GLOBAL HISTORY AND GEOGRAPHY - JMAP HOMEjmap.org/IJMAP/GlobalHistory/0114ExamGH.pdf · REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY. ... which today would include the countries of

The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

GLOBAL HISTORYAND GEOGRAPHY

Tuesday, January 28, 2014 — 9:15 a.m. to 12:15 p.m., only

Student Name ______________________________________________________________

School Name _______________________________________________________________

Print your name and the name of your school on the lines above. A separate answersheet for Part I has been provided to you. Follow the instructions from the proctor forcompleting the student information on your answer sheet. Then fill 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 to Parts II, III A, and III B.

Part I contains 50 multiple-choice questions. Record your answers to these questionsas directed on the 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. When you reach this part of the test, enteryour name and the name of your school on the first page of this section.

Each document is followed by one or more questions. Write your answer to eachquestion in this examination booklet on the lines following that question.

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 declaration printed atthe end of the answer sheet, indicating that you had no unlawful knowledge of the questionsor answers prior to the examination and that you have neither given nor received assistancein answering any of the questions during the examination. Your answer sheet cannot beaccepted if you fail to sign this declaration.

The possession or use of any communications device is strictly prohibitedwhen taking this examination. If you have or use any communicationsdevice, no matter how briefly, your examination will be invalidated and no score will be calculated for you.

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

REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHYREGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY

1 “Price of Oil Hits Record High”“Tribes Fight Over Control of Natural Resources”“Government Rations Goods for Duration of War”

These headlines all relate to the economicconcept of(1) overproduction (3) entrepreneurship(2) interdependence (4) scarcity

2 Which nation is located on a peninsula?(1) Brazil (3) Saudi Arabia(2) Philippines (4) Austria

3 The Indus, Ganges, and Brahmaputra wereimportant to ancient India because they were(1) high mountain ranges that protected India

from invasion(2) great rivers that flowed through India’s fertile

northern plain(3) Aryan gods to whom the priests prayed for

rain(4) ruling dynasties that united the people of

Harappa and Mohenjo-Daro

4 What was one of the most importantcontributions of the Greek city-state of Athens?(1) development of direct democracy(2) diffusion of a monotheistic belief system(3) promotion of the equality of all humans(4) creation of a writing system using

hieroglyphics

5 Which belief system was the basis for the civilservice exams given during the Han, Tang, andSong dynasties?(1) legalism (3) Buddhism (2) Daoism (4) Confucianism

Base your answer to question 6 on the map belowand on your knowledge of social studies.

6 Charlemagne’s 9th century empire covered territorywhich today would include the countries of(1) Poland and Russia(2) Spain and Portugal(3) France and Germany(4) Ireland and the United Kingdom

Source: Guide to the Essentials, Prentice Hall(adapted)

N

S

W

E

ENGLAND

NorthSea

SAXONS

SLAVS

AVARS

LOMBARDS

CORSICASPAIN

AtlanticOcean

Tours Verdun

Paris Aachen

Rome

MediterraneanSea

Charlemagne’s Empire,814 A.D.

Global Hist. & Geo. – Jan. ’14 [2]

Part I

Answer all questions in this part.

Directions (1–50): For each statement or question, record on your separate answer sheet the number of theword or expression that, of those given, best completes the statement or answers the question.

Global Hist. & Geo. – Jan. ’14 [3] [OVER]

7 Which statement about the Islamic Golden Age isa fact rather than an opinion?(1) Islamic medicine was more advanced than

Chinese medicine.(2) Poetry and literature were more important

fields of study for Muslims than wasmathematics.

(3) Knowledge of astronomy was used byMuslims to fulfill religious obligations.

(4) Islamic philosophies relied less on Greekphilosophical masters than on Indianphilosophical masters.

8 The early eastern European Slavic civilization atKiev adopted the Eastern Orthodox religion, theCyrillic alphabet, and certain styles of art andarchitecture as a result of(1) wars with Japan(2) conquests by Mongol invaders(3) visits to western European countries(4) trade with the Byzantine Empire

9 China, Korea, and Japan share culturalsimilarities in part due to their(1) clashes with Russian imperialists(2) shared river systems(3) contacts through trade(4) unification under Mongol rule

10 The development of banking during theCommercial Revolution in western Europe wassignificant because it(1) provided capital resources to merchants for

investment(2) allowed peasant farmers to finance the

construction of new homes(3) enabled the proletariat to challenge the

bourgeoisie(4) created pensions for retired workers

11 In general, in which direction did the BlackDeath spread during the 14th century?(1) from Europe to the Americas(2) from Africa to Southeast Asia(3) from Asia to Europe(4) from the Americas to Asia

12 One result of the Protestant Reformation was(1) fewer challenges to Church authority(2) a decline in religious unity in western Europe(3) the disbanding of the Jesuit order(4) a weakening of the Inquisition

13 For which achievement is Suleiman theMagnificent best known?(1) building the Dome of the Rock in Jerusalem(2) spreading Christianity into the Balkan

Peninsula(3) conquering the Russian capital of Moscow(4) uniting the Ottoman Empire under an

efficient government structure

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

… In the 1930s, Sylvanus G. Morley of Harvard,probably the most celebrated Mayanist of his day,espoused [argued for] what is still the best-knowntheory: The Maya collapsed because theyovershot the carrying capacity of theirenvironment. They exhausted their resourcebase, began to die of starvation and thirst, andfled their cities en masse, leaving them as silentwarnings of the perils of ecological hubris[overconfidence].…

— Charles C. Mann, 1491: New Revelations of the Americas Before Columbus

14 According to this passage, what was a majorquestion Morley was trying to answer about theMayas in the 1930s?(1) Why did the Mayas abandon their cities?(2) What was the structure of the Maya

governments?(3) How did religious beliefs affect the Maya

economy?(4) Which neighboring city-state conquered the

Mayas?

15 Which technological development enabledEuropean navigators to determine their locationduring the Age of Exploration?(1) lateen sail (3) cross bow(2) astrolabe (4) caravel

16 The Encounter occurred as a result of Europeanexplorers crossing the(1) Atlantic Ocean(2) Sahara Desert(3) Andes Mountains(4) Mediterranean Sea

17 In colonial Spanish America, which system wasdeveloped by the Spanish to support plantationagriculture?(1) barter (3) domestic(2) encomienda (4) guild

18 What happened in Russia as a result of actionstaken by Peter the Great?(1) Russia was weakened by French invasions.(2) Catholicism was adopted as the state religion.(3) The Duma was reformed and the serfs were

freed.(4) Russia borrowed Western ideas and expanded

its territories.

19 Which heading best completes the partial outlineon British history below?

(1) Rise of Absolutism(2) Beginning of Socialism(3) Challenges to Papal Power(4) Evolution of Parliamentary Democracy

20 Why is the Enlightenment considered a turningpoint in world history?(1) The factory system was used to mass-produce

goods.(2) Martin Luther broke away from the Roman

Catholic Church.(3) Europeans changed their thinking about the

role of government.(4) The Columbian exchange occurred.

21 One way in which Robespierre and Louis XVI ofFrance are similar is that both(1) were removed from power during the French

Revolution(2) adopted ideas of the Congress of Vienna(3) implemented policies of religious tolerance(4) decreased government control of the

economy

22 One way in which Toussaint L’Ouverture, SimónBolívar, and José de San Martín are similar is thatthey all were (1) supporters of mercantile policies(2) leaders of independence movements(3) democratically elected leaders(4) industrial labor reformers

23 Which geographic feature most aided Englandduring the Industrial Revolution?(1) desert climate(2) natural harbors(3) mountainous terrain(4) monsoon winds

24 Mass starvation in Ireland in the 1840s led directlyto the(1) formation of communes (2) granting of independence (3) migration of people overseas(4) usage of petrochemical fertilizers

25 One major reason European countries engaged inimperialism in the late 19th century was to(1) gain a better understanding of unknown

territories(2) ease tensions with their rivals(3) develop treatments for diseases(4) obtain markets for their manufactured goods

26 One way in which Emperor Meiji of Japan andKemal Atatürk of Turkey are similar is that theyboth(1) crushed secessionist movements(2) worked to modernize their nations(3) conquered eastern neighboring territories(4) protested against economic sanctions

I. ________________________________A. Magna CartaB. Glorious RevolutionC. Bill of Rights



Base your answer to question 27 on the posterbelow and on your knowledge of social studies.

Source: Poster by E. Kealy in Susan R. Grayzel, Women and the First World War, Pearson Education

27 This World War I poster is an example of(1) diversity (3) toleration (2) dissent (4) propaganda

28 Which development occurred in Germany as a resultof the terms imposed by the Treaty of Versailles?(1) Soviet occupation(2) political instability(3) overseas expansion(4) economic prosperity

29 The original goal of Pan-Africanism was to(1) demand democratic reforms(2) encourage ethnic rivalry(3) promote a united Africa(4) divide Africa into separate countries

30 The establishment of the independent countriesof Czechoslovakia, Hungary, and Yugoslavia wasthe result of(1) the Franco-Prussian War(2) the Berlin Conference(3) World War I(4) the Munich Pact

31 Which goal was most important to the Indiannationalist movement?(1) independence from British rule(2) establishing a laissez-faire economy(3) forming a totalitarian state(4) expansion of territory

32 Which geographic factor was most significant inhelping the Soviet Union withstand Germanattacks in World War II?(1) The Ural Mountains served as a barrier to

advancing German armies.(2) Distance and harsh winters disrupted

German supply lines.(3) Extensive food-producing areas kept the

Soviet armies well fed.(4) Numerous ports along the Arctic Sea allowed

for the refueling of Soviet transport ships.

33 Which geographic region has the greatestnumber of members in the Organization ofPetroleum Exporting Countries (OPEC)?(1) South America (3) Southeast Asia(2) sub-Saharan Africa (4) Middle East

34 The economic policies of Mikhail Gorbachev ofthe Soviet Union and of Deng Xiaoping of Chinaincluded(1) elements of capitalism(2) boycotts on foreign products(3) a one-child policy(4) a reliance on agricultural self-sufficiency

35 What was the main reason refugees fled Rwandain the 1990s?(1) ethnic conflict(2) expansion of the Sahel(3) devastation from an earthquake(4) Cold War tensions


37 What is one way the conflict between India andPakistan over Kashmir and the conflict betweenthe Palestinians and Israelis in the Middle Eastare similar?(1) Both conflicts concern territorial and

religious issues.(2) Hostilities within these regions were

provoked by the United Nations.(3) Both conflicts emerged as a result of the

breakup of the Soviet Union.(4) Tensions in these regions were caused by

efforts to remain nonaligned.

38 The creation of the European Union (EU) and ofthe North American Free Trade Agreement(NAFTA) were efforts to(1) attain economic benefits through regional

organization(2) achieve world peace through military

alliances(3) reduce resource depletion through economic

planning(4) address environmental problems through

coordinated research

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

Source: Roger B. Beck et al., World History: Patterns of Interaction, McDougal Littell, 2005 (adapted)

36 Which concept is being shown by this 2005 diagram?(1) recession (3) socialism (2) urbanization (4) globalization

Pharmaceuticals CommunicationsEquipment

TelevisionNetworks Fertilizers

Cell Phones DefenseContractors Film Companies Laboratory

Equipment

SalesAfrica Asia Australia

Europe North America South America

CORPORATEHEADQUARTERS

Manufacturing and Production CentersU.S. Japan U.K. France Germany Mexico

Products and Services

SUPPLIESItaly, South Korea,Russia, Colombia

RAW MATERIALSU.S., Egypt,South Africa,

Canada


Base your answer to question 39 on the map below and on your knowledge of social studies.

39 The data on this map suggest that HIV/AIDS(1) originated in South and Southeast Asia (3) requires global cooperation to solve the problem(2) is declining in developing societies (4) has been restricted to temperate climates

Estimated Number of Adults and Children Living with HIV/AIDS as of 2010

North America1.3 million

East Asia790,000

Western andCentral Europe

840,000

Latin America1.5 million

Caribbean200,000

Eastern Europeand Central Asia

1.5 million

Middle East and North Africa470,000

Sub-Saharan Africa22.9 million

South and Southeast Asia4.0 million

Oceania54,000

Source: UNAIDS: World AIDS Day Report 2011 (adapted)

40 Since 1999, what has been the primary role of theNorth Atlantic Treaty Organization (NATO) inworld affairs?(1) conducting war crimes trials(2) protecting Western Europe from Soviet

aggression(3) lowering tariffs between member nations(4) carrying out crisis management and peace

enforcement tasks

41 Which current global problem was initiated withthe development of atomic weapons?(1) threats to world peace from unrestricted

nuclear proliferation(2) increased health risks for humans and animals

from industrial pollution(3) elevated carbon dioxide in the atmosphere

due to the deforestation of the rainforests(4) changes in world weather patterns and

species habitats due to melting polar ice caps

42 The Neolithic Revolution is most closelyassociated with(1) using child labor in factories(2) domesticating plants and animals(3) learning to control fire(4) developing iron technology

43 Which sequence places these laws in the correctchronological order?(1) Code of Hammurabi → Justinian Code →

Napoleonic Code → Twelve Tables(2) Justinian Code → Twelve Tables →

Napoleonic Code → Code of Hammurabi(3) Code of Hammurabi → Twelve Tables →

Justinian Code → Napoleonic Code(4) Twelve Tables → Napoleonic Code → Code

of Hammurabi → Justinian Code

44 Which philosophy that was developed during theRenaissance is associated with a shift in focusaway from religious subjects toward more secularsubjects?(1) humanism (3) communism(2) absolutism (4) scholasticism

Base your answer to question 45 on the statementbelow and on your knowledge of social studies.

… I conclude, then, returning to being feared andloved, that since men love at their convenienceand fear at the convenience of the prince, a wiseprince should found himself on what is his, not onwhat is someone else’s; he should only contrive toavoid hatred, as was said.

45 This statement is taken from the written work of(1) John Locke (3) Adam Smith(2) Niccolò Machiavelli (4) Ignatius Loyola

46 One similarity in the rule of Akbar the Great andthe rule of Elizabeth I is that both leadersimplemented policies that encouraged(1) compulsory education(2) military disarmament (3) voter participation(4) religious toleration

47 One way in which the caste system in traditionalIndia and the Estates system of pre-revolutionaryFrance are similar is that(1) occupations were attained by merit(2) social mobility was very limited(3) status was determined by education(4) impact on the daily lives of people was minimal

48 • Opium War (1839–1842)• Taiping Rebellion (1850–1864)• Boxer Rebellion (1898–1901)

This series of events is most closely associatedwith the (1) spread of communism to China and Korea(2) growing concerns about the influence of the

West in China(3) alliance formed between Vietnam and China(4) increasing expansion of civil and political

rights in China

49 Forced famine in Ukraine (1932–1933) was adirect result of(1) Czar Nicholas’s involvement in World War I(2) Vladmir Lenin’s New Economic Policy(3) Joseph Stalin’s collectivization(4) Nikita Khrushchev’s removal from power

50 “River of Sorrows Floods Again”“Thousands Missing After Huang He Overflows”“Over 10 Million Reported Homeless After 1931Flooding”

These newspaper headlines describe the effectsof geography on the people of(1) China (3) India(2) Japan (4) Vietnam



In developing your answer to Part II, be sure to keep these general definitions in mind:

(a) describe means “to illustrate something in words or tell about it”(b) discuss means “to make observations about something using facts, reasoning, and

argument; to present in some detail”

Part II

THEMATIC ESSAY QUESTION

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

Theme: Human Rights—Justice

Task:

You may use any individual from your study of global history and geography. Somesuggestions you might wish to consider include Bartolomé de las Casas, John Locke, MaryWollstonecraft, Father Miguel Hidalgo, Emiliano Zapata, Mohandas Gandhi, Father OscarRomero, Lech Walesa, Nelson Mandela, Aung San Suu Kyi, and the Dalai Lama.

You are not limited to these suggestions.

Do not select an individual from the United States.

Guidelines:

In your essay, be sure to• Develop all aspects of the task• Support the theme with relevant facts, examples, and details• Use a logical and clear plan of organization, including an introduction and a conclusion that

are beyond a restatement of the theme

Select two individuals and for each• Describe the historical circumstances that led the individual to defend human

rights• Describe a method the individual used to defend human rights• Discuss the extent to which the individual’s effort was successful

At different times in history, individuals have defended human rights using avariety of methods. Their efforts have met with varying degrees of success.

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


This page left blank intentionally.

GO ON TO THE NEXT PAGE�


Part III

DOCUMENT-BASED QUESTION

This question is based on the accompanying documents. The question is designed to test yourability to work with historical documents. Some of these documents have been edited for thepurposes of this question. As you analyze the documents, take into account the source of eachdocument and any point of view that may be presented in the document. Keep in mind that thelanguage used in a document may reflect the historical context of the time in which it was written.

Historical Context:

Throughout history, people have changed their environments to meet their needs.These changes have had both positive and negative effects on people, societies, andregions. Examples include the development of irrigation in ancient Egypt, theconstruction of chinampas by the Aztecs, and the mining of coal in Great Britainduring the Industrial Revolution.

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

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

(a) explain means “to make plain or understandable; to give reasons for or causes of; toshow the logical development or relationships of”

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

Select two changes people have made to their environment mentioned in thehistorical context and for each• Explain why this change to their environment was needed• Discuss how this change affected people, a society, and/or a region

NAME _____________________________________ SCHOOL ___________________________________


Part AShort-Answer Questions

Directions: Analyze the documents and answer the short-answer questions that follow each document in thespace provided.

Document 1

Source: Larry W. Mays, “Irrigation Systems, Ancient,” Water Encyclopedia online (adapted)

1 Based on this document, state two problems ancient Egyptians faced as a result of the uncertain flow of theNile. [2]

(1)__________________________________________________________________________________

__________________________________________________________________________________

(2)__________________________________________________________________________________

__________________________________________________________________________________

Score

Score

The first successful efforts to control the flow of water were made in Mesopotamia and Egypt,where the remains of the prehistoric irrigation works still exist. In ancient Egypt, theconstruction of canals was a major endeavor of the pharaohs and their servants, beginning inScorpio’s time. One of the first duties of provincial governors was the digging and repair ofcanals, which were used to flood large tracts of land while the Nile was flowing high. The landwas checkerboarded with small basins, defined by a system of dikes. Problems regarding theuncertainty of the flow of the Nile were recognized. During very high flows, the dikes werewashed away and villages flooded, drowning thousands. During low flows, the land did notreceive water, and no crops could grow. In many places where fields were too high to receivewater from the canals, water was drawn from the canals or the Nile directly by a swape or ashaduf. These consisted of a bucket on the end of a cord that hung from the long end of apivoted boom, counterweighted at the short end. The building of canals continued in Egyptthroughout the centuries.…


Document 2a

This frieze, or architectural adornment, on an ancient temple portraysEgyptians using shadufs, devices that enabled them to transfer waterfrom the Nile to their fields.

Source: James Barter, The Nile, Lucent Books

Document 2b

After the death of Alexander the Great, a series of three pharaohs named Ptolemy ruled Egypt. The cultureof Egypt during that period was primarily Greek.

Source: Agriculture – Part I, Ancient Egypt History, EgyptHistory.com

2 Based on these documents, what was one effect the invention of the shaduf had on the Egyptians? [1]

Score

… In the Ptolemaic period, Greek temple records presented each region as an economic unit,and referred to the name of the canal which irrigates the region, the cultivated region whichis located on the river’s banks and is directly irrigated with its water, and the lands located onthe region’s border that could be reclaimed. The beds irrigation system allowed cultivatingone winter crop; while in summer, the only lands that could be cultivated were the high landsaway from the flood. Thus, when the Egyptians invented tools to lift water, such as the shaduf,they were able to cultivate two crops per year, which was considered a great advance in thefield of irrigation. The shaduf was invented in the Amarna period and is a simple tool whichneeds two to four men to operate. The shaduf consists of a long, suspended pole weighted atone end and a bucket tied at the other end. It can lift about 100 cubic meters (100,000 liters)in 12 hours, which is enough for irrigating a little over a third of an acre.…


Document 3


3 According to James Barter, in what way did the government ensure that farmers had fair access to water? [1]

Score

… The water laws of ancient Egypt were primarily concerned with ensuring that each farmeralong the river had fair access to the waters during the floods and that no farmers were deniedtheir fair share of irrigated water. If a farmer, for example, farmed many miles from the river,those owning land close to the river had to allow him to have access to a water canal runningthrough their land.

Water laws also prohibited the taking of water from canals by farmers not contributing tothe labor of filling the canal with water. How much water one was entitled to take from a canaldepended on how much time one spent filling that canal. If, for example, ten farmerscontributed ten hours of labor filling irrigation canals with water, any one of them who tookmore than one hour’s worth of water could be put to death.…


Document 4

4 Based on the information provided by this diagram, why did the Aztecs build chinampas? [1]

Score

The chinampasThese were real floating gardens which made it possible to create areas forcultivation in the shallow parts of the lakes.

Maize and other crops.

Channels: A networkof channels was dugto reach thechinampas.

Dense bed ofvegetation.

Huejotes: Thesewere stakes or

tree trunks, whichgave stability to the

chinampa as they put down roots.

Layer of fertilisingmud: The chinampa

was a frame overwhich mud layers

accumulated.

Water.

Aztec Farming Method

Source: www.icarito.cl (adapted)


Document 5

Source: Frances F. Berdan, The Aztecs, Chelsea House Publishers

5a According to Frances F. Berdan, what was one way the chinampas benefited the Aztecs? [1]

b According to Frances F. Berdan, what was one problem that farmers on the chinampas faced? [1]

Score

Score

… Chinampas added both living and agricultural space to the island. Houses could be builton chinampas after they were firmly in place, and the plots were used to grow a great varietyof products, from maize and beans to tomatoes and flowers. The Mexica [Aztec] builtchinampas all around Tenochtitlan, like their neighbors in the freshwater lakes to the south.They were, however, constantly faced with the danger of flooding, which brought salty wateracross the chinampas and ruined the land and crops. Lake Texcoco accumulated mineralsfrom the river water running into it, which caused the water to be brackish [mix of fresh andsalt water]. In the mid-15th century, this problem was solved; a dike was built, separating thewestern section of the lake where Tenochtitlan was located and protecting the city from saltywater and some flooding.…


Document 6

Source: Jeremy A. Sabloff, The Cities of Ancient Mexico: Reconstructing a Lost World, Thames and Hudson

6 According to Jeremy A. Sabloff, what was one way building out into the lake benefited the Aztec Empire andits capital city of Tenochtitlán? [1]

Score

… The capital city, which may have had a population as high as 200,000 to 300,000 in the earlysixteenth century, was a superb example of planned growth. By building out into the lake, theAztecs consolidated and enlarged the original two islands which in turn were linked to themainland by three large causeways. Fresh water was brought to the city from the mainland byaqueduct.…


Document 7a

Source: Diana Knox, The Industrial Revolution, Greenhaven Press

7a According to Diana Knox, why was coal needed? [1]

Document 7b

Source: Andrew Langley, The Industrial Revolution, Viking

7b According to Andrew Langley, what was one way people modified the environment to obtain coal? [1]

Score

… At first, coal was dug from open pits, but gradually the mines had to go deeper. Shafts weresunk down, and galleries [underground rooms] were dug sideways into coal seams. As theshafts went lower, they began to fill with water. Some miners had to work all day with theirlegs in water. It was not until steam pumps were introduced in the early 1700s that the watercould be drained.…

Score

… The shortage of wood was very serious. Wood was the main fuel used for cooking. It wasessential for ship-building, and charcoal was needed to smelt [process] iron ore. A new sourceof energy was urgently required. This was supplied by coal.

Already coal had replaced wood for cooking and heating in any place that could be reachedby sea or by navigable river. Iron was being imported, although there was plenty of iron orein Britain. Coal was growing harder to mine, as seams near the surface were exhausted, anddeeper seams needed pumps to drain them [water from the mines].…


Document 8

Prior to the use of coal, water was the primary source of power for factories and machines in Great Britain.Water sources that could fuel these factories were limited. Therefore industries were not able to grow andfactories were often remotely located.

Source: Barbara Freese, Coal: A Human History, Perseus Publishing

8 According to Barbara Freese, what was one effect the shift from water power to the use of coal as a sourceof power had on Great Britain? [1]

Score

… With the shift to coal, the pattern was reversed, reflecting the difference in the powersource. Coal spawned [generated] much larger and ever more mechanized factories becausethe power available from underground was so much greater than that supplied by awaterwheel. And, because its energy had already been handily condensed over millions ofyears, coal concentrated the factories and workforces in urban areas instead of dispersingthem throughout the countryside. In short, coal allowed the industrialization of Britain to gaina momentum that was nothing short of revolutionary.…


Document 9

A Rainton Mine Disaster in Durham, Great Britain on December 18, 1817

Source: The Coalmining History Resource Centre online, UK

9 According to this document, what were two dangers workers faced in the Rainton coal mine? [2]

(1)__________________________________________________________________________________

__________________________________________________________________________________

(2)__________________________________________________________________________________

__________________________________________________________________________________

An explosion claimed twenty seven lives, eleven men and sixteen boys. The blast occurredbefore all the men had descended [into the mine]. Had it occurred later there would havebeen 160 men and boys in the pit. Early reports of the total number of lives lost amounted totwenty six, and those principally boys. The explosion took place at 3 o’clock in the morning,before the hewers [men who cut coal from the seam] had descended the pit and from thiscircumstance about 160 lives have been preserved. Every exertion was made to renderassistance to those in the mine and two men fell having been suffocated by the impure stateof the air. The viewers and agents were extremely active and had nearly shared the same fate.The pit in which this accident occurred, was always considered to be quite free from explosivematter and in consequence of this supposed security the safety lamps had never beenintroduced into it the miners continuing to work by the light of candles.

Score

Score


Part BEssay

Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion.Use evidence from at least four documents in your essay. Support your response with relevant facts,examples, and details. Include additional outside information.

Historical Context:


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

Guidelines:

In your essay, be sure to• Develop all aspects of the task• Incorporate information from at least four documents• Incorporate relevant outside information• Support the theme with relevant facts, examples, and details• Use a logical and clear plan of organization, including an introduction and a conclusion that



REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHYREGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY

Printed on Recycled Paper

Copyright 2014 — The University of the State of New YorkTHE STATE EDUCATION DEPARTMENT

Albany, New York 12234

V O L U M E

1OF2MC & THEMATIC

FOR TEACHERS ONLYThe University of the State of New York


GLOBAL HISTORY AND GEOGRAPHYTuesday, January 28, 2014 — 9:15 a.m. to 12:15 p.m., only

SCORING KEY FOR PART I AND RATING GUIDE FOR PART II (THEMATIC ESSAY)

Scoring the Part I Multiple-Choice QuestionsFollow the procedures set up by the Regional Information Center, the Large City Scanning Center,

and/or the school district for scoring the multiple-choice questions. If the student’s responses for themultiple-choice questions are being hand scored prior to being scanned, the scorer must becareful not to make any marks on the answer sheet except to record the scores in the designatedscore boxes. Any other marks on the answer sheet will interfere with the accuracy of scanning.

Multiple Choice for Part IAllow 1 credit for each correct response.

Part I

1 . . . . . . 4 . . . . . . 13 . . . . . . 4 . . . . . . 26 . . . . . . 2 . . . . . . 39 . . . . . . 3 . . . . . .

2 . . . . . . 3 . . . . . . 14 . . . . . . 1 . . . . . . 27 . . . . . . 4 . . . . . . 40 . . . . . . 4 . . . . . .

3 . . . . . . 2 . . . . . . 15 . . . . . . 2 . . . . . . 28 . . . . . . 2 . . . . . . 41 . . . . . . 1 . . . . . .

