 3 . . . Desertification directly affects 1.2 billion people, and more and more productive land is being lost year by year. It has presented a challenge for governments and aid agencies in over 110 countries for some time, and is a contributing factor in poverty and regional conflicts, for example in Sudan. It has also been a major issue in Egypt, where 90% of the country s land mass is desert. Faced with a rising population, the government has had to undertake a number of settlement and irrigation projects to create additional living and working space. In China, almost two-thirds of the country and over 400 million people are affected, the worst hit areas being the Gobi desert in the northwest of the country and the Takla Makan desert in the west. . . . Source: Ute Schaeffer, Deutsche Welle reporters on the ground, Down to Earth: News & Views on Desertification, UNCCD, June 2006, Volume 21 3 What is one challenge areas face because of desertification, according to Ute Schaeffer? [1] _____________________________________________________________________________________ _____________________________________________________________________________________ Score Global Hist. & Geo. June 10 [17] [OVER] Document 4 The Subcontinent of India . . .Only in the northern mountain region do temperatures fall below freezing. The hot season comes on in March, with temperatures ranging from 80 to 90 degrees along the coasts to well over 100 degrees in the Indo-Gangetic Plain. The rainy season, brought on by the southwest monsoon carrying moisture off the Indian Ocean, spans the months of June through September. Moisture here means as many as 450 inches of rainfall in certain spots along the west coast and in the state of Assam in the extreme northeast. In the interior and along the east coast, the summer monsoon has already lost most of its moisture, and rainfall may average only 40 to 80 inches. Moisture from the Bay of Bengal brings about 120 inches of rain to the northeastern portion of India and Bangladesh. Monsoons, winds that blow for a whole season, come twice a year. The northeast or winter monsoon blows from land to sea in most of the subcontinent and brings little rain. . . . Source: James I. Clark, India: The Subcontinent: India, Pakistan, and Bangladesh, McDougal, Littell & Company 4 According to James I. Clark, what is a monsoon? [1] _____________________________________________________________________________________ _____________________________________________________________________________________ Score Global Hist. & Geo. June 10 [18] Document 5a . . . Nature also shaped the rhythms of trade and the places where it was conducted by constraining [hindering] transportation. All across maritime Asia from Canton [China] to Mocca [southern Arabia] trading schedules were dictated by the monsoon winds. Since strong winds blew consistently in one direction for several months and then stopped, and then blew consistently the other way for months, it made no sense to fight those winds. A trader went as far as he (or occasionally she) could in one direction and then stayed around until the wind reversed; his goods were then picked up by another merchant who had arrived earlier and knew precisely how long into the next season he could safely stay and still have enough days of favorable wind to get home. Thus, instead of Chinese traders spending two or more monsoon seasons (and years) sailing all the way to, say, Persia with silks, it made more sense to sail out one monsoon season and exchange with intermediaries based in between and thereby return home with frankincense and rugs. A series of emporia [trade centers] developed at sites such as Melaka [Malacca], Surat [India], and the Muscat [Oman] that had more to do with how far one could travel from there in one sailing season than with what goods could be produced locally. The result was a remarkably lively and cosmopolitan chain of port cities along the Asian littoral [sea coast], but in many cases these cities had only weak relationships with their immediate hinterlands [areas inland from the port]. . . . Source: Pomeranz and Topik, The World That Trade Created, M. E. Sharpe, 1999 (adapted) Document 5b Muscat ARABIA Arabian Sea Canton South China Sea Surat INDIAN OCEAN Stra it o f Mas lacc a Monsoon Winds January PACIFIC OCEAN Melaka July Sources: The West and the Spice Trade, Calliope, Cobblestone (adapted); Mountain High Maps, Digital Wisdom (adapted) 5 Based on these documents, what is one way the monsoons affected trade in Southeast Asia? [1] _____________________________________________________________________________________ _____________________________________________________________________________________ Score Global Hist. & Geo. June 10 [19] [OVER] Document 6a Summer 1983 Pushing replaces pedaling when monsoon waters send the Ganges over its banks to inundate [flood] the city of Varanasi (Banaras) in Uttar Pradesh. Last year [1983] the city lay under water mixed with sewage, rotting grain, and floating carcasses of animals. Elsewhere in the state flash floods swept away a locomotive and three railcars. Source: Priit J. Vesilind, Monsoons: Life Breath of Half the World, National Geographic, December 1984, Photograph by Steve McCurry (adapted) 6a What was one problem that people in the Varanasi region of India faced once the 1983 summer monsoons arrived, based on this National Geographic photograph and its caption? [1] _____________________________________________________________________________________ _____________________________________________________________________________________ Score Global Hist. & Geo. June 10 [20] Document 6b Late Monsoons June 9 [1984] . . . At midnight a stifling silence descended. Air conditioners hiccuped to a halt as electric-power rationing reached home consumers in [the city of] Trivandrum. All power to heavy industrial users had already been severed. Now, movie houses were restricted to one showing a day, neon display lights were outlawed, and stores were compelled to close by sundown. . . . Across India reservoirs dwindled into puddles as the rains hovered offshore. About half of the nation s electricity is generated by hydropower, and thus by the monsoons. Government officials confessed to newspapers in anxiety that late rains would impede [interfere with] food production, aggravate inflation, and increase prices and all this in a preelection year. Prime Minister Indira Gandhi, touring in Europe, asked for monsoon forecasts to be added to her daily political briefings. . . . Source: Priit J. Vesilind, Monsoons: Life Breath of Half the World, National Geographic, December 1984 6b State