GLOBAL HISTORY AND GEOGRAPHY - JMAP · 3 One reason early civilizations developed in China, ... effect on the Americas. (2) ... GLOBAL HISTORY AND GEOGRAPHY

The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

GLOBAL HISTORYAND GEOGRAPHY

Tuesday, August 13, 2002 — 12:30 to 3:30 p.m., only

Student Name ______________________________________________________________

School Name _______________________________________________________________

Print your name and the name of your school on the lines above. Then turn to the lastpage of this booklet, which is the answer sheet for Part I. Fold the last page along the per-forations and, slowly and carefully, tear off the answer sheet. Then fill in the heading of youranswer sheet. Now print your name and the name of your school in the heading of eachpage of your essay booklet.

This examination has three parts. You are to answer all questions in all parts. Use blackor dark-blue ink to write your answers.

Part I contains 50 multiple-choice questions. Record your answers to these questionson the separate answer sheet.

Part II contains one thematic essay question. Write your answer to this question inthe 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 morequestion(s). In the test booklet, write your answer to each question on the lines fol-lowing that question. Be sure to enter your name and the name of your school on thefirst page of this section.

Part III B contains one essay question based on the documents. Write youranswer 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 oranswers prior to the examination and that you have neither given nor received assistance inanswering any of the questions during the examination. Your answer sheet cannot beaccepted if you fail to sign this declaration.

DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN.

R

1 Job Requirements

Locate places according to latitude and longitude

Interpret life expectancy data or chartsExamine how humans adapt to different

environmentsInvestigate ways in which ideas are spread

throughout the worldCollect information on how regions form

and change

Which occupation is being described in this list ofactivities?(1) geographer (3) psychologist(2) economist (4) political scientist

2 “I am lucky enough to have been involved for halfa century with work, mostly in East Africa, thatvery much belongs to everyone, since it concernsthe human origins that are common to the wholehuman race.”

— Mary Leakey, Autobiography

In this quotation, the author is implying that earlyhumans (1) migrated from Africa to Eurasia(2) first appeared in Africa(3) invented tools and mastered the use of fire(4) appeared shortly after the Neolithic Age

3 One reason early civilizations developed inChina, Egypt, and the Tigris-Euphrates Valley inMesopotamia is because(1) vast mineral deposits existed for manufactur-

ing(2) climate and geography favored agriculture(3) rivers contributed to nomadic lifestyles(4) natural barriers provided protection from

invasions

4 The ideals developed in the Athens of Periclesand in Republican Rome influenced the develop-ment of(1) a parliament in Britain(2) military juntas in Latin America(3) a communist government in China(4) a theocracy in Iran

5 • Art and literature flourished during the GuptaEmpire.

• Indian scholars developed the concept of zero.• Indian provinces were united after 200 years of

civil war.The information in these statements refers to(1) effects of European involvement in India(2) India’s Golden Age(3) effects of isolationism(4) Islamic achievements in India

6 One reason for the growth and success of 9th-century cities such as Baghdad, Constantinople,and Ch’ang-an (Xian) was that they(1) were part of the Roman Empire(2) tolerated religious diversity(3) traded only with people from their immediate

region(4) were located on major trade routes

7 • Developed a tribute system• Reestablished trade along the Silk Roads• Created an empire from Eastern Europe to

the Pacific coast of AsiaWhich group was responsible for the resultsdescribed above?(1) Huns (3) Koreans(2) Japanese (4) Mongols

Global Hist. & Geo. –Aug. ’02 [2]

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 theword or expression that, of those given, best completes the statement or answers the question.

9 During the early Middle Ages, western Europeansocieties were most influenced by(1) national monarchies(2) the Roman Catholic Church(3) elected parliaments(4) the Byzantine emperors

10 Items travelers found on a study tour

Masks, expressing supernatural forcesBronze plaques, providing detailed

descriptions of life in BeninTension drums and rattles that can produce

polyrhythmic musicDrawings of Kilwa’s Great Mosque

From this evidence, a social scientist could con-clude that the tour visited sites that reflect theculture of the (1) Mughal Empire of South Asia(2) Ottoman Empire(3) African civilizations of West Africa(4) Frankish Empire

11 Between A.D. 800 and 1600, the West Africancity of Timbuktu became prosperous with thetrading of(1) spices and silk (3) gold and salt(2) iron ore and coal (4) rifles and diamonds

12 In the partial outline below, which headingbelongs after Roman numeral I?

I. ________________________________A. Louis XIVB. Phillip IIC. Henry VIII

(1) Divine Right Monarchs(2) Supporters of Democracy(3) Religious Reformers(4) Leaders of the Crusades

Global Hist. & Geo. –Aug. ’02 [3] [OVER]

Base your answer to question 8 on the diagram below and on your knowledge of social studies.

The Eightfold PathSource: The Human Experience, Glencoe

8 The diagram illustrates the key concepts of which religion?(1) Islam (3) Hinduism(2) Christianity (4) Buddhism

13 In western Europe, a long-term effect of the inven-tion of Gutenberg’s printing press was that the(1) monarchies were restored to absolute power(2) feudal system declined(3) literacy rate increased(4) development of new ideas was discouraged

Base your answer to question 14 on the chartbelow and on your knowledge of social studies.

14 Which idea is best supported by this graph?(1) Slavery had its greatest effect on Europe and

Asia.(2) Slavery was more important in North

America than it was in South America.(3) The Portuguese made early efforts to outlaw

the slave trade.(4) Many slaves were transported to the

Caribbean islands.

15 Which statement about the Columbian exchangeis a fact rather than an opinion?(1) The Columbian exchange had a positive

effect on the Americas.(2) The Columbian exchange benefited Europe

more than it benefited the Americas.(3) The Columbian exchange brought new foods

and products to Europe and the Americas.(4) The Columbian exchange created a modern

Europe.

16 Zheng He contributed to the prosperity of Chinaunder the Ming dynasty by(1) defeating the Manchu invaders(2) constructing the Great Wall along the north-

ern frontier(3) expanding trade with nations of Asia and

Africa(4) establishing colonies in Korea and Japan

Base your answer to question 17 on the cartoonbelow and on your knowledge of social studies.

17 The cartoon is commenting on the efforts ofPeter the Great to force the Russian nobility to(1) conform to Asian social values(2) adopt Western culture(3) prepare for military battle(4) bow to pressures from the Ottoman Empire

18 What was one effect of the Russo-Japanese War(1904–1905)?(1) Japan emerged as a major world power.(2) Korea gained its independence.(3) Czar Nicholas II gained power in Russia.(4) Russia formed a military alliance with Japan.

Source: What is Evidence? John Murray, Ltd.

Peter the Great

Source: Albert M. Craig, World Civilizations

PortugueseBrazil37%

Spanish America,including SpanishCaribbean15%

Europe and Asia2.5%

British NorthAmerica

4.5%

OtherCaribbeanislands41%

Destinations of Enslaved Africans1500–1870


19 “Not by democracy or liberal standards will ourgoal be achieved but by blood and iron. Then wewill be successful, no nation is born without thetraumatic experience of war.”

—Otto von Bismarck

This statement was used to justify a policy of(1) ethnocentrism (3) containment(2) militarism (4) appeasement

20 “. . . They [the Communists] openly declare thattheir ends can be attained [achieved] only by theforcible overthrow of all existing social condi-tions. Let the ruling classes tremble at aCommunist revolution. The proletarians havenothing to lose but their chains. They have aworld to win. Working men of all countries,unite!”

— Friederich Engels and Karl Marx,Communist Manifesto, 1848

These views, expressed by Engels and Marx,were developed in reaction to the(1) unification of Germany(2) Commercial Revolution(3) Congress of Vienna(4) Industrial Revolution

21 A lasting result of colonial rule in many LatinAmerican nations has been the(1) elimination of national debts(2) control of power by wealthy landowners(3) decrease in the power of the Catholic Church(4) creation of industrial economics

22 The American and French Revolutions wereturning points in global history because theresults of these revolutions(1) led to the abolition of slavery(2) inspired other peoples seeking democracy

and independence(3) marked the end of European influence in the

Western Hemisphere(4) demonstrated the need for strong interna-

tional peacekeeping organizations

Base your answers to questions 23 and 24 on thedrawing below and on your knowledge of social studies.

23 This drawing illustrates conditions that con-tributed primarily to the beginning of the (1) Protestant Reformation(2) French Revolution(3) Napoleonic Wars(4) European Renaissance

24 Which conclusion can be drawn from this draw-ing?(1) One group paid heavy taxes that supported

the other two groups.(2) Hard work, prayer, and a good example

allowed for a stable government in France.(3) Peasants and professionals in this society

were gaining political and economic power.(4) French society emphasized the importance

of natural law and social equality.

Source: The Way We Saw It: ..., Highsmith, Inc., 1998



25 Which geographic factor most limited the growthof Latin American unity of the early 19th century?(1) the region’s diverse landforms(2) most of the region’s rivers flowed north to

south(3) the region’s location close to the equator(4) the region’s lack of natural resources

26 The economic theory of laissez-faire capitalismproposes that(1) command economies should provide the

greatest opportunity for national growth(2) the nobility should have strict control over

business and industry(3) the practices of mercantilism should be

expanded(4) governments should not interfere with busi-

ness

Base your answers to questions 27 and 28 on thequotation below and on your knowledge of socialstudies.

“With sincere heart and unpretended faith I[reject] . . . , and detest the aforesaid errors andheresies [of Copernicus] and also every othererror . . . contrary to the Holy Church, and Iswear that in the future I will never again say orassert . . . anything that might cause a similar sus-picion toward me.”

— Galileo

27 The best explanation as to why Galileo made thisstatement is that he(1) was a strong supporter of Church doctrine(2) feared that the Church might excommunicate

him(3) had lost faith in the teachings of science(4) wanted to advance his ideas through the

Church

28 The historical issue referred to in this quotation isthe conflict between(1) privileged upper classes and exploited lower

classes(2) 16th-century Protestants and Catholics(3) city-states and nation-states(4) established institutions and new ideas

29 Kemal Atatürk’s efforts to modernize Turkish cul-ture were most strongly opposed by(1) Indian nationalists (3) industrialists(2) republicans (4) religious forces

30 Lenin’s promise of “Peace, Land, Bread” duringthe Bolshevik Revolution of 1917 was made in aneffort to(1) end France’s occupation of Russia(2) gain popular support to overthrow the gov-

ernment(3) restore Czar Nicholas II to power(4) resolve conflicts between farmers of diverse

ethnic backgrounds

Base your answer to question 31 on the cartoonbelow and on your knowledge of social studies.

31 The main idea of this early 20th-century Britishcartoon was that women(1) had little chance of getting the right to vote(2) should emphasize their responsibilities as

workers(3) were well prepared to assume the duties of

citizenship(4) wanted to end World War I

Source: Life Publishing Co.


