GLOBAL HISTORY AND GEOGRAPHY

Transcription

1 REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GLOBAL HISTORY AND GEOGRAPHY Wednesday, June 17, :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

2 Part I Answer all questions in this part. Directions (1 50): For each statement or question, record on your separate answer sheet the number of the word or expression that, of those given, best completes the statement or answers the question. Base your answer to question 1 on the passage below and on your knowledge of social studies. Oral histories are as old as human beings. Before the invention of writing, information passed from generation to generation through the spoken word. Many people around the world continue to use oral traditions to pass along knowledge and wisdom. Interviews and recordings of community elders and witnesses to historical events provide exciting stories, anecdotes, and other information about the past. Library of Congress 1 Based on this passage, historians should treat oral histories and oral traditions as (1) persuasive arguments (2) statistical data (3) unbiased sources (4) cultural evidence 2 Which academic discipline focuses study on the roles and functions of government? (1) political science (3) geography (2) anthropology (4) economics 3 During the Neolithic Revolution, production of a food surplus led directly to (1) a nomadic lifestyle (2) a reliance on stone weaponry (3) an increase in population (4) a dependence on hunting and gathering 4 Discovery of streets arranged in a grid-like pattern and a system of pipes for moving water in Harappa and Mohenjo-Daro suggest that these ancient river valley cities in South Asia had (1) organized governments (2) subsistence-based economies (3) polytheistic beliefs (4) rigid social classes Base your answer to question 5 on the passage below and on your knowledge of social studies. Monsoons are relied upon throughout the country to provide water for growing crops. Heavy monsoons, however, can bring floods that often have a high death toll. These floods have been exacerbated [made worse] by deforestation of the hills for industrial and agricultural purposes. It is a fine balance between having plenty of water to flood the rice fields and having too much so that crops, homes, and even lives are lost. The alternative to the floods may be famines. However, India s infrastructure can now deal successfully with these: When the monsoon fails in one area, the army is able to move supplies to the drought-stricken area. As a result of this organization, few lives were lost in the Maharashtra famines of and , while more than two million people died in the Bengal famine of Louise Nicholson, National Geographic Traveler: India, Based on this passage, how have the negative effects of the monsoons been reduced in recent years? (1) The army is building dams to hold back the floods. (2) Farmers have begun to grow crops that require less water. (3) Home construction in flood areas has been controlled by government regulations. (4) An improved infrastructure makes it possible to bring supplies to areas in need of help. 6 The Egyptians used hieroglyphics in the same way as the Sumerians used (1) ideographs (3) cuneiform (2) calligraphy (4) letters Global Hist. & Geo. June 15 [2]

3 7 Which geographic feature served as a barrier to political unity and encouraged the rise of independent city-states in ancient Greece? (1) broad plains (3) navigable rivers (2) mountain ranges (4) numerous ports 8 The Tang dynasty contributed to the development of Chinese culture by (1) creating a shogunate (2) producing porcelain and block printing (3) introducing Hinduism as a major philosophy (4) devising a set of laws and carving them on rocks and pillars 9 A primary goal of European Crusaders fighting in the Middle East was to (1) establish markets for Italian merchants (2) rescue Pope Urban II from the Byzantines (3) halt the advance of Mongol armies in the Asian steppes (4) secure access to Christian holy sites in Jerusalem 10 Increases in trade and commerce that occurred during the late Middle Ages in Europe resulted in (1) lower living standards for guild members (2) the development of more towns and cities (3) a decline in rivalries between kings (4) an increase in the number of self-sufficient manors 11 The writings of both Marco Polo and Ibn Battuta inspired (1) exploration and trade (2) important military expeditions (3) movements for political freedom (4) the spread of Islam to Southeast Asia 12 Nanjing, Venice, and Mogadishu were powerful and influential cities in the 13th century because they all (1) developed agrarian-based economies (2) served as religious pilgrimage sites (3) established democratic governments (4) took advantage of the factors of location 13 The West African empires of Ghana, Mali, and Songhai were able to thrive because (1) they controlled the gold-salt trade (2) their herds of cattle were in demand (3) their armies took control of much of Africa (4) they adopted Christianity as their primary religion 14 What was an immediate result of the Black Death? (1) labor shortages (2) overseas exploration (3) decrease in anti-semitism (4) improvements in medical science 15 Which statement best expresses the philosophy of humanism? (1) God selects those to be saved. (2) The pope expresses the ultimate word of God. (3) People have potential and can improve themselves by learning. (4) A person s life on Earth is merely preparation for the afterlife. 16 Which development is most closely associated with early Inca achievements? (1) inventing the wheel as a transportation device (2) improving iron weapons (3) expanding global trade (4) adapting a mountainous environment 17 What was a major effect of the Columbian exchange? (1) economic collapse in Europe (2) introduction of new food crops to Europe (3) decrease in European population (4) expansion of democratic rights throughout Europe 18 Which policy is a country using when it regulates its colonies imports and exports to produce a favorable balance of trade? (1) embargo (3) mercantilism (2) outsourcing (4) transmigration Global Hist. & Geo. June 15 [3] [OVER]