4 . . . . . . 1 . . . . . . 16 . . . . . . 1 . . . . . . 29 . . . . . . 3 . . . . . . 42 . . . . . . 2 . . . . . .

5 . . . . . . 4 . . . . . . 17 . . . . . . 2 . . . . . . 30 . . . . . . 3 . . . . . . 43 . . . . . . 3 . . . . . .

6 . . . . . . 3 . . . . . . 18 . . . . . . 4 . . . . . . 31 . . . . . . 1 . . . . . . 44 . . . . . . 1 . . . . . .

7 . . . . . . 3 . . . . . . 19 . . . . . . 4 . . . . . . 32 . . . . . . 2 . . . . . . 45 . . . . . . 2 . . . . . .

8 . . . . . . 4 . . . . . . 20 . . . . . . 3 . . . . . . 33 . . . . . . 4 . . . . . . 46 . . . . . . 4 . . . . . .

9 . . . . . . 3 . . . . . . 21 . . . . . . 1 . . . . . . 34 . . . . . . 1 . . . . . . 47 . . . . . . 2 . . . . . .

10 . . . . . . 1 . . . . . . 22 . . . . . . 2 . . . . . . 35 . . . . . . 1 . . . . . . 48 . . . . . . 2 . . . . . .

11 . . . . . . 3 . . . . . . 23 . . . . . . 2 . . . . . . 36 . . . . . . 4 . . . . . . 49 . . . . . . 3 . . . . . .

12 . . . . . . 2 . . . . . . 24 . . . . . . 3 . . . . . . 37 . . . . . . 1 . . . . . . 50 . . . . . . 1 . . . . . .

25 . . . . . . 4 . . . . . . 38 . . . . . . 1 . . . . . .

Updated information regarding the rating of this examination may be posted on the New York State Education Department’s web site during the rating period. Visit the site at:http://www.p12.nysed.gov/assessment/ and select the link “Scoring Information” for any recently postedinformation regarding this examination. This site should be checked before the rating process for thisexamination begins and several times throughout the Regents Examination period.

Global Hist. & Geo. Rating Guide – Jan. ’14 [2] Vol. 1

Contents of the Rating Guide

For Part I (Multiple-Choice Questions):• Scoring Key

For Part II (thematic) essay:• A content-specific rubric• Prescored answer papers. Score levels 5 and 1 have two papers each, and score levels 4, 3, and 2 have

three papers each. They are ordered by score level from high to low.• Commentary explaining the specific score awarded to each paper• Five prescored practice papers

General:• Test Specifications• Web addresses for the test-specific conversion chart and teacher evaluation forms

Mechanics of Rating

The following procedures are to be used in rating essay papers for this examination. More detailed direc-tions for the organization of the rating process and procedures for rating the examination are included inthe Information Booklet for Scoring the Regents Examination in Global History and Geography and UnitedStates History and Government.

Rating the Essay Question

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

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

Introduction to the rubric and anchor papers—• Trainer leads review of specific rubric with reference to the task• Trainer reviews procedures for assigning holistic scores, i.e., by matching evidence from the response

to the rubric• Trainer leads review of each anchor paper and commentary

Practice scoring individually—• Raters score a set of five papers independently without looking at the scores and commentaries

provided• Trainer records scores and leads discussion until the raters feel confident enough to move on to

actual rating

(2) When actual rating begins, each rater should record his or her individual rating for a student’s essay onthe rating sheet provided, not directly on the student’s essay or answer sheet. The rater should not correct the student’s work by making insertions or changes of any kind.

(3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that differ by more than one point.

Schools are not permitted to rescore any of the open-ended questions (scaffold questions, thematic essay, DBQ essay) on this exam after each question has been rated the required number of times as specified in the rating guides, regardless of the final exam score. Schools arerequired to ensure that the raw scores have been added correctly and that the resulting scale scorehas been determined accurately. Teachers may not score their own students’ answer papers.


Global History and Geography

Content-Specific Rubric

Thematic Essay

January 2014

Scoring Notes:

1. This thematic essay has a minimum of six components (for two individuals, discussing the

historical circumstances that caused the individual to defend human rights, a method the

individual used to defend human rights, and the extent to which the individual’s effort was

successful).

2. The extent to which the individual’s efforts were successful may include immediate or long

term results.

3. The extent to which the individual’s efforts were successful may be discussed from any

perspective as long as the position taken is supported by accurate historical facts and examples.

4. The two methods may share similar themes but must include distinct and separate information

for each individual, e.g., publishing works that challenged absolutism may be the theme for

discussing the methods used by Locke and Rousseau, but the former should include information

on natural rights, while the later should include information related to the social contract theory.

5. If more than two individuals are discussed, only the first two individuals discussed should be

scored.

Theme: Human Rights—Justice

At different times in history, individuals have defended human rights using a variety of

methods. Their efforts have met with varying degrees of success.

Task: Select two individuals and for each

• Describe the historical circumstances that led the individual to defend human rights

• Describe a method the individual used to defend human rights

• Discuss the extent to which the individual’s effort was successful

You may use any individual from your study of global history and geography. Some suggestions

you might wish to consider include Bartolomé de las Casas, John Locke, Mary Wollstonecraft,

Father Miguel Hidalgo, Emiliano Zapata, Mohandas Gandhi, Father Oscar Romero, Lech

Walesa, Nelson Mandela, Aung San Suu Kyi, and the Dalai Lama.

You are not limited to these suggestions.

Do not select an individual from the United States.


Score of 5:

• Thoroughly develops all aspects of the task evenly and in depth for two individuals by discussing

the historical circumstances that caused each individual to defend human rights, a method each

individual used to defend human rights, and the extent to which that individual’s effort was

successful

• Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g.,

Bartolomé de Las Casas: links encomienda system in the Spanish colonies of the Americas and the

general welfare of local Indian populations as wards of the Spanish Crown to efforts by Las Casas

to reform the treatment of Indians through his appeals to the King and to the mixed success of the

“New Laws” issued by Charles V; Nelson Mandela: links the National Party’s apartheid policy and

its efforts to preserve white-minority rule in South Africa to Nelson Mandela’s activities as a leader

in the African National Congress and to the culmination of efforts to end apartheid with Nelson

Mandela’s election as President in 1994

• Richly supports the theme with relevant facts, examples, and details, e.g., Bartolomé de Las Casas:

second voyage of Columbus; peninsulares; The Destruction of the Indies; death of millions of

Indians due to disease and physical abuse; enslaved Africans as the new labor force; Nelson

Mandela: Sharpeville massacre; pass system; homelands policy; Soweto; boycotts; divestment;

international sanctions; Desmond Tutu; President de Klerk

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion

that are beyond a restatement of the theme

Score of 4:

• Develops all aspects of the task but may do so somewhat unevenly by discussing all aspects of the

task for one individual more thoroughly than for the second individual or by discussing one aspect

of the task less thoroughly than the other aspects of the task

• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g.,

Bartolomé de Las Casas: discusses how the Spanish king’s 16th-century land grants to colonists

resulted in the exploitation of indigenous peoples in the Americas and how appeals to the king by

Las Casas to end the harsh treatment of native inhabitants resulted in the temporary “New Laws”

meant to protect the Indian wards of the Spanish Crown; Nelson Mandela: discusses how white-

minority control of South Africa and the policy of apartheid influenced Nelson Mandela’s efforts

as a member of the African National Congress to end the apartheid policy and how this culminated

in his election to the presidency in 1994

• Supports the theme with relevant facts, examples, and details


that are beyond a restatement of the theme

Score of 3:

• Develops all aspects of the task with little depth or develops at least four aspects of the task in

some depth

• Is more descriptive than analytical (applies, may analyze and/or evaluate information)

• Includes some relevant facts, examples, and details; may include some minor inaccuracies

• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that

may be a restatement of the theme

Note: If all aspects of the task are thoroughly developed evenly and in depth for one individual and if

the response meets most of the other Level 5 criteria, the overall response may be a Level 3

paper.


Score of 2:

• Minimally develops all aspects of the task or develops at least three aspects of the task in some depth

• Is primarily descriptive; may include faulty, weak, or isolated application or analysis

• Includes few relevant facts, examples, and details; may include some inaccuracies

• Demonstrates a general plan of organization; may lack focus; may contain digressions; may not

clearly identify which aspect of the task is being addressed; may lack an introduction and/or a

conclusion

Score of 1:

• Minimally develops some aspects of the task

• Is descriptive; may lack understanding, application, or analysis

• Includes few relevant facts, examples, or details; may include inaccuracies

• May demonstrate a weakness in organization; may lack focus; may contain digressions; may not

clearly identify which aspect of the task is being addressed; may lack an introduction and/or a

conclusion

Score of 0:

Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts,

examples, or details; OR includes only the theme, task, or suggestions as copied from the test booklet; OR

is illegible; OR is a blank paper

*The term create as used by Anderson/Krathwohl, et al. in their 2001 revision of Bloom’s Taxonomy of

Educational Objectives refers to the highest level of the cognitive domain. This usage of create is similar to

Bloom’s use of the term synthesis. Creating implies an insightful reorganization of information into a new pattern

or whole. While a Level 5 paper will contain analysis and/or evaluation of information, a very strong paper may

also include examples of creating information as defined by Anderson and Krathwohl.

All sample student essays in this rating guide are presented in the same cursive font while

preserving actual student work, including errors. This will ensure that the sample essays are easier

for raters to read and use as scoring aids.

Raters should continue to disregard the quality of a student’s handwriting in scoring examination

papers and focus on how well the student has accomplished the task. The content-specific rubric

should be applied holistically in determining the level of a student’s response.


Anchor Paper – Thematic Essay—Level 5 – A

Throughout world history, many groups of people have been

exploited, mistreated, and oppressed. However, out of these situations,

many admirable figures have emerged to defend human rights, using

a variety of methods. These methods varied from person to person and

had different degrees of success. Two notable advocates of human

rights were Mohandas Ghandi in India, and Paul Rusesabagina in

Rwanda. Both of these men played crucial roles in the protection of

human rights in the modern world.

Paul Rusesabagina was an important human rights activist in the

mid 1990s, during the Rwandan Genocide. The genocide stemmed

from ethnic tension between the Hutu and the Tutsi. These two African

tribes had a long history of conflict made worse by previous European

imperial practices. Shortly after a negotiated truce, the Hutu president

was murdered, and in response, Hutu forces began to systematically

wipe out the Tutsi population. This genocide ultimately led to over

800,000 deaths. Paul Rusesabagina was directly involved in the

conflict as he was a Hutu man married to a Tutsi woman.

One method Rusesabagina used was allowing Tutsi refugees to

take shelter in the Mille Collines Hotel in Rawanda, where he was the

manager. After the UN abandoned its efforts in Rwanda,

Rusesabagina was forced to use other methods. By bribing both the

Rwandan military as well as other Hutu officials Rusesabagina was

able to gain protection and supplies for those he was helping.

Rusesabagina also provided footage of the genocide to be shown on the

media outlets to increase global awareness. This tactic successfully

gained support from the outside world to help the Rwandans.

Eventually, the UN intervened in Rwanda ultimately helping



Rusesabagina to transport close to 1000 Tutsi refugees to safety.

Overall, Paul Rusesabinga’s methods to defend human rights were

extremely successful, although racism between the two groups still

exists. Rusesabagina’s actions have since been made into a popular

film, “Hotel Rwanda.” Again this has increased both public awareness

of the Rwanda genocide as well as put pressure on the UN to prevent

future atrocities of this nature.

Like Rusesabagina, Mohandas Ghandi advocated for human

rights and justice in India. During British colonial rule, people

indigenous to the Indian subcontenent were opressed and treated as

subordinates. British colonization of India, its “crown jewel”

undermined traditional Indian values and practices. Britain exploited

the economy for its own gain. As Indians became second class

citizens in their own nation, poverty rose, and western influences were

forced on the population. Ghandi believed the Indian people deserved

better treatment.

Ghandi’s main tactic was the policy satyagraha, which urged non-

violence and civil disobedience. Like Rusesabagina, Ghandi risked his

own life to defend the rights of others. Conditions in India were also

seen by the world on various media sources. Two examples of Ghandi

leading opposistion to British oppression were the home spun

movement and the salt march. These movements wanted to decrease

British economic control of the British monopoly on both textiles and

salt, and to provide Indians the ability to produce domestic goods.

Indians boycotted British textiles by making their own, with use of

the spinning wheel. During the salt march Indians marched to the

ocean and obtained their own salt.



Ghandi’s methods were extremely successfull as India eventually

won its independence in 1947. However, Ghandi’s vision for a unified

independent India was shattered by religious conflict leading to the

creation of Pakistan. Even Ghandi himself fell victim to the violence

he sought to stop. He was assassinated by a radical Hindu. His legacy

of civil disobedience and nonviolent protests have influenced future

movements like those of Nelson Mandela and Martin Luther King Jr.

Mohandas Ghandi in India and Paul Rusesabinga in Rwanda

were successful advocates of human rights. They began to defend

human rights due to very different circumstances and used different

methods to restore justice. Though they both faced extreme violence and

hatred in their respective regions, both men were able to defend human

rights using peaceful methods.


Anchor Level 5-A

The response:

• Thoroughly develops all aspects of the task evenly and in depth by discussing the historical

circumstances that caused Paul Rusesabagina and Mohandas Gandhi to defend human rights, the

methods they used, as well as the extent to which these methods were successful

• Is more analytical than descriptive (Paul Rusesabagina: African conflict made worse by previous

European imperialism; Rusesabagina was a Hutu man married to a Tutsi woman, which played a role

in his involvement; Rusesabagina used media outlets to increase global awareness both during and

after the genocide; Rusesabagina’s methods were successful, although racism between the Hutus and

Tutsis still exists; Mohandas Gandhi: British colonization of India undermined traditional Indian

values and practices; Britain exploited the economy for its own gain; Gandhi’s vision of a unified

independent India was shattered by religious conflict, leading to the creation of Pakistan; Gandhi’s

legacy of nonviolent protests influenced future movements like those of Nelson Mandela and Martin

Luther King Jr.)

• Richly supports the theme with relevant facts, examples, and details (Paul Rusesabagina: refugees;

Mille Collines Hotel; United Nations; bribes, Hotel Rwanda; Mohandas Gandhi: subcontinent;

satyagraha; civil disobedience; homespun movement; Salt March; British monopolies; Pakistan;

assassination)

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that

are somewhat beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 5. The response effectively combines

analytical statements and numerous details, highlighting the circumstances of the Rwandan genocide and

of British imperialism in India that led to Rusesabagina’s and Gandhi’s actions. A discussion of the short-

term successes of both men’s actions is complimented by the recognition of long-term challenges in their

respective regions.

Anchor Paper – Thematic Essay—Level 5 – B

At different times in history, conflicts involving human rights

have arisen all over the world, each surrounded by different

circumstances. Efforts of individuals who have defended human

rights have met with varying degrees of success. In some countries

where the struggle to defend human rights was successful, a policy or

doctrine of non violence was used. In India, Mohandas Gandhi fought

against British rule. In South Africa, Nelson Mandela fought against

the cruel discrimination and segregation under Apartheid. Both of

these leaders, through their beliefs in non-violent protest, successfully

defended human rights in their respective nations.

In British India, Gandhi protested the unfair laws of the British

controlled government. Many Indians were poor, as the economy

functioned for the sole benefit of the British. Indians faced food

shortages partially because land was often used to plant cash crops to

benefit the British. Gandhi saw that his people were suffering and

acted. Gandhi’s education and experience as a lawyer helped him to

spread the word of his cause in persuasive speeches. In turn, Indians

gathered to protest in peaceful demonstrations. Gandhi insisted that

these demonstrations remained non violent because he thought that

violence would stir a stronger reaction from the British and further

harm his people. For example, Gandhi initiated a boycott on British

products. The Salt March rallied Indians to walk to the sea to get salt,

disrupting the British monopoly of salt. His call for Indians to spin

their own cloth was to increase Indian self-sufficiency while battling

British domination. Throughout this movment, Gandhi insisted his

followers remain peaceful despite the violence and brutality used by

British authority. Through his persistance and determination

eventually the British gave India her independence. Gandhi’s effortsGlobal Hist. & Geo. Rating Guide – Jan. ’14 [10] Vol. 1


managed to unify both Hindus and Muslims during the home rule

movement. Yet, as independence approached, it was evident that this

unity would not remain. Pakistan was created with the support of the

Muslim League while India remained primarily Hindu. Economically,

Gandhi’s actions to boycott British goods proved detrimental to

Britain’s revenue. Still, the legacy of British economic imperialism

continued to plague India in years to come. Gandhi’s non violence

doctrine was extremely successful in defending human rights.

Beginning in South Africa in mid-1900s, Nelson Mandela

defended the rights of his fellow South Africans. The minority white

population had power over the majority black population under the

policy of apartheid. They forced the blacks to relocate to established

homelands which were characterized by bad living conditions. The

white government discriminated against black South Africans using

social laws, unfair economic policy, and governmental oppression. The

African National Congress was a group which battled against

apartheid. Nelson Mandela, like Gandhi, preached non-violence and

organized large-scale protests. After years of no success at changing

government policy through civil disobedience, Mandela turned toward

more violent actions. His change in method was partially spurred by

events like the Sharpeville Massacre in which the white South African

police opened fire on peacefully assembled black South Africans.

Mandela was eventually jailed for his radical involvement in the ANC.

After International attention and support forced the government to set

him free, Mandela peacefully worked with President De Klerk to protect

the human rights of the native blacks in South Africa and to end

apartheid. A few years after his release, Mandela was elected President

of South Africa, partially because black South Africans had gained



the right to vote. Efforts to end apartheid brought an end to carrying

passbooks, and restrictions surrounding homelands and later led to an

increased standard of living for some blacks. Mandela remains a

symbol of equality and hope for South Africans.

Overtime many methods have been used to defend human rights.

Gandhi and Mandela are proof that policies of peaceful protest can

often be successful. In India, Mohandas Gandhi fought British rule

and defended human rights. In South Africa, Nelson Mandela fought

the racist segregation and discrimination of the Apartheid system.

These individuals have had a lasting positive impact on the human

rights movements around the world.

Anchor Level 5-B

The response:


circumstances that led Mohandas Gandhi and Nelson Mandela to defend human rights as well as their

specific actions and the extent to which those actions were successful

• Is more analytical than descriptive (Mohandas Gandhi: many Indians were poor, as the economy

functioned for the sole benefit of the British; Gandhi’s education and experience as a lawyer helped

him promote his cause; Gandhi thought violence would stir a stronger reaction from the British and

further harm his people; Gandhi managed to unify Hindus and Muslims in the struggle for

independence, but this unity did not remain; legacy of British economic imperialism continued;

Nelson Mandela: Mandela, like Gandhi, preached nonviolence and organized large-scale protests;

Mandela turned toward more radical actions, spurred by events like the Sharpeville massacre;

international attention forced the government to set him free; Mandela remains a long term symbol of

hope and equality in South Africa)

• Richly supports the theme with relevant facts, examples, and details (Mohandas Gandhi: cash crops;

Salt March; boycott; British monopoly; creation of Pakistan; Muslim League; Nelson Mandela:

homelands; jailed; African National Congress; De Klerk; passbooks)



Conclusion: Overall, the response fits the criteria for Level 5. The response includes many relevant facts

and details as well as a variety of analytical statements that support the connections between the historical

circumstances, actions, and outcomes of the movements of both Gandhi and Mandela. The strength of the

response is the discussion of the nonviolent roots of both movements despite the different evolutions and

outcomes.




Throughout history, individuals from different societies have

chosen to step up and fight for basic human rights. These individuals

have used all different methods, some with success and some with

nothing to show for their efforts. Two very well-known men who

fought for human rights were Mohandas Gandhi of India and Nelson

Mandela of South Africa.

Mohandas Gandhi grew up in a time when the majority of Indians

were living in poverty without the basic human rights which people in

other parts of the world sometimes took for granted. India at that time

was under British control. Indians were forced to labor to benefit the

British rather than improve their own country. While British industry

flourished, the Indian economy suffered. Men like Gandhi had a

desire for a better, independent future for the people of India.

In response to British imperialism, Gandhi used a method known

as civil disobedience. This means that he never used any kind of

violence, but refused to follow unfair rules in order to achieve his

goals. Instead, he did things such as wear very simple, undecorated,

traditional clothing both at home in India and even when he visited

cities such as London in order to fight for his cause. This became

known as the homespun movement. Gandhi encouraged Indians to

wear cloth made on their own looms instead of British textiles, in

hopes of reducing British profits and reviving traditional Indian

crafts. Gandhi also led nonviolent movements in India. One of the

most famous being the Great Salt march. This was a result of Indian

unrest due to British monopoly and tax on salt. Salt was needed for

life. On the Salt march, Gandhi led a large group of Indians to the

salt-rich ocean, where he showed them how to make salt for themselves.



In addition to fighting against the British, Gandhi also stood up

against some of the traditional beliefs of India, such as the

mistreatment of the “untouchables”, India’s lowest caste.

Mohandas Gandhi spend his entire life fighting for human rights

in India. He was jailed many times, but he was never deterred. His

movement can be viewed as partially successful. India achieved

independence but so did Pakistan because they were unable to unite

the religious populations. Riots broke out as Hindus moved from

Pakistan to India and Muslims moved from India to Pakistan.

Though the caste system was outlawed in India’s constitution, many

Indians still experience social inequality today. Still, Gandhi tried to

put India’s people on a path to peace.

Nelson Mandela grew up at a time when South Africa was under a

brutal and extreemly unjust system of apartheid. This means that

although South Africa’s population has a vast majority of Blacks and

very few whites, the whites still were in controll, while the blacks were

severly discriminated against and denied basic human rights.

Mandela was very similar to Gandhi in that he began with a goal

of achieving his aims through civil disobedience. He and his followers

spoke out against apartheid and insisted that fair and free elections

be held in South Africa. Mandela worked with the ANC (African

National Congress) to lead protest movements against white

oppression. He moved from nonviolent to more violent protests over

time. Mandela was arrested and kept in a South African jail for 27

years. However, he never despaired, and worked for the cause even from

his jail cell. After he was released, his goals were finally achieved.

With the help of the South African President F.W. DeKlerk and



Archbishop Desmond Tutu, fair elections were finally achieved in

South Africa. Nelson Mandela was elected as the country’s first ever

black president.

Both Mohandas Gandhi and Nelson Mandela worked towards

achieving human rights for their countries through civil disobedience.

Both of them often suffered greatly for their persistence, but in the end

both of them were able to achieve some basic human rights for their

countrymen.

Anchor Level 4-C

The response:

• Develops all aspects of the task but does so somewhat unevenly by discussing the historical

circumstances, methods used, and success of Mohandas Gandhi in defending human rights more

thoroughly than those of Nelson Mandela

• Is both descriptive and analytical (Mohandas Gandhi: majority of Indians were living in poverty

without basic human rights; Indians were forced to labor to benefit the British; Gandhi used civil

disobedience in response to British imperialism; Gandhi encouraged Indians to wear cloth made on

their own looms, instead of British textiles; hoped to revive traditional Indian crafts; the Salt March

was a result of Indian unrest due to the British monopoly and tax on salt; Gandhi showed Indians how

to make salt for themselves; although the caste system was outlawed, Indians still experience social

inequality; Nelson Mandela: grew up under the brutal system of apartheid; a very few whites had

control over the black majority; Mandela started with the goal of achieving aims through civil

disobedience; Mandela worked with ANC to lead protest movements against white oppression;

worked for the cause even from his jail cell; was elected the country’s first black president)

• Supports the theme with relevant facts, examples, and details (Mohandas Gandhi: independence;

homespun movement; British imperialism; civil disobedience; monopoly; untouchables; Pakistan;

Hindus moved to India; Muslims moved to Pakistan; constitution; Nelson Mandela: discriminated

against; fair and free elections; arrested and jailed for 27 years; F. W. De Klerk and Archbishop

Desmond Tutu)



Conclusion: Overall, the response fits the criteria for Level 4. The response connects the civil

disobedience movements of Gandhi and Mandela to their defense of human rights in their respective

nations. However, additional analytic statements and details, especially in the discussion of Nelson

Mandela, would have strengthened the response.

Anchor Level 4-A



Throughout the course of history, the idea that every man is born

with natural rights has evolved. At times groups have made

unjustified efforts to deprive certain people of these rights. Among

these scenario’s is the British colonization of India as well as the

establishment of Apartheid in South Africa. Thankfully two men,

Mohandas Gandhi and Nelson Mandela dedicated themselves to

movements to stop the violations of human rights in the respective

countries.

During the 1900’s South Africa was a nation inhabited by both

native black Africans and white Afrikaners. Black Africans were

forced to live in established homelands, had their travel rights

restricted, and faced segregation. Unfortunately although the native

population was much larger they were being oppressed by the

Afrikaner minority who controlled the government.

A similar situation existed in India in the 19th century. The British

crown took direct control of India. As part of the British empire,

Indians faced awful treatment, heavy taxation, and lacked a voice in

their nation’s government. The British took advantage of conflict

between Hindus and Muslims in India by instigating one side

against the other. The culmination of all these circumstances

undermined human rights in India and spurred Gandhi to act.

Fortunately for South African Nelson Mandela would struggle to

challenge the injustices blacks faced. Mandela joined the ANC to

expose and fight against the nature of apartheid. His work included

boycotts, strikes, and mass protests which were both violent and

peaceful. Violent incidents like the Sharpeville Massacre, where

Afrikaner military killed and wounded peaceful black African



demonstrators caused division within the ANC and caused some

members to take more radical action. This did not sit well among the

Afrikaners and as a result they convicted and imprisoned many ANC

leaders including Nelson Mandela. He was sentenced to life in jail,

but mounting world pressure led to his eventual release after 27 years.

Mandela’s efforts undoubtedly achieved tremendous success for his

movement. Apartheid was abolished, Mandela was elected President of

South Africa in free, open elections and a new constitution was

written to promote democracy and protect human rights. Although

many successes stemmed from Mandela’s work, legacies of apartheid

still exist with inequalities in wealth, education, and healthcare.

Mohandas Gandhi was a western educated lawyer who had watched

his people being stripped of their natural rights. He used a technique

known as passive resistance, which employed nonviolent protest.

Gandhi encouraged Indians to boycott British goods and work to

become economically self-sufficient. These efforts led to the homespun

movement as well as the Salt March. Gandhi endured imprisonment

and fasted as a protest. He often spoke and wrote on the importance of

home rule. His methods of civil disobedience were met by British

responses including police action, public massacre, and brute force.

Indians were able to put aside religious rivalries to find a common

enemy in the British foreigners. Gandhi led India to overcome the

tyranny of the British and has had an immense impact on the

improvement of human rights in a free India. He was somewhat

successful in getting women and the impoverished some recognition

and partially successful in overcoming the dispute between Muslim

and Hindu to achieve Indian independence. Still, the nation was

partitioned creating Pakistan which remains predominantly Muslim



and India which is primarily Hindu.

The Nobel Peace Prize is awarded to outstanding individuals that

overcome obstacles to resolve conflict, increase human rights, and

increase peace among people. The fact that Nelson Mandela won and

Gandhi was nominated for this award highlights the world’s

recognition of their efforts. Both Gandhi and Mandela have become

symbols for the struggle against oppression around the globe.

