Trending ▼   ResFinder  

New York Regents Global History and Geography June 2013 Exam

25 pages, 63 questions, 1 questions with responses, 1 total responses,    0    0
New York State Regents Exams
   		+Fave Message
ProfileTimelineUploadsQ & A
 Home > regents >

Formatting page ...

REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GLOBAL HISTORY AND GEOGRAPHY Thursday, June 13, 2013 9:15 a.m. to 12:15 p.m., only Student Name ______________________________________________________________ School Name _______________________________________________________________ The possession or use of any communications device is strictly prohibited when taking this examination. If you have or use any communications device, no matter how briefly, your examination will be invalidated and no score will be calculated for you. Print your name and the name of your school on the lines above. A separate answer sheet for Part I has been provided to you. Follow the instructions from the proctor for completing the student information on your answer sheet. Then fill in the heading of each page of your essay booklet. This examination has three parts. You are to answer all questions in all parts. Use black or dark-blue ink to write your answers to Parts II, III A, and III B. Part I contains 50 multiple-choice questions. Record your answers to these questions as directed on the answer sheet. Part II contains one thematic essay question. Write your answer to this question in the essay booklet, beginning on page 1. Part III is based on several documents: Part III A contains the documents. When you reach this part of the test, enter your name and the name of your school on the first page of this section. Each document is followed by one or more questions. Write your answer to each question in this examination booklet on the lines following that question. Part III B contains one essay question based on the documents. Write your answer to this question in the essay booklet, beginning on page 7. When you have completed the examination, you must sign the declaration printed at the end of the answer sheet, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you have neither given nor received assistance in answering any of the questions during the examination. Your answer sheet cannot be accepted if you fail to sign this declaration. DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN. REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY Part I Answer all questions in this part. Directions (1 50): For each statement or question, record on your separate answer sheet the number of the word or expression that, of those given, best completes the statement or answers the question. 4 Between 500 B.C. and A.D. 1500, the migration of the Bantu people of Africa led to the diffusion of (1) languages and metallurgical skills (2) porcelain and cannons (3) camels and Islam (4) cuneiform and galley ships Base your answer to question 1 on the passage below and on your knowledge of social studies. Europe s waterways were also a blessing. Its rivers flowed gently into sheltered, navigable bays. The Rhine is a wide, slow-moving river that can be used as a highway for goods and people. The Mediterranean is calm, almost a lake, with many big ports. Compare this to Africa. Despite being the second-largest continent, Africa has the shortest coastline, much of which is too shallow to build major ports. Most of its big rivers fastmoving, dramatic, vertiginous [dizzying] are not navigable. Add to that the tropical heat and propensity [tendency] for disease and food spoilage, and you have a compelling geographic explanation for African underdevelopment surely not the only factor, but a significant one. 5 What was one reason for the decline of both the Han dynasty and the western Roman Empire? (1) outbreak of war between religious groups (2) inability to force back foreign invaders (3) efforts of the middle class to gain power (4) lack of a common currency 6 The Ten Commandments, the Eightfold Path, and the Five Pillars of Faith each serve to (1) provide followers with a guide for living (2) establish systems of justice (3) establish distinctions between social classes (4) provide regulations for government workers Fareed Zakaria, The Post-American World, W. W. Norton & Company, 2008 1 Which conclusion about the geography of these continents is best supported by this passage? (1) Europe and Africa have the same climate. (2) Europe and Africa have many deep major ports. (3) Waterways are a geographic blessing in both Europe and Africa. (4) River systems have helped development in Europe and hindered it in Africa. 7 Which statement about the early Indus River valley civilization is an opinion rather than a fact? (1) Farmers grew a surplus of barley, wheat, and dates. (2) The Indus people developed a system of writing. (3) Planned cities indicated a use of technology. (4) The Indus city-states were the most developed of the time period. 