4 Base your answer to question 19 on the diagram below and on your knowledge of social studies. 19 Which scientist is most directly associated with formulating this view of the solar system? (1) Ptolemy (3) Copernicus (2) Descartes (4) Newton 20 Akbar the Great tried to unify the Mughal Empire and create peace between the different people of India by (1) promoting a policy of religious toleration (2) forcing all people to adopt modern dress (3) building the Taj Mahal to inspire healing (4) establishing Buddhism as the state religion 21 Signing of the Magna Carta Signing of the Petition of Right Passage of the English Bill of Rights In England, these events were instrumental in (1) supporting a disarmament policy (2) promoting government control of the economy (3) justifying the acquisition of territory in foreign lands (4) developing parliamentary democracy 22 Between 1500 and 1750, which commercial products were produced on Latin American plantations using enslaved laborers? (1) corn and squash (3) sugar and tobacco (2) bananas and tea (4) potatoes and wool 23 The ideas of Enlightenment philosophers were based on (1) efforts to achieve salvation (2) faith in human reason (3) traditional practices (4) the inevitability of poverty 24 Toussaint L Ouverture and José de San Martín are leaders best known for (1) leading independence movements (2) supporting religious reforms (3) promoting civil disobedience (4) opposing democracy Global Hist. & Geo. June 15 [4]

5 Base your answer to question 25 on the poster below and on your knowledge of social studies. 25 In early 20th-century Russia, which group may have gained support by circulating this poster? (1) aristocracy (3) monarchists (2) Bolsheviks (4) Orthodox clergy Global Hist. & Geo. June 15 [5] [OVER]

6 26 Which course of action does the theory of laissezfaire suggest a government should follow? (1) providing help for people in need (2) establishing businesses to create jobs (3) letting natural laws regulate the economy (4) controlling the mineral resources of a country 27 One effect of the British landlord system in Ireland in the mid-1800s and in India in the early 1900s was that these landlord systems (1) contributed to famine and suffering (2) allowed local economies to prosper (3) emphasized food crops over mining (4) led to an agrarian revolution 28 Commodore Matthew Perry is best known for taking which action? (1) leading the British East India Company (2) rescuing Europeans during the Boxer Rebellion (3) justifying European spheres of influence in China (4) opening Japan to American and European influences 29 During World War I, developments in military technology led to (1) an early victory by the Allied powers (2) the establishment of industrial capitalism (3) the use of poisonous gas and submarine attacks (4) an increase in ethnic tension in western Europe 30 One major reason the League of Nations failed was that it (1) was not included in the Versailles Treaty (2) was controlled by communist Russia (3) frightened many nations with its large military force (4) lacked the support of many of the major world powers during crises 31 Which geographic characteristic of Japan most influenced its decision to engage in imperialism in the early to mid-20th century? (1) mountainous terrain (2) lack of natural resources (3) abundance of rivers (4) island location 32 Which condition was a result of Joseph Stalin s command economy? (1) Peasants were encouraged to sell surplus grain for personal profit. (2) The production of consumer goods increased. (3) National revenue increased allowing for greater individual spending. (4) The government controlled agriculture through collective farms. 33 After World War I, the rise of Benito Mussolini in Italy and the rise of Adolf Hitler in Germany are most closely associated with (1) the development of fascism (2) the desire for containment (3) an emphasis on democratic traditions (4) a return to conservative religious practices 34 What was a major reason the Soviet Union established satellite states in Eastern Europe after World War II? (1) developing better trade relations with the West (2) creating a buffer zone against future invasions (3) participating in United Nations peacekeeping missions (4) controlling the Organization of Petroleum Exporting Countries (OPEC) Global Hist. & Geo. June 15 [6]

