GLOBAL HISTORY AND GEOGRAPHY - JMAP HOME · PDF fileThe University of the State of New York ... GLOBAL HISTORY AND GEOGRAPHY Wednesday, ... Part III Bcontains one essay question based

The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

GLOBAL HISTORYAND GEOGRAPHY

Wednesday, June 18, 2014 — 9:15 a.m. to 12:15 p.m., only

Student Name ______________________________________________________________

School Name _______________________________________________________________

Print your name and the name of your school on the lines above. A separate answersheet for Part I has been provided to you. Follow the instructions from the proctor forcompleting the student information on your answer sheet. Then fill in the heading of eachpage of your essay booklet.

This examination has three parts. You are to answer all questions in all parts. Use blackor dark-blue ink to write your answers to Parts II, III A, and III B.

Part I contains 50 multiple-choice questions. Record your answers to these questionsas directed on the answer sheet.

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

Part III is based on several documents:

Part III A contains the documents. When you reach this part of the test, enteryour name and the name of your school on the first page of this section.

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

Part III B contains one essay question based on the documents. Write youranswer to this question in the essay booklet, beginning on page 7.

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

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

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

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

2 People do not often create records for the benefitof historians. They produce them for otherreasons.…

— Chris Hinton, 1998

Based on this statement, historical sources oftencontain(1) evidence that can be biased (2) facts that are completely balanced and

reliable(3) accounts that represent all points of view(4) summaries that detail research about the

distant past

3 Which concept is essential to the study ofeconomic systems?(1) self-determination (3) citizenship(2) factors of production (4) human rights

4 Which major geographic feature has hinderedcultural diffusion between India and China?(1) Himalaya Mountains (3) Gobi Desert(2) Deccan Plateau (4) Great Rift Valley

Base your answer to question 1 on the map below and on your knowledge of social studies.

1 Based on the information provided by this map, where did Abraham’s journey originate?(1) Sahara Desert (3) Mesopotamia(2) Nile River valley (4) Mediterranean Sea

Source: Farah and Karls, World History: The Human Experience, Section Focus Transparencies, McGraw-Hill(adapted)

CANAAN

Hebron

Hamath

Haran

Nineveh

AssurMari

Babylon

Ur

BABYLONIAMemphis

Euphrates River

Tigris River

Nile River

Lower Sea(Persian Gulf)

ABRAHAM’S JOURNEYRedSea

Upper Sea(Mediterranean Sea)

Early Israelites: Abraham’s Journey, ca. 2000 B.C.

Global Hist. & Geo. – June ’14 [2]

Part I

Answer all questions in this part.

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

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

5 Which statement about the Bantu migration is anopinion rather than a fact?(1) The migration occurred gradually over a long

period of time.(2) Language and knowledge spread from

northwestern to southern and eastern Africa.(3) The lack of primary documents makes it

difficult to determine the exact cause of themigration.

(4) Bantu civilization was superior to thosecivilizations that it displaced.

6 Historically, the Huang He has also been knownas the “River of Sorrows” because(1) frozen ports have made trade difficult(2) cataracts have made transportation impossible(3) floods have destroyed crops and villages(4) burials have taken place at the sacred waters

7 Both the Han dynasty and the Roman Empirewere known for(1) developing decentralized political structures(2) having governments dominated by a

merchant class(3) using examinations to select officials(4) having long periods of stable government

8 Which belief system is considered monotheistic?(1) Judaism (3) Confucianism(2) Shinto (4) animism

9 The Golden Age of India’s Gupta Empire isknown for its(1) development of gunpowder (2) sea trade routes to Europe(3) acceptance of Christianity as an official religion(4) advancements in mathematics and medicine

10 Which geographic factor enabled the cities ofNanjing and Mogadishu to develop into powerfultrading centers?(1) location on waterways(2) abundance of natural resources(3) predictable rainfall from the monsoon cycle(4) access to mountain passes

Base your answer to question 11 on the chartbelow and on your knowledge of social studies.

Objects Discovered off the Java Coast in the10th-Century Cirebon Shipwreck

11 What does this archaeological find indicate aboutSoutheast Asia during the 10th century?(1) Religious objects from China were a major

import.(2) Precious gems and metals were exported to

Africa.(3) Europeans dominated East Asian and Middle

Eastern trade networks.(4) The region served as a crossroads between

Arab and Chinese traders.

12 Development and expansion of banking,insurance companies, and stock exchanges wereessential to the system of(1) feudalism (3) capitalism(2) tribute (4) bartering

13 A key feature of European Renaissance culturewas (1) an outlook emphasizing classicism, secularism,

and individualism(2) a reliance on the Pope and his knights to

maintain political stability(3) a shift in production from the domestic

system to the factory system(4) a way of thinking stressing humility and

Christian faith

• Emerald green Islamic glass• Chinese porcelain decorated with dragons

and birds• Jeweled gold-plated Arabian ceremonial

daggers• Bronze religious objects with Hindu and

Buddhist symbols


14 Martin Luther, John Calvin, and Henry VIII allplayed a key role in the(1) attempts made to reclaim the Holy Land(2) fall of the Ottoman Empire(3) end of religious unity in Europe(4) establishment of parliamentary democracy in

Britain

15 The practice of Islam throughout much of WestAfrica is evidence that(1) Islam spread beyond the borders of the

Arabian peninsula(2) Chinese trade carried Islamic beliefs to

West Africa(3) Islam originated in West Africa and spread to

the Middle East(4) Europeans encouraged Islamic beliefs during

the colonial period

16 Which statement is consistent with the ideas ofNiccolò Machiavelli?(1) Democratic principles should be followed

faithfully.(2) The law should be subject to the will of the

leader.(3) Human rights should be respected in all

countries.(4) Markets should operate with little govern-

mental interference.

17 What was a major cause for the shift in Europeantrade from the Mediterranean Sea to the AtlanticOcean during the late 1400s?(1) Ottoman Turks seized control of

Constantinople.(2) The Ming dynasty authorized Zheng He to

make long-distance voyages.(3) The Tokugawa shogunate adopted an

isolationist policy.(4) Christian crusaders captured Jerusalem.

18 The location of the Inca civilization of SouthAmerica demonstrates the(1) importance of trade with western Europe(2) ability of humans to adapt the environment(3) influence of cultural diversity(4) complexity of indigenous belief systems

19 Why is Ferdinand Magellan’s voyage considered aturning point in world history?(1) Portugal’s claims to southern Africa were

established.(2) His ship was the first to land in the Americas.(3) One of his ships was the first to circumnavigate

Earth.(4) Britain’s control of the seas ended.

20 In the 17th and 18th centuries, the primary goalof mercantilism as practiced by Europeancountries was to(1) glorify the power and aggressiveness of the

military(2) create laws which guaranteed individual

freedoms(3) teach the natives Christianity and offer them

protection in exchange for labor(4) increase their supply of gold and silver through

a favorable balance of trade

21 The impact of the printing press, astrolabe, andcaravel on 16th-century Europe demonstrates theability of technology to(1) limit which ideas can be transmitted(2) redefine human understanding of the world(3) reinforce established traditional beliefs(4) exploit new sources of energy

22 One way in which Peter the Great, Louis XIV, andPhilip II are similar is that each(1) supported missionary efforts of the Roman

Catholic Church(2) sought to centralize power by limiting the

power of the nobility(3) fought to block the establishment of British

colonies in the Western Hemisphere(4) challenged feudal practices by emancipating

serfs

23 New scientific knowledge and understandingsthat developed during the Scientific Revolutionwere most often based on(1) observation and experimentation(2) church law and faith(3) superstition and ancient practices(4) geometric formulas and astrology

24 Which pair correctly links the region whereEnlightenment ideas first developed to a regionto which those ideas spread?(1) Asia → eastern Europe(2) Africa → southeastern Asia(3) western Europe → the Americas(4) eastern Africa → India

25 Baron de Montesquieu believed that a separationof powers would(1) prevent tyranny by acting as a check on power(2) restore authority to the Roman Catholic

Church(3) increase corruption of political authority(4) decrease the power of the middle class

26 Which mountains were an obstacle to SimónBolívar’s efforts to unify Gran Colombia?(1) Alps (3) Zagros(2) Andes (4) Urals

27 • Abundant coal resources• Development of steam power• Building of an extensive canal system

In the late 1700s, these conditions allowed theIndustrial Revolution to begin in(1) Japan (3) Russia(2) Germany (4) England

28 Laissez-faire practices are most closely associatedwith a(1) traditional economy(2) market economy(3) command economy(4) mixed economy

29 As a result of the Russo-Japanese War, Japancame to be seen by Europeans as(1) a likely area for colonization(2) the strongest of the imperialist countries(3) a leader in the movement for nonalignment(4) an emerging global threat

Base your answer to question 30 on the speakers’statements below and on your knowledge of socialstudies.

Speaker A: The British East India Company doesnot respect my beliefs. I cannot followdharma and remain their soldier. I willreturn to my family in a Tamil village.

Speaker B: My rebellious countrymen cannot acceptmy new religion and so they hate me andmy “foreign devil” friends. Themissionaries leave Beijing tomorrow forEngland. I must join them before thechurch compound is surrounded.

Speaker C: The czar’s soldiers came again today,looted our village, drove off ourlivestock, and trampled anyone in theirway. They even burned our synagogue.Our way of life is gone. It is time toemigrate to Palestine.

30 What is the primary focus of these speakers?(1) civil war(2) economic reforms(3) religious persecution(4) colonial oppression

31 Which condition is most closely associated withMexico between 1910 and 1930?(1) revolutions and political instability(2) establishment of a state religion(3) rapid industrialization by locally owned

corporations(4) widespread support for foreign intervention

32 The difficult, year-long journey made by MaoZedong and his Communist followers in 1934through China’s mountains, marshes, and riverswas called the(1) Cultural Revolution (3) Boxer Rebellion(2) Great Leap Forward (4) Long March


Base your answer to question 33 on the map below and on your knowledge of social studies.

Source: National Geographic Magazine online, 2002 (adapted)

33 The World War II military action shown on this map was significant because it(1) took the pressure off the war in the Pacific(2) led directly to the war crimes trials in Nuremberg(3) caused Germany to resort to unrestricted submarine warfare(4) forced Germany to fight the Allies on eastern and western fronts

London

ENGLAND

PortsmouthSouthampton

Dover

Shoreham-by-Sea

Weymouth

Portland

FRANCE

Dartmouth

Cherbourg

Saint-Lô Caen

EnglishChannel

N o r m a n dy

Le Havre

Dieppe

Calais

0 mi 50

0 km 50

Stra

it o

f Dov

er

Seine

American

British

Canadian

1 UTAH

1 OMAHA

2 GO

LD3

JUN

O

2S

WO

RD

1

2

3

34 Which statement about the Soviet economyunder Joseph Stalin is accurate?(1) The Soviet Union increased its power by

developing heavy industry.(2) The government reduced its role in planning

industrial production.(3) Farmers were encouraged to compete in a

free market economy.(4) A large selection of consumer goods became

available in the Soviet Union.

35 In the 1940s, the leadership of the IndianNational Congress and the leadership of theMuslim League supported the goal of(1) helping the British fight World War II(2) removing British control from the subcontinent(3) abolishing caste distinctions and discrimination(4) establishing a unified government based on

religious teachings


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

36 Which region is directly associated with the events shown on this time line?(1) Latin America (3) Central Africa(2) Middle East (4) Southeast Asia

1910 1920 1930 1940 1950 1960 1970 1980

1917BalfourDeclaration

1948State of IsraelCreated

1967Six-DayWar

1979CampDavidAccords

Base your answer to question 37 on the cartoonbelow and on your knowledge of social studies.

Source: Eric Godal, January 10, 1943 (adapted)

37 Which type of political system is being depictedin this 1943 cartoon?(1) direct democracy (3) theocratic republic(2) monarchy (4) totalitarian

38 Immediately after World War II, which countryexerted political and economic control overPoland, Hungary, and Romania?(1) France (3) Soviet Union(2) United States (4) Great Britain

39 The main reason oil-producing states formed theOrganization of Petroleum Exporting Countries(OPEC) was to(1) promote foreign ownership of oil fields(2) lift economic sanctions and establish free trade(3) improve trade relations with the West(4) influence the price of oil and set production

levels

40 What was a goal of the student protestors inTiananmen Square in 1989?(1) independence for Taiwan(2) removal of troops from South Korea(3) access to foreign products(4) democratic reforms

41 What is one way post–World War II North Koreaand post–World War II East Germany aresimilar?(1) Monarchies were reestablished in both

countries.(2) Democratic principles flourished in both

countries.(3) Both communist governments faced

economic stagnation.(4) Both countries threatened to use chemical

weapons against China.


Base your answer to question 42 on the cartoon below and on your knowledge of social studies.

Source: Mike Keefe, The Denver Post, 1995

42 The cartoonist’s point of view is best expressed in which statement about the UnitedNations?(1) Its leadership celebrated its 50th successful military campaign.(2) It engaged in acts of war as a method of peacekeeping.(3) It succeeded in its diplomatic efforts.(4) Its military forces received many awards for their actions.


43 • Tutsis and Hutus in Rwanda• Russians and Chechens in southwestern Russia• Tamils and Sinhalese in Sri Lanka

In the 1990s, which situation characterized therelationship of the peoples listed for each of theseregions?(1) cooperative political compromise(2) development of a shared economy (3) movement toward religious toleration(4) brutal civil conflict

44 During the 20th century, in which area hasdeforestation been a significant environmentalissue due to the expansion of industrial mining,the growth of corporate farms, and thedevelopment of new road networks?(1) Sahara Desert (3) Amazon Basin(2) Tibetan Plateau (4) Ukrainian Steppe

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

Source: Brian Barling, Christian Science Monitor, March 30, 2006

45 The policies of which 20th-century leader helpedto create the situation shown in this 2006cartoon?(1) Deng Xiaoping (3) Aung San Suu Kyi(2) Kim Jong Il (4) Ho Chi Minh

Base your answer to question 46 on the passagebelow and on your knowledge of social studies.

…The deposits of fine sediment left by naturalfloods sustain the fertility of floodplain soils. The5,000-year history of agriculture in the Nile Valleyand delta of Egypt depended on the annual NileRiver flood that left a veneer of new silt over thevalley floor each year. Modern dams on the Nile— particularly the Aswan High Dam, which canstore the entire annual flood — have destroyedthe natural system of fertilization, necessitatinghuge imports of artificial fertilizers.…

— Oberlander and Muller, Essentials of Physical GeographyToday, Second Edition, Random House, 1987

46 Based on this passage, a valid conclusion wouldbe that(1) natural fertilizers are less effective than

artificial fertilizers(2) technological advances sometimes create

unforeseen problems(3) yearly flooding is harmful to Egyptian

agriculture(4) farmers in the Nile Valley operate at a

subsistence level

Base your answer to question 47 on the passagebelow and on your knowledge of social studies.

… I, John of Toul, make known that I am the liegeman of the lady Beatrice, countess of Troyes, andof her son, Theobald, count of Champagne,against every creature, living or dead, saving myallegiance to lord Enjorand of Coucy, lord John ofArcis, and the count of Grandpré. If it shouldhappen that the count of Grandpré should be atwar with the countess and count of Champagneon his own quarrel, I will aid the count ofGrandpré in my own person, and will send to thecount and the countess of Champagne the knightswhose service I owe to them for the fief which Ihold of them. But if the count of Grandpré shallmake war on the countess and the count ofChampagne on behalf of his friends and not in hisown quarrel, I will aid in my own person thecountess and count of Champagne, and will sendone knight to the count of Grandpré for theservice which I owe him for the fief which I holdof him, but I will not go myself into the territoryof the count of Grandpré to make war on him.…

47 In which period of western European history wasthe relationship described in this passage mostcommon?(1) Neolithic (3) Medieval(2) Classical (4) Napoleonic

48 During the feudal period of Japanese history, theemperor had mainly symbolic authority. Whichstatement best explains the reason for thissituation?(1) Power had been granted to shoguns and

daimyos.(2) Communist guerillas had destabilized

domestic political institutions.(3) A democratic constitution prevented the

emperor from centralizing authority.(4) American occupation forces had undermined

the belief in the emperor’s divinity.



Base your answers to questions 49 and 50 on the images below and on your knowledge of social studies.

49 Which generalization is best supported by these images?(1) Potatoes have been a key source of food for diverse populations at various times.(2) The Inca produced more potatoes than any other civilization in history.(3) The only crop Irish women and children produced was potatoes.(4) Potatoes could only be grown in mountainous regions.

50 Which historical event connects the activity shown in Image A to the activity shown inImage B?(1) opening of the Silk Road trade (3) formation of the Hanseatic League(2) Columbian exchange (4) establishment of trans-Saharan trade

Source: John Reader,Potato: A History of the Propitious Esculent,

Yale University Press

Image A: Inca Image B: Ireland

Source: Felipe Guaman Poma de Ayala,Nueva Coronica y Buen Gobierno,

Biblioteca Ayacucho


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

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

argument; to present in some detail”

Part II

THEMATIC ESSAY QUESTION

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

Theme: Change—Challenges to Tradition or Authority

Task:

You may use any individual from your study of global history and geography. Somesuggestions you might wish to consider include Martin Luther, Galileo Galilei,Mary Wollstonecraft, Toussaint L’Ouverture, Charles Darwin, Vladimir Lenin, EmilianoZapata, Mohandas Gandhi, Ho Chi Minh, Nelson Mandela, Mikhail Gorbachev, Aung San SuuKyi, and Wangari Mathaai.

You are not limited to these suggestions.

Do not choose an individual from the United States or Gavrilo Princip from the Balkan States for your answer.

Guidelines:

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

are beyond a restatement of the theme

Select two individuals who have challenged tradition or authority and for each• Describe the established tradition or authority as it existed before it was

challenged by the individual• Discuss how the individual challenged established tradition or authority• Discuss the extent to which change was achieved as a result of this challenge

Throughout history, individuals have challenged established traditions andauthorities. Their efforts have inspired or influenced change and have met withvarying degrees of success.

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

Part III

DOCUMENT-BASED QUESTION

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

Historical Context:

Turning points are events that result in regional and worldwide change. Threeturning points that transformed societies and regions were the outbreak of thebubonic plague, the signing of the Nanjing Treaty, and the assassination ofArchduke Ferdinand.

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

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

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

argument; to present in some detail”

Select two turning points mentioned in the historical context and for each• Describe the historical circumstances surrounding this turning point• Discuss changes that occurred within a society and/or region as a result of this

turning point

NAME _____________________________________ SCHOOL ___________________________________


Part AShort-Answer Questions

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

Document 1

1 Based on the information on this map, what activity contributed to the spread of the Black Death? [1]

Score

Calicut

Source: Melissa Snell, “Origins and Spread of the Black Death in Asia,” Medieval History, About.com (adapted)

MediterraneanSea

Black Sea

Caspian Sea

Red Sea

Arabian Sea

SouthChina Sea

Indian Ocean

Aral Sea

Lake Balkhash

LakeIssyk Kul

Mecca

ARABIA

AFRICA

CEYLON

INDIA

TIBET

TURKESTAN

PERSIA

SUMATRA

BORNEO

CHINA

Chittagong

Xian

Peking

Hangchow

Kashgar

Samarkand

SaraiAstrakhan

Baghdad

1346

1338-1339

1348

1340s

1320s?

Key

Common Sea Trade Routes

Common Overland Trade Routes

Areas of Plague

Dates Represent Breakout of Plague

Origins and Spread of the Black Death in Asia

Persian Gulf

N

S

W E


Document 2

In this excerpt, William H. McNeill discusses the interpretation of historical evidence to explain how theplague was spread. He suggests that available evidence makes it unlikely that the plague was found in Chinabefore 1331.

Source: William H. McNeill, Plagues and Peoples, Quality Paperback Book Club (adapted)

2 According to William H. McNeill, what was one way the plague affected China after 1331? [1]

…By contrast, after 1331, and more particularly after 1353, China entered upon a disastrousperiod of its history. Plague coincided with civil war as a native Chinese reaction against theMongol domination gathered headway, climaxing in the overthrow of the alien rulers and theestablishment of a new Ming Dynasty in 1368. The combination of war and pestilence [disease]wreaked havoc on China’s population. The best estimates show a decrease from 123 million [in]about 1200 (before the Mongol invasions began) to a mere 65 million in 1393, a generation afterthe final expulsion of the Mongols from China. Even Mongol ferocity cannot account for such adrastic decrease. Disease assuredly played a big part in cutting Chinese numbers in half; andbubonic plague, recurring after its initial ravages at relatively frequent intervals, just as inEurope, is by all odds the most likely candidate for such a role.…

Score


Document 3

Social and Economic Effects of the Plague in Europe

Source: “Plague,” Decameron Web, Brown University (adapted)

3 According to this article, what was one effect of the plague on European society? [1]

Score

The plague had large scale social and economic effects, many of which are recorded in theintroduction of the Decameron. People abandoned their friends and family, fled cities, and shutthemselves off from the world. Funeral rites became perfunctory [superficial] or stoppedaltogether, and work ceased being done. Some felt that the wrath of God was descending uponman, and so fought the plague with prayer. Some felt that they should obey the maxim [saying],“Eat, drink, and be merry, for tomorrow you may die.” The society experienced an upheaval toan extent usually only seen in controlled circumstances such as carnival [festival]. Faith inreligion decreased after the plague, both because of the death of so many of the clergy andbecause of the failure of prayer to prevent sickness and death.…


Document 4

Source: Perry M. Rogers, ed., Aspects of World Civilization: Problems and Sources in History, Volume II, Prentice Hall(adapted)

4a According to Perry Rogers, what was one reason the Chinese were unsuccessful in halting the opium trade? [1]

b According to Perry Rogers, what was one effort made by the Chinese to halt the European trade in opium? [1]

Score

Score

…The Chinese had long been opposed to the opium trade. The drug had been introducedinto China by Dutch traders during the seventeenth century. As early as 1729, there wereimperial decrees forbidding the sale and smoking of this “destructive and ensnaring vice.” In1796, Jiaqing, the new emperor, placed a complete ban on its importation, but he was a weakadministrator and soon pirates and opium merchants were bribing officials to look the otherway. By 1816, the [British] East India Company had imported 3,000 chests of opium from itspoppy fields in the north Indian state of Punjab. By 1820, this had risen to 5,000 and by 1825to almost 10,000.

As more and more Chinese became addicts, and silver flowed out of the economy toBritish coffers, the Chinese government moved toward confrontation. The emperorDaoguang, who came to the throne in 1821 was a reformer, and, supported by his advisor LinZexu (1785–1850), the emperor banned opium in 1836 and ordered the decapitation of“foreign barbarians” who concealed and traded the drug.…


Document 5

The Treaty of Nanjing was signed by Great Britain and China following the Opium War (1839–1842).

An Excerpt from the Treaty of Nanjing

Source: “Treaty of Nanjing (Nanking), 1842,” USC-UCLA Joint East Asian Studies Center

5 What did the British gain as a result of the Treaty of Nanjing? [1]

Score

ARTICLE III.It being obviously necessary and desirable, that British Subjects should have some Portwhereat they may careen and refit their Ships, when required, and keep Stores for thatpurpose, His Majesty the Emperor of China cedes [gives] to Her Majesty the Queen of GreatBritain, etc., the Island of Hongkong, to be possessed in perpetuity [forever] by Her BritannicMajesty, Her Heirs and Successors, and to be governed by such Laws and Regulations as HerMajesty the Queen of Great Britain, etc., shall see fit to direct.


Document 6a

Source: Joseph Keppler, Puck, August 15, 1900 (adapted)

THE REAL TROUBLE WILL COME WITH THE “WAKE.”


Document 6b

6 Based on this 1900 Joseph Keppler cartoon and the information on this map, state one problem China facedafter the Treaty of Nanjing took effect. [1]

Score

Hong Kong(Br.)

Source: MapWorks, on the Portsmouth Peace Treaty website (adapted)

Russia

JapanBritain

France

Germany

ManchuriaOccupations

Russia 1900-05

Japan 1905

Foreign TradeTreaty Port

Key

MONGOLIA

INDIA

Foreign Spheres of Influencein China

(prior to 1911 Revolution)

RUSSIAN

INNER M

ONGOLIA

MANCHU

RIA

Harbin

TIBET

PortArthur

NEPAL

BHUTAN

EMPIRE

Shanghai

TAIWAN(Japan)

South ChinaSea

YellowSea

Seaof

Japan

YangtseHONAN

YangtseEast China

Sea

(Japan)KOREA


Document 7a

The Eastern Question and the Balkans

Source: Stephen Tonge, “Causes of the First World War,” A Web of English History online (adapted)

7a According to Stephen Tonge, what was one cause for tension between Austria and Serbia? [1]

Score

…As a result of the Balkan Wars (1912–1913) Serbia had doubled in size and there weregrowing demands for the union of south Slavs (Yugoslavism) under the leadership of Serbia.Austria had a large south Slav population in the provinces of Slovenia, Croatia, the Banat andBosnia. Austria was very alarmed at the growing power of Serbia. She [Austria-Hungary] feltSerbia could weaken her [Austria-Hungary’s] own Empire. The Austrians decided that they would have to wage a preventative war against Serbia in order todestroy her growing power. They were waiting for the correct pretext (excuse). When FranzFerdinand was shot, the Austrians saw this as the perfect opportunity to destroy Serbia. But whenshe [Austria-Hungary] attacked Serbia, Russia came to her [Serbia’s] aid and the war spread.…

AUSTRIA - HUNGARY

BOSNIA-HERZEGOVINA

SERBIA

ROMANIA

BULGARIA

GREECE

Agram(Zagreb)

Sarajevo

Belgrade

Sofia

Bucharest

ALB

AN

IA

Constantinople

OTTOMANEMPIRE

IonianSea

Ionian Is

Athens

ITALY

Adriatic Sea

AegeanSea

BlackSea

MediterraneanSea

Post Balkan WarsBorder of country 1914

Austro-Hungarian Empire 1914

Administered by Austria–Hungary from 1878

Ottoman Empire 1914

RUSSIA

Annexed 1878

MONTENEGRO

Sea of Crete

Creteto Greece 1913

Source: Patrick K. O’Brien, ed., Oxford Atlas of World History, Oxford University Press(adapted)


Document 7b

This is an excerpt of the testimony given by Gavrilo Princip reprinted in The Sarajevo Trial. He was accusedof assassinating Archduke Ferdinand of Austria-Hungary and his wife in July 1914.

The Hearing of Gavrilo Princip12 October 1914In the Afternoon

Source: W. A. Dolph Owings et al., eds., The Sarajevo Trial, Volume I, Documentary Publications

7b Based on this excerpt from The Sarajevo Trial, what was one goal of Gavrilo Princip? [1]

Score

…Pr. [Prosecutor]: — Call Gavrilo Princip. (He is brought in.) Do you consider yourselfguilty?

