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New York Regents Global History and Geography January 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 Friday, January 29, 2010 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. 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. 6 The Code of Hammurabi and Chinese legalism both rely on the idea that (1) governments must provide their people with rights (2) harsh laws are needed to control society (3) all subjects are equal under the law (4) religion and government must be brought closer together 1 Which example best represents a primary source? (1) a 20th-century novel about events leading up to the French Revolution (2) film footage taken during the liberation of Nazi concentration camps (3) an interview with an expert on the fall of the Roman Empire (4) a lecture on the impact of the African slave trade on South America 7 One similarity between the Gupta Empire and the Arab dynasties of the Islamic Golden Age is that they (1) made advances in mathematics and literature (2) gained wealth by obtaining gold from the Americas (3) stressed the importance of dharma and karma (4) controlled territories around the Mediterranean seacoast 2 A geographic similarity between Italy and India is that both of these countries are located (1) on peninsulas (2) on archipelagos (3) between two oceans (4) south of the equator 3 Which statement best describes an aspect of a command economy? (1) Profit motivates individuals to set up private businesses. (2) Tradition, religion, and customs heavily influence economic decisions. (3) Supply and demand regulate the economy. (4) Government directs and controls the means of production. 8 Which geographic factor has often made Korea a key region for those seeking to control East Asia? (1) long coastline (3) mountains (2) location (4) climate 9 Which culture is credited with the development of gunpowder, the abacus, and the compass? (1) Chinese (3) Indian (2) Persian (4) Japanese 4 The Indus and Huang He (Yellow) rivers are both closely associated with (1) border disputes (2) sacred biblical sites (3) cradles of early civilization (4) oil discoveries 10 Cyrillic alphabet adopted for use in Russia. Russians accepted the teachings of the Orthodox Christian Church. Onion-shaped domes dotted the skyline of Kievan Russia. 5 A similarity between Shinto in Japan and animism in African societies is that both (1) use the Torah to establish law codes (2) stress the importance of the Eightfold Path (3) believe that spirits exist in nature (4) base social rank on a caste system Global Hist. & Geo. Jan. 10 Which term is most closely associated with these statements? (1) ethnocentrism (3) cultural diffusion (2) interdependence (4) colonialism [2] Base your answers to questions 11 and 12 on the map below and on your knowledge of social studies. Fez Source: http://fga.freac.fsu.edu/ (adapted) 11 Which statement about the trip taken by Emperor Mansa Musa is accurate? (1) The trip extended beyond North African trade routes. (2) Mansa Musa used the Mediterranean Sea to reach Mecca. (3) The route primarily followed major rivers. (4) Mansa Musa traveled to Fez on his way to Mecca. 12 Which conclusion about trade is best supported by the information on this map? (1) Timbuktu was a center of trade in West Africa. (2) The Sahara Desert prevented trade. (3) Cairo and Mecca were trading partners. (4) West African gold and salt were traded along the Zaire River. Global Hist. & Geo. Jan. 10 [3] [OVER] Base your answer to question 13 on the chart below and on your knowledge of social studies. FOREIGN COINS OF ANCIENT AND MEDIEVAL TIMES FOUND IN EAST AFRICAN CITY-STATES East African City-States Foreign coins Kilwa Mafia Zanzibar Pemba Kenya Somalia Total Hellenistic (3rd to 1st centuries B.C.) Roman Byzantine Umayyad Abbasid Mongol 2 4 1 Other foreign Muslim (unidentified) Chinese: T ang Dynasty Sung Dynasty Ming Dynasty Ching Dynasty Source: G.S.P. Freeman-Grenville, East African Coin Finds and Their Historical Significance, Journal of African History (adapted) 13 Which generalization is best supported by the data from this chart? (1) Bantu migrations influenced the distribution of East African coins. (2) Chinese coins were found in East African city-states. (3) East African city-states traded directly with Northern Europe. (4) Romans controlled trade with East Africa. 14 What is a primary characteristic of a feudal society? (1) a representative government (2) economic equality for all (3) protection of individual rights (4) an exchange of land for services Global Hist. & Geo. Jan. 10 15 Humanism during the Italian Renaissance was focused on (1) the affairs of the church (2) self-sufficiency (3) the importance of the individual (4) political theories [4] 18 . . . (It) brought the potato, the pineapple, the turkey, dahlias, sunflowers, magnolias, maize, chillies and chocolate across the Atlantic. On the other hand, tens of millions died in the pandemics of the 16th century, victims of smallpox, measles and the other diseases brought by Europeans (and don t forget that the African slave trade was begun by the Europeans, to replace the work force they had decimated). . . . Base your answer to question 16 on the drawing below and on your knowledge of social studies. Michael Wood, BBC History (adapted) Which historical development is being described in this quotation? (1) establishment of the line of Demarcation (2) creation of the Hanseatic League (3) Columbian exchange (4) Glorious Revolution 19 The social class system in Latin America during the 16th and 17th centuries reflects the (1) dominance of Spanish-born nobility (2) emerging equality between classes (3) influence of mestizo economic power (4) increasing social mobility of Native American Indians 20 One way in which Suleiman the Magnificent and Akbar the Great are similar is that they both brought about periods of (1) political stability and religious tolerance (2) religious conquest and persecution (3) isolationism and cultural stagnation (4) modernization and political disunity Source: Felipe Guaman Poma de Ayala, Nueva Coronica Y Buen Gobierno, Biblioteca Ayacucho 16 What does this drawing indicate about the Inca civilization? (1) religious influence on architecture (2) cooperation and planning in agriculture (3) superior military technology used for defense (4) role of government during a natural disaster 21 A DEO REX, A REGE LEX the king is from God, and law is from the king. James I This quotation best reflects the concept of (1) constitutional monarchy (2) separation of powers (3) equal representation (4) divine right rule 17 Which individual s work had the greatest impact on the spread of Martin Luther s ideas? (1) Galileo Galilei (2) Niccol Machiavelli (3) William Shakespeare (4) Johannes Gutenberg Global Hist. & Geo. Jan. 10 [5] [OVER] Base your answer to question 28 on the passage below and on your knowledge of social studies. 22 Which statement about the Scientific Revolution in Europe is accurate? (1) The existence of natural laws was rejected. (2) Scientists questioned traditional beliefs about the universe. (3) New ideas supported the geocentric theory of Ptolemy. (4) The Bible was used to justify new scientific findings. . . . Our celestial empire [China] rules over ten thousand kingdoms! Most surely do we possess a measure of godlike majesty which ye cannot fathom! Still we cannot bear to slay or exterminate without previous warning, and it is for this reason that we now clearly make known to you the fixed laws of our land. If the foreign merchants of your said honorable nation desire to continue their commercial intercourse, they then must tremblingly obey our recorded statutes, they must cut off for ever the source from which the opium flows, and on no account make an experiment of our laws in their own persons! Let then your highness [Queen Victoria] punish those of your subjects who may be criminal, do not endeavor to screen or conceal them, and thus you will secure peace and quietness to your possessions, thus will you more than ever display a proper sense of respect and obedience, and thus may we unitedly enjoy the common blessings of peace and happiness. What greater joy! What more complete felicity [harmony] than this! . . . 