7 Base your answer to question 35 on the excerpt below and on your knowledge of social studies. The achievement gap between black and white students in South Africa is enormous. In the province of Western Cape, only 2 out of 1,000 sixth-graders in predominantly black schools performed at grade level on a math test in 2005, compared with 2 out of 3 children in schools once reserved for whites that are now integrated, but generally in more affluent [wealthier] neighborhoods. Celia W. Dugger 35 Which underlying historical factor most significantly contributed to this achievement gap? (1) inequalities existing between the races under apartheid (2) economic sanctions placed on school communities (3) lack of governmental support for white educational programs (4) a period of political assassinations and civil war Base your answer to question 38 on the passage below and on your knowledge of social studies. More than 30 years after Year Zero and more than a decade after the return to democracy, Cambodia remains in a league of its own miserable, corrupt and compassionless. Only the toughest and the most unscrupulous can make it and get ahead. There is hardly any social net to speak of; the savage insanity of the Khmer Rouge has been replaced with savage capitalism, but often with the same people in charge. Andre Vitchek, A Tortured History and Unanswered Questions 38 What does the author of this 2006 passage conclude? (1) As democracy develops, circumstances will improve. (2) Though governments change, circumstances often remain the same. (3) New leadership is determined to replace the Khmer Rouge. (4) Harsh living conditions have caused people to rely extensively on a social net. 36 India Partitioned at Independence Serbs Fuel Conflict in Kosovo Grievances Divide Hutu and Tutsi Which conclusion do these headlines support? (1) Cultural diversity leads to stable societies. (2) Ethnic and religious differences have been sources of tension. (3) Economic cooperation can overcome political issues. (4) Gender differences are more powerful than differences in social status. 37 Many conflicts in the Middle East during the post World War II period have directly resulted from (1) the dissolution of the Arab League (2) border clashes between Iran and China (3) disputes related to Palestine (4) the partition of Egypt 39 Which action was taken by Deng Xiaoping to improve the economy of China? (1) discouraging foreign investment (2) encouraging some capitalist practices (3) organizing the Red Guard (4) practicing glasnost 40 Which revolution led to increases in global food production as a result of using genetically altered seeds and large amounts of chemical fertilizers and pesticides? (1) Cultural (3) Scientific (2) Glorious (4) Green Global Hist. & Geo. June 15 [7] [OVER]

8 Base your answer to question 41 on the cartoon below and on your knowledge of social studies. 43 The use of the decimal system, advancements in medicine, and construction of Hindu temples are most closely associated with the golden age of the (1) Abbassid dynasty (3) Gupta Empire (2) Han dynasty (4) Roman Empire 44 One reason the Justinian Code was significant was that it (1) became the foundation of the modern legal systems of many Western countries (2) established the basis for the development of the Code of Hammurabi (3) incorporated laws from all over Asia and Europe (4) led to the protection of inalienable rights in Roman territories 41 What is the main idea of this 2010 cartoon? (1) Pakistan plays a minor role in the affairs of Afghanistan. (2) The United States and Pakistan will join forces to remove the Taliban. (3) Disputes over water rights between Pakistan and Afghanistan continue to create challenges. (4) The Taliban will pose a threat to Afghanistan when the United States leaves. 42 The World Trade Organization (WTO), North American Free Trade Agreement (NAFTA), and European Union (EU) all share the primary goal of (1) promoting space exploration and maintaining satellites (2) increasing economic aid to developing nations (3) encouraging trade between countries and lowering trade barriers (4) developing regulations to preserve the environment 45 Which technological development contributed most directly to the success of the Protestant Reformation? (1) astrolabe (3) wheel (2) compass (4) printing press 46 Liberty, Equality, Fraternity and Peace, Land, and Bread are slogans used by revolutionaries to represent (1) frameworks for economic stability (2) political and economic ideals (3) plans for maintaining the social hierarchy (4) methods of political reform 47 One way in which Otto von Bismarck and Camillo Cavour are similar is that both leaders (1) followed a policy of isolationism (2) adopted papal policies (3) led an African independence movement (4) promoted unification to form a new nationstate Global Hist. & Geo. June 15 [8]

9 48 Which title best completes the partial outline below? I. A. During the early 1800s, Napoleon Bonaparte s grand army sweeps across eastern Europe. B. During World War I, Germany invades France through Belgium. C. During World War II, Germans blitzkrieg western Europe. (1) Importance of Rivers as Invasion Routes (2) Stalemate of Trench Warfare (3) Use of the Northern Plain for Conquest (4) Role of Naval Blockades in Wars 49 One way in which the rule of Peter the Great in Russia and the rule of Emperor Meiji in Japan are similar is that both leaders (1) emancipated serfs (2) granted equality to women (3) encouraged modernization (4) ruled according to a constitution 50 One purpose of the Nuremberg Trials and of the Truth and Reconciliation Commission in South Africa was to (1) address human rights abuses (2) support the establishment of democratic governments (3) establish free trade zones throughout the world (4) provide encouragement to people behind the Iron Curtain Global Hist. & Geo. June 15 [9] [OVER]