Acc. [Accused, Gavrilo Princip]: — I am not a criminal, because I destroyed that which wasevil. I think that I am good.…

Pr.: — What kind of ideas did you have?Acc.: — I am a Yugoslav nationalist and I believe in the unification of all South Slavs in

whatever form of state and that it be free of Austria.Pr.: — That was your aspiration. How did you think to realize [accomplish] it?Acc.: — By means of terror.Pr.: — What does that signify?Acc.: — That means in general to destroy from above, to do away with those who obstruct and

do evil, who stand in the way of the idea of unification.Pr.: — How did you think that you might realize your objectives?Acc.: — Still another principal motive was revenge for all torments which Austria imposed

upon the people.…Pr.: — What was the feeling about Austria in your circles?Acc.: — It was the opinion that Austria behaved badly to our people, which is true, and

certainly that she (Austria) is not necessary.…


Document 8a Document 8b

8 Using information from these images, state one impact Gavrilo Princip’s assassination of Austria-Hungary’sArchduke Ferdinand had on European countries. [1]

Score

German Trenches, ca. June 16, 1916

Source: Library of Congress, Prints and Photographs online catalog

Source: W. G. Thayer, 1915,Library of Congress,

Prints and Photographs online catalog

British Training Poster


Document 9

9 Based on these maps, what was one change to the political boundaries of Europe that occurred after World War I? [1]

Score

Europe, 1914

Europe, 1923

Source: Abraham and Pfeffer, Enjoying World History, AMSCO(adapted)

Spain

France

Por

tuga

l

Germany

Corsica

Sardinia

Switz.

Belg.

Italy

Montenegro

Sicily

Austria-Hungary

Rumania

Ottoman Empire

BulgariaBlack Sea

Gre

eceAlbania

Serbia

Mediterranean SeaAfrica

Neth.

Denmark

GreatBritain

Nor

way

Sw

eden

Finl

and

NorthSea

Baltic

Sea

RussiaAt

lant

ic O

cean

Spain

France

Por

tuga

l

Germany

Corsica

Sardinia

Switz.

Belg.

Italy

Sicily

Rumania

Turkey

BulgariaBlack Sea

Gre

eceAlbania


Neth.

Denmark

GreatBritain

Nor

way

Sw

eden

Finl

and

NorthSea

Baltic

Sea

U.S.S.R.

Atla

ntic

Oce

an

EstoniaLatvia

Lithuania

Czechoslovakia

Poland

Yugoslavia

HungaryAustria

Ireland


Part BEssay

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

Historical Context:

Turning points are events that result in regional and worldwide change. Threeturning points that transformed societies and regions were the outbreak of thebubonic plague, the signing of the Nanjing Treaty, and the assassination ofArchduke Ferdinand.

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

Guidelines:

In your essay, be sure to

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


Select two turning points mentioned in the historical context and for each• Describe the historical circumstances surrounding this turning point• Discuss changes that occurred within a society and/or region as a result of this

turning point


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

Printed on Recycled Paper

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

Albany, New York 12234

VO L U M E

1OF2MC & THEMATIC

FOR TEACHERS ONLYThe University of the State of New York


GLOBAL HISTORY AND GEOGRAPHYWednesday, June 18, 2014 — 9:15 a.m. to 12:15 p.m., only

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

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

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

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

Part I

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

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

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

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

5 . . . . . . 4 . . . . . . 17 . . . . . . 1 . . . . . . 30 . . . . . . 3 . . . . . . 43 . . . . . . 4 . . . . . .

6 . . . . . . 3 . . . . . . 18 . . . . . . 2 . . . . . . 31 . . . . . . 1 . . . . . . 44 . . . . . . 3 . . . . . .

7 . . . . . . 4 . . . . . . 19 . . . . . . 3 . . . . . . 32 . . . . . . 4 . . . . . . 45 . . . . . . 1 . . . . . .

8 . . . . . . 1 . . . . . . 20 . . . . . . 4 . . . . . . 33 . . . . . . 4 . . . . . . 46 . . . . . . 2 . . . . . .

9 . . . . . . 4 . . . . . . 21 . . . . . . 2 . . . . . . 34 . . . . . . 1 . . . . . . 47 . . . . . . 3 . . . . . .

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

11 . . . . . . 4 . . . . . . 23 . . . . . . 1 . . . . . . 36 . . . . . . 2 . . . . . . 49 . . . . . . 1 . . . . . .

12 . . . . . . 3 . . . . . . 24 . . . . . . 3 . . . . . . 37 . . . . . . 4 . . . . . . 50 . . . . . . 2 . . . . . .

25 . . . . . . 1 . . . . . . 38 . . . . . . 3 . . . . . .

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

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

Contents of the Rating Guide

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

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

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

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

Mechanics of Rating

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

Rating the Essay Question

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

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

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

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

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

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

actual rating

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

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

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


Global History and Geography

Content-Specific Rubric

Thematic Essay

June 2014

Theme: Change—Challenges to Tradition or Authority

Throughout history, individuals have challenged established traditions and authorities. Their

efforts have inspired or influenced change and have met with varying degrees of success.

Task: Select two individuals who have challenged tradition or authority and for each

• Describe the established tradition or authority as it existed before it was challenged by the

individual

• Discuss how the individual challenged established tradition or authority

• Discuss the extent to which change was achieved as a result of this challenge

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

you might wish to consider include Martin Luther, Galileo Galilei, Mary Wollstonecraft, Toussaint

L’Ouverture, Charles Darwin, Vladimir Lenin, Emiliano Zapata, Mohandas Gandhi, Ho Chi Minh,

Nelson Mandela, Mikhail Gorbachev, Aung San Suu Kyi, and Wangari Mathaai.

You are not limited to these suggestions.

Do not choose an individual from the United States or

Gavrilo Princip from the Balkan States for your answer.

.

Scoring Notes:

1. This thematic essay has a minimum of six components (discussing the established tradition or

authority as it existed before it was challenged by each of two individuals, how each individual

challenged established tradition or authority, and the extent to which change was achieved by

this challenge).

2. The extent to which change was achieved by this challenge may be discussed from any

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

3. The extent to which change was achieved by this challenge may be discussed in the short term

or long term.

4. If more than two individuals are discussed, only the first two individuals discussed may be

scored.


Score of 5:

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

established tradition or authority as it existed before it was challenged by each individual, how

each individual challenged established tradition or authority, and the extent to which change was

achieved as a result of this challenge

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

Luther: connects the dominance of the Roman Catholic Church as the institution with authority in

western Europe to Luther’s call for an end to the sale of indulgences and the end of corruption in

the church, leading to the establishment of a separate church, increased religious tensions in

Germany, tensions in other European countries, and the development of other Protestant

denominations; Nelson Mandela: connects a description of apartheid and the means of enforcing

apartheid in South Africa to the goals and activities of Nelson Mandela, analyzing how his

imprisonment and release symbolized the lack of legitimacy of the South African government and

inspired black South Africans to continue the antiapartheid movement, highlighting the

significance of the overthrow of apartheid and the establishment of a democratic government while

acknowledging the inequities that still exist

• Richly supports the theme with relevant facts, examples, and details, e.g., Martin Luther:

Protestant Reformation; Diet of Worms; faith; justification; 95 Theses; Thirty Years’ War; decline

of the Holy Roman Empire; German princes; Counter Reformation; Council of Trent; Nelson

Mandela: Afrikaners; National Party; segregation; homelands; pass system; African National

Congress; police state; Rivonia trial; election of 1994; Truth and Reconciliation Commission

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

that are beyond a restatement of the theme

Score of 4:

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

task less thoroughly than the others or by discussing all aspects of the task for one individual more

thoroughly than for the second individual

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

Martin Luther: discusses the authority and influence of the Roman Catholic Church in western

Europe, Luther’s call for an end to the sale of indulgences and of corruption in the church, the

formation of a separate church, and the effects of the Protestant Reformation; Nelson Mandela:

discusses the racist and discriminatory nature of apartheid, Nelson Mandela’s efforts with the

African National Congress to end the policy, and how the election of 1994 ended the apartheid

regime but not the inequities within South Africa

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


that are beyond a restatement of the theme

Score of 3:

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

some depth

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

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

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

may be a restatement of the theme

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

challenge and if the response meets most of the other Level 5 criteria, the overall response may

be a Level 3 paper.


Score of 2:

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

depth

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

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

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

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

conclusion

Score of 1:

• Minimally develops some aspects of the task

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

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

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

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

conclusion

Score of 0:

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

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

booklet; OR is illegible; OR is a blank paper

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

Objectives refers to the highest level of the cognitive domain. This usage of create is similar to Bloom’s use of the term

synthesis. Creating implies an insightful reorganization of information into a new pattern or whole. While a Level 5 paper

will contain analysis and/or evaluation of information, a very strong paper may also include examples of creating

information as defined by Anderson and Krathwohl.

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

while preserving actual student work, including errors. This will ensure that the

sample essays are easier for raters to read and use as scoring aids.

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

examination papers and focus on how well the student has accomplished the task. The

content-specific rubric should be applied holistically in determining the level of a

student’s response.


Anchor Paper – Thematic Essay—Level 5 – A

Throughout history, individuals have challenged established

traditions and authorities. Their efforts have inspired or influenced

change and have been met with varying degrees of success. Of these,

two people stand out. Martin Luther, and Galileo Galilei. Luther, in

1517, challenged the religions teachings and practices of the single

most powerful institution in Europe, the Catholic Church. A little over

a century later, Galileo also challenged the Church, but more in its role

as scientific authority.

Following the fall of Rome, the Church assumed many of the

powers of secular government and, following Charlemagne, was the

single unifying force in Europe. Over centuries the popes, as heads of

the church, expanded the scope of their office. Leo X, for example, ruled

as a prince and acted as a patron of the arts. His authorization of the

sale of indulgences triggered Luther’s response.

Martin Luther was a Catholic monk who challenged the cornerstone

doctrine of the Catholic Church. As a young man he experienced

spiritual anxiety which led him to re-examine the Bible. From that he

developed what came to be the teachings of Sola Fide and Sola Gratea,

of faith alone and God’s good grace alone. Luther laid out his ideas in

the 95 Theses. These were his challenges to the sale of indulgences and

papal authority. Faced with the choice of recanting or defying at the

Diet of Worms, Luther defied the Church and began to develop the

ideas that became Lutheranism. He redefined the holy sacraments and

rejected the notion of saints and the need for good works to achieve

salvation. The office of the Pope was rejected.

The lasting nature of Luther’s challenges is shown in the

acceptance of other Christian faiths by many people in Europe. Luther



opened the door to widespread criticism of Church practices leading to

the Anglican Church of Henry VIII and the Protestant teachings of

John Calvin. The Catholic Church responded with the Council of Trent

to try to regain the faithful by reforming abuses and defending its

doctrine. This disintegrated into religious wars throughout western

Europe ending with the Thirty Years’ War.

Galileo Galilei challenged traditional explanations of the nature of

the universe. In Galileo’s time so-called science taught that the Earth

and humanity were at the center of everything. The traditional

Aristotelian view taught that stationary Earth was surrounded by

orbiting spheres. The Church picked up on this and emphasized the

perfection and unchanging nature of God’s creation. Ptolemy created

the geocentric model, in which the Earth was the center of the Universe.

The church lent its institutional authority to the support of tradition

leading to questions such as “how could God create us if we were not

the center of the Universe?” So, ideas of people like Copernicus who

proposed a heliocentric model in which the Earth rotated on its axis

and revolved around the Sun, challenged the Church as well as

science.

Galileo could speak with authority because, unlike Copernicus, he

had a telescope. He observed there were craters on the Moon, the moons

of Jupiter and spots on the Sun. Things once thought to be true were

not true. Heavenly bodies weren’t perfect and not all things orbited the

Earth. While it may seem that the Inquisitions had silenced Galileo’s

challenge, that is not the case. His influential Dialogues on Two

World Systems was published in Protestant countries. By the time of

Newton it was clear that the scientific method was the means of



determining scientific truth. However, even today, there are examples

of religion challenging science.

In 1517, Martin Luther challenged the doctrine of the Catholic

Church as well as its authority. A little over a century later, Galileo

challenged traditional science and Church authority.

Anchor Level 5-A

The response:

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

authority before Martin Luther and Galileo challenged it, how it was challenged, and the extent to

which change was achieved by their challenges

• Is more analytical than descriptive (Martin Luther: Leo X ruled as prince and acted as patron of the

arts; spiritual anxiety led Luther to reexamine the Bible; developed teachings of faith alone and God’s

good grace alone; defied Church and developed ideas that would become Lutheranism; redefined holy

sacraments and rejected the notion of saints and the need for good works to achieve salvation; lasting

nature of Luther’s challenge shown in acceptance of other Christian faiths by many people in Europe;

opened door to widespread criticism of Church practices; Catholic Church responded with Council of

Trent and tried to regain faithful by reforming abuses and defending doctrine; disintegrated into

religious wars ending with the Thirty Years’ War; Galileo Galilei: challenged traditional explanations

of the nature of the universe; Church emphasized perfection and unchanging nature of God’s creation;

Church lent institutional authority to support of tradition; how could God create us if we were not the

center of the universe; Copernicus, who proposed heliocentric model, challenged the Church as well

as science; Dialogues on Two World Systems published in Protestant countries; by the time of

Newton, it was clear the scientific method was the means of determining scientific truth)

• Richly supports the theme with relevant facts, examples, and details (Martin Luther: 1517; Catholic

Church most powerful institution in Europe; fall of Rome; secular government; Charlemagne; sale of

indulgences; Ninety-five Theses; challenges to Papal authority; Diet of Worms; Anglican Church;

Henry VIII; Protestant teachings; John Calvin; Galileo Galilei: Aristotelian view—Earth surrounded

by orbiting spheres; Ptolemy; geocentric model; telescope; observed craters on Moon, moons of

Jupiter, and spots on the Sun; Inquisition)

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


Conclusion: The response fits the criteria for Level 5. Analysis is featured throughout the response and

centers on a discussion of the danger that new ideas posed to the authority of the Church. Comparative

elements strengthen the discussion. The depth and breadth of the response is shown in effective references

to numerous individuals and events in the development of the theme.

Anchor Paper – Thematic Essay—Level 5 – B

Throughout history individuals have challenged traditions and

authorities; two such being Adam Smith with his book “Wealth of

Nations” against the prevailing economic thinking in Western Europe

and Kwame Nkrumah, who challenged British colonialism in his

native Ghana. One is an example of individual versus tradition, the

other of the individual versus authority.

In 1776, Adam Smith revolutionized economics with the

publication of his book “the Wealth of Nations,” during Britain’s

industrial revolution. Before this Britain, like most of Europe, was an

agricultural society, with an agricultural commodity-based economic

system. At the same time, governments regulated much of the

commercial activity with a system of mercantilism. THE MERCHANT

CLASS UNDER mercantilism believed the government should have

policies that protected their businesses from foreign competition.

Tariffs were used to guarantee a favorable balance of trade.

Governments granted monopolies to key industries like ship-building

and supported many industries with subsidies. Truly free markets

were rare. Countries practicing mercantilism believed the size of their

treasury was the key. But around the mid-1700’s, British

entrepeneurs began to build mills and factories and produced

manufactured goods in larger quantities in response to the growing

demand for textiles. But the system was still limited by mercantilist

restrictions. “Wealth of Nations” was a response to changing times,

laying down a new foundation, and challenging old economic

thought. In his book, Smith states that the economy should be based

on supply and demand; that business should be regulated not by

government but by market forces. His ideas, captured in laissez-faire

capitalism, challenged the old order and have influenced history sinceGlobal Hist. & Geo. Rating Guide – June ’14 [9] Vol. 1


mercantilism disappeared. Smith’s ideas are tied to the changing role

of the government in European economies in the 19th century. Some

consider the idea of laissez-faire a contributing factor in exploitation

of factory workers. But perhaps the most important change brought

about by Smith’s thinking was the emphasis put on unregulated

competition as essential to the economy. Since the end of World War

II, much of the world has developed market-based economies. In today’s

mass production era, his ideas have been the basis of globalization and

interdependence.

In respective contrast is the political leader Kwame Nkrumah, first

president of Ghana. At the time of his birth in the late 19th century,

an independent Ghana seemed hardly imaginable, as European power

had divided and colonized Africa. One such colony being Ghana, a

former Ashanti kingdom, then ruled by the British Empire. Under the

idea of Social Darwinism, European nations believed it to be their

right to rule the Africans. Disregard for Africans and their cultures

characterized the European scramble for Africa’s resources and the

Berlin Conference. The British saw the value of a colony located in the

area once known as the Gold Coast. But that changed in the 1920’s

when Western-educated African intellectuals began to appeal for

independence, including such leaders as Kwame Nkrumah. Nkrumah

believed in Pan-Africanism with Africans free of European’s colonial

rule. He fought the British Imperialistic Empire in various ways

eventually winning and allowing Ghana to be independent. As a

student, Nkrumah developed a personal philosophy based on the

dignity of the individual and a society freed from exploitation and

oppression. As a nationalist leader, he convinced people these values

would only be achieved with national self-determination. He rejected a



British plan for more self government because it favored the rich.

Instead he organized many different groups in the political party he

led. He organized a campaign featuring civil disobedience, boycotts

and strikes. Nkrumah’s challenge to colonialism was successful to the

extent that Ghana became independent in the late 1950’s. His vision to

improve conditions in his country eventually led him to appoint

himself as ruler for life. Pan Africanism was a dream that resulted in

the formation of the Organization of Africa Unity. However, the

organization never rose to the level Nkrumah desired as a United

States of Africa. While his influence was reduced by time, his

leaderships influenced the independence movements in many African

Countries.

Smith challenged economic traditions. Nkrumah challenged

British rule.



Anchor Level 5-B

The response:


authority before Adam Smith and Kwame Nkrumah challenged it, how it was challenged, and the

extent to which change was achieved by their challenges

• Is more analytical than descriptive (Adam Smith: government regulated much of the commercial

activity with a system of mercantilism; countries practicing mercantilism believed the size of their

treasury was key; tariffs used to guarantee favorable balance of trade; government granted monopolies

and supported many industries with subsidies; revolutionized economics with publication of The

Wealth of Nations, laying down a new foundation and challenging old economic thought; stated

economy should be based on supply and demand; business should be regulated not by government but

by market forces; some consider idea of laissez-faire a contributing factor in exploitation of factory

workers; most important change was emphasis on unregulated competition as essential to economy;

Kwame Nkrumah: under Social Darwinism, European nations believed it to be their right to rule

Africans; changed in 1920s when Western-educated African intellectuals began to appeal for

independence; disregard for Africans and their culture characterized the European scramble for

Africa’s resources and the Berlin Conference; believed in Pan-Africanism with Africans free of

European colonial rule; developed personal philosophy based on dignity of individual and society free

from exploitation and oppression; convinced people values could only be achieved with national self-

determination; rejected British plan for more self-government; organized a campaign featuring civil

disobedience, boycotts, and strikes; leadership influenced the independence movements in many

African countries)

• Richly supports the theme with relevant facts, examples, and details (Adam Smith:1776; Britain was

an agricultural commodity-based economic system; around mid-1700s, British entrepreneurs began to

build mills and factories; laissez-faire capitalism; since end of World War II, much of world has

developed market based economies; Kwame Nkrumah: first president of Ghana; former Ashanti

kingdom; British colony of Gold Coast; Pan Africanism; fought British imperialist empire; organized

many different groups; appointed himself ruler for life; Organization of African Unity)

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

restatement of the theme and a brief concluding statement

Conclusion: The response fits the criteria for Level 5. Knowledge of subject matter complements strong

analysis. The response examines how both individuals attacked the “old order” and laid the basis for new

systems with specific details to support the analysis.





change and have met with varying degree of success. Two individuals

that have challenged established authorities are Mohandas Gandhi

and Nelson Mandela. Both of these men used mass movements to

achieve better lives for the people of their countries.

Before Mohandas Gandhi, India was controlled by the British. As a

colonial ruler, the British goal was to maintain and expand their

control. They manipulated divisions in society between Hindus and

Muslims and between ruling princes. The British saw India as their

crown jewel. While the British increased the role of Indians in the

colonial government, they also established laws with harsh

punishments for anti-British activities. This caused protests.

Things changed in 1919 when peaceful protestors in Armitsar,

objecting to restrictions on their civil rights, were gunned down by

orders of the British commander. Mohandas Gandhi, an Indian

lawyer, realized that his people were always going to be brutally

oppressed. Gandhi believed in the principle of civil disobedience, in

which he would disobey unjust British laws without the use of

violence. Gandhi used the Indian National Congress to build a mass

movement. For example, Gandhi and thousands of his followers

walked many miles to the coast of the Indian Ocean to make salt to

oppose Britain’s salt monopoly. He energized people to believe any

individual could do something to bring about change. Gandhi made

the spinning wheel a symbol of self-reliance and at the same time a

means of boycotting British textiles and British rule.

The most obvious changes brought about by Gandhi’s challenge was



independence from British rule. British India was split into two

countries, India and Pakistan. The split was not Gandhi’s wish;

neither was the violence near the borders. Gandhi had also hoped to

eliminate abuse of those at the lower end of the caste system, the

untouchables. The Indian constitution, established after his death,

offers some protection but custom is a hard thing to change. Although

Gandhi was assassinated shortly after India gained its independence,

his values of civil disobedience inspired many, and proved that one

can make a difference without the use of violence.

Before Nelson Mandela, South Africa was ruled by the white

minority and apartheid was in full force. Apartheid was the

segregation of South Africans based on whether they were black,

white, Asian or colored. There were separate beaches, hospitals, and

schools for blacks and whites. Control of the black majority was

achieved by the pass system and travel restrictions. Just to go from

one place to another required a lot of passes. Not having these meant

arrest or more. Where someone could live and work was determined by

race. This system was everywhere in South Africa. As a young black

South African, Mandela committed himself to fighting apartheid. He

became a leader in the African National Congress and participated in

strikes and demonstrations against the injustices of apartheid.

Because of allegedly training others to bomb a government building,

Nelson Mandela was jailed for a long period of his life. Around this

time, the ANC was banned. In jail, Mandela challenged the system as

others used him as an example of injustice. He became a statesman

before public pressure forced his release. After his release from prison in

1990, Mandela, South African president F.W. DeKlerk, and the



African National Congress worked together to put a stop to apartheid.

During this time, Mandela spoke out for a peaceful change to

democracy. People were to work together peacefully and not seek

revenge. He and DeKlerk were recognized with a Nobel Peace prize for

their efforts. Mandela was elected president of South Africa in 1994,

and he began the construction of schools and hospitals, and the

reunification of blacks and whites in South Africa. He worked to heal

his nation by establishing a Truth and Reconciliation Commission.

The nation is more unified than it had been.

Both Gandhi in India and Mandela in South Africa inspired and

influenced change. Gandhi helped achieve independence for India.

Mandela helped eliminate apartheid and unify the people of South

Africa.


Anchor Level 4-A

The response:

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

tradition for both Mohandas Gandhi and Nelson Mandela in more analytical terms than in discussing

the extent to which change was achieved

• Is both descriptive and analytical (Mohandas Gandhi: British manipulated divisions in society

between Hindus and Muslims and between ruling princes; for Indians in public service, British

increased the role of Indians in the colonial government; British established laws with harsh

punishments for anti-British activities; in 1919, peaceful protesters objecting to restrictions on civil

rights were gunned down by orders of the British commander; Gandhi energized people to believe any

individual could do something to bring about change; made spinning wheel symbol of self-reliance

and means of boycotting British textiles and British rule; British India split into two countries, India

and Pakistan; hoped to eliminate abuse of untouchables; Indian constitution offers some protection,

but custom is a hard thing to change; values of civil disobedience inspired many; Nelson Mandela:

segregation based on whether black, white, Asian, or colored; control of black majority achieved by

the pass system; Mandela jailed for a long period of his life because of allegedly training others to

bomb a government building; challenged system from jail; used as example of injustice; became a

statesman before public pressure forced his release; spoke out for peaceful change to democracy;

people were to work together peacefully and not seek revenge; nation is more unified than it had been)

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

Amritsar; principle of civil disobedience; used Indian National Congress to build mass movement;

thousands walked to coast to make salt; Nelson Mandela: white minority; apartheid; separate beaches,

hospitals, schools; not having passes meant arrest or more; African National Congress; President F.

W. De Klerk; Truth and Reconciliation Commission)


are slightly beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 4. Numerous facts and details demonstrate a

good understanding of challenges to established authority and means used to challenge the authority.

While analysis accompanies theme development, discussion of the extent to which change was achieved

by the challenges of Gandhi and Mandela is more descriptive than analytical.



From the beginning of time, leaders have challenged a society’s beliefs

by making reforms and standing up for ideas that often contradict

existing authority. These leaders have had varying effects, and while

some are beneficial to a community others are not. Two past leaders,

Mikhail Gorbachev and Toussaint L’Ouverture, challenged the

governmental policies in the old Soviet Union and Haiti leading to

widespread change.

Mikhail Gorbachev came to power in 1985 well after the Soviet Union

had become a dominant global power following World War II. Lenin

created the Bolshevik Party and came to power in 1917 after the Russian

Revolution. Lenin led the first Soviet communist government. By the

time Gorbachev came to power, the Soviet Union ruled over several

satellites in Eastern Europe, imposing communist ideologies and

suppressing people by limiting the right of freedom of speech. The Soviets

had a command economy featuring Five Year Plans and heavy

industry. Military needs were met but consumer demands were not. The

economy was stagnant and the government was a one party system.

With the economy in decline and government controlling all aspects of

society, Gorbachev made reforms in order to gain the support of the people

and strengthen the economy. These reforms included glasnost and

peristroika, allowing for a more decentralized economy and the freedom

to speak out against the government. More specifically, peristroika

represented a shift toward capitalism, allowing for independent decision

making and a way to meet the needs of the people. Profit and competition

were supposed to stimulate the economy. This was good in theory, but not

in practice. Politically, it was a big deal when the Communist Party

allowed more than one candidate for an office. Globally, it was good

news when Gorbachev agreed to reduce nuclear weapons. However, these



reforms had a larger impact on society than was expected. Subject

nationalities led uprisings against communist rule. Independence

movements in satellites like Czechoslovakia and the fall of the Berlin

Wall challenged Soviet influence. Estonia, Latvia and Lithuania

eventually received independence. Many questioned the movement away

from a command economy. A lot of the opposition to reform came from

the Communist Party. Eventually, Gorbachev’s policies led to the break

up and the fall of the Soviet Union in 1991. Although his policies were

meant to strengthen the Soviet Union, its collapse also left Russia with a

weak economy and social disorder.

Toussaint L’Ouverture helped Haiti become an independent nation. It

had been a French colony. When Haiti was under French rule, the colony

faced an extreme imbalance in power and in the distribution of land in

favor of the French minority. The economy was based on plantation

agriculture and was heavily dependent on slave labor. Sugar was the

dominant crop. The slaves who fueled the economy were horribly treated

and conditions were ripe for revolution. With the French Revolution of

1789 came the Enlightenment ideas of liberty and equality. Toussaint

L’Ouverture sought to free the slave populations. L’Ouverture formed a slave

army and fought for at least 10 years to free the slaves and gain Haiti’s

freedom. L’Ouverture gained popular support among the slaves and was

successful in achieving his goals. Napoleon did not accept this and set

out to restore French control. L’Ouverture did not live to see the successful

results of his leadership and tactics. He was captured, taken to France,

and died in a French prison just before Haitian independence was

achieved. Even in a prison far away, he remained an inspiration to his

cause. Other Haitian leaders continued the fight. The outcome was the first

freed slave nation in the western Hemisphere. The independence of Haiti



also succeeded because France was weakened by their own revolution and

Napoleon’s actions at home. While Haiti’s independence movement was

successful, the economic status of Haiti was weak as it was based on a

cash crop. Even today, Haiti struggles economically and politically.

In conclusion, Gorbachev’s reforms in the Soviet Union and

L’Ouverture’s independence movement are two examples of leaders acting

on beliefs to change society. Without leaders like these, societies would be

unable to grow and progress.

