GLOBAL HISTORY AND GEOGRAPHY - JMAP HOME - …jmap.org/IJMAP/GlobalHistory/0103ExamGH.pdf · GLOBAL HISTORY AND GEOGRAPHY Wednesday, ... Each document is followed by one or more

The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

GLOBAL HISTORYAND GEOGRAPHY

Wednesday, January 29, 2003 — 9:15 a.m. to 12:15 p.m., only

Student Name ______________________________________________________________

School Name _______________________________________________________________

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

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

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

Part II contains one thematic essay question. Write your answer to this question inthe essay booklet, beginning on page 1.

Part III is based on several documents:

Part III A contains the documents. Each document is followed by one or morequestion(s). In the test booklet, write your answer to each question on the lines fol-lowing that question. Be sure to enter your name and the name of your school on thefirst page of this section.

Part III B contains one essay question based on the documents. Write youranswer to this question in the essay booklet, beginning on page 7. When you have completed the examination, you must sign the statement printed on

the Part I answer sheet, indicating that you had no unlawful knowledge of the questions oranswers prior to the examination and that you have neither given nor received assistance inanswering any of the questions during the examination. Your answer sheet cannot beaccepted if you fail to sign this declaration.

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

1 Studying oral histories, archaeological evidence,and cultural histories are methods most oftenused by(1) economists (3) philosophers(2) anthropologists (4) political scientists

2 When studying ancient civilizations, a geographerwould be most interested in looking at(1) language as a form of expression(2) family structure(3) climatic influences on food production(4) standards for leadership

3 Most traditional societies are(1) closely linked to the natural environment(2) located near large urban areas(3) organized around complex economic systems(4) dependent on manufacturing

4 One way in which the Huang He, the Indus, andthe Nile civilizations were similar is that theyeach(1) flourished by trading salt and gold(2) developed monotheistic religions(3) suffered repeated invasions(4) originated in river valleys

5 The Code of Hammurabi and the Twelve Tableswere designed to(1) create a stable society(2) promote peaceful relations with other cul-

tures(3) provide a framework for the development of

democracy(4) emphasize the importance of life after death

6 The terms Brahma, dharma, and moksha aremost closely associated with which religion?(1) Judaism (3) Hinduism(2) Islam (4) animism

7 Constantinople became the center of theByzantine Empire because(1) the pope had made it the capital of the

Christian world(2) it was a religious center for Muslims(3) its location made it the crossroads of Europe

and Asia(4) it was geographically isolated from surround-

ing empires

Base your answer to question 8 on the graph belowand on your knowledge of social studies.

8 The principal cause of the trend in Englandshown in the graph was(1) famine (3) immigration(2) disease (4) a lower birthrate

Before1276

1276–1300

1301–1325

1326–1350

1351–1375

0

5

10

15

20

25

30

35

Source: World History Strategies, Glencoe (adapted)

Life Expectancy in Medieval England1276–1375

Ag

e

Year of Birth

Global Hist. & Geo. –Jan. ’03 [2]

Part I

Answer all questions in this part.

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

11 One way in which the code of chivalry in Europeand the code of Bushido in Japan were similar isthat both codes were intended to(1) help the ruler control his people(2) guide the behavior of a warrior class(3) benefit all the social classes(4) support revolutionary ideas

12 Carefully drawn calligraphy, Zen gardens, andthe tea ceremony are examples of(1) artifacts of Mansa Musa’s Timbuktu(2) the accomplishments of the Protestant

Reformation(3) early Japanese culture(4) the achievements of Renaissance Florence

Base your answers to questions 9 and 10 on the map below and on your knowledge of social studies.

Indu

sR

iver

SEA

ARABIA

REDSEA

N

S

W E

JAPAN

BURMA

EAST INDIES

EASTCHINA

SEA

Mongol Empire aboutA.D. 1300

0

1000 miles

1000 kilometers

0

Source: H. Braun, L. Forman, H. Brodsky, Reviewing Global History and Geography, AMSCO(adapted)

The Mongol Empire 1300

ARABIANSEA

BAY OFBENGAL

BLACK

PERSIA

ASIA

INDIA

EUROPE

MONGOLIA

CHINA

SOUTHEASTASIA

KOREACASPIAN

SEA

Guangzhou

Hangzhou

Khanbalik(Beijing)

Baghdad

Great Wall

Cha

ngJiang Rive

r

Huang HeR

iver

Ganges River

Global Hist. & Geo. –Jan. ’03 [3] [OVER]

9 The purpose of the Great Wall was to(1) protect the Chinese from the nomadic tribes of northern and central Asia(2) supply food from the south to Khanbalik (Beijing)(3) control the flood waters of the Huang He and the Chang Jiang rivers(4) protect the port city of Guangzhou

10 Which statement is best supported by the information on this map?(1) By 1300, the Mongol Empire had reached the Red Sea.(2) The Mongol Empire controlled India and Japan by 1300.(3) By 1300, most of Europe had been conquered by the Mongols.(4) The Mongol Empire controlled a large portion of Asia by 1300.

13 Which heading would be best for the partial out-line below?

I. _____________________________A. Desire to be released from feudal

obligationsB. Defense of the Holy LandC. Forgiveness of sinsD. Desire for wealth from the Middle East

(1) Reasons for the Reformation(2) European Motives for Fighting the Crusades(3) Causes of the Fall of the Roman Empire(4) Reasons for the Split Between the Eastern

and Western Churches

14 During the 1500s, technological advances in navigation, naval engineering, and mapmakingcontributed directly to the start of the(1) Gupta Empire (3) Age of Exploration(2) Mongol Empire (4) medieval guilds

15 The revival of Greek and Roman culture, the eco-nomic growth of Italian city-states in the 1400s, andthe development of humanism were aspects of the (1) Age of Revolutions(2) Protestant Reformation(3) spread of Islam(4) European Renaissance

16 A direct result of the conquest of Tenochtitlán byHernán Cortés in 1521 was the(1) expulsion of Jews and Muslims from Spain(2) establishment of Portuguese trade routes

around Africa(3) fall of the Aztec Empire(4) conquest of the Kush Kingdom

17 The success of the triangular trade systemdepended on increasing(1) political independence of the Caribbean

nations(2) emphasis on free trade in European nations(3) slave trade in the Western Hemisphere(4) industrialization of the South American

colonies

18 The spread of Islam into the kingdoms of Ghanaand Mali resulted from(1) imperialism (3) cultural diffusion(2) ethnocentrism (4) self-determination

Base your answer to question 19 on the map belowand on your knowledge of social studies.

19 Which conclusion about Incan society could bedrawn from the map?(1) An extensive road system connected all parts

of the Empire for trade.(2) Their trade depended on many seaports.(3) Tropical climatic conditions existed through-

out the empire.(4) A similar language unified the Inca civiliza-

tion.

N

S

W E

Moche,100–700

Key

Chimu,1000–1470Inca,1438–1535

Inca roads

0

0

500 mi

1000 km

PacificOcean

Machu Picchu

CuzcoChanChan

An

de

sM

ou

nta

ins

An

de

sM

ts.

LakeTiticaca

Source: World History: Patterns ofInteraction,McDougal Littell

South American Cultures100–1535


21 Which quotation was most likely made by anabsolute monarch?(1) “The government that governs best, governs

least.”(2) “I am the state.”(3) “The government must be based on a sound

constitution.”(4) “It is the parliament that must make the laws.”

22 The Glorious Revolution in England resulted inthe(1) strengthening of divine right rule(2) formation of a limited monarchy(3) weakening of Parliament’s power of the purse(4) end of civil liberties guaranteed by the

Petition of Right

23 One similarity of the Scientific Revolution andthe Enlightenment is that both (1) had the support of the Roman Catholic

Church(2) placed great value on traditional beliefs(3) emphasized the value of human reasoning(4) contributed to the end of feudalism

24 “Americans today, and perhaps to a greaterextent than ever before, who live within theSpanish system, occupy a position in society nobetter than that of serfs destined for labor, or atbest they have no more status than that of mereconsumers. . . .”This quotation, written in September 1815, rep-resents the views of(1) Martin Luther (3) Simón Bolívar(2) Catherine the Great (4) Adam Smith

Base your answer to question 20 on the map below and on your knowledge of social studies.

N

S

W E

500 km

500 mi0

0

AFRICA

Arabia

ASIA

India

China

Japan

Taiwan

Philippines

Champa

Ceylon

Siam Annam

Bengal

Borneo

Sumatra

Java

MalindiGlumbo

BravaMogadishu

Hormuz

La’sa

Jidda

Dhufar

Adan

Nanjing

Fuzhou

SonargaonPandua

Chittagong

Gaur

TubanPalembang

MalaccaAtjeh

Samudra

Qui NhonAyuttaya

Surabaja

EQUATOR

Arabian Sea

Indian Ocean

Red

Sea

Bayof

BengalSouthChinaSea

Straitof

Malacca

Beruwala

Quilon

NagappattinamCochin

Calicut

Voyages of Zheng He During the Ming Dynasty of China

EastChinaSea

PersianG

ulf

Source:Harriett Geller and Erwin M. Rosenfeld, Global Studies, Volume I, Asia, Africa, and Latin America,Barrons Eduational Services, Inc.


20 Which conclusion can be made about the Ming dynasty of China as a result of the travels of Zheng He?(1) China profited more from African trade than from Asian trade.(2) Islam became the dominant religion of China.(3) The Ming dynasty established trade routes to Europe.(4) Advanced navigation technology was available in China.

Source: Harriett Geller and Erwin M. Rosenfeld, Global Studies, Volume I, Asia, Africa, and Latin America, Barrons Educational Services, Inc. (adapted)


25 “If man in the state of nature is free, if he isabsolute lord of his own person and possessions,why will he give up his freedom? Why will heput himself under the control of any person orinstitution? The obvious answer is that rights inthe state of nature are constantly exposed to theattack of others. Since every man is equal andsince most men do not concern themselves withequity and justice, the enjoyment of rights in thestate of nature is unsafe and insecure. Henceeach man joins in society with others to preservehis life, liberty, and property.”

— John Locke, Two Treatises of Government, 1690

This statement provides support for the(1) elimination of laissez-faire capitalism(2) formation of government based on a social

contract(3) continuation of absolute monarchy(4) rejection of the natural rights philosophy

26 Which 19th century ideology led to the unifica-tion of Germany and of Italy and to the eventualbreakup of Austria-Hungary and of the OttomanEmpire?(1) imperialism (3) liberalism(2) nationalism (4) socialism

27 “Famine seems to be the last, the most dreadfulresource of nature. The power of population is sosuperior to the power in the earth to provide sub-sistence for man, that premature death must insome shape or other visit the human race. . . .”

— Thomas Malthus, “Essay on Population,” 1798

This prediction proved to be wrong in partbecause of increases in(1) ethnic cleansing(2) farm productivity(3) the number of wars(4) the number of droughts

Base your answers to questions 28 and 29 on the pas-sage below and on your knowledge of social studies.

“It was a town of red brick, or of brick that wouldhave been red if the smoke and ashes had allowed it;but as matters stood it was a town of unnatural redand black like the painted face of a savage. It was atown of machinery and tall chimneys, out of whichinterminable serpents of smoke trailed themselvesfor ever and ever, and never got uncoiled. It had ablack canal in it, and a river that ran purple with ill-smelling dye. . . .”

— Charles Dickens, Hard Times

28 The author of this passage is describing condi-tions caused by the (1) Commercial Revolution(2) French Revolution(3) Industrial Revolution(4) Scientific Revolution

29 Which problem is the subject of this passage?(1) economic inequality(2) urban pollution(3) lack of child labor laws(4) poor transportation systems

30 The Meiji Restoration in Japan was prompted inpart by(1) a fear that Japan would be colonized by

western nations(2) the failure of Japanese expansion(3) the Shogun’s conversion to Christianity(4) a desire to stay isolated

31 Growing nationalism and militarism in Europeand the creation of secret alliances were(1) reasons for the rise of democracy(2) causes of World War I(3) requirements for economic development(4) reasons for the collapse of communism


Base your answer to question 32 on the table below and on your knowledge of social studies.

Defense Estimates of the Great Powers, 1870–1914(in millions of pounds)

33 The Japanese, the Germans, and the Italians pursued a policy of expansionism before WorldWar II to gain(1) natural resources(2) warm-water ports(3) manufacturing plants(4) freedom of the seas

34 Which statement is most accurate concerning theeffect of geography on the history of Poland?(1) Natural barriers have isolated and protected

Poland.(2) The northern European Plain has made

Poland vulnerable to invasion.(3) Mountains have restricted the diffusion of

Polish culture.(4) The absence of seaports has limited Polish

economic growth

35 The Japanese invasion of Manchuria in 1931 andHitler’s rebuilding of the German military in 1935demonstrate the(1) success of defensive alliances (2) fear of communist expansion (3) support for the Treaty of Versailles(4) failure of the League of Nations

36 Which action illustrates the concept of genocide?(1) the British negotiating peace with Adolf

Hitler during the 1938 Munich Conference(2) Adolf Hitler and Joseph Stalin signing a

nonaggression pact in 1939(3) the Nazi armies eliminating the Jews and

other groups as part of Adolf Hitler’s FinalSolution

(4) German generals plotting against Adolf Hitler

1870 1880 1890 1900 1910 1914

Germany

Austria-Hungary

France

Great Britain

Italy

Russia

10.8

8.2

22.0

23.4

7.8

22.0

20.4

13.2

31.4

25.2

10.0

29.6

28.8

12.8

37.4

31.4

14.8

29.0

41.0

13.6

42.4

116.0

14.6

40.8

64.0

17.4

52.4

68.0

24.4

63.4

110.8

36.4

57.4

76.8

28.2

88.2

Source: A.J.P. Taylor, The Struggle for Mastery in Europe: 1848–1918,Oxford University Press (adapted)

32 Which statement is best supported by the data contained in the table?(1) Austria-Hungary could not afford a large military expenditure in 1880.(2) France spent the greatest amount of money on defense in 1900.(3) Germany rapidly increased its military spending after 1890.(4) Great Britain attempted to prepare for a long ground war.

