GLOBAL HISTORY AND GEOGRAPHY - JMAP HOMEjmap.org/IJMAP/GlobalHistory/0815ExamGH.pdf · Part III Bcontains one essay question based on the documents. Write your answer to this question

The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

GLOBAL HISTORYAND GEOGRAPHY

Wednesday, August 12, 2015 — 12:30 to 3:30 p.m., only

Student Name ______________________________________________________________

School Name _______________________________________________________________

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

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

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

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

Part III is based on several documents:

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

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

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

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

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

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

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

1 The Europeans referred to China as the Far East.The Chinese referred to China as the MiddleKingdom. What do these terms illustrate?(1) The names of places refer to significant

physical features.(2) Most people do not understand geography.(3) The point of view of people influences

geographic labels.(4) Place names sometimes commemorate

important events.

2 In which economic system does the governmentmake most major decisions about what to produce,how much to produce, and for whom the goodsand services will be produced?(1) traditional (3) command(2) mixed (4) market

3 Throughout history, a basic purpose of governmenthas been to provide(1) equal rights for all people(2) laws to maintain order(3) representation for all social classes(4) separate political and religious systems

4 The Neolithic Revolution is considered a turningpoint in global history because it led to(1) increasing migrations of people in search of

food(2) increasing use of animal skins for clothing(3) a belief in a spiritual world(4) the development of civilization

5 The primary reason ancient peoples of the NileRiver valley built levees, dikes, and reservoirs was to(1) purify sacred waters(2) create a shorter route to distant cities(3) defend against invaders(4) increase agricultural production

6 In the practice of religion, the Ten Commandmentsare to Christianity as the Eightfold Path is to(1) Buddhism (3) Islam(2) Daoism (4) Shinto

7 Mandate of Heaven, production of silk, andreverence for ancestors are all characteristicsassociated with civilizations in(1) India (3) Greece(2) China (4) West Africa

8 • Made advances in mathematics, science, andmedicine

• Preserved Greek and Roman learning• Influenced Spanish architecture and literature

These achievements are most closely associatedwith the(1) Golden Age of Islam(2) Maya Empire(3) Gupta Empire(4) Tang dynasty

9 Which country has acted as a cultural bridgebetween China and Japan?(1) Philippines (3) Korea(2) Vietnam (4) Bangladesh

10 After the fall of the Mongol Empire, which cityemerged as the new political and cultural centerof Russia?(1) Moscow (3) Novgorod(2) Warsaw (4) Kiev

Global Hist. & Geo. – Aug. ’15 [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. – Aug. ’15 [3] [OVER]

12 Which characteristic was common to the cities ofthe Hanseatic League in Europe and the cities ofthe African kingdom of Ghana?(1) location on key trade routes(2) indirect control by the papacy(3) management of local gold mines(4) development as centers of woolen industry

13 Which leader started the Protestant Reformationby speaking out against papal abuses and the saleof indulgences in the Ninety-five Theses?(1) John Calvin (3) John Wycliffe(2) Henry VIII (4) Martin Luther

14 What was one important result of Mansa Musa’spilgrimage to Mecca?(1) creation of a large navy(2) translation of the Qur’an from Arabic to Swahili(3) establishment of diplomatic ties with other

Muslim states(4) preservation of animistic traditions in the

Arabian Peninsula

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

11 The population trend from 1350 to 1450 is most likely the result of the(1) development of trade with the Americas(2) raids by Vikings on coastal cities(3) defeat of the Spanish Armada by England(4) spread of the bubonic plague in England

Population of England

Po

pu

lati

on

(m

illio

ns)

7

6

5

4

3

2

1

01250 1300 1350 1400 1450 1500 1550 1600 1650

Source: William J. Bernstein, A Splendid Exchange,Atlantic Monthly Press (adapted)


Base your answer to question 15 on the map below and on your knowledge of social studies.

15 Which statement can best be supported by the information shown on this map?(1) The Ottoman Empire included parts of northern Africa.(2) The Safavid Empire controlled the entire Indian subcontinent.(3) The Mughal Empire occupied territory adjacent to the Mediterranean Sea.(4) The Ottoman Empire conquered less territory than either the Safavid or the

Mughal Empire.

W

N

S

E

Ottoman Empire

Key

Mughal EmpireSafavid Empire1000 miles0

0 1000 kilometers

Source: Peter N. Stearns et al., World Civilizations: The Global Experience, Pearson Longman (adapted)

Kandahar

Damascus

Jerusalem

Suakin

MughalEmpire

PERSIA

HUNGARY

ANATOLIA

IRAQ

SYRIA

Izmir

Aleppo

Istanbul

Belgrade

BasraOttomanEmpire

Mecca

EGYPT

Cairo

YEMEN

Medina

SafavidEmpire

Fatehpur Sikri

BENGAL

Tabriz

Kabul

��

��

�� RAJPUT

CONFEDERACY

DECCAN

LahorePanipat

Delhi

Gwalior

CalcuttaGUJARAT

��

��

��

Alexandria

Samarkand

CRIMEA

��

��

ARABIA

�� !��

VIJAYANAGAR

ETHIOPIA

Baghdad


Base your answers to questions 16 and 17 on thespeakers’ statements below and on your knowledge ofsocial studies.

Speaker A: It was a combination of the Protestantwind and the island nature of our nationthat protected us. Surely, Philip must beupset at his defeat.

Speaker B: Our archipelago and divine winds haveprotected us once again. The Mongolsmay have taken China, but they cannotconquer us.

Speaker C: To support our growing population, wemust find a suitable way to farm. Withfloating gardens on our lake, we shouldbe able to grow enough to meet ourdemand.

Speaker D: We have connected highland and lowlandareas by building networks of roads andbridges. We have also built terraces intoour mountainsides to grow crops.

16 Which two speakers discuss how their societymodified their environment?(1) A and B (3) C and D(2) B and C (4) D and A

17 Which speaker is most likely from 16th-centuryEngland?(1) A (3) C(2) B (4) D

18 Which statement best describes a key aspect ofmercantilism?(1) removing tariffs to increase free trade between

empires(2) acquiring colonies to provide a favorable

balance of trade(3) eliminating private ownership of the means of

production(4) encouraging subsistence agriculture

19 One way in which Suleiman the Magnificent andPeter the Great are similar is that they both(1) modernized their military(2) promoted free speech(3) isolated their people from outside influences(4) reduced taxes levied on their people

20 The Magna Carta and the English Bill of Rightsboth served to(1) extend the voting privileges of commoners(2) abolish the government’s role in levying taxes(3) limit the power of the monarchy(4) support the theory of the divine right of kings

21 Which individual suggested the idea that if agovernment fails to protect its people’s naturalrights of life, liberty, and property, the peoplehave the right to overthrow it?(1) Karl Marx(2) John Locke(3) Thomas Hobbes(4) Niccolò Machiavelli

22 One scientific belief held by both René Descartesand Isaac Newton is that(1) reasoned thought is the way to discover truth(2) new theories should be made to fit existing

traditional ideas(3) the method by which discoveries are made is

unimportant(4) difficult problems should be solved by reading

religious texts

23 Simón Bolívar, Toussaint L’Ouverture, and José deSan Martín are all associated with revolutions in(1) Africa (3) South Asia(2) Europe (4) Latin America


Base your answers to questions 24 and 25 on the maps below and on your knowledge of social studies.

24 Which factor provided the motivation for the changes that took place between 1858 and1870 as indicated on these maps?(1) exploration (3) religion(2) appeasement (4) nationalism

25 Which pair of individuals played a direct role in the changes that took place betweenMap A and Map B?(1) Otto Von Bismarck and Wilhelm II(2) Klemens von Metternich and Victor Emmanuel III(3) Camillo di Cavour and Guiseppe Mazzini(4) Alexander II and Frederick the Great

Italian States1858

Switzerland

Austria

OttomanEmpire

Tunis

1

1

2 3

8

9

76

54

10

8

Italian Unification1859 –1870

Switzerland

Austria

OttomanEmpire

Tunis

Savoy 1858

Gained 1859/60

Ceded toFrance 1859

Added byGaribaldi 1860

Gained 1866

Gained 1870

1

Source: Alexander Ganse, 2000 (adapted)

Map A Map B

1. Savoy-Sardin ia2. Lombardy (Aust . )3. Venet ia (Aust . )4. Parma5. Modena6. Tuscany7. Papal State8. Kingdom of both Sic i l ies9. San Mar ino

10. Monaco

�Aust .Sect .

SanMarino

1

26 In the late 1700s, the Industrial Revolutiondeveloped in Britain because Britain(1) possessed key factors of production(2) excluded foreign investors(3) suppressed the enclosure movement(4) required a minimum wage be paid to workers

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

… The Opium War of 1839–42 was short andone-sided, due to the superiority of Europeanweapons, which came as a complete surprise to the Chinese. In the first skirmish alone, in July1839, two British warships defeated twenty-nineChinese ships. On land, the Chinese and theirmedieval weapons were no match for Britishtroops armed with state-of-the-art muskets. Bythe middle of 1842 British troops had seizedHong Kong, taken control of the key river deltas,and occupied Shanghai and several other cities.The Chinese were forced to sign a peace treatythat granted Hong Kong to the British, openedfive ports for the free trade of all goods, andrequired the payment of reparations to the Britishin silver, including compensation for the opiumthat had been destroyed by Commissioner Lin.…

— Tom Standage

27 Which term best characterizes the eventsdescribed in this passage?(1) industrialization (3) containment(2) imperialism (4) cultural diffusion

28 What was an immediate result of the Opium Wardescribed in this passage?(1) signing the Treaty of Nanking(2) forming the Guomindang(3) beginning the Boxer Rebellion(4) organizing the Taiping Rebellion

29 Which event sparked the outbreak of World War I?(1) attack on Pearl Harbor by Japan(2) Germany’s invasion of Poland(3) Bolshevik coup d’état in Russia(4) assassination of the Austrian Archduke

30 Which agreement was labeled by the Nazis asunfair to Germany?(1) Treaty of Versailles(2) Soviet Nonaggression Pact(3) Munich Pact(4) Treaty of Brest-Litovsk

31 Japan expanded her empire in the 1930s and1940s to include parts of(1) eastern Europe and the Middle East(2) China and Southeast Asia(3) Turkey and the Soviet Union(4) Australia and India

32 Which geographic factor enabled the Germanblitzkrieg to succeed?(1) swift running rivers(2) mountain ranges(3) relatively flat terrain(4) tropical climate

33 Which action is most closely associated withtotalitarian governments?(1) allowing public discussion of issues and

building consensus(2) accepting criticism and permitting dissent(3) engaging in censorship and propaganda

campaigns(4) having open and transparent elections with

multiple political parties

34 The purpose of Mohandas Gandhi’s actions suchas the Salt March and the textile boycott was to(1) begin a cycle of armed revolution(2) draw attention to critical issues(3) increase the strength of the military(4) resist the power of religious leaders



Base your answer to question 35 on the cartoon below and on your knowledge of social studies.

35 What is the main idea of this cartoon?(1) The United Nations is usually successful in freeing nations from communist control.(2) Western nations are frustrated by the strength of communist control in Eastern Europe.(3) Nations of the West are willing to negotiate with the Soviet Union.(4) The Soviet Union will usually cooperate with the United Nations.

Source: J. N. “Ding” Darling, Des Moines Register, October 4, 1948 (adapted)

We Tried Everything but Dynamite

36 The 38th parallel in Korea and the 17th parallelin Vietnam were used to mark(1) boundaries created by mountain ranges(2) demarcation lines instituted by papal authority(3) territorial claims disputed between ethnic

minorities(4) political divisions established between

communist and noncommunist territories

37 Prior to 1947, the Indian National Congress andthe Muslim League worked together seeking to end(1) nonviolence (3) foreign rule(2) religious diversity (4) nonalignment


38 What was an immediate result of the Great LeapForward (1958)?(1) independence of Kenya from Great Britain(2) the breakup of the Soviet Union(3) the relocation of Bosnian refugees(4) increased famine in China

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

… The grim statutes [laws] that I would spendthe rest of my life fighting stared back at me fromthe page: the value of a woman’s life was half thatof a man (for instance, if a car hit both on the street,the cash compensation due to the woman’s familywas half that due the man’s); a woman’s testimonyin court as a witness to a crime counted only half as much as a man’s; a woman had to ask herhusband’s permission for divorce. The drafters ofthe penal code had apparently consulted theseventh century for legal advice. The laws, in short,turned the clock back fourteen hundred years, to the early days of Islam’s spread, the days whenstoning women for adultery and chopping off the hands of thieves were considered appropriatesentences.…

— Shirin Ebadi, Iran Awakening

39 Based on this passage, which statement is a validconclusion about Iran following the revolution in1979?(1) Men were often penalized for their treatment

of women.(2) Laws were changed to reflect Western legal

principles.(3) The legal system discriminated against women.(4) Legal decisions were based on economic

values.

40 Which sequence of 20th-century Cold Warevents is in the correct chronological order?(1) fall of the Berlin Wall →Cuban missile crisis →

adoption of the Marshall Plan(2) Cuban missile crisis → fall of the Berlin Wall →

adoption of the Marshall Plan(3) fall of the Berlin Wall → adoption of the

Marshall Plan → Cuban missile crisis(4) adoption of the Marshall Plan →Cuban missile

crisis → fall of the Berlin Wall

Base your answer to question 41 on the cartoonbelow and on your knowledge of social studies.

41 What is the main idea of this cartoon?(1) Many people have died as a result of

consuming ethanol.(2) Ethanol is produced from fossils and plants.(3) Biofuel production is contributing to the world

hunger problem.(4) Biofuel production is the source of deadly

greenhouse gases.

42 “Dalit [Untouchable] Families Forbidden to UsePublic Water-Tap”“Nepal Bans Bias Against Untouchables in Move toEnd Hindu Caste System”

These headlines reflect a conflict between(1) traditional customs and modern law(2) child labor and industrialization(3) national self-determination and ethnic diversity(4) access to resources and forced migration

43 Which region is most closely associated with the expansion of the Sahel and overgrazing in the savanna regions?(1) South America (3) Africa(2) China (4) Southeast Asia

Source: Glenn McCoy, Universal Press Syndicate, May, 2008(adapted)

44 Feudalism and manorialism played an importantrole in western European society during the(1) medieval period(2) Pax Romana(3) Enlightenment(4) Age of Exploration

45 Pope Urban II, Saladin, and King Richard theLion-Hearted are leaders associated with the(1) Age of Charlemagne(2) Crusades(3) Glorious Revolution(4) Counter Reformation

46 One way in which the travels of Marco Polo andthe voyages of Zheng He are similar is that both(1) established colonial territories(2) stimulated trade(3) encouraged mass migrations(4) led to discoveries in Africa

47 Which civilization is credited with recording datawith quipu, developing an elaborate road system,and constructing Machu Picchu?(1) Roman (3) Mesopotamian(2) Egyptian (4) Inca

Base your answer to question 48 on the outlinebelow and on your knowledge of social studies.