Anchor Level 4-B

The response:

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

more thoroughly than Toussaint L’Ouverture

• Is both descriptive and analytical (Mikhail Gorbachev: Soviet Union became a dominant global power

following World War II; economy was stagnant and government was a one-party system; Gorbachev

made reforms to gain support of people and strengthen the economy; perestroika allowed for

independent decision making and a way to meet the needs of the people; profit and competition were

supposed to stimulate the economy; Communist Party allowed more than one candidate for an office;

Gorbachev agreed to reduce nuclear weapons; movements in satellite states and fall of Berlin Wall

challenged Soviet influence; opposition to reform came from Communist Party; although policies

were meant to strengthen Soviet Union, its collapse left Russia with a weak economy and social

disorder; Toussaint L’Ouverture: extreme imbalance in power and distribution of land in favor of

French minority; slaves were horribly treated and conditions were ripe for revolution; with French

Revolution of 1789 came Enlightenment ideas of liberty and equality; L’Ouverture formed slave army

and fought to free the slaves and gain Haiti’s freedom; France was weakened by their own revolution

and Napoleon’s actions; outcome was first freed slave nation in the Western Hemisphere; L’Ouverture

did not live to see results of his leadership and tactics; while independence movement successful, it

resulted in weak economy; Haiti still struggles economically and politically)

• Supports the theme with relevant facts, examples, and details (Mikhail Gorbachev: Lenin; Bolshevik

Party; Russian Revolution; satellites in Eastern Europe; imposed communist ideologies and limited

right of freedom of speech; command economy; Five-Year Plans; heavy industry; economy in decline;

capitalism; Estonia, Latvia, Lithuania; Toussaint L’Ouverture: French colony; plantation agriculture

dependent on slave labor; sugar dominant crop; independence in 1804; economy cash crop based)



Conclusion: Overall, the response fits the criteria for Level 4. A good understanding of history is shown

through the use of details across the entire response; however, the discussion of Gorbachev is more

analytical than the discussion of L’Ouverture.


Anchor Paper – Thematic Essay—Level 4 – C

Traditions and authority have governed over peoples lives since

they have existed. Every so often some one will come along and put

those traditions and authority to the test. Many bold individuals have

challenged tradition and authority through history such as Martin

Luther and Charles Darwin. Both of these individuals had different

levels of success in influencing change.

Before the time of Martin Luther the Catholic church highly

influenced the lives of the people, even the king. The Church held land

and had the ability to tax while remaining free of the taxes of the lords

and kings. Spiritually, the clergy held the power of the sacraments

and therefore controlled man’s access to salvation. Excommunication

by the pope meant isolation, may be even death. The people depended on

the clergy to tell them what the Bible said and how they should live.

The church would sell people indulgences on the false pretenses that

buying one would forgive you of your sins. An indulgance is money

paid to the Catholic church in exchange for the forgiving of the buyers

sins. The money from indulgences often went towards the building of

new churches or into the pockets of the clergy.

Martin Luther, a German monk, saw the selling of indulgences as

wrong and strongly opposed them. He wrote the Ninety-five theses,

which voiced his views and condemnation of indulgences as well as

other forms of corruption in the Catholic Church. Martin Luther posted

his Ninety-five Theses on the front door of the Catholic church, which

in those days was the town bulletin board. When Luther refused to

contradict his views at the trial at Worms, Germany, he was

excommunicated from the Catholic church. Luther fled to Saxony

where he was taken in by the prince and once again defied the



authority of the Catholic church by translating the Bible. Martin

Luther translated the Bible from the Latin version used by the church

to German the common vernacular of the people.

Martin Luthers challenging remarks made an outstanding

influence on the tradition of the Catholic churches authority. Luthers

translation of the Bible into German helped promote an increase in

literacy. The translation of the Bible and spread of Luthers Theses

became the basis of the European movement known as the

Reformation. Protestant sects were formed and the Catholic Church

was forced to respond to regain the faith of many. The Council of

Trent, the formation of the Jesuits, and the adoption of the Index were

among the actions of the Catholic Church in response to Luther,

Calvin, and others.

At the time of Charles Darwin the commonly held view on the

development of life was heavily influenced by religion. The main

belief was what we today call creationism. Creationism is the belief

that God created everything in the form described in the Bible. This

view was reinforced by most religions which pointed to the Bible as

proof. The study of science became very popular in the 19th century

and people like Darwin were observing that conditions around them

challenged established thought.

Darwin went against the traditional belief of creationism. He took

a trip the the Gallopogos islands for research. While there he observed

many different species. One species in peticular was the finches. Some

finches had different features that made them better suited to survive.

Darwins theory for this was called evolution. Evolution is the belief

that organisms change over long periods of time into the forms they



are today through the process of natural selection. This challenged the

traditional belief that living things were perfect and unchanging.

However, Darwin had a lot of evidence gathered over many years that

supported his idea and put it into his book, Origin of the Species.

Darwin knew his theory would not be accepted by the church but he

went ahead with having his book published anyway. Darwins ideas

became even more controversial when he wrote about the ancestors of

the human race. However, many scientists accepted his ideas because

they helped answer scientific questions.

Darwins theory has widely influenced scientific thoughts.

Creationism is no longer the only accepted theory as to how life

developed. Today many people believe in Darwins theory of evolution

and natural selection.

Both Darwin and Luther boldly went against tradition and

autority during their time. Today we experience the effect of the

actions these men took.


Anchor Level 4-C

The response:

• Develops all aspects of the task but does so somewhat unevenly by discussing Martin Luther more

descriptively and Charles Darwin more analytically

• Is both descriptive and analytical (Martin Luther: people depended on clergy to tell them what Bible

said and how they should live; Church sold people indulgences on the false pretense that buying one

would forgive sins; again defied authority of Catholic Church by translating the Bible into vernacular;

translation of Bible into German helped promote an increase in literacy; Catholic Church forced to

respond to regain the faith of many; Charles Darwin: creationism is the belief that God created

everything in the form described in the Bible; view reinforced by most religions; people like Darwin

were observing that conditions challenged established thought; belief that organisms change over long

periods of time through the process of natural selection; challenged traditional view that living things

were perfect and unchanging; ideas became even more controversial when he wrote about the

ancestors of the human race)

• Supports the theme with relevant facts, examples, and details (Martin Luther: Church held land and

had ability to tax; sacraments; Pope; excommunication; Ninety-five Theses; trial at Worms, Prince of

Saxony; Germany; Council of Trent; Jesuits; Index; Charles Darwin: study of science popular in 19th

century; Galapagos Islands; theory called evolution; Origin of the Species)


are slightly beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 4. The response uses facts, examples, and

details to describe Martin Luther’s challenge. At the same time, the discussion of Charles Darwin’s

challenge employs a more analytical approach, demonstrating insight though employing fewer details.

Further discussion of the extent to which Darwin achieved change would have strengthened the response.



In various times throughout world history, people have challenged

traditions and authorities; their efforts have inspired or influenced

change and have met with varying degrees of successes. Two such

people that have challenged tradition and authoritie are Martin Luther

and Toussaint L’Overture. Luther made revolutionary changes in

religion while Overture changed life in Haiti completely.

During the 1500s, the Roman Catholic Church was widely

dominant in the society of Europe because it was the centralizing

power in Western Europe. It levied taxes, made laws and enforced

doctrines. The Church also was the guide to salvation. One of the

activities of the Church was the sale of indulgences. Selling

indulgences gave the Church increased income and power. However,

when Luther stepped on the scene, he challenged the Church and stated

that indulgences were not needed to guarantee salvation. Luther

believed that faith in God and the Bible were necessary for salvation.

Luther published his 95 Theses and it spread rapidly throughout

Europe because of the printing press, created about 70 years before in

1453. Many were convinced of Luther’s ideas and soon there were

divisions between Christian Protestants and Christian Catholics.

Because the ideas of Luther were spreading very rapidly, Catholics (or

the Catholic Church) had to act quickly in order to win back people to

Catholicism. The Catholic Church instituted the Council of Trent

(1545–1563), which was the beginning of the Counter Reformation,

or the Catholic Reformation. A significent change was made,

including the banning of the selling of indulgences. Additionally,

the Society of Jesus, or the Jesuits, was formed in 1540 by Ignatius

Loyola. The Jesuits went about as missionaries, spreading Catholicism



and gaining many converts in overseas colonies. The Protestant

Reformation brought about many changes because the Catholic

Church’s doctrine was reformed and the religious demgraphy was

altered; different parts of Europe was Lutheran, Calvinist, and Roman

Catholic.

Another individual that has challenged tradition or authority is

Toussaint L’Overture. He was a former Haitian slave who led a

revolution which led to Haitian independence. Before the Haitian

Revolution, slavery dominated and was an institution used since the

1500s after the Spanish colonized the Americas and set up sugar

plantations. Starting in 1789, there was turmoil in France due to the

French Revolution. The established monarchy was being hotly

challenged by the masses, and this turmoil made Haiti vulnerable for

revolution. Prior to this, the American Revolution proved that colonial

people could overthrow their colonial rulers. All of these conflicts gave

Haitians ideas, and the former slave Toussaint L’Overture led the

slaves in a revolution against the established authority. He and his

followers fought for years against the French. L’Overture was captured

by the French before the Haitian revolution was over and independence

was achieved. He died in a prison in France. After his death, L’Overture

became a celebrated hero in Haiti. Part of his legacy was the

revolutionary sentiment that spread throughout Latin America,

sparking revolutions in Spanish American colonies in the early

1800s. His legacy also sparked fear throughout the Western

Hemisphere in areas with large slave populations.

Toussaint L’Overture and Martin Luther brought about drama and

changes in the societies they resided in and influenced change


elsewhere. Luther revolutionized theology and L’Overture

revolutionized Haiti. Both persons contributed to changes in world

history.

Anchor Level 3-A

The response:

• Develops all aspects of the task with some depth for Martin Luther and Toussaint L’Ouverture

• Is more descriptive than analytical (Martin Luther: during 1500s, Roman Catholic Church was

dominant because it was the centralizing power in western Europe; Church was guide to salvation;

Luther believed faith in God necessary for salvation; published Ninety-five Theses; ideas spread

rapidly; Catholics had to act quickly to win back people to Catholicism; different parts of Europe were

Lutheran, Calvinist, and Roman Catholic; Toussaint L’Ouverture: institution of slavery set up in

1500s when Spanish colonized the Americas; set up sugar plantations; starting in 1789, there was

turmoil in France due to French Revolution; made Haiti vulnerable for revolution; American

Revolution proved that colonial people could overthrow colonial rulers; inspired revolutions in South

American colonies in early 1800s)

• Includes some relevant facts, examples, and details (Martin Luther: sale of indulgences; Bible;

printing press; divisions between Christian Protestants and Christian Catholics; Council of Trent;

Catholic Reformation; sale of indulgences banned; Society of Jesus or Jesuits; Ignatius Loyola;

Toussaint L’Ouverture: former slave led revolution; captured by French; died in prison; Haitian hero)

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

restatements of the theme

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

to discuss Luther and L’Ouverture, demonstrating an understanding of the task. The discussion would

have benefitted from more analytic statements to expand the development.




Many people have challenged established traditions and

authorities. These efforts influenced change and had varying degrees

of success. Martin Luther and Galileo have challenged tradition and

influenced change. Both Martin Luther and Galileo’s changes have

positively impacted the world. Martin Luther’s opposition to the selling

of indulgences has affected Europe and the Catholic Church. Galileo’s

invention of the heliocentric model, or sun-centered universe, has

positively impacted our study of the universe and Science.

By the time of Luther most of the European people relied on the

Catholic Church to guide them through life and they accepted what the

Church said. Most people did not question the sale of indulgences.

Martin Luther’s opposition to the selling of indulgences affected

Europe and the Catholic Church. The indulgences were sold so the

Church could make money to continue to build cathedrals. The Church

told the people that buying these indulgences would forgive all their

sins. Martin Luther believed that this was untrue, and that only God

could forgive someone of their sins. So he wrote out his reasons to

oppose this, and posted it on the doors of the church, so everyone could

see it. Also, the invention of the printing press by Johannes

Gutenburg, helped Martin Luther spread his ideas around Europe. This

ultimately led to the start of the new Protestant branch of

Christianity. In this branch, God is the ultimate power, and everyone

can interpret the bible by themselves. Whereas, in the Catholic Church,

the priests were necessary for understanding. This impacted Europe

because people turned to the Protestant religion, and the Catholic

Church lost power because of it. This then led to the government

gaining more power. A negative impact is that conflict and wars



started between Catholics and Protestants in Germany and many

parts of Europe.

Galileo’s invention of the helio-centric model helped change the

world. Before Galileo many people believed that the Ptolemaic model

was correct, or the Earth-centered model, or Geo-centric model. When

the average person looked at the sky what they saw supported this.

Things were moving around the Earth and the ground did not move.

With the use of the telescope, Galileo discovered that the Earth revolved

around the sun, and this was the same for everything else. His model

showed that all planets orbited the sun, and not the Earth. Other

aspects included the four moons of Jupiter. He was able to see them with

the telescope. Galileo wanted people to know what he found. Since the

church was the main power, he needed to have the Church’s approval, but

the Church accepted the Geo-centric model and tried to silence Galileo.

Later on, Galileo’s model was used by Newton and this changed the

world because people now knew the truth about the solar system. This

then led to many other findings, such as that the Moon orbited the

Earth. Galileo’s ideas helped change the world’s understanding of the

solar system.

Martin Luther opposition to the selling of indulgences, and

Galileo’s model of the solar system helped change the world.


Anchor Level 3-B

The response:

• Develops all aspects of the task with little depth for Martin Luther and Galileo

• Is more descriptive than analytical (Martin Luther: by time of Luther, most people relied on the

Catholic Church to guide them through life; people accepted what Church said without question;

Luther felt only God could forgive sins; wrote out reasons for opposition and posted on doors of

church; people turned to the Protestant religion; negative impact was conflicts and wars between

Catholics and Protestants in Germany and many parts of Europe; Galileo: when average person

looked at the sky what they saw supported the geocentric model; things were moving around Earth

and the ground did not move; with the telescope, discovered that Earth revolved around the Sun;

Church tried to silence Galileo; Galileo’s model was used by Newton; changed world because people

now knew truth about the solar system)

• Includes some relevant facts, examples, and details (Martin Luther: selling of indulgences; printing

press; Johannes Gutenberg; Catholic church lost power; Galileo: heliocentric model; Ptolemaic

model; four moons of Jupiter)

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

brief concluding statement

Conclusion: Overall, the response fits the criteria for Level 3. Although the response demonstrates

knowledge of relevant facts and details, it is almost entirely descriptive with only isolated analysis. More

development would have added depth and strengthened the response.




traditions and authority. Their efforts have inspired or influenced

change and have met with varying degrees of success. Two individuals

who have challenged tradition or authority are Mikhail Gorbachev and

Martin Luther. This essay will focus on the established tradition or

authority as it existed before it was challenged by Gorbachev and

Luther. It will also discuss the changes establish by these individuals

and how they challenged the established tradition or authority.

Mikhail Gorbachev was the brave leader of the Soviet Union, whose

efforts influenced many changes there. A known accomplishment of

Gorbachev is his two reforms Perestrokia and Glasnost. Through these

reforms Gorbachev was able to end censorship, allow some aspect of

capitalism into the Soviet Union and aid in the restructuring of the

economy. Before Gorbachev became the leader of Soviet Union, a strict

communist government existed especially under the rulings of

Vladimir Lenin and Joseph Stalin. Under the control of these two

leaders, the government dominated every aspect of Soviet Union.

Almost every thing was controlled by the government, businesses and

factories were government own.

Perestrokia and Glasnost created a certain type of freedom that

never existed in the Soviet under the leadership of Stalin and Lenin.

Through these reforms people were able to own small businesses, that

the government didn’t control. People also freely began to discuss the

problems that existed within the government. However after the reforms

made by Gorbachev were established, the Baltic Republics gained their

independence. These independent states later inspired other

nationalists to go fight for their own independence. People considered



Gorbachev as a weak leader, his leadership basically led to the

weakening of communism in Soviet Union.

Martin Luther is an inspirational individual whose beliefs defied

the Catholic Church, but inspired many others. Before Luther

intervened on the teachings of the Catholic Church, their ideas were

largely unchallenged. The teachings on the Catholic church stems

from the idea that the pope and priest guided individuals and

influenced their beliefs. The Church believed the righteous way to live

was by good deeds and following the Bible. They used their power to

collect money from Church goers for baptisms, christening, etc.

During the renesaince the catholic church was somewhat corrupted,

especially when they decided to collect indulgences from the general

public, as a mean for redemption.

Martin Luther however challenged the idea of the Catholic Church. He

shared different beliefs from them because he believed they were abusing

their power. His translation of the bible helped increased literacy because

he was determined for everyone to understand. Martin Luther objected

the collection of indulgences in the Catholic Church. In his theses, these

ideas became known to others. Others who shared the same beliefs as

him also objected to the corrupt behaviors of the clergy and pope. Luther

didn’t believe in the idea of the pope and priest dominating the Catholic

Church, he wanted the people to elect their own members. His beliefs led to

him being banned, but it also led others to challenge the Catholic Church.



change and have met with varying degrees of success. Martin Luther

and Mihkail Gorbachev are among some of the inspiring individuals



in history who have challenged established authority or tradition. It

wasn’t traditional for people to challenge the authority of the Catholic

Church, especially due to the rate of illiteracy, but Martin Luther did. It

led to his banishing, but it also led to several other awakenings.

Gorbachev ’s reforms were Glasnost which ended censorship in the

Soviet Union giving people the change to discuss the country’s

problems freely and Perestroka which led to the restructuring of the

government. Even though the previous rulers of the Soviet Union

controlled the Baltic Republics, these republics eventually gained

independence. Also some aspect of capitalism was also established in

Soviet Union. The effort of these individuals truly had a huge impact

on the lives of people living throughout the world.

Anchor Level 3-C

The response:

• Develops most aspects of the task in little depth for Mikhail Gorbachev and Martin Luther

• Is more descriptive than analytical (Mikhail Gorbachev: through reforms, Gorbachev was able to

allow some aspects of capitalism and aid in the restructuring of economy; strict communist

government under Vladimir Lenin and Joseph Stalin dominated every aspect of Soviet Union;

business and factories were government owned; through reforms, people able to own small

businesses; began to freely discuss problems that existed within government; after reforms, Baltic

republics gained independence and inspired other nationalities to fight for independence; people

considered Gorbachev weak leader, leadership basically led to weakening of communism in Soviet

Union; Martin Luther: beliefs defied the Catholic Church but inspired many others; before Luther,

Catholic Church ideas were largely unchallenged; during Renaissance, Catholic Church was

somewhat corrupted, especially when they decided to collect indulgences; Luther believed Church

abusing power; translation of Bible increased literacy); includes faulty application (Mikhail

Gorbachev: ended censorship in the Soviet Union; Martin Luther: wanted people to elect their own

members)

• Includes some relevant facts, examples, and details (Mikhail Gorbachev: perestroika; glasnost; Martin

Luther: Pope; priests; good deeds; Ninety-five Theses; banished for challenging Church)

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

conclusion that summarizes points made in the essay

Conclusion: Overall, the response fits the criteria for Level 3. Although the discussion clearly establishes

why Luther and Gorbachev authored ideas and the changes achieved by Gorbachev’s challenge, the

discussion of the other aspects is minimal and weak. The repetitive conclusion does not add to the quality

of the response.



Throughout history, there are many people who go against the

norms of their country. Whether it’s for freedom or better rights, the

people look up to someone who helps lead it all. Nelson Mandela and

Mohandas Gandhi are two examples who challenged the traditions and

authority of their country.

Nelson Mandela helped out South Africa in many ways. South Africa

was taken over by the “Afrikaners”, or the whites, and they established

a social class system making them superior to the black South Africans.

Things were very unequal and unfair. They made the Africans carry

around pass cards for identification. Black Africans weren’t allowed

to do the same things the whites were allowed to do, and if they did, the

punishment was very severe. Nelson Mandela felt this wasn’t right, and

decided to speak up about it. He held protests and tried to help the South

Africans gain the rights they deserved. He ended up going to jail for

27 years for doing so. But being in jail didn’t stop him from helping

out. from jail he wrote letters to the people on what they should do and

not to give up. All the hard work paid off because he was able to help black

South Africans gain freedom from apartheid and they got to the rights

they deserved. He was even elected South Africas President. Nelson

Mandela didn’t let obstacles be in the way of him doing the right thing.

Another example who went against the norms was Mohandas

Gandhi. The British ruled India for several years. They didn’t care for

the Indian’s traditions at all. There was also a case of unequalness. The

Indians were looked down at and considered inferior to the British.

Mohandas Gandhi didn’t feel this was right. He wanted the Indians to

be able to keep their traditions and culture of their home country, he

didn’t want them to change. Gandhi didn’t believe in violence. He used



the method of passive resistance. So instead of attacking the British,

he held strikes, boycotts, and marches. People all over India joined in

the movements. With this method, Gandhi promoted nonviolence. If

the people were attacked by the British, the British would look bad in

the eyes of others, not the Indians. He even led a 200 mile march to the

coast line to make salt in response to the salt tax. He didn’t take the

easy way out. He knew the consequences to all these things, but yet he

still did them because he wanted to show he was serious. Gandhi ended

up going to jail for a few months due to his march. But even in jail

other people around the country did the same as him and risked

themselves. People will do anything to get the rights they deserve.

As we see there are many people out there who will whatever it takes

to gain freedom. Whether it’s to fight or lead marches and boycotts,

they all do for the sake of a better place. Nelson Mandela and

Mohandas Gandhi went against what was happening in their country

for the better of their people.

Anchor Level 2-A

The response:

• Minimally develops all aspects for Nelson Mandela and some aspects for Mohandas Gandhi

• Is primarily descriptive (Nelson Mandela: whites established social class system making them

superior to black South Africans; being in jail did not stop him from helping out; helped black South

Africans gain freedom from apartheid and get rights they deserved; Mohandas Gandhi: British did not

care for Indians’ traditions at all; Gandhi promoted nonviolence; led 200-mile march to coast line to

make salt in response to the salt tax); includes faulty application (Mohandas Gandhi: British ruled

India for several years)

• Includes few relevant facts, examples, and details (Nelson Mandela: things unequal and unfair; pass

cards for identification; protests; jailed for 27 years; elected president; Mohandas Gandhi: passive

resistance; held strikes, boycotts, marches)

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


Conclusion: The response fits the criteria for Level 2. The response minimally develops all aspects of the

task in some depth for Mandela. In the discussion about Gandhi, sweeping generalizations are made about

the authority as it existed before being challenged and there is no reference to the extent of success.


Many cultures and traditions throughout the world have been

challenged by individuals, changing the course of history. As

generations go on, and technology improves, traditions are often

viewed differently. Most of the time, people want to rid them entirely.

This is relevant in the cases of Charles Darwin and Galileo. Both

scientists discovered new things that changed the ancient beliefs of

their people. Their efforts and desire to let the world gather their

knowledge has revolutionized all sciences.

During the Renaissance and Enlightenment period of European

history, science was advancing fast. One scientist, Galileo, studies

astronomy. He invented a better telescope, and with it was able to

locate new planets. Using the math and astronomy of ancient Greece

and Rome, Galileo found that the Sun was the center of the galaxy,

not the Earth. This went against the teachings of the Church, which

had stated that God created Earth, and that it was central to all other

planets and stars. Since the Church was very powerful with many

followers, Galileo’s discoveries were shunned. He was threatened to be

sent to death if he did not renounce his discoveries. He did so, but was

still jailed. Today, modern math and science has proved the heliocentic

model correct, using Galileo’s theories and studies.

Another scientist who made scandolous discoveries was Charles

Darwin. Darwin discovered the theory of evolution, which states that

animals evolved due to natural selection. Again, the Church was

angered at this, because it went against the Bible and their story of

creation. Today, while some people deny Darwin’s Theory of Evolution,

there has been studies to prove that he was correct. Sciences like

genetics and chromosome studies, as well as biology study by




Darwin’s Theory.

Traditions and deep seated beliefs are often challenged as

individuals make revolutionary steps against them. For centuries, the

Church had taught that God had created everything. However, two

scientists, Galileo and Charles Darwin used new technology and

theories to disprove the Church’s teachings. Although both men were

shunned by many in their time, science today revolves around their

findings. Without those discoveries, there probably would not be such

abundant knowledge of the universe as there is now.

Anchor Level 2-B

The response:

• Develops some aspects of the task in some depth for Galileo and some aspects in little depth for

Charles Darwin

• Is primarily descriptive (Galileo: invented a better telescope; went against teachings of the Church

which stated God created Earth and that it was central to all other planets and stars; modern math and

science has proved the heliocentric model correct; Charles Darwin: theory of evolution states that

animals evolve due to natural selection); includes faulty analysis (Galileo: using math and astronomy

of ancient Greece and Rome, Galileo found the Sun was the center of the galaxy)

• Includes few relevant facts, examples, and details (Galileo: Renaissance; Charles Darwin: Bible;

story of creation); includes inaccuracies (Galileo: threatened with death if he did not renounce

discoveries; renounced but was still jailed)


somewhat beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 2. The response discusses all aspects of the

task for Galileo, but is less thorough in the discussion of Darwin, mentioning the tradition and the extent

of change. However, a faulty conclusion is drawn about what Darwin and Galileo disproved about the

Church’s teachings. Lack of development weakens this response.



During the Middle Ages, the Church took full control and

influence over Western Europe. As a result, the people of Europe often

looked towards the Church for their beliefs in culture and education.

However, over time many individuals challenged the traditional

beliefs and authority of the Church through the Scientific Revolution,

the Protestant Reformation, and the Reinissance. Two people who

challenged the traditional beliefs of the Church were Martin Luther

and Galileo. This can be seen through Galileo’s new look toward society

on the view of the universe and Martin Luther’s spark of the

Protestant Reformation.

During the Middle Ages, the church tried to make profits by selling

“rights” to receive the sacrements. These were known as indulgences.

Many people often couldn’t afford them, however, because of the

economic stagnation Western Europe’s feudal society. Because it was

unfair to keep people from getting their sacrements because they were

poor, Martin Luther wrote the 95 Thesis which complained about the

injustice of indulgences because the Bible said most everyone had the

right to the sacrements. In doing this Martin Luther was able to

convert many people to Protestanism which was appealing to others

because it gave the sacrements to anyone without a cost. In addition,

Luther sparked the rise of other types of Protestanism which went

against the Church through the printing press. As a result, Calvinism

and other types of protestanism became popular across western Europe

nations.

Another person who challenged the traditional beliefs of the church

was Galileo. However, Galileo challenged it through his discoveries in

science. Before the Scientific Revolution, because of the Church’s



influence over society, many people thought the Earth was the center

of the universe because of the belief that human’s were God’s favorite

creation and therefore, the center of the universe. However, through

Galileo’s telescope and observations of astronomy and the universe, he

discovered through Science that sun was in the center of the universe.

This caused many people to go against the beliefs of the church and at

times, leave the church for good. This then resulted in new theories in

science as evolution sparking up to go against the traditional beliefs

of the Church.

Without a doubt, individuals have challenged traditional beliefs

and authorities throughout history, which has sparked a major

influence over the beliefs of a society. To this day, science and religion

still clash because of the Scientific Revolution. This is displayed

through people still believing that God created the Earth and through

people believing in the Science of the Big Bang Theory.