Base your answers to questions 32 and 33 on the maps below and on your knowledge of social studies.

32 In 1919, European boundaries were changed inan attempt to (1) satisfy the demands for self-determination by

ethnic nationalities(2) allow for communist expansion in Eastern

Europe(3) establish a European common market(4) balance economic needs and natural re-

sources

33 Which nation lost the most territory as a result ofWorld War I?(1) Belgium (3) Austria-Hungary(2) France (4) Germany

34 “Don’t pay your taxes or send your children to anEnglish supported school . . . Make your own cot-ton cloth by spinning the thread at home, anddon’t buy English-made goods. Provide your-selves with homemade salt, and do not buy government-made salt.”

— Mohandas GandhiIn this statement, Gandhi was expressing hiscommitment to(1) armed rebellion (3) criminal acts(2) civil disobedience (4) guerrilla tactics

35 Which situation was a direct result of theHolocaust and other atrocities committed by theNazis during World War II?(1) development of the Cold War(2) war crimes trials in Nuremberg(3) formation of the League of Nations(4) separation of Germany into Eastern and

Western zones

1919


Base your answer to question 36 on the diagrambelow and on your knowledge of social studies.

36 Based on the information provided by the dia-gram, which statement is a valid conclusion aboutthe 1930s?(1) The United States led international peace-

keeping efforts.(2) Aggression led to the start of World War II.(3) The actions of Italy, Germany, and Japan

united Europe.(4) Economic and social upheaval led to the rise

of democracy in Asia.

37 Since the late 1970s, which measure has theChinese government taken to reduce the effectsof overpopulation?(1) supported a policy of forced migration to

other nations(2) reduced food production(3) emphasized the teachings of Confucius(4) imposed a one-child policy that limits family

size

38 Since the 1970s, the wealth of many MiddleEastern nations was increased by the(1) formation of the Palestine Liberation

Organization (PLO)(2) expansion of Islamic fundamentalism(3) creation of the Organization of Petroleum

Exporting Countries (OPEC)(4) development of communes in Israel

39 During the late 1900s, the Sahel region of Africahas been faced with problems resulting from(1) increasing desertification(2) the lack of rainfall from the monsoons(3) the effects of acid rain(4) water pollution

40 After World War II, India and many other devel-oping nations sought to avoid being dominated bythe superpowers by following a policy of(1) containment (3) militarism(2) nonalignment (4) isolationism

41 Which type of economic system was used by bothJoseph Stalin and Mao Zedong to accelerate theeconomic growth of their respective nations?(1) mixed (3) command(2) market (4) traditional

42 • Nuclear accident at Chernobyl in the formerSoviet Union

• Dumping of toxic waste in the ocean• Cutting down the rain forest in Africa and

South AmericaWhich conclusion can be drawn from these situ-ations?(1) Environmental problems need global solu-

tions.(2) The fall of the Soviet Union has caused

severe environmental hazards.(3) Technology has helped the world stop pollut-

ing the environment.(4) Only nations that create environmental prob-

lems will suffer from them.

43 In which way were the developments of theRenaissance in Italy similar to the developmentsof the Tang dynasty in China?(1) The rebirth of art, technology, and learning

was a central theme in both regions.(2) Warfare and insurrection led to the devasta-

tion of both societies.(3) Religious reform was a main focus in both

regions.(4) The peasant class was responsible for the

emergence of both eras.

Source: Guide to Essentials, Prentice Hall

1939 Germany invades Poland; Britain and Francedeclare war.

1939 Italy takes over Albania.

1931 Japan invades Manchuria.

1935 Italy invades Ethiopia.

1938 Germany takes Sudetenland (a borderregion of Czechoslovakia).

1938 Germany makes Austria part of itsempire.

1936Germany sends troops into Rhinelandjust outside French border.

1937 Japan takes over much of easternChina.


Base your answers to questions 44 and 45 on the map below and on your knowledge of social studies.

Source: The Key to Understanding Global History, Killoran

44 Both alliances shown on the map were formedafter World War II primarily to(1) increase military defense(2) promote democracy in Europe(3) compete in the global economy(4) expand trade between the members

45 Which of these countries was not a member ofeither the North Atlantic Treaty Organization(NATO) or of the Warsaw Pact?(1) East Germany (3) Rumania(2) Great Britain (4) Austria

46 The influence of geographic factors in Englandwas most evident in the development of(1) the Anglican Church under Henry VIII(2) English literature under Elizabeth I(3) the English industrial system(4) the English constitutional monarchy

47 Which newspaper headline illustrates a policy ofappeasement?(1) “Dien Bien Phu Falls; French to Leave Vietnam”(2) “Chamberlain Agrees to German Demands:

Sudetenland to Germany”(3) “Marshall Plan Proposes Economic Aid Program

for Europe”(4) “Soviet Troops and Tanks Crush Hungarian

Revolt”

48 One way in which the Twelve Tables, theJustinian Code, and the Napoleonic Code weresimilar is that they(1) emphasized social equality(2) provided a written set of laws(3) established democratic governments(4) proposed economic goals

49 The Boxer Rebellion, the Salt March, and theIranian Revolution were reactions against(1) Mongol rule(2) rapid industrialization(3) Western influence(4) economic depression


Base your answer to question 50 on the passage below and on your knowledge of social studies.

[When] the legislature shall . . . grasp [for] themselves, or put into the hands of anyother, an absolute power over their lives, liberties, and estates of the people, . . . theyforfeit the power the people had put into their hands for quite contrary ends, and it[passes] to the people, who have a right to resume their original liberty. . . .

— John Locke, Two Treatises on Civil Government

50 Which idea is expressed in this passage?(1) The people should give up their liberty to create an orderly society.(2) People have the right to rebel if their natural rights are denied.(3) Governments should be obeyed regardless of their actions.(4) Liberty can only be guaranteed in a direct democracy.

Answers to the essay questions are to be written in the separate essay booklet.

In developing your answers to Parts II and III, be sure to keep these general definitions in mind:

(a) discuss means “to make observations about something using facts, reasoning, and argument;to present in some detail”

(b) evaluate means to “examine and judge the significance, worth, or condition of; to determinethe value of”

Part II

THEMATIC ESSAY QUESTION

Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the taskbelow, and a conclusion.

Theme: Change

Individuals have brought about great changes in history. These individualshave had positive and/or negative effects on nations or regions.

Task:

Choose two individuals from your study of global history and geography andfor each individual chosen:• Discuss two specific changes made by the individual in a specific nation

or region• Evaluate whether these changes have had a positive or a negative effect

on that nation or region

You may use any example from your study of global history and geography. Some sugges-tions you might wish to consider include Elizabeth I, Genghis Khan, Muhammed, MartinLuther, Napoleon Bonaparte, Toussaint L’Ouverture, Nelson Mandela, Fidel Castro, BorisYeltsin, Deng Xiaoping, and Yasir Arafat.

You are not limited to these suggestions.

Do not use an individual from the United States in your answer.

Guidelines:

In your essay, be sure to:

• Address all aspects of the Task• Support the theme with relevant facts, examples, and details• Use a logical and clear plan of organization• Introduce the theme by establishing a framework that is beyond a simple

restatement of the Task and conclude with a summation of the theme



Part III

DOCUMENT-BASED QUESTION

This question is based on the accompanying documents (1–7). The question is designed to testyour ability to work with historical documents. Some of the documents have been edited for the purposes of the question. As you analyze the documents, take into account both the source of eachdocument and any point of view that may be presented in the document.

Historical Context:

Throughout global history, people have migrated as a result of political, social,and economic conditions.

Task: Using information from the documents and your knowledge of global history,answer the questions that follow each document in Part A. Your answers to thequestions will help you write the Part B essay in which you will be asked to:

• Discuss the political, social, and/or economic reasons for the mass move-ment of peoples throughout global history.

Do not use examples from the United States in your answer.

NAME___________________________ SCHOOL_______________________________


Part A

Short-Answer Questions

Directions: Analyze the documents and answer the questions that follow each document in the space provided.Your answers to the questions will help you write the essay.

Document 1

1 According to this map, what is one reason African slaves were traded to countries in the WesternHemisphere? [1]

_______________________________________________________________________________________

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Document 2a

We entered a cabin. Stretched in one dark corner, scarcely visible, from the smoke andrags that covered them, were three children huddled together, lying there becausethey were too weak to rise, pale and ghastly, their little limbs— on removing a portionof the filthy covering— perfectly emaciated, eyes sunk, voice gone, and evidently inthe last stage of actual starvation.

—William Bennett, The Peoples of Ireland

2a According to this passage, what was one reason for Irish emigration between 1845 and 1851? [1]

_______________________________________________________________________________________

Document 2b

2b According to this graph, state one impact of the mass starvation on the Irish population between 1845 and1851. [1]

_______________________________________________________________________________________

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70% remained in Ireland,(though millions more Irishemigrated after 1851)

12% died

18%emigrated

Mass Starvation, 1845–1851

Fate of the Irish during the famine

Source: R.F. Foster, Modern Ireland, 1600–1972

Document 3

. . . Hundreds of thousands of Hindus and Sikhs who had lived for centuries on theNorthwest Frontier [of India] abandoned their homes and fled [the riots] toward theprotection of the predominantly Sikh and Hindu communities in the east. They trav-eled on foot, in bullock carts, crammed into [trucks], clinging to the sides and roofs oftrains. Along the way — . . . at crossroads, at railroad stations — they collided with panicky swarms of Muslims fleeing to safety in the west. The riots had become a rout.By the summer of 1947, when the creation of the new state of Pakistan was formallyannounced, ten million people — Muslims, Hindus and Sikhs — were in flight.

— Khushwant Singh, Train to Pakistan

3 According to the document, why did Hindus, Sikhs, and Muslims abandon their homes during this period?[1]

_______________________________________________________________________________________

_______________________________________________________________________________________

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Document 4

The Nazi Holocaust, which engulfed millions of Jews in Europe, proved anew theurgency of the re-establishment of the Jewish State, which would solve the problem ofJewish homelessness by opening the gates to all Jews and lifting the Jewish people toequality in the family of nations.

— David Ben-Gurion, “Declaration of the State of Israel” (1948)

4 Why did many Jews move to Israel (Palestine) after World War II? [1]

_______________________________________________________________________________________

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Document 5

When I was in the Sinai with Anwar [Sadat], I was shocked by what I saw. The war hadleft its mark on everything and everyone. Wherever I went I saw Palestinians who hadbeen forced from their homeland by the creation of Israel and the fighting that hadensued [followed] in 1948. Dressed in black, mothers with their children squattedsilently alongside the roads, in the towns. . . . More than one million Arabs had sud-denly become homeless, depending on the United Nations Relief Fund for subsistence. . . .

Refugee camps lined the roads, the tents so close they seemed like a canvas city.