39 The purpose of the Marshall Plan was to(1) restore Japanese economic development(2) provide military aid to Middle Eastern allies(3) assure nationalist success in the Chinese civil

war(4) provide for economic recovery in Western

Europe

40 The Truman Doctrine, Korean War, crisis inGuatemala, and Soviet invasion of Afghanistanwere all (1) reasons for the Industrial Revolution(2) examples of Japanese imperialism(3) events of the Cold War(4) causes of World War II

41 Mikhail Gorbachev instituted the policies of glas-nost and perestroika to(1) reinforce the basic economic principles of

communism(2) bring the Soviet Union into the European

Economic Community(3) reform the Soviet Union politically and eco-

nomically(4) gain acceptance for free political elections

42 During the late 20th century, in which area diddeforestation become a serious problem?(1) Great European Plain(2) Amazon Basin(3) Deccan Plateau(4) Great Rift Valley


Base your answers to questions 37 and 38 on the map below and on your knowledge of social studies.

Member Nations of OPEC

Source: Killoran, Zimmer, and Jarret, The Key to Understanding Global History,Jarret Publishing

VENEZUELA

ECUADOR

GABON

NIGERIA

ALGERIALIBYA

IRAQ KUWAIT

IRANQATAR

UNITED ARABEMIRATES

INDONESIA

MEMBER NATIONS OF OPEC

SAUDI ARABIA

37 According to the map, which region of the world has the greatest number of nationsbelonging to the Organization of Petroleum Exporting Countries (OPEC)?(1) Middle East (3) North America(2) Southern Africa (4) Southeast Asia

38 The potential power of the member nations in OPEC lies in their(1) political influence in tropical regions(2) control of access to important religious sites(3) military control over strategic waterways(4) economic influence over industrialized nations


Base your answer to question 43 on the graphs below and on your knowledge of social studies.

Blacks, 72%(Zulu, Xhosa,

Sotho, Tswano,others)

White, 16%(British,Boers)

Mixed Races, 9%(Colored)

Asian, 3%

White, 57%(British,Boers)

Mixed Races, 8%(Colored)Asian, 3%

Blacks, 32%(Zulu, Xhosa,

Sotho, Tswano,others)

Population and Income of Racial Groupsin South Africa, 1991

Populationby Racial Group

Share of NationalIncome by Racial Group

Source: Killoran, Zimmer, and Jarrett, The Key to Understanding Global History,Jarrett Publising Co.

43 The best conclusion that can be drawn from these graphs is that in 1991(1) the Boers outnumbered the British in South Africa(2) the black population has decreased due to emigration(3) Asians controlled a greater proportion of income in comparison to their population(4) whites continued to control the largest amount of income after the end of apartheid

Base your answer to question 44 on the statementsbelow that appeared in a newspaper in 1998.

“In response to the nuclear tests, people in NewDelhi took to the streets lighting firecrackers, thank-ing Hindu gods, and crying out, ‘Bharat Mata Jai!’(Victory to Mother India).”

“President Bill Clinton decided tonight to imposeeconomic sanctions on India’s government for deto-nating three underground nuclear explosions.”

44 Which statement is supported by these two newsexcerpts?(1) India is falling behind in the race to develop

nuclear weapons.(2) The United States officially supports India’s

nuclear weapons program.(3) People in India and the United States have

reacted very differently to India’s nucleartest.

(4) India’s development of nuclear weapons willimprove chances for peace in the region.

45 The problems created by the deterioration of theEarth’s ozone layer and increases in the amountsof acid rain suggest a worldwide need for(1) rapid industrialization of developing econo-

mies(2) better health-care programs(3) nuclear-powered electric generating facilities(4) stricter pollution regulations

46 Since the 1960s, famine in many parts of theworld has been reduced by (1) increased urbanization(2) global warming(3) laissez-faire capitalism(4) the Green Revolution


47 Which title best completes this partial outline?

I. _____________________________

A. Mass starvation in Ireland (1845–1850)B. Partition of India (1947)C. Latin Americans seeking jobs in the

United States (post–World War II)D. Ethnic cleansing in the Balkans (1990s)

(1) Causes of Global Migrations(2) Causes of Industrialization(3) Reasons for Colonialism(4) Reasons for Cultural Borrowing

48 Developments in European History

A Protestant ReformationB Feudal PeriodC Industrial RevolutionD Neolithic RevolutionWhich set of events is listed in the correctchronological order?

(1) C → A → B → D(2) D → C → B → A(3) B → D → A → C(4) D → B → A → C

49 Mahatma Gandhi and Jomo Kenyatta were simi-lar in that both(1) supported colonial policies(2) sought to gain independence from Great

Britain(3) led a worldwide boycott of British goods(4) used violent revolution to achieve their aims

50 • Sunnis and Shiites have different views aboutwho should lead the Muslim faith.

• Today some Hindus follow caste rules moreclosely than others do.

• Most Buddhists belong to one of two mainsects.

• Christianity is practiced by both Catholics andProtestants.

Which generalization is supported by the infor-mation in these four statements?(1) In many religions, a range of beliefs often

exists.(2) A belief in a god is common to all religions.(3) A hierarchy of leadership exists in all reli-

gions.(4) Religion is becoming less important to

people.


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

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

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

(b) describe means “to illustrate something in words or tell about it”(c) evaluate means “to examine and judge the significance, worth, or condition of; to determine

the value of”(d) compare and contrast means “to express similarities and differences”

Part II

THEMATIC ESSAY QUESTION

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

Theme: Change

Throughout history, political revolutions had many causes. These revolutionsaffected society and led to many changes. The changes may or may not haveresolved the problems that caused the revolutions.

Task:

Choose one political revolution from your study of global history and geography and:• Explain the causes of the revolution• Describe the effects this political revolution had on society• Evaluate whether the changes that resulted from the political revolu-

tion resolved the problems that caused it

You may use any example from your study of global history, but do not use the AmericanRevolution. Some suggestions you might wish to consider include the French Revolution(1789), Mexican Revolution (1910), Russian Revolution (1917), Chinese Revolution (1949),Cuban Revolution (1959), or Iranian Revolution (1979).

You are not limited to these suggestions.

Guidelines:

In your essay, be sure to:

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

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


Part III

DOCUMENT-BASED QUESTION

This question is based on the accompanying documents (1–8). The question is designed to test yourability to work with historical documents. Some of the documents have been edited for the purposesof the question. As you analyze the documents, take into account the source of each document and anypoint of view that may be presented in the document.

Historical Context:

The geographic factors of location and availability of resources have affected the his-tory of Great Britain and Japan.

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

• Compare and contrast the effect of geographic factors such as location andavailability of resources on the political and economic development of GreatBritain and Japan

NAME___________________________ SCHOOL_______________________________


Part A

Short-Answer Questions

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

Document 1

1 What did Great Britain export along the Atlantic trade routes? [1]

________________________________________________________________________________________

________________________________________________________________________________________

Source: Steven Goldberg and Judith Clark DuPré, Brief Review in Global History and Geography,Prentice-Hall (adapted)

Win

e,fru

it

New YorkBoston

BritishColony ofGibraltar

Atlantic Trade Routes1650–1750

Charleston

GREAT BRITAIN

FRANCE

WEST INDIES

Sla

ves

Sla

ves,

mol

asse

s Fish, grain, lumber,

livestock, flourSlaves, sugar, m

olasses

Slaves

Rum

Sugar, molasse

s, fruit

Manufactured goods

Meat, fish, lumber, rum, grain

Whale oil, furs, iron, lumber, ginger

Manufactured goods

Silk, rice, indigo, tobacco

1800 Kilometers

1200 Miles0

0

Score

Document 2

In comparing the advantages of England for manufactures with those of other coun-tries, we can by no means overlook the excellent commercial position of the country— intermediate between the north and south of Europe; and its insular situation[island location], which, combined with the command of the seas, secures our terri-tory from invasion or annoyance. The German ocean, the Baltic, and theMediterranean are the regular highways for our ships; and our western ports com-mand an unobstructed [clear] passage to the Atlantic, and to every quarter [part] ofthe world.

Source: Edward Baines, History of the Cotton Manufacture in Great Britain, A.M. Kelly

2 Based on this document, identify two ways England has benefited from its location. [2]

(1) _____________________________________________________________________________________

_____________________________________________________________________________________

(2) _____________________________________________________________________________________

_____________________________________________________________________________________


Score


Document 3

. . .England, however, has grown great in both respects. She is both a great colonialpower and a great industrial power. And she has been fortunate in possessing the natural conditions necessary to success.

For industry and commerce, no less than the command of the seas, are limited bynatural conditions. Modern manufactures cluster round coal-fields, where power canbe had cheaply; the possession of good harbours is essential to maritime trade; a coun-try where broad and gently-flowing rivers act as natural canals will have advantages ininternal communications over a country broken up by mountain ranges. . . . When werecognize that England is rich in these advantages, that she has coal and iron lyingclose together, that her sheep give the best wool, that her harbours are plentiful, thatshe is not ill-off for rivers, and that no part of the country is farther than some seventymiles from the sea, we have not said all. . . .

Source: George T. Warner, Landmarks in English Industrial History, Blackie & Son Limited

3 According to this document, what are two ways Great Britain has benefited from its geography? [2]

(1) _____________________________________________________________________________________

_____________________________________________________________________________________

(2) _____________________________________________________________________________________

_____________________________________________________________________________________

Score


Document 4

4 What does this map show about the extent of the British Empire in 1910? [1]

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

N

S

W E

PacificOcean

Source: Roger Beck and Linda Black et al., World History: Patterns of Interaction, McDougal Littell (adapted)

British Empire

The British Empire at Its Height, 1910

0

0

2000 miles

4000 kilometers

NorthAmerica

SouthAmerica

AtlanticOcean

PacificOcean

Europe

Africa

Asia

Australia

IndianOcean

Score

Document 5

5a What effect did Japan’s location have on cultural diffusion from China? [1]

_______________________________________________________________________________________

_______________________________________________________________________________________

b Identify one cultural contribution to Japanese society that came from China. [1]

________________________________________________________________________________________

________________________________________________________________________________________

Cultural Diffusion from China500–1,000 AD

Japan

China

Korea


Score

Score

Document 6

. . .The geographical features of Japan have much in common with those of ancientHellas [Greece]. In both there is the same combination of mountain, valley, and plain,[and] a deeply indented coastline, with its bays, peninsulas, and islands off the coast.Few places inland are far removed from the mountains, and none are really distantfrom the sea. . . .

The land was on all sides well protected, and yet also open to the sea; and in eachcase, too, there was free access for commerce and civilisation from early times. . . .

The deeply indented coastline of Japan provides a number of excellent harbours onthe Pacific coast, and its shores abound in fish of all kinds, the rich supplies of whichhave for centuries constituted one of the chief articles of food of the people. The fish-ing industries have helped to provide Japan with a recruiting-ground for one of thestrongest and most formidable navies of modern times. . . .

Source: Walter Weston, “The Geography of Japan in Its Influence on the Character of the JapanesePeople,” in The Japan Society of London, Transactions and Proceedings, XX (1922–1923)

6 Based on this document, identify two ways geography affected the development of Japan. [2]

(1)______________________________________________________________________________________

______________________________________________________________________________________

(2)______________________________________________________________________________________

______________________________________________________________________________________


Score

Document 7

. . .The [Meiji] Restoration found Japan [1868–1912] practically an agricultural coun-try, purely and simply. There were few, if any, industries of importance. The agricul-turists [farmers] produced sufficient food to supply the nation, and Japan was in everysense self-supporting. Even the taxes were paid in rice, and farmers were ranked farhigher than merchants. History showed the Japanese, however, that it is very difficultto maintain a high standard of national greatness when the revenue of the land and theprosperity of the people depends absolutely upon the fall of rain or the hours of sun-shine. . . .

Besides the necessity, there was an additional reason to be found in the knowledgethat industrial growth would add enormously to the power of the nation, not only inthe Far East, but among European countries. It was recognized that industrial andcommercial development was a much surer guarantee of greatness than militarypower, and that the conquest of markets was more efficacious [effective] than thedestruction of armies and navies. In this proficiency Japan desired to be the Englandof the East . . . .