two problems regions in India face when the monsoons are late, based on this excerpt from Priit J. Vesilind s article. [2] (1)__________________________________________________________________________________ __________________________________________________________________________________ Score (2)__________________________________________________________________________________ __________________________________________________________________________________ Score Global Hist. & Geo. June 10 [21] [OVER] Document 7 . . . Russia has a largely continental climate because of its sheer size and compact configuration. Most of its land is more than 400 kilometers from the sea, and the center is 3,840 kilometers from the sea. In addition, Russia s mountain ranges, predominantly to the south and the east, block moderating temperatures from the Indian and Pacific oceans, but European Russia and northern Siberia lack such topographic protection from the Arctic and North Atlantic oceans. . . . The long, cold winter has a profound impact on almost every aspect of life in the Russian Federation. It affects where and how long people live and work, what kinds of crops are grown, and where they are grown (no part of the country has a year-round growing season). The length and severity of the winter, together with the sharp fluctuations in the mean summer and winter temperatures, impose special requirements on many branches of the economy. In regions of permafrost, buildings must be constructed on pilings, machinery must be made of specially tempered steel, and transportation systems must be engineered to perform reliably in extremely low and extremely high temperatures. In addition, during extended periods of darkness and cold, there are increased demands for energy, health care, and textiles. . . . Source: http://country-studies.us/russia/24.htm 7 According to this information from Country Studies, what is one way the cold winters affect the permafrost region of Russia? [1] _____________________________________________________________________________________ _____________________________________________________________________________________ Score Global Hist. & Geo. June 10 [22] Document 8 Old Man Winter RAF To Moscow Source: Leslie Gilbert Illingworth, November 10, 1941, Library of Wales, Aberystwyth (adapted) 8 Based on this cartoon by Leslie Gilbert Illingworth, what role did Old Man Winter play in the defense of Russia? [1] _____________________________________________________________________________________ _____________________________________________________________________________________ Score Global Hist. & Geo. June 10 [23] [OVER] Document 9 . . . Ardalin s [a region in the Russian Arctic] unique ecology challenged the Russian and Western personnel working in the field to find new approaches to preserve the fragile ecosystem of the Arctic tundra. Because the tundra is particularly vulnerable in summertime, construction and drilling operations were conducted only in winter to shield the tundra from harmful affects. Roads were built from ice to transport equipment and supplies to the remote site. When the ground thawed, helicopters were used to bring in equipment and supplies. . . . Source: IPIECA, Conoco in the Russian Arctic: Preserving delicate Arctic ecology by minimizing the development footprint and environmental impact 9 What are two ways the Russians have adapted to the challenges of developing the tundra, according to the International Petroleum Industry Environmental Conservation Association (IPIECA)? [2] (1)__________________________________________________________________________________ __________________________________________________________________________________ Score (2)__________________________________________________________________________________ __________________________________________________________________________________ Score Global Hist. & Geo. June 10 [24] 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, geographic factors such as deserts, monsoons, and cold climates have had a variety of effects on different regions. Task: Using the information from the documents and your knowledge of global history, write an essay in which you Select two geographic factors mentioned in the historical context and for each Describe the geographic factor Discuss the effects this geographic factor has had on a specific region or regions 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 10 [25] Part I The University of the State of New York 1......... 26 ......... GLOBAL HISTORY AND GEOGRAPHY 2......... 27 ......... 3......... 28 ......... 4......... 29 ......... 5......... 30 ......... 6......... 31 ......... 7......... 32 ......... Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8......... 33 ......... School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9......... 34 ......... Write your answers for Part I on this answer sheet, write your answers to Part III A in the test booklet, and write your answers for Parts II and III B in the separate essay booklet. 10......... 35 ......... 11......... 36 ......... 12......... 37 ......... 13......... 38 ......... 14......... 39 ......... 15......... 40 ......... 16......... 41 ......... 17......... 42 ......... 18......... 43 ......... 19......... 44 ......... 20......... 45 ......... 21......... 46 ......... 22......... 47 ......... 23......... 48 ......... 24......... 49 ......... 25......... 50 ......... Tear Here REGENTS HIGH SCHOOL EXAMINATION Tuesday, June 15, 2010 1:15 to 4:15 p.m., only ANSWER SHEET Male Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sex: Female FOR TEACHER USE ONLY Part I Score Part III A Score Total Part I and III A Score Part II Essay Score Part III B Essay Score Total Essay Score Final Score (obtained from conversion chart) Tear Here No. Right The declaration below must be signed when you have completed the examination. I do hereby affirm, at the close of this examination, that I had no unlawful knowledge of the questions or answers prior to the examination and that I have neither given nor received assistance in answering any of the questions during the examination. ____________________________________________________________ Signature REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY Tear Here Tear Here Printed on Recycled Paper REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY Global Hist. & Geo. June 10 VO L U M E 1 2 FOR TEACHERS ONLY OF MC & THEMATIC REGENTS HIGH SCHOOL EXAMINATION Global History and Geography June 15, 2010 GLOBAL HISTORY AND GEOGRAPHY Cut Here The University of the State of New York Part I 1. . . 4 . . . 2. . . 