“Is your family faring well?” I asked our cook, a Palestinian woman from one of therefugee camps.

She dropped her eyes. “It is not like before,” she said quietly.

. . . “From the camp we can see the tops of the lemon and orange trees on our oldfarm,” she said slowly, as if reluctant to remember. “On our land it was always greenand warm, but here in the desert it is very cold. . . .”

. . . “Tell me about your husband,” I pressed. “What work does he do? ”

The woman’s eyes dropped even lower. “At home he was a farmer. Here in the desertthere is nothing for him. . . .”

— Jehan Sadat, A Woman of Egypt

5 According to the document, state one reason Palestinians were forced into refugee camps in the Sinai. [1]

_______________________________________________________________________________________

_______________________________________________________________________________________

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Document 6

Where is the village of Asyaf? . . . It had been eighteen years since he left the village. . . With every passing year he dreamt of his village. . . . Now they said the village wastaken over by the desert sand, its people deserted [abandoned] it . . . there remainednothing but the thorn and tall bushes, a few palm trees and some goats . . .

— Sudanese short story of a man returning to his village

6 According to the document, what caused the abandonment of the village of Asyaf? [1]

_______________________________________________________________________________________

_______________________________________________________________________________________


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Document 7

Late on a cool summer evening, against a faint glow from the city lights below, 18Mexicans struggled up the side of a towering hill in the Mexican state of Sonora . . .Most were new arrivals at the northern edge of Mexico. Pushed from the south byrural poverty and vast unemployment, pulled to the north by the promise of jobs in . . .factories, they had joined the productive work force of a new industrial revolution onthe border. Now their arms laden with clothes, blankets, and flattened cardboardboxes, they move slowly up the darkened hillside to claim a place to live.

— Sandy Tolan, Hope and Heartbreak

7 According to the document, why have many Mexicans moved to the northern part of Mexico? [1]

_______________________________________________________________________________________

_______________________________________________________________________________________


Score

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 to support your response.

Historical Context:

Throughout global history, people have migrated as a result of political, social,and economic conditions.

Task: Using information from the documents and your knowledge of global history,write an essay in which you:

• Discuss the political, social, and/or economic reasons for the mass move-ment of peoples throughout global history


Guidelines:

In your essay, be sure to:

• Address all aspects of the Task by accurately analyzing and interpreting atleast four documents

• Incorporate information from the documents• Incorporate relevant outside information• Support the theme with relevant facts, examples, and details• Use a logical and clear plan of organization• Introduce the theme by establishing a framework that is beyond a simple

restatement of the Task or Historical Context and conclude with a summa-tion of the theme


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)

The University of the State of NewYork


GLOBAL HISTORY

AND GEOGRAPHY


ANSWER SHEET

Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Sex: ■■ Female

Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Write your answers for Part I on this answer sheet, write your answers toPart III A in the test booklet, and write your answers for Parts II and III B in the separate essay booklet.

No.Right

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■■ Male

The declaration below should 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

Tear Here

Tear Here

Global Hist. & Geo. –Aug. ’02

FOR TEACHERS ONLYThe University of the State of New York


GLOBAL HISTORYAND GEOGRAPHY


SCORING KEY AND RATINGGUIDE

Global History and GeographyAugust 13, 2002

Part I

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Mechanics of Rating

The following procedures are to be used in rating papers for this exami-nation. More detailed directions for the organization of the rating processand procedures for rating the examination are included in the InformationBooklet for Administering and Scoring the Regents Examination in GlobalHistory 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 eachincorrect or omitted answer to multiple-choice questions; do not place acheckmark beside a correct answer. Use only red ink or red pencil. In thebox provided on the answer sheet, record the number of questions the stu-dent answered correctly in Part I.

Contents of the Rating Guide

For both Part II (thematic) and Part III B (DBQ) essays:• 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 orderedby score level from high to low.

• Commentary explaining the specific score awarded to each paper• Five prescored practice papers

For Part III A (scaffold or open-ended questions):• A question-specific rubric

Copyright 2002The University of the State of New York

THE STATE EDUCATION DEPARTMENTAlbany, New York 12234 R

GLOBAL HISTORY and GEOGRAPHY

Rating the Essay Questions

(1) Follow your school’s procedures for training raters. This process shouldinclude:

Introduction to the task—• Raters read the task• Raters identify the answers to the task• Raters discuss possible answers and summarize expectations for stu-

dent 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 confi-

dent enough to move on to actual rating

(2) When actual rating begins, each rater should record his or her individ-ual rating for a student’s essay on the rating sheet provided, not directlyon the student’s essay or answer sheet. The rater should not correct thestudent’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 nec-essary to resolve scores that differ by more than one point.

Rating the Scaffold (open-ended) Questions

(1) Follow a similar procedure for training raters.(2) The scaffold questions need only be scored by one rater.(3) The scores for each scaffold question may be recorded in the student’s

examination booklet.

The scoring coordinator will be responsible for organizing the movementof papers, calculating a final score for each student’s essay, recording thatscore on the student’s Part I answer sheet, and determining the student’sfinal examination score. The chart located at the end of these scoring mate-rials must be used for determining the final examination score.

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Global History and GeographyContent-Specific Rubric

Thematic Essay—August 2002

Theme: Change

Individuals have brought about great changes in history. These individuals have had positiveand/or negative effects on nations or regions.

Task: Choose two individuals from your study of global history and geography and for eachindividual chosen:�Discuss two specific changes made by the individual in a specific nation or region

�Evaluate whether these changes have had a positive or a negative effect on that nation or

region

You may use any example from your study of global history and geography. Somesuggestions you might wish to consider include Elizabeth I, Genghis Khan, Muhammed, MartinLuther, Napoleon Bonaparte, Toussaint L’Ouverture, Nelson Mandela, Fidel Castro, Boris Yeltsin,Deng Xiaoping, and Yasir Arafat.

You are not limited to these suggestions.

Do not use an individual from the United States in your answer.

Score of 5:� Shows a thorough understanding of the theme that individuals have brought about great changes in

history and these changes had positive and/or negative effects on at least one specific nation or region� Thoroughly addresses all aspects of the task evenly and in depth by identifying two individuals,

discussing two specific changes made by each individual in a specific nation or region, and evaluatingwhether these changes have had a positive or a negative effect on that nation or region

� Shows an ability to analyze and evaluate the effect of changes made by individuals, e.g., Martin Luther’sbreaking away from the Catholic Church stirred nationalistic feelings among German princes andencouraged strong monarchies throughout Northern Europe or Gandhi’s nonviolent campaign enabledIndia to gain independence from the British

� Richly supports the theme with relevant, facts, examples, and details, e.g., Gandhi’s “Quit India”Campaign; Martin Luther’s 95 Theses; Truth and Reconciliation Commission of Nelson Mandela’sgovernment

� Is a well-developed essay, consistently demonstrating a logical and clear plan of organization� Introduces the theme that individuals have brought about great changes in history by establishing a

framework that is beyond a simple restatement of the task and concludes with a summation of the theme

Score of 4:� Shows a good understanding of the theme that individuals have brought about great changes in history

and these changes had positive and/or negative effects on at least one specific nation or region� Addresses all aspects of the task, but may do so unevenly� Shows an ability to analyze and evaluate the effect of changes made by individuals� Includes relevant facts, examples, and details� Is a well-developed essay, demonstrating a logical and clear plan of organization� Introduces the theme that individuals have brought about great changes in history by establishing a

framework that is beyond a simple restatement of the task and concludes with a summation of the theme

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Score of 3:� Shows a satisfactory understanding of the theme that individuals have brought about great changes in

history and these changes had positive and/or negative effects on at least one specific nation or region� Addresses most aspects of the task or addresses all aspects in a limited way� Shows some ability to analyze and evaluate the effect of changes made by individuals� Includes some facts, examples, and details; may contain some inaccuracies� Is a satisfactorily developed essay, demonstrating a general plan of organization� Introduces the theme that individuals have brought about great changes in history by repeating the task

and concludes by simply repeating the theme

Some Examples of Limited Treatment of Task at Level 3

Individual Who Made Changes Changes Made by Individuals Positive/Negative EffectsIdentifies two individuals whohave made changes

Discusses two specific changesmade by each individual in aspecific nation or region

Identifies two individuals whohave made changes

Discusses one specific changemade by each individual in aspecific nation or region

Evaluates whether each changediscussed has had a positive or anegative effect on the identifiednations or regions



Evaluates whether one changediscussed has had a positive or anegative effect on the identifiednations or regions

Identifies one individual who hasmade changes

Discusses two specific changesmade by that individual in aspecific nation or region

Evaluates whether each changediscussed has had a positive or anegative effect on the identifiednation or region

Score of 2:� Shows a limited understanding of the theme that individuals have brought about great changes in history

and these changes had positive and/or negative effects on at least one specific nation or region� Attempts to address some aspects of the task� Develops a faulty or weak analysis or evaluation of the effect of changes made by individuals� Includes few facts, examples, and details; may contain some inaccuracies� Is a poorly organized essay, lacking focus; may contain digressions; and may not clearly identify which

aspect of the task is being discussed� May lack an introduction and/or a conclusion or these elements may not refer to the theme that

individuals have brought about great changes in history

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Some Examples of Limited Treatment of Task at Level 2

Individual Who Made Changes Changes Made by Individuals Positive/Negative EffectsIdentifies one individual who hasmade changes

Discusses two specific changesmade by an individual in aspecific nation or region




Identifies but does not discusschanges made by each of theindividuals in specific nationsor regions

States whether the changesidentified have had a positive ora negative effect on theidentified nation or region

Identifies one individual who hasmade changes

Discusses one change made bythat individual in a specificnation or region

States whether the changediscussed has had a positive ora negative effect on theidentified nation or region

Score of 1:� Shows a very limited understanding of the theme that individuals have brought about great changes in

history and these changes had positive and/or negative effects on at least one specific nation or region� Makes little effort to address the different aspects of the task� Lacks an analysis or evaluation of the effect of changes made by individuals� Includes few or no accurate or relevant facts, examples, or details; deals simply with generalities� Demonstrates a major weakness in organization� May lack an introduction and/or a conclusion or these elements may not refer to the theme that

individuals have brought about great changes in history

Score of 0: Fails to address the theme, is illegible, or is a blank paper

Scoring Notes:

1. The effects may be identified as either positive or negative as long as that determination issupported by specific historical information.

2. The response may collectively address the positive and/or negative effect of the changes made bythe individual, e.g., Gandhi’s ahimsa and economic boycott collectively had a positive effectbecause they resulted in Indian independence.

3. The change discussed does not have to be a specific event, but may be a change that occurs over along period, e.g., Martin Luther and his connection to the Protestant Reformation or Prince Henrythe Navigator and his influence on the Age of Exploration.