Source: Alfred Stead, Great Japan: A Study of National Efficiency, John Lane Company

7a Identify one feature of Japanese economic life before the Meiji Restoration. [1]

________________________________________________________________________________________

b Identify one way in which the Meiji Restoration changed economic life in Japan. [1]

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Score

Score


Document 8

8 Based on the information provided by this map, state one reason Japan would want to acquire Korea andManchuria. [1]

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

N

S

WE

MANCHURIA(MANZHOUGUO)

Japan1890

Territory addedby 1934Mainmanufacturingareas

Territoryaddedby 1918

Bauxite

Coal Gold

Copper

Petroleum

Iron ore

0

0

300

300

600 Miles

600 Kilometers

YellowSea

Sea of Japan PacificOcean

Hong Kong(Br.)

OsakaTokyo

Port Arthur

Beijing

Vladivostok

CHINA

MONGOLIA

SOVIET UNION

KOREAJAPAN

SAKHALIN

RYUKYU IS.

KURIL IS

.

TAIWAN

140º E 150º E130º E120º E

50º N

40º N

30º N

Japan’s Expanding Empireto 1934

Source: Elisabeth Gaynor Ellis and Anthony Esler,World History Connections to Today:

The Modern Era, Prentice-Hall (adapted)

Score


Part B

Essay

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

Historical Context:

The geographic factors of location and availability of resources have affected the his-tory of Great Britain and Japan.

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

• Compare and contrast the effect of geographic factors such as locationand availability of resources on the political and economic developmentof Great Britain and Japan

Guidelines:

In your essay, be sure to:

• Address all aspects of the Task by accurately analyzing and interpreting at least fivedocuments

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

ment of the Task or Historical Context and conclude with a summation of thetheme


FOR TEACHER USE ONLY

Part I Score

Part III A Score

Total Part I and III A Score

Part II Essay Score

Part III B Essay Score

Total Essay Score

Final Score(obtained from conversion chart)

The University of the State of NewYork


GLOBAL HISTORY

AND GEOGRAPHY


ANSWER SHEET

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

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

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

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

Tear

Her

eTe

ar H

ere

Part I

1......... 26 .........

2......... 27 .........

3......... 28 .........

4......... 29 .........

5......... 30 .........

6......... 31 .........

7......... 32 .........

8......... 33 .........

9......... 34 .........

10......... 35 .........

11......... 36 .........

12......... 37 .........

13......... 38 .........

14......... 39 .........

15......... 40 .........

16......... 41 .........

17......... 42 .........

18......... 43 .........

19......... 44 .........

20......... 45 .........

21......... 46 .........

22......... 47 .........

23......... 48 .........

24......... 49 .........

25......... 50 .........

■■ Male

The declaration below should be signed when you have completed the examination.I do hereby affirm, at the close of this examination, that I had no unlawful knowledge of the questions or answers prior to the examination and

that I have neither given nor received assistance in answering any of the questions during the examination.

____________________________________________________________Signature

No.Right

Tear Here

Tear Here

Global Hist. & Geo. –Jan. ’03

FOR TEACHERS ONLYThe University of the State of New York


GLOBAL HISTORYAND GEOGRAPHY


SCORING KEY AND RATING GUIDE

Global History and GeographyJanuary 29, 2003

Part I

1. . . 2 . . . 26. . . 2 . . .

2. . . 3 . . . 27. . . 2 . . .

3. . . 1 . . . 28. . . 3 . . .

4. . . 4 . . . 29. . . 2 . . .

5. . . 1 . . . 30. . . 1 . . .

6. . . 3 . . . 31. . . 2 . . .

7. . . 3 . . . 32. . . 3 . . .

8. . . 2 . . . 33. . . 1 . . .

9. . . 1 . . . 34. . . 2 . . .

10. . . 4 . . . 35. . . 4 . . .

11. . . 2 . . . 36. . . 3 . . .

12. . . 3 . . . 37. . . 1 . . .

13. . . 2 . . . 38. . . 4 . . .

14. . . 3 . . . 39. . . 4 . . .

15. . . 4 . . . 40. . . 3 . . .

16. . . 3 . . . 41. . . 3 . . .

17. . . 3 . . . 42. . . 2 . . .

18. . . 3 . . . 43. . . 4 . . .

19. . . 1 . . . 44. . . 3 . . .

20. . . 4 . . . 45. . . 4 . . .

21. . . 2 . . . 46. . . 4 . . .

22. . . 2 . . . 47. . . 1 . . .

23. . . 3 . . . 48. . . 4 . . .

24. . . 3 . . . 49. . . 2 . . .

25. . . 2 . . . 50. . . 1 . . .

Cut

Her

eC

ut H

ere

Mechanics of Rating

The following procedures are to be used in rating papers for this exami-nation. More detailed directions for the organization of the rating processand procedures for rating the examination are included in the InformationBooklet for Administering and Scoring the Regents Examination in GlobalHistory and Geography and United States History and Government.

Scoring the Part I Multiple-Choice Questions

On the detachable answer sheet, indicate by means of a checkmark eachincorrect or omitted answer to multiple-choice questions; do not place acheckmark beside a correct answer. Use only red ink or red pencil. In thebox provided on the answer sheet, record the number of questions the stu-dent answered correctly in Part I.

Contents of the Rating Guide

For both Part II (thematic) and Part III B (DBQ) essays:• A content-specific rubric• Prescored answer papers. Score levels 5 and 1 have two papers each,

and score levels 4, 3, and 2 have three papers each. They are orderedby score level from high to low.

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

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

Copyright 2003The University of the State of New York

THE STATE EDUCATION DEPARTMENTAlbany, New York 12234

GLOBAL HISTORY and GEOGRAPHY

Rating the Essay Questions

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

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

dent responses

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

matching evidence from the response to the rubric• Trainer leads review of each anchor paper and commentary

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

scores and commentaries provided• Trainer records scores and leads discussion until the raters feel confi-

dent enough to move on to actual rating

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

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

Rating the Scaffold (open-ended) Questions

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

examination booklet.

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

[2]

Cut

Her

eC

ut H

ere

[3]

Global History and GeographyContent-Specific Rubric

Thematic Essay—January 2003

Score of 5:• Shows a thorough understanding of the causes of a specific political revolution, the effects of that revolution

on a society, and the effectiveness of that revolution in resolving the problems that caused it• Thoroughly addresses all aspects of the task evenly and in depth by choosing one political revolution,

explaining at least two causes of that revolution, describing at least two effects that the revolution had onthe society, and evaluating whether the changes resolved the problems that caused the revolution

• Shows an ability to analyze and evaluate the causes, effects, and effectiveness of a specific politicalrevolution, e.g., the French Revolution led to the overthrow of Louis XVI, an absolute monarch, yet itcreated conditions for the rise of Napoleon, a dictator or the Russian Revolution addressed the problem ofland distribution, but it did not end poverty or inequity in Russia

• Richly supports the theme with relevant facts, examples, and details, e.g., French Revolution—Declarationof the Rights of Man and Citizen, Girondists, Jacobins, Reign of Terror, Robespierre; RussianRevolution—Lenin’s leadership of the Bolsheviks, Romanovs, Rasputin, Mensheviks, World War I, Treatyof Brest-Litovsk

• Is a well-developed essay, consistently demonstrating a logical and clear plan of organization• Introduces the theme of political revolutions by establishing a framework that is beyond a simple

restatement of the task and concludes with a summation of the theme

Score of 4:• Shows a good understanding of the causes of a specific revolution, the effects of that revolution on a

society, and the effectiveness of that political revolution in resolving the problems that caused it• Addresses all aspects of the task, but may do so unevenly• Shows an ability to analyze and evaluate the causes, effects, and effectiveness of a specific political

revolution• Includes relevant facts, examples, and details• Is a well-developed essay, demonstrating a logical and clear plan of organization• Introduces the theme of political revolutions by establishing a framework that is beyond a simple


Theme: Change

Throughout history, political revolutions had many causes. These revolutions affected society andled to many changes. The changes may or may not have resolved the problems that caused therevolutions.

Task: Choose one political revolution from your study of global history and geography and:• Explain the causes of the revolution• Describe the effects this political revolution had on society• Evaluate whether the changes that resulted from the political revolution resolved the problems

that caused it

You may use any example from your study of global history, but do not use the AmericanRevolution. Some suggestions you might wish to consider include the French Revolution (1789), MexicanRevolution (1910), Russian Revolution (1917), Chinese Revolution (1949), Cuban Revolution (1959), orIranian Revolution (1979).

[4]

Score of 3:• Shows a satisfactory understanding of the theme of political revolutions• Addresses most aspects of the task or addresses all aspects in a limited way• Shows some ability to analyze and evaluate a specific political revolution, but not in any depth, and is more

descriptive than analytical• Includes some facts, examples, and details; may contain some inaccuracies• Is a satisfactorily developed essay, demonstrating a general plan of organization• Introduces the theme of political revolutions by repeating the task and concludes by repeating the theme

Some Examples of Limited Treatment of Task at Level 3

Causes of Revolution Effects of Revolution Evaluation of ChangesExplains two causes of therevolution

Describes two effects ofthe revolution on a society

Evaluates whether one change resulting from therevolution resolved the problems that had causedthe revolution

Explains two causes of therevolution

Describes one effect of therevolution on a society


Explains one cause of therevolution



Explains two causes of therevolution


Score of 2:• Shows a limited understanding of the theme of political revolutions• Attempts to address some aspects of the task• Develops a faulty or weak analysis or evaluation of a specific political revolution• Includes few facts, examples, and details; may contain some inaccuracies• May be a poorly organized essay, lacking focus; may contain digressions; may not clearly identify which

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

revolutions

Some Examples of Limited Treatment of Task at Level 2

Causes of Revolution Effects of Revolution Evaluation of ChangesExplains two causes of therevolution







[5]

Score of 1:• Shows a very limited understanding of the theme of political revolutions• Attempts to address a few aspects of the task in a very limited way• Lacks an analysis or evaluation of a specific political revolution• Includes few or no accurate or relevant facts, examples, or details, consisting of generalities• May demonstrate a major weakness in organization• May lack an introduction and/or a conclusion, or these elements may not refer to the theme of political

revolutions

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

Scoring Notes:

1. When evaluating the changes of a particular revolution, the problems mentioned in theresponse may be presented as either resolved or not resolved, as long as that determination issupported by specific historical information.

2. The evaluation of the changes, the causes, and/or the effects may be combined within theresponse, or they may be addressed separately.

3. The effects of a given revolution do not have to be linked to the causes. Likewise, theevaluation of the effectiveness of the revolution may or may not refer to the causes.

4. The effects do not need to be limited to the immediate time period of the revolution.5. If Russian Revolution is selected, either the March or October Revolution may be used.

[6]

Anchor Paper – Thematic Essay—Level 5 – A

[7]


[8]


[9]


Anchor Level 5-A

The response:• Shows a thorough understanding of the causes of the French Revolution, the effects of that

revolution on French society, and the effectiveness of the revolution• Thoroughly addresses all aspects of the task by explaining the causes of the French Revolution,

describing the effects of that revolution on French society, and evaluating the effectiveness of thatpolitical revolution to solve the problems that had caused the revolution

• Shows an ability to analyze and evaluate the causes, effects, and effectiveness of the FrenchRevolution (the social divisions of the three estates caused political inequality and led to the startof the revolution; different political parties such as the Girondists and the Jacobins sprouted up dueto political divisions in the Third Estate; the abolition of the feudal system resulted from the angerfelt by the economic inequality in society)

• Richly supports the theme with relevant facts, examples, and details (estates; bourgeoisie; estatesgeneral; Louis XVI; Jacobins; Girondists; National Assembly; Tennis Court Oath; guillotine;Declaration of Rights of Man and Citizen; Reign of Terror; Great Fear; Robespierre; Napoleon)

• Is a well-developed essay, consistently demonstrating a logical and clear plan of organization, i.e.,explains the causes of the French Revolution, describes the revolution, describes the effects of therevolution on French society, and then evaluates whether the changes resulting from the FrenchRevolution resolved the problems that had caused the revolution

• Introduces the theme of political revolutions by establishing a framework that is beyond a simplerestatement of the task and concludes with a summation of the theme

Conclusion: Overall, the response fits the criteria for Level 5. The discussion of the causes and theeffects of the revolution is sophisticated. The conclusions and connections that are drawn areparticularly strong, especially when evaluating the outcomes of the revolution. The unique introductionand conclusion add to the overall quality of the response.

[10]

Anchor Paper – Thematic Essay—Level 5 – B

[11]


[12]


[13]


Anchor Level 5-B

The response:• Shows a thorough understanding of the causes of the French Revolution, the effects of that

revolution on French society, and the effectiveness of the revolution• Thoroughly addresses all aspects of the task, but does so somewhat unevenly, using less detail and

discussion to evaluate the effectiveness of the French revolution in solving the problems that hadcaused the revolution

• Shows an ability to analyze and evaluate the causes, effects, and effectiveness of the FrenchRevolution (the social divisions of the three estates caused dissatisfaction of the third estate;Enlightenment ideas caused the bourgeoisie to demand more rights)

• Richly supports the theme with relevant facts, examples, and details (Enlightenment; Locke;Rousseau; tax burden; Louis XIV; Louis XVI; Estates General; National Assembly; Robespierre;Napoleon)



Conclusion: Overall, the response fits the criteria for Level 5. The many facts that are included in theresponse are mentioned, rather than fully explained and discussed. The explanation of the multiplecauses of the French Revolution is excellent and contains depth and understanding. Although theeffects of the revolution do not relate to the causes of the revolution, this is not a requirement of thetask and should not be considered a failure of the response.