Anchor Level 2-C

The response:

• Minimally develops all aspects of the task for Martin Luther and Galileo

• Is primarily descriptive (Martin Luther: sparked the rise of other types of Protestantism, which went

against the Church; Galileo: because of Church influence, many people thought Earth was the center

of the universe; belief that humans were God’s favorite creation and therefore the center of the

universe); includes weak analysis (Martin Luther: during the Middle Ages, the Church took full

control and influence over western Europe)

• Includes some relevant facts, examples, and details (Martin Luther: indulgences; Ninety-five Theses;

printing press; Calvinism; Galileo: Scientific Revolution; telescope; astronomy)


beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 2. The introduction and conclusion suggest a

level of understanding not present in the attempt to develop the remainder of the response. While the

discussion includes some relevant details, development is minimal.



Throughout history, people have challenged established traditions and

authorities. Their efforts have inspired or influenced change and have met

with varying degrees of sucess. Both Martin Luther, and Mohandas

Gandhi are examples of people that have done just that.

Before Martin Luther, the church was something not to be messed with.

The church had almost one hundred percent power and control over

everything. Also, the church was corrupt and even sold “passes to heaven”

which Luther did not believe in. Luther became some what against the

church, and tried to put a stop to it being corrupt, thus writing the 95

Theses. This helped to put an end to the corruption of the church.

Then before Mohandas Gandhi, society was easily being thrown

around by its corrupt government. Gandhi was a highly educated man

and wanted to put a stop to this corrupt government. He came up with the

idea for non-violent protests, such as the salt march, where people walked

miles to the ocean to collect salt instead of buying taxed salt. The

government did not like this but eventually gave in. Gandhi’s non-

violent protests had created a better society.

Throughout all of history, people have challenged established traditions

and authorities. Their efforts have inspired or at least influenced change

and have met with different degrees of success. Both Martin Luther, and

Mohandas Gandhi, are perfect examples of this.


Anchor Level 1-A

The response:

• Minimally develops some aspects of the task for Martin Luther and Mohandas Gandhi

• Is descriptive (Martin Luther: Church had almost one hundred percent power and control; Church was

corrupt; wrote Ninety-five Theses; helped end corruption; Mohandas Gandhi: people walked miles to

the ocean to collect salt instead of buying taxed salt)

• Includes very few relevant facts, examples, or details (Martin Luther: Church sold passes to heaven;

Mohandas Gandhi: nonviolent protests; Salt March)



Conclusion: Overall, the response fits the criteria for Level 1. The response shows a basic understanding

of the task, but minimal development characterizes the overall response.





change and have met with varying degrees of success. Mohandas

Gandhi and Mikhail Gorbachev are both people who have, in some way,

changed the course in history.

Gandhi is well known for his many non-violent protest against

the British government. He was responsible for the Homespun

Movement and the Great Salt March. Before, Britain was ruling and

colonizing them. But after, thanks to Gandhi and the thousands that

followed under his rule, they were able to break free from Britain and

rule themselves as a democracy. There were hunger strikes, crowding of

streets, and during the Great Salt March, thousands of people lost

their lives but all of these greatly contributed to their independence.

Gorbachev was one of the rulers of the Soviet Union. Gorbachev as

well changed the course in history. He ended communism in the

Soviet Union. Before him, it was run by a communist government

under Vladimir Lenin, and then Stalin. But once Gorbachev came

into power, he put a stop to it.

As you can see Mohandas Gandhi and Mikhail Gorbachev both

changed the course in history. Also, their efforts have inspired or

influenced change and have met with varying degrees of success.


Anchor Level 1-B

The response:

• Minimally develops all aspects of the task for Mohandas Gandhi and mentions a few details relative to

Mikhail Gorbachev

• Is descriptive (Mohandas Gandhi: well known for many nonviolent protests against British

government; Britain was ruling and colonizing them; able to break free from Britain and rule

themselves as democracy; Mikhail Gorbachev: ended communism in the Soviet Union); includes

faulty analysis (Mohandas Gandhi: during the Great Salt March, thousands lost their lives)

• Includes few relevant facts, examples, or details (Mohandas Gandhi: homespun movement; Salt

March; hunger strikes; Mikhail Gorbachev: Vladimir Lenin; Stalin); includes an inaccuracy

(Mohandas Gandhi: thousands followed his rule)



Conclusion: Overall, the response fits the criteria for Level 1. The response minimally develops points of

information relating to Gandhi. Details in the treatment of Gorbachev are not developed.


Thematic Essay—Practice Paper – A

In history, individuals have challenged traditional views and

authority, further inspiring changes and reform. Two such people are

Martin Luther and the following Protestant Reformation and Mikhail

Gorbachev and the fall of Communism in Russia.

Before Luther, the Catholic Church held significant authority over

the entirety of Europe, both religiously, and politically, with the Pope

being “infallible”. Traditions included the seven sacraments, the

Vulgate, good works to achieve salvation as well as the corruption of

some Church practices such as the sale of indulgences, simony,

nepotism, and unfaithfulness of priests, such corruption would cause

Martin Luther to challenge the authority of the Church.

Martin Luther’s main belief challenged the means of salvation (by

faith alone, rather than good works) and authority over the Church

(by the Bible alone, not the Pope or leading clergy). He also called for

2 sacraments instead of 7, the right of priests to marry, and argued

that people should be able to understand the Bible, and further, while

in exile, translated the Bible into vernacular. Lastly, he believed that

religion ought to be subordinate to the state.

Preaching these beliefs, through the 95 Theses and at the Diet of

Worms, as well as other books Luther wrote, he encouraged the

Protestant Reformation in which an entirely new branch of

Christianity was formed. The Protestant branch, (more particularly

here, Lutheran). Luther’s translation of the Bible into the vernacular

encouraged literacy. Though not in his intentions, he contributed to a

split in Christianity which would result in the further modernization

of Europe and weaken the power of the Catholic Church in Europe.

The results of Gorbachev’s reforms were not quite as successful. In


Thematic Essay—Practice Paper – A

Russia, before Gorbachev, the government was eminently strictly

communist, particularly under totalitarian leaders like Lenin &

Stalin. Political freedoms were limited and Russia did not fare well

in international competition. The government, though in the name of

the people, was actually very dictatorial.

Gorbachev, upon being selected, attempted to establish reform in

Russia, which was in poor condition both economically & politically.

He would use the reforms of perestroika and glasnost. In attempting

such, Perestroika attempted to make Russian business stronger, thus

more able to compete internationally, which involved some capitalist

essences, in allowing some private business. Glasnost tried to allow a

more open government, which led to nationalism. Satellites demanded

more freedom and this resulted in the separation of certain satellite

states. These policies to reform the economy & gov. led to the collapse of

the communist system in Russia & throughout the region influenced

by the Soviet Union.




change and have met with varying degrees of success. Two of these

individuals are Galileo and Charles Darwin.

Galileo established the idea of a Heliocentric Universe, where the

center of our solar system was the sun as opposed to the earth. This was

a big deal because, at the time, the Church had the most power over the

people and the Church preached of the Geocentric Universe, where the

earth was the center of our solar system. Galileo’s idea of a

Heliocentric Universe infuriated the Church because Galileo proved

them wrong publicly, causing them to lose a substantial amout of

power. The idea of a Heliocentric Universe was eventually accepted by

the public, and even today, we know the Heliocentric Universe is the

correct idea of how our solar system is arranged.

Another individual who challenged tradition was Charles Darwin.

Darwin established the theory of evolution. The reason this is

significant is because, once again, the Church was powerful at this

time. The Church believed and taught the Church’s theory of creation,

where God created all human being and animals on this earth by

Himself. Darwin’s theory is much more logical and scientifically

accurate. Darwin believed that we as human evolved from primate

because of our similarities in body structure. He applied this theory

not to just humans, but all other animals.

Due to the fact that Darwin’s theory was much more logical and

had tangible proof to support it, a lot of people began to believe in and

accept his theory of evolution rather than the Church’s theory of

creation. This led to another loss of a considerable amount of power

from the Church.

Thematic Essay—Practice Paper – B

Over the course of history, there have been individuals that go

against accepted traditions enforced by authorities. Such individuals

include Martin Luther and Charles Darwin. Luther made changes to

religious tradition and Darwin changed scientific tradition.

Before Martin Luther, in the 1400s, the Catholic Church was a very

powerful institution whose teachings were enforced by law in Catholic

countries such as Spain, France, and England. If one spoke against

the Catholic church, this could be an act of heresy. Punishment was

excommunication or even death by burning at the stake. Such was the case

with Jan Huss. Martin Luther initially questioned church practices that he

thought were not literally in the Bible, such as the selling of indulgences.

Luther, like Erasmus, claimed that this was corrupting the church and

was not necessary for salvation. Therefore Luther wrote the 95 Theses.

When called upon to explain the 95 Theses, Luther gained fame by

not giving in to threats of excommunication. His ideas found many

supporters in Germany as he attacked the Pope’s authority, the

Catholic priesthood, and almost all other fundamentals of the Church.

He translated the Bible into German and argued that people could

interpret scripture themselves.

As a result of Luther’s challenge to authority, a religious revolution

began known as the Protestant Reformation. The Protestant Reformation

spread into a variety of denominations. Lutheranism dominated northern

Germany and Scandinavia. Calvanism established its influence in

Scotland, Switzerland and the Netherlands. Under Henry VIII, the Act of

Supremacy established Anglicanism. Religious dispute over Catholicism

versus Protestantism influenced the Schmalkaldic War and later caused

the Thirty Years War among German princes in the Holy Roman Empire.

The Council of Trent was called by the Catholic church in reaction to

Thematic Essay—Practice Paper – C



Thematic Essay—Practice Paper – C

Luther’s Protestant Reformation, and some Catholic Church practices

were rejected while some teachings were confirmed.

Another individual that challenged accepted tradition was Charles

Darwin. Previously, based on people’s understanding of the Bible, it

was believed that God created man and everything on the earth in six

days. This thinking elevated humans above all other living things

and gave them a special value. This belief continued despite widespread

acceptance of the significance of science.

Charles Darwin challenged this belief in his book “On the Origin of

Species” in which he stated that all species were not created at once but

evolved over time by a process of natural selection and adaptation. He

also claimed that humans as well as apes descended from a common

ancestor. His theories challenged beliefs that had for centuries been

established truths, just as Galileo had when he said the sun was the

center of the solar system. The publications of Darwin caused quite a

stir in both the scientific and religious communities.

For years scientists would continue to test Darwin’s theory of natural

selection. Much of the scientific community has accepted the validity of his

theories, but some religious groups still question their validity. Natural

selection is the leading theory taught in many biology classrooms today.

Ironically, natural selection has been used to promote ideas like Social

Darwinism to justify rule and oppression of one group by another based on

“survival of the fittest.” This use has reinforced racism. The debate over

Darwin’s theories continues today. At the same time, the question of

whether science or religion should prevail has not been answered.

Individuals like Martin Luther and Charles Darwin challenged the

accepted tradition of their time in history. Luther challenged Catholic

Church practices and Darwin introduced a new scientific theory.


Thematic Essay—Practice Paper – D

Established traditions and Athorities, throughout history, have

been challenged by individuals. With varying degrees of success these

individuals have brought about change. Two of these individuals are

Mohandas Gandhi and Mikhail Gorbachev.

In India, before Gandhi, the british had been in control. They

controlled most the government and forced India to participate in the

merchantilist system. Indians had to supply raw materials and by

finished goods, with higher prices and taxes, from Britian. Gandhi

challenged that through civil disobediance and non-violent protests.

By boycotting British goods and taking the salt march Gandhi

attracted international attention. After being thrown in jail many

times for rediculous charges, Gandhi brought reforms.

The British were forced to give India more independance and the

right to self govern. Gandhi achived his political goals through his

non-violent methods.

Mikhail Garbachev came to power in the Soviet Union, in the late

1900’s. Before Gorbachev the Soviet Union had been a strict

communist government with a strong ruling political party. The

people had few rights or freedoms. Anyone against the government

was killed or imprisioned. Gorbachev introduced the policys of

Glastnos and Perestrokia, openness and reform. These policys granted

people more freedoms, and allowed them to exercise their natural rights.

People were encouraged to speak out about the problems in government

and make reforms. These freedoms caused the people to want more

rights and freedoms. Many Soviet controlled satellites gained

independance at this time. New political parties came to power, and the

people had a say in government. The reforms eventuall led to the


Thematic Essay—Practice Paper – D

collapse of the communist system and soviet rule.

Both Mohandas Gandhi and Mikhail Gorbachev brought about

great change. These are just two examples of individuals that have

brought about change by challenging the traditional system and

athority.


Thematic Essay—Practice Paper – E

During the history of the world, many people have challenged

established authorities or traditions. One of these individuals is

Mohandas Gandhi. Another person who did this is Nelson Mandella.

Both Mohandas Gandhi and Nelson Mandella challenged established

authority.

In India, Mohandas Gandhi challenged the colonial authority. He

did this after World War I and continued after World War II. The

British government had ruled India since the middle of the 19th

century. The Indian people could hold few government offices. The

British controlled the Indian economy so British manufactured goods

made profits. Indian merchants could not compete. When peaceful

Indian protestors were shot down by the British, Gandhi got the people

to join him in protest. Gandhi felt that the country should be run by

the people of India. The means in which Ghandi challenged the British

authority were unique. He stressed a non-violent form of protest.

Mohandas, also known as Mahatma, thought that violence by the

Indian people would only cause even more violence from the English.

Rather than fight, he and his people would boycottt British textiles. He

led the march on the salt works and British reaction to this showed how

violent they could be. After a long, non-violent struggle, the English

withdrew from India and it became an independent nation. This change

would not have happened without the efforts of Gandhi. Mohandas

Gandhi challenged the British authority in India, which helped to

eventually achieve the independence of the country and the people.

Nelson Mandella also challenged the established authority in his

lifetime. He did this in his home country of South Africa sometime

after World War II. South Africa was being led by the white minority


Thematic Essay—Practice Paper – E

of the country who used the policy of apartheid to maintain their

control. Apartheid kept people separate. It limited rights to vote, go to

school, and even travel for Black Africans. Mandella felt this was

wrong. He and others in the ANC (African National Congress)

protested against the white only government. He was thrown in jail for

treason. Nelson remained in jail for 26 years and became the symbol

of protest inside and outside South Africa. President FW deKlerk saw

he had to deal with Mandella or face possible revolution. Mandella was

finally released from prison by de Klerk in 1993 and led the way to

ending apartheid. The next election was a free election. Everybody was

allowed to vote and Mandella was elected the first black president of

South Africa. Nelson Mandella challenged the white authority in

South Africa and sparked a change that ended apartheid.

In the history of the world, multiple people have risen up to

challenge their authority. Two of these people are Mohandas Gandhi of

India and Nelson Mandella of South Africa. Gandhi urged non-

violent forms of protest which led to the eventual freedom of the

country of India. Mandella protested against the whole government

which helped to end apartheid and gain free elections in South Africa.

Many people have challenged their authorities throughout history and

attained great success.


Practice Paper A—Score Level 3

The response:

• Develops most aspects of the task for Martin Luther with some depth and all aspects for Mikhail

Gorbachev with little depth

• Is more descriptive than analytical (Martin Luther: before Luther, Catholic Church had significant

authority over Europe, religiously and politically; corruption would cause Luther to challenge

authority of Church; called for two sacraments instead of seven; right of priests to marry; translated

Bible into vernacular, which encouraged literacy; believed religion ought to be subordinate to the

state; though not his intention, contributed to split in Christianity; weakened power of Catholic

Church; Mikhail Gorbachev: before Gorbachev, government was strictly communist; political

freedoms were limited; perestroika attempted to make Russian business stronger, thus more able to

compete internationally; glasnost tried to allow more open government which led to nationalism;

satellites demanded more freedom; separation of certain satellite states; reforms led to the collapse of

communist system in Russia and the region influenced by the Soviet Union)

• Includes some relevant facts, examples, and details (Martin Luther: Pope infallible; Vulgate; sale of

indulgences; simony, nepotism; faith alone rather than good works; Ninety-five Theses; Diet of

Worms; Protestant Reformation; Lutheran; Mikhail Gorbachev: totalitarian leaders; Lenin; Stalin)

• Demonstrates a satisfactory plan of organization; includes an introduction that is a restatement of the

theme and lacks a conclusion

Conclusion: Overall, the response fits the criteria for Level 3. In the discussion of Luther, the response

employs a number of facts, examples, and details that apply to the established authority before it was

challenged, the steps Luther took to challenge the authority, and some changes that took place as a result

of his challenge. The discussion of Gorbachev is somewhat less developed. Although the response

demonstrates an overall understanding of the task, it fails to develop connections, thus weakening the

effort.

Practice Paper B—Score Level 2

The response:

• Minimally develops all aspects of the task for Galileo and Charles Darwin

• Is primarily descriptive (Galileo: established the idea of a heliocentric universe; theory was a big deal

because Church had most power over people and preached geocentric universe where Earth was the

center of our solar system; Charles Darwin: established the theory of evolution; Church believed and

taught God created all human beings and animals by Himself; believed humans evolved from primates

because of similarities in body structure; people began to believe in and accept his theory rather than

the Church’s theory of creation)

• Includes few relevant facts, examples, and details (Galileo: idea eventually accepted by the public)

• Demonstrates a general plan of organization; includes an introduction and lacks a conclusion

Conclusion: Overall, the response fits the criteria for Level 2. The discussion demonstrates some

understanding of the task, but lack of development weakens the response. Further explanation and

additional facts, examples, and details would have strengthened the response.


Practice Paper C—Score Level 5

The response:


authority before Martin Luther and Charles Darwin challenged it, how it was challenged, and the

extent to which change was achieved by their challenges

• Is more analytical than descriptive (Martin Luther: questioned Church practices he thought not

literally in Bible such as the selling of indulgences; as result of Luther’s challenge, the religious

revolution known as Protestant Reformation began; Luther’s ideas found many supporters in Germany

as he attacked the Pope’s authority, Catholic priesthood, and almost all other fundamentals of the

Church; argued people could interpret scripture themselves; Council of Trent rejected some Catholic

Church practices while some teachings were confirmed; Charles Darwin: previous beliefs based on

people’s understanding of the Bible, believed God created man and everything on Earth in six days;

this thinking elevated people above all other living things and gave them a special value; Darwin

stated all species not created at once; Galileo had said the Sun was the center of solar system; much of

scientific community accepted his ideas; natural selection has been used to promote ideas like Social

Darwinism to justify rule and oppression of one group by another based on “survival of the fittest”)

• Richly supports the theme with relevant facts, examples, and details (Martin Luther: in 1400s,

Catholic Church very powerful institution; Church teachings enforced by law in Catholic countries;

heresy; excommunication; burning at the stake; Jan Huss; translated Bible into German; religious

disputes over Catholicism versus Protestantism; Schmalkaldic Wars; Thirty Years’ War; Holy Roman

Empire; Lutheranism dominated northern Germany and Scandinavia; Calvinism influence in Scotland,

Switzerland, and Netherlands; Henry VIII; Act of Supremacy; Anglicanism; Charles Darwin:

challenged established thought with On the Origin of Species; process of natural selection; claimed

that humans as well as apes descended from common ancestor; scientists continue to test Darwin’s

theory; reinforced racism)



Conclusion: Overall, the response fits the criteria for Level 5. The response demonstrates a strong

knowledge of subject matter, using numerous facts to show how Martin Luther and Charles Darwin

changed established truths. The discussion of Luther stresses how his ideas changed the religious map of

Europe and promoted alternate means for Christians to approach God. The discussion of Darwin

highlights the ongoing tension between religion and science.


Practice Paper D—Score Level 2

The response:

• Minimally develops all aspects of the task for Mohandas Gandhi and Mikhail Gorbachev

• Is primarily descriptive (Mohandas Gandhi: British forced India to participate in the mercantilist

system; Indians had to supply raw materials and buy finished goods with higher prices and taxes from

Britain; attracted international attention; independence and right to self-govern; Mikhail Gorbachev:

before Gorbachev, the Soviet Union had been a strict communist government with a strong ruling

party; people had few rights or freedoms; policies granted people more freedoms and allowed them to

exercise their natural rights; Soviet-controlled satellites gained independence; reforms eventually led

to collapse of communist system and Soviet rule); includes weak application (Mohandas Gandhi:

Gandhi brought reforms)

• Includes few relevant facts, examples, and details (Mohandas Gandhi: civil disobedience; nonviolent

protests; boycotting British goods; Salt March; Mikhail Gorbachev: introduced glasnost and

perestroika, openness and reform; collapse of communist system and Soviet rule)



Conclusion: The response fits the criteria for Level 2. Although the response addresses all requirements

of the task, most development is minimal. An awareness of relevant information is evident, but in many

instances, application is weak.

Practice Paper E—Score Level 3

The response:

• Develops all aspects of the task with little depth for Mohandas Gandhi and Nelson Mandela

• Is more descriptive than analytical (Mohandas Gandhi: British rule since mid-19th century; Indian

people could hold few government offices; British manufactured goods made profits, Indian

merchants could not compete; rather than fight, the people would boycott textiles; led march on salt

works; British reaction showed how violent they could be; helped achieve India’s independence;

Nelson Mandela: South Africa led by white minority of country; apartheid kept people apart, it

limited rights to vote, go to school, and travel for black Africans; Mandela in jail for 26 years and

became symbol of protest inside and outside South Africa; President F. W. de Klerk saw he had to

deal with Mandela or face possible revolution; Mandela elected first black president of South Africa)

• Includes some relevant facts, examples, and details (Mohandas Gandhi: challenged colonial authority;

World War I; World War II; nonviolent form of protest; Nelson Mandela: African National Congress;

release led way to ending apartheid); includes a minor error (Nelson Mandela: release in 1993)

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

restate the theme

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

discussion of Gandhi and Mandela, but lack of analysis limits the response. Discussion of the extent to

which change for Gandhi was achieved could be further developed as could the actions of Mandela.


Global History and Geography Specifications

June 2014

Part I

Multiple Choice Questions by Standard

Standard Question Numbers

1—United States and New York History N/A

2—World History 2, 5, 8, 9, 13, 14, 19, 21, 23, 29, 30, 31, 32, 35, 41, 42, 43, 45, 47, 48, 49

3—Geography 1, 4, 6, 10, 11, 15, 17, 18, 24, 26, 33, 36, 38, 44, 46, 50

4—Economics 3, 12, 20, 27, 28, 34, 39

5—Civics, Citizenship, and Government 7, 16, 22, 25, 37, 40

Parts II and III by Theme and Standard

Theme Standards

Thematic Essay Change—Challenges to Tradition or Authority

Standards 2, 4, and 5: World History; Economics; Civics, Citizenship, and Government

Document-based Essay

Change; Conflict; Movement of People and Goods; Imperialism; Power; Belief Systems; Science and Technology

Standards 2, 3, 4, and 5: World History; Geography; Economics; Civics, Citizenship, and Government

Scoring information for Part I and Part II is found in Volume 1 of the Rating Guide.

Scoring information for Part III is found in Volume 2 of the Rating Guide.


Submitting Teacher Evaluations of the Test to the Department

Suggestions and feedback from teachers provide an important contribution to the testdevelopment process. The Department provides an online evaluation form for State assess-ments. It contains spaces for teachers to respond to several specific questions and to makesuggestions. Instructions for completing the evaluation form are as follows:

1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.

2. Select the test title.

3. Complete the required demographic fields.

4. Complete each evaluation question and provide comments in the space provided.

5. Click the SUBMIT button at the bottom of the page to submit the completed form.

The Chart for Determining the Final Examination Score for the June 2014Regents Examination in Global History and Geography will be posted on theDepartment’s web site at: http://www.p12.nysed.gov/assessment/ on the day ofthe examination. Conversion charts provided for the previous administrationsof the Global History and Geography examination must NOT be used to determine students’ final scores for this administration.

Contents of the Rating Guide

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

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

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

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

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

evaluation forms

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

Copyright 2014The University of the State of New York

THE STATE EDUCATION DEPARTMENTAlbany, New York 12234

FOR TEACHERS ONLYThe University of the State of New York


GLOBAL HISTORY AND GEOGRAPHYWednesday, June 18, 2014 — 9:15 a.m. to 12:15 p.m., only

RATING GUIDE FOR PART III A AND PART III B

(DOCUMENT-BASED QUESTION)

V O L U M E

2OF2DBQ

Mechanics of Rating

The procedures on page 2 are to be used in rating papers for this examination. More detailed directionsfor the organization of the rating process and procedures for rating the examination are included in theInformation Booklet for Scoring the Regents Examination in Global History and Geography and United States History and Government.


GLOBAL HISTORY AND GEOGRAPHY

Rating the Essay Question

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

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

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

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

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

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

actual rating

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

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

Rating the Scaffold (open-ended) Questions

(1) Follow a similar procedure for training raters.(2) The scaffold questions are to be scored by one rater.(3) The scores for each scaffold question must be recorded in the student’s examination booklet and on the

student’s answer sheet. The letter identifying the rater must also be recorded on the answer sheet.(4) Record the total Part III A score if the space is provided on the student’s Part I answer sheet.

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

The scoring coordinator will be responsible for organizing the movement of papers, calculating a finalscore for each student’s essay, recording that score on the student’s Part I answer sheet, and determiningthe student’s final examination score. The conversion chart for this examination is located athttp://www.p12.nysed.gov/assessment/ and must be used for determining the final examination score.


Document 1


Part A Specific Rubric

Document-Based Question

June 2014

Calicut

Source: Melissa Snell, “Origins and Spread of the Black Death in Asia,” Medieval History, About.com (adapted)

MediterraneanSea

Black Sea

Caspian Sea

Red Sea

Arabian Sea

SouthChina Sea

Indian Ocean

Aral Sea

Lake Balkhash

LakeIssyk Kul

Mecca

ARABIA

AFRICA

CEYLON

INDIA

TIBET

TURKESTAN

PERSIA

SUMATRA

BORNEO

CHINA

Chittagong

Xian

Peking

Hangchow

Kashgar

Samarkand

SaraiAstrakhan

Baghdad

1346

1338-1339

1348

1340s

1320s?

Key

Common Sea Trade Routes

Common Overland Trade Routes

Areas of Plague

Dates Represent Breakout of Plague

Origins and Spread of the Black Death in Asia

Persian Gulf

N

S

W E

1 Based on the information on this map, what activity contributed to the spread of the

Black Death?

Score of 1:

• Identifies an activity that contributed to the spread of the Black Death as shown on this map

Examples: trade; people traveling along the trade routes/people traveling along the Silk

Road in Asia; travel/trade along sea routes; trading with other areas

Score of 0:

• Incorrect response

Examples: people refusing to travel; stopping trade; only using land routes; plague

• Vague response

Examples: spreading; swimming; breaking out; Silk Road; routes

• No response


Document 2

2 According to William H. McNeill, what was one way the plague affected China after 1331?

Score of 1:

• States a way the plague affected China after 1331 according to William H. McNeill

Examples: it was one of the reasons population decreased dramatically; many people

died; wreaked havoc on China’s population; it was one of the reasons the

population decreased from 123 million to 65 million/population was cut in

half; it helped influence the end of the Mongol regime/overthrow of alien

rulers; it helped lead to the establishment of the Ming dynasty; it helped cause

China to enter a disastrous period of its history

Score of 0:


Examples: Mongols became fierce warriors; Mongol domination gathered headway; it

was just as in Europe; as a reaction against Mongol domination

• Vague response

Examples: it was a drastic decrease; it was by all odds; it gave best estimates; plague

coincided with civil war; frequent intervals; weakened

• No response

In this excerpt, William H. McNeill discusses the interpretation of historical evidence to explain how theplague was spread. He suggests that available evidence makes it unlikely that the plague was found in Chinabefore 1331.