4. The effects must be specific to the nation or region identified, e.g., if the response discussesGandhi’s changes in India, then the effects must refer to India and not to the effect Gandhi’spolicies had on Desmond Tutu of South Africa or on Martin Luther King, Jr. in the United States.

5. The changes can occur in different places, e.g., Queen Victoria became Empress of India andushered in the Victorian Age in England. However, the effects of these changes must refer to thespecific places mentioned (India and England, respectively).

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Anchor Paper – Thematic Essay—Level 5 – A

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Anchor Level 5-A

The response:� Shows a thorough understanding that Deng Xiaoping and Mikhail Gorbachev changed

world history and these changes had positive and negative effects on China and in theUSSR and Eastern Europe

� Thoroughly addresses all aspects of the task evenly and in depth� Shows an ability to analyze and evaluate the effects of changes made by Deng Xiaoping

and Mikhail Gorbachev (Deng Xiaoping’s responsibility system and FourModernizations led to economic restructuring and calls for political changes;Gorbachev’s tolerance for reform led to the collapse of communism in Eastern Europe)

� Richly supports the theme with relevant facts, examples, and details (Mao’s CulturalRevolution; Lenin’s New Economic Policy; Responsibility System; FourModernizations; Special Economic Zones; Tiananmen Square Incident 1989; Glasnost;Perestroika; Solidarity; Lech Welesa; Vaclav Havel; Hungary 1956; Czechoslovakia1968; fall of the Berlin Wall)

� Is a well-developed essay, consistently demonstrating a logical and clear plan oforganization, i.e., identifies Deng Xiaoping in China, discusses the responsibility systemas one change, evaluates the effects of that changes, then does the same for the FourModernizations; identifies Mikhail Gorbachev in USSR and Eastern Europe, discussesthe changes of perestroika and glasnost, evaluates the effects of these changes and thendoes the same for the tolerance for reform movements

� Introduces the theme that individuals have brought about great changes in the history ofChina and the USSR/Eastern Europe by establishing a framework that is beyond a simplerestatement of the topic and concludes with an analysis of how Deng Xiaoping andMikhail Gorbachev have brought about these changes

Conclusion: Overall, the response fits the criteria for Level 5. The discussions andevaluations are sophisticated. The response uses excellent details and provides extensivehistorical background to the changes. The transition between the discussion of DengXiaoping and Mikhail Gorbachev shows a depth of understanding and level of analysis thatreflects the overall quality of the response.

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Anchor Paper – Thematic Essay—Level 5 – B

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Anchor Level 5-B

The response:� Shows a thorough understanding that Martin Luther and Mao Zedong changed world

history and these changes had positive and negative effects on northern Europe and China� Thoroughly addresses all aspects of the task evenly and in depth� Shows an ability to analyze and evaluate the effects of changes made by Martin Luther and

Mao Zedong (Martin Luther’s creation of the Lutheran Church caused the rise of strongcentral governments and strengthened regional monarchs in northern Europe; Mao Zedongrestored law and order to China)

� Richly supports the theme with relevant facts, examples, and details (95 Theses on theWittenberg Church in 1571; sale of indulgences; Lutheranism; Calvin; Henry VIII; JohnKnox; Communist Revolution; Guomindang; Great Leap Forward)

� Is a well-developed essay, consistently demonstrating a logical and clear plan oforganization, i.e., discusses Martin Luther’s changes of speaking out against the CatholicChurch and creating Lutheranism, then evaluates the positive and negative effects of thesechanges; discusses Mao Zedong’s Communist Revolution and the Great Leap Forward,then evaluates the positive and negative effects of those changes

� Introduces the theme that individuals have brought about great changes in the history ofnorthern Europe and China by establishing a framework that is beyond a simplerestatement of the topic and concludes with an analysis of how Martin Luther and MaoZedong have brought about these changes

Conclusion: Overall, the response best fits the criteria for Level 5. The use of strong historicaldetail in the discussion of the rise of strong central governments that led to Europeandomination and the spread of Western and modern ideas is particularly interesting. There is acomplexity to the evaluations, particularly in noting that, although Mao Zedong restored orderto China, his economic policies were disastrous.

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Anchor Level 4-A

The response:� Shows a good understanding that Adolf Hitler and Toussaint L’Ouverture changed world

history and these changes had positive and negative effects on Germany/Europe and Haiti� Addresses all aspects of the task, but does so somewhat unevenly by discussing the

changes brought about by Adolf Hitler in more depth than the changes brought about byToussaint L’Ouverture

� Shows an ability to analyze and evaluate the effects of changes made by Adolf Hitler andToussaint L’Ouverture (the extreme nationalism encouraged by Hitler was partially aproduct of the Treaty of Versailles; the mercantilist system in the French coloniespromoted slavery and caused slaves to rebel against the French government in Haiti)

� Includes relevant facts, examples, and details (World War II; Nazism; war guilt clause;reparation payments; the Aryan race; the final solution; ethnic cleansing; genocide;Holocaust; six million Jews; French mercantilism; Napoleon; Haitian independence)

� Is a well-developed essay, consistently demonstrating a logical and clear plan oforganization

� Introduces the theme that individuals have brought about great changes in the history ofGermany and Haiti by establishing a framework that goes well beyond a simplerestatement of the topic and concludes with a summation of the theme

Conclusion: Overall, the response fits the criteria for Level 4. The strong introduction andconclusion frame the discussion and the effects of individuals. The weaker discussion ofToussaint L’Ouverture’s changes and effects is overcome by the good historical detail andgood conclusions throughout the response.

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Anchor Level 4-B

The response:� Shows a good understanding that Mohandas Gandhi and Fidel Castro changed world

history and these changes had positive and/or negative effects on India and Cuba� Addresses all aspects of the task, although the depth of the discussion is somewhat limited� Shows an ability to analyze and evaluate the effects of changes made by Mohandas Gandhi

and Fidel Castro (Gandhi used the international press to win India’s independence, whichalso spread nationalist ideals throughout the world; the adoption of communism by Castroled to economic decline in Cuba)

� Includes relevant facts, examples, and details (strikes and boycotts; nationalist movementsin Ghana and Kenya; nationalization of plantations; trade embargo; Castro’s restrictions onemigration; Cold War; Cuban missile crisis)


� Introduces the theme that Mohandas Gandhi and Fidel Castro have brought about greatchanges in history by repeating the theme and concludes with an analysis of the impact ofthese individuals

Conclusion: Overall, the response best fits the criteria for Level 4. The response has someanalytical and evaluative statements, but the somewhat limited details to explain the differentaspects of the task detract from the overall quality.

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Anchor Paper – Thematic Essay—Level 4 – C

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Anchor Level 4-C

The response:� Shows a good understanding that Nelson Mandela and Mohandas Gandhi changed world

history and these changes had positive effects on South Africa and India� Addresses all aspects of the task, although the depth of the discussion is somewhat limited� Shows an ability to analyze and evaluate the effects of changes made by Nelson Mandela

and Mohandas Gandhi (the abolition of apartheid in South Africa led to better economicand political opportunity for blacks; Gandhi’s belief of equality and the abolition oftyranny has led to democracy and increased participation of all people in the government)

� Includes relevant facts, examples, and details (apartheid; ANC; economic sanctions;homelands; peaceful resistance; Salt March; Textile Boycott; parliamentary democracy;caste differences; Indian Independence 1947)


� Introduces the theme that that individuals have brought about great changes in the historyof South Africa and India by establishing a framework that goes beyond a simplerestatement of the topic and concludes with a challenge to other individuals to dosomething that counts

Conclusion: Overall, the response fits most of the criteria for Level 4. Many facts and detailsare included in the response, but in many cases, they are not explained and discussed.Although all aspects of the task are addressed in a somewhat limited way, the essay lacks thedevelopment that would be seen in a Level 5 response. While at times sophisticated ideas arementioned, they are not dealt with fully.

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Anchor Level 3-A

The response:� Shows a satisfactory understanding that Mohandas Gandhi and Adolf Hitler changed world

history and these changes had positive and negative effects on India and Germany� Addresses most aspects of the task but fails to discuss a second change made by Gandhi� Shows an ability to analyze and evaluate the effects of changes made by Mohandas Gandhi

and Adolf Hitler (Hitler’s dictatorship caused people to lose their rights and lives; Gandhiused his words to gain independence for India)

� Includes some facts, examples, and details (nonviolence; persecution and exploitation bythe British; Salt March; Indian independence; concentration camps; 6,000,000 Jews killedby the Nazis)

� Is a satisfactorily developed essay, demonstrating a logical and clear plan of organization� Introduces the theme that individuals have brought about great changes in the history of

India and Germany by establishing a framework that is a simple restatement of the topicand concludes with a summation of the theme

Conclusion: Overall, the response fits the criteria for Level 3. The discussion of Gandhiincludes a good historical context of the problems in the Indian subcontinent. The treatment ofHitler is limited and lacks details. The response has good, thought-provoking ideas, but lacksthe detail to support the discussions. The subjective assessment of the two individuals in theconclusion does not detract from the overall quality of the response.

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Anchor Level 3-B

The response:� Shows a satisfactory understanding that Queen Elizabeth and Adolf Hitler changed world

history and these changes had positive and negative effects on England and Germany� Addresses all aspects of the task, but in a general way with few supporting details� Shows a somewhat limited ability to analyze and evaluate the effects of changes made by

Queen Elizabeth and Adolf Hitler (Hitler turned Germany into the center of the EuropeanAxis power and caused World War II)

� Includes some facts, examples, and details (Protestant and Catholics in England; SpanishArmada; Versailles Treaty; economic depression in the 1930’s; Axis Powers; FinalSolution)

� Is a satisfactorily developed essay, demonstrating a general plan of organization� Introduces the theme that individuals have brought about great changes in the history of

England and Germany by repeating the topic and concludes by simply repeating the theme

Conclusion: Overall, the response best fits the criteria for Level 3. The response lists andidentifies Queen Elizabeth’s changes rather than discussing them. Although there are somethought-provoking statements (Hitler propelled Germany into military domination but plungedGermany into economic ruin), the limited facts and examples are not explained and are notincorporated into the discussion.

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Anchor Level 3-C

The response:� Shows a satisfactory understanding that Mohandas Gandhi and Napoleon Bonaparte

changed world history and these changes had positive effects on India and France� Addresses all aspects of the task, but in a general way with few historical details� Shows a somewhat limited ability to analyze and evaluate the effects of changes made by

Mohandas Gandhi and Napoleon Bonaparte (boycotts and nonviolent protests led to Indianindependence; Napoleon’s coup d’etat brought stability to France)

� Includes some facts, examples, and details (Hindus; Muslims; boycotts; nonviolent protest;Indian independence; nationalism; wars under Napoleon)

� Demonstrates a general plan of organization� Introduces the theme that individuals have brought about great changes in the history of

India and France by repeating the topic and concludes by simply repeating the theme

Conclusion: Overall, the response best fits the criteria for Level 3. Some analysis of theeffects of the changes made by Gandhi and Napoleon on India and France, respectively, isincluded but the discussion lacks depth. The response provides a cursory treatment of the taskwith a general lack of detail and substance. Important information, such as historicalbackground and supporting details, is not provided.