I. __________________________________A. Rule of Porfirio DiazB. Peasant support for Francisco Pancho

VillaC. Constitution of 1917D.Land reform

48 Which revolution best completes this partialoutline?(1) Mexican (3) Cuban(2) Chinese (4) Iranian

49 Some of the ethnic strife in Africa today can betraced back to the European division of Africaresulting from the(1) Treaty of Tordesillas (3) Berlin Conference(2) Congress of Vienna (4) Yalta Conference

50 One way in which the Armenians in the OttomanEmpire (1915) and the Tutsis in Rwanda (1994)are similar is that both groups(1) sought safe haven in the Soviet Union(2) suffered human rights violations(3) seceded to create an independent state(4) fled to escape a severe flood



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

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

(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: Movement of People and Goods

Task:

You may use any goods or ideas from your study of global history and geography. Somesuggestions you might wish to consider include the goods silk, salt, sugar, gold, wheat, oil,horses, and gunpowder, and the ideas of Buddhism, Christianity, Islam, and the authority ofgovernment comes from the people.

You are not limited to these suggestions.

Do not make the United States the focus of 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 goods and/or ideas that moved from one place to another and for each• Explain how this good or idea moved from one place to another• Discuss how the movement of this good or idea significantly influenced a group

of people, a society, and/or a region

Goods and ideas have moved from one place to another for a variety of reasons.The changes that resulted from the movement of these goods and ideas to newplaces significantly influenced groups of people, societies, and regions.

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:

Throughout history, leaders and governments have taken actions to increase powerand to control their people. Three such leaders include Louis XIV of France,Joseph Stalin of the Soviet Union, and Pol Pot of Cambodia. The actions takenby these leaders and governments had a significant impact on their people and theirsociety.

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”

Choose two leaders mentioned in the historical context and for each• Describe actions taken by the leader and his government to increase his power

and/or to control his people• Discuss an impact the actions had on his people or society

NAME _____________________________________ SCHOOL ___________________________________

Part AShort-Answer Questions

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

Document 1

Source: Carl L. Becker, Modern History, Silver, Burdett and Company

1 According to Carl L. Becker, what was one way Louis XIV exercised power over the finances of France? [1]

Score

…How Louis obtained money enough to govern as he pleased.

The first need of a king who wished to rule as he pleased was money. Louis had little troublein raising money, for the reason that he did not need to ask for it, as the English kings did. The institution in France which resembled the English Parliament was the Estates General.But this body had never met frequently, and it could scarcely be said to exist any more, since it had not been assembled for nearly fifty years. Louis was therefore free to collect taxesand use the money as he saw fit.…


Document 2

2 Based on the information in this graphic organizer, identify one way the rule of Louis XIV had an impact onFrance. [1]

Score

Approximate Size of the French Military

1666

97,000

1659

30,000

1690

400,000

1710

350,000

France vs. Spain (1667–1668)Dutch War (1672–1678)War of the Spanish Succession

(1701–1714)

Wars and Expansion

Louis XIVSun King

Reigned: 1643–1715

Versailles Palace

Louis XIV insisted thatthe nobles spend time atVersailles.

Troops

Source: Images in Constans and Salmon, eds., Splendors of Versailles, 1998



Document 3

Revocation [removal] of the Edict of Nantes

Source: Martha Glaser, “Louis XIV and the Heir Presumptuous,” Mankind Magazine

3 According to Martha Glaser, what is one impact the removal of the Edict of Nantes had on French society? [1]

Score

… As early as the 1660s the harrassment of the Huguenots [Protestants] began. It worseneduntil by the 1680s members of the “pretendedly reformed religion,” as they werecontemptuously [scornfully] called, were threatened with the loss of their children, forced toquarter [house] disorderly troops in their homes, and excluded from the professions and allpublic offices. The persecution seemed to produce the desired result. On October 17, 1685,Louis revoked the Edict of Nantes, with the explanation that toleration was no longer neededsince Protestantism had ceased to exist.

The aftermath of the revocation was disastrous for France. Many of those who abjured[gave up] their Protestant religion repented of their weakness. They were unable to eitherreturn to their old faith or become genuine Catholics. Several hundred thousand Huguenotschose to escape to Holland, England, and Prussia. France was deprived of their considerabletalents and energy, and her enemies were enriched thereby. Other thousands of Huguenots,their flights unsuccessful, were sentenced to the galleys [ships] where many quickly died frombeatings, starvation, and overwork. Yet, almost unanimously, Louis’ contemporaries [thosehaving power at the time] considered the revocation of the Edict of Nantes an admirabledeed. It would take misfortunes in which they themselves were the sufferers to change theirminds about the beneficence [charity] of the Sun King.…


Document 4a

Document 4b

4 Based on these documents, identify two actions Stalin took to increase his power in the Soviet Union. [2]

(1)______________________________________________________________________________________

______________________________________________________________________________________

(2)______________________________________________________________________________________

______________________________________________________________________________________

Lenin dies.

Stalin and the left-wing of the party forced Trotsky to resign his post as war commissar.Stalin worked with the right-wing of the party to weaken the left-wing.

Trotsky and left-wing leaders were expelled from the party.

Stalin removed the right-wing leader, Uglanov, from the Moscowparty.

Trotsky was banished from the USSR forever.

Steps in Stalin

’s “Divide and Rule” P

olicy

1924

1925

1927

1928

1929

Source: Based on information from Leonard Schapiro,The Communist Party of the Soviet Union, 2nd ed., Vintage Books

Communist NewsThe increase in literacy at the beginning ofthe 20th century led to the widespreadavailability of newspapers. Pravda beganpublication in a very small way in 1912 butreached a circulation of over 5 million duringthe Soviet era. Although its name means“truth,” Pravda reported only what theCommunist Party wanted the people to know,and facts were often ignored or distorted.The main mouthpiece [voice] of theCommunist Party, the newspaper hassurvived in the new Russia but with a muchreduced circulation.

Source: Kathleen Berton Murrell, Russia, Alfred A. Knopf (adapted)

Pravda

Thirty Years of the Bolshevik Party

Score

Score


Document 5

Source: Albert Marrin, Stalin, Puffin Books, 1988

5 According to Albert Marrin, what is one impact Stalin’s policy had on the Soviet Union? [1]

Score

… The purge began its last, and deadliest, phase in the spring of 1937. Until then it hadclaimed thousands of victims from among the ruling classes. Now it began to claim millions ofordinary citizens who had nothing to do with politics.

Stalin knew that these people, let alone their families, hadn’t committed treason andprobably never would. He also knew the Russian proverb: “Fear has big eyes.” He believedthat arresting suspects for real crimes wasn’t as useful as arresting the innocent. Arrestingsomeone for a crime that could be proven would allow everyone else to feel safe. And safetybred confidence, and confidence drew people together. Fear, however, sowed suspicion.It built walls between people, preventing them from uniting against his tyranny. And the bestway to create fear was to strike the innocent. Millions of innocent lives were, to Stalin, a smallprice to pay for safeguarding his power.

Creating fear was easy. The NKVD [Soviet secret police] had blanketed the country withinformers. Like the secret police itself, informers were everywhere. An informer wasstationed in every apartment house in every street in every Soviet town. Every office, shop,factory, and army barracks had its informers. He or she could be anyone: the janitor, the bankteller, the nice lady across the hall—or your best friend. Informers sat in the theaters, rode the trains, and strolled in the parks, eavesdropping on conversations. Although there is no wayof checking, it was said that one person in five was a stool pigeon [informer].…


Document 6a

Document 6b

Source: Palmer and Colton, A History of the Modern World, Alfred A. Knopf

6 According to Palmer and Colton, what was one impact of Stalin’s control of the Soviet economy? [1]

Score

PIG IRON AND CATTLE IN THE SOVIET UNION, 1920–1940

… If pig iron [cast iron] is taken as a measure of industrial activity and number of cattle as a similar indication for agriculture, the chart reveals clearly what happened in the twenty yearsafter the Revolution—an enormous build-up of heavy industry at the expense of food supplies.Iron mines and forges, in the disorganization of the Revolution and civil war, were producingalmost nothing in 1920. By the late 1920s, output of pig iron regained the pre-Revolutionarylevel, but the great upsurge came with the Second Five-Year Plan. By 1940 Russia producedmore pig iron than Germany, and far more than Britain or France. Numbers of cattle grew inthe 1920s, but fell catastrophically during the collectivization of agriculture after 1929, and by1940 hardly exceeded the figure for 1920. Since 1940 the industrial development of the SovietUnion has been impressive, but agricultural production has continued to be a problem.…

Source: Palmer and Colton, A History of the Modern World,Alfred A. Knopf

60

50

40

301920 ’22 ’24 ’26 ’28 1930 ’32 ’34 ’36 ’38 1940

0

2

4

6

8

10

12

14

16

Millionsof Tons

ofPig Iron

Millionsof Cattle

Pig Iron and Cattle in the Soviet Union, 1920–1940


Document 7

This passage recounts Teeda Butt Mam’s experience in April, 1975 when Pol Pot and the Khmer Rouge tookover Phnom Penh, the capital city of Cambodia.

Source: Criddle and Mam, To Destroy You Is No Loss: The Odyssey of a Cambodian Family, Anchor Books, 1989

7 According to Teeda Butt Mam, what was one action the Khmer Rouge took to control the people of PhnomPenh? [1]

Score

Khmer Rouge soldiers were on the streets when I awakened before dawn. Four- to six-manpatrols moved through the avenues and alleys of Phnom Penh evicting everyone from homes,shops, and shelters. No delays were permitted. No requests allowed. Troublemakers werekilled on the spot. Often, animals were slaughtered to intimidate owners.

Already, on this second day of evacuation, orphanages and monasteries, hotels andhospitals, stood empty. Within hours of the takeover, people staying in these places had beendriven from the city at gunpoint. Doctors and staff were killed if they resisted expulsion.Hospital patients too weak to walk were shot in their beds. Others, carrying still-attachedplasma bottles, hobbled from the wards. Hospital beds, filled with the sick and dying, werepushed through the streets by relatives and friends.…


Document 8a

Pol Pot’s Khmer Rouge government, referred to as Angka, attempted to create an agrarian society. Itestablished collective farms throughout Cambodia. This passage reflects the experiences of Sopheap K. Hangduring this time period.

Source: Sopheap K. Hang, “Memoir of a Child’s Nightmare,” Children of Cambodia’s Killing Fields,Yale University Press, 1997

8a According to Sopheap K. Hang, what was one action taken by Angka, Pol Pot’s government, to control the Cambodian people? [1]

Score

… When the registration of the remaining people was over, a leader of Angka [Khmer Rouge]showed up. He stood before the people holding a microphone in one hand. He gathered the new people [primarily city people] to listen to his speech. “I am the new leader ofCambodia. From now on you have to address the new government as Angka. There are nohomes for you to return to. You have to work as a group from now on. No one can ownproperty. Everything you own belongs to Angka [the government]. No more city lifestyle.Everyone has to dress in black uniforms.” My mother looked at my father with concern. “Noone can question Angka,” he said. “If you have courage to question Angka, you will be takento the reeducation learning institution.” That meant we would be executed. Everyone,including my parents, was numb. We could not think. Our bodies were shaking and our mindswere paralyzed by the imposing speech of Angka.…

Document 8b

8b Based on this illustration by Sitha Sao, state one way the actions of Pol Pot’s government affected the people. [1]

Score

Khmer Rouge soldiers wielding their authority

Source: Sitha Sao, illustrator, in Usha Welaratna, Beyond the Killing Fields:Voices of Nine Cambodian Survivors in America, Stanford University Press, 1993 (adapted)



Document 9a

Source: Ben Kiernan, The Pol Pot Regime, Yale University Press, 1996 (adapted)

Document 9b


9 According to Ben Kiernan, what was one way the actions of Pol Pot’s government affected the people ofCambodia? [1]

Score

… I initially estimated the DK [Democratic Kampuchea] death toll at around 1.5 millionpeople. This estimate was based on my own detailed interviews with 500 Cambodiansurvivors, including 100 refugees in France in 1979 and nearly 400 inside Cambodia in 1980.It was also supported by a survey carried out among a different sample, the refugees on the Thai-Cambodian border. In early 1980, Milton Osborne interviewed 100 Khmer refugeesin eight different camps. This group included 59 refugees of non-elite background: 42 formerfarmers and fishermen and 17 former low-level urban workers. Twenty-seven of these people,and 13 of the other 41 interviewees, had had close family members executed in the Pol Potperiod. The 100 refugees reported a total of 88 killings of their nuclear family members. 20 ofthe interviewees (14 of them from the non-elite group) also reported losing forty nuclearfamily members to starvation and disease during the Pol Pot period. This sample of 100 families(around 500 people) thus lost 128 members, or about 25 percent. Projected nationally, thispoints to a toll of around 1.5 million. The 39 farmers had lost 25 (of, say, 195) family members,suggesting a toll of 13 percent among the Cambodian peasantry.…

Approximate Death Tolls in Democratic Kampuchea [Cambodia], 1975–1979

1975 Number who Percent whoPopulation perished perished

Total Cambodia 7,890,000 1,671,000 21

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:

Throughout history, leaders and governments have taken actions to increase powerand to control their people. Three such leaders include Louis XIV of France,Joseph Stalin of the Soviet Union, and Pol Pot of Cambodia. The actions takenby these leaders and governments had a significant impact on their people and theirsociety.

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


Choose two leaders mentioned in the historical context and for each• Describe actions taken by the leader and his government to increase his power

and/or to control his people• Discuss an impact the actions had on his people or society


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

Printed on Recycled Paper

Copyright 2015 — The University of the State of New YorkTHE STATE EDUCATION DEPARTMENT

Albany, New York 12234

V O L U M E

1OF2MC & THEMATIC

FOR TEACHERS ONLYThe University of the State of New York


GLOBAL HISTORY AND GEOGRAPHYWednesday, August 12, 2015 — 12:30 to 3:30 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 . . . . . . 4 . . . . . . 26 . . . . . . 1 . . . . . . 39 . . . . . . 3 . . . . . .