[14]


[15]


[16]


[17]

Anchor Level 4-A

The response:• Shows a good understanding of the causes of the Russian Revolution, the effects of that revolution

on Russian society, and the effectiveness of the revolution• Addresses all aspects of the task by explaining the causes of the Russian Revolution, describing the

effects of that revolution on Russian society, and evaluating the effectiveness of that politicalrevolution to solve the problems that had caused the revolution

• Shows an ability to analyze and evaluate the causes, effects, and effectiveness of the RussianRevolution (the virtual feudalism in Russia and the gap between rich and poor made the lowerclass angry and wanting a new government; the effects of World War I and the focus by the czaron foreign issues rather than dealing with internal problems led to dissatisfaction)

• Includes relevant facts, examples, and details (Czar Nicholas II; feudalism; boyars; World War I;Lenin; Bolsheviks; Alexander Kerensky; changes caused by the Communist government;proletariat; treaty of Brest-Litovsk; peace; bread and land)

• Is a well-developed essay, consistently demonstrating a logical and clear plan of organization, i.e.,explains the causes of the Russian Revolution, describes the effects of the revolution on Russiansociety, and then evaluates whether the changes resulting from the Russian Revolution resolved theproblems that had caused the revolution

• Introduces the theme of political revolutions by establishing a framework that is beyond a simplerestatement of the task and concludes with a summation of the theme

Conclusion: Overall, the response fits most of the criteria for Level 4. Most of the generalizations aresupported by accurate historical facts. The discussion of the multiple causes of the revolution and theresults contains some factual inaccuracies (Russian people didn't want to get involved in World War Ibecause they wanted to focus on industrializing; education was given to everyone). However, manyinsightful analytical statements are included that demonstrate a strong understanding of the causes ofthe revolution.


[18]

[19]


[20]


Anchor Level 4-B

The response:• Shows a good understanding of the causes of the French Revolution, the effects of that revolution

on French society, and the effectiveness of the revolution• Addresses all aspects of the task, but does so somewhat unevenly, describing the immediate effects

of the revolution on French society in less detail than other aspects of the task• Shows an ability to analyze and evaluate the causes, effects, and effectiveness of the French

Revolution (the spending, wars, and debt under Louis XIV helped cause the revolution; thefrustration felt by commoners because they were not heard before the revolution encouraged theReign of Terror; Napoleon’s rule was similar to the rule of King Louis XVI)

• Includes relevant facts, examples, and details (Louis XIV; Palace of Versailles; Tennis Court Oath;Storming of the Bastille; March to Versailles; guillotine; Marie Antoinette; Reign of Terror;Robespierre; Napoleon Bonaparte)



Conclusion: Overall, the response best fits the criteria for Level 4. The response is more descriptivethan analytical, using a good number of details but not explaining them. Obvious causes such as theinequity of the three estates and the Estates General are omitted, but the general causes (the discontentof the commoner; economic crisis; the extravagant spending) of the revolution are explained and somethought-provoking ideas are included. The response indicates an understanding that the revolution wasa long progression of historical events and simply not an effect of the inept rule of one king.

[21]

Anchor Paper – Thematic Essay—Level 4 – C

[22]


[23]


Anchor Level 4-C


on French society, and the effectiveness of the revolution• Addresses all aspects of the task, but does so somewhat unevenly with a simplistic description of

the short-term effects of the revolution on French society and a general evaluation of theeffectiveness of that political revolution

• Shows an ability to analyze and evaluate the causes, effects, and effectiveness of the FrenchRevolution (the middle class were angry about the inequity between the classes in France, whichcaused them to want to gain equal rights for men; the achievements that the middle class wereable to gain were short-lived because Napoleon had control and put France through turmoil)

• Includes relevant facts, examples, and details (three estates; Storming of the Bastille; Declarationof the Rights of Man and Citizen; National Convention of 1792–1795; France declared as arepublic; Robespierre; Reign of Terror; rise of Napoleon)



Conclusion: Overall, the response fits most of the criteria for Level 4. The response has a goodunderstanding of the causes of the French Revolution and how the revolution affected France as wellas other societies (Latin America). The absence of a description of the events of the revolution doesnot detract from the overall quality of the response and is not required by the task. The discussiontends to mention details rather than explain them, particularly in the explanation of the effects of therevolution. The generalizations drawn in the evaluation are analytical, but adequate details andexplanation are not provided.

[24]


[25]


[26]


Anchor Level 3-A

The response:• Shows a satisfactory understanding of the causes of the Russian Revolution, the effects of that

revolution on Russian society, and the effectiveness of the revolution• Addresses most aspects in a limited way with few supporting details• Shows some ability to analyze and evaluate, but not in any depth (although peasant promises were

met, the new form of government was strict and a danger to reckon with), and is more descriptivethan analytical (the effects of World War I)

• Includes some facts, examples, and details (Marxism; Bolsheviks; Lenin; peace, bread, and land)• Is a satisfactorily developed essay, demonstrating a general plan of organization• Introduces the theme of political revolutions by establishing a framework that is beyond a simple

restatement of the task and concludes by summarizing the theme

Conclusion: Overall, the response fits the criteria for Level 3. Some thought-provoking statementsare made, but these statements are not fully explored and discussed. The introduction and conclusionboth attempt to analyze the effects of the Russian Revolution. The response has a good understandingof the theme and the generalities surrounding the Russian Revolution, but fails to go beyond thesegeneralities.

[27]


[28]


[29]


Anchor Level 3-B

The response:• Shows a satisfactory understanding of the causes of the Russian Revolution, the effect of that

revolution on Russian society and the effectiveness of the revolution• Addresses all aspects in a limited way with few supporting details• Shows some ability to analyze and evaluate, but not in any depth or with any explanation and is

more descriptive than analytical (under communism, the economy had been fixed, at least a little)• Includes some facts, examples, and details (World War I; the Great War; brief reference to New

Economic Policy; civil war)• Is a satisfactorily developed essay, demonstrating a general plan of organization• Introduces the theme of political revolutions by repeating the task and concludes by summarizing

the theme

Conclusion: Overall, the response best fits the criteria for Level 3. However, the response providesonly a cursory treatment of the task with a lack of detail and analysis. Important information, such asa solid historical background and supporting details, is not provided.

[30]


[31]


Anchor Level 3-C

The response:• Shows a satisfactory understanding of the causes of the French Revolution, and the effects of that

revolution on French society• Addresses the causes and effects of the French Revolution but fails to evaluate the effectiveness in

solving the problems that had caused the revolution• Shows some ability to analyze the causes of the French Revolution, but not in any depth, and is

much more descriptive than analytical (Louis XIV’s unwise use of government money increasedFrance’s debt to heights it had never seen before; the burden of paying off this debt fell upon thepoor by way of taxes)

• Includes some facts, examples, and details (King Louis XIV; Palace of Versailles; estates; Reign ofTerror; guillotine; Napoleon Bonaparte)

• Is a satisfactorily developed essay, demonstrating a general plan of organization• Introduces the theme of political revolutions by repeating the task and lacks a conclusion

Conclusion: Overall, the response best fits the criteria for Level 3. The response is strong in its detailswhen discussing the causes of the French Revolution and provides a general discussion of the effectsof the revolution. However, the absence of an evaluation of the revolution and the lack of a conclusionlimits the overall quality of the response.

[32]


[33]


Anchor Level 2-A

The response:• Shows a limited understanding of the causes of the French Revolution, the effects of that

revolution on French society, and the effectiveness of the revolution• Attempts to address some aspects of the task but fails to evaluate the effectiveness of this political

revolution• Develops a weak analysis with no depth• Includes some facts, examples, and details; but many of the facts do not support the different

aspects of the task (Storming of the Bastille, National Assembly; King Louis XVI; Declaration ofthe Rights of Man; Marie Antoinette)

• Is a satisfactorily developed essay, demonstrating a general plan of organization• Introduces the theme of political revolutions by repeating the task and concludes with a one-

sentence statement

Conclusion: Overall, the essay best fits the criteria for Level 2. Although at first, the response seemsto fit the criteria for Level 3, the description of the causes and the effects overlooks much importantinformation. The details provided are not explained. The effects are listed and oversimplified. Eventsand goals of the revolution are confused. Despite the satisfactory organization, the conclusion is weakand confined to one confusing sentence.

[34]


[35]


[36]


Anchor Level 2-B

The response:• Shows a limited understanding of the causes of the Russian Revolution, the effects of that

revolution on Russian society, and the effectiveness of the revolution• Attempts to address some aspects of the task but fails to evaluate the effectiveness of this political

revolution• Develops a weak analysis with little depth (If not for [Marx’s] ideas and encouragement of

communism, Russia would have been like it was during Czar Nicholas II’s rule)• Includes some facts, examples, and details (Czar Nicholas II; Romanov dynasty; Alexi;

hemophilia; Karl Marx; Communist Manifesto; peace, bread, land)• Is a satisfactorily developed essay, demonstrating a plan of organization• Introduces and concludes the theme of political revolutions with a simple restatement of the theme

Conclusion: Overall, the essay best fits the criteria for Level 2. There are some details and supportinginformation, but the discussion is limited. The lack of an evaluation of the effectiveness of politicalrevolutions beyond the statement “revolutions have led to many changes in society that have solvedthe problems that have caused these revolutions” weakens the response.

[37]


[38]


Anchor Level 2-C

The response:• Shows a limited understanding of the causes of the French Revolution, the effects of that

revolution on French society, and the effectiveness of the revolution• Attempts to address all aspects of the task but does so in a simplistic, cursory manner• Develops a weak analysis with little depth (less famine and poverty after the end of the revolution)• Includes few facts, examples, and details (Louis XIV; Versailles) and contains an inaccuracy (the

French Revolution was during Louis XIV’s reign)• Is a satisfactorily developed essay, demonstrating a plan of organization• Introduces the theme by defining revolutions and giving a reason for them and concludes with a

general statement about the uncertain results of revolution

Conclusion: Overall, the essay fits most of the criteria for Level 2. The response attributes the FrenchRevolution to the building of the Palace at Versailles and the subsequent taxing of the population dueto this heavy spending. There is no mention of the Estates, the social or political inequity that existedin France, or Louis XVI. This absence of essential information is typical of a Level 2 response.

[39]


[40]

Anchor Level 1-A

The response:• Shows a very limited understanding of the causes of the French Revolution, the effects of that

revolution on French society, and the effectiveness of the revolution• Makes little effort to address the different aspects of the task• Lacks an analysis and evaluation of the causes and effects of the French Revolution, making only

vague statements (in order to gain you must lose every powerful leaders)• Includes few accurate and relevant facts, examples, or details, consisting of generalities, and

contains inaccuracies (confuses Napoleon Bonaparte’s conquests with the use of force during theFrench Revolution)

• Demonstrates a major weakness in organization• Introduces the theme of political revolutions with a restatement of the theme and lacks a

conclusion

Conclusion: Overall, the response fits the criteria for Level 1. No mention of the changes broughtabout by the French Revolution is provided. Moreover, the examples of Napoleon Bonaparte and theuse of force are confusing and irrelevant.

[41]


Anchor Level 1-B

The response:• Shows a very limited understanding of the causes of the Cuban Revolution, the effects of that

revolution on Cuban society, and the effectiveness of the revolution• Makes some effort to address the different aspects of the task• Lacks an analysis and evaluation of the causes and effects of the Cuban Revolution, making only

vague statements (what causes the revolution was the freedom that people wanted to have; nothingchanges because Castro still have his ideas of a communist nation)

• Includes a few accurate and relevant facts, examples, or details (Castro led the Cuban Revolution)and contains inaccuracies (they [the Cubans after the revolution] became free from the colonialempires)

• Demonstrates a general plan of organization• Introduces the theme of political revolutions with a restatement of the theme and concludes with

the evaluation

Conclusion: Overall, the response fits the criteria for Level 1. Few accurate and relevant details areprovided to support the theme. There is mention, but no discussion, of the effects of the revolution.The writer seems to confuse the movement for independence from Spain (1898) with the Communistrevolution in Cuba (1959).

[42]

[43]

Thematic Essay—Practice Paper – A

[44]

Thematic Essay—Practice Paper – A

[45]

Thematic Essay—Practice Paper – B

[46]

Thematic Essay—Practice Paper – B

[47]

Thematic Essay—Practice Paper – C

[48]


[49]


Thematic Essay—Practice Paper – D

[50]

Thematic Essay—Practice Paper – D

[51]

Thematic Essay—Practice Paper – E

[52]

Thematic Essay—Practice Paper – E

[53]

Practice Paper A—Score Level 3

Practice Paper B—Score Level 4


on French society, and the effectiveness of the revolution• Addresses all aspects of the task, but does so in a somewhat general way• Shows an ability to analyze and evaluate the causes, effects, and effectiveness of the French

Revolution (the revolution failed at establishing a stable government right away but did succeed atbringing Enlightenment ideas into the forefront)

• Includes relevant facts, examples, and details (Old Regime; Estates-General; Jacobins; Louis XVI;Napoleon Bonaparte; Battle of Waterloo; Congress of Vienna; Prince Metternich; Enlightenmentideas)

• Is a well-developed essay, demonstrating a logical and clear plan of organization• Introduces the theme of political revolutions by establishing a framework that is beyond a simple

restatement of the task and concludes with an assessment of the results of the revolution

Conclusion: Overall, the response best fits the criteria for Level 4. The introduction and the long-termeffects of the French Revolution are particularly strong, but the general lack of detail throughoutweakens the response. The response makes thought-provoking statements, but they are not adequatelysupported. The discussion of the Congress of Vienna and legitimacy is particularly interesting.