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Anchor Level 2-A

The response:� Shows a limited understanding that Fidel Castro and Napoleon Bonaparte changed world

history and these changes had positive and negative effects on Cuba and France� Attempts to address most aspects of the task, but fails to discuss a second change for

Napoleon and to evaluate his positive and/or negative effect� Shows a very limited ability to analyze and evaluate the effects of changes made by Fidel

Castro and Napoleon Bonaparte� Includes a few facts, examples, and details, dealing mostly with generalities (Castro is

leader of Cuba; Castro gave all the people equality; Napoleon was a strong and courageousman)


Cuba and France by repeating the topic and concludes by restating the theme

Conclusion: Overall, the essay fits the criteria for Level 2. The discussion is very limited.Facts and examples are mentioned but are not explained nor incorporated into the discussion.Important information is omitted. The treatment of Napoleon is especially weak. Since the taskdoes not require that a third individual be discussed, Gandhi’s changes must be disregardedand should not be scored.

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Anchor Level 2-B

The response:� Shows a limited understanding that Nelson Mandela has brought about great changes in

history and these changes had positive effects on South Africa� Attempts to address some aspects of the task but fails to identify a second individual and

fails to discuss a second change for Mandela� Shows a very limited ability to analyze and evaluate the effects of changes made by Nelson

Mandela� Includes a few facts, examples, and details (apartheid; Nelson Mandela was in prison; De

Klerk became vice-president; Afrikaners) and contains inaccuracies (black South Africansidentified as African Americans; Nelson Mandela released from prison in 1993 [actualyear was 1990])

� Demonstrates a general plan of organization� Introduces the theme that an individual has brought about great changes in the history of

South Africa by repeating the topic and concludes with a summation of the theme

Conclusion: Overall, the essay best fits the criteria for a Level 2. While the response tends tobe focused on the individual rather than on the individual’s changes, it does state a changemade by Nelson Mandela and how that change has affected life in South Africa. The errors donot detract from the overall quality, but the absence of a discussion of a second individualdramatically weakens the response.

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Anchor Level 2-C

The response:� Shows a limited understanding that Napoleon and Gandhi changed world history and these

changes had positive effects on France and India� Attempts to address some aspects of the task but fails to discuss a second change for

Napoleon� Lacks an analysis or evaluation of the effect of changes made by Napoleon and Gandhi� Includes some facts, examples, and details, dealing mostly with generalities (Gandhi in

India; noncooperation against British rule; nonviolence; a lawyer; Salt March; World WarII; post-independence problems with religions), and contains some inaccuracies (mentionsa nonviolent law and a Salt March law; independence in 1945 [actual year was 1947];identifies Martin Luther King, Jr. but discusses Gandhi)

� Demonstrates a general plan of organization� Introduces the theme that individuals have brought about great changes in the history of

France and India by repeating the topic and concludes by simply restating the theme

Conclusion: Overall, the response fits most the criteria for a Level 2. The very limited specificinformation that is included is neither discussed nor explained. The response does, however,indicate an understanding that individuals can change history.

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Anchor Level 1-A

The response:� Shows a very limited understanding that Gandhi and Muhammad changed world history

and these changes had positive effects on India� Makes little effort to address the different aspects of the task� Lacks an analysis or evaluation of the effect of changes made by Gandhi and Muhammad� Includes two relevant facts (Gandhi fasted; Gandhi came from India) and contains some

inaccuracies (Gandhi wanted everyone to be Hinduism)� Demonstrates a general plan of organization� Introduces the theme that individuals have brought about great changes in the history of

India by repeating the topic and concludes by restating the theme

Conclusion: Overall, the response fits the criteria for Level 1. The response attempts toaddress the theme but provides no specific details about Muhammad. In addition, theconnection of Muhammad’s impact on India is not explained.

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Anchor Level 1-B

The response:� Shows a very limited understanding that Moses and Muhammad changed world history

and these changes had positive effects in the world� Makes little effort to address the different aspects of the task� Lacks an analysis or evaluation of the effects of changes made by Moses and Muhammad� Includes a few relevant facts, examples, and details (Christianity and Islam have common

roots; Muslim mathematicians) and contains inaccuracies (identifies Moses’ religion as thefirst religion)

� Demonstrates a general plan of organization� Introduces the theme that individuals have brought about great changes in history by

repeating the topic and concludes with a simple one-sentence statement

Conclusion: Overall, the response fits the criteria for Level 1. The response attempts toaddress the theme but does not identify a second change made by Moses or any changes madeby Muhammad. The discussion of Muhammad is particularly weak. How the “system” whichMuhammad created would help people understand math is not explained. In addition, nonation or specific region is identified in “the world.”

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Thematic Essay—Practice Paper – A

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Thematic Essay—Practice Paper – B

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Thematic Essay—Practice Paper – B

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Thematic Essay—Practice Paper – C

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Thematic Essay—Practice Paper – C

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Thematic Essay—Practice Paper – D

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Thematic Essay—Practice Paper – D

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Thematic Essay—Practice Paper – E

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Thematic Essay—Practice Paper – E

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Thematic Essay—Practice Paper –E

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Thematic Essay—Practice Paper –E

Practice Paper A—Score Level 4

Practice Paper B—Score Level 2

The response:� Shows a limited understanding that Gandhi and Yasir Arafat changed world history and

these changes had positive and negative effects on Africa and Israel� Attempts to address some aspects of the task but fails to identify the changes made by

Gandhi and Yasir Arafat� Develops a weak evaluation of the effect of these individuals (Israel still has not changed

for the better)� Includes a few facts, examples, and details (Salt March; Gandhi would fast until the

violence stopped; promised land; nonviolent protest) and contains some inaccuracies(Arafat bringing about the independence of Israel; people are starving in Israel; Gandhileading protests for the independence of Africa from British rule)

� Is a poorly organized essay, lacking focus� Introduces the theme that individuals have brought about great changes in the history of

Africa and Israel by repeating the topic and concludes by simply repeating the theme

Conclusion: Overall, the essay meets the minimum criteria for Level 2. Although someattempt to address the effects of change, the aspect of the task being discussed is not clear andmuch of the information for Yasir Arafat is incorrect.

The response:� Shows a good understanding that Mikhail Gorbachev and Napoleon Bonaparte changed

world history and these changes had positive and negative effects on the USSR andFrance/Europe

� Addresses all aspects of the task, but does so somewhat unevenly, discussing the impact ofGorbachev with more detail than the impact of Napoleon

� Shows an ability to analyze and evaluate the effects of changes made by MikhailGorbachev and Napoleon Bonaparte (Gorbachev’s relaxation of control led to moreinternational stability and the end of the Cold War; Napoleon’s conquest of Europe spreadEnlightenment ideas throughout Europe with the institution of the Napoleonic Code thusshaping modern-day France and Europe)

� Includes relevant facts, examples, and details (perestroika; market-type economy; ColdWar; Napoleonic Code; Enlightenment; Reign of Terror; French Revolution)


� Introduces the theme that individuals have brought about great changes in the history ofthe USSR and France/Europe by establishing a framework that goes beyond a simplerestatement of the topic and concludes with a summation of the theme

Conclusion: Overall, the response best fits the criteria for Level 4. Details are mentioned butare not explained or supported with historical facts. Conclusions and connections are drawnbut are not consistently supported with adequate discussion.

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Practice Paper C—Score Level 3

Practice Paper D—Score Level 3

The response:� Shows a satisfactory understanding that Simón Bolívar and Adolf Hitler changed world

history and these changes had positive and negative effects on South America andGermany

� Addresses all aspects of the task, but in a general way with few historical details� Shows some ability to analyze and evaluate the effects of changes made by Simón Bolívar

and Adolf Hitler but not in any depth (strengthening the German military led to the start ofWorld War II; giving people hope led to their support of Hitler)

� Includes some facts, examples, and details (mother country; militarism; nationalism;World War II; killing of German Jews)


South America and Germany by simply repeating the topic and concludes with asummation of the theme

Conclusion: Overall, the essay best fits the criteria for a Level 3. The discussion of Hitler isinteresting and some good information is provided about Bolívar. As a whole, the response ismore descriptive than analytical. The response tends to rely on stating facts rather thandiscussing them.

The response:� Shows a satisfactory understanding that Adolf Hitler and Fidel Castro changed world

history and these changes had negative effects on Germany and Cuba� Addresses most aspects of the task but fails to discuss a second change for Castro� Shows some ability to analyze and evaluate the effect of changes made by Adolf Hitler and

Fidel Castro but not in any depth (Castro’s choice to remain communist resulted in lessgoods that are necessary to a nation’s economy)

� Includes some facts, examples, and details (Nazism; “perfect race”; concentration camps;Holocaust; communism; end of trade)


Germany and Cuba by simply repeating the topic and concludes with a summation of thetheme

Conclusion: Overall, the response fits the criteria for Level 3. The response lacks specificdetails about Hitler and Castro and omits a second change for Castro. The limited facts andexamples that are mentioned are not explained and are not incorporated into the analysis.

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Practice Paper E—Score Level 5

The response:� Shows a thorough understanding that Mohandas Gandhi and Adolf Hitler changed world

history and these changes had positive and negative effects on India and Germany/Europe� Thoroughly addresses all aspects of the task evenly and in depth� Shows an ability to analyze and evaluate the effects of changes made by Gandhi and Hitler

(Gandhi’s nonviolent methods helped India gain independence from the British; Gandhifostered equality in India; Hitler’s takeover of Germany led directly to the start of WorldWar II; Hitler’s war crimes resulted in trials and agreements that help bring attention tohuman rights violations)

� Richly supports the theme with relevant facts, examples, and details (ahimsa; satyagraha;1947 India Independence; 1919 Amritsar Massacre; Vasco daGama; Textile Boycott; SaltMarch; Christ; Thoreau; civil disobedience; Holocaust; appeasement; Treaty of Versailles;Nuremberg trials; Universal Declaration of Human Rights)

� Is a well-developed essay, consistently demonstrating a logical and clear plan oforganization, i.e., discusses each change and the effects of that change and then moves onto the next change and its effect

� Introduces the theme that individuals have brought about great changes in the history ofIndia and Germany by establishing a framework that is beyond a simple restatement of thetopic and concludes with an analysis of how individuals have brought about great changesin history

Conclusion: Overall, the response best fits the criteria for Level 5. Although the responsementions information not directly related to the topic (discussion of Gandhi’s effect on theselection of the Nobel Peace Prize winners), it has an abundance of excellent examples andgood historical detail. The connection between human rights violations during World War IIand the attempts to address such violations in the post-war period is particularly effective.