23 Under the Old Regime in France, the burden of taxation fell mostly on the (1) monarchy (3) nobles (2) clergy (4) commoners 24 One way in which Robespierre and Napoleon are similar is that they both (1) played an important role at the Congress of Vienna (2) increased their power during the French Revolution (3) were executed for treason by French monarchs (4) led armies against the Haitians Chinese High Commissioner Lin Zexu s letter to Queen Victoria 25 Many critics believe that the policy of the British government during the Irish Famine (1) contributed to food shortages (2) ignored military concerns (3) discouraged emigration (4) led directly to civil war 28 Which event is most directly related to the 19thcentury situation described in this passage? (1) signing of the Treaty of Nanjing (2) Russo-Japanese War (3) annexation of Korea (4) Sepoy Rebellion 26 Which of these developments in Africa was a cause of the other three? (1) Rival tribal groups fought wars. (2) The Berlin Conference of 1884 influenced colonial boundaries. (3) Traditional territories and culture groups were permanently fragmented. (4) African economies became dependent on the sale of cash crops and raw materials. 29 During the late 19th century, Japan s lack of natural resources was one reason for implementing a policy of (1) collectivization (3) socialism (2) free trade (4) imperialism 30 One reason the Bolsheviks gained peasant support during the Russian Revolution was because the Bolsheviks promised to (1) redistribute land (2) abolish communes (3) bring modern technology to Russian farms (4) maintain an agricultural price-support program 27 Which cultures fought with the Zulus in the 19th century over the control of land in South Africa? (1) German and French (2) Indian and Belgian (3) British and Boer (4) Ethiopian and Italian Global Hist. & Geo. Jan. 10 [6] Base your answer to question 36 on the graphic organizer below and on your knowledge of social studies. 31 Woodrow Wilson s Fourteen Points influenced many colonial peoples in Asia and Africa to (1) create military alliances (2) seek self-determination (3) reject terrorism (4) extend extraterritoriality Saddam Hussein removed from power. 32 Which statement about Turkish leader Atat rk is an opinion rather than a fact? (1) He promoted modernization. (2) His efforts led to the development of industries. (3) He encouraged people to wear western-style clothing. (4) His major accomplishment was the separation of church and state. ? Kurds desire a homeland. 36 Which country best completes this graphic organizer? (1) Egypt (3) Sudan (2) Iraq (4) Bangladesh 33 Joseph Stalin s policies in Ukraine during the 1930s directly resulted in (1) widespread starvation (2) agricultural self-sufficiency (3) the development of cottage industries (4) the use of subsistence farming techniques 37 China implemented a one-child policy. African nations established educational and health care agendas. Latin American nations worked with the United States to reduce drug trafficking. 34 . . . You should take steps now to cease military resistance. Otherwise, we shall resolutely employ this bomb and all our other superior weapons to promptly and forcefully end the war. . . . Which conclusion can best be drawn using all of these statements? (1) The governments of different countries reacted in various ways to the same problem. (2) Population explosions took place in some countries during the 20th century. (3) Some countries looked toward other nations to help solve their problems. (4) Countries have had to address a variety of economic and social problems. This paragraph from a 1945 Allied leaflet warned the (1) Czechs of a German invasion (2) Americans in Hawaii of a Japanese attack (3) Koreans of a Russian invasion (4) Japanese civilians of a United States attack 35 The Marshall Plan was designed to stop the spread of communism by providing (1) government housing to refugees (2) military assistance to Vietnam (3) funds for economic recovery in war-torn European nations (4) nuclear weapons to North Atlantic Treaty Organization (NATO) members Global Hist. & Geo. Jan. 10 Tensions rise between Sunnis and Shiites. [7] [OVER] Base your answer to question 38 on the cartoon below and on your knowledge of social studies. We Googled Free Speech, Democracy And Human Rights. Chinese Dissidents Google, Microsoft, Yahoo and CISCO systems collaborate with China to spy on its citizens Source: Chris Britt, The State Journal-Register, Copley News Service 38 Which statement best reflects this cartoonist s point of view? (1) The development of computer technology is prohibited in China. (2) Chinese prisoners are denied access to computers. (3) Foreign software developers have flooded the Chinese market. (4) Some American firms have assisted the Chinese government in monitoring citizen computer usage. 41 In Japan, the Meiji Restoration and the post World War II economic miracle can be described as periods of (1) political decentralization (2) revolutionary democratization (3) reactionary social change (4) innovative industrial development 39 What is a long-term effect of the Soviet invasion of Afghanistan in 1979? (1) Communism was strengthened in South Asia. (2) Hostilities between China and India lessened. (3) The influence of militant Islamic groups increased in the region. (4) Tensions along the border between Pakistan and Afghanistan were reduced. 42 The establishment of a parliamentary democracy in India and the establishment of Portuguese as the official language of Brazil indicates that European colonizers (1) influenced the culture of regions under their control (2) respected the governments of the indigenous peoples (3) promoted Protestant religions over native religions (4) studied local traditions before implementing policies 40 A Jewish State Is Created Six-Day War Results in Major Arab Losses Withdrawal Begins from West Bank Which situation is referred to in these headlines? (1) Persian Gulf War (2) Scramble for Africa (3) conflict between Israelis and Palestinians (4) collapse of the Ottoman Empire Global Hist. & Geo. Jan. 10 [8] Base your answer to question 43 on the graph below and on your knowledge of social studies. Global Breakdown of People Living With HIV in 2006 5.8% Rest of World 3.5% North America 4.3% Latin America 4.3% Eastern Europe/ Central Asia 62.4% Sub-Saharan Africa 19.7% South and Southeast Asia Source: Statistics from UNAIDS/WHO 2006 AIDS Epidemic Update (adapted) 43 Which hypothesis about the economies of sub-Saharan Africa can be derived from the data in this graph? (1) Economic growth may be slowed by the epidemic. (2) Wages for workers will probably decline. (3) Diversification will promote economic growth. (4) The United Nations will probably reduce support for economic development. 44 Spain mines silver in the Americas. The Dutch establish a colony in Southeast Asia. The English East India Company controls tea plantations in India. 46 The Ming emperor banned the building of large oceangoing ships in 1433. The Tokugawa shogun issued the Act of Seclusion in 1636. Which policy is most closely associated with these events? (1) pacifism (3) nonalignment (2) mercantilism (4) containment One way in which these historical occurrences are similar is that both led to increased (1) social mobility (3) cultural diffusion (2) globalization (4) isolation 45 As a result of discrimination during the 19th century, where were many Jews in eastern Europe forced to live? (1) on collective farms (3) in urban ghettos (2) in fortified villages (4) in industrial areas Global Hist. & Geo. Jan. 10 [9] [OVER] 49 A primary reason the Mongols and the British were able to expand their empires through conquest was because of (1) a knowledge and command of advanced technologies (2) a rejection of democratic policies and practices (3) the development of religious and cultural reforms (4) an extended period of peaceful trade and commerce 47 Armenians under Ottoman rule and Cambodians under the Khmer Rouge both experienced (1) an outbreak of the plague (2) human rights violations (3) economic sanctions (4) an agricultural revolution 48 One way in which the Council of Trent (1545 1563) and the Versailles Conference (1918 1919) are similar is that they both attempted to (1) restore stability after a period of conflict or disorder (2) address economic concerns by lowering tariffs (3) defend human rights by establishing written codes of law (4) encourage cultural development through the creation of universities Global Hist. & Geo. Jan. 10 50 Which event can be considered a conflict brought about in part by a religious reform movement? (1) World War I (3) World War II (2) Cuban Revolution (4) Iranian Revolution [10] 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) 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: Culture and Intellectual Life Intellectuals, philosophers, and leaders have often recorded their ideas in written works. These ideas have been used throughout history to guide societies and influence the course of national and regional development. Task: Select two intellectuals, philosophers, and/or leaders and a writing associated with that person and for each Describe the historical circumstances surrounding this writing Describe a main idea found in this writing Discuss how this idea has influenced the development of a nation or region You may use any intellectuals, philosophers, or leaders from your study of global history. Some suggestions you might wish to consider include: Bartolom de las Casas Brief Report on the Destruction of the Indians Martin Luther Ninety-five Theses John Locke Two Treatises on Government Olympe de Gouges The Declaration of the Rights of Woman Karl Marx Communist Manifesto Theodor Herzl On the Jewish State Adolf Hitler Mein Kampf Mao Zedong Little Red Book Nelson Mandela Long Walk to Freedom You are not limited to these suggestions. Do not use any intellectual, philosopher, or leader 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. 