2 Opinion and bias in written historical sources illustrate the need to be aware of (1) plagiarism (3) human rights (2) turning points (4) points of view 8 The introduction of the Cyrillic alphabet and Orthodox Christianity to Russia is most closely associated with (1) Viking conquests (2) Byzantine missionaries (3) Alexander the Great s armies (4) Ottoman expansion 3 Which social scientists primarily study the scarcity of resources and the distribution of goods and services? (1) anthropologists (3) economists (2) political scientists (4) historians Global Hist. & Geo. June 13 [2] Base your answer to question 9 on the map below and on your knowledge of social studies. Himalayas Indus Thar Desert Vais l Patna INDIA Ganges Narmada Arabian Sea Deccan Plateau God vari Gupta Empire, end of 4th century AD Bay of Bengal Krishna Current political boundaries of India 0 0 Andaman Is. 300 Km 300 Mi K veri Andaman Sea Source: MSN Encarta Encyclopedia (adapted) 9 Which geographic feature would have most likely hindered the expansion of the Guptas into what is modern-day China? (1) Thar Desert (3) Himalaya Mountains (2) Deccan Plateau (4) Bay of Bengal 12 One way in which Martin Luther s Ninety-five Theses and Henry VIII s Act of Supremacy are similar is that both (1) emphasize the importance of the Bible (2) caused the Thirty Years War (3) challenge the authority of the Catholic Church (4) helped to unify Christendom 10 What was one result of the European Commercial Revolution? (1) a decline in the spice trade (2) the destruction of the papacy (3) the development of capitalism (4) an increased reliance on bartering 11 Conquered Ghana Experienced a golden age under Mansa Musa Built mosques and schools in Timbuktu 13 Niccol Machiavelli wrote The Prince as a guide to success in (1) family life (2) politics (3) economic undertakings (4) scholarship Which civilization is most directly associated with these descriptions? (1) Axum (3) Kush (2) Benin (4) Mali Global Hist. & Geo. June 13 [3] [OVER] 18 Which statement best describes Aztec civilization at the time of the Encounter? (1) Small groups of nomadic clans competed for food. (2) Various ethnic groups had representation in a legislative body. (3) Absence of a social class structure created unsettled living conditions. (4) Advanced agricultural practices supported large urban centers. Base your answer to question 14 on the diagram below and on your knowledge of social studies. GENTRY Wealthy landowners Study Confucian ideas Some become civil servants 19 The Americas are referred to as the New World. Eastern Asia is referred to as the Far East. Southwest Asia is referred to as part of the Middle East. PEASANTS Most people are peasants Farmers work the land Live in small villages MERCHANTS Some become very rich Lower status than peasants because their riches come from work done by other people Some buy land and educate a son so he can join the gentry Whose perspective is best represented by these regional place names? (1) Chinese (3) European (2) African (4) Indian Source: Goldberg and DuPr , Brief Review in Global History and Geography, Prentice Hall, 2002 (adapted) 20 Why is Catholicism a major religion practiced in Latin America? (1) Spain conquered and colonized much of Latin America. (2) Disputes over international boundaries within Latin America were settled by the pope. (3) The traditional beliefs of Africans were incorporated into the cultures of Latin America. (4) The Church provided Latin America with a strong central government. 14 Which concept is best illustrated by this diagram? (1) dynastic cycle (3) social hierarchy (2) guild system (4) cultural diffusion 15 Which event marked the rise in power of the Ottoman Empire in 1453? (1) birth of Muhammad (2) conquest of Constantinople (3) siege of Vienna (4) death of Saladin 21 Which geographic feature presented an obstacle to Sim n Bol var s forces? (1) Sahara Desert (3) Great Rift Valley (2) Andes Mountains (4) Strait of Malacca 16 The restoration of Chinese rule, the voyages of Zheng He, and the reintroduction of civil service examinations are all associated with the (1) Ming dynasty (3) Songhai Empire (2) Abbassid dynasty (4) Delhi sultanate 22 One way in which the Industrial Revolution in Great Britain in the 18th century and the potato blight in Ireland in the 19th century are similar is that they both led directly to (1) significant human migrations (2) more equitable distribution of wealth (3) growth in the number of subsistence farmers (4) rapid increases in food production 17 Which step did Catherine the Great take that is consistent with Enlightenment ideas? (1) ordering the burning