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Global History and GeographyPart A Specific Rubric

Document-Based Question—August 2002

Document 1

1 According to this map, what is one reason African slaves were traded to countries in the WesternHemisphere?

Score of 1:� Explains one reason African slaves were traded to countries in the Western Hemisphere

Examples: work on plantations; traded for rum or tobacco; part of the triangular trade; exchanged forproducts or goods

Score of 0:� Incorrect response

Examples: needed for many new colonies in the Western Hemisphere; to become citizens; traded forgold

� Vague response that does not answer the questionExamples: gold; trade

� No response

[62]

Document 2

2a According to this passage, what was one reason for Irish emigration between 1845 and 1851?

Score of 1:� Explains one reason for Irish emigration between 1845 and 1851 stated or inferred by the document

Examples: poverty; lack of food; people were starving to death; potato famine; famine; potato blight


Examples: fire; overpopulation� Vague response that does not answer the question

Examples: they were filthy; they wanted to go to America; they were too weak to rise� No response

2b According to this graph, state one impact of the mass starvation on the Irish population between 1845and 1851.

Score of 1:� States one impact of the Mass Starvation on the Irish population between 1845 and 1851

Examples: 12% died; 12% starved to death; 18% emigrated; only 70% remained in Ireland; Irishemigrated; the Irish population declined


Examples: 70% left; 18% died� Vague response that does not answer the question

Examples: they were hurt; they were harmed; death; starvation� No response

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We entered a cabin. Stretched in one dark corner, scarcely visible, from the smoke andrags that covered them, were three children huddled together, lying there becausethey were too weak to rise, pale and ghastly, their little limbs— on removing a portionof the filthy covering— perfectly emaciated, eyes sunk, voice gone, and evidently inthe last stage of actual starvation.

—William Bennett, The Peoples of Ireland

70% remained in Ireland,(though millions more Irishemigrated after 1851)

12% died

18%emigrated

Mass Starvation, 1845–1851

Fate of the Irish during the famine

Source: R.F. Foster, Modern Ireland, 1600–1972

Document 3

3 According to the document, why did Hindus, Sikhs, and Muslims abandon their homes during thisperiod?

Score of 1:� Explains one reason Hindus, Sikhs, and Muslims abandoned their homes

Examples: riots; creation of Pakistan; seeking protection; fleeing to safety; Hindus and Sikhs moving out ofnew nation of Pakistan; Muslims moving to new nation of Pakistan


Example: they were kicked out; they had lived for centuries in the Northwest� Vague response that does not answer the question

Example: panic; ten million people were in flight� No response

[64]

. . . Hundreds of thousands of Hindus and Sikhs who had lived for centuries on theNorthwest Frontier [of India] abandoned their homes and fled [the riots] toward theprotection of the predominantly Sikh and Hindu communities in the east. They trav-eled on foot, in bullock carts, crammed into [trucks], clinging to the sides and roofs oftrains. Along the way — . . . at crossroads, at railroad stations — they collided with panicky swarms of Muslims fleeing to safety in the west. The riots had become a rout.By the summer of 1947, when the creation of the new state of Pakistan was formallyannounced, ten million people — Muslims, Hindus and Sikhs — were in flight.

— Khushwant Singh, Train to Pakistan

Document 4

4 Why did many Jews move to Israel (Palestine) after World War II?

Score of 1:� Explains one reason many Jews moved to Israel (Palestine) after World War II

Examples: Nazi Holocaust; the problem of Jewish homelessness; looking for equality in the family ofnations; re-establishment of the Jewish State


Examples: overpopulation of Jews in Europe; they were sent by the Nazis� Vague response that does not answer the question

Example: the gates were opened� No response

[65]

The Nazi Holocaust, which engulfed millions of Jews in Europe, proved anew theurgency of the re-establishment of the Jewish State, which would solve the problem ofJewish homelessness by opening the gates to all Jews and lifting the Jewish people toequality in the family of nations.

— David Ben-Gurion, “Declaration of the State of Israel” (1948)

Document 5

5 According to the document, state one reason Palestinians were forced into refugee camps in the Sinai.

Score of 1:� States one reason Palestinians were forced into refugee camps in the Sinai

Examples: creation of Israel; traditional home areas of Arabs were taken over; homelessness; the 1948war with Israel


Examples: In the desert they didn’t have to farm; there is nothing for them in the desert; United NationsRelief Fund helped them

� Vague response that does not answer the questionExamples: the war had left its mark; Israelis did not like them

� No response

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When I was in the Sinai with Anwar [Sadat], I was shocked by what I saw. The war hadleft its mark on everything and everyone. Wherever I went I saw Palestinians who hadbeen forced from their homeland by the creation of Israel and the fighting that hadensued [followed] in 1948. Dressed in black, mothers with their children squattedsilently alongside the roads, in the towns. . . . More than one million Arabs had sud-denly become homeless, depending on the United Nations Relief Fund for subsistence. . . .

Refugee camps lined the roads, the tents so close they seemed like a canvas city.

“Is your family faring well?” I asked our cook, a Palestinian woman from one of therefugee camps.

She dropped her eyes. “It is not like before,” she said quietly.

. . . “From the camp we can see the tops of the lemon and orange trees on our oldfarm,” she said slowly, as if reluctant to remember. “On our land it was always greenand warm, but here in the desert it is very cold. . . .”

. . . “Tell me about your husband,” I pressed. “What work does he do? ”

The woman’s eyes dropped even lower. “At home he was a farmer. Here in the desertthere is nothing for him. . . .”

— Jehan Sadat, A Woman of Egypt

Document 6

6 According to the document, what caused the abandonment of the village of Asyaf?

Score of 1:� Explains what caused the abandonment of the village of Asyaf

Examples: taken over by desert; taken over by sand; desertification


Examples: there remained nothing but the thorn and tall bushes; goats took over the village; famine� Vague response that does not answer the question

Examples: the village disappeared; people deserted it; people left� No response

[67]

Where is the village of Asyaf? . . . It had been eighteen years since he left the village. . . With every passing year he dreamt of his village. . . . Now they said the village wastaken over by the desert sand, its people deserted [abandoned] it . . . there remainednothing but the thorn and tall bushes, a few palm trees and some goats . . .

— Sudanese short story of a man returning to his village

Document 7

7 According to the document, why have many Mexicans moved to the northern part of Mexico?

Score of 1:� Explains why many Mexicans have moved to the northern part of Mexico

Examples: rural poverty in the south; vast unemployment in the south; promise of jobs; factories in thenorth; a new industrial revolution


Examples: they liked the area in the north more; cities were in the north; they wanted to claim a place tolive

� Vague response that does not answer the questionExamples: the glow of the city lights; Sonora is better

� No response

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Late on a cool summer evening, against a faint glow from the city lights below, 18Mexicans struggled up the side of a towering hill in the Mexican state of Sonora . . .Most were new arrivals at the northern edge of Mexico. Pushed from the south byrural poverty and vast unemployment, pulled to the north by the promise of jobs in . . .factories, they had joined the productive work force of a new industrial revolution onthe border. Now their arms laden with clothes, blankets, and flattened cardboardboxes, they move slowly up the darkened hillside to claim a place to live.

— Sandy Tolan, Hope and Heartbreak

[69]

Global History and GeographyContent-Specific Rubric

Document-Based Question—August 2002

Historical Context: Throughout global history, people have migrated as a result of political,social, and economic conditions.

Task: Discuss the political, social, and/or economic reasons for the mass movement of peoplesthroughout global history.


Key Ideas from the Documents

Political Reasons Social Reasons Economic ReasonsCreation of new nations(doc 3, 4, and 5)

Religious conflict (doc 3) Triangular trades (doc 1)

War (doc 4 and 5) Riots (doc 3) Poverty (doc 2 and 7)Self-determination(doc 3 and 4)

Protection (doc 3) Famine / starvation (doc 2)

Ethnic conflict(doc 3, 4, and 5)

Loss of farms and land(doc 5 and 6)

Nazi Holocaust (doc 4) Effects of desertification(doc 6)

Equality of peoples (doc 4) Jobs available in factories(doc 7)

Homelessness (doc 4, 5, and 7) Unemployment (doc 7)New industrial revolution(doc 7)

Relevant Outside Information(This list is not all-inclusive.)

Political Reasons Social Reasons Economic ReasonsNationalism Anti-Semitism Collapse of communismCollapse of communism Resurgence of ethnic tensions Profit motivePolitical instability Denial of human rights Impact of natural disastersEnd of imperialism Ethnocentrism End of mercantilismInternational conferences Need to follow food supplyConquests by other peoplesExpansion of empiresChange in governmentForced migration bygovernment

Score of 5:� Thoroughly addresses the task by discussing at least two political, social, and/or economic reasons for the

mass movement of peoples throughout global history� Incorporates accurate information from at least four documents (see Key Ideas Chart)� Incorporates relevant outside information (see Outside Information Chart)� Richly supports the theme of with many relevant facts, examples, and details such as the conflict over the

creation of Pakistan led to the movement of Sikhs and Hindus, the promise of the creation of the JewishState caused the migration of Jews from Europe, or famine caused by potato blight led to mass starvationand the immigration of the Irish to North America

� Is a well-developed essay, consistently demonstrating a logical and clear plan of organization, and is moreanalytical than descriptive

� Introduces the theme of mass movement of peoples by establishing a framework that is beyond a simplerestatement of the historical context and concludes with a summation of the theme

Score of 4:� Addresses the task by discussing at least two political, social, and/or economic reasons for the mass

movement of peoples throughout global history, although the treatment of the reasons may be uneven,discussing the first reason more thoroughly than the others

� Incorporates accurate information from at least four documents� Incorporates relevant outside information related to the mass movement of peoples� Includes relevant facts, examples, and details, but may only mention examples rather than explain them� Is a well-developed essay, demonstrating a logical and clear plan of organization, but may be more

descriptive than analytical� Introduces the theme of mass movement of peoples by establishing a framework that is beyond a simple

restatement of the historical context and concludes with a summation of the theme

Score of 3:� Addresses one political, social, and/or economic reason thoroughly or addresses two or more reasons in a

limited way� Incorporates some information from some of the documents� Incorporates limited or no relevant outside information� Includes some facts, examples, and details� Is a satisfactorily developed essay, demonstrating a general plan of organization, but is more descriptive

than analytical� Introduces the theme of mass movement of peoples by repeating the historical context and concludes by

simply repeating the theme

Score of 2:� Attempts to address one political, social, and/or economic reason or attempts to address two or more

reasons in a very limited way� Makes limited use of the documents or may only restate the contents of the documents� Presents no relevant outside information� Includes few facts, examples, and details, and may contain some inaccuracies� Is a poorly organized essay, lacking focus; may contain digressions or extraneous information� May lack an introduction and/or a conclusion or these elements may not refer to the theme of mass

movement of peoples

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Score of 1:� Shows limited understanding of the task, but makes some attempt to discuss the mass movement of people� Makes vague, unclear references to the documents� Presents no relevant outside information� Includes vague or no accurate or relevant facts, details, and examples� May demonstrate a major weakness in organization� May lack an introduction and/or a conclusion or these elements may not refer to the theme of mass

movement of peoples

Score of 0: Fails to address the task, is illegible, or is a blank paper

Scoring Notes:

1. For the higher score levels, at least two reasons for the mass movement of people must bediscussed fully, but these reasons could both be social, political, or economic.