The response:• Shows a satisfactory understanding of the causes of the Russian Revolution, the effects of that

revolution on Russian society, and the effectiveness of the revolution• Addresses most aspects in a limited way with many extraneous details• Shows some ability to analyze and evaluate, but not in any depth, and is far more descriptive than

analytical• Includes some facts, examples, and details (World War I; Alexander III; Alexandria; Alexi;

Rasputin; Lenin; Bolsheviks; Mensheviks; Stalin; Communism) and contains some minorinaccuracies (Nicholas I instead of Nicholas II; Lenin put the royal family in a room and killedthem)

• Is a logically organized essay that addresses the task but lacks focus and contains digressions• Introduces the theme of political revolutions by repeating the task and concludes by elaborating on

the theme

Conclusion: Overall, the response fits most of the criteria for Level 3. The response contains a numberof details that often lack relevancy. The evaluation of the effectiveness is not explained and isgenerally weak. The superfluous information is a distraction from the task and does not serve tosupport the analysis. However, most aspects of the task are addressed and the response does show ageneral understanding of the causes and effects of the Russian Revolution.

Practice Paper C—Score Level 5

Practice Paper D—Score Level 3

The response:• Shows a satisfactory understanding of a cause of the French Revolution, the effects of that

revolution on French society, and a change brought about by the revolution• Addresses most aspects in a very limited way• Shows little analysis and evaluation and is more descriptive than analytical (using money to

entertain nobles; change from absolute to limited monarchy)• Includes some facts, examples, and details (proletariat; bourgeoisie; Louis XVI; Storming of the

Bastille; Declaration of Rights of Man)• Is a satisfactorily developed essay, demonstrating a general plan of organization• Introduces the theme of political revolutions by mentioning revolutions that fit that theme and

concludes by simply restating the task

Conclusion: Overall, the essay fits most of the criteria for a Level 3. Although the response addressesmost aspects of the task, the supporting information is general and presented in list form with fewdetails. As a result, the effect of the French Revolution on social classes is introduced in the discussionof causes but is not supported. The failure to follow up on the details that are provided and the lack ofdepth of the treatment of the task give this response a Level 3 rating.

The response:• Shows a thorough understanding of the causes of the Russian Revolution, the effects of that

revolution on Russian society, and the effectiveness of the revolution• Thoroughly addresses all aspects of the task by explaining the causes of the Russian Revolution,

describing the effects of that revolution on Russian society, and evaluating the effectiveness of thatpolitical revolution to solve the problems that had caused the revolution

• Shows an ability to analyze and evaluate the causes, effects, and effectiveness of the RussianRevolution (the unwillingness of the czar to meet the needs of the people led to great discontent ofthe government; the failed attempts at reforms angered the people and encouraged revolution;military defeats caused the military to go against the czar)

• Richly supports the theme with relevant facts, examples, and details (Romanovs; Nicholas II;January 1905 Bloody Sunday; October Revolution of 1905; October Manifesto; Duma; Marxists;Bolsheviks; Mensheviks; serfdom; Alexander III; Russo-Japanese War; provisional government;Lenin; NEP; nationalization of small industries)

• Is a well-developed essay, consistently demonstrating a logical and clear plan of organization, i.e.,explains the causes of the Russian Revolution, describes the effects, and then evaluates whether thechanges resolved the problems that had caused the revolution

• Introduces the theme of political revolutions by establishing a framework that is beyond a simplerestatement of the task and concludes with simple statement

Conclusion: Overall, the response best fits the criteria for Level 5. The sophistication of thediscussions with the excellent use of detail strengthens the response. The evaluation shows a strongunderstanding of the idea that the revolution’s effects addressed the problems that caused therevolution. The structure of the response is effective, detailing the causes and effects in the evaluation.

[54]

Practice Paper E—Score Level 2

The response:• Shows a limited understanding of the causes of the Chinese Communist Revolution, the effects of

that revolution on Chinese society, and the effectiveness of the revolution• Attempts to address some aspects of the task with a limited discussion of the causes and a few

general statements relating to the effects and the changes• Develops a weak analysis with little depth• Includes few facts, examples, and details (mistreatment of peasants; China became isolated as a

result of the revolution) and contains some misstatements (the government wanted to becomecommunist but many people disagreed; this caused the Great Leap Forward which was led by acommunist leader; left China isolated for natural or imported materials)

• Demonstrates a general plan of organization that lacks development• Introduces the theme of political revolutions with a simple restatement of the theme and concludes

with a general statement

Conclusion: Overall, the response fits most of the criteria for Level 2. The response lacks details andmerely identifies the causes of the Chinese Communist Revolution without providing adequatedescription or explanation. Some generalizations that suggest analysis are made but are not clarifiedwith details.

[55]

[56]

[57]

Document 1

Global History and GeographyPart A Specific Rubric

Document-Based Question—January 2003

1 What did Great Britain export along the Atlantic trade routes?

Score of 1:• Identifies that Great Britain exported manufactured goods along the Atlantic trade routes

Score of 0:• Incorrect response

Examples: whale oil, furs, iron, lumber, ginger, silk, rice, meat, fish, sugar, molasses, slaves• Vague response that does not answer the question

Example: Britain traded• No response

Source: Steven Goldberg and Judith Clark DuPré, Brief Review in Global History and Geography,Prentice-Hall (adapted)

Win

e,fru

it

New YorkBoston

BritishColony ofGibraltar

Atlantic Trade Routes1650–1750

Charleston

GREAT BRITAIN

FRANCE

WEST INDIES

Sla

ves

Sla

ves,

mol

asse

s Fish, grain, lumber,

livestock, flourSlaves, sugar, m

olasses

Slaves

Rum

Sugar, molasse

s, fruit

Manufactured goods

Meat, fish, lumber, rum, grain

Whale oil, furs, iron, lumber, ginger

Manufactured goods

Silk, rice, indigo, tobacco

1800 Kilometers

1200 Miles0

0

[58]

Document 2

2 Based on this document, identify two ways England has benefited from its location.

Score of 2 or 1:• Award 1 credit (up to a maximum of 2 credits) for each benefit, listed in this document, that location has

provided for EnglandExamples: excellent commercial position; command of the seas; island location; secures territory from

invasion; commands a clear passage to the Atlantic


Example: western ports on the Baltic; trade was faster• Vague response that does not answer the question

Examples: trade was helped; it gave advantages• No response

In comparing the advantages of England for manufactures with those of other coun-tries, we can by no means overlook the excellent commercial position of the country— intermediate between the north and south of Europe; and its insular situation[island location], which, combined with the command of the seas, secures our terri-tory from invasion or annoyance. The German ocean, the Baltic, and theMediterranean are the regular highways for our ships; and our western ports com-mand an unobstructed [clear] passage to the Atlantic, and to every quarter [part] ofthe world.

Source: Edward Baines, History of the Cotton Manufacture in Great Britain, A.M. Kelly

[59]

Document 3

3 According to this document, what are two ways Great Britain has benefited from its geography?

Score of 2 or 1:• Award 1 credit (up to a maximum of 2 credits) for each benefit, listed in this document, that geography has

provided for EnglandExamples: coal fields encouraged manufacturing; possession of good harbours is essential to maritime

trade; rivers served as natural canalsScore of 0:• Incorrect response

Examples: sheep gave the best wool; broken up by mountain ranges• Vague response that does not answer the question

Example: many natural conditions necessary to success are present• No response

. . .England, however, has grown great in both respects. She is both a great colonialpower and a great industrial power. And she has been fortunate in possessing the natural conditions necessary to success.

For industry and commerce, no less than the command of the seas, are limited bynatural conditions. Modern manufactures cluster round coal-fields, where power canbe had cheaply; the possession of good harbours is essential to maritime trade; a coun-try where broad and gently-flowing rivers act as natural canals will have advantages ininternal communications over a country broken up by mountain ranges. . . . When werecognize that England is rich in these advantages, that she has coal and iron lyingclose together, that her sheep give the best wool, that her harbours are plentiful, thatshe is not ill-off for rivers, and that no part of the country is farther than some seventymiles from the sea, we have not said all. . . .

Source: George T. Warner, Landmarks in English Industrial History, Blackie & Son Limited

[60]

Document 4

4 What does the map show about the extent of the British Empire in 1910?

Score of 1:• Identifies the extent of the British Empire as shown on the map

Examples: the British Empire included land on six continents; the empire extended to many parts of theworld; the British Empire was all over the world; Great Britain was a large empire andpowerful; England was at its height


Examples: Great Britain wanted to take over the world; the British Empire mainly conquered heavilypopulated areas

• Vague response that does not answer the questionExample: it spread by sections; everywhere

• No response

N

S

W E

PacificOcean

Source: Roger Beck and Linda Black et al., World History: Patterns of Interaction, McDougal Littell (adapted)

British Empire

The British Empire at Its Height, 1910

0

0

2000 miles

4000 kilometers

NorthAmerica

SouthAmerica

AtlanticOcean

PacificOcean

Europe

Africa

Asia

Australia

IndianOcean

[61]

Document 5

5a What effect did Japan’s location have on cultural diffusion from China?

Score of 1:• States an effect Japan’s location had on cultural diffusion from China

Examples: they could borrow ideas from China because they were close; Japan’s location allowedsharing of information from China; Japan was next to China so China’s ideas were easilytransferred


Examples: Japan was isolated; cultural diffusion was a great issue; location caused little culturaldiffusion with China

• Vague response that does not answer the questionExample: China had a great impact on Japan because of Japan’s location

• No response

5b Identify one cultural contribution to Japanese society that came from China.

Score of 1:• Identifies one cultural contribution to Japanese society that came from China

Examples: centralized government; agricultural techniques; system of weights and measurements


Example: cultural diffusion• Vague response that does not answer the question

Example: they received things from China• No response

Cultural Diffusion from China500–1,000 AD

Japan

China

Korea

[62]

Document 6

6 Based on this document, identify two ways geography affected the development of Japan.

Score of 2 or 1:• Award 1 credit (up to a maximum of 2 credits) for each effect geography had on the development of Japan

Examples: few places inland are far removed from the mountains; no inland places are too far from thesea; irregular coastline encouraged trade; land was protected on all sides by water but open tothe sea for commerce; fishing became a primary source of food and helped lead to thecreation of a great navy


Examples: mountains and bays; Japan’s coastline did not allow trade• Vague response that does not answer the question

Examples: on the Pacific coast; Japan has a navy• No response

. . .The geographical features of Japan have much in common with those of ancientHellas [Greece]. In both there is the same combination of mountain, valley, and plain,[and] a deeply indented coastline, with its bays, peninsulas, and islands off the coast.Few places inland are far removed from the mountains, and none are really distantfrom the sea. . . .

The land was on all sides well protected, and yet also open to the sea; and in eachcase, too, there was free access for commerce and civilisation from early times. . . .

The deeply indented coastline of Japan provides a number of excellent harbours onthe Pacific coast, and its shores abound in fish of all kinds, the rich supplies of whichhave for centuries constituted one of the chief articles of food of the people. The fish-ing industries have helped to provide Japan with a recruiting-ground for one of thestrongest and most formidable navies of modern times. . . .

Source: Walter Weston, “The Geography of Japan in Its Influence on the Character of the JapanesePeople,” in The Japan Society of London, Transactions and Proceedings, XX (1922–1923)

[63]

Document 7

7a Identify one feature of Japanese economic life before the Meiji Restoration.

Score of 1:• Identifies a feature of Japanese economic life before the Meiji Restoration

Examples: Japan was an agricultural country; there were few industries; Japan was economically self-sufficient (self-supporting)


Examples: Japan concentrated on industry; Japan had a weak military• Vague response that does not answer the question

Example: Japanese economic life was different then• No response

7b Identify one way in which the Meiji Restoration changed economic life in Japan.

Score of 1:• Identifies a way in which the Meiji Restoration changed economic life in Japan

Examples: they went from an agricultural to an industrial nation; the Restoration helped Japanindustrialize; commercial development and the conquest of markets added to the economicpower of the nation


Examples: Japan remained self-sufficient and isolated; the economy was based on agriculture andfarming

• Vague response that does not answer the questionExample: the Restoration changed Japan dramatically; it restored Japan

• No response

. . .The [Meiji] Restoration found Japan [1868–1912] practically an agricultural coun-try, purely and simply. There were few, if any, industries of importance. The agricul-turists [farmers] produced sufficient food to supply the nation, and Japan was in everysense self-supporting. Even the taxes were paid in rice, and farmers were ranked farhigher than merchants. History showed the Japanese, however, that it is very difficultto maintain a high standard of national greatness when the revenue of the land and theprosperity of the people depends absolutely upon the fall of rain or the hours of sun-shine. . . .