Anchor Level 4-B

The response:

• Develops all aspects of the task but does so somewhat unevenly by discussing the historical

circumstances that led Nelson Mandela and Mohandas Gandhi to defend human rights and the

methods they employed more thoroughly than the extent to which their actions were successful

• Is both descriptive and analytical (Nelson Mandela: native population was oppressed by Afrikaner

minority who controlled the government; violent incidents like the Sharpeville massacre caused

division in the ANC and radical action by some members; efforts achieved success in apartheid being

abolished, open elections, and a new constitution; legacies of apartheid still exist with inequalities in

wealth, education, and health care; Mohandas Gandhi: British took advantage of conflicts between

Hindus and Muslims in India; Indians faced awful treatment, heavy taxation, and lacked a voice in

their government; circumstances undermined human rights in India; Indians put aside religious

rivalries to find a common enemy in the British foreigners)

• Supports the theme with relevant facts, examples, and details (Nelson Mandela: homelands;

segregation; imprisonment; boycott; strikes; 27 years in jail; awarded Nobel Peace Prize; Mohandas

Gandhi: western-educated lawyer, passive resistance; civil disobedience; public massacre; Indian

independence; boycott; Salt March; partition; homespun movement; economic self-sufficiency;

world’s recognition of his efforts)



Conclusion: Overall, the response fits the criteria for Level 4. Some analytical ideas are infused in the

response with facts and examples, showing an understanding of the protest-based movements led by

Mohandas Gandhi and Nelson Mandela. However, the extent of success for the actions of both Gandhi

and Mandela lacks development and contains little analysis. The response does recognize the remaining

challenges in India and South Africa despite the relative success of both movements.


Anchor Paper – Thematic Essay—Level 4 – C

Throughout history, some governments have abused the human

rights of people. Individuals have often attempted to stand up to such

oppression. They have met with varying degrees of success. Both

Mohandas Gandhi and Nelson Mandela struggled against human

rights violations in their home nation.

India was under the control of the East India Company until the

Sepoy Rebellion convinced the British government to take direct

control over India. Britain, at the time was building an Empire

around the globe, by colonizing other nations. The British had the idea

that the colony was only there for the benefit of the mother country,

part of a policy called mercantilism. They called India the jewel in the

crown. Britain used India’s resources and work force for its own

purpose, putting a heavy tax on some goods sold to the Indians.

Britain used India as a market for British manufactured goods.

Mohandas Gandhi was a peaceful protester against the British

violation of Indian human rights. As a young man he was educated

as a lawyer and became familiar with British policies in India. At the

Amritsar massacre, British troops opened fire on unarmed men,

women, and children. Despite this event, Gandhi continued to advocate

for peaceful movements. He used means such as fasting, peace

marches, and boycotts. He led a salt march to the sea in protest of a

British tax on salt, which gathered great support from Indians. He also

started a home spun movement making his own clothes and

encouraging other to do the same. This movement was in response to

the British cheap clothing that flooded Indian markets forcing Indian

textile makers out of business. Gandhi delivered his message of civil

disobedience through both his writings and speeches. As a result,



many Indians began to assemble peacefully to discuss issues related

to British imperialism.

Gandhi helped to achieve independence for India, but did not

achieve everything he had hoped for. The Hindus and Muslims of India

could not overcome their differences. As a result, Mohammad Ali

Jinnah led the movement to have the nation divided into Muslim

Pakistan and a primarily Hindu India. Border regions of these two

nations remain engulfed in conflict and tension.

South Africa had been colonized by both the Dutch and later the

British. The white government had a system of segregation and

discrimination called apartheid in place. These racist laws dictated

where black Africans could live, work, and travel. Black Africans had

to stay on established homelands, could only work at certain jobs, and

had to travel with a pass book. Many people spoke out against

apartheid including Nelson Mandela.

He started out promoting nonviolence as a means of achieving

racial equality. Nonviolent protests and gatherings in South Africa

were met with brute force. Events like the Sharpeville Massacre caused

Mandela and other ANC members to turn to violent acts, eventually

leading to his arrest. After being jailed for 27 years he was finally

freed by de Klerk. He later ran for President and won partially

because this was the first election in which Blacks could vote,

symbolizing the end of apartheid.

Mandela realized the way to peace was by setting an example

within the government of Blacks and Whites working together. He

made de Klerk Vice President and set up the Truth and Reconciliation

Commission. He united the nation of South Africa for the first time.



History is full of human rights violations and those that stand up

against them. Men like Gandhi and Mandela have paved the way for

future leaders to inspire their followers to peace and unity.

Anchor Level 4-C

The response:

• Develops all aspects of the task but does so somewhat unevenly by discussing Mohandas Gandhi

more thoroughly than Nelson Mandela

• Is both descriptive and analytical (Mohandas Gandhi: the Sepoy Rebellion convinced the British

government to take direct control over India; Britain was building an empire by colonizing other

nations; British believed that colony was there for the benefit of the mother country; homespun

movement was in response to the cheap British clothing that flooded Indian markets, forcing Indian

textile makers out of business; Gandhi delivered his message with speeches and writings; Gandhi

continued to advocate for peaceful movements; Hindus and Muslims could not overcome all their

differences; Nelson Mandela: South Africa was colonized by the Dutch and later the British; white

government had a system of segregation and discrimination called apartheid; racist laws dictated

where black Africans could live, work, and travel; Mandela promoted nonviolence as a way of

achieving racial equality; nonviolent protests were met with brute force; events like Sharpeville

caused Mandela and others to turn to violent acts, eventually leading to his arrest; Mandela set an

example in the government by having blacks and whites work together)

• Supports the theme with relevant facts, examples, and details (Mohandas Gandhi: East India

Company; mercantilism; jewel in the crown; market for British manufactured goods; lawyer; Amritsar

massacre; fasting; marches; boycotts; Salt March; civil disobedience; imperialism; independence;

Muhammad Ali Jinnah; Pakistan; border regions; Nelson Mandela: homelands; passbook; ANC;

jailed for 27 years; President De Klerk; Truth and Reconciliation Commission)


are a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 4. The response includes numerous

supportive descriptive details. While somewhat limited, strong analytic statements are made for each

individual that enhance the discussion.



Throughout history many groups and individuals have fought

against human rights violations. These groups or individuals use a

variety of methods. Some use violence while others use nonviolence.

Individuals like Mohandus Gandhi and Desmond Tutu fought

against human rights violations. Mohandus Gandhi of India used

nonviolence methods to pressure the British government to “walk out”

of India. Desmond Tutu of South Africa also used nonviolent means

to end the policy of Aparthied. Both individuals using acts of

nonviolence got the results they wanted.

During the 1800s India was colonized by Great Britain. Britain

wanted the raw materials from India to support growing

industrialization. The British also hoped to sell products back to the

Indians for a profit. Under British rule the Indians were treated like

second class citizens in their home country. They were not granted the

same rights and freedoms, like education and freedom of speech as the

British had. The British were treated as first class citizen had on

foreign soil, angering many Indians. Gandhi was a middle class

Indian and educated in western ways. However, when traveling in

South Africa, he witnessed and experienced racial discrimination.

Gandhi used civil disobedience, which meant not complying with

regulations set by the government in South Africa. When Gandhi

returned to India, he joined the Indian National Congress a political

group wanting autonomy from Great Britain. Gandhi hoped this

would help start the independence movement for India. Gandhi used

methods of civil disobedience, boycotts and fasts to defend human

rights. One of his most famous actions was the salt march in the

early 1900s. This march was caused by the British tax on salt and



their monopoly on the salt industry. A monopoly is on individual or

company having complete control over an industry. Gandhi and his

followers marched to the Indian Ocean and made salt. This event and

the march on the salt works showed the rest of the world that the

British lost their moral authority over the Indians. In the end, India

gained independence in 1947. Independence was Bitter sweet, because

it came with the partitioning of Indian. The Muslim League, wanted

autonomy-independence from India fearing they would be persecuted

in the hindu dominated society. Gandhi’s methods were successful but

true unity was a failure as India did not stay together.

In South Africa Bishop Desmond Tutu became part of the groups

fighting against the policy of Aparthied. Aparthied was a system of

laws focused on segregation of the races. This policy imposed by the

government separated the white African minority known as

Afrikaners and the black African majority. Afrikaners are the white

Dutch descendants. they held most of the good land and political

power, oppressing the Black African majority. This policy required

Black Africans to carry around passbooks whenever they traveled and

use different public and living facilities from the Afrikaners. Black

Africans were treated like second class citizens. Bishop Desmond Tutu

used nonviolent methods to end Aparthied. He is most responsible for

pressuring the United Nations to place economic sanctions (countries

refusal to buy goods from oppressive government) on South Africa.

South Africa’s economy was partially based on selling expensive gems

to other countries and foreign loans. Without that money coming in

their economy continued to slow down, helping cause the end of

Aparthied. Bishop Tutu’s efforts along with the efforts of others were


successful in ending Aparthied. With the help of the white president

De Klerk and Nelson Mandela, who had become the symbol of the

movement to end Aparthied, they formed agreements to slowly

desegregate public facilities and abolish apartheid.

Desmond Tutu and Mohandus Gandhi are two individuals that

used nonviolence methods to end oppression in their country and

defend human rights. Gandhi in India used boycotts and Tutu in

South Africa economic sanctions. these individuals were successful in

their efforts. They successfully defended human rights from

oppressors. At different times in history, individuals defended human

rights using a variety of methods, violent and nonviolent, but in the

end they all had some degree of success.

Anchor Level 3-A

The response:

• Develops most aspects of the task in some depth by discussing the historical circumstances, methods

used, and success of Mohandas Gandhi in more depth than those of Desmond Tutu

• Is more descriptive than analytical (Mohandas Gandhi: during the 1800s, India was colonized by

Great Britain; Britain got raw materials from India and hoped to sell products back to India for profit;

Indians were treated like second-class citizens; Indians not granted same education and free speech as

British; Gandhi was middle class and educated in western ways; Gandhi joined the Indian National

Congress, a political group wanting autonomy from Great Britain; Salt March caused by the British

tax on salt and their monopoly; Desmond Tutu: Bishop Tutu joined groups fighting against the policy

of apartheid; apartheid separated Afrikaners and the black majority; black Africans had to carry

passbooks and use different public and living facilities; Tutu pressured the United Nations to place

economic sanctions on South Africa; agreements to slowly desegregate public facilities and abolish

apartheid)

• Includes some relevant facts, examples, and details (Mohandas Gandhi: British industrialization; civil

disobedience; boycotts; fasts; partition of India; Muslim League; Hindu-dominated society; Desmond

Tutu: Afrikaners are white Dutch descendants; Afrikaners held most of the good land and political

power; nonviolent methods; F. W. De Klerk; Nelson Mandela)

• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that are

beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 3. The response uses accurate details and

descriptions to discuss Mohandas Gandhi and Desmond Tutu. However, the treatment of Gandhi is more

analytical and offers more details to support the discussion while the discussion of Desmond Tutu relies

more heavily on generalizations and a limited number of facts.




In the U.S. constitution, it guarantees all people; life, liberty, and

the persuit of Happyness. Human Rights are the basic rights that the

government should protect for its people. Some rights that many

democratic nations guarantees are: freedom of speech, assembly, and

the right to vote. Throughout history, there have been many struggles

for rights. Two individuals that fought for human rights were John

Locke, by spreading and writing ideas about freedom, and Mohandas

Gandhi, by civil disobedience and passive resistance.

John Locke was an Individual who believed everyone was born with

natural human rights. He wrote durring a time when the government

was viewed as strict, divine, and absolute. For centuries, absolute

monarchs controlled many of the nations within western Europe.

Monarchs in countries like France and Spain controlled all political

and economic decisions within their nation, having a tremendous

impact on those under their reign. John Locke protested against

absolutism and wrote about Freedom, liberty, and the right to abolish

an unjust government. Locke believed that people should have the right

to speak freely about topics such as the government. He wanted people

to be treated fairly. Lastly, John Locke wanted people to have the right

to overthrow an unjust government that was not representing their

interests. He was some what successful in his fight for human rights

because his ideas influenced the French Revolution and Latin

American independence movements. With the help of printing

technology and salons, Locke’s ideas became popular and caused

many others to join his fight. Even today, his ideas are expressed in

Constitutions all around the world.

Another individual that fought for basic human rights was



Mohandas Gandhi. Gandhi lived in India during the time of British

Imperialism. Britian had control over India and took away the basic

rights of the Indians that were already living there. The British would

often use force to put down any opposition and futhermore used India

for their own wealth. The British sold their goods in India and put

Indians producing similar goods out of business. Gandhi fought the

cruel control of Britian by using nonviolent methods such as civil

disobedience. Civil disobedience methods are ones protesting,

boycotting, or going on strikes. Because the British taxed salt and had

a monopoly on salt production, Ghandi led the great Salt march.

Once, when violent protesting broke out, Ghandi went on a fast strike

until the violence ended. Ghandi fought hard for the basic human

rights many are granted today. In the end, the hard work paid off and

now India is an independent country, free from British rule. Many

looked up to Ghandi for he was a key figure on the fight for basic

human rights. If he were not killed by a religious extremist, who

knows how much he could of done for the fight for human rights?

Human rights have been defended by many brave Individuals.

Each Individual has defended human rights using a variety of

methods, each having their efforts met with varying degrees of

success. Both John Locke and Mohandas Gandhi fought for basic

rights. Locke challenged absolutism while Gandhi stood up to British

imperialism. Today, many governments provide the rights so many

individuals fought for.


Anchor Level 3-B

The response:

• Develops all aspects of the task with little depth by discussing the historical circumstances, methods

used, and success of John Locke and Mohandas Gandhi in defending human rights

• Is more descriptive than analytical (John Locke: Locke believed everyone was born with natural

human rights; protested against absolutism; wrote about freedom, liberty, and the right to abolish an

unjust government; Locke’s ideas influenced the French Revolution and Latin American

independence movements; Locke’s ideas became popular as a result of printing technology and

salons; his ideas are expressed in constitutions around the world; Mohandas Gandhi: British had

control over India and took away basic rights of the Indians; British often used force to put down any

opposition; British sold their goods in India and put Indians producing similar goods out of business;

Gandhi used civil disobedience; went on a fast until violent protesting ended; India is now an

independent country)

• Includes some relevant facts, examples, and details (John Locke: government viewed as divine;

absolute monarchs; France and Spain; free speech; Mohandas Gandhi: British imperialism; nonviolent

methods; protesting; boycotting; strikes; Salt March in response to salt tax and monopoly; killed by a

religious extremist)


somewhat beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 3. The treatment of John Locke and

Mohandas Gandhi relies on broad generalizations, some relevant descriptive details, and a few analytical

statements, demonstrating an understanding of the task. The discussion of the extent to which Locke and

Gandhi’s efforts were successful is limited. A tighter integration of ideas would have strengthened the

response.



Throughout history, many individuals have defended human

rights with a variety of methods. The individual(s) have made great

impacts on the people they helped. Mohandas Gandhi helped people in

India. Nelson Mandela worked for rights in South Africa. Both these

men led movements to help human rights.

Mohandas Gandhi was a Hindu Indian that went to Great Britain

to study law. He later went to South Africa to practice law and became

aware of apartheid. Gandhi worked in South Africa to eliminate the

segregation he witnessed. He would later use similar methods to resist

British control in India. Gandhi went back to India where he led the

independence movement. Under British imperialism, the Indians were

often mistreated. India was not considered a country with free people

to the British but just seen as a resource. The British took many of

their natural resources, exploited Indian labor, and used India as a

market for their goods. Gandhi led a nonviolent but illegal protest

movement. One British oficer used forced to stop a protest by taking

tanks and weapons to block the only exit, and shot men, women and

children leading to many casualties. This is known as the Amritsar

Massacre. Two other nonviolent protests were the Homespun movement

and the Salt March. In the Homespun movement, Indians burned

British made clothes and made their own. The Salt March was a protest

against the salt tax in which Gandhi showed Indians how to make

their own salt. The media became involved in the coverage of these

movements, which showed the British unfair treatment. After World

War II Great Britain became weaker, and eventually granted India

their independence. Mohandas Gandhi had three goals for India:

independence, unity and peace. Unfortunately religious differences



soon led to violence and partition.

Another human rights leader was Nelson Mandela. Mandela was a

nationalist leader in South Africa. The South African government

was controlled by a white minority. This white government setup

apartheid in South Africa. Apartheid is a system of laws focused on

the separation of races. In South Africa, the black people were

segregated from the white. The black people got less of on education,

less job opportunities, even a specific place where they had to live.

Mandela wrote a charter to end apartheid. In the 1960’s he was arrested

many times for acting against the government and not carrying

around the pass books they were forced to carry under the law.

Mandela worked with the ANC to protest the unfair conditions

established by the white government. Eventually, he was sentenced to

life in prison. The media, world pressure and the negative economic

impact of sanctions led to the release of Mandela. Many changes

occurred in South Africa including an end to segregation and now

the black people could vote. Nelson Mandela was elected the first black

president of South Africa. Nelson Mandela went from prison to

President. Because of Nelson Mandela’s protest, South Africa became a

better nation.

All it takes is one individual to make a great change. Many people

in history have defended and fought for human rights and won.

Nelson Mandela and Mohandas Gandhi both achieved their goals with

nonviolent means. Gandhi and Mandela’s efforts have led to much

success in India and Africa.


Anchor Level 3-C

The response:

• Develops all aspects of the task with little depth by discussing Mohandas Gandhi’s and Nelson

Mandela’s defense of human rights

• Is more descriptive than analytical (Mohandas Gandhi: Gandhi went to Great Britain to study law;

Gandhi worked to end segregation in South Africa; used similar methods to resist British control in

India; Indians often mistreated under British imperialism; Gandhi led nonviolent but illegal protest

movements; Indians burned British-made clothes and made their own; Gandhi showed Indians how to

make their own salt; media became more involved in the coverage of the movement; Britain

eventually granted India independence; religious differences led to violence and partition; Nelson

Mandela: South African government was controlled by the white minority who set up apartheid; black

people got less education, job opportunities, and a specific place to live; Mandela arrested many times

for acting against the government and not carrying a passbook; media, world pressure, negative

economic pressure led to Mandela’s release from prison; elected first black president)

• Includes some relevant facts, examples, and details (Mohandas Gandhi: Hindu; natural resources

taken by British; Indian labor exploited; India used as market for British goods; Amritsar Massacre;

homespun movement; Salt March; goals of independence, unity, and peace; Nelson Mandela:

nationalist; separation of races; ANC; sanctions); includes an inaccuracy (Nelson Mandela: wrote a

charter to end apartheid)

• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that are a

restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 3. The discussion about Gandhi shows an

understanding of the circumstances and the methods employed. However, the discussion of Mandela is

less developed. The response would have benefited from more analytic statements and a more thorough

treatment of the extent to which Gandhi’s and Mandela’s efforts were successful.



Throughout history individuals have defended human rights with

varying degrees of success. Men and women have stood up to

prejudices and unfair treatment, despite knowing the repercutions of

disturbing the peace from prior individuals who have rose to leadership.

Two people stand out amongst the many who have tried to change and

defend human rights; namely, Mary Wollstonecraft and Mohandas

Gandhi. While two radically different people compared to each other,

their fight for human rights had distinct similarities.

During the Enlightenment, as well known men like John Locke

and Thomas Hobbs defined the rights of men, strangely many denied

the same for women. Mary Wollstonecraft, considered to be the first in

widely publicizing the advantages of women working, was a pioneer

feminist. Her authority on women’s rights highly impacted French

and English society as women became hosts to some of the most

enjoyable and knowledgeable parties, called salons. On the opposite

end, Mohandas Gandhi, an English learned lawyer widely influenced

Indian and African rights during the early 1900s. Gandhi could see

the unfair treatment of the colored and black class such as separated

dining, lodging, and even policies on who could walk or stand next to

someone on the road. Despite the overwhelming African and Indian

majority in Africa, whites were the ones primarily in control.

Mary Wollstonecraft and Mohandas Gandhi had similar

approaches to defending human rights. Wollstonecraft’s well known

treatise A Vindication on the Rights of Women was a well argued and

well written document. During the Enlightenment, the printing press

was beginning to revolutionize education. Wollstonecraft’s treatise

swept across Europe in heated argument. Like Wollstonecraft, Gandhi



also chose to defend human rights passively but with much meaning.

Gandhi read speeches toward defying the government, such as

burning your identification papers. Unfortunately, revolutionary

fervor increased till Gandhi’s once peaceful fight for rights turned

into a large and bloody massacre during one speech. A well known act

of Gandhi was his fast that lasted for 30 days. He had vowed to fast

until all physical revolutionary acts were stopped.

Mary Wollstonecraft, in all of her best efforts, did not change

much for women’s rights. Although she set the path for later

development and change, many of her ideas were not well recieved.

Gandhi, on the other hand, dramatically changed the lives of Africans

and Indians in Africa. His stanch support for a peaceful protest

garnered many supporters. His rational and logical mind made it

hard for the men against him to fight his reasonings.

Mary Wollstonecraft and Mohandas Gandhi exemplify people who

revolutionized their area of interest. While not always effective, they

did make a strong impact in defending human rights.


Anchor Level 2-A

The response:

• Minimally develops all aspects of the task for Mary Wollstonecraft and Mohandas Gandhi

• Is primarily descriptive (Mary Wollstonecraft: first to publicize advantages of women working; impacted

French and English society; women became hosts of knowledgeable parties, called salons; her treatise

swept across Europe; set the path for later development and change in women’s rights; Mohandas

Gandhi: Gandhi saw unfair treatment with separate dining, lodging, and policies; Gandhi read speeches

toward defying the government; garnered supporters); includes faulty analysis (Mohandas Gandhi:

dramatically changed the lives of Africans and Indians in Africa)

• Includes few relevant facts, examples, and details (Mary Wollstonecraft: Enlightenment; John Locke;

Thomas Hobbes; feminist; Vindication On the Rights of Woman; many ideas not well received;

Mohandas Gandhi: lawyer; early 1900s; burning identification papers); includes an inaccuracy

(Mohandas Gandhi: the Indian majority in Africa)

• Demonstrates a general plan of organization; includes an introduction that goes beyond a restatement of

the theme and a weak conclusion

Conclusion: Overall, the response fits the criteria for Level 2. The discussion of the historical circumstances

and methods used by Mary Wollstonecraft to defend human rights as well as the extent of her success is

treated in some depth and has isolated examples of analysis. However, the discussion of Mohandas Gandhi

blends his activities in South Africa with those in India, causing a lack of clarity.


Throughout history there have been martyres and people standing

up for what they believe in and standing up for human rights. The two

people that I can think of that have done this the best are Nelson

Mandela and Ghandi. Both of these people have changed their

countrys government and their civil rights just by civil disobaying.

Nelson Mandella started to stand up for Blacks when Apartheid

became popular in South Africa where black had to live in separate

places than whites, there could be no interracial marriage. Blacks had

different schools from whites and a lot more restrictions too. Nelson

Mandela practiced civil disobedience to try to gain civil rights for

Blacks. Civil disobedience is where you peacefully protest. Mandella

had many of these but when he held one of these peacefull get togethers

the South African military came in and opened fire on innocent

protesters and that is when Mandella stoped peacefully protesting and

began a kind of terrorism but before he could do any harm he was

jailed for 27 years. When he was finally let out of jail the hole world

knew what was happening in South Africa and they wanted rights

for Blacks just like Mandella so after Mandella was let out he ran for

president and won by a landslide. Nelson Mandella was extremely

successful in his fight against Aparthied because he and the help of

some other civil rights activists ended apartheid and now Blacks have

equal rights as whites do.

Ghandi was a major power in India when helping get Indian

peoples Rights back from the British. Ghandi started protesting

against the British after he came back to India from Africa where he

was a lawyer. When Ghandi came back from Africa to India he had to

discover India all over again because he was gone for so long. Ghandi

wanted to unite all of India so that he could kick the British out. ThereGlobal Hist. & Geo. Rating Guide – Jan. ’14 [34] Vol. 1



were restrictions against Indians making their own cloths, salt and

not buying British goods. So Ghandi made movements for each of

these restictions, the Home Spun Movement where Indians made their

own cloths. The Salt March where Ghandi walked all the way to the

Indian Sea to make salt and the last was a movement to buy only

Indian goods instead of British goods. All of these movements are all

civil disobedience movements just like Mandellas. Ghandi did bring

together India and did kick the British out of India so he did all that

he sought out to do but when India split into Pakistan and

Bangladesh he considered it a major fale on his part because India

split up.

Anchor Level 2-B

The response:

• Minimally develops all aspects of the task for Nelson Mandela and Mohandas Gandhi

• Is primarily descriptive (Nelson Mandela: Mandela stood up for blacks; blacks had to live in separate

places; no interracial marriage; had different schools; Mandela practiced civil disobedience; became

president; won by a landslide; ended apartheid; Mohandas Gandhi: protested against the British;

restrictions against Indians making their own salt; Gandhi led civil disobedience movements); includes

faulty application (Nelson Mandela: the whole world knew what was happening in South Africa;

Mohandas Gandhi: restrictions against Indians making their own clothes and not buying British goods)

• Includes few relevant facts, examples, and details (Nelson Mandela: goal to gain civil rights; peaceful

get-togethers; South African military; Mohandas Gandhi: lawyer; Salt March; homespun movement);

includes an inaccuracy (Mohandas Gandhi: India split into Pakistan and Bangladesh)

• Demonstrates a general plan of organization; includes an introduction that restates the theme and lacks a

conclusion

Conclusion: Overall, the response fits the criteria for Level 2. The response demonstrates a basic

understanding of the task, relying primarily on overgeneralizations to discuss the human rights efforts of

Mandela and Gandhi. Faulty application of historical details, inaccuracies, and digressions weaken the

response.



At times in history, groups of people around the globe have had

their rights violated, and for each of these events there is a person

willing to stand against the oppressors. Mohandas Ghandi and

Nelson Mandela are two such individuals, men that protested and

liberated their people from oppressive rulers. For these men, they all

came to their position in a unique way, defended their rights, and

succeeded in creating a better word for their people. Be it India or

Africa, these men made a difference.

The British Commonwealth was known as a sprawling, overseas

empire until the 1900’s, and had taken many territories for their

queen. One land in particular stood out amongst the rest, the Jewel of

the Commonwealth, India. India produced a hefty income for the

empire, leading more and more British inside, and eventually the

native Hindu and Muslim populace couldn’t function, and were

oppressed. This gave way to fighting, death, and a massacre that shook

both nations. Around this time is when revolutionary Mohandas

Ghandi stood against the Commonwealth. He employed a unique

method of liberation, nonviolent protest, and convinced people to weave

their own clothes and disobey the officials. After multiple fasts and

beatings, Ghandi succeeded, and the British withdrew. Even beyond

that, he managed to quell the Muslim Hindu conflict and created

Pakistan separate from India. Even in the 21st century, India

remains a strong willed nation, against oppression.

The Dutch were the first to colonize Southern Africa, causing a

blend of cultural diffusion, trade. It wasn’t until the British won it

from the Dutch that things really took a dive. A minority of whites

established a political system called Apartheid, which granted whites



power over the native blacks. Eventually, a man named Nelson

Mandela joined the cause, and quickly led several operations against

the segregation. After being imprissoned, he eventually won the

freedom of the Blacks, and became a president of the nation. He

engaged in many peace talks with nations around the globe; and even

won a nobel peace prize for his efforts.

Throughout history, many times people have been denied basic

human rights. Their standard of living declines sharply, and people

step up to try and help their people. Mandela and Ghandi are only two

such examples of great people. These peace makers stand out in that

they all came to power, did something great, and save thousands of

lives due to the efforts they made in history.