of books (2) strengthening the institution of serfdom (3) expanding Russian territory into Ukraine (4) considering a law code that would treat all citizens equally Global Hist. & Geo. June 13 [4] Base your answers to questions 23 and 24 on the map below and on your knowledge of social studies. Eight Circuits of the 13th-Century World System Karakorum Bruges Troyes Caffa Black Sea I Venice Genoa Constantinople Mediterranean Sea Caspian Sea III Bukhara II Peking Samarkand Tabriz East China Sea Hangchow Baghdad Alexandria Cairo Basra IV Hormuz Zaytun Canton Re d Muscat Cambay a VI Aden VIII Bay of Bengal Se V Jiddah Arabian Calicut Sea Quilon South China Sea VII Malacca Palembang Indian Ocean Source: Janet L. Abu-Lughod, Before European Hegemony: The World System A. D. 1250_1350, Oxford University Press, 1989 (adapted) 23 Based on this map of 13th-century world systems, which of these circuits was limited to one continent? (1) I (3) V (2) II (4) VI 24 The information on this map implies that trade made these regions (1) militaristic (3) isolationist (2) interdependent (4) ethnocentric 26 What was a major reason European nations competed for control of Africa during the second half of the 1800s? (1) Africa had a wealth of natural resources. (2) Slave labor was needed in the Americas. (3) African nations offered religious and political freedom. (4) Europeans needed land for their excess population. 25 Which action did Japan take during the Meiji Restoration? (1) established a social system to benefit the samurai (2) sent experts to learn from modern Western nations (3) allowed communist ideas to dominate its government (4) started an ambitious program to expel foreign manufacturers Global Hist. & Geo. June 13 [5] [OVER] 29 The terms spheres of influence, extraterritoriality, and mandates are most closely associated with (1) collective security (3) imperialism (2) militarism (4) self-sufficiency Base your answer to question 27 on the cartoon below and on your knowledge of social studies. TP . . D PEOPLE Y. ............... IONS T EC TO IR OW E H TAK 30 In Europe during the 1930s, economic instability led to the (1) rise of fascist dictatorships (2) development of nuclear arms (3) abandonment of colonial territories (4) establishment of the League of Nations USTRIA-HU N 50,000,000 GAR A CE EARMS E.............................. Base your answers to questions 31 and 32 on the passage below and on your knowledge of social studies. ............. .......... ............. DIRECTIONS HOW TO TAKE PEACE TERMS The privilege of opening the first trial in history for crimes against the peace of the world imposes a grave responsibility. The wrongs which we seek to condemn and punish have been so calculated, so malignant, and so devastating, that civilization cannot tolerate their being ignored, because it cannot survive their being repeated. That four great nations, flushed with victory and stung with injury stay [stop] the hand of vengeance and voluntarily submit their captive enemies to the judgment of the law is one of the most significant tributes that Power has ever paid to Reason. UNGARY IA-H AUSTR 00,000 6,0 PEOPLE YOU LL FEEL BETTER NOW. Chief Prosecutor Robert H. Jackson, November 21, 1945, Nuremberg Source: Ket, The Literary Digest, September 27, 1919 (adapted) 31 The wrongs referred to in this passage include the (1) occupation of Ethiopia by Italy (2) invasion of Afghanistan by the Soviet Union (3) mass murder of Jews and others in concentration camps (4) deaths of American soldiers during the Bataan Death March 27 This cartoon refers to events immediately after which war? (1) Franco-Prussian (3) World War I (2) Russo-Japanese (4) World War II 28 The belief that workers of the world would unite to overthrow their oppressors is central to (1) Social Darwinism (2) Marxism (3) conservatism (4) laissez-faire capitalism Global Hist. & Geo. June 13 32 The speaker maintains that the guiding principle of the trial will be the (1) payment of reparations (2) denial of responsibility (3) celebration of victory (4) judgment of the law [6] Base your answers to questions 33 and 34 on the photographs below and on your knowledge of social studies. Mohandas Gandhi Source: Mustafa Kemal Atat rk, Compiled by lhan Ak it, Istanbul (adapted) Source: Stanley Wolpert, Gandhi s Passion: The Life and Legacy of Mahatma Gandhi, Oxford University Press 33 The clothes worn by Mohandas Gandhi of India and by Mustafa Kemal Atat rk of Turkey indicate the desire of these leaders to (1) conform to traditional religious beliefs (2) adapt to the cultural norms of urban life (3) protest the oppression of communist rule (4) make a political statement to their respective nations 34 Both leaders were known for their commitment to (1) Islamic fundamentalism (3) civil disobedience (2) nationalist movements (4) five-year plans Global Hist. & Geo. June 13 [7] [OVER] Base your answer to question 35 on the map below and on your knowledge of social studies. Growth of the Japanese Empire, 1931 41 N 0 0 175 250 Sakhalin 350 Miles 500 Kms W E U.S.S.R. S Manchukuo MONGOLIA Hua (Yello ng He w Riv er) Jehol C H I N Sea of Japan CHOSEN (KOREA) Peking (Beijing) JAPAN Tokyo Yellow Sea A Nanjing r ive ze R t g Yan Shanghai PACIFIC OCEAN INDIA Key Taiwan BURMA Bay of Bengal Hong Kong French Indochina Hainan Japanese Empire 1931 Japanese-dominated or conquered areas prior to Pearl Harbor Unoccupied China Source: Historical Maps on File, Revised Edition, Volume II, Facts on File (adapted) 35 Based on the information provided by this map, how did the growth of the Japanese Empire affect China? (1) China acquired Japanese military technology. (2) China invaded French Indochina. (3) China was forced to adopt Korean culture. (4) China lost control of many of its eastern seaports. 37 The creation of the European Union (EU) and of the North American Free Trade Agreement (NAFTA) was intended to (1) benefit member nations through the reduction of tariffs (2) implement sustainable energy policies (3) institute a system of impartial courts (4) establish stronger regional military alliances 36 Which development in the history of Cuba occurred first? (1) The United States imposed a naval quarantine against Cuba. (2) The Soviet Union built missile sites in Cuba. (3) Fidel Castro forcibly took power in Cuba. (4) The communist government in Cuba seized foreign properties. Global Hist. & Geo. June 13 [8] Base your answer to question 38 on the cartoon below and on your knowledge of social studies. Source: Cox & Forkum, Cox & Forkum Editorial Cartoons online, November 21, 2004 (adapted) 38 Which issue is the focus of this 2004 cartoon? (1) global warming (3) ethnic tensions (2) global migration (4) nuclear proliferation Base your answer to question 41 on the passage below and on your knowledge of social studies. 39 The United States offered aid to Turkey (1947). The Soviet Union helped finance the Aswan Dam in Egypt (1956). A coup d tat in Iraq was supported by the United States (1963). Once thought of as a model for other young African democracies, Nigeria has buckled under the weight of persistent enmities [hostilities] among four major tribes the Moslem Hausas and Fulanis in the North, the Yorubas in the West and the clever Ibos in the East. In January 1966, five years after independence, a group led by Eastern army officers toppled the Northerndominated regime of Sir Abubakar Tafawa Balewa and exposed the raw nerves of those ancient rivalries. Northerners countered with a coup that installed [General Yakubu] Gowon, and their pent-up fury exploded in the massacre of thousands of Ibos living in the North. Which conclusion about the Middle East can be drawn from these situations that occurred during the Cold War? (1) It served as a key ally for the Soviet Union. (2) It developed a policy of appeasement. (3) It became a site of strategic competition between the superpowers. (4) It allowed the United Nations to establish the region s foreign policies. Time, June 9, 1967 40 In which geographic region has Aung San Suu Kyi labored to bring about democratic reform? (1) Southeast Asia (3) Central Asia (2) Middle East (4) West Africa Global Hist. & Geo. June 13 41 This passage illustrates the impact ethnic loyalties can have on (1) maintaining colonial control (2) sustaining nonalignment (3) building national unity (4) preserving traditional religions [9] [OVER] Base your answers to questions 42 and 43 on the cartoon below and on your knowledge of social studies. Source: Godfrey Mwampembwa, Nation, Nairobi, Kenya, March 5, 2005 42 A central theme of this cartoon is that those most able to assist poor countries (1) have too many commitments (3) offer great strength (2) contribute little of substance (4) agree to share the burden 43 One purpose of this cartoon is to (1) arouse public opinion (2) explain foreign programs (3) justify neutrality (4) expose environmental issues 44 One way in which Hammurabi and Justinian are similar is that they successfully (1) established public education systems (2) codified the laws of their empire (3) instituted democratic governments (4) separated church and state 46 The Great Wall of China and the Berlin Wall were both intended to (1) halt the spread of communism (2) isolate unpopular governments (3) limit the movement of peoples (4) keep people from smuggling illegal goods 45 One way in which the Treaty of Nanking and the Treaty of Versailles are similar is that in both treaties the provisions called for (1) monarchs to be returned to their rightful places (2) reparations to be paid by defeated countries (3) existing