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

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

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

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

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

7 . . . . . . 2 . . . . . . 19 . . . . . . 1 . . . . . . 32 . . . . . . 3 . . . . . . 45 . . . . . . 2 . . . . . .

8 . . . . . . 1 . . . . . . 20 . . . . . . 3 . . . . . . 33 . . . . . . 3 . . . . . . 46 . . . . . . 2 . . . . . .

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

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

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

12 . . . . . . 1 . . . . . . 24 . . . . . . 4 . . . . . . 37 . . . . . . 3 . . . . . . 50 . . . . . . 2 . . . . . .

25 . . . . . . 3 . . . . . . 38 . . . . . . 4 . . . . . .

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 – Aug. ’15 [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

August 2015

Theme: Movement of People and Goods

Goods and ideas have moved from one place to another for a variety of reasons. The changes that

resulted from the movement of these goods and ideas to new places significantly influenced groups of

people, societies, and regions.

Task: Select two goods and/or ideas that moved from one place to another and for each

• Explain how this good or idea moved from one place to another

• Discuss how the movement of this good or idea significantly influenced a group of people, a society,

and/or a region

You may use any goods or ideas from your study of global history and geography. Some suggestions you might

wish to consider include the goods silk, salt, sugar, gold, wheat, oil, horses, and gunpowder, and the ideas of

Buddhism, Christianity, Islam, and the authority of government comes from the people.

You are not limited to these suggestions.

Do not make the United States the focus of your answer.

Scoring Notes:

1. This thematic essay has a minimum of four components (for each of two goods and/or ideas,

discussing how the good or idea moved from one place to another and how the movement of the good

or idea significantly influenced at least one group of people, society and/or region).

2. The way goods and/or ideas moved from one place to another may be the same for both goods and/or

ideas, e.g., Christianity and Islam were carried from one place to another by missionaries to convert

followers. However, the explanation should differ in facts, examples, and details.

3. The influence of the movement of goods and/or ideas may be the same for both goods and/or ideas,

e.g., both horses and gunpowder influenced the conduct of warfare. However, the discussion of each

influence should differ in facts, examples, and details.

4. The group of people, society, or region influenced may be the same for both goods and/or ideas, e.g.,

salt and gold both influenced West Africa; Buddhism and opium both influenced China.

5. The influence of the movement of goods and/or ideas may be immediate or long term.

6. Only two goods and/or ideas should be chosen. If three goods and/or ideas are discussed, only the first

two goods and/or ideas discussed may be scored. However, a second good or idea may be included in

the discussion of the influence of the good or idea, e.g., the influence of the printing press on the use

of paper.

7. Influences may be discussed from a variety of perspectives as long as the position taken is supported

by accurate historical facts and examples.


Score of 5:

• Thoroughly develops the task evenly and in depth by discussing how each of two goods and/or

ideas moved from one place to another and how the movement of each good or idea significantly

influenced a group of people, a society, and/or a region.

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

gunpowder: connects the diffusion of gunpowder through Mongol conquests and trade along the

Silk Roads to the introduction of gunpowder weaponry in Europe, its role in the decline of

feudalism, and the rise of European states and empires; Islam: connects the spread of Islam through

trade, missionary efforts, and the growth of empire to the conversion of people in West African

kingdoms to Islam and the growth of Timbuktu as a center of learning and religion

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

Dynasty; fireworks; weapons of siege; cannons; destruction of medieval castles; armed ships; Age

of Exploration; Spain; Portugal; Islam: Muhammad; Qur’an; Hajj; Abbasid Caliphate; mosques;

camel caravans; Mansa Musa; Mali; Songhai

• 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 the task but may do so somewhat unevenly by discussing one good or idea more

thoroughly than the second good or idea 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.,

gunpowder: discusses how the Mongol conquest allowed gunpowder to move from China to the

West and led to changes in European warfare with ensuing political consequences; Islam: discusses

the spread of Islam through trade and conquest from Arabia to West Africa and how it changed the

religious beliefs and practices of the societies of West Africa.

• 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 three 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 the task is thoroughly developed evenly and in depth for one good or idea 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 two 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


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

Goods and ideas have circulated throughout various societies

throughout human history. These exchanges of goods and ideas have

altered and influenced the lives of many people. Two examples of such

goods and ideas are gunpowder and Christianity. Gunpowder

significantly impacted western Europe and Christianity influenced

the Roman Empire.

Gunpowder was originally invented in China. The Mongols,

nomads from the Asian steppes, came into contact with gunpowder

through their raids on Chinese villages in the 13th century. The

acquisition of gunpowder aided the Mongols in their quest to create

an empire, because it gave them an advantage over the people they

conquered, who were armed with inferior weapons. Once the Mongol

empire was united, many trade routes (specifically the silk road) were

stabilized, which allowed the knowledge of Gunpowder to spread to

other kingdoms and empires. Knowledge of gunpowder created the

gunpowder empires of the Ottomans the Mughals, and the Safavids.

Their rise to power was a result of the use of modern weaponry,

cannons and muskets, based on gunpowder. The impact of gunpowder

in western Europe hurried the end of knights in armor. As a siege

weapon, it helped end the power of nobles who took shelter in their own

fortresses and brought national monarchs to power. Europeans also

used gunpowder to colonize places like the Americas and Africa.

Conquest helped to spread gunpowder technology. In the 19th and 20th

centuries, the knowledge of gunpowder combined with new

technologies paved the way for the invention of modern weapons and

more deadly ways of delivery. These technologies were used in World

War one and World War two, devastating Europe.



Christianity started in the Middle East, then part of the Roman

Empire. It was inspired by Jesus of Nazureth who derived his principles

from the Jewish Torah (which became part of the Christian Old

Testement). Christianity spread throughout the empire via the

missionary efforts of Jesus apostles, particulary Paul. Christianity

was very appealing to the poor, because Jesus preached that the meek

and destitute would have a place in heaven. The belief that salvation

was available to all inspired converts from all social classes.

Ironically, the roads that made the Roman empire famous also spread

the idea of Christianity that had been rejected by Roman authorities.

Although Christians were initially persecuted by Roman authorities,

the emperor Constantine eventially became a follower. Constantine

stopped the persecution of Christians by issuing the Edicts of Milan.

Soon after, Christianity became the official religion of the Roman

Empire. When the western Roman Empire fell, the Pope, head of the

Roman Catholic Church, took on the leadership role in western Europe.

Eventually this led to the Great Schism which was the splitting of

Christianity into the Eastern Orthodox Church and the Roman

Catholic Church. Each region was influenced by its form of

Christianity. However, in the west, the unity of the Roman Catholic

Church was weakened in the 1500’s by the Protestant Reformation. In

the east, Orthodox Christianity continued but was challenged by the

Ottoman Empire.

Ideas and goods have always been exchanged and circulated, which

has influenced the lives of many. Gunpowder spread through the

conquests and trade of the gunpowder empires, and Christianity

spread through missionary effort and government sponsorship. Today,

Christianity is one of the most widely practiced religions.



Anchor Level 5-A

The response:

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

moved from China, how Christianity moved within the Roman Empire, and the influence of

both on people, societies, and regions throughout the world

• Is more analytical than descriptive (gunpowder: gave Mongols advantage over people they

conquered; once the Mongol empire united, many trade routes were stabilized which allowed

knowledge of gunpowder to spread to other kingdoms and empires; knowledge of gunpowder

created the gunpowder empires of the Ottomans, the Mughals, and the Safavids; impact in

western Europe hurried the end of knights in armor and power of nobles who took shelter in

their fortresses; Europeans also used it to colonize Americas and Africa; combined with new

technologies paved the way for modern weapons and more deadly ways of delivery; new

technologies used in World War I and World War II, devastating Europe; Christianity: spread

throughout empire via missionary efforts of Jesus’ apostles; appealing to poor because Jesus

preached that the meek and destitute would have a place in heaven; belief that salvation was

available to all inspired converts from all social classes; roads that made Roman Empire famous

also spread idea of Christianity that had been rejected by Roman authorities; Constantine

stopped persecution by issuing Edict of Milan; when western Roman Empire fell, the Pope,

head of Roman Catholic Church, took on leadership role in western Europe; unity of Roman

Catholic Church weakened in 1500s by Protestant Reformation; Orthodox Christianity

continued but was challenged by Ottoman Empire)

• Richly supports the theme with relevant facts, examples, and details (gunpowder: invented in

China; raids in 13th century; Silk Road; siege weapon; national monarchs; Christianity: started

in Middle East, then part of Roman Empire; became official religion of Roman Empire; Great

Schism split Christianity into Eastern Orthodox and Roman Catholic Church)

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

theme and a conclusion that is slightly beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 5. The response demonstrates insight in

describing the spread of gunpowder as a technology with global ramifications. The response traces

the development of Christianity from a persecuted and illegal sect to a widely held belief system in

the world today. The task is well developed, and a good knowledge of subject matter is

demonstrated.

Anchor Paper – Thematic Essay—Level 5 – B

The spread of new ideas and culture has shaped human society and

history for many centuries. As different cultures engaged in trade,

exploration, and even war, these cultures spread their influence and

contributed to different peoples in a process called cultural diffusion.

Two prominent examples of the spread of new ideas from one place to

another are the ideas of Renaissance humanism and natural rights

from the Enlightenment. Both of these ideas brought about great

change in the world.

The Renaissance is often considered an age of awakening in

Europe after many centuries of the limitations of the Dark Ages. After

the Crusades, increased prosperity in the Italian city states such as

Florence created a class of rich merchant patrons who supported the

arts. A revival of interest in the achievements of ancient Greece and

Rome influenced the education of artists and merchants. Out of this

came Renaissance humanism—an appreciation of human potential,

individualism, achievement, and a new world view. The Renaissance

first began in the city-states of Italy. The Medici family of Florence

sponsored artists and architects, who incorporated the realism of their

world with the wisdom of ancient Roman and Greek literature,

redefining art. For example, many artists made extremely life-like

pieces. They focused on the indivdual and promoted the ideas of

humanism. Examples include the paintings of Rafael and

Michaelangelo’s statue Pieta. Self-portraits also became important. The

Medicis invited others to marvel at the accomplishments of

Renaissance artists by investing in civic and religious buildings.

Renaissance humanism spread between the city-states in Italy and to

other parts of Europe by trade. The Hanseatic League helped spread

humanism beyond Italy. Humanism sometimes became a vehicle of




social criticism. Scholars like Erasmus employed humanism in their

efforts to question the actions of the Church and to bring about

reform. This use of humanist questioning helped lead to the Protestant

Reformation that divided Europe and changed the way people

worshiped. Artists of northern Europe like Rembrandt developed their

own style and applied humanist traits such as realism and

individualism in portraying secular scenes. These featured the values

of the burghers—merchants and civic leaders—emphasizing the

success of that group. As a result of the spread of Renaissance

humanism, Europe was led into a new age of cultural advancement.

The Enlightenment was another age of reform in Europe. New ideas

of limited government were developed by John Locke who said

government should not violate the natural rights of life, liberty and

property. He argued that if the government violated the rights of the

people it could be overthrown by the people. His ideas spread to the

Americas through trade and colonization. Locke’s idea of consent of

the governed— people formed government of their own free will to

protect their natural rights—and Montesquieu’s idea of separation of

powers in government appealed to American colonists who were

dissatisfied with British rule. The success of the America Revolution

strengthened the appeal of consent of the governed and natural rights

in France. Men like LaFayette, Franklin, and Adams carried these

ideas between the Americas and Europe. The French middle class

bought into Locke’s ideas as a way of gaining the recognition and

influence they believed they deserved. This helped lead to the French

Revolution. The early Revolution was a case study in the

implementation of Enlightenment ideas. The Declaration of the Rights



of Man and the Citizen drew heavily on natural rights and consent of

the people. They were also an important part of the first French

constitution. Though they were sometimes betrayed by the Revolution,

these ideas lived on and spread to countries of Europe and Latin

America where they undermined the existence of absolutism.

Enlightenment ideas spread around the world, inspiring revolutions

in many countries and gaining more rights for the people.

Both humanism and natural rights were extremely influencial on

European culture. These revolutionary ideas spread throughout Europe

and influenced many societies


Anchor Level 5-B

The response:

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

humanism and John Locke’s idea of natural rights moved and the influence of these ideas on

Europe and the Americas

• Is more analytical than descriptive (Renaissance humanism: awakening after centuries of the

limitations of the Dark Ages; revival of interest in the achievements of ancient Greece and

Rome influenced the education of artists and merchants; an appreciation of human potential,

individualism, achievement, and a new world view; incorporated the realism of their world;

Medici invited others to marvel at accomplishments of Renaissance artists by investing in civic

and religious buildings; as humanism spread beyond Italy, it sometimes became vehicle of

social criticism; scholars like Erasmus employed humanism in efforts to question the Church;

artists applied traits such as realism and individualism in portraying secular scenes; featured

values of burghers, emphasizing success of that group; Locke’s idea of natural rights:

government should not violate natural rights of life, liberty, property; argued people might

overthrow government that violated natural rights; ideas spread to the Americas through trade

and colonization; people form government of their own free will to protect their natural rights;

idea appealed to American colonists who were dissatisfied with British rule; French middle

class bought into ideas as way of gaining recognition and influence; Declaration of the Rights of

Man drew heavily on natural rights and consent of the people; ideas were an important part of

first French constitution; inspired revolutions in many countries and gaining more rights for the

people)

• Richly supports the theme with relevant facts, examples, and details (Renaissance humanism:

Italian city-states; Florence; paintings of Raphael; Pieta; self-portraits; Protestant Reformation;

Rembrandt; Locke’s idea of natural rights: Enlightenment; limited government; consent of the

governed; Montesquieu’s idea of separation of powers in government; American Revolution;

French Revolution; Lafayette, Franklin, and Adams; spread to countries of Europe and Latin

America; undermined absolutism)



Conclusion: The response fits the criteria for Level 5. The response employs extensive knowledge

of history, strong theme development, and analysis in demonstrating the power of ideas to bring

about change. The importance of Renaissance humanism and Locke’s theory of natural rights in

shaping the culture of Europe is emphasized.



The movements of goods and ideas are a major reason for change in

society. This trading can leap societies forward and drastically change

the way they function. The movement of goods such as paper from

China to Europe and ideas such as Christianity within the Roman

Empire greatly changed the societies to which they were introduced.