Source: William H. McNeill, Plagues and Peoples, Quality Paperback Book Club (adapted)

…By contrast, after 1331, and more particularly after 1353, China entered upon a disastrousperiod of its history. Plague coincided with civil war as a native Chinese reaction against theMongol domination gathered headway, climaxing in the overthrow of the alien rulers and theestablishment of a new Ming Dynasty in 1368. The combination of war and pestilence [disease]wreaked havoc on China’s population. The best estimates show a decrease from 123 million [in]about 1200 (before the Mongol invasions began) to a mere 65 million in 1393, a generation afterthe final expulsion of the Mongols from China. Even Mongol ferocity cannot account for such adrastic decrease. Disease assuredly played a big part in cutting Chinese numbers in half; andbubonic plague, recurring after its initial ravages at relatively frequent intervals, just as inEurope, is by all odds the most likely candidate for such a role.…


Document 3

3 According to this article, what was one effect of the plague on European society?

Score of 1:

• States an effect of the plague on European society according to this article

Examples: people abandoned their friends/family; people fled/left cities; people shut

themselves off from the world; funeral rites became perfunctory/superficial;

sometimes there were no funerals; work ceased being done; some people

prayed to fight off the plague; some people thought they should “eat, drink

and be merry for tomorrow you may die”; some people thought they were

going to die tomorrow; society experienced an upheaval; faith in religion

decreased; some thought it was the wrath of God descending upon them; they

thought prayer had failed to prevent sickness and death; many clergy died;

literary works such as the Decameron were created describing effects of the

plague

Score of 0:


Examples: people moved to cities; people experienced carnivals/festivals; work increased

• Vague response

Examples: they should obey the maxim/saying; circumstances were controlled; there

were effects; recorded

• No response

Social and Economic Effects of the Plague in Europe

Source: “Plague,” Decameron Web, Brown University (adapted)

The plague had large scale social and economic effects, many of which are recorded in theintroduction of the Decameron. People abandoned their friends and family, fled cities, and shutthemselves off from the world. Funeral rites became perfunctory [superficial] or stoppedaltogether, and work ceased being done. Some felt that the wrath of God was descending uponman, and so fought the plague with prayer. Some felt that they should obey the maxim [saying],“Eat, drink, and be merry, for tomorrow you may die.” The society experienced an upheaval toan extent usually only seen in controlled circumstances such as carnival [festival]. Faith inreligion decreased after the plague, both because of the death of so many of the clergy andbecause of the failure of prayer to prevent sickness and death.…


Document 4

Source: Perry M. Rogers, ed., Aspects of World Civilization: Problems and Sources in History, Volume II, Prentice Hall(adapted)

…The Chinese had long been opposed to the opium trade. The drug had been introducedinto China by Dutch traders during the seventeenth century. As early as 1729, there wereimperial decrees forbidding the sale and smoking of this “destructive and ensnaring vice.” In1796, Jiaqing, the new emperor, placed a complete ban on its importation, but he was a weakadministrator and soon pirates and opium merchants were bribing officials to look the otherway. By 1816, the [British] East India Company had imported 3,000 chests of opium from itspoppy fields in the north Indian state of Punjab. By 1820, this had risen to 5,000 and by 1825to almost 10,000.

As more and more Chinese became addicts, and silver flowed out of the economy toBritish coffers, the Chinese government moved toward confrontation. The emperorDaoguang, who came to the throne in 1821 was a reformer, and, supported by his advisor LinZexu (1785–1850), the emperor banned opium in 1836 and ordered the decapitation of“foreign barbarians” who concealed and traded the drug.…

4a According to Perry Rogers, what was one reason the Chinese were unsuccessful in

halting the opium trade?

Score of 1:

• States a reason the Chinese were unsuccessful in halting the opium trade according to Perry

Rogers

Examples: emperor Jiaqing was a weak administrator; pirates/opium merchants bribed

officials; officials were looking the other way when pirates/merchants sold

opium; more and more Chinese became addicts; efforts to ban opium imports

did not work; the British/British East India Company were determined to

continue the opium trade; because it was a destructive and ensnaring

vice/opium was addictive

Score of 0:


Examples: the Chinese had long been opposed to the opium trade; the drug had been

introduced by Dutch traders during the 17th century; British East India

Company had poppy fields

• Vague response

Examples: it was forbidden; they were opposed; it was introduced; 3,000, 5,000 or

10,000 chests

• No response


4b According to Perry Rogers, what was one effort made by the Chinese to halt the

European trade in opium?

Score of 1:

• States an effort made by the Chinese to halt the European trade in opium according to Perry

Rogers

Examples: imperial decrees were issued against sale/smoking of opium; Jiaqing placed a

complete ban on its importation; the emperor/Daoguang banned opium in

1836; Daoguang ordered the decapitation of “foreign barbarians” who

concealed/traded the drug; a ban was placed on imports of it; the government

moved toward confrontation

Score of 0:


Examples: the Chinese had long favored the opium trade; silver flowed out of the

economy; emperor Daoguang supported the sale/smoking of opium; more and

more Chinese became addicts

• Vague response

Examples: it was introduced; there were poppy fields; it went to British coffers; support

of advisor Lin Zexu

• No response


Document 5

The Treaty of Nanjing was signed by Great Britain and China following the Opium War (1839–1842).

5 What did the British gain as a result of the Treaty of Nanjing?

Score of 1:

• Identifies what the British gained as a result of the Treaty of Nanjing

Examples: island of Hong Kong; possession of Hong Kong; a port whereat they may

careen/refit their ships; a port where they may keep stores for their ships; a

port; the right to create laws for Hong Kong; an island

Score of 0:


Examples: ships; laws; regulations; heirs/successors; stores

• Vague response

Examples: a place; an emperor; an excerpt; possession

• No response

An Excerpt from the Treaty of Nanjing

Source: “Treaty of Nanjing (Nanking), 1842,” USC-UCLA Joint East Asian Studies Center

ARTICLE III.It being obviously necessary and desirable, that British Subjects should have some Portwhereat they may careen and refit their Ships, when required, and keep Stores for thatpurpose, His Majesty the Emperor of China cedes [gives] to Her Majesty the Queen of GreatBritain, etc., the Island of Hongkong, to be possessed in perpetuity [forever] by Her BritannicMajesty, Her Heirs and Successors, and to be governed by such Laws and Regulations as HerMajesty the Queen of Great Britain, etc., shall see fit to direct.


Source: Joseph Keppler, Puck, August 15, 1900 (adapted) Hong Kong(Br.)

Source: MapWorks, on the Portsmouth Peace Treaty website (adapted)

Russia

JapanBritain

France

Germany

ManchuriaOccupations

Russia 1900-05

Japan 1905

Foreign TradeTreaty Port

Key

MONGOLIA

INDIA

Foreign Spheres of Influencein China

(prior to 1911 Revolution)

RUSSIAN

INNER M

ONGOLIA

MANCHU

RIA

Harbin

TIBET

PortArthur

NEPAL

BHUTAN

EMPIRE

Shanghai

TAIWAN(Japan)

South ChinaSea

YellowSea

Seaof

Japan

YangtseHONAN

YangtseEast China

Sea

(Japan)KOREA

Document 6bDocument 6a

6 Based on this 1900 Joseph Keppler cartoon and the information on this map, state one

problem China faced after the Treaty of Nanjing took effect.

Score of 1:

• States a problem China faced after the Treaty of Nanjing took effect as shown in these

documents

Examples: many countries fought over China/divided China/sliced up China/tried to gain

control of parts of China; Japan/Russia/France/Germany/Great Britain carved

up/divided China; being carved into spheres of influence; revolution in 1911;

imperialism; China lost power/influence/was overpowered; the need to

remove foreign occupiers/influences when or if it wakes; Manchuria being

occupied by Russia/Japan in 1905

Score of 0:


Examples: China is sleeping; Hong Kong was returned to the Chinese; revolution in 1905

• Vague response

Examples: it was influenced; there was trouble; it came with the wake

• No response

AUSTRIA - HUNGARY

BOSNIA-HERZEGOVINA

SERBIA

ROMANIA

BULGARIA

GREECE

Agram(Zagreb)

Sarajevo

Belgrade

Sofia

Bucharest

AL

BA

NIA

Constantinople

OTTOMANEMPIRE

IonianSea

Ionian Is

Athens

ITALY

Adriatic Sea

AegeanSea

BlackSea

MediterraneanSea

Post Balkan WarsBorder of country 1914

Austro-Hungarian Empire 1914

Administered by Austria–Hungary from 1878

Ottoman Empire 1914

RUSSIA

Annexed 1878

MONTENEGRO

Sea of Crete

Creteto Greece 1913

Source: Patrick K. O’Brien, ed., Oxford Atlas of World History, Oxford University Press(adapted)


Document 7a

7a According to Stephen Tonge, what was one cause for tension between Austria and Serbia?

Score of 1:

• States a cause for tension between Austria and Serbia according to Stephen Tonge

Examples: Austria was very alarmed at the growing power of Serbia; Serbia was

threatening Austria’s power; Austria felt Serbia could weaken her own

Empire; Serbia was getting bigger/had doubled in size; Serbia was seeking to

expand its territory; growing demands for the union of South Slavs in Austria

under the leadership of Serbia; South Slavs wanted to unite/be together; the

Balkan Wars; growth of Yugoslavism; the shooting of Franz Ferdinand;

Russian support for Serbia after the shooting of Franz Ferdinand; Austria-

Hungary attacked Serbia; Austria had a large South Slav population; Bosnia-

Herzegovina had been annexed by Austria-Hungary; nationalism; Austria

decided to wage preventative war against Serbia

Score of 0:


Examples: Austria was gaining power; Austria had doubled in size; Russian support for

Austria after the shooting of Franz Ferdinand

• Vague response

Examples: weakening empire; size doubled; it was an eastern question

• No response

Source: Stephen Tonge, “Causes of the FirstWorld War,” A Web of English History online

(adapted)

… As a result of the Balkan Wars(1912–1913) Serbia had doubled in sizeand there were growing demands for theunion of south Slavs (Yugoslavism) underthe leadership of Serbia. Austria had alarge south Slav population in theprovinces of Slovenia, Croatia, the Banatand Bosnia. Austria was very alarmed atthe growing power of Serbia. She[Austria-Hungary] felt Serbia couldweaken her [Austria-Hungary’s] ownEmpire.The Austrians decided that they wouldhave to wage a preventative war againstSerbia in order to destroy her growingpower. They were waiting for the correct pretext (excuse). When FranzFerdinand was shot, the Austrians sawthis as the perfect opportunity to destroySerbia. But when she [Austria-Hungary]attacked Serbia, Russia came to her[Serbia’s] aid and the war spread.…

The Eastern Question and the Balkans


Document 7b

This is an excerpt of the testimony given by Gavrilo Princip reprinted in The Sarajevo Trial. He was accusedof assassinating Archduke Ferdinand of Austria-Hungary and his wife in July 1914.

The Hearing of Gavrilo Princip12 October 1914In the Afternoon

Source: W. A. Dolph Owings et al., eds., The Sarajevo Trial, Volume I, Documentary Publications

…Pr. [Prosecutor]: — Call Gavrilo Princip. (He is brought in.) Do you consider yourselfguilty?

Acc. [Accused, Gavrilo Princip]: — I am not a criminal, because I destroyed that which wasevil. I think that I am good.…

Pr.: — What kind of ideas did you have?Acc.: — I am a Yugoslav nationalist and I believe in the unification of all South Slavs in

whatever form of state and that it be free of Austria.Pr.: — That was your aspiration. How did you think to realize [accomplish] it?Acc.: — By means of terror.Pr.: — What does that signify?Acc.: — That means in general to destroy from above, to do away with those who obstruct and

do evil, who stand in the way of the idea of unification.Pr.: — How did you think that you might realize your objectives?Acc.: — Still another principal motive was revenge for all torments which Austria imposed

upon the people.…Pr.: — What was the feeling about Austria in your circles?Acc.: — It was the opinion that Austria behaved badly to our people, which is true, and

certainly that she (Austria) is not necessary.…

7b Based on this excerpt from The Sarajevo Trial, what was one goal of Gavrilo Princip?

Score of 1:

• States a goal of Gavrilo Princip based on this excerpt from The Sarajevo Trial

Examples: the unification of all south Slavs; Yugoslav nationalism; freedom from

Austria; a state for South Slavs/Yugoslavs; revenge for all torments which

Austria imposed on the people; to do away with those who obstruct and do

evil who stand in the way of the idea of unification; revenge; to use acts of

terror to unify Slavs; to destroy that which was evil; to destroy from above to

gain unification; he wanted to assassinate the Archduke

Score of 0:


Examples: to make Austria a free country; to unite South Slavs with Austria; Austrian

nationalism

• Vague response

Examples: to have aspirations; to have a principal motive; destroy; freedom

• No response


Document 8a Document 8b

German Trenches, ca. June 16, 1916

Source: Library of Congress, Prints and Photographs online catalog

Source: W. G. Thayer, 1915,Library of Congress,

Prints and Photographs online catalog

British Training Poster

8 Using information from these images, state one impact Gavrilo Princip’s assassination

of Austria-Hungary’s Archduke Ferdinand had on European countries.

Score of 1:

• States an impact Gavrilo Princip’s assassination of Austria-Hungary’s Archduke Ferdinand

had on European countries using information from these images

Examples: a war was fought; soldiers died; soldiers faced harsh conditions because of

war; propaganda was used to train soldiers for war; war was conducted in

trenches; war between countries using new technology/techniques (trench

warfare/poison gas/gas masks/respirators); World War I; war broke out

between Great Britain and Germany; soldiers learned how to use

respirators/gas masks to protect themselves

Score of 0:


Examples: life was easy; British and Germans fought together; fog killed soldiers

• Vague response

Examples: don’t breathe; they learned; they adjusted; trenches; shooting; technology

• No response


Document 9

Europe, 1914

Spain

France

Por

tuga

l

Germany

Corsica

Sardinia

Switz.

Belg.

Italy

Montenegro

Sicily

Austria-Hungary

Rumania

Ottoman Empire

BulgariaBlack Sea

Gre

ece

Albania

Serbia


Neth.

Denmark

GreatBritain

Nor

way

Sw

eden

Finl

and

NorthSea

Baltic

Sea

Russia

Atla

ntic

Oce

an

9 Based on these maps, what was one change to the political boundaries of Europe that

occurred after World War I?

Score of 1:

• Identifies a change to the political boundaries of Europe after World War I as shown on these

maps

Examples: there were more countries after the war; Austria-Hungary was broken up;

Austria became a separate country from Hungary; new countries were

created; Poland/Czechoslovakia/Lithuania/Latvia/Estonia/Yugoslavia were

created; Serbia/Montenegro were eliminated as separate countries/became

part of Yugoslavia; Germany lost territory/was divided; the Ottoman Empire

was destroyed/replaced by Turkey; Russia lost territory/became the USSR;

Rumania gained territory; Finland became independent from Russia/USSR;

Ireland was no longer part of Great Britain

Score of 0:


Examples: the Ottoman Empire became larger; Austria-Hungary took over more

territory; Yugoslavia no longer existed

• Vague response

Examples: they were different; Europe changed/grew; countries

• No response

Europe, 1923

Source: Abraham and Pfeffer, Enjoying World History, AMSCO(adapted)

Spain

France

Por

tuga

l

Germany

Corsica

Sardinia

Switz.

Belg.

Italy

Sicily

Rumania

Turkey

BulgariaBlack Sea

Gre

eceAlbania


Neth.

Denmark

GreatBritain

Nor

way

Sw

eden

Finl

and

NorthSea

Baltic

Sea

U.S.S.R.

Atla

ntic

Oce

an

EstoniaLatvia

Lithuania

Czechoslovakia

Poland

Yugoslavia

HungaryAustria

Ireland



Content-Specific Rubric

Document-Based Essay

June 2014

Scoring Notes:

1. This document-based question has a minimum of six components (describing the historical

circumstances surrounding each of two turning points and discussing at least two changes

that occurred within a society and/or region as a result of the turning point).

2. Changes resulting from the turning point may be on a society, a region, or on both.

3. The changes within a society or region may be immediate or long term.

4. Changes resulting from the turning point may be discussed from a variety of perspectives as

long as the positions taken are supported by accurate historical facts and examples.

5. Only two turning points should be chosen from the historical context. If three turning points

are addressed, only the first two should be rated.

6. For the purposes of meeting the criteria of using at least four documents in the response,

documents 6a, 6b, 7a, 7b, 8a, and 8b may be considered separate documents if the response

uses specific, separate facts from each document.

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

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

easier for raters to read and use as scoring aids.

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

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

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

Historical Context:

Turning points are events that result in regional and worldwide change. Three

turning points that transformed societies and regions were the outbreak of the

bubonic plague, the signing of the Nanjing Treaty, and the assassination of

Archduke Ferdinand.

Task: Select two turning points mentioned in the historical context and for each

• Describe the historical circumstances surrounding this turning point

• Discuss changes that occurred within a society and/or region as a result of this

turning point


Score of 5:

• Thoroughly develops all aspects of the task evenly and in depth for each of two turning points by

describing the historical circumstances surrounding each of two turning points and discussing at least

two changes to a society and/or region as a result of each turning point

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

the bubonic plague: connects the spread of the plague along sea and overland trade routes from China

to the death of millions and devastated economies in Europe leading to short-term declines in farm and

industrial production, disruption of trade, and changes in lifestyles that eventually led to increases in

wages and the growth of cities; signing of the Nanjing Treaty: connects the role of Great Britain in the

opium trade with China to the ineffective attempts by the Chinese government to outlaw the trade, the

defeat of China in the Opium War, the loss of Hong Kong to Britain, and the division of China among

the major world powers which increased foreign influence in China and led to the anti-foreign

movement within China

• Incorporates relevant information from at least four documents (see Key Ideas Chart)

• Incorporates substantial relevant outside information related to turning points(see Outside Information

Chart)

• Richly supports the theme with many relevant facts, examples, and details, e.g., outbreak of the bubonic

plague: Silk Road; Black Death; Mongol domination in China; decrease in population in China and

Europe; abandonment of family, friends, and cities in Europe; labor shortages; upheaval in society;

decreased respect for clergy in Europe; signing of the Nanjing Treaty: British colony of India; addiction

of Chinese; economic loss to Britain; “foreign barbarians;” extraterritoriality; spheres of influence;

Boxer Rebellion; Open Door policy



Score of 4:

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

more thoroughly than the second turning point or by discussing one aspect of the task less thoroughly

than the others

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

outbreak of the bubonic plague: discusses the role played by trade routes from China leading to the

spread of the disease from Asia to Europe and discusses how population losses led to the establishment

of the Ming dynasty in China and the beginning of the end of feudalism and religious changes in

Europe; signing of the Nanjing Treaty: discusses how the war with Britain stemming from imperial

Chinese efforts to ban the use and trade of opium led to the development of European spheres of

influence in China, the ceding of Hong Kong to Great Britain, and the control of additional ports by

foreign powers

• Incorporates relevant information from at least four documents

• Incorporates relevant outside information

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




Score of 3:

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

depth

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

• Incorporates some relevant information from some of the documents

• Incorporates limited relevant outside information

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

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

a restatement of the theme

Note: If all aspects of the task have been thoroughly developed evenly and in depth for one turning point

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

paper.

Score of 2:

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

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

• Incorporates limited relevant information from the documents or consists primarily of relevant

information copied from the documents

• Presents little or no relevant outside information

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

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

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

Score of 1:

• Minimally develops some aspects of the task

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

• Makes vague, unclear references to the documents or consists primarily of relevant and irrelevant

information copied from the documents

• Presents no relevant outside information

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

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

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

Score of 0:

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

examples, or details; OR includes only the historical context and/or task as copied from the test booklet; OR

includes only entire documents copied from the test booklet; OR is illegible; OR is a blank paper

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

refers to the highest level of the cognitive domain. This usage of create is similar to Bloom’s use of the term synthesis. Creating

implies an insightful reorganization of information into a new pattern or whole. While a Level 5 paper will contain analysis

and/or evaluation of information, a very strong paper may also include examples of creating information as defined by Anderson

and Krathwohl.


Outbreak of the Plague Key Ideas from Documents 1–3

Historical Circumstances Changes as a Result of the Plague

Doc 1—Possibility of origin of plague around 1320s

in China

Carried over Silk Road

Plague carried on overland trade routes to Baghdad

and Mecca by 1348

Plague carried over sea trade routes to India in

1340s and to Mecca by 1348

Doc 2—Plague probably started in China no earlier

than 1331 based on current evidence

Plague in China coincided with civil war to

overthrow Mongols after 1353

Doc 2—Most likely candidate for havoc wreaked on

China’s population

Death of approximately one half of population due

to plague and war over approximately 200 years

Contributed to gradual end of Mongol rule in China

Establishment of Ming dynasty in China 1368

Return of plague at relatively frequent intervals in

China and Europe

Doc 3—Abandonment of friends, family, cities

Isolation of people in Europe

Funeral rites became superficial or ended in Europe

Work stoppage in Europe

Increase in prayer for some Europeans because of

belief that disease a result of God’s wrath

Changed social practices for some in Europe —

“eat, drink, and be merry” before facing death

Decreased faith in religion in Europe due to death of

many clergymen and failure of prayer to prevent

sickness

Relevant Outside Information

(This list is not all-inclusive.)

Historical Circumstances Changes as a Result of the Plague

Contribution of Mongol control of Silk Road in

spreading plague to Europe

Spread of plague to Europe by late 1340s

Source of plague not initially identified but

eventually linked to fleas on rats

Contribution of lack of sanitation to spread of

plague

Spread of plague in Afro-Eurasia aided by density

of population in urban areas

Italy one of first areas in Europe to be devastated by

plague

Use of plague-infected bodies as biological weapons

by Mongols

Changes in Asia:

Disruption of economies and societies

Resurgence of Confucianism

Collapse of Pax Mongolica

Changes in Europe:

Giving of more money to the Church for some

Self-atonement through flogging for some

Attempts to freeze wages leading to more peasant

uprisings against nobles and priests

Diminished respect for clergy influencing the

Reformation and loss of supremacy of the

Catholic Church

Questioning of traditional institutions influencing

the Renaissance

Access to more land and greater geographical

mobility for peasants

Loss of population resulting in scarcity of workers,

higher wages, increasing urbanization, beginning

of the end of feudalism

New class of property-owning farmers

Demand for better working conditions among

artisans in urban areas

Jews and others blamed for plague resulting in their

persecution


Signing of Treaty of Nanjing

Key Ideas from Documents 4–6

Historical Circumstances Changes as a Result of Treaty of Nanjing

Doc 4—Opium introduced to China by Dutch in

17th century

Imperial decrees against sale and use of opium

issued as early as 1729

Ban against opium importation issued by Emperor

Jiaqing

Officials bribed by pirates and Chinese opium

merchants

Increase in [British] East India Company opium

imports to China from India (3,000 chests in

1816 to almost 10,000 chests in 1825)

Opium from poppy fields in northern India/Punjab

Chinese government more confrontational as

Chinese addiction grew and silver supplies

diminished

Opium banned in 1836 and decapitation of “foreign

barbarians” involved in the trade ordered by

Emperor Daoguang

Doc 5—Cession of Hong Kong to British monarchy

following Opium War (1839–1842)

Doc 6—Competition among European powers over

control of China (Russia, Germany, Great

Britain, France, Italy, and Austria-Hungary), as

well as competition from Japan

Foreign spheres of influence throughout much of

China

Lack of autonomy for much of China

Increased number of foreign treaty ports

Russian control of Mongolia

Russian and Japanese control of Manchuria

Cession of Korea and Taiwan to Japan

British control of the Yangtze River and Hong Kong

French control in southern China

German control of Port Arthur

Revolution in 1911

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

Historical Circumstances Changes as a Result of Treaty of Nanjing

China’s weaponry and forces outmoded in

comparison to European weaponry, forces, and

industrial technology

Role of imperialism

Appeal of Chinese markets

Chinese efforts to restrict trade to a certain port

Lack of understanding by Europeans of Chinese

world view and lack of understanding by

Chinese of European world view

Opium shipment blown up provoking British to

engage in war

China required to pay reparations

Treatment of foreigners changed after Opium War

(extraterritoriality)

Increased importation of opium

Intensifying of public health issue in China

Taiping Rebellion (1850–1864)

French control of Annam (Indochina)

Boxer Rebellion (1900)

Revolution of 1911 ending dynastic rule

Rise of nationalist government

Details of efforts by Chinese government and

people to make social, economic, and political

reforms

Humiliation of Chinese as a result of treaty

Issuing of Open Door policy by United States


Assassination of Archduke Ferdinand

Key Ideas from Documents 7–9

Historical Circumstances Changes as a Result of Assassination

Doc 7—Balkan Wars (1912–13)

Increase in size of Serbia and increased demands for

a union of south Slavs (Yugoslavism)

Fear by Austria-Hungary that Serbia’s power would

weaken empire so preventative war sought

Goals of Yugoslav nationalist Gavrilo Princip —

eliminating those obstructing unification,

avenging Austrian abuses of Slavic people)

Princip and allies willing to use terror to achieve

goals

Doc 7—Austrians use assassination of Franz

Ferdinand as opportunity to destroy Serbia’s

power

Gavrilo Princip tried in Sarajevo for assassination of

Archduke and his wife

Spread of war a result of Russia’s aid to Serbia

Doc 8—Beginning of World War I

Training of troops for new warfare (respirators,

poisonous gas)

Trench warfare

Doc 9—Boundary changes in Europe from 1914 to

1923

Division/reduction in size of Germany

Breakup of Austro-Hungarian empire

Formation of Czechoslovakia and Yugoslavia

Expansion of Rumania

Reduction in size of Finland/separation from Russia

Loss of territory for Russia/USSR

Creation of Estonia, Latvia, and Lithuania

Reestablishment of Poland

Inclusion of Serbia and Montenegro in Yugoslavia

Collapse of Ottoman Empire/new country of Turkey

Eventual creation of Ireland

Relevant Outside Information

(This list is not all-inclusive.)

Historical Circumstances Changes as a Result of Assassination

Formation of Triple Alliance in 1882 between

Germany, Austria-Hungary, and Italy

Formation of Triple Entente between France, Great

Britain, and Russia

Pan-Slavism Movement

Impact of nationalism on empires (Austro-

Hungarian, Ottoman)

Militarism practiced by major European powers

Imperialism policy of many powers

European powers competing for resources

Formation of nationalist organizations (Black Hand)

Germany’s support for Austria-Hungary’s efforts to

seek revenge for assassination of Archduke and

his wife

Austria’s ultimatum to Serbia

Introduction of new weaponry during World War I

(submarines, airplanes, machine guns, and tanks)

Physical destruction of landscape (cities, villages,

farmland)

Suffering of troops in trench warfare

Death of 8 to 10 million

Huge number of wounded

March 1917 Revolution, Bolshevik Revolution

(1917), Armistice (1918)

German war guilt and reparations from terms of

Versailles Treaty (1919)

Formation of League of Nations

Turning points have changed the course of history for generations.

They have made change not only in their region, but also turning

points have changed the world. Two major turning points were the

Treaty of Nanjing and the assassination of Archduke Franz

Ferdinand. These events effects were not only felt at the time, but also

for years to come.

The Opium War is an embarrassing time in China’s history. China

was historically a Confucianist country, that limited and restricted

foreign influence. Confucian scholars did not value merchants or

outside ideas. The Qing government limited where Europeans,

including the Dutch and the British, could trade. This trade was very

regulated and very one-sided, favoring the Chinese over the Europeans.