1 . . . Copyright 2010 The University of the State of New York THE STATE EDUCATION DEPARTMENT Albany, New York 12234 9. . . 3 . . . 34. . . 3 . . . 10. . . 4 . . . 35. . . 1 . . . 11. . . 1 . . . 36. . . 4 . . . 37. . . 4. . . 13. . . 3 . . . 38. . . 2 . . . 14. . . 2 . . . 39. . . 3 . . . 15. . . 2 . . . 40. . . 1 . . . 16. . . 1 . . . 41. . . 3. . . 17. . . 3 . . . 42. . . 2 . . . 18. . . 4 . . . 43. . . 1 . . . 19. . . 3 . . . Cut Here 33. . . 3 . . . 12. . . 4 . . . General: Test Specifications Web addresses for the test-specific conversion chart and teacher evaluation forms 32. . . 4 . . . 8. . . 2 . . . 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 31. . . 4 . . . 7. . . 4 . . . For Part I (Multiple-Choice Questions): Scoring Key 30. . . 1 . . . 6. . . 3 . . . Contents of the Rating Guide 29. . . 2 . . . 5. . . 4 . . . 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 http://www.emsc.nysed.gov/osa/ and select the link Scoring of Examinations for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and at least one more time before the final scores for the examination are recorded. 28. . . 4 . . . 4. . . 2 . . . SCORING KEY FOR PART I AND RATING GUIDE FOR PART II (THEMATIC ESSAY) 27. . . 1 . . . 3. . . 4 . . . Tuesday, June 15, 2010 1:15 to 4:15 p.m., only 26. . . 2 . . . 44. . . 3 . . . 20. . . 2 . . . 45. . . 3 . . . 21. . . 1 . . . 46 . . 2. . . 22. . . 1 . . . 47. . . 2 . . . 23. . . 3 . . . 48. . . 3 . . . 24. . . 1 . . . 49. . . 2 . . . 25. . . 4 . . . 50. . . 4. . . GLOBAL HISTORY and GEOGRAPHY Mechanics of Rating Cut Here The following procedures are to be used in rating papers for this examination. More detailed directions for the organization of the rating process and procedures for rating the examination are included in the Information Booklet for Scoring the Regents Examination in Global History and Geography and United States History and Government. Scoring the Part I Multiple-Choice Questions On the detachable answer sheet, indicate by means of a checkmark each incorrect or omitted answer to multiple-choice questions; do not place a checkmark beside a correct answer. Use only red ink or red pencil. In the box provided on the answer sheet, record the number of questions the student answered correctly in Part I. 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 Cut Here (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. [2] Global History and Geography Content-Specific Rubric Thematic Essay June 2010 Theme: Change Ideas The ideas of individuals have had a significant influence on groups, nations and regions. Task: Select two individuals and for each Explain a specific idea developed by the individual Describe the historical circumstances that surrounded the development of the idea Discuss how the idea influenced a group or a nation or a region You may use any individual whose ideas had a significant influence from your study of global history. Some suggestions you might wish to consider include Confucius, Niccol Machiavelli, Galileo Galilei, John Locke, Sim n Bol var, Karl Marx, Kemal Atat rk, Nelson Mandela, Deng Xiaoping, and Mikhail Gorbachev. Scoring Notes: 1. This thematic has a minimum of six components (explaining a specific idea developed by each of two individuals, describing the historical circumstances that surrounded the development of each idea, and discussing how each idea influenced the development of a group or a nation or a region). 2. The historical circumstances may be similar for both individuals, e.g., Mikhail Gorbachev and Deng Xiaoping attempted to reform stagnant command economies dominated by an entrenched bureaucracy. 3. The ideas of individuals may have influenced the same nation, region, or group of people, e.g., Confucius and Deng Xiaoping both influenced China. 4. The influence of the idea may be immediate or long term. 5. The response may discuss how an idea influenced the development of a nation or region from a variety of perspectives as long as the position taken is supported by accurate historical facts and examples. Score of 5: Thoroughly develops all aspects of the task evenly and in depth by discussing a specific idea developed by each of two individuals, the historical circumstances that surrounded the development of each idea, and how each idea influenced the development of a group or a nation or a region Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g., John Locke: characterizes the application of natural law and natural rights as the essential element in the emerging idea of consent of the governed, demonstrating that his ideas were developed to defend and legitimize the Glorious Revolution, and connecting Locke s ideas to the American and French Revolutions and the denunciation of the divine right theory; Mikhail Gorbachev: explains key elements of perestroika, linking his perestroika policy to efforts to improve the efficiency and reliability of the economy of the Soviet Union, and connecting Gorbachev s policies with discrediting communist elites in Eastern Europe as well as in the Soviet Union Richly supports the theme with relevant facts, examples, and details, e.g., John Locke: life, liberty, and property; inalienable rights; right to revolt; English Bill of Rights; Two Treatises on Government; Declaration of Independence; Declaration of Rights of Man and the Citizen; Mikhail Gorbachev: reduction of bureaucratic control; implementation of free market practices; limited capitalism; heavy industry; consumer goods; decentralization; market reforms; new Russians ; half measures; hard-liners Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme [3] Score of 4: Develops all aspects of the task but may do so somewhat unevenly by discussing all aspects of the task for one individual more thoroughly than for the second individual or discussing one aspect of the task less thoroughly than the other aspects of the task for both individuals Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g., John Locke: discusses the idea of contract theory of government, the differences between Locke s ideas on government and the practices of Stuart monarchs in England in the 17th century, and his influence on the American Revolution; Mikhail Gorbachev: explains that elements of limited capitalism were key parts of perestroika, that perestroika was a response to shortages of consumer goods and a stagnate economy, and that policy failures contributed to the collapse of the Soviet Union 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 Note: At score levels 5 and 4, all aspects of the task for two individuals should be developed. Holistic Scoring Reminder: This note applies only to the evaluation of bullet 1 of the rubric. 