Anchor Level 2-C

The response:

• Minimally develops all aspects of the task for Mohandas Gandhi and Nelson Mandela

• Is primarily descriptive (Mohandas Gandhi: British Commonwealth was an overseas empire until the

1900s; India produced a hefty income for the British Empire; Gandhi employed nonviolent protest;

convinced people to weave their own clothes; the British withdrew; Nelson Mandela: Dutch colonization

of South Africa caused cultural diffusion; British won it from the Dutch; whites had power over native

blacks; Mandela led operations against segregation; became a president of the nation; engaged in peace

talks); includes faulty analysis (Mohandas Gandhi: Hindu and Muslim populace could not function)

• Includes few relevant facts, examples, and details (Mohandas Gandhi: fighting, death, and a massacre;

jewel of the commonwealth; fasts and beatings; Nelson Mandela: apartheid; Nobel Peace Prize); includes

an inaccuracy (Mohandas Gandhi: Gandhi quelled the Muslim and Hindu conflict and created Pakistan

separate from India)

• Demonstrates a general plan of organization; includes an introduction and a conclusion that are beyond a


Conclusion: Overall, the response fits the criteria for Level 2. Broad generalizations and a few relevant

details are used in discussing the historical circumstances and the extent to which the efforts of Mohandas

Gandhi and Nelson Mandela were successful in the defense of human rights. However, the development of

the methods used by these individuals is very limited.



Human rights are the rights someone gets when he or she is born. In

some places human rights were taken away. People did stand up to this

two people that stood up to Human Rights violation were Gandhi and

Nelson Mandela.

When Ghandi was fighting for his Human Rights for people of his

country the british were in India and was using its natural resources. The

Indians wanted the British government out of there country. Gandhi was

known for his passive resistance. He was a non violent protester One

major movement he used was the Salt March. Gandhi and many others

were fed up with the British taxing the salt so they marched to the Indian

sea and got the salt they wanted from there. His resistance was so

successful that he got both Hindus and Muslims working together and

resisting a nonviolent way That’s how Gandhi was person who fight for

Human Rights.

Another person who fought for Human Rights was Nelson Mandela.

During the apartheid in South Africa he came to power to over throw the

white minority government. He was a peaceful protester just like Gandhi.

He used his ways of non violence to gain many peoples help to get the

white minority government and he was sent to jail for 20 years because

of his views. A white president at the time then helped him out of prison he

came back out and took out the white minority government. He gave

blacks there true rights they deserved and he was the first black president

of South Africa. That’s how Mandela was a Human Rights Fighter.

In conclusion that’s how Nelson Mandela and Gandhi were both people

who fought against Human Rights violations. There are still many

places today that are in need of human rights programs. People should

look at these men and follow there examples.


Anchor Level 1-A

The response:

• Minimally develops some aspects of the task by discussing Mohandas Gandhi and Nelson Mandela

• Is descriptive (Mohandas Gandhi: was a nonviolent protestor; fed up with the British taxing of salt;

Gandhi got both Hindus and Muslims working together in a nonviolent way; Nelson Mandela: during

apartheid in South Africa, he used his ways of nonviolence to gain many people’s help)

• Includes few relevant facts, examples, or details (Mohandas Gandhi: passive resistance; Salt March;

Nelson Mandela: peaceful protestor; first black president of South Africa); includes inaccuracies

(Nelson Mandela: came to power to overthrow the white minority government; sent to jail for 20

years)

• Demonstrates a general plan of organization; includes a brief introduction and a brief conclusion

Conclusion: Overall, the response fits the criteria for Level 1. The response consists of a very basic

understanding of the historical circumstances and methods used by both Mohandas Gandhi and Nelson

Mandela; however, the discussion of the extent to which their efforts were successful is brief,

overgeneralized, and lacks clarity. Minimal descriptions and inaccuracies further limit the response.



The Dalai Lama was the ruler of Tibet. He was forced out of his

beloved country by the Chinese Peoples Liberation Army who claimed

that the land of Tibet was theirs. The Dalai Lama sought refuge in a

small town in India. While in India he wrote to many peace

cooperations in the U.N. about the unfair treatement the Tibetan people

suffered under the Chinese. The Dalai Lama didn’t stop there however,

desperate to return freedom to his homeland. The Dalai Lama traveled

the world and spoke for the people of Tibet. He also won a nobel peace

prize for his actions towards ending Human Rights Abuses.

John Locke was an enlightment thinker who believed in natural

rights. The was the first time anyone had published an idea so modern

because of the printing press John Lockes ideas were quickly spread

throughout all of Europe. John Lockes ideas were successful because

they inspired the American Revolution and the French Revolution.

These two people made a major impact on history as we know it.

They took a stand for what they believed in and defended human

rights with peaceful protest, non-violence, and intelligence. They

spread their ideas and encouraged others to understand and feel the

same way so they would be successful; and they were.


Anchor Level 1-B

The response:

• Minimally develops the task for the Dalai Lama and makes an attempt to address the task for John Locke

• Is descriptive (Dalai Lama: ruler of Tibet; sought refuge in India; wrote about unfair treatment of

Tibetan people under the Chinese; travelled the world and spoke for the people of Tibet; won a Nobel

Peace Prize; John Locke: believed in natural rights; inspired the American and French Revolutions)

• Includes few relevant facts, examples, or details (Dalai Lama: Chinese People’s Liberation Army;

United Nations; John Locke: Enlightenment thinker)

• Demonstrates a weakness in organization, lacking an introduction; includes a conclusion that is


Conclusion: Overall, the response fits the criteria for Level 1. A few facts and details frame the brief

discussion. The treatment of the Dalai Lama reflects a basic understanding of the task, but the development

is minimal. The information about John Locke is limited and not well linked to the task.


Thematic Essay—Practice Paper – A

Throughout history, many individuals have attempted to defend the

human rights of others. These individuals have succeeded to different

degrees. Two individuals who advocated for human rights were

Mohandas Gandhi, of India and John Locke of England.

In the 19th century, the power and influence of the British began to

grow in India. The goal of many landowners was to force Indians to

grow cash crops and to make India into a new market for British

products. England sent troops to suppress the Sepoy Rebellion. Within

a year, India became an official colony of Britain. The British

continued growing and exporting cash crops such as tea, indigo, and

jute. Due to the profits these crops brought to the British, India became

known as the “Crown Jewel of their Empire”. This is the concept of

imperialism. The British set up their own form of government, and

laws that ignored Indian tradition.

Early in the 20th century, however, a man by the name of

Mohandas Gandhi sought to lead India to independance, and win

back Indian rights. Gandhi believed independence was the only way

to ensure these rights. He attempted to unite India behind the home

rule movement by promoting the idea of putting Indians first. He

wanted to unite Hindus and Muslims in an attempt to regain their

rights. Through acts of civil disobedience and passive resistence,

Gandhi led the Indian people in protests, marches, and strikes. One

famous event was the Salt March. The British government in India put

a tax on salt, a vital ingredient for life and for preserving food, the

people of India were outraged. Gandhi led the Indian people in a march

to the Indian Ocean. On the beach, they attempted to make their own

salt as a way to protest the British tax. However, the British responded

with harsh treatments and mass arrests of the protestors. As a result,



in another incident, Gandhi and his followers began a protest at a

British salt factory. They were beaten and arrested by British

authorities for peacefully protesting. Media coverage of these and other

events gained sympathy from many world wide for the Indian

movement. These protests and acts of civil disobedience eventaully

helped win India its independance in the late 1940’s. However, Gandhi

was not successful in ending the distrust between the Indian

National Congress and the Muslim League and this led to the

partition of India and on-going disputes.

Another individual who helped defend human rights was John

Locke. He wrote Treatises that argued everyone is born with basic

human rights to life, liberty, and property. He believed that if you were

denied these rights, you had the right to fight against your

oppressors. Locke’s ideas stemmed from his observation of western

European monarchs, who were adopting increasingly absolutist

policies. He was defending the tradition of limited monarchy in

England that began with the Magna Carta. Many of the policies and

actions of English kings and queens had been denying basic human

rights to the subjects of the Crown. It was his beliefs that helped inspire

the American and French Revolutions. In the 18th century, the people

of France faced unfair economic, political, and social circumstances.

France was in debt, as a result of fighting wars with other nations

and uncontrolled spending of French Kings. People of the Third Estate

were poor, had little or no land, limited rights, and almost no say in

government. The monarchy imposed heavy taxes, and the Church was

filled with growing corruption. This left many poor without a stable

supply of affordable food. The people weren’t free, they were subjects of

the Crown. John Lockes writings were part of a larger movement



known as the Enlightenment. Other thinkers like Rousseau, Voltaire,

and Montesquieu were also arguing against the arbitrary power of

monarchs. These ideas spread rapidly among the people through

writings and popular meeting places like salons. Lockes writings

served as a catalyst for the poor to gather, and stormed the Bastille,

beginning the violence of the French Revolution. Eventually, the

French monarchy was overthrown, and France would soon set up a

government that incorporated some of Lockes ideas. Lockes views

today are a cornerstone of modern democracy. His efforts had clear

effects in France and today are arguably the basis for much of the

western world.

Both Gandhi and Locke in one way or another helped defend

human rights. Although the ways in which they helped were different,

they both had some degrees of success, and won rights for oppressed

peoples.


Thematic Essay—Practice Paper – B

Human Rights violations have been a reoccurring problem all over

the Globe. Human Rights protect the peoples freedoms, rights, and

equality. Sometimes people feel that they are superior to others and

they deserve better treatment and more rights. Two men that have a

positive impact on human rights are South African President Nelson

Mandela and Indian nationalist Mohandas Ghandi.

Nelson Mandela was a black South African, living under white

rule. Blacks had very strict rules and limitations compared to the

whites under the system of apartheid. Blacks had inferior jobs, pay,

and living conditions. Though the blacks outnumbered whites, they

had little say in the government or elections. The whites had brutally

beat, jailed and even killed many innocent blacks who were protesting

injustices under apartheid. Mandela worked alongside members of the

African National Congress in hopes of bringing change to his

homeland. The continued oppression and violence at the hands of

whites against the blacks led Mandela and others to become more

violent. This led to his arrest and imprisonment for 27 years. In jail,

he became a symbol for anti-apartheid efforts. Eventually, with the

support of people like F.W. De Klerk, Mandela was released from prison.

It was a long road to equality but eventually blacks got equal voting

rights and Nelson Mandela was elected the first black president of

South Africa. He knew the whites might feel hostile about this

decision, and weary about what would happen to them. Nelson

Mandela created a policy that allowed whites and blacks to discuss

and come to terms with past injustices, under the Truth and

Reconciliation Commission. This helped reduce hostility between the

races. Mandela supported an idea of uniting the races through sports.



Traditionally blacks played soccer and whites played rugby. Mandela

encouraged both blacks and whites to to come together and support the

rugby team as a nation. Mandela used songs and symbols from both

the blacks and whites to help South Africans become united. The

winning of the World Cup in Rugby united the people as a nation

and hostility started slipping away. Mandela used a very creative way

to promote human rights and it worked. He improved black rights,

built friendships and demonstrated political leadership.

Another Human rights activist was Mohandas Ghandi. He was an

intelligent person and recognized that the Brits were treating his

people unfairly. The Britain Government taxed Indians on many

essential goods including salt. As British imperialism continued to

exploit the local Indian economy, it also undermined traditional

culture. Ghandi wanted to change these policies so he came up with a

nonviolent way to protest the governments unfair practices. Non

violent civil disobedience was the key to his movement. Ghandi and

his people held protests and marches that sometimes resulted in police

beating and arresting them. Ghandi’s movement brought media

attention to the wrongs the government was carrying out. One protest

that was held was the salt march where Ghandi and his people marched

to the ocean and made their own salt to protest the taxation of salt.

Again, the government reacted violently. Eventually Indians gained

their independence from British rule. Mohandas Ghandi’s journey was

not yet over though. India also faced religious conflict between

Hindus and Muslims. Intense fights broke out and many innocent

people were being killed. The disagreements between religions led to the

splitting up of India into two different countries.


These two men both stood alone at one point in their journeys but

held strong to their beliefs. Human Rights were improved because of

Nelson Mandela and Mohandas Ghandi in both South Africa and

India.

All throughout history, people have violated the basic human rights

of others, deeming them as inferior. Fortunately, leaders have taken

control of the situation standing up for the rights of their people. Two

famous leaders that led to the liberation of their people were Mohandus

Ghandhi and Nelson Mandela. With the use of non-violent resistance,

both leaders led their people to freedom.

Ghandi gained influence in India during British colonial rule. The

British were imposing taxes on materials like cotton and salt, which

angered the people. Ghandi came up with a strategy that gave the

Indian people a way to fight off British colonial rule with the use of

non violence, non coorperation. Instead of paying taxes, the people

refused to listen to the British, but did not physically fight back. A

major example of this method was Ghandi’s March to the Seas, a

protest march that many Indians participated in, walking miles and

miles to dump British salt into the sea. Ultimately, this method led to

the end of British colonial rule of India, so Ghandi was successful.

Nelson Mandela was a victim of apartied in South Africa, or

predjudice feelings & actions against blacks by whites (who were the

minority, but ruled over the black majority). Mandela helped lead this

movement by encouraging his people to leave their identification cards

Thematic Essay—Practice Paper – C

* * * * * * * * * *



Thematic Essay—Practice Paper – C

home that they had to carry around with them. This method like

Ghandi’s March to the Sea was a form of nonviolent resistance. It was

ultimately successful because even though Mandela had to spend

many years in prison, he became the first black president of his

country.

Both Ghandi and Mandela used forms of nonviolent resistance to

gain freedoms for their people (who were oppressed). They encouraged

the indivdual to become involved in the fight for freedom through

actions that were not directly violent. Because of their major sucesses,

Indians and South Africans have rights and freedoms that they may

never have achieved.


Thematic Essay—Practice Paper – D

Throughout history, the concept of human rights has sometimes led

to independence movements and increased nationalism. Worldwide,

people have united against injustice through strikes, boycotts,

marches, rebellions, coups, etc. some met with failure, while others have

been successful.

During the 19th & 20th century, India was under the oppressive

rule of the British. As a victim of imperialism India faced disrespect to

their culture. Religious intolerance led to the Sepoy Rebellion.

Destruction of the Indian economy was due to British seizing Indian

resources, using them to make manufactured goods, and selling them

back to the Indians. This created an unfavorable balance of trade for

India. Also, Indian domestic industries, such as cloth making, were

destroyed. The British neglect of the Indians rights and use of

brutality was demonstrated in the Amritsar massacre, in which the

British opened fire on a crowd of peaceful, unarmed Indians. As a

colonial power, the British were selfish, brutal, and disrespectful. This

led Mohandas Gandhi, one of the world’s most influential political &

spiritual leader, to rise as a defender and enforce the concept of Indian

independence.

Mohandas Gandhi had long been a defender of human rights.

Originally from a middle class family in India, he had studied law

and philosophy in England, fought against discrimination of

Indians in South Africa, and soon after his return to India became the

leader of the Indian National Congress. He fought for Indian

independence using nationalism, civil disobedience, nonviolence or

ahimsa. Gandhi succeeded in uniting Indians across castes, and

across boundaries of diversity in religion & ethnicity. He led a



myriad of peaceful protests against British rule, including boycott of

British cloth, general strikes, and the Great Salt March. In practicing

ahimsa, Gandhi promoted nonviolence and respect for all life.

Gandhi’s policies of nonviolence led people from all over the world,

including some British, to respect and admire him. His protests proved

that without Indian cooperation, the British couldn’t possibly control

India, that India belonged to Indians. Gandhi’s peaceful protest, to

which the British often responded with violence & brutality, led to

decreased support for the British worldwide. In 1947, after World War II,

Indians were finally granted independence.

Another leader in the fight for human rights was Lech Walesa.

After World War II ended, Eastern Europe was controlled by the Soviet

Union, as leader of an alliance known as the Warsaw Pact. The

countries of Eastern Europe had Soviet-backed communist

governments while often what the people wanted was independence, the

right to make a decent living and a say in their government. The

economy under communism, in contrast to that of Western Europe,

was stagnant and living standards were low. People had few rights

and no real voice in government.

Out of such circumstances rose Lech Walesa of Poland. Walesa

countered such oppression by initiating the solidarity movement. This

movement called for economic reforms to fix the stagnant economy,

encouraged the growth of labor unions, and fought for worker’s rights.

Lech Walesa’s solidarity movement contributed to the fall of

communism in Poland. It promoted nationalism and unity among

the Polish people. Solidarity combined with Gorbachev’s failed policies,

and other democratic and independent movements of the region, led to



the dissolution of the Warsaw Pact, disintegration of the Soviet

Union, and finally, independence for the Soviet-backed communist

nations of Eastern Europe.

The success of independence reform movements around the world

can be attributed to the leadership of individuals such as Lech Walesa

and Mohandas Gandhi. Their fights against injustice and neglect of

human rights was what led to the fall of oppressive rule. In conclusion,

though they vary in methodology and time period, such individuals

have greatly influenced our world’s history.

Thematic Essay—Practice Paper – E

The topic is Human Rights. Different times in history John Locke,

& Father Miguel Hidalago had defended human rights using variety

of methods. John Locke didn’t like Caltholic Church so John Locke

made the 95 theses. The 95 Theses were like negative thing about the

Caltholic church. John Locke method was using the Printing Press.

Printing Press was an increase in litertary. who invented the Printing

Press by Joham Gutenberg. Father Miguel Hidalaga fought for the

Mexicans independence from Native American or France. He got

caught & got killed for the human rights of the Mexican which was the

Mexican Revolution.

* * * * * * * * * *


Practice Paper A—Score Level 5

The response:


circumstances and the methods employed by Mohandas Gandhi and John Locke to defend human

rights in their respective regions as well as the extent to which each was successful

• Is more analytical than descriptive (Mohandas Gandhi: in the 19th century, power and influence of

the British grew in India; British grew and exported cash crops; British ignored Indian traditions;

Gandhi believed independence was the only way to ensure Indian rights; attempted to unite India

behind the home rule movement by putting Indians first; wanted to unite Hindus and Muslims; media

coverage of the protest movement and the violent British response gained sympathy from many

worldwide; distrust between the Indian National Congress and the Muslim League led to the eventual

partition of India and ongoing disputes; John Locke: wrote treatises that argued people had basic

human rights from birth and had the right to fight against oppression; Locke observed the increasing

absolutism by western European rulers and defended the tradition of limited monarchy and human

rights in England; Locke’s beliefs and writings inspired both the American and French revolutions;

people of the Third Estate were poor, had little or no land, limited rights, and almost no say in

government; the Church was filled with growing corruption; Locke’s writings were part of the

Enlightenment; other thinkers argued against the arbitrary power of monarch; ideas spread rapidly;

France soon incorporated some of Locke’s ideas; Locke’s ideas today are a cornerstone of modern

democracy)

• Richly supports the theme with relevant facts; examples, and details (Mohandas Gandhi: Sepoy

Rebellion; imperialism; colony; tea, indigo, jute; crown jewel; home rule movement; civil

disobedience; passive resistance; protest marches; strikes; Salt March; mass arrest of protestors; John

Locke: life, liberty, and property; Magna Carta; uncontrolled spending of French kings; heavy taxes;

lack of stable food supply; Rousseau; Voltaire; Montesquieu; salons)

• Demonstrates a logical and clear plan of organization; includes an introduction that restates the theme

and a brief conclusion

Conclusion: Overall, the response fits the criteria for Level 5. The response effectively integrates

analytical statements and numerous details into a discussion of the historical circumstances that led

Gandhi and Locke to defend human rights. The response demonstrates sophistication by applying the

historical circumstances of Locke’s writings to the future actions and outcomes of the Enlightenment and

the French Revolution.


Practice Paper B—Score Level 3

The response:

• Develops all aspects of the task with little depth by discussing the historical circumstances, methods

used, and extent of success in defending human rights for both Nelson Mandela and Mohandas Gandhi

• Is more descriptive than analytical (Nelson Mandela: blacks had strict rules and limitations compared to

whites under apartheid; blacks had inferior jobs, pay, and living conditions; blacks had little say in

government or elections; Mandela worked with the African National Congress in hopes of bringing

change; was arrested and imprisoned; eventually blacks got equal voting rights and Mandela was elected

the first black president of South Africa; Mandela allowed whites and blacks to discuss and come to

terms with past injustices under the Truth and Reconciliation Commission; supported an idea of uniting

the races through sports; improved black rights, built friendships, and demonstrated political leadership;

Mohandas Gandhi: recognized the British treated his people unfairly; British government taxed Indians

on many essential goods; British imperialism exploited the local Indian economy and undermined

traditional culture; Gandhi came up with a nonviolent way to protest; Gandhi’s movement brought media

attention to the wrongs the government was carrying out; Indians gained their independence from British

rule; disagreements between religions led to the splitting up of India into two separate countries)

• Includes some relevant facts, examples, and details (Nelson Mandela: whites beat, jailed, and killed

blacks; Mandela and others became violent; jailed for 27 years; songs and symbols of blacks and whites;

F. W. De Klerk; national rugby team; Mohandas Gandhi: salt tax; civil disobedience; march to the sea;

conflict between Hindus and Muslims)



Conclusion: Overall, the response fits the criteria for Level 3. The strength of the response is reflected in the

discussion of methods used which includes a number of details and relevant facts. Although the discussion of

both Nelson Mandela and Mohandas Gandhi is supported by limited analysis, the treatment of historical

circumstances and of the extent of success lacks depth.

Practice Paper C—Score Level 2

The response:

• Minimally develops all aspects of the task for Mohandas Gandhi and Nelson Mandela

• Is primarily descriptive (Mohandas Gandhi: British were imposing taxes on materials; used nonviolence

to fight off British colonial rule; Nelson Mandela: Mandela was a victim of apartheid in South Africa;

white minority ruled over black majority; encouraged people to leave their identification cards home;

became the first black president of his country)

• Includes few relevant facts, examples, and details (Mohandas Gandhi: nonviolent resistance; taxes on

salt; noncooperation; did not physically fight back; marched to the sea; Nelson Mandela: nonviolent

resistance; prejudice; spent many years in prison); includes some inaccuracies (Mohandas Gandhi: taxes

on cotton; dumped British salt into the sea)

• Demonstrates a general plan of organization; includes an introduction that summarizes the theme and a

conclusion that is somewhat beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 2. The treatment of Mohandas Gandhi and

Nelson Mandela is comprised of a general narrative that outlines each topic but lacks detail. Despite this lack

of depth, the response does include connections between the historical circumstances and the methods used

by both individuals.


Practice Paper D—Score Level 3

The response:

• Develops all aspects of the task with little depth by discussing the defense of human rights led by

Mohandas Gandhi and Lech Walesa

• Is more descriptive than analytical (Mohandas Gandhi: India under oppressive rule of British;

religious intolerance led to Sepoy Rebellion; British seized Indian resources and sold manufactured

goods back to Indians; Indian domestic industries such as cloth making were destroyed; British were

selfish, brutal, and disrespectful; Gandhi studied law and philosophy in England; fought against

discrimination of Indians in South Africa; succeeded in uniting Indians; used a myriad of peaceful

protests against British rule; Gandhi’s policies led people around the world including some British to

respect and admire him; India was granted independence in 1947; Lech Walesa: Eastern Europe

controlled by Soviet Union as leader of Warsaw Pact; Eastern Europe had Soviet-backed communist

governments, while what people wanted was independence; people had no real voice in government;

Walesa countered oppression by initiating the Solidarity movement in Poland; movement called for

economic reforms, encouraged the growth of labor unions, and fought for worker’s rights; Solidarity

contributed to the fall of communism in Poland and promoted unity among the Polish people;

Solidarity and Gorbachev’s failed policies led to the dissolution of the Warsaw Pact, disintegration of

the Soviet Union, and independence for Eastern European nations)

• Includes some relevant facts, examples, and details (Mohandas Gandhi: unfavorable balance of trade;

Amritsar; nationalism; civil disobedience; ahimsa; caste; peaceful protest; boycott; general strikes;

Salt March; Lech Walesa: stagnant economy; low living standards; nationalism)



Conclusion: Overall, the response fits the criteria for Level 3. The response uses generalizations to frame

the discussion and supports them with some accurate details. The historical circumstances that led to the

defense of human rights by Mohandas Gandhi are more developed than the methods used and the degree

of success achieved. Although the historical circumstances surrounding the discussion of Lech Walesa are

adequate, the methods he used and his success are based on overgeneralizations.

Practice Paper E—Score Level 0

The response:

Fails to develop the task; only refers to the theme in a general way

Conclusion: The response fits the criteria for Level 0. Although John Locke and Father Hidalgo are human

rights advocates, the response fails to relate them to any aspect of the task.


Global History and Geography Specifications

January 2014

Part I

Multiple Choice Questions by Standard

Standard Question Numbers

1—United States and New York History N/A

2—World History 4, 5, 7, 8, 12, 13, 15, 18, 20, 22, 26, 27, 28, 29, 35, 37, 40, 41, 43, 44, 46, 47, 48

3—Geography 2, 3, 6, 9, 11, 14, 16, 23, 24, 30, 32, 33, 36, 39, 42, 50

4—Economics 1, 10, 17, 25, 34, 38, 49

5—Civics, Citizenship, and Government 19, 21, 31, 45

Parts II and III by Theme and Standard

Theme Standards

Thematic Essay Human Rights; Justice Standards 2, 3, and 5: World

History; Geography; Civics, Citizenship, and Government

Document-based Essay

Change; Environment and Society; Factors of Production; Human and Physical Geography; Needs and Wants; Scarcity; Science and Technology; Urbanization

Standards 2, 3, 4, and 5: World History; Geography; Economics; Civics, Citizenship, and Government

Scoring information for Part I and Part II is found in Volume 1 of the Rating Guide.

Scoring information for Part III is found in Volume 2 of the Rating Guide.


Submitting Teacher Evaluations of the Test to the Department

Suggestions and feedback from teachers provide an important contribution to the testdevelopment process. The Department provides an online evaluation form for State assess-ments. It contains spaces for teachers to respond to several specific questions and to makesuggestions. Instructions for completing the evaluation form are as follows:

1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.

2. Select the test title.

3. Complete the required demographic fields.

4. Complete each evaluation question and provide comments in the space provided.

5. Click the SUBMIT button at the bottom of the page to submit the completed form.

The Chart for Determining the Final Examination Score for the January 2014Regents Examination in Global History and Geography will be posted on theDepartment’s web site at: http://www.p12.nysed.gov/assessment/ on the day ofthe examination. Conversion charts provided for the previous administrationsof the Global History and Geography examination must NOT be used to determine students’ final scores for this administration.

Contents of the Rating Guide

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

For Part III B (DBQ) essay:• A content-specific rubric• Prescored answer papers. Score levels 5 and 1 have two papers each,

and score levels 4, 3, and 2 have three papers each. They are orderedby score level from high to low.

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

General:• Test Specifications• Web addresses for the test-specific conversion chart and teacher

evaluation forms

Updated information regarding the rating of this examination may be posted on theNew York State Education Department’s web site during the rating period. Visit thesite at: http://www.p12.nysed.gov/assessment/ and select the link “Scoring Information”for any recently posted information regarding this examination. This site should bechecked before the rating process for this examination begins and several timesthroughout the Regents Examination period.

Copyright 2014The University of the State of New York

THE STATE EDUCATION DEPARTMENTAlbany, New York 12234

FOR TEACHERS ONLYThe University of the State of New York


GLOBAL HISTORY AND GEOGRAPHYTuesday, January 28, 2014 — 9:15 a.m. to 12:15 p.m., only

RATING GUIDE FOR PART III A AND PART III B

(DOCUMENT-BASED QUESTION)

V O L U M E

2OF2DBQ

Mechanics of Rating

The procedures on page 2 are to be used in rating papers for this examination. More detailed directionsfor the organization of the rating process and procedures for rating the examination are included in theInformation Booklet for Scoring the Regents Examination in Global History and Geography and United States History and Government.