borders to be maintained (4) peacekeeping organizations to be established 47 One way in which Miguel Hidalgo, Ho Chi Minh, and Jomo Kenyatta are similar is that they all were (1) leaders of independence movements (2) communist dictators (3) enlightened despots (4) advocates of liberation theology Global Hist. & Geo. June 13 [10] 49 The Columbian exchange is most closely associated with the beginnings of (1) mercantilism (3) mass production (2) humanism (4) scientific socialism 48 Which heading best completes the partial outline below? I. __________________________________ A. Decentralized governments B. Widespread usage of manorialism C. Increased power of the Roman Catholic Church (1) (2) (3) (4) 50 Which form of government is associated with the reigns of Suleiman the Magnificent, Akbar the Great, and Peter the Great? (1) constitutional monarchy (2) direct democracy (3) theocracy (4) absolute monarchy Results of the Spanish Reconquista Characteristics of Feudal Europe Essential Traits of the Italian City-States Outcomes of the Glorious Revolution Global Hist. & Geo. June 13 [11] [OVER] Answers to the essay questions are to be written in the separate essay booklet. In developing your answer to Part II, be sure to keep these general definitions in mind: (a) describe means to illustrate something in words or tell about it (b) 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 Revolution Throughout history, revolutions have developed in response to a variety of conditions. These revolutions have often resulted in significant political, economic, and social change. Task: Select two revolutions and for each Describe the historical circumstances leading to this revolution Discuss the political, economic, and/or social effects of this revolution You may use any revolution from your study of global history and geography. Some suggestions you might wish to consider include the Neolithic Revolution, French Revolution, Haitian Revolution, Industrial Revolution, Russian Revolution, Mexican Revolution, Chinese Cultural Revolution, and Green Revolution in Agriculture. You are not limited to these suggestions. Do not use a revolution from United States history 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 13 [12] 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: Technological advancements such as the combined use of the bow and the stirrup by the Mongols, the use of the caravel by the Spanish, and the use of the railroad in India have affected how certain civilizations and societies have interacted with each other. Changes have resulted from these interactions. 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 technological advancements mentioned in the historical context and for each Explain how this technological advancement affected the interactions of a specific civilization or society with another group Discuss changes that resulted from these interactions In developing your answers to Part III, be sure to keep these general definitions in mind: (a) explain means make plain or understandable; to give reasons for or causes of; to show the logical development or relationships of (b) discuss means to make observations about something using facts, reasoning, and argument; to present in some detail Global Hist. & Geo. June 13 [13] [OVER] Part A Short-Answer Questions Directions: Analyze the documents and answer the short-answer questions that follow each document in the space provided. Document 1a Document 1b The Mongols had developed a composite bow made out of sinew and horn and were skilled at shooting it while riding, which gave them the upper hand against ordinary foot soldiers. With a range of more than 350 yards, the bow was superior to the contemporaneous [co-existing] English longbow, whose range was only 250 yards. A wood-and-leather saddle, which was rubbed with sheep s fat to prevent cracking and shrinkage, allowed the horses to bear the weight of their riders for long periods and also permitted the riders to retain a firm seat. Their saddlebags contained cooking pots, dried meat, yogurt, water bottles, and other essentials for lengthy expeditions. Finally, a sturdy stirrup enabled horsemen to be steadier and thus more accurate in shooting when mounted. A Chinese chronicler recognized the horse s value to the Mongols, observing that by nature they [the Mongols] are good at riding and shooting. Therefore they took possession of the world through this advantage of bow and horse. Source: Mou-Sien Tseng, painting, New Masters Gallery online (adapted) Source: Morris Rossabi, All the Khan s Horses, Natural History, October 1994 1a Based on these documents, what advantage did the stirrup give to Mongol warriors? [1] Score b Based on these documents, what did the combined technology of the composite bow and the stirrup enable