Besides the necessity, there was an additional reason to be found in the knowledgethat industrial growth would add enormously to the power of the nation, not only inthe Far East, but among European countries. It was recognized that industrial andcommercial development was a much surer guarantee of greatness than militarypower, and that the conquest of markets was more efficacious [effective] than thedestruction of armies and navies. In this proficiency Japan desired to be the Englandof the East . . . .

Source: Alfred Stead, Great Japan: A Study of National Efficiency, John Lane Company

[64]

Document 8

8 Based on the information provided by this map, state one reason Japan would want to acquire Koreaand Manchuria.

Score of 1:• States a reason Japan would want to acquire Korea and Manchuria

Examples: Korea and Manchuria were rich in natural resources; Japan wanted iron ore; Japan had nonatural resources


Examples: Japan needed manufacturing areas; Manchuria was closer than Mongolia• Vague response that does not answer the question

Example: Japan wanted to expand more• No response

N

S

WE

MANCHURIA(MANZHOUGUO)

Japan1890

Territory addedby 1934Mainmanufacturingareas

Territoryaddedby 1918

Bauxite

Coal Gold

Copper

Petroleum

Iron ore

0

0

300

300

600 Miles

600 Kilometers

YellowSea

Sea of Japan PacificOcean

Hong Kong(Br.)

OsakaTokyo

Port Arthur

Beijing

Vladivostok

CHINA

MONGOLIA

SOVIET UNION

KOREAJAPAN

SAKHALIN

RYUKYU IS.

KURIL IS

.

TAIWAN

140º E 150º E130º E120º E

50º N

40º N

30º N

Japan’s Expanding Empireto 1934

Source: Elisabeth Gaynor Ellis and Anthony Esler,World History Connections to Today:

The Modern Era, Prentice-Hall (adapted)

[65]

Global History and GeographyContent-Specific Rubric

Document-Based Question—January 2003

Scoring Notes:1. The task does not limit students’ information to the geographic factors of location and

availability of resources as stated in the documents. Students may also make references totopography, climate, or other geographic factors.

2. Students must discuss the effect of the geographic factors; a description of the geographicfactors does not address the primary question.

Score of 5:• Thoroughly addresses all aspects of the task by comparing and contrasting the effect of at least two

geographic factors on the political and economic development of Great Britain and Japan• Incorporates accurate information from at least five documents (see Key Ideas Chart)• Incorporates relevant outside information related to the effect of geographic factors on the political and

economic development of Great Britain and Japan (see Outside Information Chart)• Richly supports the theme of the effect of geographic factors on the political and economic development of

Great Britain and Japan with many relevant facts, examples, and details, and the discussion is moreanalytical than descriptive such as comparing the island location of both nations and the relation of trade tothat location by discussing the impact of the Atlantic Trade on Great Britain’s industrialization and theinitial rejection of Perry by the Tokugawa Shogunate and/or contrasting the development of Great Britainand Japan as industrialized nations by discussing the important role of the availability of resources indetermining national policy)

• Is a well-developed essay, consistently demonstrating a logical and clear plan of organization• Introduces the theme of the effect of geographic factors by establishing a framework that is beyond a simple

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

Score of 4:• Addresses all aspects of the task by comparing and contrasting the effect of at least two geographic factors

on the political and economic development of Great Britain and Japan, but the treatment of the differentaspects of the task may be uneven

• Incorporates accurate information from at least five documents• Incorporates some relevant outside information related to the effect of geographic factors on the political

and economic development of Great Britain and Japan• Includes relevant facts, examples, and details, but the discussion may be more descriptive than analytical

such as discussing the island location of both and its impact on industrialization and/or discussing theimportant role of availability of resources in determining national policy in both nations

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

• Introduces the theme of the effect of geographic factors by establishing a framework that is beyond a simplerestatement of the historical context and concludes with a summation of the theme

Historical Context: The geographic factors of location and availability of resources haveaffected the history of Great Britain and Japan.

Task: Compare and contrast the effect of geographic factors such as location and availability ofresources on the political and economic development of Great Britain and Japan

[66]

Key

Ide

as f

rom

the

Doc

umen

ts

Nat

ion

and

Are

a of

Dev

elop

men

tG

eogr

aphi

c L

ocat

ion

Ava

ilabi

lity

of R

esou

rces

Gre

at B

rita

in—

Eff

ect

on E

cono

mic

Dev

elop

men

t

Acc

ess

to A

tlant

ic tr

ade

rout

es (

doc

1, d

oc 2

)A

cces

sibl

e m

arke

ts f

or m

anuf

actu

red

good

s (d

oc 1

)L

ocat

ion

betw

een

the

nort

h an

d so

uth

of E

urop

e(d

oc 2

)Is

land

loca

tion

(doc

2)

Ava

ilabi

lity

of B

altic

and

Med

iterr

anea

n tr

ade

rout

es (

doc

2)G

ood

harb

ors,

eas

y ac

cess

, sho

rt d

ista

nce

from

any

part

of

the

coun

try

(doc

3)

Wes

tern

Hem

isph

ere

prov

ided

abu

ndan

t raw

mat

eria

ls(d

oc 1

)A

bund

ance

of

coal

fie

lds

mea

nt c

heap

pow

er (

doc

3)C

lose

ness

of

coal

and

iron

fie

lds

help

ed m

anuf

actu

ring

(doc

3)

Riv

ers

help

ed in

tern

al c

omm

unic

atio

n an

d tr

ade

(doc

3)

Gre

at B

rita

in—

Eff

ect

on P

olit

ical

Dev

elop

men

t

Secu

rity

fro

m in

vasi

on b

ecau

se o

f is

land

loca

tion

(doc

2)

Ext

ensi

on o

f th

e B

ritis

h E

mpi

re th

roug

hout

the

wor

ld (

doc

4)

Bri

tish

Em

pire

pro

vide

d ac

cess

to r

esou

rces

thro

ugho

utth

e w

orld

(do

c 1,

doc

2, d

oc 4

)

Japa

n— E

ffec

t on

Eco

nom

icD

evel

opm

ent

Clo

se lo

catio

n to

Chi

na (

doc

5)In

flue

nce

of c

ultu

ral d

iffu

sion

on

econ

omic

deve

lopm

ent—

agri

cultu

ral t

echn

ique

s an

d sy

stem

of

wei

ghts

and

mea

sure

s (d

oc 5

)G

eogr

aphi

c fe

atur

es—

mou

ntai

ns, v

alle

ys, p

lain

s,de

eply

inde

nted

coa

stlin

e, to

wns

and

vill

ages

incl

ose

prox

imity

to s

ea (

doc

6)G

ood

harb

ors,

eas

y ac

cess

, mou

ntai

ns a

nd s

ea a

shor

t dis

tanc

e fr

om a

ny p

art o

f th

e co

untr

y (d

oc 6

)

Abu

ndan

ce o

f fi

sh h

elpe

d fe

ed p

eopl

e (d

oc 6

)Fa

rmer

s ra

nked

hig

h in

eco

nom

y be

fore

Mei

jiR

esto

ratio

n (d

oc 7

)Sc

arci

ty o

f na

tura

l res

ourc

es in

Jap

an p

rom

oted

expa

nsio

n (d

oc 8

)

Japa

n— E

ffec

t on

Pol

itic

alD

evel

opm

ent

Clo

se lo

catio

n to

Chi

na, c

ultu

ral d

iffu

sion

infl

uenc

eon

cen

tral

ized

gov

ernm

ent (

doc

5)Pr

otec

tion

of g

eogr

aphi

c lo

catio

n(do

c 6)

Stro

ng n

avy

recr

uite

d fr

om f

ishe

rman

(do

c 6)

Farm

ers

high

er r

anki

ng th

an m

erch

ants

bef

ore

Mei

jiR

esto

ratio

n (d

oc 7

)D

esir

e of

Jap

an to

be

the

Eng

land

of

the

Eas

t (do

c 7)

Rec

ogni

tion

that

bei

ng p

redo

min

antly

agr

icul

tura

l mad

ena

tiona

l gre

atne

ss d

iffi

cult

(doc

7)

Rec

ogni

tion

that

indu

stri

al g

row

th w

ould

incr

ease

pow

er(d

oc 7

)M

eiji

Res

tora

tion

prom

oted

indu

stri

aliz

atio

n (d

oc 7

)A

vaila

bilit

y of

ric

e m

eant

taxe

s co

uld

be p

aid

in r

ice

(doc

7)

Exp

andi

ng e

mpi

re p

rovi

ded

acce

ss to

res

ourc

es in

Man

chur

ia, K

orea

, and

oth

er a

reas

(do

c 8)

Rel

evan

t Out

side

Inf

orm

atio

n(T

his

list i

s no

t all-

incl

usiv

e.)

Nat

ion

and

Are

a of

Dev

elop

men

tG

eogr

aphi

c L

ocat

ion

Ava

ilabi

lity

of R

esou

rces

Gre

at B

rita

in—

Eff

ect

on E

cono

mic

Dev

elop

men

t

Acc

ess

to A

tlant

ic tr

ade

rout

es m

akes

Gre

at B

rita

ina

wor

ld p

ower

Con

trol

of

the

Atla

ntic

hel

ps B

rita

in g

ain

cont

rol o

fSp

anis

h go

ods

(des

truc

tion

of S

pani

sh n

aval

pow

er—

Dra

ke, N

elso

n)C

ontr

ol o

f se

as p

rom

otes

impe

rial

ism

Tri

angu

lar

Tra

deM

erca

ntili

smIn

dust

rial

Rev

olut

ion

Gro

wth

of

capi

tal

Gre

at B

rita

in—

Eff

ect

onP

olit

ical

Dev

elop

men

t

Nav

al p

ower

hel

ps e

xpan

sion

of

the

Em

pire

Isla

nd lo

catio

n gi

ves

prot

ectio

n fr

om E

urop

ean

War

s (N

apol

eoni

c W

ars)

Dev

elop

men

t of

supp

ortiv

e go

vern

men

t pol

icie

s as

are

sult

of g

row

th o

f co

mm

erce

and

indu

stry

(w

ides

prea

dac

cept

ance

of

lais

sez-

fair

e, b

anki

ng la

ws,

mai

ntai

ning

stro

ng c

urre

ncy)

Inte

rnal

tran

sfor

mat

ion

as a

res

ult o

f av

aila

bilit

y of

reso

urce

s (e

nclo

sure

mov

emen

t, gr

owth

of

indu

stri

alw

orki

ng c

lass

)

Japa

n— E

ffec

t on

Eco

nom

icD

evel

opm

ent

Acc

ess

to A

sian

mar

kets

in p

ost-

Wor

ld W

ar I

Iin

crea

ses

pow

erC

lose

ness

of

Chi

na a

nd K

orea

lead

s to

exc

hang

e of

idea

sD

iffu

sion

of

wri

ting

syst

ems

from

Chi

na h

elps

trad

e

New

far

min

g te

chni

ques

(te

rrac

e fa

rmin

g, in

tens

ive

farm

ing

met

hods

) be

caus

e ar

able

land

was

lim

ited

Japa

n— E

ffec

t on

Pol

itic

alD

evel

opm

ent

Prio

r to

Mei

ji R

esto

ratio

n, is

land

loca

tion

allo

ws

gove

rnm

ent t

o pr

actic

e se

lect

ive

isol

atio

nC

lose

ness

to M

anch

uria

and

Kor

ea a

nd r

equi

rem

ents

of th

e M

eiji

Res

tora

tion

prom

otes

Jap

anes

eim

peri

alis

m

Exa

mpl

es o

f th

e ef

fect

of

avai

labl

e re

sour

ces

on J

apan

ese

hist

ory

(con

flic

t bet

wee

n T

okug

awa

Shog

unat

e an

dsu

ppor

ters

of

the

Mei

ji R

esto

ratio

n, P

erry

and

the

Whi

teFl

eet,

Rus

so-J

apan

ese

War

, pre

-Wor

ld W

ar I

I fo

reig

npo

licy,

Wor

ld W

ar I

I)In

volv

emen

t in

post

-Wor

ld W

ar I

I af

fair

s du

e to

a la

ck o

fre

sour

ces

(lac

k of

oil,

new

con

stitu

tion,

rol

e of

mili

tary

)

[67]

Score of 3:• Addresses all aspects of the task in a limited way by providing few details to compare and contrast the effect

of geographic factors on the political and economic development of Great Britain and Japan or addressesmost aspects of the task fully

• Incorporates some information from some of the documents• Incorporates little or no relevant outside information• Includes some facts, examples, and details, but the discussion is mostly descriptive• Is a satisfactorily developed essay, demonstrating a general plan of organization• Introduces the theme of the effect of geographic factors by repeating the historical context and concludes by

simply repeating the theme

Some Examples of Limited Treatment of the Task at Level 3

1. Compares or contrasts the effect of two geographic factors on the political and economicdevelopment of Great Britain and Japan as in a level 5 response.

2. Compares and contrasts the effect of two geographic factors on the political and economicdevelopment of Great Britain or Japan as in a level 5 response.

3. Compares and contrasts the effects of two geographic factors on the political or the economicdevelopment of Great Britain and Japan.

4. Compares and contrasts the effects of one geographic factor on the political and economicdevelopment of Great Britain and Japan.