10 [11] [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, many changes have occurred in the way food is produced. Some of the major changes occurred during the Neolithic Revolution, Agrarian (Agricultural) Revolution, and the Green Revolution. These changes in food production had political, social, and economic effects on societies and regions. Task: Using the information from the documents and your knowledge of global history, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B essay in which you will be asked to Select two food production revolutions mentioned in the historical context and for each Describe the change in food production during that revolution Discuss political, social, and/or economic effects the change in food production had on society or a region In developing your answers to Part III, be sure to keep these general definitions in mind: (a) describe means to illustrate something in words or tell about it (b) discuss means to make observations about something using facts, reasoning, and argument; to present in some detail Global Hist. & Geo. Jan. 10 [12] 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 From Food Gathering To Food Producing . . . Paleolithic men could not control their food supply. So long as they relied on foraging, hunting, fishing, and trapping, they were dependent on the natural food supply in a given area to keep from starving. But while Paleolithic men continued their food-gathering pattern of existence in Europe, Africa, and Australia, groups of people in the Near East began to cultivate edible plants and to breed animals. Often described as the first economic revolution in the history of man, this momentous change from a food-gathering to a food-producing economy initiated the Neolithic Age. Paleolithic man was a hunter; Neolithic man became a farmer and herdsman. . . . Source: T. Walter Wallbank, et al., Civilization: Past and Present, Scott, Foresman and Company 1 According to the authors of this passage, what is one significant change that occurred between the Paleolithic Age and the Neolithic Age? [1] _____________________________________________________________________________________ _____________________________________________________________________________________ Score Global Hist. & Geo. Jan. 10 [13] [OVER] Document 2 Harness Plant Power! Put Animals To Work For You! Learn how the seeds you drop can become next fall s crop! Use seed selection to make future plants more productive and easier to harvest! Preserve and store surpluses for hard times! Invent new ways of preparing and cooking plant foods! Learn which species are slow and submissive! Use food and fences to keep them around! Influence their choice of mates! Breed the best and eat the rest! Source: Mysteries of atalh y k!, Science Museum of Minnesota, www.smm.org/catal (adapted) Global Hist. & Geo. Jan. 10 [14] 2 Based on this comic, state two effects of the Neolithic Revolution. [2] (1)__________________________________________________________________________________ __________________________________________________________________________________ Score (2)__________________________________________________________________________________ __________________________________________________________________________________ Score GO ON TO THE NEXT PAGE Global Hist. & Geo. Jan. 10 [15] [OVER] Document 3a Mesopotamia: Everyday Life Milk Worker stirring milk Shaven head Strainer Fleece garment Worker churning strained cream into butter Cow Cowshed Stool Cast of Frieze from Temple of Ninhursag, Tell Ubaid Source: The Visual Dictionary of Ancient Civilizations, Dorling Kindersley (adapted) Document 3b Clay Tablet with Pictographic Record of Daily Rations Source: The Visual Dictionary of Ancient Civilizations, Dorling Kindersley (adapted) 3 Based on these images, state one advance that occurred as the Mesopotamian culture developed a stable food supply. [1] _____________________________________________________________________________________ _____________________________________________________________________________________ Score Global Hist. & Geo. Jan. 10 [16] Document 4 The Agricultural Revolution in Britain . . . The English Revolution of 1688, confirming the ascendancy [rise] of Parliament over the king, meant in economic terms the ascendancy of the more well-to-do property-owning classes. Among these the landowners were by far the most important, though they counted the great London merchants among their allies. For a century and a half, from 1688 to 1832, the British government was substantially in the hands of these landowners the squirearchy or gentlemen of England. The result was a thorough transformation of farming, an Agricultural Revolution without which the Industrial Revolution could not have occurred. Many landowners, seeking to increase their money incomes, began experimenting with improved methods of cultivation and stock raising. They made more use of fertilizers (mainly animal manure); they introduced new implements (such as the drill seeder and horse-hoe); they brought in new crops, such as turnips, and a more scientific system of crop rotation; they attempted to breed larger sheep and fatter cattle. An improving landlord, to introduce such changes successfully, needed full control over his land. He saw a mere barrier to progress in the old village system of open fields, common lands, and semicollective methods of cultivation. Improvement also required an investment of capital, which was impossible so long as the soil was tilled by numerous poor and custom-bound small farmers. . . . Source: R. R. Palmer, et al., A History of the Modern World, 9th edition, McGraw-Hill 4 What were two changes in the methods of food production that occurred during the Agricultural Revolution in Britain, according to the authors of A History of the Modern World? [2] (1)__________________________________________________________________________________ __________________________________________________________________________________ Score (2)__________________________________________________________________________________ __________________________________________________________________________________ Score Global Hist. & Geo. Jan. 10 [17] [OVER] Document 5 Enclosing or fencing together all of a farmer s land began during the 16th century with the mutual agreement of the landowners. During the 18th century, enclosures were regulated by Parliament. SELECTED IMPACTS OF THE ENCLOSURE ACTS Positive Effects Less land wastage boundaries between strips could now be farmed Land of a good farmer no longer suffered from neglect of neighboring strips Animal diseases were less likely to spread to all village animals. Separate fields for animals made selective breeding possible Negative Effects Eviction of farmers (known as customary tenants) who failed to prove legal entitlement to land their families had worked for generations Poor farmers, allocated small plots of land, were unable to compete with large landowners. Many lost their land when their businesses failed Source: Enclosure Acts: Great Britain (1700 1801), World History on File, Facts on File (adapted) 5 According to Facts on File, what were two effects of the Enclosure Acts? [2] (1)__________________________________________________________________________________ __________________________________________________________________________________ Score (2)__________________________________________________________________________________ __________________________________________________________________________________ Score Global Hist. & Geo. Jan. 10 [18] Document 6 . . . Industrialization transformed the agricultural sector as well, and here the impact pushed