GLOBAL HISTORY AND GEOGRAPHY

Rating the Essay Question

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

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

Introduction to the rubric and anchor papers—• Trainer leads review of specific rubric with reference to the task• Trainer reviews procedures for assigning holistic scores, i.e., by matching evidence from the response

to the rubric• Trainer leads review of each anchor paper and commentary

Practice scoring individually—• Raters score a set of five papers independently without looking at the scores and commentaries

provided• Trainer records scores and leads discussion until the raters feel confident enough to move on to

actual rating

(2) When actual rating begins, each rater should record his or her individual rating for a student’s essay onthe rating sheet provided, not directly on the student’s essay or answer sheet. The rater should not correct the student’s work by making insertions or changes of any kind.

(3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that differ by more than one point.

Rating the Scaffold (open-ended) Questions

(1) Follow a similar procedure for training raters.(2) The scaffold questions are to be scored by one rater.(3) The scores for each scaffold question must be recorded in the student’s examination booklet and on the

student’s answer sheet. The letter identifying the rater must also be recorded on the answer sheet.(4) Record the total Part III A score if the space is provided on the student’s Part I answer sheet.

Schools are not permitted to rescore any of the open-ended questions (scaffold questions, thematic essay, DBQ essay) on this exam after each question has been rated the required number of times as specified in the rating guides, regardless of the final exam score. Schools arerequired to ensure that the raw scores have been added correctly and that the resulting scalescore has been determined accurately. Teachers may not score their own students’ answerpapers.

The scoring coordinator will be responsible for organizing the movement of papers, calculating a finalscore for each student’s essay, recording that score on the student’s Part I answer sheet, and determiningthe student’s final examination score. The conversion chart for this examination is located athttp://www.p12.nysed.gov/assessment/ and must be used for determining the final examination score.


Document 1


Content Specific Rubric

Document Based Essay

January 2014

Source: Larry W. Mays, “Irrigation Systems, Ancient,” Water Encyclopedia online (adapted)

The first successful efforts to control the flow of water were made in Mesopotamia and Egypt,where the remains of the prehistoric irrigation works still exist. In ancient Egypt, theconstruction of canals was a major endeavor of the pharaohs and their servants, beginning inScorpio’s time. One of the first duties of provincial governors was the digging and repair ofcanals, which were used to flood large tracts of land while the Nile was flowing high. The landwas checkerboarded with small basins, defined by a system of dikes. Problems regarding theuncertainty of the flow of the Nile were recognized. During very high flows, the dikes werewashed away and villages flooded, drowning thousands. During low flows, the land did notreceive water, and no crops could grow. In many places where fields were too high to receivewater from the canals, water was drawn from the canals or the Nile directly by a swape or ashaduf. These consisted of a bucket on the end of a cord that hung from the long end of apivoted boom, counterweighted at the short end. The building of canals continued in Egyptthroughout the centuries.…

1 Based on this document, state two problems ancient Egyptians faced as a result of the

uncertain flow of the Nile.

Score of 2 or 1:

• Award 1 credit (up to a maximum of 2 credits) for each different problem ancient Egyptians

faced as a result of the uncertain flow of the Nile based on this document

Examples: villages flooded; dikes washed away when there were very high flows;

thousands drowned when villages flooded; crops could not grow when there

was not enough water/during low flow; no crops could grow; during low flow

some land did not receive water

Note: To receive maximum credit, two different problems ancient Egyptians faced as a result

of the uncertain flow of the Nile must be stated. For example, crops could not grow when

there was not enough water and during low flow no crops could grow is the same

problem expressed in different words. In this and similar cases, award only one credit for

this question.

Score of 0:

• Incorrect response

Examples: fields were too high; a system of dikes was used; they used a swape/shaduf to

draw water; canal building continued for centuries

• Vague response

Examples: it was a major endeavor; it was high and low; efforts were successful

• No response


2 Based on these documents, what was one effect the invention of the shaduf had on the

Egyptians?

Score of 1:

• States an effect the invention of the shaduf had on the Egyptians based on these documents

Examples: water from the Nile could be transferred to their fields; they were able to

cultivate two crops per year/they were able to grow more crops per year;

laborers were needed to make the shaduf work/two to four men were needed

to operate it; they could lift water to irrigate; they were able to irrigate a little

over a third of an acre in 12 hours; they could reclaim border lands; allowed

them to grow a winter crop; dry lands could receive water; more food could

be produced

Score of 0:


Examples: regions were economic units; a canal irrigated the region; it was invented in

the Amarna period; it consists of a long, suspended pole weighted on one end

and a bucket tied to the other end; it was a simple tool

• Vague response

Examples: there were Greek temple records; location on the river’s banks; it was a great

advancement; it lifted 100 cubic meters in 12 hours

• No response

Document 2a Document 2b

After the death of Alexander the Great, a series of threepharaohs named Ptolemy ruled Egypt. The culture ofEgypt during that period was primarily Greek.

… In the Ptolemaic period, Greek temple recordspresented each region as an economic unit, andreferred to the name of the canal which irrigates theregion, the cultivated region which is located on theriver’s banks and is directly irrigated with its water,and the lands located on the region’s border thatcould be reclaimed. The beds irrigation systemallowed cultivating one winter crop; while in summer,the only lands that could be cultivated were the highlands away from the flood. Thus, when the Egyptiansinvented tools to lift water, such as the shaduf, theywere able to cultivate two crops per year, which wasconsidered a great advance in the field of irrigation.The shaduf was invented in the Amarna period and isa simple tool which needs two to four men to operate.The shaduf consists of a long, suspended poleweighted at one end and a bucket tied at the otherend. It can lift about 100 cubic meters (100,000 liters)in 12 hours, which is enough for irrigating a little overa third of an acre.…

Source: Agriculture – Part I, Ancient Egypt History, EgyptHistory.com

This frieze, or architectural adornment, on anancient temple portrays Egyptians using shadufs,devices that enabled them to transfer waterfrom the Nile to their fields.



Document 3


… The water laws of ancient Egypt were primarily concerned with ensuring that each farmeralong the river had fair access to the waters during the floods and that no farmers were deniedtheir fair share of irrigated water. If a farmer, for example, farmed many miles from the river,those owning land close to the river had to allow him to have access to a water canal runningthrough their land.

Water laws also prohibited the taking of water from canals by farmers not contributing tothe labor of filling the canal with water. How much water one was entitled to take from a canaldepended on how much time one spent filling that canal. If, for example, ten farmerscontributed ten hours of labor filling irrigation canals with water, any one of them who tookmore than one hour’s worth of water could be put to death.…

3 According to James Barter, in what way did the government ensure that farmers had

fair access to water?

Score of 1:

• States a way the government ensured that farmers had fair access to water according to James

Barter

Examples: passed water laws; said that no farmers could be denied their fair share of

irrigated water; if a farmer farmed many miles from the river, those owning

land close to the river had to allow him to have access to a water canal

running through their land; prohibited taking of water from canals by farmers

not contributing to the labor of filling the canal; regulated how much water

one was entitled to take from a canal depending on how much time one spent

filling that canal; any one who took more water than allowed could be put to

death

Score of 0:


Examples: required them to work ten hours; they had to farm land close to the river; they

could only have one hour’s worth of water

• Vague response

Examples: they spent time; they contributed; they were prohibited; it was granted

• No response


Document 4

The chinampasThese were real floating gardens which made it possible to create areas forcultivation in the shallow parts of the lakes.

Maize and other crops.

Channels: A networkof channels was dugto reach thechinampas.

Dense bed ofvegetation.

Huejotes: Thesewere stakes or

tree trunks, whichgave stability to the

chinampa as they put down roots.

Layer of fertilisingmud: The chinampa

was a frame overwhich mud layers

accumulated.

Water.


4 Based on the information provided by this diagram, why did the Aztecs build

chinampas?

Score of 1:

• States a reason the Aztecs built chinampas based on this diagram

Examples: to create areas for cultivation in the shallow parts of the lakes; increase farm

production; create land for farming; it was their method of farming; to grow

maize and other crops; because they didn’t have enough farm land

Score of 0:


Examples: to reach the channels; to increase the size of the lake; so gardens could float;

to create a bed of vegetation

• Vague response

Examples: to create; the shallow parts of the lake; it was a method; because they had lots

of lakes

• No response

Aztec Farming Method



Document 5

5a According to Frances F. Berdan, what was one way the chinampas benefited the

Aztecs?

Score of 1:

• States a way the chinampas benefited the Aztecs according to Frances F. Berdan

Examples: added living/agricultural space to the island; houses could be built on

chinampas; plots were used to grow a great variety of

products/maize/beans/tomatoes/flowers

Score of 0:


Examples: they were firmly in place; Lake Texcoco accumulated minerals; there were

freshwater lakes to the south

• Vague response

Examples: solved problems; plots were used; they added; the Mexica built chinampas all

around

• No response

5b According to Frances F. Berdan, what was one problem that farmers on the chinampas

faced?

Score of 1:

• States a problem that farmers on the chinampas faced according to Frances F. Berdan

Examples: flooding/danger of flooding; floods brought salty water that ruined the

land/crops; mineral accumulation from river water running into Lake Texcoco

led to a build up of brackish water; brackish water; mineral accumulation

Score of 0:


Examples: a dike was built; the western section of the lake was separated; the city was

protected

• Vague response

Examples: they were constant; it accumulated; it was solved

• No response

Source: Frances F. Berdan, The Aztecs, Chelsea House Publishers

… Chinampas added both living and agricultural space to the island. Houses could be builton chinampas after they were firmly in place, and the plots were used to grow a great varietyof products, from maize and beans to tomatoes and flowers. The Mexica [Aztec] builtchinampas all around Tenochtitlan, like their neighbors in the freshwater lakes to the south.They were, however, constantly faced with the danger of flooding, which brought salty wateracross the chinampas and ruined the land and crops. Lake Texcoco accumulated mineralsfrom the river water running into it, which caused the water to be brackish [mix of fresh andsalt water]. In the mid-15th century, this problem was solved; a dike was built, separating thewestern section of the lake where Tenochtitlan was located and protecting the city from saltywater and some flooding.…


Document 6

Source: Jeremy A. Sabloff, The Cities of Ancient Mexico: Reconstructing a Lost World, Thames and Hudson

… The capital city, which may have had a population as high as 200,000 to 300,000 in the earlysixteenth century, was a superb example of planned growth. By building out into the lake, theAztecs consolidated and enlarged the original two islands which in turn were linked to themainland by three large causeways. Fresh water was brought to the city from the mainland byaqueduct.…

6 According to Jeremy A. Sabloff, what was one way building out into the lake benefited

the Aztec Empire and its capital city of Tenochtitlán?

Score of 1:

• States a way building out into the lake benefited the Aztec Empire and its capital city of

Tenochtitlán according to Jeremy A. Sabloff

Examples: a population as high as 200,000 to 300,000 could be supported/a large

population could be supported; allowed for planned growth; Aztecs were able

to consolidate/enlarge the original two islands

Score of 0:


Examples: three large causeways were built; the size of the original islands was

decreased; aqueducts moved water; linked to the mainland by three

causeways

• Vague response

Examples: it was a superb example; there were two islands; fresh water; it added

• No response

Source: Diana Knox, The Industrial Revolution, Greenhaven Press

… The shortage of wood was very serious. Wood was the main fuel used for cooking. It wasessential for ship-building, and charcoal was needed to smelt [process] iron ore. A new sourceof energy was urgently required. This was supplied by coal.

Already coal had replaced wood for cooking and heating in any place that could be reachedby sea or by navigable river. Iron was being imported, although there was plenty of iron orein Britain. Coal was growing harder to mine, as seams near the surface were exhausted, anddeeper seams needed pumps to drain them [water from the mines].…

7a According to Diana Knox, why was coal needed?

Score of 1:

• States why coal was needed according to Diana Knox

Examples: to replace wood for cooking/heating; there was a serious shortage of wood; to

provide energy; to allow more iron to be smelted

Score of 0:


Examples: charcoal was needed to smelt iron ore; wood was the main fuel used for

cooking; there was plenty of iron ore in Britain; coal was found in areas that

could be reached by sea/navigable rivers; iron was being imported

• Vague response

Examples: it was very serious; it was supplied; it was a source; as a replacement

• No response


Document 7a


Document 7b

Source: Andrew Langley, The Industrial Revolution, Viking

… At first, coal was dug from open pits, but gradually the mines had to go deeper. Shafts weresunk down, and galleries [underground rooms] were dug sideways into coal seams. As theshafts went lower, they began to fill with water. Some miners had to work all day with theirlegs in water. It was not until steam pumps were introduced in the early 1700s that the watercould be drained.…

7b According to Andrew Langley, what was one way people modified the environment to

obtain coal?

Score of 1:

• States a way people modified the environment to obtain coal according to Andrew Langley

Examples: coal was dug from open pits; deep mines were dug; shafts were sunk

down/shafts went lower; rooms/galleries were built underground;

rooms/galleries were dug sideways into coal seams; they drained water from

the mines/pits/galleries using steam pumps

Score of 0:


Examples: shafts were filled with water; they worked all day with their legs in water;

open pits were closed

• Vague response

Examples: rooms/galleries; they filled; steam pumps

• No response


Document 8

Prior to the use of coal, water was the primary source of power for factories and machines in Great Britain.Water sources that could fuel these factories were limited. Therefore industries were not able to grow andfactories were often remotely located.

Source: Barbara Freese, Coal: A Human History, Perseus Publishing

… With the shift to coal, the pattern was reversed, reflecting the difference in the powersource. Coal spawned [generated] much larger and ever more mechanized factories becausethe power available from underground was so much greater than that supplied by awaterwheel. And, because its energy had already been handily condensed over millions ofyears, coal concentrated the factories and workforces in urban areas instead of dispersingthem throughout the countryside. In short, coal allowed the industrialization of Britain to gaina momentum that was nothing short of revolutionary.…

8 According to Barbara Freese, what was one effect the shift from water power to the use

of coal as a source of power had on Great Britain?

Score of 1:

• States an effect the shift from water power to the use of coal as a source of power had on

Great Britain according to Barbara Freese

Examples: factories became larger/more mechanized; factories/workforces became

concentrated in urban areas; industrialization of Britain gained revolutionary

momentum/industrialization expanded/grew; led to factories being moved

from the countryside to urban areas; growth of urban areas; it changed where

factories were located

Score of 0:


Examples: factories were smaller; industries were not able to grow; factories were often

located in the countryside

• Vague response

Examples: the pattern was reversed; differences were reflected; it allowed momentum

• No response


Document 9

A Rainton Mine Disaster in Durham, Great Britain on December 18, 1817

Source: The Coalmining History Resource Centre online, UK

An explosion claimed twenty seven lives, eleven men and sixteen boys. The blast occurredbefore all the men had descended [into the mine]. Had it occurred later there would havebeen 160 men and boys in the pit. Early reports of the total number of lives lost amounted totwenty six, and those principally boys. The explosion took place at 3 o’clock in the morning,before the hewers [men who cut coal from the seam] had descended the pit and from thiscircumstance about 160 lives have been preserved. Every exertion was made to renderassistance to those in the mine and two men fell having been suffocated by the impure stateof the air. The viewers and agents were extremely active and had nearly shared the same fate.The pit in which this accident occurred, was always considered to be quite free from explosivematter and in consequence of this supposed security the safety lamps had never beenintroduced into it the miners continuing to work by the light of candles.

9 According to this document, what were two dangers workers faced in the Rainton coal

mine?

Score of 2 or 1:

• Award 1 credit (up to a maximum of 2 credits) for each different danger workers faced in the

Rainton coal mine according to this document

Examples: death/injuries/accidents; explosions/blasts; impure air/suffocation; working by

candlelight could cause an explosion; unsafe working conditions/poor

lighting; the lack of safety lamps could cause accidents

Note: To receive maximum credit, two different dangers workers faced in the Rainton coal mine

must be stated. For example, explosions and blasts is the same problem expressed in

different words. In this and similar cases, award only one credit for this question.

Score of 0:


Examples: the hewers had descended into the pit; viewers and agents were extremely

active; the mine was free from explosive matter; 160 lives were

preserved/saved

• Vague response

Examples: it was considered free from matter; the reports were early; there were

circumstances; air; lighting

• No response



Content Specific Rubric

Document Based Essay

January 2014

Historical Context:


Scoring Notes:

1. This document-based question has a minimum of four components (explaining why each of

two changes people have made to their environment was needed and discussing how each

change affected people, a society, and/or a region).

2. The discussion of how the change affected people, a society, and/or a region can include one

or more effects.

3. Effects of the change may be on people, a society, a region, or any combination.

4. Effects of the change may be immediate or long term.

5. The people, society, and/or region need not be specifically identified as long as it is implied

in the discussion.

6. The effect of a change can be on a group mentioned in the explanation of why the change to

the environment was needed or on a different group affected by the environmental change,

e.g., the effect of coal mining and industrialization in Great Britain on India.

7. The response may discuss why a change people have made to their environment was needed

from a variety of perspectives as long as the position taken is supported by accurate

historical facts and examples.

8. Only two examples of a change people made to their environment should be chosen from the

historical context. If three examples of changes are addressed, only the first two can be rated.

9. For the purposes of meeting the criteria of using at least four documents in the response,

documents 2a, 2b, 7a, and 7b may be considered as separate documents if the response uses

separate specific facts from each document.


Task:

All sample student essays in this rating guide are presented in the same cursive font while

preserving actual student work, including errors. This will ensure that the sample essays are

easier for raters to read and use as scoring aids.

Raters should continue to disregard the quality of a student’s handwriting in scoring

examination papers and focus on how well the student has accomplished the task. The

content-specific rubric should be applied holistically in determining the level of a student’s

response.


Score of 5:

• Thoroughly develops all aspects of the task evenly and in depth by explaining why each of two changes

people have made to their environment was needed and discussing how each change affected people, a

society, and/or a region

• Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g. irrigation in

ancient Egypt: connects the need to moderate and direct the flow of the Nile in maximizing agricultural

production to the development of the shaduf and to the development and growth of an advanced civilization

with numerous achievements; coal mining in Great Britain: connects the need to replace scarce supplies of

wood with coal to the growth of industrialization in urban centers and to the dangers and difficulties

encountered by workers and urban dwellers

• Incorporates relevant information from at least four documents (see Key Ideas Chart)

• Incorporates substantial relevant outside information related to environmental changes (see Outside

Information Chart)

• Richly supports the theme with many relevant facts, examples, and details, e.g., irrigation in ancient Egypt:

control of flood waters with technology; role of shaduf; laws to control water usage; use of the term “Gift of

the Nile”; pharaohs; development of calendars; specialization of labor; coal mining in Great Britain:

depletion of trees; use of water power; Watt’s steam engine; use in textile industry; relation to mass

production; child labor; Rainton Mine Disaster; terms of Mines Act of 1842

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are


Score of 4:

• Develops all aspects of the task but may do so somewhat unevenly by discussing one example of a change

to the environment more thoroughly than the second example or by developing one aspect of the task less

thoroughly than the others

• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g., irrigation

in ancient Egypt: discusses how the need to control flooding and increase food supply led to the

construction of irrigation canals and dikes in the Nile River valley and the development of the shaduf to

transfer water to fields located away from the Nile, the growing of two crops, and increased food

production; coal mining in Great Britain: discusses how the mining of coal to replace wood as a fuel

influenced the industrialization of Great Britain and led to poor working conditions experienced by laborers

and the need to improve conditions

• Incorporates relevant information from at least four documents

• Incorporates relevant outside information

• Supports the theme with relevant facts, examples, and details

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are



Score of 3:

• Develops all aspects of the task with little depth or develops at least three aspects of the task in some depth

• Is more descriptive than analytical (applies, may analyze and/or evaluate information)

• Incorporates some relevant information from some of the documents

• Incorporates limited relevant outside information

• Includes some relevant facts, examples, and details; may include some minor inaccuracies

• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a


Note: If all aspects of the task have been thoroughly developed evenly and in depth for one change people

have made to their environment and the response meets most of the other Level 5 criteria, the overall

response may be a Level 3 paper.

Score of 2:

• Minimally develops all aspects of the task or develops at least two aspects of the task in some depth

• Is primarily descriptive; may include faulty, weak, or isolated application or analysis

• Incorporates limited relevant information from the documents or consists primarily of relevant information

copied from the documents

• Presents little or no relevant outside information

• Includes few relevant facts, examples, and details; may include some inaccuracies

• Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly

identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion

Score of 1:

• Minimally develops some aspects of the task

• Is descriptive; may lack understanding, application, or analysis

• Makes vague, unclear references to the documents or consists primarily of relevant and irrelevant

information copied from the documents

• Presents no relevant outside information

• Includes few relevant facts, examples, or details; may include inaccuracies

• May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly

identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion

Score of 0:

Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts,

examples, or details; OR includes only the historical context and/or task as copied from the test booklet; OR

includes only entire documents copied from the test booklet; OR is illegible; OR is a blank paper

*The term create as used by Anderson/Krathwohl et al. in their 2001 revision of Bloom’s Taxonomy of Educational Objectives refers

to the highest level of the cognitive domain. This usage of create is similar to Bloom’s use of the term synthesis. Creating implies an

insightful reorganization of information into a new pattern or whole. While a Level 5 paper will contain analysis and/or evaluation of

information, a very strong paper may also include examples of creating information as defined by Anderson and Krathwohl.


Irrigation in Ancient Egypt

Key Ideas from Documents 1–3

Why Change Needed Effect of Change

Doc 1—To control the flow of

water

To redirect flood waters when the

Nile was flowing high

To draw water from the canals or

the Nile during low flows

To prevent dikes from being

washed away, villages from being

flooded, and people from

drowning

Doc 2—To transfer water from the

Nile to Egyptian fields

Doc 1—Canals and irrigation works constructed

Flood waters redirected when the Nile was high

High fields watered using a swape or shaduf

Checkerboard pattern on the land created as a result of building a dike

system

Flow of the Nile somewhat controlled

Doc 2—Water transferred from the Nile to Egyptian fields

Need for 2 to 4 men to operate shaduf

Two crops per year cultivated using new inventions

Irrigation of over a third of an acre in 12 hours using shaduf

Doc 3—Development of water laws to ensure access to those

contributing to filling of irrigation canals

Violators of water laws punished, sometimes by death

Relevant Outside Information

(This list is not all-inclusive.)


To increase food production

because of increased population

in Egypt

Population growth as a result of increased food

Development and growth of Egyptian civilization

Development of cities along the banks of the Nile due to increased food

production (Memphis, Thebes)

Development of governments to maintain order and supervise the

building and repair of canals

Development of mathematics and a calendar to calculate time of flooding

Development of job specialization

Use of Egypt as a breadbasket for Roman Empire

Inability to control flooding and flow of water during droughts linked to

failure of regimes


Chinampas of the Aztecs



Doc 4—To create areas of

cultivation in shallow parts of

lakes

Doc 5—To add living and

agricultural space to the island

Doc 6—To consolidate and enlarge

the original two islands

Doc 4—Maize and other crops grown

Network of channels built to reach chinampas

Doc 5—Houses built on chinampas

Plots used to grow a great variety of products (maize, beans, tomatoes,

flowers)

Lake Texcoco brackish as a result of accumulation of minerals from

river water

City protected from salt water and some flooding by the building of

dikes

Doc 6—Population of 200,000 to 300,000 supported

Islands linked with mainland by causeways and aqueduct




To increase food production to feed

increasing population

Development of Aztec civilization and an empire

Expansion and increase in power of Tenochtitlán

Development of year-round agriculture as irrigation below the surface

resists frost

Achievements in art, architecture, and trade supported from profits from

agricultural productivity

Protection against enemies offered by location of Tenochtitlán on an

island

Governmental organization/job specialization highly developed

Development of social class structure as a result of job specialization

Peasants and defeated peoples used as laborers in constructing dikes

Use of dikes built to protect the chinampas and causeways provided

invasion routes for the Spanish to conquer the Aztecs


Coal Mining in Great Britain



Doc 7—To overcome a shortage of

wood

To develop an alternate source of

energy so wood could be used for

things like shipbuilding

To expand sources of coal to be

used for cooking and heating

To develop a different means of

accessing coal as surface

availability grew scarce

Doc 8—Water sources that could

fuel factories limited

Doc 7—Coal used for cooking and heating

Harder to mine coal as surface seams exhausted

Need for shafts to be sunk down and galleries to be dug sideways into

coal seams to obtain coal

Work for some miners meant their legs in water all day

Pumps required to drain water from deeper seams in mines

Doc 8—Increase in size and number of mechanized factories

Factories and workforces concentrated in urban areas

Momentum added to the industrialization of Britain

Doc 9—Lives of eleven men and sixteen boys claimed in explosion at

coal mine in Durham

Suffocation as a result of impure state of air in the mines

Accidents as a result of failure to use safety devices (safety lamps)

Explosions and injuries as a result of working by candlelight




Increase in price of wood because

of its scarcity

Increased demand for goods as a

result of population growth

Increase in use of coal with use of coke (coal without impurities) to

produce iron instead of charcoal

Iron production made cheaper by using coke

Helped save forests that were left

Modifications to steam engine by Watt influencing development of

factory system and mass production

Migration of labor from rural areas resulting in overcrowding in cities

Air and water pollution as a result of industrialization

Spread of disease in cities

Poor working conditions as result of industrialization (long working

hours, low wages, dangerous conditions)

Development of “factory towns”

Development of diseases as a result of working in mines (black lung,

trench rot)

Influence of Factory Acts (prohibited use of children under 9 in textile

mills, regulated hours)

Influence of Mines Act of 1842 (no women or boys under 10 in mines)


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

Throughout history people have adapted to their environment and

changed their environment. These changes had positive and negative

impacts on the people of these regions. An example of this is coal

mining in Britain, which brought high industrialization and the rise

of the British Raj in India, but also led to the death of mine workers in

accidents and air pollution. Another example is the development of

irrigation in the Nile River Valley, which allowed for more reliable crop

cultivation, but did not completely prevent floods.

During the Industrial Revolution, Britain used coal as a source of

fuel to power factories and to replace wood, which was becoming very

scarce because it was also needed as a building material. Before the

Industrial Revolution, Britain experienced a shortage of wood, and as

a result began to mine coal to use for a heat source and for cooking

(Doc. 8). After the steam engine was invented and then later improved

by James Watt, coal was used in factories and on ships to power

machines and engines, which led to the expansion of industry. The use

of coal and the steam engine powered profits and economic growth in

Britain. Despite this positive impact, a negative impact was that the

expanding use of coal caused tremendous environmental problems,

including poor air quality. Industrial cities became known for the

black smoke rising from smokestacks. Another negative impact of

coal mining was that workers were forced to dig deeper and deeper

when there was no more coal near the surface. (Doc. 7). This sometimes

led to instability in the mines and increased the risk to workers. There

was the risk of explosions, caused by methane gas which is highly

explosive, when candles used for light ignited the gas. This situation

could kill hundreds of workers (Doc. 9).



The British Raj in India became important to the British Empire

during the Industrial Revolution. As Great Britain rapidly

industrialized, it mass-produced goods and exported them throughout

its empire. Britain needed colonies to obtain cheap raw materials such

as cotton and iron (Doc 7a), as well as for markets to sell its products.

India was directly taken over and its people were forced by British

landlords to grow cash crops. Indian markets were flooded with

British-made goods. They also colonized parts of Africa, attempting to

control from Cape Town to Cairo by building a railroad powered by

coal. With the help of inventions such as the steam engine, steamship,

and railroads that were fueled by coal, the British and other Europeans

became imperialistic powers.

Early occupants of Egypt relied on the Nile as a life source due to

the desert conditions of the area. These occupants lived near the river

and relied on it depositing fertile silt along the banks, and at its

delta. This improved the soil and enabled them to grow crops for food.