The movement of paper into Europe from China greatly changed

European society. Over a course of many hundreds of years, paper

moved from Han China where it was invented along the Silk Road

through the process of cultural diffusion. Paper was helpful for

keeping track of data and prices for trade on the Silk Road. It spread

to India and the Middle East where evidence shows that Arabs used it

in banking. As Muslim culture developed in Spain, paper made

possible the preservation of knowledge accumulated during the Islamic

Golden Age. These records made possible the huge libraries of the time.

Basically the use of paper spread because it was practical and superior

to existing writing materials. When paper reached Europe, the rate and

volume of communication increased dramatically as two technologies,

paper and the printing press, came together. When combined with the

movable-type printing press, paper became a major contributor to the

Protestant Reformation. This was in part due to Martin Luther’s

Ninety-Five Theses which was printed on paper. His ideas were much

easier to spread with paper as they could be handed out to people, and

competing points of view could be expressed and posted on doors and

walls. The Protestant Reformation changed Europe from a Roman

Catholic dominated society into a divided religious area. The

Protestant Reformation is a prime example of how the movement of a

good such as paper, when combined with the moveable-type printing



press, had the power to completely change society as it is known.

The movement of Christianity from the Middle East throughout the

Roman Empire greatly changed Roman government and society.

Christianity began with Jesus Christ around 25 C.E. His ideas of

faith and hope spread to Rome along the empire’s system of roads.

Christ’s disciples preached and gained converts. Those who chose to

follow Christ’s teachings were persecuted. Christianity’s ideas of love,

suffering, a merciful God, and the reward of eternal life in heaven

were attractive to converts, and made them willing to die for their

faith. In Rome, however, the killing of Christians was made into a

grand entertainment in the Colosseum, but even this impressed people

with the courage Christians displayed. Yet things changed when the

Edict of Milan was signed by Constantine, ending the persecution of

Christians within the empire and soon it became the official faith of

the Roman empire. This greatly changed Roman government as before

Christianity in the time of polytheism the emperor was seen as a god

himself. Christianity changed this as monotheism taught there is one

all-powerful God. This caused the emperor to lose power. With the fall of

the Roman empire, the Roman Catholic Church survived and went on

to provide unity during centuries of instability. The movement of

Christianity into Rome changed society by ending the persecution of

Christians and changed government by changing the emperors status

as a god.

The movement of goods such as paper from China to Europe and

ideas such as Christianity within the Roman Empire greatly changed

the societies to which they were introduced.


Anchor Level 4-A

The response:

• Develops all aspects of the task but does so somewhat unevenly by discussing how paper moved

from one place to another and the impact of this movement on a region more thoroughly than

for Christianity

• Is both descriptive and analytical (paper: moved from Han China, where it was invented, along

the Silk Road; helpful for keeping track of data and prices for trade on the Silk Road; evidence

shows that Arabs used paper in banking; made possible preservation of knowledge accumulated

during Islamic Golden Age; made possible huge libraries; use of paper spread because it was

practical and superior to existing writing materials; when it reached Europe, the rate and volume

of communication increased dramatically as two technologies came together; a major

contributor to the Protestant Reformation; competing points of view could be expressed;

Reformation changed Europe from Roman Catholic dominated society into a divided religious

area; had power to change society as it is known; Christianity: movement from Middle East

throughout Roman Empire; ideas of love, suffering, a merciful God, and the reward of eternal

life in heaven were attractive to converts and made them willing to die for their faith; killing of

Christians was made into a grand entertainment, but even this impressed people with the

courage Christians displayed; when Edict of Milan signed, the persecution of Christians ended;

emperor lost power and lost status as a god)

• Supports the theme with relevant facts, examples, and details (paper: cultural diffusion; spread

to India and Middle East; movable-type printing press; Christianity: Jesus Christ; ideas of faith

and hope; Rome; Colosseum; Constantine; polytheism; monotheism)


that are a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 4. The response demonstrates a good

use of facts and details throughout to support the thesis of change. More analytic statements are

provided in the discussion of paper than in the discussion of Christianity.



The spread of goods and ideas is an essential factor in connecting

the world and people in it. Sometimes the spread of goods/ideas can

have positive impacts. At other times the impacts are negative. This is

true with the spread of sugar and Christianity in latin America.

While some enjoyed power and prosperity, others lost their lives, rights,

and aspects of their culture.

For years sugar had been in demand in Europe but limited in

supply due to climate. With the importation of sugar cane to Latin

America by Spain, a new business opportunity arrived. The climate

was perfect for growing sugar cane. By the end of the sixteenth

century, the lure of profits had caused the spread of sugar cane to

colonies in the Caribbean and South America.

With the increased need for labor, came exploitation of the peoples of

West Africa. Millions were victims of tribal warfare that resulted from

the slave trade. Europeans bought enslaved Africans from tribal

leaders. The journey from Africa to the Americas brought a whole new

sequence of abuses. For example, Africans were chained in small

spaces and died of disease. Plantation life was brutal with a very short

life expectancy. Hard labor under tropical conditions and abuse by

plantation owners could result in death. Even though this booming

industry brought increased wealth to Europe it meant brutal

treatment for enslaved Africans. The spread of a good should not lead

to brutal treatment of people. This is the downside of the spread of

sugar.

Similar to the spread of sugar, the spread of Christianity was

deterimental to Native American cultures. Ferdinand and Isabella felt

the “burden” and need to spread their religion to “enlighten” other



peoples. They made this part of their mission for Columbus in the New

World. Wherever Spanish colonies were established the Church engaged

in missionary work. Often priests worked the most closely with Native

Americans through things like education. As a result, Catholicism

became the leading religion throughout Latin America.

While doing this though, they ruined Native American religious

ideas. In the process, temples and symbols of native belief systems

were destroyed. Animistic practices were discouraged. At the same

time, some priests like las Casas who were close to the people advocated

reforms that would lead to better treatment of Native Americans. He

wanted to abolish the use of the encomienda system. Native

Americans looked for ways to incorporate their beliefs and symbols

with those of the Church. Even though converting to Christianity may

have been positive for some people, a majority of conversions were forced

or pressured and meant a loss of culture to native villages.

In the world’s history, spreading and imposing one good or idea on

another place has not always been positive. In the quest to produce

sugar, whole cultures were disrupted. In the quest to spread

Christianity, religious beliefs were lost or changed.


Anchor Level 4-B

The response:

• Develops all aspects of the task by discussing the movement and influence of sugar and of

Christianity

• Is both descriptive and analytical (sugar: had been in demand in Europe but limited in supply

due to climate; with importation to America, a new business opportunity arrived; lure of

profits caused spread; with increased need for labor came exploitation of peoples of West

Africa; millions were victims of tribal warfare resulting from slave trade; journey from

Africa to Americas brought whole new sequence of abuses; Africans were chained in small

spaces and died of disease; Christianity: Ferdinand and Isabella felt burden to enlighten other

peoples; wherever Spanish colonies were established, the Church engaged in missionary

work; temples and symbols of native belief systems destroyed; some priests advocated

reforms, better treatment of Native Americans; Catholicism became leading religion

throughout Latin America; Native Americans looked for ways to incorporate their beliefs and

symbols with those of the Church; conversions were forced or pressured and meant a loss of

culture to native villages)

• Supports the theme with relevant facts, examples, and details (sugar: Spain; 16th century;

Caribbean; South America; slave trade; plantation life brutal with short life expectancy;

tropical conditions; Christianity: Native American cultures; Columbus; New World;

animistic practices discouraged; las Casas; encomienda system

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

conclusion that are beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 4. Although the degree of analysis is

slightly greater in the treatment of Christianity, discussion of both topics demonstrates a good

understanding of the task. A solid working knowledge of the simultaneous influence of sugar and

Christianity in Latin America is shown in the discussion.


Anchor Paper – Thematic Essay—Level 4 – C

Throughout history during trade and economic interactions, goods

and ideas spread from region to region. The spread of various crops

have had a substantial impact on the lives, economy, and government

of regions. China once a powerful and respected nation was forced to

accept the importation of opium by the Europeans. The sugar crop was

mass produced in the carribean and south America, causing a forced

migration of African people. Both of these crops had an unmeasurable

impact on various societies.

Europeans expierenced a period of economic prosperity and political

power during the era known as the age of imperialism. During this

time period European nations such as Britain dominated Asian and

African Empires. The sale of opium in China by Britain is a main

example of the power held by Europeans over the world. Britain had

established control in India which they called, the crown Jewel of the

British Empire. Britain promoted the production of opium in India

which was then to be sold in China. British sale of opium to China was

highly profitable because after using opium, many Chinese became

addicted and thus unable to stop the use of opium. British merchants

would sell opium grown in India to China, for silver that would go to

British merchants.

The sale of opium to the Chinese contributed to the decline of the

Qing Dynasty. The Chinese, who once controlled a well-respected and

powerful empire with the ability to chose when and where foreigners

traded was seen as an obstacle to fair trade in the eyes of the British.

After the effects of over use of the opium product were obvious, the

Chinese attempted to stop the sale of opium throughout the empire. They

chose to ban the drug by seizing and burning shipments. Britain



responded with military force and the Opium War started. Britain

used their advanced technology to eventually dominate the Chinese.

China lost the war and signed one of the “unequal treaties.” Britain

gained control of Hong Kong and the right to trade in more Chinese

ports. All this change in China can be traced back to opium. Opium

cause social decay in China due to the long term effects of the drugs,

economic difficulty due to the money that was spent on opium, and

political turmoil because China was unable to defend its borders or

control its people.

After Columbus sailed to the Americas, sugar cane was soon

introduced to the tropical climates of the Americas. It was in great

demand in Europe and this meant great profit if it was mass

produced. The Europeans were in an age of exploration and claimed

vast lands for their economic benefit. The Spanish encomienda system

provided the forced labor used to mass produce sugar cane in the

caribbean and south America. Sugar cane led to economic prosperity

for European powers such as Spain but it resulted in hardship, abuse,

and death for those that produced the crop.

The introduction of the sugar crop to Latin America affected two

major groups; the various West African kingdoms and the Native

American population. Once the Europeans arrived, the Native

Americans were enslaved and forced to work on plantations were they

faced disease, mal-treatment, and starvation. After the decimation of

the Native American population, European’s looked for a new source of

slave labor and they turned to Africa. Over centuries, millions of

Africans were enslaved to work in sugar plantations in the Americas.

This caused the decay of African kingdoms due to the wars between



tribes seeking slaves, an increase of violent culture because of the

introduction of firearms in exchange for slaves, the forced migration

of millions of people.

The importation of opium to China and the introduction of sugar

cane to Latin America meant wealth for Europeans and misery for

native populations.

Anchor Level 4-C

The response:

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

sugar cane and opium more thoroughly than movement of these goods

• Is both descriptive and analytical (opium: sale in China by Britain is a main example of

power held by Europeans over the world; Britain promoted production of opium in India,

which was then sold in China; opium sold for silver that would go to British merchants;

contributed to decline of Qing Dynasty; British used advanced technology to dominate the

Chinese; British gained control of Hong Kong and right to trade in more Chinese ports; sugar

cane: introduced to tropical climates of the Americas; great demand in Europe meant great

profit if mass produced; resulted in hardship, abuse, and death for those that produced crop;

introduction of crop affected two major groups, various West African kingdoms and Native

American population; after decimation of Native American population, Europeans enslaved

millions of Africans)

• Supports the theme with relevant facts, examples, and details (opium: age of imperialism;

India called Crown Jewel of British Empire; Opium War; “unequal treaties”; caused social

decay, economic difficulty, and political turmoil; sugar cane: Columbus; Age of

Exploration; encomienda system; Caribbean; South America; Latin America)

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

a restatement of the theme and a brief conclusion

Conclusion: Overall, the response fits the criteria for Level 4. The presentation of most ideas is

supported with accurate facts and details that are logically connected, demonstrating a good

understanding of the task. Further analysis would have strengthened the response.



Islam and Buddhism were able to spread throughout the world

because of cultural interaction between different groups of people.

Buddhism was founded in India and later spread throughout Asia.

Islam was founded in the Arabian Pennisula and spread to Africa.

Buddhism and Islam were able to be spread because of interactions of

war and trade and changed people’s lifestyles.

Buddhism was founded by the Budda, Siddhartha Gautama, in

India. Buddhism had an emphasis on missionaries and monastic life.

Missionares preached Buddhism and converted people to Buddhism.

India was heavily involved in Silk road trade in Asia. Buddhist

missionaries traveled to China and were successful in converting

nonbelievers. Many converts later became buddhist monks, showing

that they truely believed in Buddhism. Some thought Buddhism

threatened the long withstanding belief system of Confucianism.

During the tang dynasty buddhism and its followers were persecuted

and used as a scapegoat for the decline of the Tang dynasty. However

buddist beliefs still remained influential to society because many of

it’s teachings are combined with Confucianism and Daoism in Neo-

Confucianism. Neo-confucianism was adopted by the Song dynasty

as the state belief system, which most Chinese followed. Buddhism

also spread to Japan where it blended with Shinto. China, Japan, and

Tibet all were influenced by the idea of Buddhism due to trade on the

Silk Road.

Islam was founded in the Arabian Pennisula in 622 CE. The

religeous zeal and fervor of muslims gave rise to powerful kingdoms.

These theocratic kingdoms based on Islam were a result of the spread of

Islam through war and conquest. The Umayyad and Abbasid



Caliphate, the Delhi Sultanate, the Ottoman Empire and the Mughal

empire were based on Islamic beliefs spread in part by war. Islam

moved from the Middle East to India and across north Africa to Spain.

Trans-Saharan trade spread Islam to sub-saharan Africa. Powerful

Islamic trading kingdoms emerged such as Mali in west Africa.

Islamic beliefs replaced animism or spirit worship. Islam demands its

followers to pray five times a day towards Mecca, to fast during the

Holy Month of Ramadan and to make a Hajj to Mecca. Mansa Musa,

a Mali ruler, made a Hajj to Mecca that caused an increase in trade

and intrest in Sub-Saharan Africa. Some Africans adopted policies of

covering and veiling women. Children memorised and recited parts of

the Qur’ran demonstrating Africans heartfelt belief in Islam. Africa

was seen as a part of the Dar Al-Islam or places that adopted Islam.