beyond the world s industrial leaders. Machinery such as tractors, harvesters, and mechanical plows replaced oxen and human muscles. This trend began in the 19th century with devices such as primitive harvesters and tractors. Yet only in the 20th century did the mechanization of agriculture become important on a global scale, partly in response to the population explosion. Temperate-zone agriculture benefited the most; mechanization revolutionized the cultivation of wheat and other grain crops in North America, northern Europe, South America (in countries such as Argentina, Uruguay, and Chile), and Australia. Tropical crops were less affected by machines; sugarcane continued to be cut by hand, just as coffee beans had to be picked individually from the bushes. Machines nevertheless played some part in tropical agriculture: Factories took over sugar processing, leading to ever-larger [manufacturing] plants. Overall, the trend toward mechanization in agriculture reduced human work in the countryside, leading to greater migration to the cities. Also, the use of expensive machines meant that corporations with considerable capital had an advantage over family farmers, who could not compete against the higher efficiencies of mechanized agriculture. Government policy in Western Europe and in North America generally favored the family farm, however, keeping the number of workers in agriculture artificially high (though falling) despite economic forces to the contrary. . . . Source: Paul V. Adams, et al., Experiencing World History, New York University Press 6 According to this excerpt from Experiencing World History, what was one effect of the mechanization of agriculture? [1] _____________________________________________________________________________________ _____________________________________________________________________________________ Score Global Hist. & Geo. Jan. 10 [19] [OVER] Document 7 What is the Green Revolution? The Green Revolution refers to the wave of technological development [research] that started in the 1940s to increase crop productivity in order to help developing countries face their growing populations needs. The technologies of the Green Revolution broadly fall into two major categories. The first is the breeding of new plant varieties; the second is the application of modern agricultural techniques such as chemical fertilizers, herbicides, irrigation, and mechanization. Beginning in Mexico in 1944, the Green Revolution continued in the 1960s to India and Pakistan, where it is credited with saving over one billion people from starvation. Dr. Norman Borlaug was the agricultural scientist who led the program. In 1970, he won the Nobel Peace Prize for his efforts. . . . Source: Engineers Without Borders, EWB Workshop, Green Revolution 7 According to Engineers Without Borders, what were two modern technological advances that were applied during the Green Revolution? [2] (1)__________________________________________________________________________________ __________________________________________________________________________________ Score (2)__________________________________________________________________________________ __________________________________________________________________________________ Score Global Hist. & Geo. Jan. 10 [20] Document 8 Implementation of the First Green Revolution . . . The [implementation of the] first green revolution from the early 1960s to 1975 introduced new varieties of wheat, rice, and maize that doubled or tripled yields. The new varieties were highly susceptible to pest infestation and thus required extensive chemical spraying. But they were also responsive to high rates of fertilizer application under irrigation. So, large- and medium-scale farmers in regions with adequate irrigation facilities, easy access to credit, sufficient ability to undertake risks, and good market integration adopted the new varieties. But these requirements meant that the new technology bypassed most poor African farmers. Another reason that Africa did not benefit from the first green revolution was the research strategy used. To short-cut the process of varietal improvement, researchers introduced improved varieties from Asia and Latin America rather than engaging in the time-consuming exercise of identifying locally adapted germ plasm and using this as the basis for breeding new varieties. After the early euphoria with the high-yielding varieties, several problems became evident. First, the need for significant use of pest and weed control raised environmental and human health concerns. Second, as areas under irrigation expanded, water management required sophisticated skills that were in short supply. As a result poor farmers growing staple food crops in Africa could not adopt the new varieties. What was crucial for Africa was to develop crop varieties that could thrive in water-stressed regions without heavy use of fertilizers. . . . Source: Realizing the Promise of Green Biotechnology for the Poor, Harnessing Technologies for Sustainable Development, United Nations Economic Commission for Africa (adapted) 8 According to the authors of this passage, what was one problem Africa faced in attempting to adopt the Green Revolution? [1] _____________________________________________________________________________________ _____________________________________________________________________________________ Score Global Hist. & Geo. Jan. 10 [21] [OVER] Document 9 . . . Industrial agriculture has not produced more food. It has destroyed diverse sources of food, and it has stolen food from other species to bring larger quantities of specific commodities to the market, using huge quantities of fossil fuels and water and toxic chemicals in the process. . . . Productivity in traditional farming practices has always been high if it is remembered that very few external inputs are required. While the Green Revolution has been promoted as having increased productivity in the absolute sense, when resource use is taken into account, it has been found to be counterproductive and inefficient. . . . Source: Vandana Shiva, Stolen Harvest, South End Press, 2000 9 According to Vandana Shiva, what is one problem associated with the use of industrial agriculture? [1] _____________________________________________________________________________________ _____________________________________________________________________________________ Score Global Hist. & Geo. Jan. 10 [22] 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, many changes have occurred in the way food is produced. Some of the major changes occurred during the Neolithic Revolution, Agrarian (Agricultural) Revolution, and the Green Revolution. These changes in food production had political, social, and economic effects on societies and regions. Task: Using the information from the documents and your knowledge of global history, write an essay in which you Select two food production revolutions mentioned in the historical context and for each Describe the change in food production during that revolution Discuss political, social, and/or economic effects the change in food production had on society or a region Guidelines: In your essay, be sure to Develop all aspects of the task Incorporate information from at least four documents Incorporate relevant outside information Support the theme with relevant facts, examples, and details Use a logical and clear plan of organization, including an introduction and a conclusion that are beyond a restatement of the theme Global Hist. & Geo. Jan. 10 [23] 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 Friday, January 29, 2010 9:15 a.m. to 12:15 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 Global Hist. & Geo. Jan. 10 REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY VOLUME 1 2 FOR TEACHERS ONLY OF MC & THEMATIC REGENTS HIGH SCHOOL EXAMINATION Global History and Geography January 29, 2010 GLOBAL HISTORY AND GEOGRAPHY Cut Here The University of the State of New York Part I 1. . . 2 . . . 2. . . 1 . . . 8. . . 2 . . . Copyright 2010 The University of the State of New York THE STATE EDUCATION DEPARTMENT Albany, New York 12234 33. . . 1 . . . 9. . . 1 . . . 34. . . 4 . . . 10. . . 3 . . . 35. . . 3 . . . 11. . . 1 . . . 36. . . 2 . . . 12. . . 1 . . . 37. . . 4 . . . 13. . . 2 . . . 38. . . 4 . . . 14. . . 4 . . . 39. . . 3 . . . 15. . . 3 . . . 40. . . 3 . . . 16. . . 2 . . . 41. . . 4 . . . 17. . . 4 . . . 42. . . 1 . . . 18. . . 3 . . . 43. . . 1 . . . 19. . . 1 . . . Cut Here General: Test Specifications Web addresses for the test-specific conversion chart and teacher evaluation forms 32. . . 4 . . . 44. . . 2 . . . 