Score of 2:• Attempts to address some aspects of the task• Makes limited use of the documents or may only restate the contents of the documents• Presents no relevant outside information• Includes few facts, examples, and details and may contain some inaccuracies• Is a poorly organized essay, lacking focus; may contain digressions or extraneous information• May lack an introduction and/or a conclusion or these elements may not refer to the theme

Some Examples of Limited Treatment of the Task at Level 2

1. Compares and contrasts the effect of one geographic factor on the political or economicdevelopment of Great Britain and Japan

2. Compares and contrasts the effects of two geographic factors on the political or economicdevelopment of Japan or Great Britain

3. Compares or contrasts two geographic factors in Great Britain and Japan, but fails to showthe effect on political or economic development

4. Describes the effect of one geographic factor on the political or economic development ofGreat Britain and Japan, but fails to compare and/or contrast

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

Score of 0: Fails to address the task, is illegible, or is a blank paper[68]

[69]

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

[70]


[71]


[72]


[73]

Anchor Level 5-A

The response:• Thoroughly addresses all aspects of the task by comparing and contrasting the effect of the

geographic factors of location, availability of resources, and some references to topography on thepolitical and economic development of Great Britain and Japan

• Incorporates accurate information from documents 2, 3, 4, 5, 6, 7, and 8• Incorporates relevant outside information related to the effect of geographic factors on the political

and economic development of Great Britain and Japan (England’s location made it difficult toattack and conquer; impact of Perry and the United States on Japan; use of Japan’s military to takeover Korea and Manchuria; absolute monarchies flourished on the European continent whileEngland developed a limited monarchy)

• Richly supports the theme of the effect of geographic factors on the political and economicdevelopment of Great Britain and Japan with many relevant facts, examples, and details, and thediscussion is more analytical than descriptive (natural resources aided the Industrial Revolution andwere a reason for imperialism; British control of its many colonies helped her become an economicleader; ties the difficulty of Japan’s industrialization with subsequent search for raw materials;Shogun government protected because of Japan’s isolation)

• Is a well-developed essay, consistently demonstrating a logical and clear plan of organization• Introduces the theme of the effect of geographic factors by establishing a framework that is beyond

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

Conclusion: Overall, the response fits the criteria for Level 5. The response does a good job inbalancing historical information and integrating documents into the narrative. Outside information isused to organize the paragraphs and as a lead into the document information. Interesting and validconclusions are made and then supported with specific details. Despite a few questionable statements,both the introduction and conclusion set the conceptual frame of reference, highlighting the uniquenature of the similarities and differences of the two nations and using specific historical examples.

[74]

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

[75]


[76]


[77]

Anchor Level 5-B


geographic factors of location and availability of resources on the political and economicdevelopment of Great Britain and Japan

• Incorporates accurate information from documents 1, 3, 5, 6, 7, and 8• Incorporates relevant outside information related to the effect of geographic factors on the

political and economic development of Great Britain and Japan (Britain’s Industrial Revolutionused markets established from the Triangular Trade; American Revolution interrupted Britishtrade; frustration of Napoleon with the use and failure of the continental system; Hitler’s use of airforce on Britain; Battle of Normandy; Commodore Perry’s iron ships)

• Richly supports the theme of the effect of geographic factors on the political and economicdevelopment of Great Britain and Japan with many relevant facts, examples, and details, and thediscussion is more analytical than descriptive (after American Revolution, British trade was re-established on a different basis; Japan’s demand for natural resources increased as industries ofMeiji Restoration grew; island location sheltered Britain from events on the continent; landing ofPerry’s ships despite Tokugawa objections; successful blending of Japan’s traditionalism andmodernization; comparison of Britain’s long history as a world leader to Japan’s relatively recentascent to leadership)

• Is a well-developed essay, consistently demonstrating a logical and clear plan of organization• Introduces the theme of the effect of geographic factors by establishing a framework that is

beyond a simple restatement of the historical context and concludes with a summation of thetheme

Conclusion: Overall, the response fits the criteria for Level 5. The strength of the response is in itsorganization and the thorough and balanced treatment of the effects of geography on political andeconomic development in both Great Britain and Japan. Each point is based on a preceding point andthen developed to the next logical point. The historical facts and outside information are wellintegrated into the document information and illustrate an understanding of the multiple dimensionsof history.

[78]


[79]


[80]


Anchor Level 4-A

The response:• Addresses all aspects of the task by comparing and contrasting the effect of the geographic factors

of location and availability of resources on the political and economic development of Great Britainand Japan, although the treatment of the impact of geographic factors on political development isless complete

• Incorporates accurate information from documents 1, 2, 3, 5, and 8• Incorporates some relevant outside information related to the effect of geographic factors on the

political and economic development of Great Britain and Japan (mercantile system; new marketsfor Britain after the wars for independence; terrace farming; political stability of Britain; EnglishChannel shielding Britain from political conflicts; use of capital from colonial empire to supportindustrialization)

• Includes relevant facts, examples, and details, but the discussion is more descriptive than analytical,mentioning information rather than applying it (Japan’s access to commerce not used much untilthe 20th century; Japan adopted and adapted ideas; maintenance by Japan of isolation andtraditionalism; success of Meiji by obtaining resources from nearby nations; relation of wars ofconquest to development of Japan’s military dictatorship)

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

• Introduces the theme of the effect of geographic factors by establishing a framework that is beyonda simple restatement of the historical context and concludes with a summation of the theme

Conclusion: Overall, the essay fits the criteria for a high Level 4. The response addresses all aspects ofthe task by supporting each point of comparison or contrast with corresponding outside historicalinformation or illustrations from the documents. Generalizations depend on information from thedocuments, but the use of outside information to support statements strengthens the response. Althoughthe effects of geography on political development are mentioned rather than explained, the discussionof economic effects is strong for both Great Britain and Japan.

[81]


[82]


[83]

[84]


Anchor Level 4-B


of location and availability of resources on the political and economic development of GreatBritain and Japan, but the treatment of the impact of geographic factors on political developmentis less complete

• Incorporates accurate information from all the documents• Incorporates some relevant outside information related to the effect of geographic factors on the

political and economic development of Great Britain and Japan (mountains of Japan led topopulation density along the coast; defeat of the Spanish Armada in 1588 gave Britain control ofthe seas; Britain as the “workshop of the world”; Russo-Japanese War; British imperialism inHong Kong and Africa; Cecil Rhodes and diamonds; terrace farming)

• Includes relevant facts, examples, and details, but the discussion is more descriptive thananalytical; mentioning information rather than using the information to expand on or explainimportant points (fishing industry provides training for Japan’s naval fleet; seas as regularhighway for British trade; luck of Britain to have natural resources unlike Japan; relationship ofRusso-Japanese War to Japan’s becoming a military power; Rhodes’s attempts to connect Africa;use of terrace farming from China to make mountains more farmable)

• Is a satisfactorily developed essay, demonstrating a general plan of organization• Introduces the theme of the effect of geographic factors by repeating the historical context and

concludes by simply repeating the theme

Conclusion: Overall, the essay fits most of the criteria for Level 4. Although each paragraph is usedto address each part of the task adequately, the lack of continuity within each paragraph detracts fromthe overall quality of the response. The integration and use of much outside information strengthensthe response.

[85]

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

[86]


Anchor Level 4-C


of location and availability of resources on the political and economic development of Great Britainand Japan

• Incorporates accurate information from documents 1, 3, 4, 7, and 8• Incorporates some relevant outside information related to the effect of geographic factors on the

political and economic development of Great Britain and Japan (British imperialism; EnglishChannel; “splendid isolation”; defeat of Germany in both world wars; Mongol attempt to invadeJapan; Russo-Japanese war; Perry’s visit to Japan)

• Includes relevant facts, examples, and details, but the discussion is more descriptive than analytical,mentioning information rather than applying it (location helped Britain quickly attain superpowerstatus; English Channel helped separation and noninvolvement in European affairs; British navyhelped imperialism and military power; lack of natural resources led Japan to imperialism;improvement of Japanese economy after World War II; Japanese industrialization for survival)

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

• Introduces the theme of the effect of geographic factors by establishing a framework that is beyonda simple restatement of the historical context and concludes with a summation of the theme

Conclusion: Overall, the essay fits most of the criteria for Level 4. The documents are used, but theinformation is mentioned and not well developed. There are many insightful statements, but fewhistorical details to support those points. However, the analytical and integrated use of outsideinformation does strengthen the response.

[87]

[88]


[89]


[90]


Anchor Level 3-A

The response:• Addresses all aspects of the task in a limited way, providing few details to compare and contrast the

effect of the geographic factors of location and availability of resources on the political andeconomic development of Great Britain and Japan

• Incorporates some information from documents 1, 2, 3, 4, 6, 7, and 8• Incorporates little relevant outside information (Britain’s limited monarchy; effect of British

imperialism on colonies; specific locations of the British Empire)• Includes some facts, examples, and details, but the discussion is mostly descriptive (Britain used

colonies and stripped them of their dignity; economic and political success led to power of BritishEmpire; geography a curse and a blessing for Japan)

• Is a satisfactorily developed essay, demonstrating a general plan of organization• Introduces the theme of the effect of geographic factors by establishing a framework that is beyond


Conclusion: Overall, the essay fits the criteria for Level 3. Although all parts of the task are addressedat length, the information is drawn directly from the documents with little outside information.Moreover, the inaccurate characterizations that are used in the comparisons lead to some confusingconclusions.

[91]

[92]


[93]


[94]


Anchor Level 3-B

The response:• Addresses most aspects of the task in a limited way but only hints at the effects on the political

development of Japan and does not address the effects on the political development of Great Britain• Incorporates some information from documents 1, 3, 4, 5, 6, 7, and 8• Incorporates little relevant outside information (workings of mercantilism)• Includes some facts, examples and details, but the discussion is mostly descriptive (natural

resources needed for industrialization; Atlantic Ocean provided easy access to resources for Britain;variety of geographic features in Japan)

• Is a satisfactorily developed essay, demonstrating a general plan of organization• Introduces the theme of the effect of geographic factors by establishing a framework that is beyond


Conclusion: Overall, the essay fits the criteria for Level 3. Most of the response depends on statementsquoted from the documents with little outside information and few specific historic details to supportthe information. The analysis in the response merely rewords the quoted information.

[95]


[96]


[97]

Anchor Level 3-C

The response:• Addresses most aspects of the task but in a limited way by providing few details to compare and

contrast the effect of geographic factors on Japan and Great Britain• Incorporates some information from documents 2, 3, 4, 6, and 7• Incorporates little relevant outside information (island location provides natural barriers; spread of

British culture throughout the empire)• Includes some facts, examples, and details, but the discussion is mostly descriptive (access to

waterways from almost any area; coastlines beneficial to industry; trade essential to survival; MeijiRestoration completely changed Japan’s economy)

• Is a well-developed essay, demonstrating a logical and clear plan of organization• Introduces the theme of the effect of geographic factors by repeating the historical context and

concludes with a summation of the theme

Conclusion: Overall, the essay fits the criteria for Level 3. Much of the information used is directlyfrom the documents and not supported with specific historic details. The response identifies a factorand then compares or contrasts that factor in both Great Britain and Japan. Conclusions are used tointegrate the documents and emphasize the theme.

[98]


[99]


Anchor Level 2-A

The response:•••• Attempts to address some aspects of the task by describing the availability of resources and

mentioning location in discussing the impact of geographic factors on economic development inGreat Britain and Japan but does not compare or contrast the effects of geographic factors

• Makes limited use of documents 2, 3, 6, and 8• Presents no relevant outside information• Includes few facts, examples, and details (manufactured goods easy to produce because of location

and resources; Japan must rely on exports from other countries which led her to gain control ofManchuria and Korea), and includes some misstatements (Japan is isolated because of the terrain ofmountains and valleys; geological factors)

• Is a satisfactorily developed essay, demonstrating a general plan of organization• Introduces the theme of the effect of geographic factors by establishing a framework that is beyond a

simple restatement of the historical context and concludes by simply repeating the theme

Conclusion: Overall, the essay best fits the criteria for Level 2. The response discusses the impact ofavailability of resources on economic development in both Great Britain and Japan, mentioning locationas a lead into discussing the impact. The attempts at analysis are used to develop a single point.

[100]


[101]

Anchor Level 2-B

The response:• Attempts to address some aspects of the task by describing the effects of location and availability of

resources on economic development and makes a weak effort to compare and contrast thegeographic factors of Great Britain and Japan

• Makes limited use of documents 1, 4, 5, and 8• Presents little relevant outside information (England as the “mother country”; location of Japan east

of Asia and England west of Asia)• Includes few facts, examples, and details (benefits of empire for England; Japan’s realization that

agriculture was not everything), and contains some inaccuracies (flat rivers and hardly anymountains in Japan)

• Demonstrates a general plan of organization• Introduces the theme of the effect of geographic factors by repeating the historical context and


Conclusion: Overall, the essay fits the criteria for Level 2. While location and availability of resourcesare discussed for both Great Britain and Japan, the comparison and contrasting of these factors islimited. The impact of these two geographic factors on economic development is alluded to but notdeveloped. Outside information is mentioned but is not linked to the task.