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 this general definition in mind: discuss means to make observations about something using facts, reasoning, and argument; to present in some detail Part II THEMATIC ESSAY QUESTION Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the task below, and a conclusion. Theme: Belief Systems Movements Belief systems are an established, orderly way that groups or individuals look at religious faith or philosophical principles. Some belief systems have spread outside their places of origin. The diffusion of these belief systems has affected other societies and regions in various ways. Task: Select two belief systems that have spread outside their place of origin and for each Discuss a central principle of this belief system Discuss how this belief system spread to another region Discuss an effect of the spread of this belief system on a society or region You may use any belief system from your study of global history and geography. Some suggestions you might wish to consider include Buddhism, Confucianism, Judaism, Christianity, Islam, and communism. You are not limited to these suggestions. Do not use the United States as a region to which a belief system has spread. Guidelines: In your essay, be sure to Develop all aspects of the task Support the theme with relevant facts, examples, and details Use a logical and clear plan of organization, including an introduction and a conclusion that are beyond a restatement of the theme Global Hist. & Geo. June 15 [10]

11 NAME SCHOOL Part III DOCUMENT-BASED QUESTION This question is based on the accompanying documents. The question is designed to test your ability to work with historical documents. Some of these documents have been edited for the purposes of this question. As you analyze the documents, take into account the source of each document and any point of view that may be presented in the document. Keep in mind that the language used in a document may reflect the historical context of the time in which it was written. Historical Context: Throughout history, empires such as the Roman, the Ottoman, and the British have faced various problems that led to their decline. The decline of these empires has influenced changes in societies and regions. Task: Using the information from the documents and your knowledge of global history, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B essay in which you will be asked to Select two empires mentioned in the historical context and for each Describe problems that led to this empire s decline Discuss how this empire s decline influenced change in a society and/or a region In developing your answers to Part III, be sure to keep these general definitions in mind: (a) describe means to illustrate something in words or tell about it (b) discuss means to make observations about something using facts, reasoning, and argument; to present in some detail Global Hist. & Geo. June 15 [11] [OVER]

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 1 Based on the information shown on this map, state one problem that helped bring about the decline of the Roman Empire. [1] Score Global Hist. & Geo. June 15 [12]

13 Document 2 By the middle of the second century Italy [within the Roman Empire] was in a state of decline. By the time of Diocletian, at the opening of the fourth century, decay was apparent throughout the empire. Commerce had largely disappeared owing to the lack of customers, to piracy on the seas, and to insecurity of the roads on land. Generally speaking, purchasing power at that time was confined to the public officials, to the army officers, and to the great landowners. Trade in the everyday objects of daily use had all but disappeared, but trade in luxuries prospered. The cities in the west, omitting the places where government centered, were usually in decline; their commercial and industrial classes had disappeared, the old traders having been replaced by the traveling eastern merchant, of whom the Syrian was the most notorious. Foreign trade was sharply curtailed. At various times the government attempted to prohibit the export of various commodities, among them wine, oil, grain, salt, arms, iron, and gold. With this curbing of exports there was also an effort made to control certain imports such as is evidenced by the state monopoly in silk. These two movements hampered commercial contracts outside the empire and all but killed what was left of foreign trade. Source: Louis C. West, The Economic Collapse of the Roman Empire, The Classical Journal, November According to Louis C. West, what were two economic problems the Roman Empire faced during its period of decline? [2] (1) Score (2) Score Global Hist. & Geo. June 15 [13] [OVER]

14 Document 3 As western Europe fell to the Germanic invasions, imperial power shifted to the Byzantine Empire, that is, the eastern part of the Roman Empire, with its capital at Constantinople. The eastern provinces of the former Roman Empire had always outnumbered those in the west. Its civilization was far older and it had larger cities, which were also more numerous than in the west. Source: Steven Kreis, The History Guide: Lectures on Ancient and Medieval European History, Lecture 17, History Guide online 3 According to Steven Kreis, what was one change that resulted from the fall of the western half of the Roman Empire? [1] Score Global Hist. & Geo. June 15 [14]