20. . . 1 . . . 45. . . 3 . . . 21. . . 4 . . . 46. . . 4 . . . 22. . . 2 . . . 47. . . 2 . . . 23. . . 4 . . . 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. . . 2 . . . 7. . . 1 . . . For Part I (Multiple-Choice Questions): Scoring Key 30. . . 1 . . . 6. . . 2 . . . Contents of the Rating Guide 29. . . 4 . . . 5. . . 3 . . . 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 Examination Scoring Information 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. . . 1 . . . 4. . . 3 . . . SCORING KEY FOR PART I AND RATING GUIDE FOR PART II (THEMATIC ESSAY) 27. . . 3 . . . 3. . . 4 . . . Friday, January 29, 2010 9:15 a.m. to 12:15 p.m., only 26. . . 2 . . . 48. . . 1 . . . 24. . . 2 . . . 49. . . 1 . . . 25. . . 1 . . . 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 January 2010 Theme: Culture and Intellectual Life Intellectuals, philosophers, and leaders have often recorded their ideas in written works. These ideas have been used throughout history to guide societies and influence the course of national and regional development. Task: Select two intellectuals, philosophers, and/or leaders and a writing associated with that person and for each Describe the historical circumstances surrounding this writing Describe a main idea found in this writing Discuss how this idea has influenced the development of a nation or region You may use any intellectuals, philosophers, or leaders from your study of global history. Some suggestions you might wish to consider include: Bartolom de las Casas Brief Report on the Destruction of the Indians Martin Luther Ninety-five Theses John Locke Two Treatises on Government Olympe de Gouges The Declaration of the Rights of Woman Karl Marx Communist Manifesto Theodor Herzl On the Jewish State Adolf Hitler Mein Kampf Mao Zedong Little Red Book Nelson Mandela Long Walk to Freedom You are not limited to these suggestions. Do not use any intellectual, philosopher, or leader from the United States in your answer. Scoring Notes: 1. This thematic essay has six components (for two different intellectual, philosophers, or leaders, discussing the historical circumstances surrounding the writing of a work associated with each, a main idea found in each work, and how each idea influenced the development of a nation or region). 2. For each written work, the main idea discussed must also be used in discussing the influence of that idea on the development of a nation or region. 3. A nation or region does not need to be specifically identified as long as it is implied in the discussion. 4. While the intellectual, philosopher, or leader may not be the writer of a particular work, the writing paired with an individual must represent that person s ideas, e.g., Confucius and the Analects. 5. The same nation or region may have been influenced by the ideas of different intellectuals, philosophers, and leaders, e.g., both Martin Luther and Adolf Hitler had an influence on Germany and/or on Europe. 6. As is the case with many historical topics, what constitutes an influence on a nation or region may be discussed from a variety of perspectives as long as the position taken is supported with accurate historical facts and examples. [3] Score of 5: Thoroughly develops all aspects of the task evenly and in depth for two different intellectuals, philosophers, or leaders, describing the historical circumstances surrounding the writing of a work associated with each, describing a main idea found in each writing, and discussing how each idea has influenced the development of a nation or region Is more analytical than descriptive (analyzes, evaluates, and/or creates* information) e.g., Martin Luther Ninety-five Theses: connects the practices and teachings of the Roman Catholic Church, Luther s call for an end to the Church s practice of selling indulgences, and Luther s idea of salvation by faith alone to the development of a Protestant faith, the subsequent division between Protestant and Catholic forces, and the wars of religion in Europe; Karl Marx Communist Manifesto: relates the Industrial Revolution to Marx s development of the concept of scientific socialism, connecting Marx s analysis of private property to the idea of inevitable victory by the proletariat in class war and analyzing the adaptation of Marxism by Lenin and Stalin in the Soviet Union Richly supports the theme with relevant facts, examples, and details, e.g., Ninety-five Theses: Johann Tetzel; Thirty Years War; Gutenberg s Bible; Counter-Reformation; Communist Manifesto: Friedrich Engels; utopian socialism; class struggle; Das Kapital; Communist International(s); five-year plans Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Score of 4: Develops all aspects of the task but may do so somewhat unevenly by discussing one individual s work more thoroughly than the other individual s work 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., Martin Luther Ninety-five Theses: discusses how the sale of indulgences is tied to dissatisfaction with the Roman Catholic Church, how Luther s idea of salvation by faith alone led to the development of a Protestant faith, and how Luther s ideas caused the Protestant Reformation throughout Europe; Karl Marx Communist Manifesto: discusses how abuses during the Industrial Revolution contributed to the development of Marx s ideas, how the idea of redistributing property appealed to industrial workers, and how Lenin claimed he was implementing Marx s ideas in Russia 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 six components of the task should be developed. Holistic Scoring Reminder: This note applies only to the evaluation of bullet 1 of the rubric. *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] 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 evaluates 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 written work associated with an individual and if 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 [5] Anchor Paper Thematic Essay Level 5 A [6] Anchor Paper Thematic Essay Level 5 A [7] Anchor Paper Thematic Essay Level 5 A [8] Anchor Level 5-A The response: Thoroughly develops all aspects of the task evenly and in depth for Martin Luther Ninety-five Theses and John Locke Two Treatises on Government by discussing the historical circumstances surrounding the writings, a main idea found in the writings, and how this idea has influenced the development of nations and regions Is more analytical than descriptive (Ninety-five Theses: Church had been unifying and powerful institution and had influence all over Europe; Renaissance practice of questioning authority could be seen in calls for reform in the Church, including lessening the power of the Pope; Luther objected to practices of the Catholic Church; German princes were ready to increase their power at the expense of the Church and helped spread Luther s ideas; Luther troubled by wealth and worldliness of Church; Europe would be divided and the Catholic Church lost a lot of influence and power; Council of Trent met to discuss Church doctrines and reforms, but did not change the majority of doctrines and opted for some reforms, including better educated clergy; conversion of England was a crushing blow to the Church; Henry VIII s institution of Anglican Church was revolutionary; Two Treatises on Government: discussed a new way of rule and law; built upon the idea of natural law from the Scientific Revolution; stressed life, liberty, and property as natural rights of all people; this was the time when British Parliament challenged divine right rule and Locke helped justify their actions; idea that people have a right to question and overthrow unjust government; made it clear that people choose the government to protect their natural rights; brought forth rights of man versus government such as the right people have to question and overthrow an unjust government; Declaration of Independence was much inspired by Locke s ideas) Richly supports the theme with relevant facts, examples, and details (Ninety-five Theses: posted in 1517; nepotism; sale of indulgences; Protestant Reformation; Jan Huss; salvation by faith; Two Treatises on Government: 1600s; British Bill of Rights; Enlightenment; French Revolution; Declaration of the Rights of Man and Citizen) Demonstrates a logical and clear plan of organization; includes an introduction that is a restatement of the theme and a conclusion that is beyond a restatement of the theme Conclusion: The response fits the criteria for Level 5. Numerous facts and examples are applied in demonstrating that ideas of Luther and Locke grew out of historical episodes of questioning and were critical in shaping subsequent eras. Application