Despite the Nile’s usefulness and the general reliability of its

flooding, the Nile sometimes overflowed causing drowning and

destruction. The Egyptians created an irrigation system with canals

and dikes to control water flow and to prevent disasters (Doc. 1). One

positive impact of this was that the Egyptians had far greater control

over water flow. A negative impact was that during extremely high

flows, canals and dikes were damaged and lives were lost because of

the flooding. Another change the Egyptians made to their

environment was the use of a shadufe to raise water out of the Nile and

its irrigation canals (Doc. 2). This system was put into place to allow

Egyptians to farm higher lands further away from the banks of the



Nile and to allow them to cultivate a winter and a summer crop when

flow levels were low (Doc. 2b). The shadufe is seen as being a positive

impact on Egypt because it allowed more food to be grown. As food

production increased, the population grew. As the population grew so

did the need to have a strong government that would store food that

could be used in the future if shortages and famines occurred. The

farmers paid their taxes in grain and it was stored by the government

for when it was needed. The people who worked for the government on

building projects such as building pyramids received food for their

work. The Egyptians also made laws regulating how much water a

farmer could use based on how much work he put into filling the

canal (Doc. 3). This could positively impact farming because it

ensured that all farmers could have access to the water in a fair and

just way.

Over time humans have made changes to their environment to

improve their lives. This has been shown to have both positive and

negative impacts. An example of this was the mining of coal in Great

Britain where coal was used to power factories due to a scarcity of

wood. This allowed Britain’s industries to grow and for them to become

wealthier and more powerful through a policy of imperialism. This

policy led them to rely on India and parts of Africa for raw materials.

Another example of environmental change would be Egypt’s use of

irrigation to control the water level of the Nile. A positive impact of this

was that it allowed the growing of a winter and a summer crop which

meant more food for a growing population. A negative impact of this

is that when the system failed sometimes towns were destroyed or

farmer’s crops died from inadequate water.


Anchor Level 5-A

The response:

• Thoroughly develops all aspects of the task evenly and in depth for coal mining in Great Britain

during the Industrial Revolution and the development of irrigation in ancient Egypt

• Is more analytical than descriptive (coal mining: coal was used in factories and on ships to power

machines and engines which led to the expansion of industry; use of coal and the steam engine

powered profits and economic growth in Britain; with the help of inventions such as the steam

engine, steamship, and railroads that were fueled by coal, the British and other Europeans became

imperialistic powers; irrigation: people living near the Nile relied on it depositing fertile silt along

the banks and its delta to improve the soil enabling them to grow crops; despite the general

reliability of its flooding, the Nile sometimes overflowed causing drowning and destruction;

shadufs allowed Egyptians to farm higher lands further away from the Nile and cultivate a winter

and a summer crop when flow levels were low; laws ensured that farmers could have access to

water in a fair and just way)

• Incorporates relevant information from documents 1, 2, 3, 7, 8, and 9

• Incorporates substantial relevant outside information (coal mining: expanding use of coal caused

tremendous environmental problems including poor air quality; risk of an explosion caused by

methane gas; rapid industrialization led to mass-produced goods being exported throughout Great

Britain’s empire; Great Britain needed colonies to obtain cheap raw materials as well as markets to

sell its products; the British Raj in India became important to the British Empire during the

Industrial Revolution; they colonized parts of Africa, attempting to control from Cape Town to

Cairo by building a railroad powered by coal; irrigation: early occupants of Egypt relied on the

Nile as a life source due to desert conditions; as food production increased, the population grew as

did the need for a strong government that would store food that could be used if shortages or

famines occurred; people who worked for the government on building projects such as the

pyramids received food for work)

• Richly supports the theme with many relevant facts, examples, and details (coal mining: coal used

for a heat source and cooking; irrigation: canals and dikes created to control water flow; shaduf

used to raise water out of Nile and its irrigation canals; taxes paid in grain)

• Demonstrates a logical and clear plan of organization; includes an introduction that is a restatement

of the theme and a conclusion that includes positive and negative effects of irrigation in ancient

Egypt and coal mining in Great Britain during the Industrial Revolution

Conclusion: Overall, the response fits the criteria for Level 5. Analytic statements are woven

throughout the response in a thorough treatment of the task. A comparative discussion evaluates both

the positive and negative aspects of coal mining in Great Britain during the Industrial Revolution and

irrigation in ancient Egypt.


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

In the past, humanity has always believed that anything in nature

is theirs for the taking. Man has known how to manipulate their

environment from prehistory to fit their needs. These changes have

proven to be very effective in pushing mankind into the future, and

overall helping societies development. Some examples include the

development of irrigation systems in Ancient Egypt and the mining

of coal in Great Britain. These developments have influenced the

growth of ancient civilizations as well as modern states.

Egypt was one of the first great River-Valley Civilizations, and one

can plainly see why they prospered. Their governmental organization

helped them build and maintain irrigation canals and dikes. As

document 1 states, the Egyptians were one of the first civilizations to

be able to control water flow. The pharaohs created a bureaucracy under

which canals were dug by the order of local governors in order to get

water beyond the banks of the Nile River. Egypt’s geography is

dominated by desert and without physically moving water to the more

arid places the people could not produce enough food to sustain their

society. Their irrigation systems allowed a surplus of food to be

produced which led to population increases and later to a division of

labor. No longer were all the people required to be farmers. The

irrigation systems also gave the government more revenue through

taxes so that they could build massive projects. With their advanced

technology, the Egyptians built many palaces and the pyramids.

These colossal structures still exist today. Irrigation benefited the

society a great deal. As stated in document 2b, the process of

irrigation, along with the use of the shaduf, allowed for crop

production to double, and fields could now be planted twice during the



year as opposed to once. In addition, the canals and dikes helped

control the annual flooding of the Nile by diverting the water at the

peak of the flood. Besides helping with the flooding, this change to the

environment by the ancient Egyptian people aided their economy and

made them prosperous. Irrigation in Egypt today is different because

of the Aswan Dam. Under the new system, the soil is saturated and

salt deposits have built up, leaving some areas less fertile.

England was the parent country of the industrial revolution, they

were the ones who started it all, but they couldn’t have continued it

without the use of, and efficiency of coal. As stated in document 8,

coal was much more efficient than water power to allow factories to

work properly. It also meant factories did not have to be located along a

fast flowing water source. Coal was abundant in England, especially

in comparison to wood, which was becoming increasingly scarce.

Initially, coal could be found near the surface and was easy to mine

but once this was dug up, people started digging deeper underground

to find it, as stated in document 7b. Mining still exists today in

Great Britain, but coal mining continues to be one of the most

dangerous jobs in the world. As stated in document 9, miners fell

victim to spontaneous explosions. Bad air conditions very often

caused coal miners to get diseases such as black lung. The general

conditions for coal workers were terrible. Many of them worked in

water all day and had to pull and push coal-filled cars by hand up

narrow shafts which were often in danger of collapsing. Coal allowed

for the Industrial Revolution to expand. Once the steam engine was

developed, new factories with machines run on steam were built. This

expansion of industry made some of Britain’s people very rich.



However, the burning of coal led to air pollution, darkening the skies

with thick, smelly fogs in places like Manchester and London. To

further expand industry and increase revenues, British

manufacturers relied on resources from colonies located all over the

world. In India, the British forced Indians to grow raw materials such

as cotton. The cotton was exported to England, made into finished

textiles, and then sent back to India to be sold in Indian markets.

Without coal and steam power, the British Industrial Revolution and

Imperial Age might not have happened.

So in conclusion, nature has always provided man with the things

he wants and needs, but he often abuses it, leading to unintended

outcomes. Salt deposits can cause the land to be infertile and burning

coal can pollute the air. Man has used the environment to advance

himself, but sometimes the advances have negative results.


Anchor Level 5-B

The response:

• Thoroughly develops all aspects of the task evenly and in depth for the development of irrigation in

ancient Egypt and coal mining in Great Britain during the Industrial Revolution

• Is more analytical than descriptive (irrigation: pharaoh created a bureaucracy under which canals

were dug by order of local governors to get water beyond the banks of the Nile; irrigation systems

allowed a surplus of food to be produced which led to population increases and later to a division

of labor; irrigation along with the use of the shaduf allowed for crop production to double; coal

mining: coal was more efficient than waterpower; wood was becoming increasingly scarce;

initially coal could be found near the surface and was easier to mine but once this was dug up

people started digging deeper underground to find it; bad air conditions caused coal miners to get

diseases such as black lung; coal allowed the Industrial Revolution to expand; without coal and

steam power the British Industrial Revolution and Imperial Age might not have happened)

• Incorporates relevant information from documents 1, 2, 7, 8, and 9

• Incorporates substantial relevant outside information (irrigation: Egypt’s geography is dominated

by desert and without physically moving water to more arid places people could not produce

enough food to sustain their society; no longer were all the people required to be farmers; the

irrigation systems gave the government more revenue through taxes so they could build massive

projects; irrigation in Egypt today is different because of the Aswan Dam; coal mining: England

was the parent country of the Industrial Revolution; coal miners had to pull and push coal-filled

cars by hand up narrow shafts which were often in danger of collapsing; the burning of coal led to

air pollution, darkening skies with thick smelly fog; expansion of industry made some of Britain’s

people very rich; to further expand industry and increase revenues British manufacturing relied on

resources from colonies located all over the world; the British forced Indians to grow raw materials

which were exported to England, made into finished textiles, and then sent back to India to be sold

in Indian markets)

• Richly supports the theme with many relevant facts, examples, and details (irrigation: fields could

be planted twice during the year as opposed to once; pyramids; palaces; salt deposits; coal mining:

coal abundant in England; many coal miners worked in water all day; Manchester; London)

• Demonstrates a logical and clear plan of organization; includes an introduction that discusses that

changes in the environment have proven to be very effective in pushing mankind into the future

and helping the development of society overall and a conclusion that states nature has always been

there to give us the things we want and need but we often abuse it leading to unintended outcomes

Conclusion: Overall, the response fits the criteria for Level 5. Analytic statements are integrated into a

strong discussion demonstrating a good understanding of the task. Immediate and long-term effects of

irrigation systems in Egypt and coal mining in Great Britain focus on positive as well as negative

outcomes that enhance this discussion.



Throughout history, people have needed to alter their environment

for their continued survival. Although there were usually great

benefits, there were sometimes hurtful aspects to the changes as well.

Two such examples of these alterations were the building of chinampas

in the Aztec Empire from the 1300s to the 1500s and switching to coal

as their main power source for manufacturing in Britain during the

early nineteenth century. Both societies benefited from these

environmental accomplishments.

During the Aztec Empire reign from about the 1300s to about the

1500s, chinampas were extensively used to grow maize, tomatoes, and

flowers. They provided much needed farmland for the Aztecs. They were

also used to provide land for housing. In fact, Tenochtìtlan, the Aztec

capital, was constructed on a swampy island in the center of Lake

Texcoco. In order to provide food for their population, chinampas or

“floating gardens” were constructed by forming manmade islands.

According to document 5, the Aztecs built dikes to protect

Tenochtìtlan and their chinampas from flooding with salty water

because salt water could destroy their crops. These chinampas were vital

because they provided for Tenochtìtlan’s large and growing population.

Document 6 explains how building out into the lake was used to

expand the city and how building causeways connected the city to the

mainland. Causeways made it easier for people to move between the

city and the mainland and canals made it easier to move between the

city and the chinampas. The canals were important for transporting

tribute and for getting crops and other goods to markets. The wealth

from the markets supported the building of pyramids for worship and

wars against their neighbors. When the Spanish conquistadors



arrived in the early sixteenth century, they were invited to enter

Tenochtìtlan. With access to the city, the Spanish used the canals and

causeways to attack the Aztec capital and destroy it. The chinampas

developed by the Aztec increased their food supply and living space

and influenced population growth.

During the Industrial Revolution in Britain, they started using

coal instead of wood or water as an alternate source of energy to power

machines. As stated in document 7(a) there was a shortage of wood, so

they turned to coal, a more powerful and abundant energy source. The

other major source of energy that was used to power the early factories

was water. Coal was a far better energy source though because using

water limited where the factory owner could locate the factory. Water

power was produced by fast moving rivers or streams so that’s where

the factories had to be located. With the switch to coal, factories were

located near coal mines and transportation routes. Cities grew up in

these places and the number, size, and output of factories grew

tremendously. However, as represented in document 9, the mining of

coal could be very dangerous. Coal mines were often filled with

polluted air that would kill miners if inhaled for long periods of time.

Sometimes gases that could not be detected by humans filled the

mine . To determine this, miners would bring canaries into the mines

to test the air, with a negative result confirmed by the birds’ death.

Mine shafts were constantly in danger of explosions from these gases.

These explosions would kill many of the miners and could effectively

barricade the entrances with rubble, preventing rescuers from reaching

survivors. A very recent example of this occurred in Chile, where a rock

slide closed the mine shaft, trapping the workers inside. Luckily, with



modern technology, they were saved. Unfortunately this was not often

the case when explosions, collapses, or rock slides occured especially

during the nineteenth century. Although coal provides a great energy

source, the mining of it also puts many people at risk. In fact, coal

mining causes the life expectancy of miners to generally be low.

Using coal as a fuel influenced technological development and

probably increased the pace of the Industrial Revolution. However, with

the growth of the factory system and the increased pace of the

Industrial Revolution, workers were negatively affected because they

were forced to deal with poor working and living conditions.

Societal development, no matter where geographically located, has

been heavily affected by human manipulation of their environment.

Changing the environment can have positive affects on society as can

be seen in the use of chinampas in the tribute empire of the Aztecs

providing more arable land and land for settlement and in the

mining of coal in Britain providing a powerful source of energy that

influenced the development of the Industrial Revolution. However,

changing the environment can also have bad consequences such as

the terrible working conditions that led to the deaths of many people

in Great Britain.


Anchor Level 4-A

The response:

• Develops all aspects of the task for the construction of chinampas by the Aztecs and coal mining in Great

Britain during the Industrial Revolution

• Is both descriptive and analytical (chinampas: provided much needed farmland for the Aztecs; Aztecs built

dikes to protect Tenochtitlán and their chinampas from flooding with salty water because salt water could

destroy crops; vital because they provided for Tenochtitlán’s large and growing population; coal mining:

coal was a far better energy source though because using water limited where the factory owner could locate

the factory; factories were located near coal mines and transportation routes; cities grew up in these places

and the number, size, and output of factories grew tremendously; mine shafts were constantly in danger of

explosion from these gases; with the growth of the factory system and increased pace of the Industrial

Revolution, workers were negatively affected because they were forced to deal with poor working and

living conditions)


• Incorporates relevant outside information (chinampas: canals made it easier for Aztecs to move between the

city and the chinampas; canals were important for transporting tribute and getting crops and other goods to

markets; with access to the city, the Spanish used the canals and causeways to attack the Aztec capital and

destroy it; coal mining: miners would bring canaries into the mines to test the air with a negative result

confirmed by the birds’ deaths; explosions could barricade entrances with rubble, preventing rescuers from

reaching survivors; in Chile a rock slide closed the mine shaft trapping workers inside but they were saved

with modern technology; often miners were not able to be saved when explosions, collapses, or rock slides

occurred especially during the 19th century; mining caused the life expectancy of miners to be low)

• Supports the theme with relevant facts, examples, and details (chinampas: used to grow maize, tomatoes,

and flowers; provided land for housing; “floating gardens”; capital Tenochtitlán constructed on a swampy

island in center of Lake Texcoco; dikes built to protect from flooding with salty water; coal mining: used as

an alternate source of energy to power machines; shortage of wood; water powered early factories)

• Demonstrates a logical and clear plan of organization; includes an introduction that states people have

altered their environment for continued survival and a conclusion that discusses that societal development

has been heavily affected by human manipulation of the environment

Conclusion: Overall, the response fits the criteria for Level 4. The discussion of changes to the environment in

both the Aztec and British societies provides good facts and details and some analytic statements to address the

task. Outside information enhances the treatment of both environmental changes; however, further integration

of the information into the discussion and less repetition would have strengthened the response.



Since the beginning of time, men have adapted to and changed

their enviroment. Changes have been made to the enviroment by

humans causing positive and negitive effects. The devolpment of

irrigation in Egypt was one of these changes. Coal mining in Great

Britian during the industrial revolution also had its positive and

negitive effects.

The development of irrigation in Egypt was a significant change

made to the enviroment. Canals and other waterways were made to

redirect water from the Nile River to arid areas where it was needed

most. The Sahara Desert that surrounds the Nile limited the ability of

farmers to grow enough food. The government wanted to expand the

farmland but these large areas of farmland required a massive

amount of water. To help solve this problem, the Egyptians developed

an irrigation system. The development of irrigation systems had a

significant impact on the surrounding people, society, and region. The

irrigation systems included digging canals and constructing dikes

to move and control the flow of river water. It also included, as shown

in document 2a, the use of an innovative device called a shaduf. The

shaduf was an essential part of the irrigation system which enabled

farmers to transfer water from the Nile and the canals to their feilds

more efficeiently. Although this process was slow (doc 2b), it still

worked. Farmers were able to grow larger amounts of crops as a result.

They could also expand the amount of arable farmland and could even

harvest two crops a year – something they could not do without

irrigation. This, in turn, enabled the Egyptian population to grow and

flourish because there was now enough food to sustain more people.

New laws were developed as a result of this new technology. In



document 3, it is said that the government regulates water taken out

of the Nile based on the amount of time contributed. This results in an

increase in a centrilized governmental presence amongst the people.

The stronger central government allowed for an Egyptian Golden Age

which included advances in science, medicine, and mathematics.

Therefore, irrigation in Egypt had a significant impact on history.

Irrigation enabled the egyptians to flourish and create a central

authority which took up more responsibilities allowing more

achievements.

Coal mining in Great Britian during the industrial revolution

was a necessity. During this time, factories began to spring up

rapidly. Entrepreneurs built these factories in order to make a profit

and were able to capitalize on Britain’s natural resources. In document

7a, Knox states that coal was needed to replace wood because wood was

becoming scarace. Coal was needed to replace wood for cooking and

smelting. With the development of the steam engine and its use in the

new factories, coal would become an important source of energy. The

use of coal for energy concentrated factories in urban areas as opposed

to the countryside (Document 8). Coal was a better energy source than

water power. Early factories used to be located only along waterways

because water-powered technology was one of the only ways to power

the factory. With the devolpment of coal, the location of factories

changed. The building of the factories in urban areas encouraged

increased urbanization because people moved from the countryside to

cities in search of factory jobs. Unfotunatly, the process of extracting

the coal was unsafe. Document 9 speaks of a coal mine explosion —

resulting in several deaths. It was not only explosions that killed



people in the coal mines. Suffocation was a common form of death

because the air was impure and full of toxins and dust. Many miners

devolped the so called “black lung disease”. Impure air inhalation was

a common form of death in coal mines. Coal mining was done by

digging underground into large seams of coal (Document 7b ). Coal

seams were sometimes hundreds of feet deep and often galleries filled

with ground water. This created problems with pyrite runoff into rivers.

This will ultimatly lead to a large decrease in biodiversity in the

surronding area. It was not uncommon for wastes from the mines to

seep into the drinking water of the population. This can cause health

problems to the surrounding society. Therefore, coal mining has a

large impact on the people and enviroment.

In conclusion, people have changed the enviroment they live in

throughout time. Many of these changes had a significant impact on

the surrounding people and enviroment. The development of irrigation

in Egypt had a significant impact on its human carrying capisity.

Coal mining in Britian during the Industrial Revolution also had its

positive and negitive effects.


Anchor Level 4-B

The response:

• Develops all aspects of the task for the development of irrigation in ancient Egypt and coal mining

in Great Britain during the Industrial Revolution

• Is both descriptive and analytical (irrigation: canals and other waterways redirected water from the

Nile to arid areas where it was needed most; government wanted to expand farmland but that

required massive amounts of water; shaduf enabled farmers to transfer water from the Nile and

canals to their fields more efficiently; using the shaduf was slow but it still worked; farmers could

even harvest two crops a year, something that could not be done without irrigation; it resulted in an

increased centralized governmental presence among the people; coal mining: coal was a better

energy source than water power; building of factories in urban areas encouraged increased

urbanization because people moved from countryside to cities in search of factory jobs; process of

extracting coal was unsafe; suffocation was a common form of death because the air was impure

and full of toxins; coal seams were hundreds of feet deep and often galleries filled with ground

water)


• Incorporates relevant outside information (irrigation: Sahara Desert limited the ability of farmers

to grow enough food; enabled Egyptian population to grow and flourish because there was enough

food to sustain more people; stronger central government allowed for an Egyptian Golden Age

including advances in science, medicine, and mathematics; coal mining: entrepreneurs built

factories to make a profit and were able to capitalize on Britain’s natural resources; with the

development of the steam engine and its use in factories, coal would become an important source

of energy; many miners developed “black lung disease”; created problems with pyrite runoff into

rivers and drinking water; ultimately led to a large decrease in biodiversity in the surrounding area)

• Supports the theme with relevant facts, examples, and details (irrigation: systems included digging

canals and constructing dikes to move and control the flow of river water; government regulated

water taken out of the Nile based on amount of time contributed; coal mining: coal needed to

replace wood which was becoming scarce; coal needed for cooking and smelting; explosions in

coal mines resulted in deaths; done by digging underground into large seams of coal)


that are a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 4. The integration of document

information and details demonstrate a good working knowledge of the task. The discussion of

irrigation along the Nile and coal mining in Great Britain features some examples of insight that would

have been more effective with further development.


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

During the course of time, man has been faced with alot of difficult

delemas. From most of these situations, man has come out strong and

is able to get by but what man does not see is the negative aspects of

his disitions. For every possitive there is often at least one negative.

In the river valley civilization of Egypt the people faced a problem.

The problem was that every year the Nile river flooded. At times it

flooded too much and destroyed peoples homes or it under flooded and

there was not enough water to water the fields (doc 1). The problem

couldn’t be fixed by using another river or depending on rain because

Egypt is mostly dessert and the Nile is the main water source. So the

Egyptians had to work with what they had. The solution to this

problem was by using an irragation system and inventing a device

that can lift water from the river and its irragation canals to the

fields.

This invention was called the shaduf. It was capable of lifting

enough water to plant up to 2 crops per year which was a major

improvement on the irragation system which included canals and

dikes. This led to an increase in food production. (Doc 2, A, B). This

invention brought many positive effects which included being able to

grow 2 crops per year, thus producing more food. Before this every

farm had to be located at the river bank. Now because of the more

effective irragation system, some farms could be located away from

the river which meant that Egyptian civilization could grow and

expand beyond the banks of the Nile. This was an impportant step for

Egypt to be able to expand. This expansion could create another problem

because the farmers near the river had direct access to water and the

ones further away did not have the same access to water, which they



needed. The solution to this problem was simple, the government passed

laws called the water laws. The water laws stated that if a farmer was

not directly on the water then the farmer that is near the river water

must allow the other farmer to use a water canal on his land. They also

stated that whatever water a farmer took from the canals had to be paid

by the farmer through working on the system.

For example to take out one hour worth of water you would have to

put in one hour worth of work filling that canal. If this ratio was not

met then the person in violation could be killed by the government.

(Doc 3). The pharaoh used local governors to make sure farmers had

fair access to the waters of the Nile. The pharaoh’s power and wealth

depended on the harvests, and the storage of surplus food. He claimed

god-like authority and built pyramids and temples to glorify his rule

over Egypt. Without irrigation and a steady food supply, Egypt

would not have been great.

In Britain the problem that they were faced with was not a water one

but a fuel one. Wood was often the fuel of choice. It was used for heat,

and cooking. This all changed when the wood source was running out

(Doc 7A). The solution, was coal. At first coal was dug from open pits

in the ground. That quickly ran out, the solution was to dig deep

under ground pits to mine the coal that was in the seams. At times

these mines were narrow and included few safety supports or other

safety precautions. The advantage of under ground mining was that

there was more coal to be mined. But the disadvantage was that

mining under ground was very dangerous. In the mines there was

little to no light, and sometimes the only light come from candels. The

use of candels for light was dangerous for several reasons. First,



miners were working in little light and they could not see well

leading to some accidents. Also candels sometimes caused explosions

when they ignited explosive gases. The floor often had water up to

miners knees, and the air was full of dust, and was very, very dirty

(Doc 9). These horrible mine conditions, as well as the horrible working

conditions in the factories did not improve until somewhere around

the mid 1800s. Then, Parliament started to realize it had to protect the

workers. People like Sadler made reports, and laws like the Mines Acts

and the Reform Acts helped miners and workers.

When the Industrial Revolution began the early factories were

powered by water wheels. This limited where a factory can be placed

and also limited the growth of factories. This all changed when the

steam engine, which was powerd by coal got introduced. Now factories

can be placed in different locations. This increased the number of

factories built, and increased the amount of goods produced. (Doc 8).

In conclusion people need to change there envirment in order to

survive. With every change comes the balance between positive and

negative. In Egypt the positive is an irrigation system even though

flooding still sometimes occurred. In Britain the positive is an

increase of Industry but at the cost of poor working conditions.


Anchor Level 4-C

The response:

• Develops all aspects of the task for the development of irrigation in ancient Egypt and coal mining in Great


• Is both descriptive and analytical (irrigation: at times Nile flooded too much and destroyed homes or it

under flooded and there was not enough water for the fields; shaduf was capable of lifting enough water to

plant up to two crops per year; laws meant farmers on the Nile had to allow those not on the river to use the

river; the water a farmer took had to be paid by working on the system; coal mining: wood was often the

fuel of choice; solution to open pits running out of coal was to dig deep underground; mining underground

meant there was more coal to be mined but it was dangerous; sometimes the only light came from candles;

the floor often had water up to miner’s knees and the air was full of dust; use of water power limited where

a factory could be located and also the growth of factories; everything changed when the coal powered

steam engine was introduced)


• Incorporates relevant outside information (irrigation: problems could not be fixed by using another river or

by depending on rain because Egypt is mostly desert and the Nile is the main water source; better irrigation

was essential for Egypt to expand; pharaoh used local governors to make sure farmers had fair access to

water; pharaoh’s power and wealth depended on harvests and storage of surplus food; without irrigation and

a steady food supply, Egypt would not have been great; coal mining: some mines were narrow and included

few safety precautions; horrible mine and working conditions did not improve until Parliament realized it

had to protect workers; people such as Sadler made reports, and laws such as the Mines and Reform Acts

helped miners and workers)

• Supports the theme with relevant facts, examples, and details (irrigation: every year Nile flooded;

government passed water laws; coal mining: wood used for heating and cooking; wood source running out;

when Industrial Revolution began early factories were powered by water wheels)

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are a


Conclusion: Overall, the response fits the criteria for Level 4. Document information used to frame the

discussion is integrated with good outside information indicating a solid understanding of the task. Additional

supporting facts and details to expand on general summary statements would have enhanced the discussion.



Throughout history, civilizations have made changes in order to

adapt to their environment. These changes have brought about both

positive and negative effects on the people of the civilization and their

society. Both the Aztec civilization and the Egyptian civilization have

met their needs by changing their environment.

The Egyptian civilization was located along the Nile River. This

early river valley civilization was originally based on the delta region

of the Nile called “lower Egypt”. After a while upper and lower Egypt

were unified allowing for a strong government to form. It was set up

along the river based on the fertile land that the river provided for

farming. But even though the flooding of the river was predictable

based on the seasons and allowed them to develop a calendar, the levels

or amount of flooding had very little certainty, and the Egyptians

were unable to completely rely on the river for farming. As seen in

Document 1, if the river was too high, it flooded almost all of the crops,

and destroyed villages. If the levels were too low, the land became to

dry, killing almost all of the crops. Because the Egyptians needed a

steady food supply, they needed something that would control the

uncertainty of the water flow of the river. The Egyptians modified their

land by digging canals, which could monitor the water of the Nile.