15 Document 4 The power of the [Ottoman] Empire was waning [fading] by 1683 when the second and last attempt was made to conquer Vienna. It failed. Without the conquest of Europe and the acquisition of significant new wealth, the Empire lost momentum and went into a slow decline. Several other factors contributed to the [Ottoman] Empire s decline: Competition from trade from the Americas Competition from cheap products from India and the Far East Development of other trade routes Rising unemployment within the Empire Ottoman Empire became less centralised, and central control weakened Sultans being less severe in maintaining rigorous standards of integrity in the administration of the Empire Sultans becoming less sensitive to public opinion Source: Ottoman Empire ( ), BBC online, 2009 (adapted) 4a According to the BBC, what was one economic problem that contributed to the decline of the Ottoman Empire? [1] Score b According to the BBC, what was one political problem that contributed to the decline of the Ottoman Empire? [1] Score Global Hist. & Geo. June 15 [15] [OVER]

16 Document 5 In 1875, the Slavic peoples living in the Ottoman provinces of Bosnia and Herzegovina (currently the state of Bosnia-Herzegovina), led an uprising against the Ottomans in order to gain their freedom. The general weakness of the Ottomans led two independent, neighbor Slavic states, Montenegro and Serbia, to aid the rebellion. Within a year, the rebellion spread to the Ottoman province of Bulgaria. The rebellion was part of a larger political movement called the Pan-Slavic movement, which had as its goal the unification of all Slavic peoples most of whom were under the control of Austria, Germany, and the Ottoman Empire into a single political unity under the protection of Russia. Anxious also to conquer the Ottomans themselves and seize Istanbul, the Russians allied with the rebels, Serbia, and Montenegro and declared war against the Ottomans. Source: Richard Hooker, European Imperialism and the Balkan Crisis, The Ottomans, World Cultures 5 According to Richard Hooker, what was one problem faced by the Ottomans during the decline of their Empire? [1] Score Document 6 Mustafa Kemal [Atatürk] was a secular nationalist who believed that all the inheritance of the Ottoman Empire should be abandoned and Turkey should be transformed into a modern European state. This involved less of a sudden break with the past than might appear. The Tanzimat reforms [between 1839 and 1876] had laid the foundations of a secular state, and the Young Turks, even while attempting to preserve the empire, had given a powerful impetus [motivation] to the cause of Turkish nationalism. During the war years [ ], the secularization of education had proceeded and the universities and public positions had been opened to women. Certain of the law courts under the control of the religious authorities had been placed under the Ministry of Justice. A law in 1916 had reformed marriage and divorce. Source: Peter Mansfield, A History of the Middle East, Viking 6 According to Peter Mansfield, what was one change that occurred as the Ottoman Empire declined and a new state of Turkey began to take shape? [1] Score Global Hist. & Geo. June 15 [16]

17 Document 7 7 Based on the information shown on this map, what was a problem the British faced that made it difficult to govern its empire? [1] Score Global Hist. & Geo. June 15 [17] [OVER]

18 Document 8 World War II greatly changed the British attitude toward the idea of India s freedom. The fear that an independent India would not pay its debt to Great Britain was no longer valid. Great Britain actually owed India over a billion pounds. Nor was the concern that there were not enough Indian military officers to take over the Indian army from the British. As a result of the war, more than fifteen thousand Indian officers were available. In addition, many British soldiers who returned home from serving in India realized how unpopular their government was among the Indian people. In Great Britain, the Labour Party under Clement Attlee defeated Winston Churchill s Conservatives and took charge of the government. The Labour Party, already sympathetic to the idea of India s independence, faced a great deal of unrest in India. The cold winter of made shortages of food and clothing even worse. Many nationalist leaders, recently released from prison, gave speeches encouraging violent actions to achieve freedom. In Calcutta, demonstrations led to riots in which over thirty people were killed and several hundred injured. Source: Indian Independence and the Question of Pakistan, Choices Program, Watson Institute for International Studies, Brown University 8 Based on this excerpt from Indian Independence and the Question of Pakistan, what were two factors that made Great Britain more willing to grant India independence? [2] (1) Score (2) Score Global Hist. & Geo. June 15 [18]

19 Document 9 During the last 60 years [since 1928], the British Empire has broken apart. Most of the nations that were in the empire demanded and got their independence. With the empire gone, Britain lost a major source of wealth. At the same time, it lost industrial advantages it had enjoyed for many years. Source: Clare McHugh, Scholastic World Cultures: Western Europe, Scholastic, According to Clare McHugh, what was one change Great Britain faced with the breakup of its empire? [1] Score Global Hist. & Geo. June 15 [19] [OVER]