2. The reasons may refer to the mass movement of peoples in general or to specific groups ofpeople at a specific time in global history.

3. Examples from United States history are acceptable only if the United States involvement isperceived as an effect or result of the reasons for migration. For example, Mexican and Irishmigration to the United States is acceptable because it represents a response to the conditionsthat caused the migration, but the Cherokee movement within the United States is not acceptablebecause the reason for the migration was caused by a policy of the United States government.

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Anchor Paper – Document–Based Essay—Level 5 – A

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Anchor Level 5-A

The response:� Thoroughly addresses the task by discussing several political, social, and economic

reasons for the mass movement of peoples throughout global history (migration of Jewsto Israel; migration of Mexicans to the North; immigration of Irish to the United States;slavery of Africans; homelessness of Palestinian refugees)

� Incorporates accurate information from documents 1, 2, 4, 5, and 7� Incorporates relevant outside information (Roman Diaspora; Jews as the scapegoat of

causing the Plague; positive impact on jobs in Mexico; role of Irish in building canals andrailroads in the United States; recognition of the Middle Passage; impact of terrorism onthe Middle East)

� Richly supports the theme with many relevant facts, examples, and details, (connectingthe history of anti-Semitism to Jewish migration; connecting the Columbian exchange andthe introduction of the potato as a staple crop to the Irish famine; recognizing theconnection between slavery and cheap labor)

� Is a well-developed essay, consistently demonstrating a logical and clear plan oforganization, and is more analytical than descriptive

� Introduces the theme of mass movement of peoples by establishing a framework that isbeyond a simple restatement of the historical context and concludes with a summation ofthe theme

Conclusion: Overall, the response best fits the criteria for Level 5. The historical connectionsillustrating cause-and-effect are particularly strong. For the most part, the documents areintegrated into the discussion of the reasons for migration and are supplemented withsubstantial outside information.

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[76]

Anchor Paper – Document–Based Essay—Level 5 – B

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Anchor Level 5-B

The response:� Thoroughly addresses the task by discussing several political, social, and/or economic

reasons for the mass movement of peoples throughout global history (famine in Ireland;Jews and Palestinians; desertification in Africa; Muslims and Hindus in India andPakistan)

� Incorporates accurate information from documents 2, 3, 4, 5, and 6� Incorporates relevant outside information (British influence in Ireland and the eventual

division of Ireland; United Nations; David Ben Gurion’s role and Zionism’s role in thecreation of Israel; desertification and the Sahel in Africa; Gandhi’s role in India)

� Richly supports the theme with many relevant facts, examples, and details (Britishdisregard for the plight of the Irish; role of anti-Semitism in leading to the creation ofIsrael and the resulting problems)


� Introduces the theme of mass movement of peoples by expanding slightly on the historicalcontext and concludes by simply summarizing the theme

Conclusion: Overall, the response fits most of the criteria for Level 5. The abundance ofspecific examples, analysis, and outside information strengthens the response. The discussionof the Irish, the Jews, and the Palestinians is particularly strong.

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Anchor Level 4-A

.The response:� Addresses the task by discussing several political, social, and economic reasons for the

mass movement of peoples throughout global history (famine in Ireland; genocide inGermany; creation of Pakistan as a Muslim state), although the treatment of these reasonslacks supporting details

� Incorporates accurate information from documents 2, 3, 4, 5, and 6� Incorporates relevant outside information related to mass movement of peoples

(desertification; ghettos and concentration camps; ethnic cleansing in the Balkans)� Includes relevant facts, examples, and details, (using Pakistan and Israel to discuss the

migration caused by the creation of new nations; using Ireland and the Sudan to discussmigration caused by famine; using the Holocaust in Germany leading to the creation ofIsrael and ethnic cleansing in Serbia to discuss migration caused by social conflict)

� Is a well-developed essay, demonstrating a logical and clear plan of organization, and ismore analytical than descriptive


Conclusion: Overall, the response fits the criteria for Level 4. The strength of this response isthe connections that are made between the documents. The grouping of the documentsaccording to political, economic, and social factors reflects a clear understanding of therelationship between events in different time periods and different locations and how they canhave similar causes and consequences. The lack of specific details to support theseconclusions prevents this from being a Level 5 response.

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Anchor Level 4-B

The response:� Addresses the task by discussing several political, social, and economic reasons for the

mass movement of peoples throughout global history (potato famine in Ireland; Hindus,Sikhs, and Muslims in India; Jews and Palestinian Arabs in Israel; movement of Mexicansfor opportunity, desertification in Asyaf) although the treatment these reasons is uneven

� Incorporates accurate information from all the documents� Incorporates relevant outside information related to the mass movement of peoples (potato

blight; the Berlin Wall; buffer zones after World War II; desertification; nomadic life styleof early peoples)

� Includes relevant facts, examples, and details (blacks in Africa were herded like cattle;Jewish homeland belonged to the Palestinians when Israel was established)

� Is a satisfactorily developed essay, demonstrating a general plan of organization, but thedocuments are used in a less integrated manner than in a Level 5 essay

� Introduces the theme of mass movement of peoples by establishing a framework that isbeyond a simple restatement of the historical context by using early nomadic societies tointroduce the concept of mass movement of peoples and concludes with a summation ofthe theme that alludes to cultural diffusion

Conclusion: Overall, the response fits most of the criteria for Level 4. Even though many ofthe documents are summarized in numerical order and are discussed in a single paragraph, thestrength of this response is in the introduction and conclusion and in the way that the outsideinformation is used to expand the theme. While the discussion is more descriptive thananalytical, the inclusion of so much diverse outside information is significant.

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Anchor Paper – Document–Based Essay—Level 4 – C

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Anchor Level 4-C

The response:� Addresses the task by discussing several political and economic reasons for mass

movement of peoples (potato famine in Ireland; desertification in Africa; Jews leavingGermany; Hindus, Sikhs, and Muslims in India), although the treatment of these reasons issomewhat general

� Incorporates accurate information from documents 2, 3, 4, and 6� Incorporates relevant outside information related to the mass movement of peoples

(ghettos and concentration camps in Germany and Poland; emigration of the Irish to theUnited States; overgrazing as a cause of desertification; flooding in Bangladesh)

� Includes relevant facts, examples, and details (mass movement took place because ofvictimization as a result of persecution; victims were seeking refuge/protection; plethoraof people were forced to leave because of economic conditions)

� Is a well-developed essay, demonstrating a logical and clear plan of organization, but thedocuments are used in a less integrated manner than in a Level 5 response

� Introduces the theme of mass movement of peoples by establishing a framework that isbeyond a simple restatement of the historical context and concludes with a summation ofthe theme that emphasizes survival as the key motivation for mass movements of peoples

Conclusion: Overall, the response best fits the criteria for Level 4. The outside informationsometimes does not directly relate to the theme but is used to make an interesting transition todiscuss facts from the documents. Many analytical points are made although the examples arementioned rather than explained.

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Anchor Level 3-A

The response:� Addresses the task in a limited way by mentioning reasons for the mass movement of

peoples (Atlantic slave trade; starvation in Ireland; creation of Israel; Palestinian refugees;migration to northern Mexico)

� Incorporates information from documents 1, 2, 4, 5, and 7� Incorporates limited relevant outside information (movement of Africans as a source of

cheap labor; potato famine; Hitler’s notion of race superiority)� Includes some facts, examples, and details (people have moved because of poverty;

conflict in Israel because of Arabs who already inhabited Palestine)� Is a satisfactorily developed essay, demonstrating a general plan of organization, and is

more descriptive than analytical� Introduces the theme of mass movement of peoples by repeating the historical context and

concludes by summarizing the data

Conclusion: Overall, the response best fits the criteria for Level 3. Although the causes ofmass movements of peoples are not grouped into categories (social, political, economic), theoverall effect of the organization is satisfactory. The response mostly summarizes the contentsof the documents and does not analyze them. Limited facts and examples are mentioned butnot explained.

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Anchor Level 3-B

The response:� Addresses the task in a limited way by discussing political, economic, and social reasons

for the mass movement of peoples (Jewish migration to Israel; establishment of the Stateof Pakistan; Irish famine; Mexican migration)

� Incorporates limited information from documents 2, 3, 4, 5, and 7� Incorporates limited relevant outside information (role of the United Nations in the

creation of Israel)� Includes some facts, examples, and details (lists persecution as a reason for Jewish,

Muslim, Hindu, and Sikh migrations; states starvation and poverty as motives for Irishand Mexican migration) and contains some inaccuracies (UN gave the Muslims Pakistan)

� Is a satisfactorily developed essay, demonstrating a general plan of organization, but ismore descriptive than analytical

� Introduces the theme of mass movement of peoples by establishing a framework that isbeyond a simple restatement of the historical context and concludes by simply repeatingthe theme

Conclusion: Overall, the response fits the criteria for Level 3. Although the response reliesmostly on information from the documents, the information is grouped according to political,economic, and social reasons. The discussion is mostly a summary of the documents andlimited details are provided to support that information.

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Anchor Level 3-C

The response:� Addresses the task in a limited way by discussing economic, political, and social reasons

for the mass movement of peoples (Irish migration to North America; Mexican migrationto northern Mexico; Palestinian migration; Sudanese migration from the village of Asyaf)

� Incorporates information from documents 2, 4, 5, 6, and 7� Incorporates limited outside information (migration of Irish to North American and

Australia; comments on conditions in Palestinian refugee camps)� Includes some facts, examples, and details, (Mexicans move to northern Mexico to get

jobs and live normal lives; people of Asyaf move to get food) and includes a minorinaccuracy (identifies abandonment of Asyaf as a social problem)

� Is a satisfactorily developed essay, demonstrating a general plan of organization� Introduces the theme of mass movement of peoples by establishing a framework that is

beyond a simple restatement of the historical context and task and concludes with asummation of the reasons for mass movement of peoples

Conclusion: Overall, the response best fits the criteria for Level 3. Information is mentionedand analysis is limited to the concluding sentences of paragraphs. Furthermore, details andexamples are mostly listed and not discussed. The discussion of conditions in Asyaf beforedesertification is weak (…the village had been a place where many people lived well).