This adaptation by the Egyptians to their erratic environment effected

the Egyptian society. The canals and the shaduf allowed for the

harvesting of two steady crops, which kept the food supply of the people

more consistent. As seen in Document 3, the canals also led to the

introduction of new laws to the Egyptian society. Water Laws were

created to regulate the amount of water used by each farmer based on

how much time they were willing to spend to help fill the canals. The



laws also created an equal access for farmers to the canal, by allowing

them to use a canal on a farmers land which was located close to the

river. The governors made sure farmers had fair access to the water as

long as they contributed to the maintenance of the irrigation system.

The society of the Egyptians relied on canals along the river for a

constant food supply, and with this, they were able to increase trade

with other early civilizations.

The Aztec civilization located in Latin America used chinampas to

adapt to the land they lived on. A chinampa was a floating garden, a

frame of mud and dirt supporting various crops from trees to corn,

that was anchored in a lake. As stated in document 5, these floating

gardens helped the Aztecs not only to farm, but to expand their land.

This was a positive for the civilization because the more land and area

to farm, the more crops. One negative effect of the chinampas was that

they relied on the quality of the water. If the Lake water was salty, it

destroyed the crops, and the Aztec civilization had a rapid decrease in

food supply. The society of the Aztecs was benefitted by the chinampas

because it not only increased food supply, it allowed their capital city

Tenochtitlan to become strong. Tenochtitlan grew in population due to

the increase in food production and grew in importance. The Aztec were

then able to conquer surrounding areas and form an empire. This

capital city and its causeways made it possible for everyone to access

the center of trade. Seen in Document 6, this city was so accesible

because the canals and causeways linked all of the seperate islands of

the capital to the mainland. These gardens eventually went on to

becoming property for homes to be built on as well.

The changes that civilizations have made to their environment has



affected their societies and brought about both positive and negative

results. The Egyptians canals and shaduf allowed for an increase in

harvesting and new laws to the society. The chinampas of the Aztecs

expanded the land of the empire, while also allowing increased food

supply. Both changes have helped their early civilization to better

succeed.


Anchor Level 3-A

The response:

• Develops all aspects of the task with little depth for the development of irrigation in ancient Egypt and the

construction of chinampas by the Aztecs

• Is more descriptive than analytical (irrigation: early civilization was set up along the river because of the

fertile land; if the river was too high it flooded almost all of the crops and destroyed villages; if the levels

were too low land became too dry killing almost all of the crops; the Egyptians needed something that

would control the uncertainty of the water flow of the river; land was modified by digging canals which

could monitor the Nile; canals and the shaduf allowed for the harvesting of two steady crops which kept the

food supply more consistent; the amount of water a farmer could use was based on how much time they

were willing to spend helping fill the canals; chinampas: they helped the Aztec not only to farm but to

expand their land; more land and area meant more crops; they relied on the quality of the water; if the lake

water was salty it destroyed the crops and the Aztec civilization had a rapid decrease in the food supply)

• Incorporates some relevant information from documents 1, 2, 3, 4, 5, and 6

• Incorporates relevant outside information (irrigation: flooding was predictable based on the seasons and

allowed them to develop a calendar; governors made sure everyone had fair access to the water as long as

they contributed to the maintenance of the irrigation system; it helped them to increase trade with other

early civilizations; chinampas: Aztec benefited because they not only increased food supply but allowed

their capital city to become strong)

• Includes some relevant facts, examples, and details (irrigation: Egyptian civilization located along the Nile;

new laws introduced to Egyptian society as result of canals; laws created equal access for farmers to canals

by allowing them to use a canal on a farmer’s land located near the river; chinampas: it was a floating

garden, a frame of mud and dirt supporting various crops anchored in a lake)

• Demonstrates a satisfactory plan of organization; includes an introduction that is a restatement of the theme

and a conclusion that states changes made by the Egyptians and Aztecs to their environment helped them to

better succeed

Conclusion: Overall, the response fits the criteria for Level 3. Explanation of document information is

employed as the basis of the discussion and demonstrates an understanding of the task. Recognition that while

development of irrigation in ancient Egypt and construction of the chinampas by the Aztec had some negative

effects, the positive effects helped both civilizations better succeed is thoughtful but lacks sufficient supporting

facts, details, and explanation to prove that thesis.



Throughout history, many civilizations/regions changed their

environment in order to meet their needs. Although this lead to positive

effects, there were also many negative effects. Two places for example

are the chinampas, created by the Aztecs, and the coal mining in

Britain during the Industrial Revolution.

The Aztecs were limited in the amount of land they had for shelter

and for agriculture. The Aztecs capital was seperated into a few regions

because of the lake and the mainland areas. They had started their

society on an island in Lake Texcoco where the Aztecs, according to

legend saw an eagle sitting on a cactus eating a snake. (OI) Luckily

for the Aztecs, they used the invention of the chinampas which were

floating gardens to help them expand their land and grow food. The

crops were grown in Lake Texcoco on the chinampas which were formed

by a layer of fertilizing mud over a frame. They were given stability

by the growth of the roots from tree trunks that were planted. (Doc. 4)

These chinampas had benefits: they added both living and

agricultural space for the Aztecs. After awhile the chinampas were

stable enough for houses to be made. Plots were used to grow crops such

as maize, beans, tomatoes, and sometimes flowers. However, farmers

were faced with the danger of losing their crops due to the flooding of

their chinampas. To farmers who depended on these crops for food to

support their families or to pay their taxes, this was devastating to

them. They even had to worry about there being salty water moving

into the chinampas which would cause their crops to die. Luckily, a

dike was built by the Aztec government to protect crops from being

flooded or drowned with salt water. This improved the economy and the

amount of crops produced. (Doc. 5 & OI) One of the most important



results from the chinampas being built was that they consolidated

Aztec land and even enlarged the 2 main islands of Aztec. Fresh

water was even brought out to the capital city using an aqueduct.

(Doc. 6) Eventually the Aztecs grew beyond the islands and

conquered a lot of land and societies in the middle of present day

Mexico. They were an empire based on war and the practice of human

sacrifice. They were able to grow in power and wealth because of the

food grown on the chinampas. (OI) The chinampas brought benefits

but the wealth gained from the chinampas was used to conquer the

Aztec’s neighbors.

During the Industrial Revolution, one of Britain’s main energy

sources, wood, was already depleted. Factory owners needed a new

source of energy. This was furfilled by the burning of coal. However,

the coal mined from open pits was soon used up and they needed to

mine deeper in order to get more. They began to put shafts and

galleries into the mines. (Doc. 7) Coal mining brought benefits to

Europe: It allowed the industrialization of Britain to gain

momentum. Without the use of coal, Britain probably would not have

been able to continue to industrialize as thoroughly (Doc 8).

Industrialization brought new machines and more modern

technology. It also made Britain one of the most important and

powerful countries in the world. (OI) (Doc. 8) Although coal mining

brought many benefits, there were also major disadvantages. Coal

mining is very dangerous. Before the use of safe lamps in the coal

mines, miners had to use candles to see. However, one small gas leak

around the candles could lead to an explosion, killing many people.

Also, the air in mines was very dirty and unclean for people to breathe



for a long time so people got health issues especially in the lungs.

Because coal mining was a “dirty job” that high class people wouldn’t

do, many low class families did this to earn money. Child labor was

used because it’s cheap labor so some families sent their children there

because they needed money. (Doc. 9 & OI) The children worked long

hours in dangerous conditions and sometimes died. (OI). Coal

mining brought many positive but also negative aspects to Britain.

Since areas throughout the world face problems, there are many

different ways to solve them. However the changes they make to the

environment aren’t always for the best, they may have negative

aspects too.


Anchor Level 3-B

The response:

• Develops all aspects of the task with little depth for the construction of chinampas by the Aztecs and coal

mining in Great Britain during the Industrial Revolution

• Is more descriptive than analytical (chinampas: Aztecs were limited in the amount of land they had for

shelter and agriculture; farmers had to worry about salty water killing crops when they flooded; they

consolidated their land and enlarged the main islands; it helped the Aztecs to grow in power and wealth;

coal mining: during the Industrial Revolution one of Britain’s main energy sources, wood, was already

depleted; burning coal gave factory owners a new source of energy; coal mined from open pits was soon

used up and mines were dug deeper; without the use of coal Britain probably would not have been able to

continue to industrialize as thoroughly; before the use of safe lamps, miners had to use candles; one small

gas leak around the candles could lead to an explosion and kill many people)


• Incorporates relevant outside information (chinampas: Aztecs had started their society on an island in Lake

Texcoco; the wealth gained from them was used to conquer Aztec neighbors; eventually Aztecs grew

beyond the islands and conquered land and societies in present-day Mexico; coal mining: industrialization

brought new machines and more modern technology; it made Britain one of the most powerful countries in

the world; air in the mines was very dirty leading to health issues especially in the lungs; child labor was

used because it was cheap)

• Includes some relevant facts, examples, and details (chinampas: Aztec capital was separated into a few

regions because of the lakes and the mainland areas; crops grown on a layer of fertilizing mud over a frame;

given stability by growth of roots from tree trunks; maize, beans, tomatoes, and sometimes flowers grown

on them; fresh water brought out to capital city by aqueduct; coal mining: shafts and galleries put into

mines; long hours)

• Demonstrates a satisfactory plan of organization; includes an introduction that is a restatement of the theme

and a weak conclusion

Conclusion: Overall, the response fits the criteria for Level 3. Document information is used to frame the

discussion and is supported with some outside information to demonstrate an understanding of the task.

Additional supporting facts, details, and explanations would have helped to substantiate generalizations.



Throughout the past, and certainly today, people/cities have

changed their environment for specific needs, including economic

stability. The Industrial Revolution and Irrigation in Egypt both

played major roles in changin the environment to meet the regions

needs. Both changes have good and bad affects on the people, place or

economy. The Industrial Revolution made a huge change in England.

In England in the early 1800s, the nation was going through a

huge environmental change, for not only new energy sources but

economic growth. As seen in document 7a, in England there was a

wood shortage. Wood was the primary source of energy for cooking

and making charcoal to smelt iron. And waterpower was inadequate

for the growing needs of England and its factories. Soon, coal became

the newly needed energy source. Not long after, coal mines were built

deep under the ground to find coal because surface coal was harder to

find. Agriculture was once the most important focus of the English

economy, but times were changing and England soon made the

switch to factories which decreased the number of farmers needed.

Eventually almost all the factories ran on steam made from burning

coal. The first textile factories were built along Englands fast, flowing

streams, which used waterwheels as a power source for factories. Once

steam engines came about, waterwheels were seen as to slow compared

to coal’s large generation of power as seen in document 8.

In Egypt, the normal environment is hot and dry because it is

located primarily in the Sahara desert. Most crops need large

abundances of water to survive. As seen in document 1, Egypt used

its natural resources of the Nile River and developed an irrigation

system. The Nile’s irrigation system did have its problems though



especially during high flows. In addition to the irrigation systems,

shadufs were designed as seen in document 2a. The shaduf’s job was to

take water from the Nile to irrigate the land, giving a larger

production of yearly crops, as seen in document 2b. As part of the

irrigation system, canals were built and dikes as well. These changes

of the environment had strong affects on society.

The Industrial Revolution relied on child labor. Children ages 5 to

18 could work in not only factories, but mines as well. Many

children did not receive an education, became physically disabled and

lost limbs, or bled to death. Another affect was the mines/factories were

not very clean nor safe. Mines not only had crawl spaces, bad air

quality, as seen in document 9, but also sometimes involved working

up to the knees in water, as seen in document 7b. Mines were very

scary for young children. In factories, machines were not only

un-safe, but the air, and surroundings were bad. Girls with aprons or

long hair got caught in machines causing either death or loss of

limbs. Positive affects of the Industrial Revolution included

economical growth in England. Also, mothers/daughters worked in

these places under bad conditions.

In Egypt, the affects were for the most part positive. Irrigation led to

improved crops, and more crops produced in a year. Also, people did not

have to live near the Nile. They had the ability to move away from the

Nile River and its flood plain and farm more distant land using

canals and shadufs for irrigation, as seen in document 3. The Nile

also let the Egyptians have new means of transportation. The river

allowed, by boat, travelers to move to other towns for trade ect.

Pyramids soon were built after the irrigation systems. Pyramids were



tombs in Egypt, that were built right along the Nile, and its

tributaries. The last effect in Egypt, was the establishment of a strong

government and laws under an all-powerful pharaoh.

In closing, certain circumstances cause people in regions to make

environmental changes. In both the Industrial Revolution, and the

Egyptian’s use of irrigation, both changed to meet their

environmental needs and improve their economy. Everyday an

environment is altered for the needs of others, especially the present.

These alterations of the past, lead to future changes as well.


Anchor Level 3-C

The response:

• Develops all aspects of the task with little depth for coal mining in Great Britain during the Industrial

Revolution and the development of irrigation in ancient Egypt

• Is more descriptive than analytical (coal mining: waterpower was inadequate for the growing needs of

England and its factories; coal became the newly needed energy source; once steam engines came about,

waterwheels were too slow compared to coal’s large generation of power; factories were not very clean or

safe; mines not only had crawl spaces and bad air quality, but also sometimes involved working up to the

knees in water; irrigation: most crops needed a large abundance of water to survive; Egypt used the Nile to

start an irrigation system; it did have its problems especially during high flows; shaduf took water from the

Nile to irrigate the land giving a larger production of yearly crops; people no longer had to live near the Nile

and could farm more distant lands); includes faulty application (irrigation: the river allowed travelers to

move to other towns and trade)


• Incorporates relevant outside information (coal mining: children could work not only in factories but also in

mines; many children did not receive an education, became physically disabled and lost limbs, or bled to

death; Industrial Revolution brought economic growth to England; mothers and daughters worked in these

places under bad conditions; irrigation: in Egypt the normal environment is hot and dry because it is located

primarily in the Sahara Desert)

• Includes some relevant facts, examples, and details (coal mining: wood shortage; wood primary source of

energy for cooking and making charcoal to smelt iron; waterwheels source of power for factories;

irrigation: canals and dikes built as part of irrigation system)

• Demonstrates a satisfactory plan of organization; includes an introduction that states people have changed

their environment to meet needs such as economic stability and a conclusion that mentions past alterations

to the environment lead to future changes as well

Conclusion: Overall, the response fits the criteria for Level 3. Specific facts and details along with some

relevant outside information demonstrate a working knowledge of the task. Some statements about the effects of

irrigation in ancient Egypt and coal mining relate directly to the task. Other statements do not logically follow

and are not integrated into the task particularly some of the details focused on the Industrial Revolution that are

not connected to changes brought from mining coal, weakening the response.



The Egyptians and the British both modified their environments to

meet their needs, irrigation in Egypt allowed farmers to bring water to

their fields; coal mining in Great Britain allowed factories to grow. The

Egyptians needed to use irrigation to control the Nile. The British

needed a new energy source to replace wood.

The main source of water in Egypt is the Nile river. The

uncontrolable nature of the Nile makes it difficult to utilize. When

the Nile is flowing high it can flood villages killing many people.

When the Nile is low the land cannot recieve water and crops cannot

grow. Before irrigation crops needed to be grown near the Nile in order

to recieve water. If a field was placed too far away from the Nile it could

not recieve water and crops could not be grown.

The Egyptians used irrigation to control the Nile. Canals were built

in order to transport water farther away. Farmers also used devices

called shadufs to transport water. This allowed for more crops to be

grown. Using those tools Egyptians were able to lift water to higher

places during the summer to avoid flooding. This allowed Egyptians to

produce two crops a year. Water laws were put in place to ensure every

farmer recieved their fare share of water from the irrigation system.

Wood was the main source of fuel in Great Britain before coal. It

was used for cooking, heating, and for smelting. A shortage of wood

brought demand for a new energy source. Coal was a readily available

fuel source in Great Britain. Before the use of coal water was the main

energy source for most factories. This limited the factories in size,

amount, and location.

Coal was a much more efficient energy source – than wood or water.

Mines were dug to supply Great Britain with enough coal. The mine



consisted of a shaft that was dug deep into the ground with galleries

dug sideways into the coal seam. Mining coal could be dangerous

however. The inpurity of the air in some mines caused minors to

suffocate. Explosive substances were sometimes found in mines and

they could be ignited by candles that minors used for light. Coal

allowed factories to grow much larger and become more mechanized.

They were no longer limited by water so factories began moving into

urban areas.

In order to overcome hardships the Egyptians and British had to

modify their environment. The Egyptians used their irrigation

techniques to avoid flooding and increase the amount of crops they

could produce. The British found coal as their new energy source and

used it to replace wood and water.


Anchor Level 2-A

The response:

• Minimally develops all aspects of the task for the development of irrigation in ancient Egypt and

coal mining in Great Britain during the Industrial Revolution

• Is primarily descriptive (irrigation: when Nile is flooding high it can flood villages killing many

people; when Nile is low or a field is placed too far away it could not receive water and crops

would not be able to grow; canals were built in order to transport water; shadufs allowed farmers to

bring water to their fields; laws put in place to insure farmers received their fair share of water;

coal mining: shortage of wood brought demand for a new energy source; coal was a readily

available fuel source in Great Britain; before coal, water was the main energy source for most

factories; coal was a more efficient energy source; impurity of air in some mines caused miners to

suffocate; explosive substances sometimes found in mines and could be ignited by candles used for

light; it allowed factories to become larger and more mechanized; since factories were no longer

limited by water they began moving into urban areas); includes faulty application (irrigation: with

the use of shadufs Egyptians were able to lift water to higher places during the summer to avoid

flooding)

• Incorporates limited relevant information from documents 1, 2, 3, 7, 8, and 9

• Presents little relevant outside information (irrigation: Nile is the main source of water in Egypt)

• Includes few relevant facts, examples, and details (irrigation: used by Egyptians to control Nile;

shadufs allowed Egyptians to produce two crops a year; coal mining: wood main source of fuel in

Great Britain before coal; wood used for cooking, heating, and smelting; mines dug to supply coal;

galleries dug sideways into coal seams)

• Demonstrates a general plan of organization; includes an introduction and a conclusion that state

how and why the Egyptians and British modified their environment

Conclusion: Overall, the response fits the criteria for Level 2. The response is characterized by a

summary of document information that is used as evidence to support all aspects of the task. Lack of

development and some repetition especially in the treatment of irrigation in ancient Egypt weakens the

response.



Throughout history, people have made changes to their

environments to meet their needs. These changes have been both

positive and negative on the people, their societies, and their region. The


impacted it’s people and region with the new use of coal, and the

mining of coal.

The use of coal became needed when their was a shortage of wood, a

new source of energy was required (Doc. 7a) and coal was it. Coal

replaced wood for most everything such as (Doc. 7a) cooking, heating

and it became the power for trains as well (outside info). Coal

generated more power than the waterwheel, (Doc. 8) which was the

main source before, and coal became the main source of energy. Coal

allowed the industrialization (Doc. 8) of Britian to gain momentum.

(Doc. 7b) People modified the environment to obtain coal by galleries

being dug sideways into coal seems, sometimes the shafts would

begin to fill with water, and in the 1700’s the steam pump was

introduced and the water could be drained so the workers would not

have to be in water up to their knees. (outside info) The use of coal

became very popular and the main source of energy.

People faced many dangers working in coal mines, but they took

the risk of working in them anyway. (Doc. 9) Workers faced the

dangers of explosions and many died from explosions. (Doc. 9) People

working in the mines were killed by suffication due to the impurity

of the air and working conditions. Coal affected people in which they

recieved jobs mining.

Coal mining in Great Britain during the Industrial revolution was

possitive and negative. Possitive in that it became the main source of



energy, negative in which people in the mines were being killed by

poor working conditions. Coal mining impacted Great Britain

largely/greatly by replacing wood as an everyday use for cooking

and heating and many other things that are used.

Anchor Level 2-B

The response:

• Develops all aspects of the task in some depth for coal mining in Great Britain during the Industrial

Revolution

• Is primarily descriptive (coal mining: it became needed due to a shortage of wood; a new source of

energy was required and coal was it; coal generated more power than the waterwheel which was

the main source before coal; allowed the industrialization of Great Britain to gain momentum;

steam pump allowed water to be drained so workers would not have to be in water up to their

knees; people faced many dangers working in mines; it was positive in that coal became the main

source of energy)

• Incorporates limited relevant information from documents 7, 8, and 9

• Presents little relevant outside information (coal mining: coal became the power for trains)

• Includes few relevant facts, examples, and details (coal mining: replaced wood for cooking and

heating; galleries dug sideways into coal seams; in 1700s steam pump introduced; workers faced

dangers of explosions; people working in mines killed by suffocation due to impurity of air)

• Demonstrates a general plan of organization; includes an introduction that is a restatement of the

theme and a conclusion that summarizes the positive and negative effects of coal mining in Great

Britain

Conclusion: Overall, the response fits the criteria for Level 2. Although only coal mining in Great

Britain during the Industrial Revolution is discussed, the information that is presented demonstrates a

clear understanding of the task. Good facts are included but lack of explanation leads to unsupported

conclusions. Repetition of facts weakens the response.



Changing a society’s environment is sometimes necessary to meet

the needs of the people. Even though these changes seem positive they

came with negative effects as well. Two examples of these changes are

the irrigation systems in Egypt and coal mining in Great Britain.

The development of irrigation in Egypt came with both positive and

negative effects. For the Egyptians this changed seemed essential to

the growth of their agriculture. This is so, because their source of water,

the Nile River, was very unpredictable. The River experienced very high

flow, which led to the flooding of villages and drownings of

thousands. And the River also consisted of very low flow, which

caused the land to not recieve water and no crops to be able to grow.

(Document 1) This unpredictable river led to the change of agriculture

among Egyptians. The Development of irrigation had some positive

effects. In Document, 2B, it talks about the positive impact of the

irrigation systems. The main impact was that because of it, Egyptians

were able to cultivate 2 crops every year. This had a huge impact on

Egyptian agriculture. However, there were some negative effects, which

are talked about in document 3. The government punishments were

harsh for not following the law. If a farmer took too much water than

allowed, he could be put to death. These harsh punishments impacted

the lives of many.

Coal mining in Great Britian seemed necessary to the people as

well. In Document 7A, it talks about why. At the time wood was

Britain’s main source of energy. But, the supply of wood was

decreasing dramatically. So, the need for coal was important for

cooking and heating in many places. Because of this increase in coal

mining, Britain started to become more industrial. (Document 8)



Factories and machinery began to grow and become more condensed.

This made the people move to more urban areas, instead of being in the

rural countryside. But along with an increase in industry came the

working conditions of factory workers throughout Britain. Such

conditions are mentioned in Document 9. These coal mines were very

dangerous to work in. They contained explosive matter which killed

many workers. As well as impure air, which affected the health of the

workers. With these conditions, workers died from being in the coal

mines.

The development of irrigation systems in Egypt and the start of

coal mining in Great Britain were necessary changes in society. These

changes impacted the lives of society in many ways, both positive and

negative. But, changes like these changed the lives of the people forever.

Anchor Level 2-C

The response:

• Minimally develops all aspects of the task for the development of irrigation in ancient Egypt and coal


• Is primarily descriptive (irrigation: essential to the growth of agriculture; Nile River experienced very high

flows which led to flooding of villages and drowning of thousands; low flows of Nile led to land not

receiving water; government punishment was harsh for not following the law; if a farmer took too much

water, he could be put to death; coal mining: coal was important for cooking and heating in many places; as

a result of the increase in coal mining, Great Britain started to become more industrial; made people move

to urban areas instead of staying in the rural countryside; impure air in mines affected the health of

workers); includes faulty and weak application (irrigation: Egyptians were able to cultivate two crops every

year)

• Incorporates limited relevant information from documents 1, 2, 3, 7, 8, and 9


• Includes few relevant facts, examples, and details (irrigation: Nile as source of water was unpredictable;

coal mining: wood was main source of Great Britain’s energy but supply was decreasing; mines very

dangerous; explosive matter killed many workers)

• Demonstrates a general plan of organization; includes an introduction and a conclusion that are a


Conclusion: Overall, the response fits the criteria for Level 2. Evidence from documents is strung together in a

basic way to address the task. Literal interpretation of the documents and lack of explanation weaken the

response.



Thoughout history, many diverse groups of people around the world

have altered their enviorment in some way, shape or form to meet their

needs. Two of these groups of people include the Aztecs and the Ancient

Egyptains.

The Aztecs invented something calls chinampas. As stated in

document four, they are, “floating gardens which make it possiable to

create areas for cultivation in shallow parts of lakes. In document six,

it states, “by building out into a lake, the Aztecs consoildated and

enlarged the original two islands.” This means that by using

chinampas, the Aztecs had more living and farming space.

The Ancient Egyptains also altered there enviorment to suit there

needs. The ancient Egyptains built and developed as system of

irrigation on the Nile River. As stated in document one, canals were

built to flood large tracts of land along the Nile while it was flow

higher. This create fertile soil and make more space for agriculture.

Also as stated in documents 2a and 2b, the ancient Egyptains

invented shadufs which were, “devices that enabled them to transfer

water from the Nile to the feids. This made this farming much more

effective. The inventions and development of both the irrigation

systems along the Nile River in Egypt and the Chinampas in South

America by the Aztecs affected them in many ways. First both of

these inventions greatly changed the way of farming. Both methods

gave them more space to farming. Also both methods made farming

more efficent.

In conclusion both the Ancient Egyptains and Aztecs, along with

many other divirse groups of people thoughout the world and history

have changed there in enviorment to meet there needs.


Anchor Level 1-A

The response:

• Minimally addresses some aspects of the task for the construction of chinampas by the Aztecs and

the development of irrigation in ancient Egypt

• Is descriptive (chinampas: make it possible to create areas for cultivation in shallow parts of lakes;

helped the Aztecs consolidate and enlarge the original two islands; their use gave the Aztecs more

living and farming space; irrigation: Egyptians built and developed a system of irrigation on the

Nile River; shadufs enabled the Egyptians to transfer water from the Nile to the fields making

farming more effective)

• Includes minimal information from documents 1, 2, 4, 5, and 6

• Presents little relevant outside information (irrigation: flooding created fertile soil)

• Includes few relevant facts, examples, and details (chinampas: floating gardens; irrigation: canals

used to flood large tracts of land along Nile when it flowed high); includes an inaccuracy

(chinampas: were in South America)



Conclusion: Overall, the response fits the criteria for Level 1. Although the first aspect of the task is

not directly addressed and quotations from documents dominate the response, a limited understanding

of the task is demonstrated. Lack of supporting facts and details detract from the comparative

statements about the Aztec construction of chinampas and irrigation of the Nile.



Throughout history, people have changed their enviroments to meet

their needs. These changes had both positive and negative effects on

people, societies, and regions. Examples include the development of

irrigation in ancient Egypt, The construction of chinampas by the

Aztecs, and coal mining in Great Britain during the Industrial

Revolution.

The construction of chinampas by the Aztecs had both positive and

negative affect. The chinampas were real floating gardens which made

it possibly to create areas for cultivation in the shallow parts of the

lakes. A positive effect was that the chinampas added both living and

agricultural space to the island. A negative was that flooding, which

brought salty water across the chinampas ruined the land and crops.

(Document 4 and 5)

Coal mining in Great Britain during the Industrial Revolution

also had positive and negatives. Coal allowed the industrialization of

Britain to gain momentum that was nothing short of revolutionary.