[102]


[103]

Anchor Level 2-C

The response:• Attempts to address some aspects of the task by describing the effects of the geographic factors of

location and availability of resources and mentioning the impact of geographic factors on thepolitical and economic development in both Japan and Great Britain

• Makes limited use of documents 3, 5, 6, and 8• Presents no relevant outside information• Includes few facts, examples, and details (Britain’s geographic factors make it difficult for others to

attack; abundance of coal for power in Britain; importance of cultural diffusion from China)• Demonstrates a general plan of organization• Introduces the theme of the effect of geographic factors by repeating the historical context and

concludes with one sentence that simply repeats the theme

Conclusion: Overall, the essay best fits the criteria for Level 2. The information on Japan is substantialand organized with some analytical statements. The information on Great Britain is superficial and noattempt is made to compare and contrast the effect of the geographic factors on the two nations.

[104]


[105]

Anchor Level 1-A

The response:• Shows very limited understanding of the task by attempting to compare and contrast the impact of

location and availability of resources on both Great Britain and Japan• Makes limited use of documents 2, 3, and 5• Presents no relevant outside information• Includes a few relevant facts, examples, and details (benefits to Britain because of industrialization;

increase in power of the British Empire from industrialization) and contains several inaccuracies(Japan is a peninsula for better trade routes; Japan has many natural resources; Great Britain has allthe natural resources it needs)

• Demonstrates a general plan of organization, but lacks focus• Begins with a statement that reveals a limited understanding of the task and concludes with a

similar sentence

Conclusion: Overall, the essay fits the criteria for Level 1. The response uses limited information fromthe documents and then misinterprets this information. In the case of Japan, the response makes anincorrect generalization (Japan is newer at these needs) and then misuses that information.

[106]


Anchor Level 1-B

The response:• Shows limited understanding of the task by making some attempt to compare and contrast the

effects of location on the development of both Japan and Great Britain• Incorporates some information from documents 2, 4, 6, and 8• Presents no relevant outside information (different religions, languages, government, food, industry

are not relevant)• Includes few relevant facts, examples, and details (location provides protection and a way to get to

the outside; water protects both Britain and Japan from invasion)• Demonstrates a general plan of organization• Introduces and concludes with statements that are not related to the theme of the effect of

geographic factors

Conclusion: Overall, the essay fits the criteria for Level 1. The response begins with an originalintroduction that is not supported with the information that follows. The location of Great Britain andJapan is generally compared and contrasted, but the numerous irrelevant and unrelated assertions donot develop the theme.

[107]


Document–Based Essay—Practice Paper – A

[108]


[109]


[110]

Document–Based Essay—Practice Paper – B

[111]

Document–Based Essay—Practice Paper – B

[112]

Document–Based Essay—Practice Paper – C

[113]


[114]


[115]


[116]

Document–Based Essay—Practice Paper – D

[117]

Document–Based Essay—Practice Paper – E

[118]

Document–Based Essay—Practice Paper – E

[119]

[120]

Practice Paper A—Score Level 4

Practice Paper B—Score Level 3


of location and availability of resources on the political and economic development of Great Britainand Japan

• Incorporates accurate information from documents 1, 3, 4, 5, 6, and 7• Incorporates some relevant outside information related to the effect of geographic factors on the

political and economic development of Great Britain and Japan (Britain’s mercantile system; Battleof Britain; Germany’s use of bombs to attempt to destroy Britain; Russo-Japanese War; occupationof Japan by American forces; democratic form of government after World War II)

• Includes relevant facts, examples, and details, but the discussion is more descriptive than analytical,mentioning information rather than applying it (British modernization during the IndustrialRevolution not limited by natural resources; British factories able to cluster around supplies of coaland iron; colonial empire allowed Britain to import needed resources; Britain’s strong navyemphasized the advantage of being an island nation; cultural diffusion from China; modern Japancontinues to need resources but obtains them peacefully)

• Is a well-developed essay, demonstrating a logical and clear plan of organization• Introduces the theme of the effect of geographic factors by repeating the historical context and

concludes with an interpretive summation of how the information in the response relates todifferences in the pace of modernization in both Britain and Japan

Conclusion: Overall, the essay fits most of the criteria for Level 4. Although the outside information isno more than sufficient, the many insightful historic comments are well integrated and add to theresponse. Many solid facts, examples, and details are used throughout the response to support thethemes effectively.

The response:• Addresses all aspects of the task in a limited way, providing little discussion on the effect of

geographic factors on political development in either Japan or Great Britain• Incorporates some information from documents 1, 2, 3, 4, 6, 7, and 8• Incorporates little relevant outside information (westernization and modernization in Japan)• Includes some facts, examples, and details, but the discussion is mostly descriptive (jagged

coastlines give easy access to the sea; comparison of British and Japanese imperialism; contrastbetween resources of Britain and Japan; Meiji Restoration)



Conclusion: Overall, the essay fits the criteria for Level 3. Most of the information is directly from thedocuments, but the response makes the points of comparison and contrast very clear. Conclusions aremade, but only general information is used to support them.

[121]

Practice Paper C—Score Level 5


geographic factors of location, availability of resources, and some topography on the political andeconomic development of Great Britain and Japan

• Incorporates accurate information from documents 1, 3, 4, 5, 6, 7, and 8• Incorporates relevant outside information related to the effect of geographic factors on the political

and economic development of Great Britain and Japan (Commodore Perry; Japan as anarchipelago; attack on Pearl Harbor and control of the Pacific in World War II; rule of Shoguns;Russo-Japanese War; War with China; “sun never sets on the British Empire”; English channelseparated Britain from Europe; India’s choice of government, parliamentary democracy, modeledafter Great Britain)

• Richly supports the theme of the effect of geographic factors on the political and economicdevelopment of Great Britain and Japan with many relevant facts, examples, and details, and thediscussion is more analytical than descriptive (compares pace of modernization of Britain andJapan; Japan—a brother country to China; politics and economics of Japan changed during MeijiRestoration; Japan’s relationship between industrialization and imperialism; separation fromEuropean continent and impact on political development of Britain; influence of Britain on politicalforms of colonies)

• Is a well-developed essay, consistently demonstrating a logical and clear plan of organization• Introduces the theme of the effect of geographic factors by establishing a framework that is beyond


Conclusion: Overall, the response fits most of the criteria for Level 5. The quoting of thedocuments leads to a heavy dependence on the documents to organize the response. Even thoughdetails are repeated in many cases, outside information is used, many analytical observations aremade, and conclusions are accurate. The introduction establishes the points of comparison andcontrast between the pace of development and the effects of geography, while the conclusionstrengthens these points.

[122]

Practice Paper D—Score Level 2

Practice Paper E—Score Level 3

The response:• Attempts to address some aspects of the task by describing the effects of geographic location on the

economic development of Japan and making one statement about the effect of geographic factorson political development in Japan, but fails to address the effect of geographic factors in GreatBritain

• Makes limited use of documents 5 and 8• Presents limited relevant outside information (importance of control of seas in case of war and for

trade)• Includes few facts, examples, and details (effects of cultural diffusion on political development in

Japan)• Demonstrates a general plan of organization• Introduces the theme of the effect of geographic factors by establishing a framework that is beyond

a simple restatement of the historical context and uses the last sentence for a conclusion that repeatsthe theme

Conclusion: Overall, the essay fits most of the criteria for Level 2. The response contains someanalytical statements, but they are not supported by historical details. Most of the discussion reliessolely on information from the documents.

The response:• Addresses most aspects of the task in a limited way, however, the comparison and the contrast of

geographic factors on the political development of Japan or Great Britain is implicit rather thandirect

• Incorporates some information from documents 2, 3, 4, 6, 7, and 8• Incorporates little relevant outside information (spread of British language along with trade)• Includes some facts, examples, and details, but the discussion is mostly descriptive (coal is cheap

because of abundance; geographic factors help Britain become prosperous; geographic factorsprotect Japan; Meiji Restoration important to Japan’s economic development)



Conclusion: Overall, the essay fits the criteria for Level 3. The response depends entirely oninformation from the documents that are integrated to address the task. Limited conclusions are drawnfrom the information that is presented. The implied conclusions about resources and location satisfy therequirement for comparing and contrasting.

Global History and Geography Specifications GridJanuary 2003

Part IMultiple Choice Questions by Standard

Standard Question Numbers

1—US and NY History N/A

2—World History 1, 6, 8, 12, 13, 14, 15, 16, 18, 23, 24, 26,30, 31, 35, 36, 40, 44, 46, 48, 49, 50

3—Geography 2, 3, 4, 7, 9, 10, 19, 34, 37, 38, 42, 45, 47

4—Economics 17, 20, 27, 28, 29, 32, 33, 39, 43

5—Civics, Citizenship, and Government 5, 11, 21, 22, 25, 41

Parts II and III by Theme and Standard

Theme StandardsThematic Essay Change: Conflict;

Effect on PoliticalSystems

Standards 2 and 5: World History;Civics, Citizenship, andGovernment

Document-based Essay Change:Economic Systems;Political Systems;Movement ofPeople and Goods;Scarcity;Imperialism;Nationalism

Standards 2, 3, 4, and 5: WorldHistory; Geography; Economics;Civics, Citizenship, andGovernment

Reg

ents

Exa

min

atio

n in

Glo

bal

His

tory

an

d G

eog

rap

hy

— J

anu

ary

2003

Ch

art

for

Det

erm

inin

g t

he

Fin

al E

xam

inat

ion

sco

re (

Use

fo

r Ja

nu

ary

2003

exa

min

atio

n o

nly

.)

To

dete

rmin

e th

e st

uden

t’s

fina

l sc

ore,

loc

ate

the

stud

ent’

s to

tal

essa

y sc

ore

acro

ss t

he t

op o

f th

e ch

art

and

the

tota

l Pa

rt I

and

Par

t II

I A

sco

re d

own

the

side

of t

he c

hart

. The

poi

nt w

here

tho

se t

wo

scor

es i

nter

sect

is

the

stud

ent’

s fi

nal

exam

inat

ion

scor

e. F

or e

xam

ple,

a s

tude

nt r

ecei

ving

a t

otal

ess

ay s

core

of

6 an

da

tota

l Par

t I a

nd P

art I

II A

sco

re o

f 47

wou

ld r

ecei

ve a

fin

al e

xam

inat

ion

scor

e of

79.

Tot

alE

ssay

Scor

e0

12

34

56

78

910

01

23

45

67

89

100

04

711

1519

2226

3034

3832

4044

4852

5559

6266

6973

761

15

912

1620

2428

3135

3933

4245

4953

5760

6467

7074

772

26

1014

1721

2529

3337

4034

4347

5054

5861

6568

7175

783

47

1115

1922

2630

3438

4235

4448

5255

5962

6669

7376

794

59

1216

2024

2831

3539

4336

4549

5357

6064

6770

7477

805

610

1417

2125

2933

3740

4437

4750

5458

6165

6871

7578

816

711

1519

2226

3034

3842

4538

4852

5559

6266

6973

7679

827

912

1620

2428

3135

3943

4739

4953

5760

6467

7074

7780

838

1014

1721

2529

3337

4044

4840

5054

5861

6568

7175

7881

849

1115

1922

2630

3438

4245

4941

5255

5962

6669

7376

7982

8510

1216

2024

2831

3539

4347

5042

5357

6064

6770

7477

8083

8511

1417

2125

2933

3740

4448

5243

5458

6165

6871

7578

8184

8612

1519

2226

3034

3842

4549

5344

5559

6266

6973

7679

8285

8713

1620

2428

3135

3943

4750

5445

5760

6467

7074

7780

8385

8814

1721

2529

3337

4044

4852

5546

5861

6568

7175

7881

8486

8915

1922

2630

3438

4245

4953

5747

5962

6669

7376

7982

8587

9016

2024

2831

3539

4347

5054

5848

6064

6770

7477

8083

8588

9017

2125

2933

3740

4448

5255

5949

6165

6871

7578

8184

8689

9118

2226

3034

3842

4549

5357

6050

6266

6973

7679

8285

8790

9219

2428

3135

3943

4750

5458

6151

6467

7074

7780

8385

8890

9320

2529

3337

4044

4852

5559

6252

6568

7175

7881

8486

8991

9321

2630

3438

4245

4953

5760

6453

6669

7376

7982

8587

9092

9422

2831

3539

4347

5054

5861

6554

6770

7477

8083

8588

9093

9523

2933

3740

4448

5255

5962

6655

6871

7578

8184

8689

9193

9524

3034

3842

4549

5357

6064

6756

6973

7679

8285

8790

9294

9625

3135

3943

4750

5458

6165

6857

7074

7780

8385

8890

9395

9726

3337

4044

4852

5559

6266

6958

7175

7881

8486

8991

9395

9727

3438

4245

4953

5760

6467

7059

7376

7982

8587

9092

9496

9828

3539

4347

5054

5861

6568

7160

7477

8083

8588

9093

9597

98

Total Part I and Part III A Score

2937

4044

4852

5559

6266

6973

Total Part I and Part III A Score (continued)

6175

7881

8486

8991

9395

9799

3038

4245

4953

5760

6467

7074

6276

7982

8587

9092

9496

9899

3139

4347

5054

5861

6568

7175

6377

8083

8588

9093

9597

9810

0

Documents

GLOBAL HISTORY AND GEOGRAPHY - JMAP HOME - …jmap.org/IJMAP/GlobalHistory/0103ExamGH.pdf · GLOBAL HISTORY AND GEOGRAPHY Wednesday, ... Each document is followed by one or more