Islam and Buddhism spread through the world due to war and

trade. Through these interactions, cultural diffusion occurred and

peoples adopted different lifestyles. Buddhists believed in non violence

and reincarnation which caused believers to seek good Karma and

reincarnation. Islam demanded followers practice the “pillars”

including prayer five times a day towards Mecca and at least one

pilgrimage to Mecca if able. Buddhism and Islam spread throughout

the world due to trade and war, and influenced societys that converted.

Anchor Level 3-A

The response:

• Develops all aspects of the task with little depth for Buddhism and Islam

• Is more descriptive than analytical (Buddhism: had an emphasis on missionary and monastic

life; India heavily involved in Silk Road trade; some thought Buddhism threatened belief

system of Confucianism; followers were persecuted and used as scapegoat for the decline of

Tang dynasty; many Buddhist teachings combined with Confucianism in Neo-

Confucianism; Neo-Confucianism adopted by Song dynasty; spread to Japan where it

blended with Shinto; believed in nonviolence and reincarnation which caused believers to

seek good karma; Islam: religious zeal and fervor of Muslims gave rise to powerful

kingdoms; theocratic kingdoms based on Islam were result of spread; spread in part by war

from Middle East to India and across North Africa to Spain; trans-Saharan trade spread Islam

to sub-Saharan Africa; Islamic beliefs replaced animism; Islam demanded followers to pray

five times a day toward Mecca, fast during holy month of Ramadan, make Hajj to Mecca;

children memorized and recited parts of the Qur’an)

• Includes some relevant facts, examples, and details (Buddhism: founded by the Buddha,

Siddhartha Gautama in India; traveled to China; successful in recruiting nonbelievers;

monks; Islam: founded in the Arabian Peninsula in 622 CE; Umayyad; Abbasid Caliphate;

Delhi Sultanate; Ottoman Empire; Mughal Empire; Mali; Mansa Musa; Hajj; Mecca; Dar Al-

Islam)

• Demonstrates a satisfactory plan of organization; includes an introduction that is somewhat

beyond a restatement of the theme and a conclusion that repeats information already

provided

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

understanding of the task in the clear, succinct discussion that the movement and impact of

Buddhism had on China and Japan. The discussion of Islam lacks cohesion and integration.

Greater use of analysis throughout would have strengthened the effort.




Trade spread ideas and physical goods from one continent to others

since the beginning of civilization. Cultural diffusion changed the

belief systems, traditions, or political organization in regions

accessing new information or goods. Buddhism was brought to Japan

from China with the spread of trade. Printing developed first in China,

was spread to Western Europe and influenced the Reformation.

When the Chinese visited Japan, they brought both goods and ideas

with them to trade. The Japanese began to learn about Buddhism

through this trade. While the Japanese government did not become

Buddhist, many of the Japanese people adopted Buddhism, mixing

Japanese Shinto practices with the structure, ceremony and ritual of

Buddhism. Japanese artisans began to craft Buddhist art and build

Buddhist temples. Many people in Japan also found a way to practice

both Shintoism and Buddhism by combining elements of the two into

their daily lives. The impact of Buddhism is Japan is visible in the

giant statues of Budda throughout the islands and the small figures

of the Budda in homes.

Printing was an innovative good that was also developed in China.

Large blocks of wood were carved, inked and the printed. Europeans

discovered the block printing after the Crusades, when trade with the

Islamic empires and the East increased. European traders brought

Chinese playing cards and Islamic textiles printed from designs

carved in wooden blocks to sell at markets. While block printing was

done in Europe, it was time-consuming and expensive. Gutenberg

developed a method of moveable type printing, using metal blocks

representing the Latin alphabet. Western Europeans began to print

religious and political works. The Gutenberg Bible was the first bible to



be translated into German and distributed in German states. The

publication of literature was done more easily with the moveable type

printing press and over a shorter period of time. Documents could be

printed more efficiently than with block printing. The press also

lowered the prices of publications and increased access to new ideas.

This led many authors to begin using a more informal style of

language in their writing, known as the vernacular. The printing press

made available such works as Giovanni Boceaccio’s Decameron and

Geoffrey Chaucer’s Canterbury Tales.

The Reformation was sparked by the use of the printing press in

Western Europe. It was controversial that the public now had access to

the Bible without the interpretation of priests. Catholics argued that

only priests could interpret the Bible for others, and that they were

responsible for administering important sacraments. Pamphlets

printed with the help of the press showed that there was corruption in

the Catholic Church. Debates over Christian practices led to the creation

of new sects of Christianity. The printing of Martin Luther’s 95 Theses

introduced Protestantism; Calvinism later gained popularity in a

similar way. The Reformation may not have occurred without the

printing press.

The flow of goods and ideas continued by land and water for

centuries. New religion and sects were formed, spread to new areas

such as Japan, and altered. Culture was changed by the transfer of

technology like printing. These goods and philosophies effected

revolutions, movements and debates and continue to do so.


Anchor Level 3-B

The response:

• Develops all aspects of the task by discussing Buddhism in little depth and printing in some

depth

• Is more descriptive than analytical (Buddhism: brought to Japan from China with the spread of

trade; Chinese brought both goods and ideas to trade; many Japanese people adopted Buddhism,

mixing Japanese Shinto practices with structure, ceremony, and ritual of Buddhism; impact of

Buddhism in Japan visible in statues of Buddha throughout the islands and small figures of the

Buddha in homes; printing: innovative good developed in China; Europeans discovered block

printing after the Crusades when trade increased; western Europe began using the press to print

religious and political works; publication of literature done more easily and over a shorter time;

increased access to new ideas; Reformation sparked by use of printing press; controversial now

that public had access to Bible without interpretation of priests; pamphlets showed there was

corruption in Catholic Church; printing of Martin Luther’s Ninety-five Theses introduced

Protestantism)

• Includes some relevant facts, examples, and details (Buddhism: Buddhist art; Buddhist temples;

printing: Islamic empires and East; Latin alphabet; Gutenberg Bible; vernacular; Giovanni

Boccaccio’s Decameron; Geoffrey Chaucer’s Canterbury Tales; Catholics; Calvinism)



Conclusion: Overall, the response fits the criteria for Level 3. The movement of printing from one

empire to another and its influence is the strength of the response where knowledge of a variety of

historical circumstances is demonstrated. The brief mention of the movement of Buddhism and its

influence weakens the response.



Over the course of history, goods & ideas have drastically changed

entire societies by moving from one place to another. Some of these

ideas have completely changed the way we live, & have affected us to

this day. Some examples of this movement of ideas are the spread of

Martin Luther’s 95 Thesis & the spread of the notion that authority of

government comes from the people.

During the Period of time around the Renaissance, people began to

question the traditional authority of the church. They started to study

science in a new way, stressing observation and experimentation. At

the same time, people were critical of some practices of the Church, like

the sale of indulgences. Many common people and princes were ready

for new ideas. This was a perfect opportunity for Martin Luther to

spread his ideas. He wrote his 95 Thesis that questioned religious

authority. Around this time, Johannes Gutenberg had improved the

printing press. This machine allowed for mass production of written

texts & writings, causing an increase in access to Luther’s ideas. His

ideas spread very quickly & soon, the Protestant Reformation was

underway. Because of the spread of ideas, changes were made who’s

effects can still be seen today. Europe has many different Christian

religions.

Another idea that was spread around the world was the concept that

authority of government comes from the people. During the Age of

Enlightenment, ideas that may have seemed revolutionary at the time

were developed. John Locke believed that men should be guaranteed the

right to life, liberty, & property, & that men have the God given right to

be free. These ideas that challenged divine right and privilege were

spread by people moving throught Europe & eventually the world



leading to many revolutions. Locke’s ideas were carried to the British

Amercan colonies where they inspired a revolution. The middle class in

France read Locke’s ideas and used the American example as they tried

to implement Locke’s ideas in their revolt against the absolute rule of

Louis XVI and the privileged nobles. Their motto became “Liberty,

Equality, and Fraternity”. Through the Declaration of the Rights of

Man and their first constitution, revolutionaries applied the ideas of

life, liberty, and property. These ideas that men deserve to have a non-

oppressing government & should have a say in government has

widely become a popular form of rule in many countries, proving just

how effective the spread of ideas can be.

In many cases the spread of ideas & goods have molded & shaped the

modern world. From small beginnings of effecting communities to

eventually effecting entire societies, these ideas have drastically

changed the course of history. The idea of thinking for one’s self as

proclaimed by Martin Luther & that power in government comes from

the people have changed the entire outcome of history as we know. Who

knows what the world would be like had these ideas never come into

play, & how much would the world be changed from what we know it to

be.


Anchor Level 3-C

The response:

• Develops most aspects of the task in some depth by discussing movement of Luther’s

Ninety-five Theses and the movement and influence of the idea that authority of government

comes from the people

• Is descriptive and analytical (Ninety-five Theses: people began to question traditional

authority of the Church; many common people and princes ready for new ideas; Gutenberg’s

printing press increased access to Luther’s ideas; Europe has many different Christian

religions; authority of government comes from the people: John Locke believed that men

should be guaranteed right to life, liberty, and property; men have God-given right to be free;

ideas challenged divine right and privilege; Locke’s ideas carried to British American

colonies and inspired revolution; middle class in France used American example as they tried

to implement Locke’s ideas in revolt; revolutionaries applied ideas of life, liberty, and

property)

• Includes some relevant facts, examples, and details (Ninety-five Theses: Renaissance;

science; observation and experimentation; sale of indulgences; Protestant Reformation;

authority of government comes from the people: Age of Enlightenment; absolute rule of

Louis XVI; “Liberty, Equality, and Fraternity”; Declaration of the Rights of Man; non-

oppressing government)

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

that are a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 3. Some analysis is present in the

treatment of the influence of the idea that the authority of the government comes from the

people. Most aspects of the task are discussed in some detail; however, the response lacks

development of the influence of Luther’s Ninety-five Theses.



Since the beginning of time, there has always been a transfer of

goods, ideas, and even people from one place to another. The transfer of

goods, ideas, etc., has always been made possible by the contact and

trade of people. Buddhism is philosopy that spread from south Asia to

east Asia and had a profound impact on the region. Opium was a drug

that was transferred from Great Britain to China which had a

significant impact on the region as well.

Buddhism, originally founded in south Asia, by Siddharta

Guatama, was a philosophy that was based on morality and aimed to

set guidelines for people by using the eight fold path and the four

noble truths. Buddhism was spread along the silk roads which at the

time spread from east Asia to western europe. Buddhism was quickly

adapted by the people of east Asia because it was a philosophy rather

than a religion, which made it more accepting by the Chinese.

Buddhism was able to coexist with Confucianism and Daoism, unlike

Christianity which was rejected by the Chinese. In the end, Buddhism

was accepted by the region of east Asia because its guidelines were

pleasing and were able to coexist with traditional beliefs present in the

region.

Opium, was a drug that was traded between the British and

Chinese, and had a severe negative impact on China. Opium was

highly addictive and British sailors imported it into Chinese harbors

aiming to addict the Chinese people to this drug in aims to trade

continously with China’s closed economy. Once the Chinese people were

addicted, the British traded in larger amounts. The Chinese

government did not approve of this which caused for the opium wars.

The opium wars were quickly won by the British and ended in



unequal treaties giving Britain more trade rights and territories such

as Hong Kong.

All in all, the transfer of goods and ideas can have a profound

impact on another region. Buddhism was spread from south Asia to

east Asia. Opium was imported into China in means to penetrate the

Chinese economy with British trade. In conclusion, the transfer of

goods and ideas can change and even shape a certain region for years

to come.

Anchor Level 2-A

The response:

• Minimally develops all aspects of the task

• Is primarily descriptive (Buddhism: philosophy based on morality and aimed to set guidelines

for people; spread along Silk Roads; able to coexist with Confucianism and Daoism; accepted

by region of east Asia because guidelines were pleasing; opium: severe negative impact on

China, British sailors imported it into Chinese harbors; Chinese government did not approve of

this; unequal treaties giving Britain more trade rights and territories)

• Includes few relevant facts, examples, and details (Buddhism: Siddhartha Gautama; Eightfold

Path; Four Noble Truths; opium: Opium Wars; unequal treaties; trade rights; Hong Kong);

includes an inaccuracy (opium: transferred from Great Britain to China)

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

beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 2. The response includes details that

show a basic understanding of both topics. The strength of the response is in the discussion of

opium. The movement and influence of Buddhism lack development.


Goods and ideas have moved from one place to another. The

exchanges and interactions that resulted from this movement greatly

influenced groups of people, societies, and regions. The good of silk has

moved from China to Western Europe. While the good of sugar moved

from the Americas to Western Europe.

The good of silk is a luxury good made by the silk worm. This good

was moved from China to Western Europe by the Silk Road. This good

affected many peoples and different cultures. Silk stimulated so

much trade there was a trade route named after it. Silk was the

product that made the people of China rich. It was a very desirable for

western Europe. The people of western Europe were affected in that the

society wanted to cut out the middle man of trade on the Silk Road

they tried to sail around the world to get to China. They would end up

the Americas. They also tried to sail around Africa to get to China to

recieve the silk. Silk was a major good that affected societies of people.

The good of sugar comes from the sugar cane which is grown in

tropical area like the Carribean in the Americas. It traveled from the

Carribean to western Europe through the triangle trade. Slaves came

from Africa, manufactured goods came from Europe and plantation

crops came from the Americas. The harvesting of the sugar cane

affected the peoples who had to harvest it. To harvest sugar cane. Slaves

were brought in. The slaves could work longer and faster than the

natives and the settlers. The slaves were brought in from Africa

displacing them from their families. The slaves were also worked to

death because they were easily replaced, so the working conditions were

horrid. They were not feed and were beaten on a daily basis. The crop of

sugar cane was a cash crop. So it sold fast and made money. Sugar




was a major good that affected many types of people.

Goods and ideas have moved from one place to another. These

exchanges have influenced groups of peoples, societies, and regions.

Silk and sugar are great examples of two goods that influenced

groups of peoples, societies, and regions equally.

Anchor Level 2-B

The response:

• Develops some aspects of the task in some depth

• Is primarily descriptive (silk: moved from China to western Europe by the Silk Road; silk

made the people of China rich; sugar: to harvest sugar cane, slaves were brought in; slaves

worked to death; sugar cane was a cash crop that made money)

• Includes few relevant facts, examples, and details (silk: luxury good; middle man; Americas;

sugar: Caribbean; Americas; triangle trade; plantation crops)

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

Conclusion: Overall, the response fits the criteria for Level 2. The response focuses on the

impact of the movement of silk and sugar, which are developed in some depth. The discussion

would be strengthened with more details for the movement of these goods.