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 have been thoroughly developed evenly and in depth for one individual and the response meets most of the other Level 5 criteria, the overall response may be a Level 3 paper. 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. [4] Anchor Paper Thematic Essay Level 5 A [5] Anchor Paper Thematic Essay Level 5 A [6] Anchor Paper Thematic Essay Level 5 A Anchor Level 5-A The response: Thoroughly develops all aspects of the task evenly and in depth by discussing specific ideas developed by Martin Luther and Karl Marx, the historical circumstances that surrounded the development of these ideas, and how these ideas influenced Germany and Europe (Luther) and the USSR (Marx) Is more analytical than descriptive (Martin Luther: early 16th century characterized by corruption on the part of the Catholic Church; sale of indulgences, an alleged free pass out of purgatory; most radical ideas led to the formation of Protestant Christianity; individual lay people could be saved through a personal relationship with God based on faith; many German peasants saw Luther s call for religious equality as a call for socioeconomic equality; violent revolts shook the foundations of Germany s social structure by threatening feudalism; Thirty Years War was partially fought over the legitimacy of Lutheranism; Karl Marx: great achievement was the idea of scientific socialism, which used historical evidence to support the prediction that the proletariat would violently overthrow the oppressive bourgeoisie; time of much political unrest, as can be seen in the many revolutions of 1848 in Europe; radical ideas spread more easily, especially among the working classes; Lenin and Trotsky claimed they were carrying out Marx s prediction and building the first Marxian socialist state; Lenin believed the socialism he established in Russia would naturally spread throughout the world; in the USSR, the working class was never freed or in charge; brutal Stalinist dictatorship came to define communism; varying degrees of Marxian socialism continue to hold sway in many areas of the world even after the fall of the USSR) Richly supports the theme with relevant facts, examples, and details (Martin Luther: permanent divisions in Christianity; nepotism, simony, absenteeism; poorly educated clergy; Johann Tetzel; Ninety-five Theses; priesthood of all believers ; Holy Roman Empire; manorial obligation; Karl Marx: Friedrich Engels; Communist Manifesto; French Revolution; early socialist leaders like Saint-Simon; Industrial Revolution; inevitable workers revolution; Bolsheviks) Demonstrates a logical and clear plan of organization; includes an introduction that characterizes Martin Luther and Karl Marx as individuals who took advantage of opportune historical circumstance to spread revolutionary ideas that influenced many generations and a general concluding statement Conclusion: The response fits the criteria for Level 5. A comprehensive thesis is developed in a strong narrative that displays a good depth of knowledge and comfort with the subject matter. A particular strength of the response is that it shows a strong grasp of the dynamics of history. The absence of a separate concluding paragraph does not affect the quality of the response. [7] Anchor Paper Thematic Essay Level 5 B [8] Anchor Paper Thematic Essay Level 5 B [9] Anchor Paper Thematic Essay Level 5 B Anchor Level 5-B The response: Thoroughly develops all aspects of the task evenly and in depth by discussing a specific idea, the historical circumstances that surrounded the development of the idea, and how the idea influenced a nation for Confucius and for Atat rk Is more analytical than descriptive (Confucius: created a way of life based on respect and loyalty in all human relationships; harmony established by conduct central to establishing peace and prosperity; Confucianism created to restore order during period of warring states; believed if rules were adopted, institutions would be strengthened and order restored; civil service exam emphasized the value of education in leaders; Kemal Atat rk: while Confucius sought to restore the strengths of traditional society, Atat rk s doctrine was thoroughly revolutionary; banned all religious influence on government and attempted to westernize Turkey; Kemalism created after the fall of the Ottoman Empire forced Atat rk to rebuild a nation out of shambles; westernize at fast pace to prevent invasion; separating religious influence from politics was a cornerstone of this state; women encouraged to participate actively in government) Richly supports the theme with relevant facts, examples, and details (Confucius: followers created the Analects; wife-husband, younger brother-older brother, children-parents, subjects-emperor; Qin dynasty; Kemal Atat rk: Kemalism was his game plan for creating a secular nation in Turkey; rejected tradition in favor of modernization and nationalism under a republican government; encouraged western ideas and styles; equal opportunities in getting an education) Demonstrates a logical and clear plan of organization, addressing each aspect of the task separately within a comprehensive whole; includes an introduction that states the transition of the ideas of Confucius and Atat rk created effective social order and a conclusion that states Kemalism and Confucianism has been incorporated into people s very way of thinking Conclusion: The response fits the criteria for Level 5. The response effectively portrays Confucius and Atat rk as individuals who believed in the power of ideas to achieve social cohesion. Numerous points of comparison and contrast impart a strong analytical quality. [10] Anchor Paper Thematic Essay Level 4 A [11] Anchor Paper Thematic Essay Level 4 A [12] Anchor Paper Thematic Essay Level 4 A [13] Anchor Level 4-A The response: Develops all aspects of the task by discussing the specific ideas developed by Confucius and Karl Marx and the historical circumstances that surrounded the development of these ideas more thoroughly than the influence of these ideas Is both descriptive and analytical (Confucius: emphasized obedience to superiors, the inferiority of women, and a meritocratic bureaucracy; system designed to enable a state to remain intact and powerful during this period; Han adopted Confucian government and social structure; gave them a powerful central government with organized bureaucracy, an examination system for government jobs, and patriarchical families; would have same effects on many future dynasties; Karl Marx: ideas influential both before and after they became the basis for governments; government should not be