20 Part B Essay Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion. Use evidence from at least four documents in your essay. Support your response with relevant facts, examples, and details. Include additional outside information. Historical Context: Throughout history, empires such as the Roman, the Ottoman, and the British have faced various problems that led to their decline. The decline of these empires has influenced changes in societies and regions. Task: Using the information from the documents and your knowledge of global history, write an essay in which you Select two empires mentioned in the historical context and for each Describe problems that led to this empire s decline Discuss how this empire s decline influenced change in a society and/or a region Guidelines: In your essay, be sure to Develop all aspects of the task Incorporate information from at least four documents Incorporate relevant outside information Support the theme with relevant facts, examples, and details Use a logical and clear plan of organization, including an introduction and a conclusion that are beyond a restatement of the theme Global Hist. & Geo. June 15 [20]

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25 FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION VOLUME 1 OF 2 MC & THEMATIC GLOBAL HISTORY AND GEOGRAPHY Wednesday, June 17, :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: 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 Copyright 2015 The University of the State of New York THE STATE EDUCATION DEPARTMENT Albany, New York 12234

26 Contents of the Rating Guide For Part I (Multiple-Choice Questions): Scoring Key For Part II (thematic) essay: A content-specific rubric Prescored answer papers. Score levels 5 and 1 have two papers each, and score levels 4, 3, and 2 have three papers each. They are ordered by score level from high to low. Commentary explaining the specific score awarded to each paper Five prescored practice papers General: Test Specifications Web addresses for the test-specific conversion chart and teacher evaluation forms Mechanics of Rating The following procedures are to be used in rating essay papers for this examination. More detailed directions for the organization of the rating process and procedures for rating the examination are included in the Information Booklet for Scoring the Regents Examination in Global History and Geography and United States History and Government. Rating the Essay Question (1) Follow your school s procedures for training raters. This process should include: Introduction to the task Raters read the task Raters identify the answers to the task Raters discuss possible answers and summarize expectations for student responses Introduction to the rubric and anchor papers Trainer leads review of specific rubric with reference to the task Trainer reviews procedures for assigning holistic scores, i.e., by matching evidence from the response to the rubric Trainer leads review of each anchor paper and commentary Practice scoring individually Raters score a set of five papers independently without looking at the scores and commentaries provided Trainer records scores and leads discussion until the raters feel confident enough to move on to actual rating (2) When actual rating begins, each rater should record his or her individual rating for a student s essay on the rating sheet provided, not directly on the student s essay or answer sheet. The rater should not correct the student s work by making insertions or changes of any kind. (3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that differ by more than one point. Schools are not permitted to rescore any of the open-ended questions (scaffold questions, thematic essay, DBQ essay) on this exam after each question has been rated the required number of times as specified in the rating guides, regardless of the final exam score. Schools are required to ensure that the raw scores have been added correctly and that the resulting scale score has been determined accurately. Teachers may not score their own students answer papers. Global Hist. & Geo. Rating Guide June 15 [2] Vol. 1

27 Global History and Geography Content-Specific Rubric Thematic Essay June 2015 Theme: Belief Systems Movement Belief systems are an established, orderly way that groups or individuals look at religious faith or philosophical principles. Some belief systems have spread outside their places of origin. The diffusion of these belief systems has affected other societies and regions in various ways. Task: Select two belief systems that have spread outside their place of origin and for each Discuss a central principle of this belief system Discuss how this belief system spread to another region Discuss an effect of the spread of this belief system on a society or region You may use any belief system from your study of global history and geography. Some suggestions you might wish to consider include Buddhism, Confucianism, Judaism, Christianity, Islam, and communism. You are not limited to these suggestions. Do not use the United States as a region to which a belief system has spread. Scoring Notes: 1. This thematic essay has a minimum of six components (for two belief systems, discussing a central principle of each belief system, how the belief system spread to at least one other region and at least one effect of the spread of this belief system on a society or region). 2. The region or society does not have to be specifically identified as long as it is implied in the discussion. 3. The central principles of the belief system may be similar; however, the details of the discussion should be different, e.g., monotheism as a central principle of Islam and of Christianity. 4. The discussion about how the belief systems spread may be similar; however, the details of each discussion should be different, e.g., both Buddhist missionaries and Christian missionaries spread their belief systems along trade routes. 5. The spread of the belief system may be discussed broadly across time and place or narrowly in a specific society or region. 6. The effect on a society or region to which this belief system spread may be discussed from any perspective as long as the position taken is supported by accurate historical facts and examples. 7. If three belief systems are discussed, only the first two belief systems may be scored. Global Hist. & Geo. Rating Guide June 15 [3] Vol. 1