Negatives of the mining were the many dangers people had to face,

like the explosions from all the explosive matter, and being trapped

without any light because there was no safety lights. (documents 8

and 9)


Anchor Level 1-B

The response:

• Minimally addresses some aspects of the task for the construction of chinampas by the Aztecs and


• Is descriptive (chinampas: made it possible to create areas for cultivation in the shallow parts of

lakes; they added both agricultural and living space to the island; coal mining: allowed the

industrialization of Great Britain to gain momentum which was revolutionary; people could be

trapped without any light because there were no safety lights)

• Includes minimal information from documents 4, 5, 8, and 9


• Includes few relevant facts, examples, and details (chinampas: floating gardens; flooding brought

salty water which ruined land and crops; coal mining: people had to face many dangers such as

explosions)

• Demonstrates a general plan of organization; includes an introduction that is a restatement of the

theme and lacks a conclusion

Conclusion: Overall, the response fits the criteria for Level 1. While the first aspect of the task is not

addressed for either environmental change, the information presented demonstrates a limited

understanding of the effects of the changes. Information from the documents frames a brief discussion

of some positive and negative effects of both changes.


Document-Based Essay—Practice Paper – A

Throughout history people have adapted to meet certain problems. The

answers to these problems affect the society and the people in this

society. Egypt had problems with its rivers but adapted by making

new inventions. In Britain there was not enough wood which was a

source of energy so coal replaced wood. These answers to problems have

positive and negative effects on the place where it is happening.

Wood was a source of energy and was used for ships, and cooking.

As seen in document 7a, coal replaced wood as a new energy source.

Coal was already used for stoves and cooking but was found to be

useful in factories with the improvement of the steam engine. Early

factories often used water as an energy source. In document 8 it is

said that coal produced more energy than the water wheel. Because the

location of factories that used water for energy were set up near fast

flowing rivers, it was difficult to build more factories and grow. Coal

changed all this. It allowed Britain to expand and build more factories

in urban areas.

Coal was hard to mine and caused many problems. In the

beginning, coal was mined in open pits but coal near the surface ran

out and mines had to be dug deeper. People had to build shafts and

gallaries which then started to fill knee high up with water as shown

in document 7b. Many small kids and young women worked in the

minds and crawled through dark and cramped tunnels while working

long hours with little pay (outside info). Some people died from

explosions or suphocated on the contaminated air as said in document 9.

Small children and women were forced to pull heavy wagons of coal

and developed physical problems. These working conditions were not

fixed until laws were passed to protect the miners (outside info).



Burning coal was also harmful to the enviornment. The gas and

smog produced acid rain and changed the way the enviornment looks.

The coal smoke from the factories was so bad that it made some

buildings turn from brown & grey to black (outside info). The water

became contaminated from mining waste and many animals died.

(outside)

In Egypt flooding of the Nile was sometimes unpredictable. At

times it would flood either to much or to little. If the Niles water levels

were to high it would wash away dikes and flood villages and

thousands could drown as told in document 1. If it was to low the

crops wouldn’t get enough water and would die. This caused

starvation and hunger. Ways to solve these problems needed to be

invented.

New inventions were made to help solve these problems. Irrigation

canals and dikes were dug to direct the Nile’s flood waters. Shadufs

were invented and used to transport water from the Nile and canals to

fields that were away from the problematic flood plain as shown in

document 2a. The shadufs were very useful and allowed men to

transport water in a quick and effective way. As told in document 2b,

in twelve hours up to 100,000 liters could be lifted and moved to fields.

It helped make these fields productive. This invention allowed for more

food to be produced. People could water their crops without having to go

down to the river. This enabled farmers to grow two crops a year instead

of one as seen in document 2b. More people could eat and the

population could grow (outside).

This allowed Egypt to grow in size and power. As shown in

document 3, laws were passed so the amount of water a farmer could



take from the canal was based on the time he spent in filling the

canal. Breaking this rule would lead to harsh punishments. A person

caught breaking the law could be put to death. This shows that the

government leaders had power over the people. Similar to Hammurabi’s

Code, the laws used in Egypt created a form of justice that was strict.

Throughout history, people have faced problems. Solutions are made

to deal with these. Coal was used to replace wood and irrigation along

with the shadufs allowed for more crops. The results of these could be

positive negative or both. As long as there are problems there will be

new solutions.


Document-Based Essay—Practice Paper – B

Throughout history, people have changed their environments to meet

their needs. These changes have had both positive and negative effects

on people, societies, and regions. Some examples include the

development of irrigation in ancient Egypt and coal mining in Great

Britain during the industrial Revolution. Both of these changes have

had a huge effect on the regions and their people.

Ancient Egypt is known for its hot climate and deserts. Because of

this quality it has a need for a fresh water supply. Its main source of

water comes from the Nile River. Egyptians main goal was to control

the flow of water so villages located on the banks of the Nile could

survive. In ancient civilizations like Mesopotamia and Egypt

irrigation canals were created. Canals were a good invention because it

made it easier to obtain water for their crops (doc. 1)

The irrigation canals in Egypt started out like a good idea and were

used to solve problems. One problem the Egyptians faced was the high

flows of the Nile. When the Nile had high flows and canals were not

maintained they would overflow and dikes were washed away along

with whole villages. Thousands of people were killed. To help with this

the government called for maintaining and digging irrigation

canals so that high flows could be redirected. Another problem was

when the Nile had low flows. When little water was passing through

the canals it was impossible to grow crops in some areas. This was

solved when a new invention was created called the shaduf. This was

basically a bucket on the end of a cord that hung from the long end of

a pivoted boom, counterweighted at the short end (doc. 1). Without the

shaduf farmers could only grow one crop. But with the shaduff

Egyptians might be able to grow 2 crops per year (doc. 2). Farmers



could now live further away from the banks of the Nile than ever

before and grow crops. Some people feared they would not get a supply

of water because they did not live close to the river. The government

created water laws to ensure people who farmed farther from the river

had access to water in the canals. The only requirement demanded by

the government was to contribute labor to fill the canal with water. The

longer you spent filling the canal the more water you were allowed to

take (doc. 3). If these laws were broken punishments could be severe.

This shows the power and strength of government. Laws and

punishments are only as strong as the ability of the government to

enforce these laws. The Pharoah, who had supreme power over his

subjects, forced some of them to work on public projects, such as the

building of the pyramids. The growth and glory of the Egyptian

civilization and the power of the pharaoh depended on a steady food

supply.

The Industrial Revolution was a time for building factories and

making goods. One of the early sources of energy for Great Britain

had came from wood. Unfortunately this source was running low in

supply. Wood was used for cooking food, building ships and

producing charcoal needed to process iron ore. The main source of

energy to power the early factories was water. But water power limited

the factory owners because they could only build their factories on

rivers with rapids that would be able to provide enough power. Great

Britain needed to find a new source of energy. Eventually Great

Britain started to use coal which was an abundant and versatile

energy source.

The change from wood and water to coal had a great effect on the



region. Coal was a positive change for factories. With the use of coal,

factories became much larger and ever more mechanized because coal-

powered steam engines are much more powerful then using a

waterwheel. Factories no longer had to be located on rivers with rapids.

Coal allowed industrialization in Great Britain to increase and

created a revolution (doc. 8). Even though coal had multiple positive

effects it also had multiple negative effects as well. Some of these

effects were caused in the coal mine itself. Miners faced many

dangers in these coal mines. Inside the mines the air is extremely

dusty and it is easy for miners to suffocate because of unhealthy

gases and particles in the air. Also some of these workers are working

by the light of a candle. This is extremely dangerous because it could

cause a fire or even an explosion because of the gases in the coal

mines. An example of this is the Rainton Mine Disaster in Durham,

Great Britain on December 18, 1817. Many were killed or injured

because of an explosion (doc. 9). Miners also face the danger of cave

ins which can kill many people. This shows the coal mines had

dangerous and poor working conditions. These reasons are why coal

mines had a negitive effect on the region of Great Britain. Coal

mining had both positive and negitive effects during the Industrial

Revolution.

In conclusion regions that have changed their environment to meet

their needs, have had positive and negative effects on people and

regions. The development of irrigation in Egypt and coal mining in

Great Britain show this is true.


Document-Based Essay—Practice Paper – C

Throughout histroy, people have faced enviromental problems which

forced them to modify it. These modifications brought affects that

could be seen as both positive and negative. Two examples include, the

Aztec creation of chinampas and the coal mines in Great Britain,

because both had affects on their people and region. They were created

for the benifet of society. The real result may be argued of having done

differently.

The Aztec civilization founded its perminate location in present

day Mexico, on an island in a lake naming their city Tenochtitlan.

Having a capital city in a lake though created problems. There wasn’t

much room to house its people or grow its food. The Aztecs needed a

way to create land in the lake in order to farm and live. In response,

they decided a modification was in order and created the chinampas.

These were plots of lands that were made by frames of mud and layers

that included a dense bed of vegetation. These plots made it possible to

create areas for cultivation in shallow parts of the Aztec lakes. (Doc-

4). Once established the chinampas also gave the Aztecs land to live

on.

Unforunatly, these chinampas had both benefical and negative

effects. The chinampas were benefical because they allowed the Aztecs

to plant and grow a variety of products. Some of which include maize,

as well as beans, tomatoes and flowers. Growing these crops made the

Aztec stronger and they soon were able to be the most powerful empire

in meso America. Tenochtitlan became a trading and administrative

center of the empire. Unforunatly, the negative effected proved to be a

great one. Floodings occured at times, which brought salty water

across the chinampas. The salty water ruined not only the land but



also the crops. This affected the region and people leaving both with

little food or nutrianes – (Doc 5). The Aztecs conquered neighboring

areas to form their empire. A reason the Spanish were able to conquer

the Aztec Empire in the 1500s was because they were able to join with

these conquered people. Without the surplus of food from the

chinampas, the Aztecs may not have made such a strong civilization

and conquered other areas.

Another society who was seen making changes to their enviroment

was Great Britain. When a shortage of wood appeared a solution was

needed quickly, for wood was at the time the main fuel for many

things. The quick solution needed by Britain to acquire a new source

of energy was brought to them by coal. Coal took wood’s place and was

now used for cooking and heating, as well in industrial purposes-(doc

7a). Unforunaty, an effect of the exesive use of coal appeared. It was

becoming harder to mine coal, a modification was needed.

Coal was at first, dug from open pits, but then the mines needed to

go deeper. A result of this need resulted in the invention of mine

shafts. They allowed sideways diging into coal seams, creating mines

or rather tunnels allowing more coal to be mined. (doc 7b).

Unforunatly, a negative effect resulted in this, unheathy and

dangerous working conditions. Accidents would often occur killing

many of the workers, an example is the Rainton Mine Disaster in

Durham. Twenty-seven lives were taken by the unsafe conditions.

Dangers included explosive matter having been present in the mine, as

well as the workers having to work by candle light instead of safety

lamps. The deaths included sixteen boys. This shows another problem —

child labor. Because of the cramped and dangerous conditions, as well



as the greed of the mine owners who wanted to pay their workers less,

many mines used child labor. Young boys worked long hours and

were often under payed and even beaten (doc 9). Although coal was

esential it affected the people, workers who would put their lives in

danger and the region which would have to suffer the explosion. Coal

also had positive effects. Britain built more factories, factory owners

became very rich, and people gained a lot of technology.

Although these modification might have lead to negative effect

their role were important. The chinampas for example made it possible

to enlarge the Aztec city and shape it into a strong and massive

cilivization (doc 6). Coal and coal mines did put its workers in

constant danger but allowed Britain to undergo an idustrilization,

which led to the Industrial Revolution. One may argue that this was

the era which made Britain into the strong country known today.

(Doc 8). Both modifications left their mark imprinted in history.


Document-Based Essay—Practice Paper – D

The indians the english and the egyptians all eventually

modernized. great Britiont went from using coal as a main energy

source to water steam. The indians and egyptians both created water

techniques advanced for there time.

The egyptians created a device called a shebauf (Doc 2a) to carry

water easier. The Aztecs came up with a farming method named

chinampas (4). The Britis started using coal as a main powe source

but then they came up with steam (Doc 8, 7A).


Document-Based Essay—Practice Paper – E

In history adaptations and/or changes needed to be done to the

enviornment to fit the peoples needs. The changes have a possotive and

negative effect on society and the enviornment. Two examples are coal

mining in Great Britain durring the Industrial Revolution and the

development of irrigation in ancient Egypt.

Coal mining in Great Britain durring the Industrial Revolution

was a big change and their are many reasons to why this change

happened. One reason is because the main source of energy was from

wood but the supply was running out, as said in Doc. 7a. Another

reason for this swtich to coal was because Energy was also used

through water, as shown in Doc. 8, and water was getting harder and

harder to get to. How was water used as energy do you ask, well water

was used as energy by having this device called a water wheel be put

in a fast flowing stream, so that the wheel could be turned by the

moving water and when the wheel turns it runs the machiens. Coal

was also used because it was becoming more popular in homes for

cooking and heating, as seen in Doc 7a. The change as you can see

was needed because the shift from farming to Industry and factories

meant better power sources for the new technology coming out in Great

Britain durring that time. The coal mining left many effects on

people and socity. One effect was that people looking for work would

have jobs! The men would mine and children, and the women and

children would work in factories, which meant almost everybody had a

job. A negative effect of coal was that their were many accidents in the

mines, like shown in Doc. 9, where explosions can happen or fires or

even having the mines collaps on the workers! The jobs in factories were

not much better, the overseers often beat the workers for not being fast


Document-Based Essay—Practice Paper – E

enough or hurting themself. Many people came out of working the

Industrial Revolution deformed. On a posotive note the Coal helped

make work more efficent and better michinery work better in

factories. Overall the switch to coal in the Industrial Revolution in

Britain was both good and bad.

Irrigation in ancient Egypt was a change that needed to be done.

This is because Egypt’s geography in northern Africa is right in the

Saharah Dessert, and their is only one river that flows through Egypt,

the Nile river. The Nile was used as the Irrigation source, as shown in

Docs. 1, 2a, and 2b. This invention known as the Shaduf was used to

collect water from the Nile, as seen in Docs 2a & 2b. The Irrigation had

all posotive effects on Egypt. One posotive effect was that all farms got

equal water so that plants & food can be cultivated, as shown in Doc. 3.

This suppled the Egyptians with a lot of food to them and it was fair

and even. Irrigation was also an effect because the people of the ancient

Egyptian socity could all have farms and pleanty of water to suply

their familys. Overall Irrigation used in ancient Egypt was posotive

on socity.

Changes are always being made to adapt to peoples needs. Changes

are both good and bad on socity and the people. Two good examples of

change was coal being used in Britan in The Industrial Revolution

and the use of Irrigation in ancient Egypt.


Practice Paper A—Score Level 3

The response:

• Develops all aspects of the task in little depth for coal mining in Great Britain during the Industrial


• Is more descriptive than analytic (coal mining: coal used for cooking but was found to be more useful in

factories; location of factories that used water for energy were set up near fast flowing rivers making it

difficult to build more factories and grow; coal allowed Britain to build more factories; coal was mined in

open pits but this soon ran out and mines had to be dug deeper; shafts and galleries were built and started to

fill with water; some people died from explosions or suffocated due to contaminated air; coal was harmful

to the environment; irrigation: Nile was unpredictable at times; if the flood levels were too high it would

wash away the dikes and flood villages and thousands could drown; if the flood levels were too low crops

would not get enough water and would die causing starvation and hunger; irrigation channels and dikes

were dug to decrease the intensity of the Nile by diverting some of the water; population could grow

because more people could be fed; it allowed Egypt to grow in size and power; breaking the rules would

lead to harsh punishments such as death)


• Incorporates relevant outside information (coal mining: small kids and women worked in the mines and

crawled through dark and cramped tunnels working long hours with little pay; working conditions were not

fixed until laws were passed; gas and smog produced acid rain and changed the way the environment

looked; coal smoke from the factories was so bad that it made some buildings turn from brown and grey to

black; water became contaminated with waste and many animals died; irrigation: similar to Hammurabi’s

Code, the Egyptian law code created a form of justice that was strict and often deadly)

• Supports the theme with relevant facts, examples, and details (coal mining: coal replaced wood as a new

energy source; coal produced more energy than the water wheel; irrigation: shadufs used to transport water

from Nile to fields)



Conclusion: Overall, the response fits the criteria for Level 3. Although documents serve as a frame for the

response, the interpretation of document information demonstrates a good understanding of the task. The

incorporation and development of more outside information and supporting details would have strengthened the

response.


Practice Paper B—Score Level 4

The response:

• Develops all aspects of the task for the development of irrigation in ancient Egypt and coal mining in Great


• Is both descriptive and analytical (irrigation: main goal of Egyptians was to control the flow of water so

villages on the banks could survive; canals made it easier to obtain water but when little water was passing

through them it was impossible to grow crops; without the shaduf and other tools only one crop could be

harvested; some people feared they would not get water because they did not live close to the river but the

government allowed them access to the canal; the longer you filled the canal the more water you were

allowed to take; laws and punishments were only as strong as the ability of the government to enforce them;

coal mining: coal was a more abundant and versatile energy source than wood; with coal, factories became

larger and more mechanized; coal was more powerful than a waterwheel; factories could be built anywhere

not just on rivers; miners faced many dangers; candlelight could cause a fire or an explosion; because coal

helped the Industrial Revolution grow, some negative effects were partly caused by coal mining)


• Incorporates relevant outside information (irrigation: Nile is Egypt’s main source of water; pharaoh forced

subjects to work on public projects, such as irrigation systems and building of the pyramids; like many other

absolute rulers such as Hammurabi, the pharaohs delivered absolute justice to the people of Egypt; coal

mining: water power limited factory owners because they could only build factories on rivers that provided

enough water power; miners suffocated because of the unhealthy gases in the mines; miners faced the

danger of a cave-in)

• Supports the theme with relevant facts, examples, and details (irrigation: canals created in Mesopotamia

and Egypt; with high flows of Nile canals would overflow and dikes washed away along with whole

villages; shaduf basically a bucket on the end of a cord that hung from long end of pivoted boom,

counterweighted at short end; government created water laws; coal mining: wood supply low; wood used

for cooking, building ships; charcoal needed to process iron ore; water main source of energy for early

factories; many killed or injured in Rainton Mine Disaster in Great Britain)



Conclusion: Overall, the response fits the criteria for Level 4. The inclusion of integrated outside information

offsets a dependence on document information which frames a methodical discussion. Limited analytic

statements are effective and add to an understanding of the task.


Practice Paper C—Score Level 3

The response:

• Develops all aspects of the task with little depth for the construction of chinampas by the Aztecs and coal


• Is more descriptive than analytical (chinampas: Aztecs did not have much room to house its people or grow

its food; they made it possible to create areas for cultivation in shallow parts of Aztec lakes; salty water

from floods ruined not only the land but also the crops leaving little food or nutrients; without the surplus of

food from them, the Aztecs may not have conquered neighboring areas; coal mining: when a wood shortage

appeared, a solution was needed quickly as wood was the main fuel; mines needed to go deeper resulting in

mine shafts and tunnels; mining resulted in unhealthy and dangerous working conditions; dangers included

explosive matter in the mines and workers having to work by candlelight instead of safety lamps)


• Incorporates relevant outside information (chinampas: location gave them some protection from their

enemies; they helped Aztecs become the most powerful empire in Mesoamerica; Tenochtitlán became a

trading and administrative center of the empire; coal mining: young boys were often underpaid and beaten;

it led to Britain building more factories, factory owners becoming very rich, and people gaining technology)

• Includes some relevant facts, examples, and details (chinampas: Aztec capital Tenochtitlán; plots of land

made by frames of mud and layers including a dense bed of vegetation; once established they gave land to

live on; maize, beans, tomatoes, and flowers grown; coal mining: coal replaced wood and was then used for

cooking, heating, industrial purposes; coal dug from open pits; Rainton mine disaster)

• Demonstrates a satisfactory plan of organization; includes an introduction that states while environmental

changes were made for the benefit of society the results may have been different and a conclusion that

discusses while modifications to the environment might lead to negative effects their role was important

Conclusion: Overall, the response fits the criteria for Level 3. Documents are used to establish a framework for

a descriptive discussion. Although an understanding of the task is evident, further explanation would have

helped substantiate generalizations and brief concluding statements.

Practice Paper D—Score Level 0

The response:

Fails to develop the task; refers to the theme in a general way

Conclusion: Overall, the response fits the criteria for Level 0. An attempt is made to address all three

changes but most of the information is incorrect and muddled. No understanding of the task is

demonstrated.

Practice Paper E—Score Level 2

The response:

• Minimally develops all aspects of the task for coal mining in Great Britain during the Industrial


• Is primarily descriptive (coal mining: wood was main source of energy in Great Britain but supply

was running out; coal was becoming more popular in homes for cooking and heating; there were

many accidents in the mines; it helped make work more efficient; irrigation: Nile used as the

irrigation source); includes faulty and weak application (coal mining: water was getting harder and

harder to get to; many people came out of working during the Industrial Revolution deformed;

irrigation: all farms got equal water; people of ancient Egypt could all have farms and plenty of

water to supply their families)

• Incorporates limited relevant information from documents 1, 2, 7, 8, and 9

• Presents little relevant outside information (coal mining: shift from farming to industry and

factories meant better power sources for the new technology; women and children would work in

factories; fires could happen in the mines or the mine could even collapse on the workers;

irrigation: Egypt is in northern Africa in the Sahara desert; Nile only river that flows through

Egypt)

• Includes few relevant facts, examples, and details (coal mining: men and children worked in mines;

irrigation: shadufs used to collect water from Nile)



Conclusion: Overall, the response fits the criteria for Level 2. A few statements of relevant outside

information add to the discussion, especially in the case of coal mining in Great Britain. Over-

generalizations and some faulty analysis characterize the development of the task, especially in the

development of irrigation in Egypt.


Global History and Geography Specifications

January 2014

Part I

Multiple Choice Questions by Standard

Standard Question Numbers

1—United States and New York History N/A

2—World History 4, 5, 7, 8, 12, 13, 15, 18, 20, 22, 26, 27, 28, 29, 35, 37, 40, 41, 43, 44, 46, 47, 48

3—Geography 2, 3, 6, 9, 11, 14, 16, 23, 24, 30, 32, 33, 36, 39, 42, 50

4—Economics 1, 10, 17, 25, 34, 38, 49

5—Civics, Citizenship, and Government 19, 21, 31, 45

Parts II and III by Theme and Standard

Theme Standards

Thematic Essay Human Rights; Justice Standards 2, 3, and 5: World

History; Geography; Civics, Citizenship, and Government

Document-based Essay

Change; Environment and Society; Factors of Production; Human and Physical Geography; Needs and Wants; Scarcity; Science and Technology; Urbanization

Standards 2, 3, 4, and 5: World History; Geography; Economics; Civics, Citizenship, and Government

Scoring information for Part I and Part II is found in Volume 1 of the Rating Guide.

Scoring information for Part III is found in Volume 2 of the Rating Guide.


Global Hist. & Geo. Rating Guide – Jan. ’14 Vol. 2

Submitting Teacher Evaluations of the Test to the Department

Suggestions and feedback from teachers provide an important contribution to the testdevelopment process. The Department provides an online evaluation form for State assess-ments. It contains spaces for teachers to respond to several specific questions and to makesuggestions. Instructions for completing the evaluation form are as follows:

1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.

2. Select the test title.

3. Complete the required demographic fields.

4. Complete each evaluation question and provide comments in the space provided.

5. Click the SUBMIT button at the bottom of the page to submit the completed form.

The Chart for Determining the Final Examination Score for the January 2014Regents Examination in Global History and Geography will be posted on theDepartment’s web site at: http://www.p12.nysed.gov/assessment/ on the day ofthe examination. Conversion charts provided for the previous administrationsof the Global History and Geography examination must NOT be used to deter-mine students’ final scores for this administration.

0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 100 0 2 4 7 10 13 16 20 23 27 31 32 34 38 42 46 50 54 58 62 66 70 741 1 3 5 8 11 14 17 21 25 29 33 33 35 39 43 48 52 56 60 64 68 72 752 1 3 6 9 12 15 18 22 26 30 34 34 37 41 45 49 53 57 61 65 69 73 773 2 4 7 10 13 16 20 23 27 31 35 35 38 42 46 50 54 58 62 66 70 74 784 3 5 8 11 14 17 21 25 29 33 37 36 39 43 48 52 56 60 64 68 72 75 795 3 6 9 12 15 18 22 26 30 34 38 37 41 45 49 53 57 61 65 69 73 77 806 4 7 10 13 16 20 23 27 31 35 39 38 42 46 50 54 58 62 66 70 74 78 827 5 8 11 14 17 21 25 29 33 37 41 39 43 48 52 56 60 64 68 72 75 79 838 6 9 12 15 18 22 26 30 34 38 42 40 45 49 53 57 61 65 69 73 77 80 849 7 10 13 16 20 23 27 31 35 39 43 41 46 50 54 58 62 66 70 74 78 82 8510 8 11 14 17 21 25 29 33 37 41 45 42 48 52 56 60 64 68 72 75 79 83 8611 9 12 15 18 22 26 30 34 38 42 46 43 49 53 57 61 65 69 73 77 80 84 8812 10 13 16 20 23 27 31 35 39 43 48 44 50 54 58 62 66 70 74 78 82 85 8913 11 14 17 21 25 29 33 37 41 45 49 45 52 56 60 64 68 72 75 79 83 86 9014 12 15 18 22 26 30 34 38 42 46 50 46 53 57 61 65 69 73 77 80 84 88 9115 13 16 20 23 27 31 35 39 43 48 52 47 54 58 62 66 70 74 78 82 85 89 9216 14 17 21 25 29 33 37 41 45 49 53 48 56 60 64 68 72 75 79 83 86 90 9317 15 18 22 26 30 34 38 42 46 50 54 49 57 61 65 69 73 77 80 84 88 91 9418 16 20 23 27 31 35 39 43 48 52 56 50 58 62 66 70 74 78 82 85 89 92 9519 17 21 25 29 33 37 41 45 49 53 57 51 60 64 68 72 75 79 83 86 90 93 9520 18 22 26 30 34 38 42 46 50 54 58 52 61 65 69 73 77 80 84 88 91 94 9621 20 23 27 31 35 39 43 48 52 56 60 53 62 66 70 74 78 82 85 89 92 95 9722 21 25 29 33 37 41 45 49 53 57 61 54 64 68 72 75 79 83 86 90 93 95 9723 22 26 30 34 38 42 46 50 54 58 62 55 65 69 73 77 80 84 88 91 94 96 9724 23 27 31 35 39 43 48 52 56 60 64 56 66 70 74 78 82 85 89 92 95 97 9825 25 29 33 37 41 45 49 53 57 61 65 57 68 72 75 79 83 86 90 93 95 97 9826 26 30 34 38 42 46 50 54 58 62 66 58 69 73 77 80 84 88 91 94 96 97 9827 27 31 35 39 43 48 52 56 60 64 68 59 70 74 78 82 85 89 92 95 97 98 9928 29 33 37 41 45 49 53 57 61 65 69 60 72 75 79 83 86 90 93 95 97 98 9929 30 34 38 42 46 50 54 58 62 66 70 61 73 77 80 84 88 91 94 96 97 98 9930 31 35 39 43 48 52 56 60 64 68 72 62 74 78 82 85 89 92 95 97 98 99 9931 33 37 41 45 49 53 57 61 65 69 73 63 75 79 83 86 90 93 95 97 98 99 100

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The State Education Department / The University of the State of New York

Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores)Regents Examination in Global History and Geography – January 2014

Total Essay Score Total Essay Score

To determine the student’s final score, locate the student’s total essay score across the top of the chart and the total Part I and Part IIIA scoredown the side of the chart. The point where those two scores intersect is the student’s final examination score. For example, a student receiving atotal essay score of 6 and a total Part I and Part IIIA score of 49 would receive a final examination score of 80.

Global History and Geography Conversion Chart - Jan. '14 1 of 1