Cultural diffusion, or the spreading of ideas and goods between

civilizations, influenced not only the industries of a civilization, but

its people as well. As these new technologies and ideals moved from

place to place, they left huge impacts.

Christianity, one of the world’s most widespread and acient of

religions, wasn’t always as widespread as it is today. This religion

started in Rome, but as Rome fell, it dispersed throughout much of

Western Europe as the Roman people fled the area that was Rome. After

some time, the great king, Charlemagne, began spreading

Christianity to the people he conquered, and he did so with no

tolerance, meaning they would either become Christian, or die. This

religion didn’t spread mainly because of Roman cowards, or a brutal

barbarian, it spread because it promised its followers something new to

them, a life after death. This promise, life after death, eventually

convinces the people to act a little more radically and eventually go

into wars over religion, like the Crusades. Although Christianity had

a large impact on many societies and cultures, there’s a good that

debatably had even more influence.

Gunpowder, the mixing of minerals to produce an explosive residue,

impacted the world leaving it in craters, almost literally! A Chinese

invention, it surfaced in Western Europe in the beginning of the

Renaissance. As many nations rushed to defend their borders, they

started exploring the many applications of gunpowder, wether it be for

firearms, ballistics, or just for fun with fireworks. The Europeans

started trying to make gunpowder after seeing the Chinese use it and

it just exploded from there. The impact on the societies of the nations

using gunpowder was volatile, wars became more bloody and the death



tolls were higher than they had been in over a millenia before that

time, it was not a pretty existence.

Alas, without these technologies and religions, we may have been

centuries behind where we are today. The benefits of these goods and

ideals definitly outweigh any potential cost they may create.

Anchor Level 2-C

The response:


• Is primarily descriptive (Christianity: Charlemagne spread Christianity to the people he

conquered; spread because it promised its followers something new to them, a life after death;

gunpowder: wars became more bloody and death tolls were higher);

• Includes few relevant facts, examples, and details (Christianity: Charlemagne; gunpowder:

firearms; ballistics); includes inaccuracies (Christianity: dispersed as Roman people fled the

area that was Rome; gunpowder: surfaced in western Europe in the beginning of the

Renaissance)


Conclusion: Overall, the response fits the criteria for Level 2. The response minimally develops all

aspects of the task. Generalities and exaggeration dominate. The response would have been

strengthened with more accurate facts and further development.



Throughout history, ideas and goods have spread across the world

through various modes of communication and transportation. This

spread of goods and ideas had an affect on the people they spread to.

Two examples of this are the movement of Buddhism from India to

China and the movement of Gold from the Americas to Spain. Both of

these movements impacted the people they spread to.

Buddhism spread from India to China through trade routes

connecting India and China. This had an influence on the people of

China and lead them to change their religious views. Although they

were skeptical at first, they soon accepted Buddhism. Leaders who

embraced Buddhism changed the views of the people and influenced

them to also believe in Buddhism. Leaders built temples of worship

and gave a lot of respect to Buddhist religious leaders in order to

change the views of the people. Today, Buddhism is one of the main

religious in China.

Gold moved from the Americas to Spain through Christopher

Columbus’s journey to find spices in India where he came across the

Americas. The discovery of Gold in the Americas and it’s movement to

Spain affected both the indigenous people of the Americas and Spain.

The Native Americas were deprived of their own land and gold under

the rule of the Spanish. Spain, however, became powerful and wealthy

from the movement of Gold.

In conclusion, the movement of goods and/or ideas affects the

people of these areas that are involved. Buddhism and Gold are two

examples of these movements and they affected both China and Spain.

In conclusion, these movements connect very distant parts of the

world and impacts the people greatly.


Anchor Level 1-A

The response:


• Is descriptive (Buddhism: spread from India to China through trade routes connecting India

and China; leaders who embraced Buddhism changed the views of the people and influenced

them to also believe in Buddhism; gold: Native Americans deprived of their own land and

gold under the rule of the Spanish; Spain became powerful and wealthy)

• Includes few relevant facts, examples, or details (Buddhism: leaders built temples of worship;

today, one of main religions in China; gold: Christopher Columbus; spices; India)

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

Conclusion: Overall, the response fits the criteria for Level 1. While the discussion of the impact

of Buddhism might be in some depth, the discussion of the impact of the movement of gold is

minimal and how gold moved is vague.



Goods and Ideas have been moved and traded throughout all of

history. These exchanges made have a great impact on the regions.

These changes could have been both good or bad. All these changes

affected people, government, and the entire region.

One idea spread to a region is Christianity. When Spain traveled to

South America, one of their goals was to spread Christianity to the

natives. Unfortunantly, not all natives were willing to change

religion. Many natives were forced into Christianity. This resulted in

the persecution of other religions, and a decrease in diversity of

culture.

One good traded was gold. Spains quest was also to discover gold

in the New World and take it to Spain. When they did find gold, they

made slaves work in the mines to retrieve it. Slave work became

popular, and many people lost their lives. Also, when native tribes were

unwilling to give up their gold, they were killed for it. Conquistaders

also waged war for gold for no reason but sport. Many natives were

willing to give gold, but were killed anyways.

Many exchanges in goods or ideas greatly impacted regions. Some

regions entirely changed in culture and beliefs. Entire cultures were

even destroyed due to exchange in ideas or materials. These things

greatly impacted the societies and regions within the area.


Anchor Level 1-B

The response:


• Is descriptive (Christianity: when Spain traveled to South America, one of their goals was to

spread Christianity; many natives forced into Christianity; gold: Spain’s quest was to

discover gold in the New World and take it to Spain; made slaves work in mines to retrieve

gold; when native tribes were unwilling to give up their gold, they were killed for it)

• Includes few relevant facts, examples, or details (Christianity: persecution of other religions;

decrease in diversity of culture; gold: conquistadors)


Conclusion: Overall, the response fits the criteria for Level 1. The discussion of the impacts is

the strength of the response. The response does little to explain how Christianity or gold moved

from one place to another.


Thematic Essay—Practice Paper – A

Throughout the course of world history, societies have been

influenced by the movement of goods and ideas. Two of these were

Buddhism and opium. Both of these had major influences on the

region of China.

In ancient China, the dominent “religion” had been confucianism

for a very, long time. However, Siddhartha Guatama, in India, became

the first Buddha by enlightenment and Buddhism was born. Because

India and China were connected by trade on the Silk Road, their

cultures often diffused into each other. Since Buddhism did not

become popular in India like Hindusim did, Buddhism monks began

moving into China. Buddhism became very popular with many of the

people in China, but many who believed in confucianism felt very

threatened by the increasing power of the monks. Many Buddhist

temples became a major cultural influence in the new architecture and

art forms being used in them. The translation of Buddhist sacred

writings from India into Chinese is an example of its acceptance there.

Today Buddhism still stands in China even though they are a

communist nation. Ideas like Buddhism among others, were moved

from place to place, influencing many aspects of societies as they

moved.

Also in China, a major good that influenced the society was opium.

In the 18th and 19th centuries, the British were making a foothold for

themselves in the Chinese economy. In doing so, merchants began

importing illegal opium that was grown in India and selling it to the

Chinese. The drug trade expanded like wildfire. Many opium dens

(drug houses) opened along the coast. The Chinese government did not

like that because their people were under the influence of opium.


Thematic Essay—Practice Paper – A

The British presence increased and this sparked the opium wars.

British cannons on steamships bombarded cities, killing many

Chinese. This forced the Chinese government to sign a humiliating

treaty forcing them to allow the British to continue their imports and

decreasing Chinese control in their own country. More foreign

governments took advantage of the British success and took over parts

of China further decreasing its control.

Goods and ideas from one part of the world influence other

countries and regions in other parts of the world. Many changes are

the result of the movement of those goods and ideas.


Thematic Essay—Practice Paper – B

Throughout history, ideas and goods have spread from one place to

another influencing the way we live our lives today. Just two of these

ideas that have had a lasting impact is the spread of religion and

enlightenment.

Ever since the Spanish colonized the americas, religion has played

a huge role in the region, the Spanish brough missionaries to the

americas converting indigenous peoples to cristianity. this globalized

cristianity and spread its message, which was one of the goals of the

Spanish. However some people were forced to be converted, which was a

human rights violation. The Spanish played a key role in influencing

cristianity in the region today.

The demand for more democratic rights and change was known as

the enlightenment movement. Revolution in france and philogpohes

such as locke preached for more political freedoms and basic human

rights. These rights included the right to a trial and property. The

Revolutions in Europe and demand for rights influenced revolutions

in the americas. The thirteen colonies rebelled against the British and

won more rights and freedom. Revolutions in South America and

mexico were based on enlightened principles which resulted in Spain

losing nearly all its colonies.

Overall the spread of ideas have greatly influenced our lives today.

Religion and Ideas that had started in Europe ended up around the

world. Starting a new globalized age in our history


Thematic Essay—Practice Paper – C

The trade of goods and products from nation to nation is considered

the driving force of progress and influence in societies. Ideas can also

be “traded”, and are usually brought along with the goods. New

religions, philosophies, and concepts come with trade and can have a

bigger effect on culture and people than the goods themselves. Islam

and opium are two examples of items that have had a great influence

wherever they spread. Islam was being brought across the sub-Saharan

trade routes from Mecca to West Africa. Opium was being traded by

Britain to China, and sometimes against China’s will.

Beginning with Muhammad, Islam was spread by conquest. When

Islam spread across the Middle East, the entire area became united both

religiously and politically. This wasn’t the case before; it was mostly

small tribes and villages practicing animism. Muslims started to go

out to surrounding areas following the routes of the gold-salt trade.

This also spread their religion. So, when merchants went from the

Middle East to Africa they brought Islam there, and they brought gold

back.

One result of both the gold-salt trade and the spread of Islam was

the rise of the Empire of Mali. Within Mali, many practiced the pillars

of Islam. They prayed five times a day to their one God, Allah. They

built mosques for worship. These examples show how Islam spread to

and influenced West Africa.

During the 19th century British merchants wanted to trade with

China but unfortunately had no goods the Chinese wanted until they

turned to selling opium from India. Opium is a drug that has very

similar effects to today’s heroine. It is often smoked in a pipe, and

leaves the user feeling relaxed, or numb. When Britain developed the


Thematic Essay—Practice Paper – C

opium trade with China, it became one of the biggest markets for

British merchants. British merchants would sell opium to the Chinese

people. The opium was raised in India and carried on British ships to

Chinese ports. As a result, many people became addicted and

dependent on the opium, and would spend most of their day in opium

dens. This obviously had a great effect on the people in China, and

labor decreased because people would not be able to work under the

influence of opium.

The Chinese government attempted to control the trade in opium,

which lead to trouble with the British because they were making a lot

of money. The Opium Wars broke out as a direct result from China

trying to stop Britain from trading opium. Thousands of Chinese died

in this war as victims of superior British weapons. More Chinese ports

were opened to foreign trade. China turned over the island of Hong

Kong. Foreigners dominated China for many years.

Sometimes, the things that come to a nation along with the trade of

goods and products can have a greater affect than the products

themselves. Islam traveled the trade routes to West Africa. Opium from

India was sold by British merchants in China. Both meant major

changes to the people there.


Thematic Essay—Practice Paper – D

Throughout history many goods and ideas have been spread many

ways. These goods and ideas have also had a major impact on many

different societies. One idea that has spread is the idea of communism

created by Karl Marx, this idea has spread to many countries such as

russia and parts of Germany. Also the use of opium grown in the

Indian colonies spread to other nations such as China.

Throughout history, many ideas have been spread through trade,

war, and reading of books. The idea of communism was created by

Karl Marx. Communism is a type of government where everyone is

equal and the government controls everything. Lenin and the

Bolsheviks in Russia adopted Marx’s ideas. Communism appealed to

people in Russia who were looking for a new form of government that

would replace the Czar and get them out of WWI. Russia became a

communist country during WWI. The Soviets fought in WWII. At the

end of the war, Eastern European counties were occupied by the Soviet

Union and forced to become communist. After WWII, many people

around the world feared communism would take over if their

governments failed. Many European countries needed help after WWII

to rebuild. The US created the marshall plan in which the US gave

millions of dollars to western Europe to rebuild to prevent the spread of

communism. Communism not only affected the countries in Eastern

Europe it also caused fear of the spread of communism in the US. This

fear of communism spreading caused the US to get into an arms race

with USSR as well as cause the USA to take drastic measures. One of

these was the Berlin Air lift which sent materials to Berlin when the

Soviets blockaded it so they would reamian a democracy. The

communist USSR and the democratic USA competed during the Cold

War which followed WWII.


Thematic Essay—Practice Paper – D

Also throughout history many goods have been spread through

trade & imigration. One good that has been spread is opium. Opium

was grown in India and was spread to China through trade. Opium

was illegal in Britian but was traded by the British for silver in

China. Opium was grown in British India because it required warm

weather. Opium was what many Chinese wanted. Opium had a major

negative influence on China. It caused many men to stop working

and leave thier families to get high. Many Chinese quickly became

addicted and many couldn’t work anymore. People became poor

spending their money on opium. Also opium led to the opium war to

stop British merchants from bringing opium into China. But China

ended up losing and opium was still sold in China. Britian took over

some Chinese ports and caused China to lose power.

Throughout history many ideas and goods have been spread

through war, conquest, and trade. Ideas such as communism and

goods like opium had many influences on other nations such as the

US and China.

Thematic Essay—Practice Paper – E

The spread of goods and ideas along trade routes and expeditions of

conquest facilitates changes to the beliefs, government, and economy

of nations. Sugar and Buddhism are two things tha spread

throughout the world, altering the societies they encountered.

Subsequent to European conquest of the Americas, sugar began to be

cultivated, altering the social structure of the Americas, as well as

Africa. Buddhism spread along the silk roads, and eventually reached

China, Korea, and Japan.