28 Score of 5: Thoroughly develops all aspects of the task for two belief systems evenly and in depth by discussing a principle central to each belief system, how each belief system spread to another region and at least one effect of the spread of this belief system on a society or region Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g., communism: connects the spread of Karl Marx s theory that the proletariat would unite and overthrow the bourgeois to Russian revolutionaries advancing this idea in Russia and to how Lenin s and/or Stalin s policies changed Russian society; Islam: connects the importance of the Qur an and the Five Pillars of Faith as a way of life for Muslims to the spread of Islam into sub-saharan Africa where merchants served as the carriers of Islam and to how the conversion of sub-saharan traders and rulers by Islamic religious leaders led to the increased influence of Islam in Mali through trade, the building of mosques, the establishment of an important center of learning, and the creation of a justice system based on Islam Richly supports the theme with relevant facts, examples, and details, e.g., communism: Communist Manifesto; Bolsheviks; factory conditions; October Revolution; withdrawal from World War I; War Communism; New Economic Policy; five-year plans; collectivization; secret police; totalitarianism; purges; Islam: Mecca; Muhammad; jihad; camel caravans; hajj; alms; Ramadan; gold-salt trade; Mansa Musa; Timbuktu; literacy Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Score of 4: Develops all aspects of the task but may do so somewhat unevenly by discussing one aspect of the task less thoroughly than the others or discussing all aspects of the task for one belief system more thoroughly than the second Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g., communism: discusses Karl Marx s idea that the proletariat would revolt, how Russian revolutionaries advanced this idea in a climate of Russian societal discontent, and how Lenin s and Stalin s policies affected Russian society; Islam: discusses how the Five Pillars of Faith found in the Qur an influence the lives of Muslims, how the gold-salt trade led to the spread of Islam to sub-saharan Africa, and how Islam had an impact on cultural development in Mali Supports the theme with relevant facts, examples, and details Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Score of 3: Develops all aspects of the task with little depth or develops at least four aspects of the task in some depth Is more descriptive than analytical (applies, may analyze, and/or evaluate information) Includes some relevant facts, examples, and details; may include some minor inaccuracies Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a restatement of the theme Note: If all aspects of the task are thoroughly developed evenly and in depth for one belief system and if the response meets most of the other Level 5 criteria, the overall response may be a Level 3 paper. Global Hist. & Geo. Rating Guide June 15 [4] Vol. 1

29 Score of 2: Minimally develops all aspects of the task or develops at least three aspects of the task in some depth Is primarily descriptive; may include faulty, weak, or isolated application or analysis Includes few relevant facts, examples, and details; may include some inaccuracies Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion Score of 1: Minimally develops some aspects of the task Is descriptive; may lack understanding, application, or analysis Includes few relevant facts, examples, or details; may include inaccuracies May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion Score of 0: Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts, examples, or details; OR includes only the theme, task, or suggestions as copied from the test booklet; OR is illegible; OR is a blank paper *The term create as used by Anderson/Krathwohl, et al. in their 2001 revision of Bloom s Taxonomy of Educational Objectives refers to the highest level of the cognitive domain. This usage of create is similar to Bloom s use of the term synthesis. Creating implies an insightful reorganization of information into a new pattern or whole. While a Level 5 paper will contain analysis and/or evaluation of information, a very strong paper may also include examples of creating information as defined by Anderson and Krathwohl. All sample student essays in this rating guide are presented in the same cursive font while preserving actual student work, including errors. This will ensure that the sample essays are easier for raters to read and use as scoring aids. Raters should continue to disregard the quality of a student s handwriting in scoring examination papers and focus on how well the student has accomplished the task. The contentspecific rubric should be applied holistically in determining the level of a student s response. Global Hist. & Geo. Rating Guide June 15 [5] Vol. 1

30 Anchor Paper Thematic Essay Level 5 A Belief systems are philosophical ideas or religious faiths that a group of people choose to follow. Many times belief systems are diffused into other cultures through commerce and the support of those in authority. Two very prominent belief systems that diffused into other regions of the world were the religious faith of Islam in its introduction to West Africa and the philosophy of Confucianism to Japan by way of Korea. Muslims demonstrate submission to Allah through the Five Pillars. They publicly state their belief in one God and that Mohammed is his messenger. Prayer five times a day facing Mecca, Islam s most sacred city, is a daily ritual for all Muslims. Charity for the less fortunate (alms) is expected of all Muslims capable of giving. Fasting from sunrise to sunset during Ramadan further emphasizes submission to the will of God. A pilgrimage to Mecca called the Hajj is to be attempted by all Muslims at least once in a lifetime. Islam was founded in 622 by the prophet Muhammed in present day Saudi Araba. After many years of conquering territory across northern Africa by the Umayyad Dynasty, many leaders in West Africa were converted to Islam as a result of trade. Merchants brought Islam to western Africa, but the religious leaders who followed them converted nonbelievers Once West African leaders converted, they often used Islam to reinforce their authority by merging Islam with local culture. By the 14th century in the Niger River Valley Islam was an important force because it was tied to the trade of salt for gold across the Sahara. Because Mali controlled the gold mines it became a powerful Islamic state. One of Mali s kings, Munsa Musa, made a pilgrimage to Mecca. Not only did this stimulate commerce but it also Global Hist. & Geo. Rating Guide June 15 [6] Vol. 1