and analysis show the revolutionary and lasting effects of these ideas. [9] Anchor Paper Thematic Essay Level 5 B [10] Anchor Paper Thematic Essay Level 5 B [11] Anchor Paper Thematic Essay Level 5 B [12] Anchor Level 5-B The response: Thoroughly develops all aspects of the task evenly and in depth for Karl Marx Communist Manifesto and Adolf Hitler Mein Kampf by discussing the historical circumstances surrounding the writings, a main idea found in the writings, and how this idea has influenced the development of nations Is more analytical than descriptive (Communist Manifesto: written when the worst aspects of Industrial Revolution had surfaced; working class was being ruthlessly exploited by emerging middle class; wrote on behalf of workers who did their jobs under abhorrent factory conditions; states the shackles of laissez-faire and free-market capitalism would be thrown off; would be a society and economy where workers controlled and benefited from the means of production; revolutionary ideas would rattle bourgeoisie but would only take root after the Bolshevik Revolution; Lenin added peasants to the revolutionary classes; nationalist, peasant-based communist revolutions that resulted in one party dictatorships in Asia; Mein Kampf: autobiography in which Hitler would express his feelings on Germany s defeated state after World War I; blatant anti-Semitism foreshadowed the Holocaust a decade before it happened; justification of seizure of land and resources based on racial superiority and would lead to genocide; aggressive foreign policy leading to World War II; greatest impact was anti-Semitism that grew and grew; pursuit of war criminals has continued into the 21st century) Richly supports the theme with relevant facts, examples, and details (Communist Manifesto: a spectre is haunting Europe ; proletariat; Engels; overcrowded cities; tenement houses; Mao; Ho Chi Minh; China, Vietnam; Mein Kampf: Rudolph Hess; Beer Hall Putsch; expanded military; Germany s rightful state atop the world ; Treaty of Versailles; Lebensraum; Nuremberg Laws; Kristallnacht; concentration camps; Weimar government); includes a minor error (Communist Manifesto: revolution in Korea Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Conclusion: Overall, the response fits the criteria for Level 5. The response illustrates how the ideas of Marx and Hitler both grew out of unsettled societal conditions. Details employed in discussing Marxist-inspired governments demonstrate a good understanding of 20th-century communism while the discussion of the implementation and legacy of genocide illustrates the pervasive nature of Hitler s anti-Semitism. [13] Anchor Paper Thematic Essay Level 4 A [14] Anchor Paper Thematic Essay Level 4 A [15] Anchor Paper Thematic Essay Level 4 A [16] Anchor Level 4-A The response: Develops all aspects of the task but does so somewhat unevenly by discussing Martin Luther Ninety-five Theses in more depth than Hitler Mein Kampf. Is both descriptive and analytical (Ninety-five Theses: poor priests in rural areas were almost illiterate; some priests and Vatican officials were living large; Church had borrowed money from wealthy families and now had to pay these debts; sale of indulgences was a sort of get out of hell free card; Luther saw Church tricking people into believing they could buy their own salvation; Luther stated that no amount of good works done or indulgences bought could save a person s soul if they had no faith; later, the Church affirmed faith was an integral part of salvation; many German princes, whether out of faith or desire to become unshackled from the Pope, adopted Lutheranism; Mein Kampf: Hitler was convinced Germany had been sabotaged and stabbed in the back; wrote Mein Kampf in jail; Germany s problems blamed on Jews; anti-Semitic beliefs were applied when Hitler became Chancellor, then Fuehrer; Germans, looking for a scapegoat for their problem, blamed the Jews) Supports the theme with relevant facts, examples, and details (Ninety-five Theses: Fugger family; cathedrals; Johann Tetzel; deficits; purgatory; Wittenberg; a series of statements on the abuses of the Church; salvation from faith alone; good works; religious wars between Catholics and Protestants; Peace of Westphalia; Mein Kampf: Germany lost World War I; Treaty of Versailles; reparations; rampant inflation; Nuremberg Laws; Holocaust) Demonstrates a logical and clear plan of organization; includes an introduction that is beyond a restatement of the theme and a conclusion that is a restatement of the theme Conclusion: Overall, the response fits the criteria for Level 4. While some of the language used and characterizations made lack sophistication, a knowledge of history is evident and well applied. Insightful statements are used in summing up major ideas. [17] Anchor Paper Thematic Essay Level 4 B [18] Anchor Paper Thematic Essay Level 4 B [19] Anchor Level 4-B The response: Develops all aspects of the task but does so somewhat unevenly by discussing Karl Marx Communist Manifesto more extensively than Niccol Machiavelli The Prince Is both descriptive and analytical (The Prince: numerous city-states competed for wealth and territory in those times; betrayals and political assassinations were common; a ruler should do whatever is necessary to establish and maintain power; if a ruler must choose between being feared or loved, he should be feared; people can fall out of love and take advantage of a kind ruler; revolutionized political thinking by saying all that mattered was success, not what was right or moral; Communist Manifesto: saw the need to revise socialism; Russia was backward and playing catch-up with Europe; Bolsheviks, particularly Lenin, took ideas and twisted them slightly; small group would revolt and start a communist state; idea further twisted by Stalin who created a totalitarian system) Supports the theme with relevant facts, examples, and details (The Prince: early 1500s; Italy; the end justifies the means; Communist Manifesto: 1800s; romanticism; liberalism; scientific socialism; dictatorship of the proletariat) Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that restate the theme Conclusion: Overall, the response fits the criteria for Level 4. The response does a good job with the difficult task of summarizing ideas and demonstrating that sometimes the indirect influence of ideas can be long lasting and widespread. While some statements are insightful, the general treatment of the influence of Machiavelli s ideas limits the response. [20] Anchor Paper Thematic Essay Level 4 C [21] Anchor Paper Thematic Essay Level 4 C [22] Anchor Level 4-C The response: Develops all aspects of the task but does so somewhat unevenly by discussing John Locke Two Treatises on Government more thoroughly than Adolf Hitler Mein Kampf Is both descriptive and analytical (Two Treatises on Government: justification of the Glorious Revolution of 1688; people are moral and reasonable; emerging minorities demanding to be included in political system; country torn between those wanting a king with absolute power and a new group that wanted to govern themselves; government exists to protect rights belonging to all people at birth; if government failed to protect rights, citizens have the right to rebel; revolutionized relationships between ruler and ruled; democratic principles affected not only England but the entire world; Mein Kampf: blamed Jewish minority for Germany s loss in World War I; Treaty of Versailles unfairly blamed Germans for causing World War I and left them with unrealistic reparations; desire to unite all German-speaking people; Hitler and his Nazi Party almost exterminated the Jewish race through the Holocaust) Supports the theme with relevant facts, examples, and details (Two Treatises on Government: authoritarianism; contract; natural rights; Age of Enlightenment; Thomas Jefferson; life, liberty, and the pursuit of happiness; Declaration of Independence; life, liberty, and property; Mein Kampf: chancellor; 1933; Beer Hall Putsch; coup; Landsberg prison; My Struggle ; Aryan race; der F ehrer; ghettos; Star of David) 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. Most of the analytical aspects of the response occur in the discussion of John Locke, while the section on Adolf Hitler is primarily descriptive. A clear understanding of the role of ideas in history is evident throughout the response. [23] Anchor Paper Thematic Essay Level 3 A [24] Anchor Paper Thematic Essay Level 3 A [25] [26] Anchor Paper Thematic Essay Level 3 B [27] Anchor Paper Thematic Essay Level 3 B [28] Anchor Paper Thematic Essay Level 3 B Anchor Level 3-B The response: Develops the