controlled by a wealthy elite; all workers should share equally in the profits of labor; developed ideas after he saw the effects of the Industrial Revolution; workers would free themselves from oppression; nations that adopted Marxist ideologies never made it to the socialist democracy phase; Stalin s communist state designed to increase the power of the state but rarely gave individuals a chance to succeed; Soviet communism supposedly saw an increase in gender equality; communism also adopted in China, Cuba, and Vietnam after wars and revolutions and had similar effects as in the USSR) Supports the theme with relevant facts, examples, and details (Confucius: Era of Warring States marked by small states controlled by warlords; relationships within families and between individuals and the government; Daoism; Legalism; Shi Huangdi; Qin empire; Karl Marx: Friedrich Engels; Communist Manifesto; scientific socialism; workers oppressed and unfairly paid; workers revolutions; capitalist systems; Russia; Bolshevik Revolution in 1917) Demonstrates a logical and clear plan of organization; includes an introduction that is somewhat beyond a restatement of the theme and a conclusion that restates this theme Conclusion: Overall, the response fits the criteria for Level 4. The response displays analysis and insight, although more is evident in the discussion of the ideas of Karl Marx. The details of historical circumstances surrounding Confucianism are less specific than those pertaining to Karl Marx. [14] Anchor Paper Thematic Essay Level 4 B [15] Anchor Paper Thematic Essay Level 4 B [16] Anchor Paper Thematic Essay Level 4 B [17] Anchor Level 4-B The response: Develops all aspects of the task but does so somewhat unevenly by discussing the ideas of Karl Marx more thoroughly than the ideas of Martin Luther Is both descriptive and analytical (Martin Luther: Roman Catholic Church was the predominant religious institution in western Europe; many believed the Church was corrupt; sale of indulgences to absolve sins was seen as spiritually immoral; western Europe lost its religious unity under Catholicism; nations such as England broke away from the Catholic Church in favor of Protestantism; Karl Marx: bourgeoisie class exploited proletarian factory laborers; determined that history was a series of class struggles the oppressors and the oppressed; class struggle would culminate in proletariat revolution; solution would end socioeconomic inequality; Marxism greatly influenced 20th century revolutions; neither Russia nor China achieved an ideal communist society; both still used key communist economic theory government control of production and distribution) Supports the theme with relevant facts, examples, and details (Martin Luther: Ninety-five Theses; Protestantism; Thirty Years War; Dutch War of Independence; Holy Roman Emperor; Karl Marx: Industrial Revolution in Europe; Communist Manifesto; communism; western capitalism; Cold War) Demonstrates a logical and clear plan of organization; includes an introduction that ties the ideas of Martin Luther and Karl Marx to belief systems that altered the course of history and a conclusion that relates this theme to conflict with existing ideas Conclusion: Overall, the response fits the criteria for Level 4. While the generalizations employed throughout are sound, some supporting details are brief. The strength of the response rests on the quality of analysis of Marxism. [18] Anchor Paper Thematic Essay Level 4 C [19] Anchor Paper Thematic Essay Level 4 C [20] Anchor Paper Thematic Essay Level 4 C Anchor Level 4-C The response: Develops all aspects of the task but does so somewhat unevenly by discussing the historical circumstances surrounding the development of Confucius idea and Gandhi s idea less thoroughly than other aspects of the task Is both descriptive and analytical (Confucius: troubled by violence, corruption, lack of peace; sought to promote social harmony; obedience and loyalty towards father absolute; if loyalty was displayed at home, it would translate to society and ultimately lead to loyalty and obedience to ruler; led to lowering of women s status by emphasizing the subservient nature of relationship; responsible for importance of scholar gentry; strengthened central government for many succeeding dynasties; Gandhi: persistence in using peaceful means to liberate India from over a century of British rule; Indians had been made second class citizens in their own country and had seen native industries destroyed by British imports; sought to achieve Indian independence through nonviolence and civil disobedience; walked miles to the ocean and dramatically took back India s own salt; an eye for an eye makes the whole world blind ) Supports the theme with relevant facts, examples, and details (Confucius: Warring States period; filial piety; five relationships: ruler/subject, husband/wife, father/son, older brother/younger brother, friend/friend; Han; golden ages; civil service exam; Gandhi: Martin Luther King Jr.; dhoti; spinning wheel; Home Spun movement; boycott; Salt March) Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are a restatement of the theme Conclusion: Overall, the response fits the criteria for Level 4. While the discussion of Gandhi s idea and the influence of his idea are intertwined, the limited focus on his influence detracts from the rest of the essay. The treatment of Confucius is satisfactory, and the imagery conveyed in the discussion of Gandhi strengthens the response. [21] Anchor Paper Thematic Essay Level 3 A [22] Anchor Paper Thematic Essay Level 3 A [23] Anchor Paper Thematic Essay Level 3 A [24] Anchor Level 3-A The response: Develops most aspects of the task in some depth for Confucius and Siddhartha Gautama but only mentions the historical circumstances surrounding the development of Gautama s idea Is more descriptive than analytical (Confucius: had profound impact on the political and social realms of Chinese society; society will prosper and thrive if each individual is loyal and corresponds to his position in terms of relationships; arose as a significant philosophy in the Era of Warring States; favorable choice of strategy to rule politically because the masses had to be subservient to the emperor; Confucianism was an important component of the civil service examination, which basically formed the scholar-gentry class and bureaucracy; Siddhartha Gautama: created Buddhism in a time and place where Hinduism and the caste system dominated India; life is suffering and suffering stems from desire; eliminate desire and therefore suffering; sacrificed position as prince to find answer to questions on