the Mongols to do? [1] Score Global Hist. & Geo. June 13 [14] Document 2 Though much of what the Mongols wrought [brought about] on their westward march was destructive, some benefits were reaped from their forays [raids] into Europe and conquests in Muslim areas. By example, they taught new ways of making war and impressed on their Turkic and European enemies the effectiveness of gunpowder. As we have seen, Mongol conquests facilitated [aided] trade between the civilizations at each end of Eurasia, making possible the exchange of foods, tools, and ideas on an unprecedented scale. The revived trade routes brought great wealth to traders such as those from north Italy, who set up outposts in the eastern Mediterranean, along the Black Sea coast, and as far east as the Caspian Sea. Because the establishment of these trading empires by the Venetians and Genoese provided precedents [examples] for the later drives for overseas expansion by peoples such as the Portuguese and English, they are of special significance in global history. Source: Robert Guisepi, The Last Great Nomadic Challenges From Chinggis Khan to Timur, The Mongols, International World History Project online 2 According to Robert Guisepi, what was one change that resulted from the interaction between Europeans and Mongols? [1] Score Global Hist. & Geo. June 13 [15] [OVER] Document 3 Diplomatic exchanges between Christian Europe and Mongol Asia led to the emergence of the first Western eye-witness accounts of far-off East Asia. For the first time, Western Europeans were exposed to the true size and scope of the Eurasian landmass; they were exposed to different cultures, beliefs, values, attitudes, and institutions; the papacy and Europe were thus forced out of their narrow religious-geographic perspective; they began to realize that they had to deal with and relate to the non-Christian world with its many different peoples, religions, and cultures. The Europeans gradually assigned the Mongols and other Asians a permanent place in the natural order of things; they no longer tried to force all peoples into a specific Biblical niche or role as they initially did during Europe s narrow Christian view of the world and all people in it. The Westerners realized that they could not refuse to recognize and deal with the rest of the world simply because it was non-Christian [and] that they could not ignore and pretend that all non-Christian peoples and cultures did not exist. Thus the Mongols and Asians were incorporated into the West s intellectual framework in the thirteenth and fourteenth centuries. Source: Gregory Guzman, Christian Europe and Mongol Asia: First Medieval Intercultural Contact Between East and West, Essays in Medieval Studies, Volume 2, Proceedings of the Illinois Medieval Association online 3 According to Gregory Guzman, what was one effect the Mongols had on the European view of the world? [1] Score Global Hist. & Geo. June 13 [16] Document 4a Caravel Source: George R. Schwarz, Center for Maritime Archaeology and Conservation, Texas A & M University (adapted) Document 4b Advantages of Caravel Uses of Caravel Fast Maneuverable Easy to sail in shallow waters Able to sail downwind using square sails Carrying cargo Fighting wars Pirating Exploring the Americas 4 Based on these documents, what were two ways the caravel affected European interaction with other groups? [2] (1)__________________________________________________________________________________ __________________________________________________________________________________ Score (2)__________________________________________________________________________________ __________________________________________________________________________________ Score Global Hist. & Geo. June 13 [17] [OVER] Document 5 It all began in Espa ola [Hispaniola] with sugar, which was already a profitable plantation crop in the Canaries and Portugal s Atlantic islands in the fifteenth century. Columbus himself had shipped sugar from Madeira to Genoa in 1478, and the mother of his first wife owned a sugar estate on that island. He brought sugar cane with him to Espa ola in 1493, and the cane grew well in American soil. But the growth of the sugar industry was painfully slow until Charles V intervened, ordering that sugar masters and mill technicians be recruited from the Canaries, and authorizing loans to build sugar mills on Espa ola. There were thirty-four mills on the island by the late 1530s and sugar was one of the two staples of the island s economy (the other being cattle ranching) until the latter part of the sixteenth century. Source: Alfred W. Crosby Jr., The Columbian Exchange: Biological and Cultural Consequences of 1492, Greenwood Publishing (adapted) 5 According to Alfred W. Crosby, what was one effect of Spanish