task by discussing the historical circumstances surrounding the writing of Ninety-five Theses and of Mein Kampf and the main ideas found in these writings in some depth, describing some effects of Martin Luther s ideas, and alluding to the Holocaust as an effect of Hitler s ideas Is more descriptive than analytical (Ninety-five Theses: appalled by what he saw; even before indulgences, other things led to the decline in prestige in the Church; salvation through faith alone and the Bible s authority on faith and truth; his work led to a widespread revolution, though he never intended it; many princes in the Holy Roman Empire turned to Lutheranism to oppose the Emperor and break away; led to the decline of the Holy Roman Empire; inspired religious wars; Mein Kampf: Germany was coming off World War I, destroyed by the Allies; radical ideas contributed to his rise as dictator of Germany; circumstances favored Hitler as the people wanted revenge; Hitler took control of Austria, Czechoslovakia, and part of Poland; Jews had to wear the Star of David and live in ghettos); includes weak analysis (Ninety-five Theses: Conciliar movement fixed Great Schism); includes weak application (Mein Kampf: stated the need for Germany to retake their glory from the German Empire) Includes some relevant facts, examples, and details (Ninety-five Theses: sale of indulgences; Johann Tetzel; Babylonian captivity; Peasant Revolt; Anabaptists; Anglican; Presbyterian; Mein Kampf: Weimar Republic; failed coup; lebensraum living space; concentration camps; 6 million Jews died); includes a minor inaccuracy (Mein Kampf: this belligerent policy contributed to the start of World War I) Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that are a restatement of the theme Conclusion: The response fits the criteria for Level 3. The response demonstrates a satisfactory understanding of the role of Luther s ideas in the Protestant Reformation and Hitler s ideas in his rise to power. However, a tendency to create a laundry-list detracts from the application of historical knowledge. [29] Anchor Paper Thematic Essay Level 3 C [30] Anchor Paper Thematic Essay Level 3 C [31] Anchor Paper Thematic Essay Level 3 C Anchor Level 3-C The response: Develops the task by describing the historical circumstances surrounding the writing of Brief Report on the Destruction of Indians, discussing ideas found in both Brief Report on the Destruction of Indians and Ninety-five Theses, describing some effects of Luther s ideas, and briefly mentioning the Middle Passage as an effect of Bartolomeo de las Casas idea Is more descriptive than analytical (Brief Report on the Destruction of the Indians: colonizing the Americas with the help of forced labor demanded from Native Americans; immunity of indigenous people didn t compare to that of Europeans; deadly diseases wiped out the majority of Native American population; his words led to the replacement of Native Americans with slaves from Africa; millions of Africans brought to Americas through the Middle Passage; Ninety-five Theses: attacked the idea of the sale of indulgences; Luther believed the Bible should be written in the vernacular; ideas dramatically spread with the help of the printing press and certain rulers approval of the Protestant Reformation; certain governments even made their own churches in response to the Reformation) Includes some relevant facts, examples, and details (Brief Report on the Destruction of the Indians: European conquistadors; smallpox; plantations; Ninety-five Theses: German monk; King Henry; Anglican Church; Calvinists) Demonstrates a satisfactory 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 3. The strength of the response lies in the number of facts, examples, and details employed in the discussion. Lack of analysis and uneven development limit 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 [35] Anchor Paper Thematic Essay Level 2 B [36] Anchor Paper Thematic Essay Level 2 B [37] Anchor Paper Thematic Essay Level 2 B Anchor Level 2-B The response: Develops some aspects of the task in some depth by discussing Hitler s anti-Semitism, mentioning his rise to power and persecution of Jews, discussing Nelson Mandela s opposition to apartheid, and mentioning circumstances that promoted his ideas Is primarily descriptive (Mein Kampf: responsible for one of largest genocides in history; wanted to bring Germany to its former glory; blamed Jews excessively throughout the book; Long Walk to Freedom: goal was a fight to end apartheid; set of laws was used to separate whites and blacks and keep power in the hands of whites; throughout his imprisonment, he became a symbol of freedom); includes faulty analysis (Mein Kampf: the book turned the people to him; Hitler s hatred of Jews caused German anti-Semitism) Includes few relevant facts, examples, and details (Mein Kampf: Aryan; anti-Semitism; Nazi Party); includes an inaccuracy (Long Walk to Freedom: Africa s first election) Demonstrates a satisfactory plan of organization; includes an introduction that is a restatement of the theme and a conclusion that goes beyond a restatement of the theme Conclusion: Overall, the response fits the criteria for Level 2. The response demonstrates an understanding of the ideas of Hitler and Mandela, but neglects other aspects of the task. The discussion of Mandela s ideas is applicable even though Long Walk to Freedom was published after the end of apartheid. [38] Anchor Paper Thematic Essay Level 2 C [39] Anchor Paper Thematic Essay Level 2 C [40] Anchor Paper Thematic Essay Level 2 C Anchor Level 2-C The response: Minimally develops all aspects of the task for Adolf Hitler Mein Kampf and Karl Marx Communist Manifesto Is primarily descriptive (Mein Kampf: blamed Jews for all the things that happened with Germany; thought the German race was perfect; tried to eliminate all Jews and races of people he didn t like; Communist Manifesto: working conditions were bad and workers had low wages; workers should rally together and fight for better conditions and wages); includes weak application (Communist Manifesto: ideas also spread to Japan) Includes few relevant facts, examples, and details (Mein Kampf: World War I; concentration camps; Communist Manifesto: Soviet Union; Poland) Demonstrates a general plan of organization; includes an introduction a conclusion that restate the theme Conclusion: Overall, the response fits the criteria for Level 2. In this response, all aspects are mentioned although not fully addressed. The discussion of how ideas influenced nations or regions is particularly deficient. [41] Anchor Paper Thematic Essay Level 1 A [42] Anchor Paper Thematic Essay Level 1 A [43] [44] Anchor Paper Thematic Essay Level 1 B [45] Anchor Paper Thematic Essay Level 1 B Anchor Level 1-B The response: Minimally develops some aspects of the task by mentioning an idea of Marx, mentioning nations influenced by his ideas, and stating some ideas of Hitler Is descriptive (Communist Manifesto: influenced nations greatly such as Russia s Soviet Union and China; Mein Kampf: his thoughts about what he would do to rule Germany; blames imprisonment on Jews) Includes few relevant facts, examples, or details (Communist Manifesto: supported socialist and communist thought; Mein Kampf: totalitarian power; nationalist pride) Demonstrates a general plan of organization; includes an introduction and a conclusion that restate the theme Conclusion: Overall, the response fits the criteria for Level 1. The discussion of Hitler s idea of how to rule Germany is general and limited. Although the discussion of the Communist Manifesto contains some detail, it is also limited. Both discussions lack any reference to the historical circumstances leading to the selected works. [46] Thematic Essay Practice Paper A [47] Thematic Essay Practice Paper A [48] Thematic Essay Practice Paper A [49] Thematic Essay Practice Paper B [50] Thematic Essay Practice Paper B [51] Thematic Essay Practice Paper C [52] Thematic Essay Practice Paper C [53] Thematic Essay Practice Paper C [54] Thematic Essay Practice Paper D [55] Thematic Essay Practice Paper E [56] Thematic Essay Practice Paper E [57] Thematic Essay Practice Paper E [58] Thematic Essay Practice Paper E [59] Practice Paper A Score Level 3 The response: Develops all aspects of the task with little depth for John Locke Two Treatises on Government and Olympe de Gouge Declaration of the Rights of Woman Is more descriptive than analytical (Two Treatises on Government: a government should be there to protect the rights of man; everyone should be allowed their basic human rights; basic rights were freedom of speech, freedom of religion, and