suffering; although Buddhism did not have a major impact in India, it is important to note that it did reach the higher levels of ruling peoples such as Ashoka; traveled to Southeast and East Asia to countries like China, Korea, and Japan; mixed in with traditional beliefs and contributed significantly to culture of China); includes flawed application (Confucius: even today, Chinese families abide by the Analects; Gautama: in Buddhism, classes were obliterated and were also favorable to women) Includes some relevant facts, examples, and details (Confucius: dynastic period; relationships: ruler/servant, father/son, husband/wife, friend/friend; legalism; Daoism; Gautama: Noble Truths; Eightfold Path; meditation; alternate way of life) Demonstrates a satisfactory plan of organization; includes an introduction that places Gautama in a historical setting and a conclusion that restates the theme Conclusion: Overall, the response fits the criteria for Level 3. The response is primarily descriptive with isolated instances of analysis. The discussion clearly focuses on the task. [25] Anchor Paper Thematic Essay Level 3 B [26] Anchor Paper Thematic Essay Level 3 B [27] Anchor Paper Thematic Essay Level 3 B Anchor Level 3-B The response: Develops most aspects of the task in some depth for Galileo Galilei and Sim n Bol var by discussing an idea and the historical circumstances surrounding the development of that idea in more depth than the influence of the idea Is more descriptive than analytical (Galileo Galilei: during the Middle Ages, most Europeans believed Earth was the center of the universe; in the 1600s, people began to rely on reason rather than traditional ideas; concluded Earth revolves around the Sun; published his ideas but book was banned; transformed the European view of the natural world; Sim n Bol var: harsh colonial rule and rigid social order; when Napoleon took over the Spanish government, revolts erupted throughout the country; idea was to unite all South American countries and free them from the bonds of colonialism) includes weak application (Galileo Galilei: discovered that moons orbit the planets; discovered physics) Includes some relevant facts, examples, and details (Galileo Galilei: Scientific Revolution; telescope; recant; Sim n Bol var: Liberator; Creole; Venezuela; colonialism; mercantilist system); includes minor inaccuracies (Galileo Galilei: Pope Urban VII; first person to question tradition or go against the Catholic Church) Demonstrates a satisfactory plan of organization; includes an introduction that casts the ideas of Galileo and Bol var as revolutionary with unique views and a conclusion that describes the impact of the ideas of Galileo and Bol var in terms of transformations in Europe and South America Conclusion: Overall, the response fits the criteria for Level 3. While the discussion of Galileo has a tendency to overstate the related content, an understanding of history is evident. The discussion of Bol var is a general overview of the impact of his efforts. [28] Anchor Paper Thematic Essay Level 3 C [29] Anchor Paper Thematic Essay Level 3 C [30] Anchor Paper Thematic Essay Level 3 C [31] Anchor Level 3-C The response: Develops most aspects of the task in some depth for Mikhail Gorbachev and Nelson Mandela by discussing an idea and the historical circumstances surrounding the development of that idea in more depth than the influence of the idea Is more descriptive than analytical (Mikhail Gorbachev: the Soviet Union, hit hard by failing economies, totalitarian rulers, and costly military campaigns, was in need of drastic reform; believed if people had freedom to express their opinion about government, the Soviet Union could address these concerns; unfortunately, policy backfired as it led to the development of nationalistic feelings and independence movements that resulted in the ultimate breakup of the Soviet Union; Nelson Mandela: South African government dominated by the white minority group; by the time Mandela was released, he had become a symbol in the forefront of campaign for the freedoms of Black South Africans; became president of South Africa) includes weak application (Nelson Mandela: marking the successful end to racial discrimination and segregation) Includes some relevant facts, examples, and details (Mikhail Gorbachev: glasnost; openness; Nelson Mandela: apartheid; African National Congress; civil disobedience; boycotts, sit-ins, marches; de Klerk) Demonstrates a satisfactory plan of organization; includes an introduction that is a restatement of the theme and a conclusion that is a synopsis of the response Conclusion: Overall, the response fits the criteria for Level 3. While the response clearly ties Gorbachev to authoring and implementing an idea, the portrayal of Mandela as a symbol of an idea is also an appropriate response. The extensive and repetitive conclusion does nothing to enhance the response. [32] Anchor Paper Thematic Essay Level 2 A [33] Anchor Paper Thematic Essay Level 2 A [34] Anchor Paper Thematic Essay Level 2 A Anchor Level 2-A The response: Develops some aspects of the task in some depth by discussing an idea and an influence of an idea for Galileo and an idea for Confucius Is descriptive (Galileo: he made the Sun-centered theory known to the public; people able to apply heliocentric theory to things such as navigation and sailing; Confucius: taught that accepting your place in society and carrying out necessary duties led to a happy life; ruler used Confucianism to aid in their power over their people; spread throughout China and into Japan) includes weak application (Confucius: lived when emperors prevailed) Includes relevant facts, examples, and details (Galileo: Copernicus; geocentric theory; Confucius: Chinese philosopher; filial piety; five key relationships) Includes a general plan of organization; includes an introduction that vaguely restates the theme and a conclusion that emphasizes the power of the individual to shape history Conclusion: Overall, the response fits the criteria for Level 2. Although the historical circumstances that surround the development of an idea are absent and the treatment of the influence of Confucius idea is quite general, discussion of the remaining aspects of the task have some focus and detail. [35] Anchor Paper Thematic Essay Level 2 B [36] Anchor Paper Thematic Essay Level 2 B [37] Anchor Level 2-B The response: Develops some aspects of the task in some depth by discussing an idea and the historical circumstances surrounding development of the idea for John Locke and the influence of Kemal Atat rk and by mentioning an idea of Atat rk Is primarily descriptive (John Locke: pushed for individual rights; after the Renaissance, ideas of new mathematical and scientific concepts paved the way; Kemal Atat rk: known as founder and father of modern-day Turkey; modernized and westernized the country; banned the fez;); includes weak application (Locke: ideas seen all over post-revolutionary Europe) Includes few relevant facts, examples, and details (John Locke: Enlightenment; life, liberty; Jean-Jacques Rousseau; Voltaire; Kemal Atat rk: secularization; separation of church and state; Western ideas); includes inaccuracies (Locke: 18th century philosopher; pursuit of happiness) Demonstrates a general plan of organization; includes an introduction and a conclusion that restate the theme Conclusion: The response fits the criteria for Level 2. The response limits the treatment of Atat rk to categorization of his actions. These actions (influences) cannot simultaneously be credited as ideas. The discussion of the influence of Locke s idea is too brief and overly general. [38] Anchor Paper Thematic Essay Level 2 C [39] Anchor Paper Thematic Essay Level 2 C [40] Anchor Level 2-C The response: Develops some aspects of the task in some depth, discussing an idea and the historical circumstances surrounding development of this idea for Galileo and discussing the historical circumstances that promoted Mandela s opposition to apartheid Is primarily descriptive (Galileo: Church had great power and taught people how the stars orbited around Earth and how God placed Earth in the center of the universe; discovered that the Sun was in the center and Earth was orbiting around it; theory proved right and made a new age of scientific studies; Mandela: apartheid was a system of legal separation built by the government; blacks had to live in poverty even if they were the majority of the country; promised people equality, freedom, and peace) Includes few relevant facts, examples, and details (Galileo: Scientific Revolution; telescope; Mandela: protester; South Africa); includes an inaccuracy (Galileo: new theory called the geocentric theory) Includes a general plan of organization; includes an introduction that restates the theme but lacks a conclusion Conclusion: Overall, the response fits the criteria for Level 2. The response contains a general discussion of apartheid in South Africa, only mentioning Mandela s opposition to the policy. The strength of the response is in the discussion of Galileo. [41] Anchor Paper Thematic Essay Level 1 A [42] Anchor Paper Thematic Essay Level 1 A Anchor Level 1-A The response: Minimally develops a few aspects of the task by discussing an idea of Marx and the influence of the idea and providing some information about Galileo Is descriptive (Marx: Marxism and communism can be corruptive; communist governments in the past have had much terror within the societies because of cruel dictators coming to power; Galileo: discovered many celestial bodies; now there is a worldwide acceptance of Galileo s discoveries) Includes few relevant facts, examples, or details (Marx: Marxism; Germany; Soviet Union; Russia; capitalism vs. communism; Galileo: telescope; prosecuted for his nonreligious views) Includes 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. Discussion of the potential for corruption that comes with communism is the substance of the response. The very limited statement related to the impact of Galileo without supporting details further limits the response. [43] Anchor Paper Thematic Essay Level 1 B [44] Anchor Paper Thematic Essay Level 1 B Anchor Level 1-B The response: Minimally develops a few aspects of the task by discussing an idea of Machiavelli and a historical influence of this idea Is descriptive (Machiavelli: to accomplish the goals of an individual or nation, anything can be done even if it hurts someone else; Bismarck started three wars in the attempt to unify Germany; he believed that war was all right if it unified Germany; he did not care how many people died for Germany s unification) Includes very few relevant facts, examples, or details (Machiavelli: end justifies the means) Includes a general plan of organization; includes a basic introduction and conclusion Conclusion: Overall, the response fits the criteria for Level 1. While discussion of Machiavelli s idea and the example of its implementation by Bismarck is sound, the statements about Bol var are completely inaccurate and receive no credit. [45] Thematic Essay Practice Paper A [46] Thematic Essay Practice Paper A [47] Thematic Essay Practice Paper B [48] Thematic Essay Practice Paper B [49] Thematic Essay Practice Paper C [50] Thematic Essay Practice Paper C [51] Thematic Essay Practice Paper D [52] Thematic Essay Practice Paper E [53] Practice Paper A Score Level 4 The response: Develops all aspects of the task by discussing specific ideas of Machiavelli and Marx, the circumstances surrounding the development of these ideas, but discusses the extent of an influence of Machiavelli more thoroughly than the extent of the influence of Marx Is both descriptive and analytical (Niccol Machiavelli: Renaissance Italian city-states were always at war with each other and threatened by outside powers; searching for leader who could overcome chaotic circumstances; gain respect by fear; end result justifies whatever it took to get there; wanted leaders to have a strong upper hand and always be one step ahead; image of ruler that many have taken from Machiavelli is someone who will ignore morality in taking action; Germany didn t care what country needed to be invaded, the only concern was initiating an attack to better secure success; Karl Marx: ideas sprang from unfair and unjust conditions that wage workers were facing; throughout history, there has always been an upper class and lower class; when the lower class succeeded in overthrowing the upper class, it would forget injustice and reap the rewards of being on top; proletariat would form a classless society; ideas appealed to 19th-century workers) Supports the theme with relevant facts, examples, and details (Niccol Machiavelli: Germany s Schlieffen Plan; neutral Belgium; ends justify the means; Machiavellian; Karl Marx: Industrial Revolution in Europe; patrician/plebian, lord/serf, bourgeoisie/proletariat; Communist Manifesto; Germany s Chancellor Bismarck; workman s compensation; social security) Demonstrates a logical and clear plan of organization; includes an introduction that establishes primary areas of influence for Machiavelli and Marx and a conclusion that restates the theme Conclusion: Overall, the response fits the criteria for Level 4. The response effectively draws on specific events in German history to