Silver flowed from the British and the Dutch into China, while Chinese

products such as tea and porcelain flowed to the British and Dutch.

This situation began to change in 1729 when Dutch traders

introduced the highly addictive drug, opium. China banned it, but

Chinese officials were bribed by the Dutch to keep quiet and let Dutch

and later British traders sell the drug. Over time more of the Chinese

population became addicted and the power of the Chinese government

declined, partly as a result of not being able to stop other countries

such as Britain from trading opium. By 1816 the East India

company had imported 3,000 chests of opium and China was losing

money (Doc 4). The balance of trade had shifted in favor of the British.

With many in the population addicted, China was desperate and

decided to take a stand destroying a British opium shipment. This

started the Opium Wars which lasted for several years ending in 1842

with the Treaty of Nanjing. As a result, Britain got Hong Kong and


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

access to trade in several port cities in China (Doc 5). Imperialist

Britain which also had control of part of India had gotten markets in

a very coveted country. For China, the Treaty of Nanjing was the first

of several unequal treaties that she was forced to sign with different

countries. Not only did Britain have influence, but eventually so did

France, Germany, Japan, and Russia. China became unable to control

its own country as foreign countries took spheres of influence while

China laid almost dead (Doc 6). In fact, if not for the Opium Wars

and the Treaty of Nanjing, China may not have overthrown the Qing

dynasty when it did or experienced a long and violent civil war that

eventually put the communist leader Mao Zedong into power. Britain

controlled Hong Kong for over 100 years. It became a major trading

and banking center of the British colonial empire. Hong Kong didn’t

become free of British control until the late 20th century. The signing

of the Nanjing Treaty changed the country of China and influenced

the history of Great Britain.

Serbia and Austria-Hungary did not get along. Austria-Hungary

was a multicultural empire that was being threatened by nationalist

movements around it and in it. Because Austria-Hungary included

many Slavic peoples, they were alarmed by Serbia’s growing power,

because Serbia’s people were Slavic (Doc 7). In Bosnia-Herzegovina the

Slavs wanted independence from Austria Hungary. The terrorist

group, the Black Hand saw the perfect opportunity to make a

statement. When Archduke Franz Ferdinand, heir to the Austro-

Hungarian throne, came to the city of Sarajevo, Bosnia, an

assassination was planned to promote Slavic unity. When the time

came to do it though, people backed out. Gavrilo Princip didn’t though,



and he killed the Archduke and his wife. Austria-Hungary gave

Serbia an ultimatum and when Serbia refused it Austria-Hungary

used it as a reason to declare war on Serbia. Little did they know how

big this situation would become. Serbia was supported by Russia who

was also a Slavic nation. Panslavism is the idea that Slavic peoples

should unite and help each other out. So, when Serbia had war declared

on them Russia immediately joined forces with them. Allegiances and

alliances kicked in. Austria-Hungary wanting help as well, turned to

its ally Germany. Britain and France, having former political

disputes with Germany, joined Serbia and Russia. The Ottoman

Empire then joined Germany and Austria-Hungary. We know this

conflict today as World War One (Doc 8). This war lasted four years,

wiping out or at least affecting a whole generation of men. As a result

of the war Europe’s map changed drastically with Austria-Hungary

splitting up, the creation of Poland, Czechoslovakia, Lithuania,

Latvia, and other countries, and Germany losing land (Doc 9). This

also led to the treaty of Versailles which was oppressive towards

Germany, helping Germany slide into economic ruins. This bad

economic state in Germany led to Hitler’s rise and World War Two.

By assassinating Archduke Franz Ferdinand, Gavrilo Princip spread

terror. The ripples of his action was felt for over 30 years. It caused

millions to die, and the world map to change. It was a major turning

point.

Turning points have shaped the world. Their effects are felt for

many years, some even today. If not for the Treaty of Nanjing and

the assassination of Archduke Franz Ferdinand, the world would be a

different place. The effects of those two events have changed the world

and in some cases taught us lessons.




Anchor Level 5-A

The response:

• Thoroughly develops all aspects of the task evenly and in depth for the signing of the Nanjing

Treaty and the assassination of Archduke Ferdinand

• Is more analytical than descriptive (Nanjing Treaty: trade in China was very regulated and one-

sided favoring the Chinese over the Europeans; situation in China began to change when Dutch

traders introduced opium; China banned opium but officials bribed by the Dutch to let Dutch

and later British traders sell it; Chinese population became addicted and government declined

partly as a result of being unable to stop other countries from trading opium; China became

unable to control its own country as foreign countries took spheres of influence; Archduke

Ferdinand: because Austria-Hungary included many Slavic peoples, they were alarmed by

Serbia’s growing power; assassination planned to promote Slavic unity; Europe’s map changed

drastically with Austria-Hungary splitting up, creation of Poland, Czechoslovakia, Lithuania,

Latvia, and Germany losing land; the ripples of the war were felt for over 30 years)

• Incorporates relevant information from documents 4, 5, 6, 7, 8, and 9

• Incorporates substantial relevant outside information (Nanjing Treaty: Confucian scholars did

not value merchants or outside ideas; Qing government limited where Europeans could trade;

silver flowed into China and tea and porcelain flowed to the British and Dutch; the balance of

trade shifted; China destroyed British opium shipment; first of several unequal treaties China

was forced to sign; if not for Opium Wars China may not have overthrown Qing dynasty when

it did or experienced a long and violent civil war that eventually put communist leader Mao into

power; Hong Kong became a major trading and banking center of British colonial empire and

did not become free of British control until late 20th century; Archduke Ferdinand: Black Hand

saw an opportunity when the Archduke came to the city of Sarajevo; Pan-Slavism is the idea

that Slavic peoples should unite; Austria-Hungary turned to Germany; Britain and France joined

Serbia and Russia; World War I wiped out or affected a whole generation of men; Treaty of

Versailles oppressive toward Germany and led to Hitler’s rise and World War II)

• Richly supports the theme with many relevant facts, examples, and details (Nanjing Treaty: by

1816 East India Company imported 3,000 chests of opium; gave Hong Kong to Britain and

access to port cities in China; Archduke Ferdinand: assassinated with wife; Austria-Hungary

declared war on Serbia; Serbia supported by Russia)

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

restatement of the theme and a conclusion that states the signing of the Nanjing Treaty and the

assassination of Archduke Ferdinand in some cases taught us lessons

Conclusion: Overall, the response fits the criteria for Level 5. Analytical statements and details are

effectively integrated in a thorough treatment of the task. Connection of the Treaty of Nanjing to

Mao’s eventual rise to power and the assassination of Archduke Ferdinand to the rise of Hitler and

World War II demonstrate an understanding of contingencies and long-term effects.

There have been events in history that have reshaped the world. Be

they great, such as the sweeping devistation of the bubonic plague, or a

tiny spark such as the assassination of Austria’s Archduke

Ferdinand, these events are what changed the course of history.

The bubonic plague is currently believed by many to have

originated in China, somewhere around the year 1331. It swept across

Asia, joining forces with the war that would free China from Mongol

rule to cut the Chinese population almost in half. (document 2) Today

we know that the plague itself was carried by fleas who, hitching a ride

on the innevitable rats that could be found on any trading ship or

caravan of the time, took the bubonic plague to Europe, where it

quickly became known as The Black Death. However, at the time no

one knew why this horrible devistation was happening.

As the Black Death dramatically deplected Europe’s population,

society seemed to disintegrate. Family and friends were abandoned

and people barricaded themselves inside there homes in a hopeless

attempt to escape the disease. Burials were perfunctery, if they were

held at all; there were always those left laying where they’d died, at

home or elsewhere. The people of Europe tried many ways to halt the

plague, or just protect themselves. The religious prayed, believing the

illness to be the wrath of God. People carried flowers or kept a fire

always burning thinking that this was a way to breathe fresh air and

ward off the disease. There was often the speculation – perhaps this will

work. Perhaps that.

As devistating as the Black Death was, it didn’t last forever.

China’s ordeal with the plague, eventually ended and a demoralized

Europe was eventually freed from its grasp as well. The effects,


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

however, lasted perhaps longer than the disease itself. In Europe, labor

shortages developed because so many died. Some people moved from the

manor to cities seeking jobs. The innability of prayer to halt the

disease was a major blow to the Church, and it never quite recovered its

hold on the European population. (document 3) The Black Death

coupled with losses in earlier events such as the Crusades damaged the

power and prestige of the Church. People began to question its power

and authority. By the early 1500s, some Europeans like Martin

Luther, began to identify corruptions in the Church which they

believed hurt the Church’s ability to help the people adequately. As the

Church’s power diminished in Europe, nation states grew in power

eventually surpassing the power the Church had before the Black

Death.

The assasination of Archduke Ferdinand of Austria, while

seemingly miniscule in comparison, was the catalyst for another

wave of death, this time from war and its wholesale slaughter. In the

early 1900s, many years after the bubonic plague wreaked havoc on

Europe and the east, the Balkan Wars left an independent Serbia,

larger and more powerful than before. A strong Slavic nationalistic

sentiment in the Balkan region championed by Serbia and its

growing power made the perfect situation for trouble. While Serbia was

independent, there were still Slavs who remained under foreign,

imperial rule such as those in Bosnia-Herzegovina. It was Yugoslavian

nationalist Gavrilo Princip who, in an effort to free Slavic territories

under Austro-Hungarian rule, gave the increasingly nervous

Austrian empire the excuse needed to nip the possible Serbian threat in

the bud, through the assassination of the afore mentioned Archduke.



(document 7a) What had looked like an easy way for Austria-

Hungary to get rid of an impending problem by demanding Serbia

give up much of its autonomy to Austria-Hungary turned out not to

be so, as no sooner was the ultimatum rejected by Serbia then Russia

jumped to their defence. Germany joined Austria and the system of

alliances that had been developed in the preceding decades dragged the

rest of Europe into the mess. A policy of militarism followed by

European powers, that had previously been meant as a deturant for

war, and also helped lead to the war.

This conflict, soon coined the ‘Great War’ or ‘the war to end all

wars’, revolutionized the way war was waged. Trench warfare, chemical

warfare, and new military inventions made this war distinctly

different from those that came before. Two unmoving fronts steadily

produced dead bodies and little more for over four years. (document 8)

At the end no one really won because so many lives were lost. However,

after the war, the losing countries (Austria, Germany and its allies)

faced heavy reparations. Germany faced the worst of these sanctions

as a result of the Treaty of Versailles, so the economic decline and

governmental disorganization brought by the end of WWI led

eventually to WWII — but that is a different story.

Suffice it to say that whether it be disease or war — both have

devistating effects. Both the plague and the assassination brought

large changes and are known as turning points.




Anchor Level 5-B

The response:

• Thoroughly develops all aspects of the task evenly and in depth for the outbreak of the bubonic

plague and the assassination of Archduke Ferdinand

• Is more analytical than descriptive (plague: swept across Asia joining forces with the war that

would free China from Mongol rule; as it dramatically depleted Europe’s population society

seemed to disintegrate; people barricaded themselves inside their homes in a hopeless attempt to

escape the disease; the religious prayed believing the illness to be the wrath of God; China’s

ordeal with it eventually ended and a demoralized Europe was eventually freed from its grasp;

Archduke Ferdinand: Balkan Wars left an independent Serbia larger and more powerful;

although Serbia was independent there were still Slavs who remained under foreign imperial

rule; Yugoslavian nationalist Princip gave increasingly nervous Austrian Empire the excuse

needed to stop possible Serbian threat; at the end no one really won because so many lives were

lost)

• Incorporates relevant information from documents 1, 2, 3, 7, and 8

• Incorporates substantial relevant outside information (plague: carried by fleas hitching a ride on

rats found on trading ships and caravans; people carried flowers or kept a fire burning as a way

to breathe fresh air and ward off disease; Black Death coupled with losses in earlier events such

as the Crusades damaged the power and prestige of the Church; by early 1500s some Europeans

like Martin Luther began to identify corruptions in the Catholic Church; as the Church’s control

in Europe diminished, nation-states grew in power and eventually surpassed the power of the

Church; Archduke Ferdinand: Serbia rejected Austria-Hungary’s ultimatum; system of alliances

developed in preceding decades entangled most countries in Europe in war and dragged rest of

Europe into the mess; new military inventions made war distinctly different; two unmoving

fronts steadily produced dead bodies and little more for over four years; Germany faced perhaps

the worst reparations as a result of Treaty of Versailles; economic decline and governmental

disorganization brought by World War I led eventually to World War II)

• Richly supports the theme with many relevant facts, examples, and details (plague: believed to

have originated in China around 1331; family and friends abandoned; Archduke Ferdinand:

assassination by Princip; Russia defended Serbia; trench warfare and chemical warfare used)

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

such as the plague and the assassination of Archduke Ferdinand have changed history and a

brief conclusion

Conclusion: Overall, the response fits the criteria for Level 5. While analytic statements based on

document information are used to frame the discussion, integrated pieces of outside information are

used to support and round out the discussion for both the plague and the assassination of Archduke

Ferdinand. An awareness of global connections related to the task is demonstrated in the

explanations provided.

Turning points are events which sometimes result in massive

changes or overhauls of society in either a specific region or on a

global scale. The bubonic plague, a disease that spread across Eurasia,

caused widespread loss of life and a catastrophic breakdown of society.

The assassination of Archduke Franz Ferdinand sparked the conflict

that would result in a global scale confrontation known as the Great

War, or World War I.

The bubonic plague, a disease which ravished the population of

Eurasia and achieved epidemic status, originated most likely from

China in the 1320s or 1330s. Exact circumstances and the initial

outbreaks are hard to determine, as there have not been enough

surviving evidence of the disease. Although at the time it was

unknown how the plague was transmitted, historians now believe the

disease spread through infected rats and fleas, and with the exchange

of goods that occurred between merchants on the Silk Roads, (Doc 1)

spreading from China to South Asia, Central Asia, the Middle East,

and eventually Europe, by way of these established land and sea

routes. The Black Death contributed to the massive loss of life during

its era, and partly explains China’s rapidly declining population. The

bubonic plague, along with civil war and rebellions against the

Mongolian rulers of China, who were considered foreign, brought

Chinese populations from about 123 million to only 65 million

between 1200 to 1393. (Doc 2) The disease weakened the Mongols

themselves as well, leading to the overthrow of the Yuan Dynasty in

China and the establishment of the Chinese Ming administration as a

result. In Europe during this time frame, society was in shambles. As

large groups of people died, individuals fled, leaving their towns and



their families, and isolating themselves from the outside world. As the

death was continuing, many turned to religion for help. However,

when the bubonic plague continued to run through its course, faith in

prayer and religion decreased, as it did not help against the outbreaks.

(Doc 3) Some people questioned the authority of the Pope and the

Church because it seemed like the Church could not even help the

innocent. Later on, this may have helped lead to the Reformation

during which time many people questioned the Church’s power and

some groups such as the Lutherans broke away from the Church. Both

European and Asian societies were weakened economically as a result

of the black death causing trade to be disrupted and profits to decrease.

Tensions finally snapped with the turning point of Archduke

Franz Ferdinand’s assassination by Gavrilo Princip. As a result of

Serbia’s partial success in driving the Ottomans out of the Balkans

and the Balkans Wars, Serbia grew in size and power. This led to

increasing support for Yugoslavism, or the unification of South Slavs

including the Slav population in Austria-Hungary. They were

supported by the Russians who tried to help Slavs throughout eastern

Europe as part of pan-Slavism. This situation alarmed the Austrians

who feared that the Serbs and Slavs would challenge their empire.

Thus, the assassination of Austrian Archduke Ferdinand provided an

excuse for war with the Serbs. However, secret alliances and military

pacts made before the assassination also brought Russia, Germany,

France, Britain, and other European states into the conflict known as

the Great War, or World War I. (Doc7a) The assassin, Gavrilo Princip,

was a Serbian nationalist who supported the Yugoslavian movement

and relied on acts of terror to “liberate” the South Slavs from Austrian



control. He believed that the Slavs were persecuted by the Austrians

and that Austria was in opposition to the Serbian cause. (Doc 7b)

Gavrilo Princip was the immediate catalyst for the inevitable Great

War. As the war progressed, new weapons and strategies brought a

deadlier aspect to the battlefield, including poison gas and trench

warfare. (Doc 8a, 8b) Stagnant conditions caused the unnecessary

loss of life and a slow, grinding war in which neither side would

submit to the other. However, when the war did end, boundary changes

in Europe were a result. The disintegration of the Austria-Hungary

Empire into smaller, independent states, the loss of German land, and

the establishment of Turkey were results of the Great War (Doc 9).

Also partially because of the Great War, the Russian Revolution began

causing Russia to leave the war and sign a separate treaty with

Germany that made Russia lose territory. That treaty caused Russia

to lose what would become Poland, Latvia, Estonia, and Lithuania.

However, revolutions in Russia eventually caused it to become the

communist USSR.

The turning points of the bubonic plague epidemic and the

assassination of Archduke Franz Ferdinand caused widespread

change and altered society in the long term. A devastating loss of life

resulted from both catalysts, and the entire global equilibrium

underwent a shift during these times.




Anchor Level 4-A

The response:

• Develops all aspects of the task for the outbreak of the bubonic plague and the assassination of

Archduke Ferdinand

• Is both descriptive and analytical (plague: ravished population of Eurasia and achieved

epidemic status; exact circumstances and initial outbreaks hard to determine; historians now

believe it was transmitted through exchange of goods on Silk Roads; weakened the Mongols

leading to establishment of Chinese Ming administration; in Europe people fled towns and their

families and isolated themselves; Archduke Ferdinand: Austrians feared Slavs would challenge

their empire; the assassination provided an excuse for war with Serbs; Princip believed Slavs

persecuted by Austrians and Austria opposed Serbian cause; new weapons and strategies

brought deadlier aspect to battlefield; Austro-Hungarian empire disintegrated into smaller

states)


• Incorporates relevant outside information (plague: spread through infected rats and fleas; caused

trade to be disrupted and profits to decrease; may have helped lead to Reformation during which

many people questioned the Church’s power and some groups such as Lutherans broke away

from the Church; Archduke Ferdinand: as a result of Balkan Wars and success in driving the

Ottomans out of the Balkans, Serbia grew in size and power; Russians tried to help Slavs

throughout eastern Europe as part of Pan-Slavism; secret alliances and military pacts also

brought Russia, Germany, France, Britain, and other European states into conflict; stagnant

conditions caused unnecessary loss of life and a slow grinding war in which neither side would

submit; partially because of the Great War, the Russian Revolution began causing Russia to

leave the war resulting in a separate treaty with Germany; revolutions in Russia caused it to

become communist USSR)

• Supports the theme with relevant facts, examples, and details (plague: spread from China to

South Asia, Central Asia, Middle East, and Europe by established land and sea routes; along

with civil war and rebellion against Mongolian rulers China’s population went from about 123

million to 65 million; many turned to religion for help; Archduke Ferdinand: assassinated by

Gavrilo Princip, a Serbian nationalist; poison gas and trench warfare used in World War I; war

led to boundary changes in Europe; Russia lost territory that would become Poland, Latvia,

Estonia, and Lithuania)

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

turning points and discusses effects of the outbreak of the bubonic plague and the assassination

of Archduke Ferdinand and a conclusion that states both turning points caused a devastating loss

of life and shifted the global equilibrium

Conclusion: Overall, the response fits the criteria for Level 4. The discussion relies on document

information and some well-placed analytic statements to demonstrate a good understanding of the

task. Integrated outside information for the assassination of the Archduke supports and strengthens

the discussion; however, limited use of outside information for the plague weakens it.

There have been many turning points throughout history that have

greatly influenced and changed not only European society, but

societies around the world. Two events that were major turning points

in history are the outbreak of the bubanic plague and the

assassination of Archduke Ferdinand. These events sparked major

changes due to the number of people who were effected by the results of

the events. The bubanic plague had devastating effects on the social

and economic lifestyles of Europeans, while the assassination of

Archduke Ferdinand had consequential effects on the major powers at

the time.

The bubanic plague devastated many aspects of European life.

Approximately 1/3 of the population died as a result of this disease. It

is now known that this disease probably originated in China around

1331 and spread to Europe as a result of flees on black rats,

transported on ships and overland through trade (Document 2).

McNeill believes the drastic decrease in Chinese population from 1200

to 1393 was at least partially because of the effects of the bubanic

plague in China. Europe was most likely exposed to the disease through

trade connections. The Silk Road and overland trade routes in Europe

and Mediterranean Sea Trade routes contributed to the spread of the

disease throughout Europe (Document 1). Italian city-states that had

been expanding their trade suffered badly because of the bubanic

plague. The bubanic plague was a major turning point, because of the

number of people who died as a result of the disease and its effects on

economies and the social aspects of peoples lives. Economically work

in cities and on manors stopped being done, because there was a

shortage of labor due to the massive loss of life. (Document 3). This



was good for serfs who survived the disease, because many moved to

the cities to fill jobs. It also drove up wages. This sitution helped lead to

the breakdown of manorialism and the rise of early capitalism. The

bubanic plague also had a negative effect on religion. Many people

lost faith, because of the death of so many clergy, and because of the

failure of prayer to prevent the spread of sickness and death

(Document 3). Other social aspects of life changed. During the Plague

some people abandoned their families, fled cities, shut themselves off

from the world, and in many cases did not properly bury those who

died. The bubanic plague was an event that devastated many people,

and changed many aspects of European life.

The assassination of Archduke Ferdinand sparked a huge war that

involved the major powers in the world. The war left countries

finantually and physically devastated. The war started as a result of

tensions between Serbia and Austria. Austria became scared that

Serbia would weaken its empire due to the fact that it had recently

doubled its size and there was a growing demand for the union of all

southern slavs including those who lived under the rule of the

Austrian empire (Document 7a). Austria wanted to go to war with

Serbia as a preventative measure to stop its growing power and because

it feared the slavic people within its empire would rebel. It hoped war

would help protect its power and the stability of the empire. When

Archduke Ferdinand was shot by a Yugoslav nationalist, Austria

jumped at the opportunity and soon declared war on Serbia. Russia

also a Slavic area would come to Serbia’s aid, and Germany would

come to Austria’s. This war that started in the Balkans would turn

into a world war. This war was a turning point, because it was a



different type of warfare and it involved the major powers. As depicted

in document 8a trench warfare was used in this war and other

technological warfare techniques such as poison gas were also used.

This war used many war techniques that were not seen before making

it one of the deadliest wars to date. As the war came to a close many

things were changed that had an important effect on all countries that

were involved. Germany was forced to pay heavy reparations to the

Allies, or the countries who “won” the war, and they were forced to

accept the War Guilt Clause, which stated that Germany took full

responsibility for starting the war. There were also many changes to

the boundaries in Europe. The country of Poland was created, the

country of Czechoslovakia was created, the country of Yugoslavia was

created, and Austria and Hungary became two separate states. Many

particularly in Germany thought provisions of the Treaty of Versailles

were unfair. They say that the Central Powers signed an armistice, not

just a surrender agreement and that Germany did not start the war

but merely supported an ally. This idea became propaganda that helped

lead to the rise of Hitler and the Nazi party. The assassination of

Archduke Ferdinand sparked a World War that changed many

aspects of life world wide.

The bubanic plague and the assassination of Archduke Ferdinand

were turning points in history for their monumental influence and

the changes caused to lives around the world. The bubanic plague

changed economic and social aspects of European life. The

assassination of Archduke Ferdinand changed warfare techniques

and economic and political relations between the major powers in the

world at the time.




Anchor Level 4-B

The response:


Archduke Ferdinand

• Is both descriptive and analytical (plague: McNeil believed drastic decrease in Chinese

population was at least partially because of it; spread as a result of trade connections; many

people lost faith because of death of so many clergy and failure of prayer to prevent the spread

of sickness and death; Archduke Ferdinand: assassination sparked huge war that involved the

major world powers; there was a growing demand for the union of all southern Slavs; Austria

wanted to go to war with Serbia as a preventative measure to stop its growing power and

because it feared Slavic people within the empire would rebel; Austria hoped war would help

protect its power and the stability of the empire; Balkan war would turn into a world war)


• Incorporates relevant outside information (plague: spread to Europe as a result of fleas on black

rats transported on ships and overland through trade; Italian city-states had been expanding trade

connections and suffered badly because of plague; most work in cities and on manors stopped

being done because of shortage of labor due to massive loss of life; serfs who survived moved to

cities; situation helped lead to breakdown of manorialism and rise of early capitalism; Archduke

Ferdinand: war left countries financially and physically devastated; used many techniques not

seen before making it one of deadliest wars to date; Germany forced to pay heavy reparations to

Allies or countries who had “won” the war and accept war guilt clause which stated Germany

took full responsibility for starting the war; many particularly in Germany thought provisions of

Treaty of Versailles unfair; they said Germany did not start the war but merely supported an ally

and this idea helped lead to rise of Hitler and Nazi party)

• Supports the theme with relevant facts, examples, and details (plague: killed approximately one

third European population; people abandoned families, fled cities, shut themselves off from

world, and in many cases did not properly bury the dead; Archduke Ferdinand: war started as

result of tensions between Serbia and Austria; shot by Yugoslav nationalist; Austria declared

war on Serbia; trench warfare and poison gas used; Poland and Yugoslavia created, Austria and

Hungary separated)


that states the plague had devastating effects on social and economic lifestyles of Europeans

while the assassination of Archduke Ferdinand had consequential effects on the major powers at

the time

Conclusion: Overall, the response fits the criteria for Level 4. Analytic statements are supported

with accurate outside information, historical facts, and logical details from the documents

demonstrating a good understanding of the task. Repetition of information weakens the response.

Throughout World History their have been several events that have

had enormous effects worldwide. Events such as the Bubonic plague

and the assasination of Archduke Ferdinand were so catasrophic that

their impacts transformed societies and regions. Still today we are

uncovering evidence behind what led to these great turning points and

what the long term effects of these turning points are.

The bubonic plague was one of the worlds largest epidemics killing

millions of people. It is believed that it originated in China around

1331 and from their spread to much of the rest of the known world by

the mid 1300s. Although it wasn’t known at the time it is now

believed that the disease was spread along the Silk road and other

prosperous trade routes. (Doc 2) Overtime people have found out that

rats carried the disease and helped to spread it throughout much of

Europe. Medival Europe at the time was a very dirty and unclean

place. City people dumped their garbage out their windows into the

streets. Farmers even brought their animals inside to sleep with them

to keep warm. Due to the poor sanitary factors, especially in the cities,

the disease spread fast and hit hard. At this time in Europe the

Catholic Church was a dominant institution, and many people turned

to the Church and religion to try and counteract the plague. Some

prayed for health but some believed the plague was Gods wrath and the

messiah would soon come. But as clergy and loved ones continued to

die people began to turn away from religion believing it would not

save them. (Doc 3) This was a transformation from a European society

shaped by religious teachings and power to a society where the

indiviual was starting to hold more value. Some people questioned

Church authority and people became less reliant on the Church. As a


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

result, the Church started to lose power in Europe. You could say this

helped lead to the Renassaince and the Reformation. The loss of the

power and the prestige of the Church helped lead reformers to break

away from the Catholic Church and form their own Christian

churches. The Bubonic plague killed millions of people and helped

release Europe from the Middle Ages.

The Assasination of Archduke Ferdinand was a spark that ignited

World War one. This event was an incredibly significant turning

point in World History changing the course of life for millions of

people. The relationship between Austria-Hungary and Serbia was not

on good terms. Austria-Hungary included many different

ethnicities. Only a minority of people were actually Austrian and

many people in the empire were Slavic. Serbians were also Slavic and

wanted to control the Slavic parts of the empire. As Serbia’s power and

its access to Austro-Hungarian land began to grow, Austria-Hungary

became very alarmed and feared that Serbia could weaken her empire.