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Anchor Level 2-A

The response:� Attempts to address the task in a very limited way by generally discussing political, social,

and economic reasons for the mass movement of peoples (Sikhs in India; Palestinians;Irish)

� Makes limited use of documents 2, 3, 4, 5, 6, and 7� Presents no relevant outside information� Includes few facts, examples, and details, and contains some inaccuracies (suggests that

villagers abandoned Asyaf due to poor leadership)� Is a satisfactorily developed essay, demonstrating a general plan of organization� Introduces the theme of mass movement of peoples by repeating the historical context and

concludes by summarizing the data

Conclusion: Overall, the response best fits the criteria for Level 2. Most of the response usesthe basic information provided in the documents. Much of the information is general innature; facts and examples are mentioned but not discussed.

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Anchor Level 2-B

The response:� Attempts to address the task in a very limited way by restating the contents of the

documents (Palestinians; Mexicans; Sudanese; Hindus and Sikhs)� Makes limited use of documents 3, 5, 6, and 7� Presents limited relevant outside information (mentions desertification in the Sudan)� Includes few facts, examples, and details (Palestinians forced into refugee camps;

Mexican movement as a result of rural poverty)� Is a satisfactorily developed essay, demonstrating a general plan of organization, but fails

to categorize documents as social, political, or economic reasons� Introduces the theme of mass movement of peoples by repeating the historical context and

concludes by simply restating the theme

Conclusion: Overall, the response fits most of the criteria for Level 2. Although the amountof relevant specific information is limited, the essay does make an attempt to address the taskand does so at a level higher than a Level 1 response.

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Anchor Level 2-C

The response:� Attempts to address the task in a very limited way by generally describing reasons for the

mass movement of peoples (Atlantic slave trade; Irish famine; partition of India;Holocaust; Palestinian refugees)

� Makes limited use of documents 1, 2, 3, 4, and 5� Presents irrelevant outside information (forced relocation of Japanese Americans in the

United States) (See Scoring Note #3.)� Includes few facts, examples, and details (African slaves exchanged for goods; starvation

as a cause for Irish migration)� Is a satisfactorily developed essay, demonstrating a general plan of organization� Introduces the theme of mass movement of peoples by repeating the historical context and

concludes by simply repeating the theme

Conclusion: Overall, the response best fits the criteria for Level 2. The discussion of thereasons for mass movement of peoples is very limited. The content and analysis are weak.

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Anchor Level 1-A

The response:� Shows limited understanding of the task� Makes references to documents 6 and 7� Presents no relevant outside information� Includes few relevant facts, details, and examples (migration of the people of Asyaf and of

Mexicans)� Demonstrates a general plan of organization� Introduces the theme of mass movement of peoples by establishing a framework that is

beyond a simple restatement of the historical context but lacks a conclusion

Conclusion: Overall, the response best fits the criteria for Level 1. Limited information ispresented with few details.

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Anchor Level 1-B

Note: The Irish of the potato famine did not come through Ellis Island, which opened in 1892, butthrough Castle Garden or some other port of entry.

The response:� Shows limited understanding of the task by briefly restating the contents of the documents� Makes vague, unclear references to documents 2, 4, and 5� Presents limited relevant outside information (relation of the drought in Ireland to the

famine) and some incorrect information (Irish immigration through Ellis Island)� Includes a few relevant facts, details, and examples (Irish search for new homes and jobs

in the United States; reference to Palestinian loss of a homeland)� Is a poorly developed essay, but demonstrates a general plan of organization� Introduces the theme of mass movement of peoples by repeating the historical context and

lacks a conclusion

Conclusion: Overall, the response best fits the criteria for Level 1. Some attempt is made toaddress the task; however, facts are mentioned and not discussed.

Document–Based Essay—Practice Paper – A

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Document–Based Essay—Practice Paper – B

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Document–Based Essay—Practice Paper – C

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Document–Based Essay—Practice Paper – D

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Document–Based Essay—Practice Paper – E

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Practice Paper A—Score Level 4

Practice Paper B—Score Level 2

The response:� Attempts to address the task in a very limited way by generally discussing the reasons for

the mass movement of peoples (African slaves; Irish famine; Jews during the Holocaust;Palestinian refugees)

� Restates the contents of documents 1, 2, 4, and 5� Presents limited relevant outside information (Hitler’s role in the Holocaust; recognition

of British rule in Ireland)� Includes few facts, examples, and details, and contains misleading statements (the Irish

returned when the problem was solved; Hitler decided to make the Jews flee; the Jews gotremoved from their area so they removed the Palestinians from their area)

� Is a satisfactorily developed essay, demonstrating a general plan of organization� Introduces the theme of mass movement of peoples by repeating the historical context and

concludes by restating the theme

Conclusion: Overall, the response fits most of the criteria for Level 2. Although much of theinformation is copied from the documents, unlike a Level 1 response, the conclusions that aredrawn support the main aspects of the task.

The response:� Addresses the task (Mexicans looking for places to settle; Palestinians forced into refugee

camps; Hindus, Sikhs, and Muslims fleeing violence; Jews fleeing the Holocaust; faminein Ireland), although the treatment of these reasons is uneven

� Incorporates accurate information from documents 2, 3, 4, 5,and 7� Incorporates relevant outside information related to mass movement of peoples (different

religions and customs of Albanians in Kosovo; United Nations peacekeeping forces inSerbia; Irish immigration to the United States; Boston Celtics; illegal Mexicanimmigration to the United States)

� Includes relevant facts, examples, and details, but the examples do not directly explain thestatements (reclaiming of lands by the Palestinians; migration by Mexicans to the UnitedStates to improve standard of living)

� Is a satisfactorily developed essay, demonstrating a general plan of organization, but usesthe documents in a less integrated manner than in a Level 5 response

� Introduces the theme of mass movement of peoples by repeating the historical context andconcludes with a summation of the theme

Conclusion: Overall, the response fits most of the criteria for Level 4. While the responsediscusses reasons for mass movement of peoples, it does not break down the discussion intopolitical, economic, or social causes, which weakens the response. Although many facts anddetails are included, there are few transitions linking the different reasons for movement. Thestrength is in the outside information, although in some cases, it is not directly supportive ofthe reasons for mass movement of peoples. Most of the discussion is descriptive rather thananalytical.

Practice Paper C—Score Level 3

Practice Paper D—Score Level 5

The response:� Thoroughly addresses the task by discussing several political, social, and economic

reasons for the mass movement of peoples throughout global history (famine in Ireland;poverty and unemployment in Mexico; effects of the Holocaust;)

� Incorporates accurate information from documents 2, 4, 5, and 7� Incorporates relevant outside information (potato blight in Ireland; movement of Irish to

Canada and the United States; illegal immigration to the United States from Mexico;Treaty of Versailles; examples of ethnic cleansing in Serbia; the role of Milosevic)

� Richly supports the theme with many relevant facts, examples, and details (connects theTreaty of Versailles to the Germans using the Jews as scapegoats; connects Mexicanmigration to the North to illegal immigration of Mexicans to the United States)



Conclusion: Overall, the response best fits the criteria for Level 5. The essay clearly separatesthe economic and social causes of migration. Even though the documents are quoted in manyinstances, the substantial and analytical use of outside information strengthens the response.Good connections are made between causes and effects of the migrations.

The response:� Addresses the task in a limited way by discussing political, economic, and social reasons

for the mass movement of peoples (migration to Israel as a result of the Holocaust;migration of Palestinians due to war and conflict; migration of Hindus and Sikhs in India;Irish famine; desertification)

� Incorporates limited information from documents 1, 2, 3, 4, 5, and 6� Incorporates relevant outside information (Cuban migration to the United States; Irish

immigration to the United States and Australia)� Includes some facts, examples, and details, (Hitler’s race policies as a cause of Jewish

migration; Cuba’s communist government as a cause of migration; the need for slaves as asource of labor in the Americas)

� Is a satisfactorily developed essay, demonstrating a general plan of organization, but ismore descriptive than analytical

� Introduces the theme of mass movement of peoples by repeating the historical context andconcludes by simply repeating the theme

Conclusion: Overall, the response best fits the criteria for Level 3. The analysis andevaluation of information is limited, but the organizational framework that is used to describemotives for mass movement of peoples strengthens the response. Despite attributing Africanmass movement to the Americas as a result of overpopulation, the response provides someinteresting outside information.

[124]

[125]

Practice Paper E—Score Level 4

The response:� Addresses the task by discussing the reasons for the mass movement of peoples (famine in

Ireland; movement of Mexicans to jobs; hardships of Jews under Hitler and anti-Semitism; Palestinians being forced into refugee camps by movement of Jews; Indiansbeing forced to flee because of riots; climate in Asyaf) although the treatment thesereasons is uneven

� Incorporates accurate information from documents 2, 3, 4, 5, 6, and 7� Incorporates relevant outside information related to mass movement of peoples (control of

Ireland by Great Britain; failure of the potato crop; Irish migration to the United States towork on canals and railroads; collectivization by Stalin and the Ukrainian starvation; anti-Semitism)

� Includes relevant facts, examples, and details (connection of the Jewish movement toPalestine and the subsequent Palestinian problems; connection of the rise of dictators tomass movement of peoples)

� Is a satisfactorily developed essay, demonstrating a general plan of organization, but usesthe documents in a less integrated manner than in a Level 5 response

� Introduces the theme of mass movement of peoples by establishing a framework that isbeyond a simple restatement of the historical context and concludes with anovergeneralization of how migration has affected people

Conclusion: Overall, the response fits most of the criteria for Level 4. The response is weakin the transitions between the discussion of different groups of people. The outsideinformation and analytical comments are strong, but in some cases, lack specificity inassessing the impact of mass movement of peoples. For example, the treatment of Mexico issuperficial.

Global History and Geography Specifications GridAugust 2002

Part IMultiple Choice Questions by Standard

Standard Question Numbers1—US and NY History2—World History 2, 5, 7, 8, 9, 10, 13, 17, 18, 22, 23, 27,

28, 29, 30, 34, 35, 36, 40, 43, 47, 493—Geography 1, 3, 11, 14, 25, 32, 33, 37, 39, 42, 44,

45, 464—Economics 6, 15, 16, 20, 24, 26, 38, 415—Civics, Citizenship, and Government 4, 12, 19, 21, 31, 48, 50

Parts II and III by Theme and Standard

Theme STANDARDSThematic Essay Change Standards 2 and 5: World History;

Civics, Citizenship, andGovernment

Document-based Essay Migration Standards 2, 3, 4, and 5: WorldHistory; Geography; Economics;Civics, Citizenship, andGovernment

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6265

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4044

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7073

7658

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8790

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100

Total Part I and Part III A Score

2941

4549

5357

6064

6771

7477

Total Part I and Part III A Score (continued)