illustrate the influence of ideas in a case-study approach. Good command of historical details is evident throughout the response. [54] Practice Paper B Score Level 5 The response: Thoroughly develops all aspects of the task evenly and in depth by discussing specific ideas of Deng Xiaoping and Mikhail Gorbachev, the historical circumstances that surrounded the development of these ideas, and the influence of Deng Xiaoping s ideas in China and Gorbachev s ideas in the Soviet Union Is more analytical than descriptive (Deng Xiaoping: helped relieve China from the horrible strains imposed by Chairman Mao; The Great Fall Backward aka Great Leap Forward; the notion that peasants could produce backyard steel crippled other parts of the economy; promoted more capitalist approach; led to China becoming a world economic power; ironically, China now bankrolls the United States government with loans; cities like Shanghai and Beijing have a growing and wealthy middle class; in the countryside, the gap between poor and wealthy is widening; Mikhail Gorbachev: toward end of 1900s, success in the Cold War was seemingly impossible for USSR; Soviet government in decline, bogged down in Afghanistan, and burdened by satellites in Eastern Europe; opened the door to criticism with glasnost; stated Soviet satellite nations had the right to determine their own governments; these changes helped cause the demise of the Soviet Union) Richly supports the theme with relevant facts, examples, and details (Deng Xiaoping: greater competition, profit motive, exports; agricultural quotas; counter-revolutionaries; Cultural Revolution; got rid of communes; leased land to individuals; Mikhail Gorbachev: agent of change; perestroika; consumer goods; some private markets; turn toward capitalistic ways; Brezhnev Doctrine; Berlin Wall; iron curtain; Cold War) Demonstrates a logical and clear plan of organization; includes an introduction that pairs Deng Xiaoping and Mikhail Gorbachev as individuals seeking to implement elements of capitalism to reform failing communist systems while characterizing Gorbachev s program as broader than Deng Xiaoping s and a conclusion that contrasts the influence of their ideas Conclusion: Overall, the response fits the criteria for Level 5. The response demonstrates that, while the broad economic objectives of Mikhail Gorbachev and Deng Xiaoping are similar, the effects of trying to implement their ideas are dramatically different. The historical circumstances surrounding the development of ideas effectively frame the discussion. [55] Practice Paper C Score Level 3 The response: Develops a specific idea of Luther, the historical circumstances that surrounded the development of the idea and an idea of Adam Smith in some depth; however, the influences of both ideas and the historical circumstances surrounding Smith s idea are developed with little depth Is more descriptive than analytical (Martin Luther: attack on Catholic Church, which in Luther s eyes had strayed from the true message of God; selling of indulgences money in exchange for the cleansing of one s sins sparked Luther s campaign; believed one should interpret the Bible one s self and establish an individual relationship with God; promoted literacy everywhere; promoted the creation of new denominations; Protestants everywhere are living Luther s legacy; Adam Smith: believed free trade economy was essential to countries pursuing world power status; individual pursuit of wealth would in turn benefit the government; state not to intervene with the economy) Includes some relevant facts, examples, and details (Martin Luther: early 16th century; Protestant Reformation; Ninety-five Theses; faith alone saves ; Gutenberg s printing press; Adam Smith: laissez-faire principles; Wealth of Nations) Demonstrates a satisfactory plan of organization; includes an introduction that adds specific details to the theme and a brief conclusion Conclusion: Overall, the response fits the criteria for Level 3. The response is inconsistent in the development of various aspects of the task, which accounts for the uneven quality. The explanation of the ideas of Luther and Smith are the strength of the response. [56] Practice Paper D Score Level 0 The response: Only refers to the theme in a general way Conclusion: The response fits the criteria for level 0 because it fails to discuss ideas, historical circumstances surrounding the development of ideas, or the influence of ideas. The mention of feared by everybody as it relates to Machiavelli points to a potentially relevant issue but is not explained. Practice Paper E Score Level 1 The response: Minimally develops some aspects of the task by mentioning an idea of Gandhi and an influence of this idea and alluding to an idea of Bol var Is descriptive (Gandhi: did not believe violence was a proper answer to India s problems; responsible for peaceful sit-ins and civil disobedience you see at protests today; Bol var: liberated the South Americans when they were being oppressed) Includes few relevant facts, examples, or details (Gandhi: nonviolent protest; Bol var: nationalist); includes an inaccuracy (Bol var: native of Peru) Includes a general plan of organization; includes a basic introduction and conclusion Conclusion: Overall, the response fits the criteria for Level 1. The response consists of a very basic understanding of Bol var s nationalism, a minimal understanding of a key element of Gandhi s beliefs, and a hint of an understanding of the global impact of Gandhi s idea. [57] Global History and Geography Specifications June 2010 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, 3, 5, 6, 8, 10, 13, 17, 20, 24, 25, 28, 30, 32, 33, 35, 39, 40, 41, 43, 44, 45, 48, 49 2, 4, 7, 9, 12, 14, 18, 22, 23, 27, 29, 36, 38, 42, 47 11, 15, 21, 34, 37, 46, 50 16, 19, 26, 31 Parts II and III by Theme and Standard Theme Thematic Essay Change Ideas Document-based Essay Human and Physical Geography; Environment and Society; Movement of People and Goods; Science and Technology; Scarcity Standards Standards 2, 3, 4, and 5: World History; Geography; Economics; Civics, Citizenship, and Government Standards 2, 3, and 4: World History; Geography; Economics 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. [59] The Chart for Determining the Final Examination Score for the June 2010 Regents Examination in Global History and Geography will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ 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.emsc.nysed.gov/osa/teacher/evaluation.html. 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. Printed on Recycled Paper

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