Tension grew and Austria-Hungary was looking for an excuse to start

war with Serbia. The assasination of Ferdinand created the perfect

opportunity to go to war with Serbia. (Doc 7a) They did not however

plan for the long chain of events that would follow.

The alliance system that developed during the late 1800s and early

1900s created secret and open alliances that brought many countries

into the war. Russia helped Serbia and Germany helped Austria. Other

countries including Britain, France, the Ottoman Empire, Italy, and

many others joined the war. It was soon a war not between Austria and

Serbia but between much of the World. The war was between the central

and allied powers. Austria-Hungary, the Ottoman Empire, and



Germany vs Serbia, Russia, Britain, France, and later the United

States. As the war started new advanced military technology was

used and war began to change. Poison Gas, trench warfare, and tanks

were used in World War I. (Doc 8b) This created a huge difference in

Wars from past history to what it is now. The number of deaths were

far greater and the destruction was massive.

Countries did not learn from these actions. They continued

making more and deadlier weapons such as the atomic bomb which

was used in World War II. Unfortunately, wars have continued to get

more technologically advanced and deadly.

In conclusion The Assasination of Franz Ferdinand and the

Bubonic Blague transformed societies and regions. The historical

circumstances surrounding these turning points helped lead to

transformations that can still be seen in the World today.




Anchor Level 4-C

The response:


Archduke Ferdinand

• Is both descriptive and analytical (plague: believed to have originated in China around 1331 and

spread along Silk Road and other prosperous trade routes; as clergy and loved ones continued to

die people began to turn away from religion; transformation from a European society based on

religious teachings and power to a society where the individual was starting to hold more value;

Archduke Ferdinand: assassination was a spark that ignited World War I; Austria-Hungary

feared Serbia could weaken her empire; Austria-Hungary was looking for an excuse to start a

war with Serbia and his assassination created the perfect opportunity)

• Incorporates relevant information from documents 1, 2, 3, 7, and 8

• Incorporates relevant outside information (plague: people found out rats carried it; medieval

Europe was a very dirty and unclean place; helped lead to Renaissance; loss of power and

prestige of the Church helped lead reformers to break away from Catholic Church and form

their own Christian churches; Archduke Ferdinand: only a minority of people in Austro-

Hungarian Empire were actually Austrian and many people in the empire were Slavic; created

secret and open alliances that brought many countries into war; Germany helped Austria; Great

Britain, France, Ottoman Empire, Italy, and later the United States, joined the war; war between

central and allied powers; number of deaths in World War I far greater and the destruction was

massive; countries did not learn from actions of World War I but continued making more and

deadlier weapons such as the atomic bomb which was used in World War II)

• Supports the theme with relevant facts, examples, and details (plague: killed millions; people

prayed for health; Archduke Ferdinand: Serbians wanted control of parts of Austro-Hungarian

Empire; Russia helped Serbia; poison gas and trench warfare used)

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

today we are uncovering evidence behind what led to the outbreak of the bubonic plague and the

assassination of Archduke Ferdinand and a conclusion that is a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 4. The response is well developed and

makes good use of facts and details to justify the outbreak of the bubonic plague and the

assassination of Archduke Ferdinand as turning points. While some analytical statements are

included, further integration of these statements and fewer repetitive statements would have

strengthened the effort.

Turning points are events that result in regional and worldwide

change. Change does not occur overnight, but rather is a process in

which many factors come together to bring about change. The event

that so called “breaks the camel’s back”, and is very soon followed by

the change is referred to as the turning point. Two turning points in

world history are the signing of the Nanjing Treaty and the

assassination of Archduke Ferdinand.

The signing of the Nanjing Treaty occurred following the Opium

War in China. Document 4 gives us insight about why the Opium

War happened. For several centuries prior to the war, China limited the

types and amounts of products they imported in order to maintain a

favorable balance of trade. This upset many European countries that

wished to trade with them because of the profit potential they saw. In

order to expand their trade with China, European traders notably the

Dutch and English exported opium to China where it was illegal. Users

became addicted and wanted more opium from the Europeans. The

Chinese government tried to stop the importation of opium by

banning it, but to no avail. Eventually, a stronger emperor came to

power and made a more effective ban. After an aide to the emperor

seized some opium and tried to close down trading ports, Europeans,

Britain in particular, became very angry. This situation esculated into

the Opium War between China and Great Britain which lasted from

1839–1842. China lost the Opium War, and was forced to sign the

Nanjing Treaty.

As part of the Nanjing Treaty, China was forced to give control of

the island of Hong Kong to Great Britain, and also open port cities for

trade. This had long term effects on China. As evident from



Documents 6A and 6B, China was divided into many foreign spheres

of influence after they were forced to sign a series of unequal treaties.

As time progressed the Chinese people were unhappy with the growing

presence and influence of foreigners in China and rebelled against

foreigners in the Boxer Rebellion. After the Opium War, the Qing

Dynasty became increasingly weaker until its collapse in the early

1900s and this led to the rise of the Nationalist government.

The assassination of Archduke Ferdinand, and his wife occurred on

June 28, 1914. The murderer, Gavrilo Princip, was a Serbian

nationalist and he murdered the heir to the Austro-Hungarian throne.

This increased already present tensions between Serbia and Austria-

Hungary. Growing demands of Yugoslavism, for a union of south

slavs, occurred as a result of Serbia’s victory in the Balkan Wars of

1912–1913. The growing power of Serbia made Austria nervous

because they feared Serbian attempts to take part of their empire.

Austria decided it was necessary to wage war against Serbia before it

became too strong and was just waiting for an opportune time to act.

The assassination proved to serve as an excellent excuse to wage war

against Serbia, which it did a month later on July 28, 1914. Because

of the various alliances between European countries, the war Austria

declared on Serbia became a world wide war known to many as World

War I or The Great War.

World War I caused many changes within society. For one, World

War I was a total war, a war which did not just involve the military

population but the civilian population as well. Almost all the resources

went to fighting the war. Men, women, and children were greatly

affected. Because many men went out to fight, many more women



entered the workforce. Women replaced men in many factories. This led

some of them to increase their push for suffrage as well. Additionally,

because war costs a lot of money people’s taxes increased and many

business became temporarely nationalized. After the war the Treaty of

Versailles was signed. This treaty created new countries in Europe as

well as the League of Nations.

Major turning points in world history include the signing of the

Nanjing Treaty, and the assassination of Archduke Ferdinand and

his wife. Both these events caused regional change as well as change

worldwide. They greatly impacted the lives of many people throughout

the world.



Anchor Level 3-A

The response:

• Develops all aspects of the task with some depth for the signing of the Nanjing Treaty and little

depth for the assassination of Archduke Ferdinand

• Is more descriptive than analytical (Nanjing Treaty: users became addicted and wanted more

opium from Europeans; Chinese government tried to stop importation of opium by banning it

but to no avail; a stronger emperor came to power and made a more effective ban; Archduke

Ferdinand: growing demands of Yugoslavism, for a union of south Slavs, occurred as a result of

Serbia’s victory in Balkan Wars; his assassination proved to be an excellent excuse to wage war

against Serbia)

• Incorporates some relevant information from documents 4, 5, 6, 7, and 9

• Incorporates relevant outside information (Nanjing Treaty: prior to Opium War China limited

the types and amounts of products they imported to maintain a favorable balance of trade; many

European countries wished to trade with China because of the profit potential they saw; China

forced to sign unequal treaties and open port cities; Chinese unhappy with growing presence and

influence of foreigners in China and rebelled in Boxer Rebellion; after Opium War Qing

dynasty became weaker until its collapse and this led to the rise of the Nationalist government;

Archduke Ferdinand: he and wife assassinated on June 28, 1914; heir to Austro-Hungarian

throne; a total war involved military as well civilian population; women entered workforce by

replacing men in factories, which led some of them to increase their push for suffrage; Treaty of

Versailles created new countries and a League of Nations)

• Includes some relevant facts, examples, and details (Nanjing Treaty: Opium War between China

and Great Britain lasted from 1839 to1842; China lost Opium War; China forced to give control

of Hong Kong to Great Britain; China divided into foreign spheres of influence; Archduke

Ferdinand: Gavrilo Princip, a Serbian nationalist, was his murderer; assassination increased

tensions between Serbia and Austria-Hungary)

• Demonstrates a satisfactory plan of organization; includes an introduction that states turning

points lead to changes that happen as a process of many factors coming together and a brief

conclusion

Conclusion: Overall, the response fits the criteria for Level 3. The discussion uses information from

the documents and good descriptive outside information to address the task adequately. The

response could have been strengthened by including more analytic statements and by expanding on

and developing key ideas mentioned.


Throughout history, the world has been affected by many turning

points. Some of these turning point have completely altered the path of

history permanently and irrefutably. Two of these turning events

were the outbreak of the bubonic plague and the assassination of

Archduke Ferdinand, which sparked rapid and long term change in

their respective regions.

The bubonic plague was an outbreak of a deadly disease in which

the population of the Eastern Hemisphere dropped radically. It is

believed that the plague originated in China during the 14th century,

but its exact origin is unknown (doc. 2). Unfortunately, this

outbreak occured during a time period in which trade was growing

throughout Eurasia. This caused the spread of disease along trade

routes such as the Silk Road and the Indian Ocean trade routes (doc.

1). As the disease spread through trade, it worked its way to Europe

where it caused a dramatic upheaval in the common way of life for

Europeans. The plague entered Europe during a time when the

Christian religion was flourishing, and it could be said the plague

had the greatest affect on religious life. Many people believed that the

plague was the wrath of God upon the people of Europe for their sinful

ways. This lead many people to believe that praying was the cure for

the plague. When praying didn’t work, some people started to lose

faith. Some of these people blamed God for bringing the plague upon

Europe. Others seemed to rebel against Christian morals by “eating,

drinking, and being merry.” (doc. 3) Overall, the church ended up

loosing some of its following because of peoples loss of faith, as well as

the loss of clergy members to the disease. (doc. 3) This population loss

was not only felt on a religious scale but a hemispherical one as well.



A dramatic decrease of population occured throughout Eurasia in

regions such as Europe, China, India and the Middle East. It was said

to have killed more Chinese civilians than the Mongols ever could.

(doc. 2) Millions of people died. The plague changed religion in Europe

and people’s lives throughout Eurasia.

Another turning point in World History was the assassination of

archduke Ferdinand of Austria by a Serbian radical. This event

sparked short term effects such as war and nationalism, as well as

long term ones like the teritorrial shifting of borders. Austria and

Serbia had competing goals in the early 1900’s. Austria was an aging

empire that was trying to fight off growing nationalist movements

within its borders. Some Serbians who were Slavic wanted to unite

Slavs together. This angered Austria as parts of Austria included

Slavs. With the growing power of Serbia at the time, Austria was

becoming worried about its ability to controll the smaller Slavic

territories and tension began to build between the two countries.

Austria then felt that it needed to wage a preventative war against

Serbia in order to maintain power. They just needed the right excuse or

pretense to start it. (doc. 7a). With the assassination of the archduke,

they got just that. With the attack mounted between the two countries,

other countries in Europe joined the war to defend their assets and

allies and this resulted in WWI. The first world war effected European

countries such as Great Britain, France, and Germany (doc. 8b) as

well as Russia. Hundreds of thousands of people died in the trenches

because of weapons such as poison gas and machine guns. It was one

of the deadliest wars in history. After the defeat of Germany and

Austria in the first World War, a large shift in borders occured within





Europe. (doc. 9) German and Austrian territory was reduced in size

and the Austrian Empire was broken up into new European countries.

These and other changes were determined in the Versailles Treaty. This

treaty led to resentment and anger especially by Germany which

helped lead to the rise of fascism in Germany and twenty years later

WWII.

Both of these turning points in world history greatly affected the

course of history. With the bubonic plague desimating Eurasia’s

population and weakening the power of the church and the

assassination of Archduke Ferdinand starting WWI, these turning

points influenced the path of history imensely. Each turning point in

history changes societies and regions even if it is indirectly.


( )

Anchor Level 3-B

The response:

• Develops all aspects of the task with little depth for the outbreak of the bubonic plague and the

assassination of Archduke Ferdinand

• Is more descriptive than analytical (plague: deadly disease in which population of Eastern

Hemisphere dropped radically; believed it originated in China during 14th century; worked its

way to Europe and caused dramatic upheaval in common way of life; many believed it was the

wrath of God upon people for sinful ways; when praying did not work some started to lose faith;

said to have killed more Chinese civilians than Mongols ever could; Archduke Ferdinand:

assassination sparked short-term effects such as war and nationalism as well as long-term effects

such as territorial shifting of borders; some Serbians wanted to unite Slavs together; with

growing power of Serbia, Austria becoming worried about its ability to control smaller Slavic

territories; Austria needed the right excuse or pretense to start a war and assassination provided

that)

• Incorporates some relevant information from documents 1, 2, 3, 7, 8, and 9

• Incorporates relevant outside information (plague: entered Europe when Christian religion was

flourishing; Archduke Ferdinand: Austria was an aging empire; hundreds of thousands of

people died in trenches because of weapons such as poison gas and machine guns; Treaty of

Versailles led to resentment and anger especially by Germany which helped lead to rise of

fascism in Germany and 20 years later World War II)

• Includes some relevant facts, examples, and details (plague: spread along Silk Road and Indian

Ocean trade routes; millions died; Archduke Ferdinand: killed by Serbian radical; Austria trying

to fight off growing nationalist movements within its borders; war led to large shift in borders

within Europe; territory of Germany and Austria reduced in size; Austrian Empire broken up

into new European countries)

• Demonstrates a satisfactory plan of organization; includes an introduction that states some

turning points have completely altered the path of history permanently and irrefutably and a

conclusion that summarizes the changes brought about by the outbreak of the bubonic plague

and the assassination of Archduke Ferdinand

Conclusion: Overall, the response fits the criteria for Level 3. While some good historical outside

information is included in the discussion of Archduke Ferdinand, the response relies primarily on

document information to develop the task. A few well-placed analytical statements strengthen the

response.

If the world never had any turning points the world would not be

in the state it is now. Turning points are a time of change. They can

change the way people lived and think. They act like a reset button. The

turning point itself can be a painful and confusing time but in the

end, it brings change to society. Two turning points were the bubonic

plague and the assassination of Archduke Ferdinand.

The period leading up to the bubonic plague was a time when people

did not understand how disease was spread. In the Middle Ages there

were not any major types of sewage or waste systems, so it was very

common for people to get sick. Merchants and traders were traveling

from site to site in places like this. Almost everywhere they went;

India, China, Arabia, and so on they had sick people especially with

the fleas and rats lurking around that carried the plague. (Doc 1) This

made it easy for the plague to catch a ride going from one location to

another. (Doc 2) There is no concrete evidence of where the plague

officially started, but many theorize that it started in or around

China. Because so many people died from the plague, people started to

not take responsibility for their actions. The theme “Eat, drink, and be

merry, for tomorrow you may die” (Doc 2) is similar to today’s

common phrase, You Only Live Once. During the plague, this theme

was more literal and people started following it, creating

uncontrollable circumstances. (Doc 3) These actions led to people’s

disbelief in the church, since they felt God was not preventing what

was happening. All of these actions taken by the surviors of the

plague caused a period of distrust in the Church. Some people started

to break away from the Catholic Church and people started making

their own faiths since they were not satisfied with the current ones.





Eventually this led to a period called the Reformation which saw the

development and growth of many Protestant faiths. The death of

many caused some to develop a new way of believing.

Another time in history where things rapidly changed was when

Archduke Ferdinand was assassinated. The action of the assassination

was completed by someone who felt that all of his people, the south

Slavs, should be unified and allowed to live in an area free of Austria.

(Doc 7B) This one single action caused almost the whole world to go to

war. Things were already heated up between some European nations.

Entangling alliances between countries connected countries together

for protection. Along with this was the rise of nationalism which

caused nations to promote themselves and show pride even at the cost

of war. Imperialism and militarism also helped push Europe toward

war, but this shot, the assassination, was one heard across Europe and

it effected the world. Before the war, there were fewer countries in

Eastern Europe. After the war, empires got split up. New countries such

as Poland, Yugoslavia, and Czechoslovakia were formed. Because

many countries sent their men to fight, there were many countries

who had soldiers who became shell shocked from the war. WWI

introduced trench warfare, causing an almost never-ending battle

between sides on the front. While in the trenches, many became sick

because they would be there for months at a time. They got gang-

green, and trench foot. They got injuries while “going over the top”

which meant they had to leave the safety of the trench to try to

conquer an enemy trench. If an injured soldier came back home, it

was hard to live a normal life. The battles of WWI took a long time, but

eventually ended in 1918 with an armistice. The treaties that followed



led to Austria-Hungary splitting up, and many slavs joining

together to form Yugoslavia. These results changed the economy of

Europe. Germany was blamed and given the burden of paying back

the money spent on the war, and lives were lost, all because of the

assination of Archduke Ferdinand.

Turning points can hurt a society. These two examples led to many

deaths, uniting some people while killing and forgeting about others.

Throughout time, turning points have helped signal the end of one

time period and the beginning of another.


Anchor Level 3-C

The response:



• Is more descriptive than analytical (plague: almost everywhere merchants and traders traveled

there were sick people; because so many died people started not to take responsibility for their

actions; led to people’s disbelief and distrust in the Church as they felt God not preventing what

was happening; Archduke Ferdinand: assassination completed by someone who felt South Slavs

should be unified and allowed to live in an area free of Austria; the shot, the assassination, was

one heard across Europe and it affected the world); includes weak application (plague: people

started making their own faiths since they were not satisfied with the current ones)


• Incorporates relevant outside information (plague: in the Middle Ages there were no major

types of sewage or waste systems; eventually led to Reformation which saw development and

growth of many Protestant faiths; Archduke Ferdinand: entangling alliances connected

countries together; rise of nationalism caused nations to promote themselves; imperialism and

militarism helped push Europe toward war; many countries had soldiers shell-shocked from the

war; soldiers in trenches got gangrene and trench foot; injuries sustained while “going over the

top”; World War I eventually ended with an armistice; Germany was blamed and given burden

of paying back money spent on the war)

• Includes some relevant facts, examples, and details (plague: many theorize it started in or

around China; Archduke Ferdinand: fewer countries in eastern Europe before the war; after war

empires split up; new countries Poland, Yugoslavia, and Czechoslovakia formed; Austria-

Hungary split up; many Slavs joined together to form Yugoslavia)

• Demonstrates a satisfactory plan of organization; includes an introduction that states turning

points can be painful and confusing times and a conclusion that states turning points have

helped signal the end of one time period and the beginning of another

Conclusion: Overall, the response fits the criteria for Level 3. The response strings together broad

generalizations, outside information, and document details to demonstrate an understanding of the

task. A more cohesive approach and further development of ideas would have enhanced the

discussion.



Throughout global history many turning points took place in the

world. These turning points resulted in major change throughout the

entire world. Two turning points in history are the outbreak of the

Bubanic Plague and the assasination of Archduke Ferdinand.

In the 1300s during the Middle Ages in Europe and Asia the

deadly Bubanic Plague or Black Death spread rapidly and cauzed

many deaths. As seen in document 1, one major reason for the onset

and spread of the Black Death was the major trade going on in those

times. All across Asia and the Indian Ocean goods were being traded

and along with it the spread of the plague. The Black Death had many

social and economic effects the European people. (Doc 3) Many people

abandoned their friends and family and were forced to flee from their

cities in order to save themselves from the deadly plague. As a result of

the plague, faith in the religion was lost because prayers did not

prevent people from dying and lots of clergy members were lost in the

plague.

The assasination of Archduke Ferdinand was another major

turning point in history. The assasination took place on the Balkan

peninsula in the early 1900s. Archduke Ferdinand was heir to the

throne in Austia where they felt threatened by the growth of power and

population of the Serbians (Doc. 7a). After the assasination the whole

world was plunged into the massive world war where soldiers fought

in trenches (Doc. 8b). We can see from document 9 that after the war

many empires were broken up like the Austrian Hungarian empire

was broken up into several small countries existing till today.

Thus we see how the Bubanic Plague and the assasination of

Archduke Ferdinand cauzed major changes to occur throughout the



world. These turning points had its effects and some of it we can still

feel today. Turning point continue to accur and do its changes

throughout the world.

Anchor Level 2-A

The response:

• Minimally develops all aspects of the task for the outbreak of the bubonic plague and the


• Is primarily descriptive (plague: Black Death spread rapidly and caused many deaths in Asia

and Europe; many in Europe abandoned friends and family and were forced to flee from cities;

faith in religion was lost because prayers did not prevent people from dying; Archduke

Ferdinand: Austria felt threatened by growth of power and population of Serbia; many empires

broken up after the war; Austrian-Hungarian empire broken up into several small countries

which still exist today)

• Incorporates limited relevant information from documents 1, 3, 7, 8, and 9

• Presents little relevant outside information (Archduke Ferdinand: heir to the Austrian throne;

after assassination world plunged into massive world war)

• Includes few relevant facts, examples, and details (plague: trade major reason for onset and

spread; many clergy members lost; Archduke Ferdinand: assassination took place in Balkan

peninsula in early 1900s; soldiers fought in trenches)

• Demonstrates a general plan of organization; includes an introduction that is a restatement of the

theme and a conclusion that states the effects of the outbreak of the bubonic plague and the

assassination of Archduke Ferdinand still affect us today

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

understanding of both turning points. General statements address the task but are limited and lack

supporting historical details. The response relies primarily on document information and applies it

in a cohesive discussion.



In history there are many turning points. Some of them are

positive but most are negative. One negative turning point was the

assassination of Franz Ferdinand, who was the Archduke of Austria.

Another negative turning point was the bubonic plague.

The assassination of Ferdinand was a major turning point because

it caused World War I. Austria was waiting for the right event to wage

war. (Doc. 7a) Ferdinand was assassinated by a Serbian radical who

wanted the unification of Serbia without the influence of Austria.

(Doc. 7b) The war became world-wide because of the allies of Serbia &

Austria being dragged into the war. This was also the first war that

had trench war fare and tanks. (Doc. 8b) They had to wear gas masks

to protect themselves from the harmful gas that was being used on

both sides. (Doc. 8a)

Another turning point was the bubonic plague, also known as

Black Death. This was spread by rats that had fleas and traveled on the

trade routes. (Doc 1) Some of the effects of the plague were decline in

business, and a loss of faith. The loss of faith was due to the fact that

they prayed for the end of the plague and they didn’t get what they

wanted, and also because of a lack of clergy. (Doc. 3) The lack of

business was due to the fact that people were fleeing the diseased

regions. The plague was mainly spread over the Silk Road, which was

a major trade route.

The attempt to unite Serbia was unsuccessful because it remains

separated. The bubonic plague killed thousands of people. In conclusion

most of these turning points were negative due to the fact of so many

deaths.


Anchor Level 2-B

The response:

• Minimally develops some aspects of the task for the assassination of Archduke Ferdinand and

all aspects for the outbreak of the bubonic plague

• Is primarily descriptive (Archduke Ferdinand: Austria waiting for right event to wage war; gas

masks had to be worn for protection from harmful gas; plague: decline in business because

people were fleeing diseased regions; people lost faith because they prayed for its end and it did

not happen and because of lack of clergy); includes faulty application (Archduke Ferdinand:

assassinated by Serbian radical who wanted unification of Serbia without influence of Austria)

• Incorporates limited relevant information from documents 1, 3, 7, and 8

• Presents little relevant outside information (Archduke Ferdinand: war became worldwide

because of allies of Serbia and Austria being dragged into the war; first war that had tanks;

plague: spread by rats that had fleas and traveled on trade routes)

• Includes few relevant facts, examples, and details (Archduke Ferdinand: assassination cause of

World War I; first war that had trench warfare; plague: also known as Black Death; mainly

spread over Silk Road; killed thousands of people)

• Demonstrates a general plan of organization; includes an introduction that states some turning

points are positive but most are negative and a conclusion that states these turning points are

negative due to the fact that there were so many deaths

Conclusion: Overall, the response fits the criteria for Level 2. The response provides relevant

information and some outside information demonstrating a basic understanding of the task.

However, while outside information is referred to for both turning points, the lack of integration and

development of this information weakens the effort.



Turning points throughout history shaped the many significant

and influencial events that happened. Wars broke out, mass death

happened and governments were established and changed.

The bubanic plauge was a lethal disease that hit Europe hard

causing thousands of deaths during the Middle Ages. It was

transfered through rats and since there was such poor hygien it was

easily transferred. It made it to Europe by traveling along the Silk

Roads (Document 1) which was a trade rout that went through Asia

and into Europe. The plauge in Europe was a very big deal. Some

people thought that it was God’s wrath being bestoed upon them. People

began living life as though it were their last day because they could

very well die the next morning (Document 3).

Many years later another turning point happened that caused the

very brutal wide spread war of World War I (Document 8). Arch Duke

Franz Ferdinand was assasingned by the Serbians. This was one of

the main causes, along with Nationalism and the existance of

alliences, that caused the start of WWI. The Austrians saw this as a

perfect opportunity to attack Serbia for what they have done, thus

began WWI (Document 7a). This war involved all of Europe including

the two major forces the Allies and Axes powers. By the end of the war

Europe had been changed significently. Borders were reestablished

because of war crimes and conquiring of new territories. Austria-

Hungary was broken up and Germany got smaller. The decrease in

size and power of Germany also led to increase ammounts of

Nationalism which caused WWII. (Document 9)

One turning point always lead to a chain of events. If that one

event were to never happen things could have been drastically



Anchor Level 2-C

The response:

• Develops all aspects of the task in some depth for the outbreak of the bubonic plague and the


• Is primarily descriptive (plague: lethal disease hit Europe hard; traveled along Silk Roads;

people began living life as though it was their last day because they could very well die the next

morning; Archduke Ferdinand: Austrians saw assassination as perfect opportunity to attack

Serbia; one of main causes of brutal widespread World War I; by end of the war Europe had

changed significantly); includes weak application (Archduke Ferdinand: decrease in size and

power of Germany led to increase in nationalism)

• Incorporates limited relevant information from documents 1, 3, 7, and 9

• Presents relevant outside information (plague: caused thousands of deaths; transferred through

rats and since there was such poor hygiene easily transferred)

• Includes few relevant facts, examples, and details (plague: Silk Road a trade route that went

through Asia into Europe; Archduke Ferdinand: at end of war Austria-Hungary was broken up

and Germany got smaller); includes inaccuracies (Archduke Ferdinand: war involved all of

Europe including two major forces, the Allies and Axis powers; at end of the war borders

reestablished because of war crimes and conquering of new territories)

• Demonstrates a general plan of organization; includes an introduction that states as a result of

turning points many significant and influential events brought change and a conclusion that

discusses turning points as part of a chain of events and contingency

Conclusion: Overall, the response fits the criteria for Level 2. The response relies on document

information and broad generalizations to demonstrate a basic understanding of the task. Many of the

broad generalizations lack specific details needed to support the claims being made. The use of

outside information in the discussion of the plague strengthens the response. The discussion of the

assassination blends elements of World War I and World War II.

different; lives could have been saved, government and people would

have acted differently, and the world might be different than what it

is today.



Turning points events that result in regional and worldwide

change. Two turning points that transformed societies and regions are

outbreak of the bubonic plague and the assassination of Archduke

Ferdinand. Both turning points effected region and worldwide change

diffrently.