The cultivation of sugar resulted in changes in the Americas and

Africa. Sugar was traded because the demand for sugar in Europe was

growing. To satisfy the need, Europeans set up plantations in the

recently conquered Americas. Brazil became an important center of

sugar cultivation. The cultivation of sugar stimulated European

economies. Because sugar was such a labor intensive crop to grow,

Europeans imported African slaves to the Americas. Enslaving natives

of the Americas was difficult because many died of disease brought

over by the Europeans and of harsh working conditions. The

cultivation of sugar impacted society in Africa and the Americas. In

Africa, many slaves taken were males. This caused many women in

Africa to take on roles previously held by men. Additionally, many

African groups who enslaved people and then sold them to Europeans

became very wealthy. This caused inter-tribal warfare to increase. In

the Americas, the new people, European and African, led to the

formation of new social systems. In the Spanish colonies,

peninsulares had high status. Creoles were the offspring of the

peninsulares. Further down were mestizos. At the bottom were native

Americans and Africans. The cultivation of sugar changed the social

systems, and forever altered the population of the Americas.




Buddhism spread, along the silk roads, and it too affected the

societies it encountered. Buddhism originated in India where it was

founded by the prince Siddartha Gautama. Buddhism was initially

rejected by many upper caste Hindus because it posed a threat to the

caste system which Buddhism rejected. However, Buddhism made some

early inroads in India under Ashoka and during the early Gupta

dynasty. Eventually, it lost the support of rulers in India and

declined. Buddhism’s emphasis on missionary activity facilitated its

spread outside of India. Monks and people making pilgrimages spread

Buddhism, causing temples and monastaries to be built in areas

along the Silk Road. It eventually found converts in China, Korea,

and Japan where it responded to individual spiritual needs through

meditation and rituals like the tea ceremony. In many places it

touched, Buddhism was blended with the native beliefs of the people

like Daoism and Shinto. Its syncretic nature is illustrated in

Mahayana Buddhism, which become popular for a time in China.

Buddhism mixed with Confucian ideals in China to form Neo-

Confucianism. However, for economic and other reasons, Tang and

Song scholars became suspicious of Buddhists and persecuted them.

One of the most obvious signs of Buddhist influence in Japan is Zen

Buddhists monks meditating in their pagoda temples. Buddhism

impacted the culture of the societies it reached, blending with native

ideas to form a new cultural identity for many of Asia’s inhabitants.

Buddhism and sugar represent two very different things, but each

significantly impacted culture and society. The cultivation of sugar

represents the slavery, disease, and exploitation that resulted from the

opening of the Columbian exchange. Buddhism, on the other hand,



represents the hope that a religion can give for awakening the soul and

enlightemnment. In the end, examining the effects of the spread of

goods and ideas provides a window into the global interaction that

created golden ages, slavery, economic prosperity for some, poverty for

many, and a changed world for all.


Practice Paper A—Score Level 3

The response:

• Develops all aspects of the task with little depth

• Is more descriptive than analytical (Buddhism: Siddhartha Gautama became first Buddha by

enlightenment; China and India connected by trade on the Silk Road and cultures often diffused

into each other; Buddhist monks began moving into China; translation of Buddhist sacred

writings from India into Chinese is an example of acceptance; opium: in 18th and 19th

centuries, British were making a foothold in Chinese economy; merchants began importing

illegal opium that was grown in India; Chinese government forced to sign humiliating treaty;

decreased Chinese control in their own country; more foreign governments took advantage of

British success and took over parts of China)

• Includes some relevant facts, examples, and details (Buddhism: Confucianism; Buddhist

temples; major cultural influence on architecture; opium: Opium Wars; cannons on steamships

bombarded cities)


are a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 3. The response consists of a brief

descriptive narrative that is focused on the task. Treatment would be strengthened by the inclusion

of more facts, examples, and details.

Practice Paper B—Score Level 1

The response:


• Is descriptive (Christianity: Spanish brought missionaries to the Americas, converting

indigenous peoples to Christianity; some people were forced to convert; Enlightenment: Locke

preached for more political freedoms; thirteen colonies rebelled against British and won more

rights and freedom; revolutions in South America and Mexico based on enlightened principles

which resulted in Spain losing nearly all its colonies)

• Includes few relevant facts, examples, or details (Christianity: human rights violation;

Enlightenment: demand for democratic rights; philosophes; right to a trial and property)


Conclusion: Overall, the response fits the criteria for Level 1. The response demonstrates a limited

understanding of the task. Both aspects for Christianity are minimally developed. The response

explains the ideas of the Enlightenment and its impact on other nations; however, the explanation of

how the ideas of the Enlightenment moved from one place to another is slighted.


Practice Paper C—Score Level 3

The response:


• Is more descriptive than analytical (Islam: brought across sub-Saharan trade routes; followed

routes of gold-salt trade; one result of salt trade and spread of Islam was rise of Empire of Mali;

within Mali, many practiced pillars of Islam; opium: during the 19th century, British merchants

wanted to trade with China but had no goods China wanted until they sold opium; opium raised

in India and carried on British ships; many people became addicted and dependent on opium;

thousands died as victims of superior British weapons; more Chinese ports opened to foreign

trade; foreigners dominated China for many years)

• Includes some relevant facts, examples, and details (Islam: Mecca; West Africa; Muhammad;

animism; prayer five times a day; Allah; mosques; opium: Opium Wars; Hong Kong)

• Demonstrates a satisfactory plan of organization; includes an introduction that is beyond a

restatement of the theme and a conclusion that restates the ideas in the introduction

Conclusion: Overall, the response fits the criteria for Level 3. The strength of the response is in the

treatment of the influence of the movement of Islam and opium. Additional analysis of the details

would have strengthened the response.

Practice Paper D—Score Level 3

The response:


• Is more descriptive than analytical (communism: appealed to people in Russia who were looking

for a new form of government that would replace the czar and get them out of World War I;

Eastern European countries occupied by Soviet Union at end of World War II and forced to

become communist; after World War II, many people feared communism would take over;

United States gave millions of dollars to Western Europe; communist USSR and democratic

United States competed during Cold War; opium: opium grown in India spread to China

through trade; illegal in Britain but traded by British for silver in China; caused many to stop

working and leave their families; China lost Opium War; opium was still sold in China; Britain

took Chinese ports); includes weak analysis (communism: communism is a type of government

where everyone is equal)

• Includes some relevant facts, examples, and details (communism: Karl Marx; arms race; Berlin

airlift; Marshall Plan; opium: warm weather of India)


are slightly beyond restatements of the theme


discussion of the movement and influence of communism. The discussion of the movement and

influence of opium contains fewer details and less explanation.

Practice Paper E—Score Level 4

The response:

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

moved from one place to another and the impact of the movement of both sugar and Buddhism

more thoroughly than how sugar moved from one place to another

• Is both descriptive and analytical (sugar: subsequent to European conquest of the Americas,

sugar began to be cultivated; cultivation altered the social structure of the Americas as well as

Africa; demand for sugar in Europe was growing; because sugar was a labor intensive crop,

Europeans imported African slaves to Americas; many women in Africa took on roles

previously held by men; in the Americas, new people led to formation of new social systems;

Buddhism: spread along Silk Roads and eventually reached China, Korea, and Japan; initially

rejected by many upper caste Hindus because it threatened the caste system which Buddhism

rejected; made early inroads under Ashoka and early Gupta dynasty, lost support of rulers in

India, and declined; emphasis on missionary activities facilitated spread outside India; in China,

Korea, and Japan, it responded to individual spiritual needs through meditation and rituals like

tea ceremony; blended with native beliefs; syncretic nature illustrated in Mahayana Buddhism,

which became popular in China; mixed with Confucian ideals in China to form neo-

Confucianism; Tang and Song scholars became suspicious of Buddhists and persecuted them)

• Supports the theme with relevant facts, examples, and details (sugar: plantations; Brazil;

diseases brought by Europeans; intertribal warfare increased; peninsulares; creoles; mestizos;

Native Americans and Africans at bottom of social order; Columbian exchange; Buddhism:

originated in India; founded by prince Siddhartha Gautama; Daoism; Shinto)



Conclusion: Overall, the response fits the criteria for Level 4. The response demonstrates an

understanding of the movement of Buddhism and influence of both sugar and Buddhism in a

narrative that is both analytical and descriptive. However, further development of the movement of

sugar would have strengthened the response.



Global History and Geography Specifications

August 2015

Part I

Multiple Choice Questions by Standard

Standard Question Numbers

1—United States and New York History N/A

2—World History 4, 6, 8, 13, 14, 17, 19, 22, 25, 28, 29, 30, 37, 38, 39, 40, 42, 44, 45, 47, 48, 49, 50

3—Geography 1, 5, 7, 9, 10, 11, 15, 16, 23, 24, 31, 32, 35, 36, 41, 43, 46

4—Economics 2, 12, 18, 26, 27, 34

5—Civics, Citizenship, and Government 3, 20, 21, 33

Parts II and III by Theme and Standard

Theme Standards

Thematic Essay Movement of People and Goods Standards 2, 3, 4, and 5:

World History; Geography; Economics; Civics, Citizenship, and Government

Document-based Essay

Belief Systems; Change; Conflict; Economic Systems; Human Rights; Justice; Movement of People and Goods; Political Systems; Power

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 August 2015Regents 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 2015The 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, August 12, 2015 — 12:30 to 3:30 p.m., only

RATING GUIDE FOR PART III A AND PART III B

(DOCUMENT-BASED QUESTION)

VO 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.


Global History and Geography

Part A Specific Rubric

Document-Based Question

August 2015

Document 1

Source: Carl L. Becker, Modern History, Silver, Burdett and Company

…How Louis obtained money enough to govern as he pleased.

The first need of a king who wished to rule as he pleased was money. Louis had little troublein raising money, for the reason that he did not need to ask for it, as the English kings did. The institution in France which resembled the English Parliament was the Estates General.But this body had never met frequently, and it could scarcely be said to exist any more, since it had not been assembled for nearly fifty years. Louis was therefore free to collect taxesand use the money as he saw fit.…

1 According to Carl L. Becker, what was one way Louis XIV exercised power over the

finances of France?

Score of 1:

• States a way Louis XIV exercised power over the finances of France according to Carl L.

Becker

Examples: he was able to spend money without asking; he could increase taxes without

having to ask the Estates General; he was free to collect taxes; could use

money as he saw fit; could easily raise money; could raise funds or spend

money as he saw fit without having to ask permission like the English kings

did; he had the power to tax and spend as he saw fit; he could obtain enough

money to govern as he pleased

Score of 0:

• Incorrect response

Examples: the Estates General had to give approval; he could not collect taxes; he had

little money; he was the same as English kings; asked the English Parliament;

Parliament never met

• Vague response

Examples: he was free; he saw fit; Estates General had not met for 50 years

• No response


Document 2

2 Based on the information in this graphic organizer, identify one way the rule of Louis

XIV had an impact on France.

Score of 1:

• Identifies a way the rule of Louis XIV had an impact on France based on the information in

this graphic organizer

Examples: French military increased in size/size of French military increased from

30,000 to 350,000; France was involved in several wars/war with Spain;

France was involved in a war with the Dutch; France was involved in a war of

the Spanish succession; France was involved in 3 wars; he insisted that nobles

spend time at Versailles; Louis XIV/Sun King was the center of power;

France was controlled by one ruler for 72 years

Score of 0:


Examples: the military increased in size between 1690 and 1710; nobles could not go to

Versailles; Versailles was a palace

• Vague response

Examples: the military was an approximate size; 72 years; nobles

• No response

Approximate Size of the French Military

1666

97,000

1659

30,000

1690

400,000

1710

350,000

France vs. Spain (1667–1668)Dutch War (1672–1678)War of the Spanish Succession

(1701–1714)

Wars and Expansion

Louis XIVSun King

Reigned: 1643–1715

Versailles Palace

Louis XIV insisted thatthe nobles spend time atVersailles.

Troops

Source: Images in Constans and Salmon, eds., Splendors of Versailles, 1998


Document 3

3 According to Martha Glaser, what is one impact the removal of the Edict of Nantes had

on French society?

Score of 1:

• States an impact the removal of the Edict of Nantes had on French society according to

Martha Glaser

Examples: hundreds of thousands of Huguenots fled France; hundreds of thousands of

Huguenots escaped to Holland/escaped to England/escaped to Prussia;

Huguenots that fled unsuccessfully were sentenced to the galleys; thousands

of Huguenots died due to starvation or beatings or overwork; France was

deprived of Huguenots’ talents or energy; France’s enemies were enriched by

Huguenot refugees or with Huguenots’ considerable talents and energy;

Protestants could not return to their old faith; Protestants could not become

genuine Catholics; it was a disaster for France; Louis’ contemporaries

considered it an admirable deed

Score of 0:


Examples: Protestantism became stronger; the Huguenot population increased; there was

toleration

• Vague response

Examples: admirable deed; their flights were unsuccessful; the result was desirable; they

changed their minds

• No response

Revocation [removal] of the Edict of Nantes

Source: Martha Glaser, “Louis XIV and the Heir Presumptuous,” Mankind Magazine

… As early as the 1660s the harrassment of the Huguenots [Protestants] began. It worseneduntil by the 1680s members of the “pretendedly reformed religion,” as they werecontemptuously [scornfully] called, were threatened with the loss of their children, forced toquarter [house] disorderly troops in their homes, and excluded from the professions and allpublic offices. The persecution seemed to produce the desired result. On October 17, 1685,Louis revoked the Edict of Nantes, with the explanation that toleration was no longer neededsince Protestantism had ceased to exist.

The aftermath of the revocation was disastrous for France. Many of those who abjured[gave up] their Protestant religion repented of their weakness. They were unable to eitherreturn to their old faith or become genuine Catholics. Several hundred thousand Huguenotschose to escape to Holland, England, and Prussia. France was deprived of their considerabletalents and energy, and her enemies were enriched thereby. Other thousands of Huguenots,their flights unsuccessful, were sentenced to the galleys [ships] where many quickly died frombeatings, starvation, and overwork. Yet, almost unanimously, Louis’ contemporaries [thosehaving power at the time] considered the revocation of the Edict of Nantes an admirabledeed. It would take misfortunes in which they themselves were the sufferers to change theirminds about the beneficence [charity] of the Sun King.…


Document 4a

Communist NewsThe increase in literacy at the beginning ofthe 20th century led to the widespreadavailability of newspapers. Pravda beganpublication in a very small way in 1912 butreached a circulation of over 5 million duringthe Soviet era. Although its name means“truth,” Pravda reported only what theCommunist Party wanted the people to know,and facts were often ignored or distorted.The main mouthpiece [voice] of theCommunist Party, the newspaper hassurvived in the new Russia but with a muchreduced circulation.

Source: Kathleen Berton Murrell, Russia, Alfred A. Knopf (adapted)

Pravda

Thirty Years of the Bolshevik Party

Lenin dies.