31 Anchor Paper Thematic Essay Level 5 A brought about a great flourishing of Islamic culture. Muslim scholars made Timbuktu a center of Muslim learning. Mansa Musa built numerous mosques and schools and used Islamic law to maintain order. The philosphical idea of Confucianism appeared in China near the end of the Zhou dynasty following the era of warring states. Confucius believed that the key to social order was to be found in everyone accepting their positions and responsibilites as found in the Five Relationships. The Analects discuss how, no matter what position a person holds, there are responsibilities at every level. A just ruler is owed loyalty by all subjects but he owes them just rule. The father is head of the family and is owed the loyalty of the son. The wife must respect the husband, the older brother is owed respect by the younger, and a friend must respect another friend. This idea influenced the social and political structure of China. Throughout history China had much influence in Japan. The nearness of the Korean peninsula formed a link between mainland China and the islands of Japan. Confucianism travelled overland through Korea and then by sea to Japan largely by trade and foreign missions. It arrived at about the same time Japan was trying to centralize its government under dynastic rule. Rulers adapted Confucianism to Japanese conditions. Giving everyone responsibilites paralleled what China was doing in creating roles for the good of society. The teaching of filial piety influenced Japanese social life and family relationships. This provided structure for maintaining order. It also emphasized the authority of the ruler and ensured loyalty to the state. The spread of Confucianism to Japan was aided by use of the Global Hist. & Geo. Rating Guide June 15 [7] Vol. 1

32 Anchor Paper Thematic Essay Level 5 A Chinese writing system as the means of carrying it to Japan. The Five Pillars of Islam were carried to Mali and the Niger River Valley through trade across the Sahara. The Five Relationships of Confucianism were carried from China to Japan through trade across the Korean Peninsula. Both belief systems had social, political and economic influence in the areas they were spread. Anchor Level 5-A The response: Thoroughly develops all aspects of the task evenly and in depth by discussing a central principle of Islam and Confucianism, how these belief systems spread to other regions, and an effect on a society to which each belief system spread Is more analytical than descriptive (Islam: Muslims demonstrate submission to Allah through Five Pillars; fasting from sunrise to sunset during Ramadan further emphasizes submission to the will of God; many years of conquering territory across northern Africa by the Umayyad Dynasty; by the 14th century in Niger River valley, Islam was an important force because it was tied to the trade of salt for gold across the Sahara; because Mali controlled gold mines, it became a powerful Islamic state; stimulated commerce and brought about a flourishing of Islamic culture; Muslim scholars made Timbuktu a center of Muslim learning; Islamic law used to maintain order; Confucianism: appeared in China near the end of the Zhou dynasty following era of warring states; the Analects discuss how, no matter what position a person holds, there are responsibilities at every level; a just ruler is owed loyalty by all subjects, but he owes them just rule; the father is head of the family and is owed the loyalty of the son; influenced social and political structure of China; nearness of Korean peninsula formed link between mainland China and the islands of Japan; rulers adapted Confucianism to Japanese conditions; giving everyone responsibilities paralleled what China was doing in creating roles for the good of society; filial piety influenced Japanese social life and family relationships) Richly supports the theme with relevant facts, examples, and details (Islam: one God, Muhammad is His messenger; Mecca, Islam s most sacred city; Hajj; founded in 622 by Muhammad in present-day Saudi Arabia; Mansa Musa; pilgrimage; built numerous mosques and schools; Confucianism: China had much influence on Japan; travelled overland through Korea then by sea to Japan largely by trade and foreign missions; Japan trying to centralize its government; ensured loyalty to the state; use of Chinese writing system) Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Conclusion: The response fits the criteria for Level 5. Good use of detail and analysis characterize strong theme development throughout the response. The response effectively demonstrates that the diffusion of Islam in West Africa and Confucianism in Japan created societal unity by establishing expected social and political behaviors. Global Hist. & Geo. Rating Guide June 15 [8] Vol. 1