colonization on the island of Espa ola? [1] Score Global Hist. & Geo. June 13 [18] Document 6 Growing sugar cane became a large business. At first, Native Americans were forced to work on sugar plantations, large estates run by an owner or overseer. They were treated cruelly, and many died. The Spanish then brought slaves from Africa to do the work. A new social structure developed. People born in Spain made up the highest social class. Those of European descent born in the colonies were next. People of mixed European and Indian or African descent were in the middle. Native Americans and people of African descent were in the lowest classes. Source: Guide to the Essentials of World History, Prentice Hall 6 Based on this document, what were two changes in the Americas that resulted from interactions with the Spanish? [2] (1)__________________________________________________________________________________ __________________________________________________________________________________ Score (2)__________________________________________________________________________________ __________________________________________________________________________________ Score Global Hist. & Geo. June 13 [19] [OVER] Document 7a Railroads Broad Gauge Meter Gauge and Narrow Gauge Borders Delhi Agra Lucknow Ahmadabad Calcutta Baroda Nagpur Bay of Bengal Bombay Hyderabad Arabian Sea Bangalore Madras 0 300 Miles Source: Ashok K. Dutt et al., India in Maps, Kendall/Hunt Publishing Company (adapted) Document 7b The age of railroads played a role in and supported the growth of a new period of imperialism. Thus, colonial railways were part of this process of the spread of empire, its economic patterns, its ideas and its institutions. The process was essentially the same throughout the world: production of new commodities to feed the burgeoning [quickly growing] industries of the West; new populations to produce them; new patterns of land ownership, often involving the dispossession of previous inhabitants; new legal codes to make the conquered lands safe for investment and exploitation. Such was the story everywhere empires expanded. Source: Robert Lee, Potential Railway World Heritage Sites in Asia and the Pacific, Institute of Railway Studies and Transport History, The University of York 7 Based on these documents, what do railroads enable colonial powers to do? [1] Score Global Hist. & Geo. June 13 [20] Document 8 This excerpt analyzes the Indian railway system from the Indian nationalist point of view between 1880 and 1905. A review of the existing railway policy led them [Indian nationalist leaders] to conclude that it was not primarily regulated in the interests of the Indian people; and that it largely ignored Indian needs, particularly industrial needs, and was mainly meant to serve British economic and political interests. They noted that railways played an important role in imparting colonial character to the Indian economy. They were even able to glimpse the growing connection between railway development in a backward country and the growing power of finance in the advanced metropolitan country and the consequent political complications. They wanted railways to serve national economic interest by stimulating economic development, which was in turn seen as consisting of industrial and agricultural growth. To them the proper railway policy was one that promoted Indian industry and a proper public works policy one that gave priority to irrigation and agriculture. They desired railway policy to give due weight to the state of Indian finances and Indian economy. Source: Bipan Chandra, Economic Nationalism and the Railway Debate, circa 1880 1905, in Our Indian Railway, Foundation Books (adapted) 8 According to Bipan Chandra, what is one concern the Indian nationalist leaders had regarding British railway policy? [1] Score Global Hist. & Geo. June 13 [21] [OVER] Document 9 The railroads facilitated, linked, and coordinated a wide variety of socioeconomic processes and cooperated with other large-scale transportation and communication systems. For example, the railroads enabled national markets with converging prices for food grains [to reduce the gap between prices] to emerge in the 1880s; the same railroads made it possible for peasant villagers to undertake quick pilgrimages (within a few days or less) during their brief respites [relief] from the demands of agriculture. The hard backbone of British colonial rule in India, the British soldier and his weaponry, could be quartered in fewer places in the knowledge that the railroads could transport troops rapidly to trouble spots. The publications of what became the outpourings of many presses owned by Indians and printed in Indian languages and in English found profitable markets. The railroads synergistically [mutually] cooperating with the post office facilitated the inexpensive, bulk shipments of books, magazines, and newspapers, among which many came to have nationalist orientations. Source: Ian J. Kerr, Engines of Change: The Railroads That Made India, Praeger 9 According to Ian Kerr, what were two changes that resulted from the British building railroads? [2] (1)__________________________________________________________________________________ __________________________________________________________________________________ Score (2)__________________________________________________________________________________ __________________________________________________________________________________ Score Global Hist. & Geo. June 13 [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: Technological advancements such as the combined use of the bow and the stirrup by the Mongols, the use of the caravel by the Spanish, and the use of the railroad in India have affected how certain civilizations and societies have interacted with each other. Changes have resulted from these interactions. Task: Using the information from the documents and your knowledge of global history, write an essay in which you Select two technological advancements mentioned in the historical context and for each Explain how this technological advancement affected the interactions of a specific civilization or society with another group Discuss changes that resulted from these interactions 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 13 [23] REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY Printed on Recycled Paper REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY FOR TEACHERS ONLY The University of the State of New York VO L U M E 1 2 OF REGENTS HIGH SCHOOL EXAMINATION MC & THEMATIC GLOBAL HISTORY AND GEOGRAPHY Thursday, June 13, 2013 9:15 a.m. to 12:15 p.m., only SCORING KEY FOR PART I AND RATING GUIDE FOR PART II (THEMATIC ESSAY) Updated information regarding the rating of this examination may be posted on the New York State Education Department s web site during the rating period. Visit the site at: http://www.p12.nysed.gov/assessment/ and select the link Scoring Information for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and several times throughout the Regents Examination period. Scoring the Part I Multiple-Choice Questions Follow the procedures set up by the Regional Information Center, the Large City Scanning Center, and/or the school district for scoring the multiple-choice questions. If the student s responses for the multiple-choice questions are being hand scored prior to being scanned, the scorer must be careful not to make any marks on the answer sheet except to record the scores in the designated score boxes. Any other marks on the answer sheet will interfere with the accuracy of scanning. Multiple Choice for Part I Allow 1 credit for each correct response. Part I 1 ......4...... 13 . . . . . . 2 . . . . . . 26 . . . . . . 1 . . . . . . 39 . . . . . . 3 . . . . . . 2 ......4...... 14 . . . . . . 3 . . . . . . 27 . . . . . . 3 . . . . . . 40 . . . . . . 1 . . . . . . 3 ......3...... 15 . . . . . . 2 . . . . . . 28 . . . . . . 2 . . . . . . 41 . . . . . . 3 . . . . . . 4 ......1...... 16 . . . . . . 1 . . . . . . 29 . . . . . . 3 . . . . . . 42 . . . . . . 2 . . . . . . 5 ......2...... 17 . . . . . . 4 . . . . . . 30 . . . . . . 1 . . . . . . 43 . . . . . . 1 . . . . . . 6 ......1...... 18 . . . . . . 4 . . . . . . 31 . . . . . . 3 . . . . . . 44 . . . . . . 2 . . . . . . 7 ......4...... 19 . . . . . . 3 . . . . . . 32 . . . . . . 4 . . . . . . 45 . . . . . . 2 . . . . . . 8 ......2...... 20 . . . . . . 1 . . . . . . 33 . . . . . . 4 . . . . . . 46 . . . . . . 3 . . . . . . 9 ......3...... 21 . . . . . . 2 . . . . . . 34 . . . . . . 2 . . . . . . 47 . . . . . . 1 . . . . . . 10 . . . . . . 3 . . . . . . 22 . . . . . . 1 . . . . . . 35 . . . . . . 4 . . . . . . 48 . . . . . . 2 . . . . . . 11 . . . . . . 4 . . . . . . 23 . . . . . . 1 . . . . . . 36 . . . . . . 3 . . . . . . 49 . . . . . . 1 . . . . . . 12 . . . . . . 3 . . . . . . 24 . . . . . . 2 . . . . . . 37 . . . . . . 1 . . . . . . 50 . . . . . . 4 . . . . . . 25 . . . . . . 2 . . . . . . 38 . . . . . . 4 . . . . . . Copyright 2013 The University of the State of New York THE STATE EDUCATION DEPARTMENT Albany, New York 12234

Formatting page ...

Formatting page ...

Top Contributors
to this ResPaper
(answers/comments)


Shane Glazier
(1)

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

 

  Print intermediate debugging step

Show debugging info


 


Tags : New York State, High School Regents, Examinations, Past exams, solvedTest Papers, Education, Assessment and Testing.  


© 2010 - 2025 ResPaper. Terms of ServiceContact Us Advertise with us

 

regents chat