The turning point of the outbreak of the bubonic plague was caused

by trading with other countries which was spread in Europe and Asia.

The plague killed 53 million people just in Asia. The plague caused

people in Europe and Asia to leave there friends, family, and cities

and also made people lose there faith in God because praying did not

stop the plague. The society experienced an unheaval to a extent

usually only seen in controlled circumstances.

The second turning of the assassination of Archduke Ferdinand.

The assassination of Archduke Ferdinand was caused by war tension

between Austria-Hungary and Serbia because Austria felt threatened

by the power of Serbia increasing. Once the Archduke was

assassinated it brought war between the two countries. Both countries

had allies which brought them into the war which made it worse. This

affected the society economically because countries had to pay for the

war and the war was in there own country.

Turning points are events that result in regional or worldwide

change. Both turning of the outbreak of the bubonic plague and the

assassination of the Archduke both had a change regional and

worldwide. The turning points affected the world economically and

religiously.


Anchor Level 1-A

The response:

• Minimally develops some aspects of the task for the outbreak of the bubonic plague and the


• Is descriptive (plague: made people lose their faith in God because praying did not stop it;

Archduke Ferdinand: Austria felt threatened by Serbia’s increasing power; allies of Austria-

Hungary and Serbia brought into the war which made it worse; society affected economically

because countries had to pay for the war)

• Includes minimal information from documents 1, 2, 3, and 7


• Includes few relevant facts, examples, and details (plague: caused by trading with other

countries; spread to Europe and Asia; Archduke Ferdinand: assassination brought war between

Austria-Hungary and Serbia); includes an inaccuracy (plague: it killed 53 million people just in

Asia)


theme and a weak conclusion

Conclusion: Overall, the response fits the criteria for Level 1. The response is limited in scope and

lacks development but does attempt to address the theme. Simplistic statements using document

information indicate a very limited understanding of the task.



Turning points in history are events that result in regional and

worldwide change. Two turning points that transformed societies and

regions were the outbreak of the bubonic plague & the signing of the

Nanjing Treaty.

The bubonic plague was spread because of the Common Overland

Trade Routes. The plague had large scale social & economic effects.

People abandoned their friends and family, fled cities and shut

themselves off from the world. The society experienced an upheaval to

an extent. Many thought that by praying they would get better. The

bubonic plague killed many people & it changed the society in Asia.

Anchor Level 1-B

The response:

• Minimally addresses some aspects of the task for the outbreak of the bubonic plague

• Is descriptive (plague: large scale social and economic effects; people abandoned friends and

family, fled cities, and shut themselves off from the world; many thought by praying they would

get better; changed society in Asia)

• Includes minimal information from documents 1, 2, and 3


• Includes few relevant facts, examples, and details (plague: spread because of common overland

trade routes; killed many people)


theme and lacks a conclusion

Conclusion: Overall, the response fits the criteria for Level 1. The use of a few general statements

and information copied from documents frames a brief discussion of the bubonic plague. A few

descriptive conclusions are included but minimal explanation results in a very limited development

of the task.


Document-Based Essay—Practice Paper – A

There are many turning points that have transformed societies and

regions throughout the world. Turning points are events that result in

regional and worldwide change. An example of turning points are the

outbreak of the bubonic plague, the signing of the Nanjing Treaty

and the assassination of Archduke Ferdinand.

The outbreak of the bubonic plague is a example of a turning point

in Global History. There were numerous amounts of social as well as

economic effects of the plague in Europe. According to Document 3,

one effect of the Plague on European society was that faith in religion

decreased, this was because of death and failure of prayer. Another

effect of the plague was that people abandoned their friends as well as

families, fled cities and many people shut themselves out from the rest

of the world. Some people felt that they should live life as there is no

tomorrow or obey the saying “eat, drink, and be merry, for tomorrow

you may die”. These were some of the changes that occurred within

European society as a result of the turning point.

Another turning point in Global History was the signing of the

Nanjing Treaty. During the seventeenth century the Chinese opposed

the Opium trade. The drug opium was a “destructive and ensaring

vice”. There were efforts to terminate this drug, However the efforts

failed. Jiaqing placed a ban on the drug being imported. However

opium merchants and pirates bribed officals. The treaty of Nanjing

was signed by Great Britian and China following the Opium War.

According to Document 5 as well as 4 the Treaty of Nanjing helped

Britian gain ports where they would store and refit their ships.

The last turning point in Global History was the assassination of

Archduke Ferdinand. According to Document 7a Serbia doubled in


Document-Based Essay—Practice Paper – A

size which was a result of the Balkan Wars. However Austria felt

threatned by Serbia’s growing power they decided that they would have

a preventative war against them. When Archduke Ferdinand was

assassinated the Austrians sought to destroy them however Russia

came to their help. Because of this the war eventually spread.

According to document 7b Gavrilo Princip was accused of assinating

the archduke. The goal of Princip was to use terror to unify all South

Slavs in whatever form and be free of Austria. These were all turning

points.

There are many turning points that have transformed societies and

regions throughout Global History. Examples of turning points are the

outbreak of the bubonic plague, the signing of the Nanjing Treaty

and the assassination of Archduke Ferdinand. These turning points

led to regional as well as worldwide change.


Document-Based Essay—Practice Paper – B

In the world, there are many events that are turning points which

results in change. There are events that changed even societies and

regions. Two changes that transformed societies and regions were the

outbreak of the bubonic plague and the signing of the Nanjing

Treaty.

The outbreak of the bubonic plague that spread caused a major

change. In Document 1, the reason that the plague spread was that the

trade routes in Asia. The plague originated in China and then it

spread along the way to other countries when trade happened. Also in

Document 3 it talked about what happened during the plague. During

the plague the effect on European society was big since many people

either fled, abandoned families and friends or even shut themselves

out from the world. Work was not happening and people prayed to God

as to fight the plague. So with the plague spreading the countries

change since with those conditions people have to adapt to it, to

survive.

For the signing of the Nanjing Treaty there were some events that

resulted from it. Some events were good for countries while some were

bad for countries. For this Treaty, in Document 5, Britain gained a

good result from it. Britain gained the island of Hongkong as a

result from the treaty. In Document 6a and 6b, it showed that China

collasped after the Signing of Treaty because other countries took

control over parts of China. With the signing of Treaty of Nanjing it

showed from the documents that some countries suffered a crisis while

some countries resulted in good fortune. The event changed the

countries that resulted from the Nanjing Treaty.

With all the events happening, the way countries will change relies


Document-Based Essay—Practice Paper – B

on how events affect them. Some countries will seem to have good

fortune coming their way while other countries seems to have entered a

stroke of bad luck. Though countries will have both good and bad luck

coming their way. Life is like that. They will have the sweet taste and

the bitter taste at same times. The best is to accept it and look to the

brighter side to find something good out of it. Things have 2 sides to

them. Like with the changes in the world, it can result in good or bad,

to countries and people alike.


Document-Based Essay—Practice Paper – C

Single events in history have the ability to change the world

almost instantaneously. Powerful events such as the assassination of

Archduke Ferdinand and the signing of the Nanjing treaty impact

the world politically, socially, and economically. These events not only

impact the region that they occur in, but sometimes the entire world.

The assassination of Archduke Ferdinand was the spark that was

needed to start the First World War. The world had been heading toward

war for a variety of reasons. A strong sense of nationalism across

Europe allowed for the formation of new countries such as Germany,

Italy, and Serbia but also led to the fear of the breakup of empires such

as the Ottoman and Austro-Hungarian. The belief in militarism

caused nations to develop and stock pile weapons, another key factor

leading up to the war. As a newer nation, Germany especially felt that

they needed to prove themselves through superior military strength.

Austria Hungary was one of the last remaining empires and it was

crumbling. The fact that the empire itself was falling apart, but the

individual ethnic groups in the empire, namely the Slavs were

growing stronger was another reason for the buildup to war (Doc 7).

The people in Serbia who were ethnically Slavic had a sense of strong

nationalism and wanted to unite all Slavic people in a policy known

as pan-Slavism. Because there were many Slavs in Austria-

Hungary, the Serbs wanted to gain some Slavic parts of Austria-

Hungary and incorporate them into Serbia. The Serbians were the ones

who ended up assassinating Ferdinand (Doc 7).

The world dramatically changed after Ferdinand was killed. It

plunged the world into a war in which millions of young men would

die. World War I was a war that changed the way wars were fought

forever. The introduction of and use of weapons such as the machine

gun and poison gas (Doc 8a) proved to be brutal and deadly. Tanks

were even introduced to replace the calvalry. World War I relied on a

trench war. The war was largely a stalemate as a result of the use of

trenches (Doc 8b). The trenches were horrible and many people died

simply because of living in cold, wet, unsanitary conditions that

helped cause sickness. Socially, the world would never be the same.

Some men went into the war looking for glory but came out, if they

survived, with a pessimistic view of humans and a bitter attitude

toward other nations. Politically, many new countries were formed.

Part of the Ottoman Empire became Turkey, the Austro-Hungarian

empire split up into Austria, Hungary, Czechoslovakia, and

Yugoslavia. Parts of Germany were formed into Poland along with

parts of the former Russian Empire. The assassination of Archduke

Ferdinand would be an indirect cause of World War II.

China is a region that has changed a lot over time. In the 1700s

and 1800s China was engaged in foreign trade. The British and Dutch

had overseas empires and needed new markets to sell their goods to.

China with its large population was the perfect place to do so. By the

1800s Britain had a large empire. The British controlled parts of India,

and a few parts of Africa and after the Opium Wars parts of China.

One of the biggest products that it traded in China was opium. Opium

was a drug that was first introduced by the Dutch (Doc 4) but was

also grown by Britain in India. The drug was a huge profit maker for

Britain, but was highly addictive. Because of this the Chinese

government saw it as a destructive drug so they tried to stop its sale

by confiscating and destroying it but were unsuccessful. After the





Chinese government destroyed a shipment of British opium Britain

went to war over the destroyed opium by claiming the navy was

protecting British property and subjects. This was called the Opium

War.

The British easily won the Opium War and as a result, the Chinese

were required to sign the Treaty of Nanjing. The treaty stated a few

things. First, China had to give control of Hong Kong to the British.

They were also required to give Britain ports for trade throughout the

country. (Doc 5) China was eventually divided into spheres of

influence which were given to certain countries and only they could

trade there. The country of China was basically controlled by foreign

nations. Very little of China was actually controlled only by itself

(Doc 6b). China was weak before the Opium Wars but after them the

spheres of influence weakened China more eventually leading to the

collapse of the Chinese government. Hong Kong would remain a

British colony for over a hundred years.

Events like the Treaty of Nanjing and the assassination of

Ferdinand impact history in a major way. Britain held Hong Kong

until almost the end of the twentieth century and World War II was

largely caused by the hatred generated after World War I.


Document-Based Essay—Practice Paper – D

Two of the most deadly things that can effect human beings are

disease and war. Perhaps the most deadly disease inflicted on

humanity was the Bubonic Plague. One of the deadliest wars in

histories was World War 1 which was sparked by the assasination of

the Achduke Ferdinand.

The Bubonic Plague a very feared and sinister disease of its time

had a big impact on human history. At the time people were not quite

sure as to how this disease started or spread, but many historians

believe it originated in China at around 1331. (Doc 2). Once the

disease manifested in China it began to spread along the trade routes

infecting many people in its path. By 1349 it had arrived in Mecca,

one of the holiest cites of the Islamic faith through common sea trade

routes and the Silk Roads. It then traveled to Europe (Doc 1). This

disease had a huge effect on people and the way they lived. The disease

became so bad that friends would abandon other friends or would

barricade themselves in their houses (Doc 3). Due to the fact that

many died so quickly and many people were afraid of the disease and

didn’t know how it spread, many people stopped working and some

economies suffered. At this time of need many people turned to the

church for guidance, but when prayer did not solve the problems and

even the clergy themselves began to die, people began to abandon their

religious beliefs (Doc 3). A new attitude began to take shape for some

of just partying and having a merry time because one could die the

next day (Doc 3).

A secon deadly event that can effect human history is war. One of

the deadliest wars that faced humanity was World War 1. This war

was sparked by the assination of Achduke Ferdinand. The assination



of Archduke Ferdinand was orchestrated by Yugoslovian nationalists

who wanted an independent union of slavic people headed by the

country of Serbia (Doc 7a). Some say a reason Archduke Ferdinand

was assinated was to symbolize the belief in a unified Slavic people

free from Austrian control. (Doc 7b). The Yugoslovian nationalists

hoped to defy Austria by using terror. Many Slavic nationalists

wanted revenge for the torments by the Austrian oppressors. (7b).

This act of terror was responded to by Austria with war against the

Serbian people, but then Russia entered on the side of the Serbian

people (Doc 7a). This started a whole reaction by the major Alliances

called The Tripple Alliance and Tripple Entente bringing many

countries into the war. This new Great and devastating war had a

devestating effect on people. This new war introduced new weapons and

tactics. One of the new weapons used in this war was the use of poison

gas (Doc 8a). This poison gas had terrible and deadly devasting

effects including blindness, lung damage, and death (Doc 8a). This

new war also introduced Trench warfare where soldiers would dig in

and live and fight (Doc 8b). These trenches were horrible with rats,

disease and they were often muddy and dirty. This war led to many

deaths eliminating almost an entire generation of men. This war was

the biggest war to date with the largest death toll. Near the end of the

war a new disease began to spread through the battle fields known as

the Spanish flu this pandemic led to more deaths than the entire war.

Another effect of WWI war 1 was the establishment of new countries

due to the break up of empires (Doc 9). These new countries were

primarily based on ethnic simillarities that were once controlled by

larger empires. All of this came about from the assanation of Achduke

Ferdinand.



The effects of these two events on the world can still be seen and felt

by the people of today especially WWI and the assanation of Acchduke

Ferdinand. These events are a permanent scar on the history of

humanity and will be remembered as some of the darkest times for

humanity.


Document-Based Essay—Practice Paper – E

In the mid – 1900s Ferdinand was assassinated by Gavrilo Princip

because Ferdinand was tring to punish him. Then awhile later the

signing of the Nanjing Treaty had taken place. The out break of the

bubonic plague happened in 1943. All these thing happend for one

reason. They wanted to end war.

When Archduke Ferdinand had got assassinated everybody had

went on a strike. Nobody wanted to do anything at all. They also had

a hard time getting over that he was gone.

The signing the Nanjing Treaty was a set of laws that had to be

followed by many people. It was sign to let people use them. They had

been used for a few years after the signing took place. Then they just

got sick of it and didn’t use them.

The out break of the bubonic plague is an out break of a deadly

desise it killed over 3000 people. It was so bad that people died instatly

and that people needed to see a doctor as soon as they can.

All the things I used in this essay are related to world war I and II.

Many people died in all this they also servieid it but it was a rough

life back then.


Practice Paper A—Score Level 2

The response:

• Minimally develops some aspects of the task for the outbreak of the bubonic plague and

mentions all aspects of the task for the signing of the Nanjing Treaty

• Is primarily descriptive (plague: numerous social and economic effects in Europe; faith in

religion decreased because of death and failure of prayer; many people shut themselves off from

rest of the world; some felt they should live life as if there was no tomorrow; Nanjing Treaty:

efforts to terminate opium failed; opium merchants and traders bribed officials; helped Britain

gain ports where they could store and refit their ships)

• Incorporates limited relevant information from documents 3, 4, and 5


• Includes few relevant facts, examples, and details (plague: people abandoned friends as well as

families; people fled cities; Nanjing Treaty: Jiaqing placed ban on importing opium; signed by

Great Britain and China following Opium War); includes an inaccuracy (Nanjing Treaty: during

the 17th century Chinese opposed opium trade)


a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 2. Three turning points are addressed;

however, only the first two can be rated. A reiteration of document information forms the basis of

the response. Although some aspects of the task are mentioned, a limited understanding of the

outbreak of the plague and the signing of the Nanjing Treaty as turning points is indicated.

Practice Paper B—Score Level 1

The response:

• Minimally develops some aspects of the task for the outbreak of the bubonic plague and the

signing of the Nanjing Treaty

• Is descriptive (plague: spread because of trade routes in Asia; many people either fled,

abandoned families and friends, or even shut themselves off from the world; work was not

happening; Nanjing Treaty: China collapsed after treaty signed because other countries took

control over parts of China)

• Includes minimal information from documents 1, 3, 5, and 6


• Includes few relevant facts, examples, and details (plague: originated in China; to fight it people

prayed to God; Nanjing Treaty: Britain gained island of Hong Kong)


theme and a conclusion that uses personal opinion to discuss the effect of change

Conclusion: Overall, the response fits the criteria for Level 1. While document information

included in the response is germane to the task, lack of supporting explanation weakens the effort.

Although the historical circumstances surrounding the Nanjing Treaty are not addressed, simplistic

statements of positive and negative changes as a result of both turning points demonstrate

awareness that turning points change societies.


Practice Paper C—Score Level 4

The response:

• Develops all aspects of the task but discusses the assassination of Archduke Ferdinand more

thoroughly than the signing of the Nanjing Treaty

• Is both descriptive and analytical (Archduke Ferdinand: assassination was the spark that started

World War I; empire was falling apart but individual ethnic groups, namely Slavs, were

growing stronger; Serbs wanted to gain some Slavic parts of Austria-Hungary and incorporate

them into Serbia; war was largely a stalemate because of use of trenches; Nanjing Treaty: opium

grown by the British in India and was a huge profit maker; Chinese government saw opium as a

destructive drug so they tried to stop its sale by confiscating and destroying it but were

unsuccessful; China essentially controlled by foreign nations)


• Incorporates relevant outside information (Archduke Ferdinand: a strong sense of nationalism

across Europe allowed for formation of new countries but also led to fear of breakup of empires;

belief in militarism which caused nations to develop and stockpile weapons, another key factor

leading up to the war; ethnically Slavic people in Serbia had a strong sense of nationalism and

wanted to unite all Slavic people with Pan-Slavism; tanks introduced to replace the cavalry;

some men went into war looking for glory but survivors had a pessimistic view of humans and

bitter attitude toward other nations; Nanjing Treaty: British and Dutch had overseas empires and

needed new markets; after Chinese destroyed shipment of British opium Britain went to war

over destroyed opium, eventually leading to collapse of the Chinese government)

• Supports the theme with relevant facts, examples, and details (Archduke Ferdinand:

assassinated by a Serbian; poison gas a brutal and deadly weapon; many new countries formed

after war; Austro-Hungarian Empire split into Austria, Hungary, Czechoslovakia, Yugoslavia;

parts of Germany formed into Poland along with parts of former Russian Empire; Nanjing

Treaty: opium introduced by Dutch; China had to give control of Hong Kong to British; China

required to give Britain ports for trade throughout the country; China eventually divided into

spheres of influence)

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

events have the ability to change the world and impact not only the region they occur in but

sometimes the entire world and a conclusion that states as a result of the Treaty of Nanjing

Great Britain held Hong Kong until almost the end of the 20th century and World War II was

largely caused by hatred generated after World War I

Conclusion: Overall, the response fits the criteria for Level 4. The strength of this response lies in

the integration of analytic statements, some well-placed outside information, and the use of details

to discuss the assassination of Archduke Ferdinand. The treatment of the signing of the Nanjing

Treaty is adequate but further development would have enhanced the response.


Practice Paper D—Score Level 3

The response:



• Is more descriptive than analytical (plague: a very feared and sinister disease; at the time people

not quite sure how it started or spread; became so bad that friends would abandon other friends

or barricade themselves in their houses; when prayer did not solve the problems and clergy

began to die people began to abandon religious beliefs; new attitude of partying and having a

merry time began to take shape because you could be dead the next day; Archduke Ferdinand:

assassinated to symbolize belief in a unified Slavic people free from Austrian control; many

Slavic nationalists wanted revenge for the torments of Austrian oppressors; new countries

formed after the war primarily based on ethnic similarities)


• Incorporates limited relevant outside information (plague: some economies suffered; Archduke

Ferdinand: Austria’s actions started a reaction from Triple Alliance and Triple Entente bringing

many countries into the war; poison gas had terrible and deadly devastating effects including

blindness, lung damage, and death; trenches horrible with rats, disease, and often were muddy

and dirty; war deaths eliminating almost an entire generation of men)

• Includes some relevant facts, examples, and details (plague: many historians believe originated

in China around 1331; arrived in Mecca by 1349; traveled along common sea trade routes and

the Silk Roads; Archduke Ferdinand: assassination orchestrated by a Yugoslavian nationalist;

assassination sparked a war; Austria declared war against Serbia; Russia entered war on side of

Serbian people; new weapons and tactics introduced in the war)

• Demonstrates a satisfactory plan of organization; includes an introduction that states two of the

most deadly things that affect human beings are disease and war and a conclusion that states the

outbreak of the bubonic plague and the assassination of Archduke Ferdinand are a permanent

scar on the history of humanity and will be remembered as dark times

Conclusion: Overall, the response fits the criteria for Level 3. Document information frames the

response and demonstrates an understanding of the task. However, the discussion of the plague is

less developed than the discussion of the assassination of Archduke Ferdinand. Although some

good outside information is provided to discuss the assassination of Archduke Ferdinand, the

inclusion of information about the Spanish flu is not well connected to the task.

Practice Paper E—Score Level 0

The response:

Fails to develop the task

Conclusion: Overall, the response fits the criteria for Level 0. Although the response attempts to

address all three turning points, the theme is not referred to and no relevant facts, examples, or

details are included. The narrative rambles, contains errors, and demonstrates almost no knowledge

of the turning points.

Global History and Geography Specifications

June 2014

Part I

Multiple Choice Questions by Standard

Standard Question Numbers

1—United States and New York History N/A

2—World History 2, 5, 8, 9, 13, 14, 19, 21, 23, 29, 30, 31, 32, 35, 41, 42, 43, 45, 47, 48, 49

3—Geography 1, 4, 6, 10, 11, 15, 17, 18, 24, 26, 33, 36, 38, 44, 46, 50

4—Economics 3, 12, 20, 27, 28, 34, 39

5—Civics, Citizenship, and Government 7, 16, 22, 25, 37, 40

Parts II and III by Theme and Standard

Theme Standards

Thematic Essay Change—Challenges to Tradition or Authority

Standards 2, 4, and 5: World History; Economics; Civics, Citizenship, and Government

Document-based Essay

Change; Conflict; Movement of People and Goods; Imperialism; Power; Belief Systems; Science and Technology

Standards 2, 3, 4, and 5: World History; Geography; Economics; Civics, Citizenship, and Government

Scoring information for Part I and Part II is found in Volume 1 of the Rating Guide.

Scoring information for Part III is found in Volume 2 of the Rating Guide.


Submitting Teacher Evaluations of the Test to the Department

Suggestions and feedback from teachers provide an important contribution to the testdevelopment process. The Department provides an online evaluation form for State assess-ments. It contains spaces for teachers to respond to several specific questions and to makesuggestions. Instructions for completing the evaluation form are as follows:

1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.

2. Select the test title.

3. Complete the required demographic fields.

4. Complete each evaluation question and provide comments in the space provided.

5. Click the SUBMIT button at the bottom of the page to submit the completed form.

The Chart for Determining the Final Examination Score for the June 2014Regents Examination in Global History and Geography will be posted on theDepartment’s web site at: http://www.p12.nysed.gov/assessment/ on the day ofthe examination. Conversion charts provided for the previous administrationsof the Global History and Geography examination must NOT be used to deter-mine students’ final scores for this administration.

Global Hist. & Geo. Rating Guide – June ’14 Vol. 2

0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 100 0 2 5 8 12 15 19 23 27 32 36 31 37 42 46 50 54 58 62 66 70 73 771 1 3 6 9 13 17 21 25 29 33 37 32 39 43 47 51 55 59 63 67 71 74 782 2 4 7 10 14 18 22 26 30 35 39 33 40 44 49 53 57 61 65 68 72 76 793 2 5 8 12 15 19 23 27 32 36 40 34 42 46 50 54 58 62 66 70 73 77 804 3 6 9 13 17 21 25 29 33 37 42 35 43 47 51 55 59 63 67 71 74 78 825 4 7 10 14 18 22 26 30 35 39 43 36 44 49 53 57 61 65 68 72 76 79 836 5 8 12 15 19 23 27 32 36 40 44 37 46 50 54 58 62 66 70 73 77 80 847 6 9 13 17 21 25 29 33 37 42 46 38 47 51 55 59 63 67 71 74 78 82 858 7 10 14 18 22 26 30 35 39 43 47 39 49 53 57 61 65 68 72 76 79 83 869 8 12 15 19 23 27 32 36 40 44 49 40 50 54 58 62 66 70 73 77 80 84 8710 9 13 17 21 25 29 33 37 42 46 50 41 51 55 59 63 67 71 74 78 82 85 8811 10 14 18 22 26 30 35 39 43 47 51 42 53 57 61 65 68 72 76 79 83 86 8912 12 15 19 23 27 32 36 40 44 49 53 43 54 58 62 66 70 73 77 80 84 87 9113 13 17 21 25 29 33 37 42 46 50 54 44 55 59 63 67 71 74 78 82 85 88 9114 14 18 22 26 30 35 39 43 47 51 55 45 57 61 65 68 72 76 79 83 86 89 9215 15 19 23 27 32 36 40 44 49 53 57 46 58 62 66 70 73 77 80 84 87 91 9316 17 21 25 29 33 37 42 46 50 54 58 47 59 63 67 71 74 78 82 85 88 91 9417 18 22 26 30 35 39 43 47 51 55 59 48 61 65 68 72 76 79 83 86 89 92 9518 19 23 27 32 36 40 44 49 53 57 61 49 62 66 70 73 77 80 84 87 91 93 9619 21 25 29 33 37 42 46 50 54 58 62 50 63 67 71 74 78 82 85 88 91 94 9620 22 26 30 35 39 43 47 51 55 59 63 51 65 68 72 76 79 83 86 89 92 95 9721 23 27 32 36 40 44 49 53 57 61 65 52 66 70 73 77 80 84 87 91 93 96 9722 25 29 33 37 42 46 50 54 58 62 66 53 67 71 74 78 82 85 88 91 94 96 9823 26 30 35 39 43 47 51 55 59 63 67 54 68 72 76 79 83 86 89 92 95 97 9824 27 32 36 40 44 49 53 57 61 65 68 55 70 73 77 80 84 87 91 93 96 97 9825 29 33 37 42 46 50 54 58 62 66 70 56 71 74 78 82 85 88 91 94 96 98 9826 30 35 39 43 47 51 55 59 63 67 71 57 72 76 79 83 86 89 92 95 97 98 9927 32 36 40 44 49 53 57 61 65 68 72 58 73 77 80 84 87 91 93 96 97 98 9928 33 37 42 46 50 54 58 62 66 70 73 59 74 78 82 85 88 91 94 96 98 98 9929 35 39 43 47 51 55 59 63 67 71 74 60 76 79 83 86 89 92 95 97 98 99 9930 36 40 44 49 53 57 61 65 68 72 76 61 77 80 84 87 91 93 96 97 98 99 100

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The State Education Department / The University of the State of New York

Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores)Regents Examination in Global History and Geography – June 2014

Total Essay Score Total Essay Score

To determine the student’s final score, locate the student’s total essay score across the top of the chart and the total Part I and Part IIIA scoredown the side of the chart. The point where those two scores intersect is the student’s final examination score. For example, a student receivinga total essay score of 6 and a total Part I and Part IIIA score of 46 would receive a final examination score of 80.

Global History and Geography Conversion Chart - June '14 1 of 1