protection of property; Declaration of the Rights of Woman: based on the Declaration of the Rights of Man; de Gouges believed that women should also be allowed basic rights as well; Versailles March was led by women and resulted in the capture of the monarchs; women also contributed in the siege of the Bastille); includes weak application (Two Treatises on Government: idea that citizens should vote for a leader by head rather than estate) Includes some relevant facts, examples, and details (Two Treatises on Government: 17th century; French Revolution; Declaration of the Rights of Woman: French Revolution; gender equality; women s rights movement in Great Britain); includes a minor inaccuracy (Declaration of the Rights of Woman: Louis XIV) Demonstrates a satisfactory plan of organization; includes an introduction that is a restatement of the theme and a conclusion that is beyond a restatement of the theme Conclusion: Overall, the response fits the criteria for Level 3. The response demonstrates an understanding of the ideas of Locke and de Gouges and the historical circumstances behind Olympe de Gouge s work; however, it lacks depth on the other aspects of the task. Practice Paper B Score Level 2 The response: Develops some aspects of the task in some depth by discussing how Darwin s ideas were adapted, how this adaptation influenced thinkers, Luther s unhappiness with the Church, and the general impact of Luther s ideas Is primarily descriptive (Charles Darwin: did extensive research on nature and evolution; beings better adapted to their way of life are more likely to survive; Darwin s theories were put into a social context; theories translated into a concept for political and economic evolution instead of biological; Ninety-five Theses: indignant about the methods and behaviors of the Church and its priests; as a protest against several aspects of the Church, posted his Ninety-five Theses; in the end, the Church split; one king even decided to split from the Church because he could not divorce his wife) Includes few relevant facts, examples, and details (Charles Darwin: survival of the fittest; evolution; Social Darwinism; Ninety-five Theses: excommunicated) Demonstrates a general 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 2. While not mentioning a specific text for Darwin, the response accurately characterizes an idea found in his writings. The discussion of Luther s thinking lacks details. The historical circumstances surrounding Charles Darwin are not addressed. [60] Practice Paper C Score Level 5 The response: Thoroughly develops all aspects of the task evenly and in depth for Karl Marx Communist Manifesto and Plato Republic by discussing the historical circumstances surrounding the writings, a main idea found in the writings, and how this idea has influenced the development of nations and regions Is more analytical than descriptive (Communist Manifesto: introduced the ideas of communism to a world where many struggling and/or developing nations would latch on to his ideas; an England that was fast being swallowed by the greedy factory system and the urbanization of the Industrial Revolution; history was a cycle that involves constant struggle between classes; the workers have made up the majority but have always been oppressed by the ruling class; proletariat will unite to overthrow bourgeoisie; after proletarian revolution, a transition of a working class dictatorship will implement reforms; Russian Revolution brought about a Bolshevik ruling class that set up a communist government; although Stalin was said to be a Marxist, the state he ran had more similarities to fascism than communism; Stalin promoted the liquidation of groups; although the Soviet Union did not achieve ideal communism, ideas are what sparked the initial revolutions; Republic: Plato was one of, if not, the greatest philosophers of ancient Greece; music, art, literature; architecture, and philosophy were all in their own Golden Ages; Socrates taught through a system where the teacher asks a question allowing the students to discover the answers on their own; greatest influence could very well be in popularizing Socratic method; Plato discusses government where different classes have different responsibility; class was determined by abilities, but only the elite ruled; Plato emphasized what he thought to be essentials of living in organized society; famous Renaissance painting shows continued influence of Plato s ideas; even today, many countries encourage their teachers to use this method) Richly supports the theme with relevant facts, examples, and details (Communist Manifesto: Germany; poor working conditions; long working hours; low pay; exploited class and exploiting class; World War I; classless society; secret police; Republic: dialogues; Western civilization; Socratic dialogue; Aristotle) Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Conclusion: Overall, the response fits the criteria for Level 5. While demonstrating that the practice of communism under Stalin differed significantly from Marxist ideals, the response also demonstrates linkage between the Marxist idea of a working class dictatorship and the concentration of power in the state. The discussion stresses the importance of Plato s search for answers in establishing a foundation for Western philosophy and its continued importance today. [61] Practice Paper D Score Level 0 The response: Fails to develop the task; includes no relevant facts, examples, or details; includes only portions of the theme and suggestions as copied from the test booklet Conclusion: The response fits the criteria for Level 0. Although the idea of government is associated with Locke in a very general way, no information in the response relates to the task. Practice Paper E Score Level 3 The response: Develops the task by discussing the historical circumstances, a main idea, and the influence of this idea for Martin Luther Ninety-five Theses in some depth and discussing a main idea and some influences of this idea for John Locke Two Treatises on Government Is more descriptive than analytical (Ninety-five Theses: unhappiness with the selling of indulgences; faith alone would secure one s place in heaven; if people were no longer Catholic then the emperor no longer had power; led to more Protestant sects and the decline of the Holy Roman Empire; Two Treatises on Government: a government was responsible for protecting the basic rights of man; if government was not protecting rights, it was the people s right and responsibility to overthrow and replace it with a more effective one; ideas were seen in American and French revolutions); includes faulty application and analysis (Ninety-five Theses: did not agree with pluralism and other faults the Catholic church was displaying; Emperor was given power by the Catholic church; Two Treatises on Government: all of these historical changes were a result of Locke s work) Includes some relevant facts, examples, and details (Ninety-five Theses: Protestant Reformation; Tetzel; Charles V; Two Treatises on Government: Enlightenment; reason; life, liberty, property; American Declaration of Independence; French Declaration of the Rights of Man; Napoleonic Era); includes an inaccuracy (Ninety-Five These: Treaty of Westphalia associated with details that apply to the Peace of Augsburg) Demonstrates a satisfactory plan of organization; includes an introduction that is a restatement of the theme and a conclusion that is beyond a restatement of the theme Conclusion: Overall, the response fits the criteria for Level 3. The treatment of Luther s work is diminished by imprecise statements. The details of Locke s ideas strengthen the response, but the historical circumstances leading to his ideas is lacking, and the attribution of all historical changes to Locke s work is overstated. [62] Global History and Geography Specifications January 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, 5, 6, 7, 9, 10, 15, 17, 19, 20, 22, 26, 27, 28, 32, 34, 35, 37, 38, 39, 47, 48, 49, 50 2, 4, 8, 11, 12, 18, 25, 33, 36, 40, 42, 43, 45, 46 3, 13, 14, 16, 23, 29, 30, 41, 44 21, 24, 31 Parts II and III by Theme and Standard Theme Thematic Essay Culture and Intellectual Life Change: Factors of Document-based Essay Production; Needs and Wants; Scarcity; Science and Technology Standards Standards 2, 4, and 5: World History; 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. [63] The Chart for Determining the Final Examination Score for the January 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/exameval. 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.

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