Stalin and the left-wing of the party forced Trotsky to resign his post as war commissar.Stalin worked with the right-wing of the party to weaken the left-wing.

Trotsky and left-wing leaders were expelled from the party.

Stalin removed the right-wing leader, Uglanov, from the Moscowparty.

Trotsky was banished from the USSR forever.

Steps in Stalin

’s “Divide and Rule” P

olicy

1924

1925

1927

1928

1929

Source: Based on information from Leonard Schapiro,The Communist Party of the Soviet Union, 2nd ed., Vintage Books

Document 4b


4 Based on these documents, identify two actions Stalin took to increase his power in the

Soviet Union.

Score of 2 or 1:

• Award 1 credit (up to a maximum of 2 credits) for each different action Stalin took to

increase his power in the Soviet Union based on these documents

Examples: he controlled Pravda which reported only what the Communist Party wanted

people to know; he worked with one wing of the party to weaken the other

wing/he used “divide and rule” to eliminate rivals; Trotsky and left-wing

leaders were expelled from the party; he removed right-wing leader,

Uglanov/he removed Uglanov from the Moscow party; he associated himself

in photos with Lenin; he published propaganda; he had facts distorted or

ignored; he forced Trotsky to resign his post as war commissar; he had

Trotsky banished from the USSR forever/Trotsky was forced to leave Russia

forever

Note: To receive maximum credit, two different actions Stalin took to increase his power in the

Soviet Union must be stated. For example, Trotsky was forced to leave Russia forever and

Trotsky was banished from the USSR forever is the same action expressed in different words. In

similar cases, award only one credit for this question.

Score of 0:


Examples: he ended Lenin’s support; he stopped publication of Pravda; he left the party;

he increased literacy; he survived in the new Russia

• Vague response

Examples: he took steps throughout the 1920s; he helped people to know; Pravda was

much reduced; widespread availability of newspapers; switching sides

• No response


Document 5

Source: Albert Marrin, Stalin, Puffin Books, 1988

… The purge began its last, and deadliest, phase in the spring of 1937. Until then it hadclaimed thousands of victims from among the ruling classes. Now it began to claim millions ofordinary citizens who had nothing to do with politics.

Stalin knew that these people, let alone their families, hadn’t committed treason andprobably never would. He also knew the Russian proverb: “Fear has big eyes.” He believedthat arresting suspects for real crimes wasn’t as useful as arresting the innocent. Arrestingsomeone for a crime that could be proven would allow everyone else to feel safe. And safetybred confidence, and confidence drew people together. Fear, however, sowed suspicion.It built walls between people, preventing them from uniting against his tyranny. And the bestway to create fear was to strike the innocent. Millions of innocent lives were, to Stalin, a smallprice to pay for safeguarding his power.

Creating fear was easy. The NKVD [Soviet secret police] had blanketed the country withinformers. Like the secret police itself, informers were everywhere. An informer wasstationed in every apartment house in every street in every Soviet town. Every office, shop,factory, and army barracks had its informers. He or she could be anyone: the janitor, the bankteller, the nice lady across the hall—or your best friend. Informers sat in the theaters, rode the trains, and strolled in the parks, eavesdropping on conversations. Although there is no wayof checking, it was said that one person in five was a stool pigeon [informer].…

5 According to Albert Marrin, what is one impact Stalin’s policy had on the Soviet

Union?

Score of 1:

• States an impact Stalin’s policy had on the Soviet Union according to Albert Marrin

Examples: fear was created by using informers; purges claimed the lives of millions of

ordinary citizens or thousands of victims from ruling classes; millions of

innocent lives were sacrificed to safeguard Stalin’s power; fear sowed

suspicion between people; fear built walls between people; innocent people

became victims of the purges; prevented people from uniting; the country was

blanketed with informers through the use of the NKVD; informers were

everywhere; he intentionally arrested the innocent; it made stool pigeons out

of every 1 in 5 people; even your best friend could not be trusted; every office

or shop or factory or army barracks or apartment house had its informers;

fear

Score of 0:


Examples: purge ended; Stalin committed treason; everyone was an informer; safety bred

confidence; confidence drew people together; it happened in 1937

• Vague response

Examples: the spring was deadly; Stalin paid a small price; blanketed the country; built

walls

• No response


Document 6a

Source: Palmer and Colton, A History of the Modern World,Alfred A. Knopf

60

50

40

301920 ’22 ’24 ’26 ’28 1930 ’32 ’34 ’36 ’38 1940

0

2

4

6

8

10

12

14

16

Millionsof Tons

ofPig Iron

Millionsof Cattle

Pig Iron and Cattle in the Soviet Union, 1920–1940

Document 6b

PIG IRON AND CATTLE IN THE SOVIET UNION, 1920–1940

… If pig iron [cast iron] is taken as a measure ofindustrial activity and number of cattle as a similarindication for agriculture, the chart reveals clearlywhat happened in the twenty years after theRevolution—an enormous build-up of heavy industry at the expense of food supplies. Iron minesand forges, in the disorganization of the Revolutionand civil war, were producing almost nothing in1920. By the late 1920s, output of pig iron regainedthe pre-Revolutionary level, but the great upsurgecame with the Second Five-Year Plan. By 1940Russia produced more pig iron than Germany, andfar more than Britain or France. Numbers of cattlegrew in the 1920s, but fell catastrophically duringthe collectivization of agriculture after 1929, and by1940 hardly exceeded the figure for 1920. Since1940 the industrial development of the Soviet Unionhas been impressive, but agricultural production hascontinued to be a problem.…

Source: Palmer and Colton, A History of the Modern World, Alfred A. Knopf

6 According to Palmer and Colton, what was one impact of Stalin’s control of the Soviet

economy?

Score of 1:

• Identifies an impact of Stalin’s control of the Soviet economy according to Palmer and

Colton

Examples: production of pig iron increased; by 1940, Russia produced more pig iron

than Germany or Britain or France; enormous build-up of heavy industry;

built up heavy industry at the expense of food supplies; numbers of cattle

went down in early 1930s; numbers of cattle fell catastrophically during

collectivization; numbers of cattle decreased then increased; agricultural

production suffered; agricultural production continued to be a problem; since

1940, industrial development has been impressive

Score of 0:


Examples: almost nothing was produced; there were more pigs than cattle; the civil war

was disorganized; nothing in 1920; disorganization of the revolution

• Vague response

Examples: big increases or decreases were shown; millions were produced; numbers fell;

more pig iron than cattle; was impressive

• No response


Document 7

This passage recounts Teeda Butt Mam’s experience in April, 1975 when Pol Pot and the Khmer Rouge tookover Phnom Penh, the capital city of Cambodia.

Source: Criddle and Mam, To Destroy You Is No Loss: The Odyssey of a Cambodian Family, Anchor Books, 1989

Khmer Rouge soldiers were on the streets when I awakened before dawn. Four- to six-manpatrols moved through the avenues and alleys of Phnom Penh evicting everyone from homes,shops, and shelters. No delays were permitted. No requests allowed. Troublemakers werekilled on the spot. Often, animals were slaughtered to intimidate owners.

Already, on this second day of evacuation, orphanages and monasteries, hotels andhospitals, stood empty. Within hours of the takeover, people staying in these places had beendriven from the city at gunpoint. Doctors and staff were killed if they resisted expulsion.Hospital patients too weak to walk were shot in their beds. Others, carrying still-attachedplasma bottles, hobbled from the wards. Hospital beds, filled with the sick and dying, werepushed through the streets by relatives and friends.…

7 According to Teeda Butt Mam, what was one action the Khmer Rouge took to control

the people of Phnom Penh?

Score of 1:

• States an action the Khmer Rouge took to control the people of Phnom Penh according to

Teeda Butt Mam

Examples: placed soldiers on the streets in four- to six-man patrols; evicted everyone

from homes or shops or shelters; killed troublemakers on the spot;

slaughtered animals to intimidate owners; drove people from the city at

gunpoint; killed doctors or staff if they resisted expulsion; shot hospital

patients in their beds if they were too weak to walk; Pol Pot and the Khmer

Rouge took over Phnom Penh; evictions took place regardless of requests for

delays; forced sick and dying people into the streets still in hospital beds or

still attached to plasma bottles; they emptied orphanages or monasteries or

hotels or hospitals

Score of 0:


Examples: resisted expulsion; permitted delays; allowed requests; made Phnom Penh the

capital city; hospital beds, filled with the sick and dying, were pushed through

the streets by relatives and friends

• Vague response

Examples: drove people; they were being bad; there were troublemakers; plasma bottles

were attached; orphanages

• No response


Document 8a

Pol Pot’s Khmer Rouge government, referred to as Angka, attempted to create an agrarian society. Itestablished collective farms throughout Cambodia. This passage reflects the experiences of Sopheap K. Hangduring this time period.

Source: Sopheap K. Hang, “Memoir of a Child’s Nightmare,” Children of Cambodia’s Killing Fields,Yale University Press, 1997

… When the registration of the remaining people was over, a leader of Angka [Khmer Rouge]showed up. He stood before the people holding a microphone in one hand. He gathered the new people [primarily city people] to listen to his speech. “I am the new leader ofCambodia. From now on you have to address the new government as Angka. There are nohomes for you to return to. You have to work as a group from now on. No one can ownproperty. Everything you own belongs to Angka [the government]. No more city lifestyle.Everyone has to dress in black uniforms.” My mother looked at my father with concern. “Noone can question Angka,” he said. “If you have courage to question Angka, you will be takento the reeducation learning institution.” That meant we would be executed. Everyone,including my parents, was numb. We could not think. Our bodies were shaking and our mindswere paralyzed by the imposing speech of Angka.…

8a According to Sopheap K. Hang, what was one action taken by Angka, Pol Pot’s

government, to control the Cambodian people?

Score of 1:

• States an action taken by Angka, Pol Pot’s government, to control the Cambodian people

according to Sopheap K. Hang

Examples: took away homes; took away city lifestyle; made people work as a group; did

not allow people to own property; made everyone dress in black uniforms;

forbade the questioning of Angka; took people to the reeducation learning

institution; reeducated people who questioned Angka; executed people; gave

imposing speeches to terrify new people; told people they had to address the

new government as Angka; told people everything they owned now belonged

to Angka; attempted to create an agrarian society; established collective farms

throughout Cambodia; registration of the people

Score of 0:


Examples: did not allow people to work in groups; took away black uniforms; made

everyone move to the cities; ended executions

• Vague response

Examples: gathered; made everyone numb; paralyzed minds; addressed Angka; black

uniforms

• No response


Document 8b

Khmer Rouge soldiers wielding their authority

Source: Sitha Sao, illustrator, in Usha Welaratna, Beyond the Killing Fields:Voices of Nine Cambodian Survivors in America, Stanford University Press, 1993 (adapted)

8b Based on this illustration by Sitha Sao, state one way the actions of Pol Pot’s

government affected the people.

Score of 1:

• States a way the actions of Pol Pot’s government affected the people based on this illustration

by Sitha Sao

Examples: people were told what to do; people were forced to work in the fields or to

work at gunpoint; plowing was done at gunpoint; people worked while being

watched; people were beaten; people were afraid of soldiers; people were

marched to the fields; people’s freedom or dignity was taken away;

violent/forceful tactics were used to make people work; soldiers wielded their

authority over the people; people were threatened; people were forced to wear

black clothes

Score of 0:


Examples: people were happy; people played in the fields; people/guards smoked

• Vague response

Examples: plowing; guns; there were soldiers; there were survivors

• No response



Approximate Death Tolls in Democratic Kampuchea [Cambodia], 1975–1979

1975 Number who Percent whoPopulation perished perished

Total Cambodia 7,890,000 1,671,000 21

Document 9a

9 According to Ben Kiernan, what was one way the actions of Pol Pot’s government

affected the people of Cambodia?

Score of 1:

• States a way the actions of Pol Pot’s government affected the people of Cambodia according

to Ben Kiernan

Examples: about 1.5 million/1,671,000 people died; 21 percent of the population

perished; people became refugees; refugees fled Cambodia for the Thai-

Cambodian border or France; refugee camps were established; people died of

starvation and disease; nuclear family members were killed or lost to

starvation or lost to disease; 100 refugees reported a total of 88 killings of

their nuclear family members; there was a possible death toll of 13 percent

among Cambodian peasantry; different classes of people lost family

members; the population decreased

Score of 0:


Examples: Cambodian survivors were interviewed; refugees moved to Cambodia; only

farmers lost family members; in 1975 the population was 7,890,000

• Vague response

Examples: numbers were estimated; it was projected nationally; 21 percent; nuclear

family; Cambodian peasantry

• No response


… I initially estimated the DK [Democratic Kampuchea] death toll at around 1.5 millionpeople. This estimate was based on my own detailed interviews with 500 Cambodiansurvivors, including 100 refugees in France in 1979 and nearly 400 inside Cambodia in 1980.It was also supported by a survey carried out among a different sample, the refugees on the Thai-Cambodian border. In early 1980, Milton Osborne interviewed 100 Khmer refugeesin eight different camps. This group included 59 refugees of non-elite background: 42 formerfarmers and fishermen and 17 former low-level urban workers. Twenty-seven of these people,and 13 of the other 41 interviewees, had had close family members executed in the Pol Potperiod. The 100 refugees reported a total of 88 killings of their nuclear family members. 20 ofthe interviewees (14 of them from the non-elite group) also reported losing forty nuclearfamily members to starvation and disease during the Pol Pot period. This sample of 100 families(around 500 people) thus lost 128 members, or about 25 percent. Projected nationally, thispoints to a toll of around 1.5 million. The 39 farmers had lost 25 (of, say, 195) family members,suggesting a toll of 13 percent among the Cambodian peasantry.…

Document 9b


Global History & Geography

Content-Specific Rubric

Document-Based Question

August 2015

Historical Context:

Throughout history, leaders and governments have taken actions to increase power and to control

their people. Three such leaders include Louis XIV of France, Joseph Stalin of the Soviet Union,

and Pol Pot of Cambodia. The actions taken by these leaders and governments had a significant

impact on their people and their society.

Task: Choose two leaders mentioned in the historical context and for each

• Describe actions taken by the leader and his government to increase his power and/or to control

his people

• Discuss an impact the actions had on his people or society

Scoring Notes:

1. This document-based question has a minimum of six components (for each of two leaders, discussing at

least two actions taken by each leader and his government to increase his power and/or to control his

people and an impact of each leader’s actions on his people or society).

2. The actions taken by a leader and his government may be to increase his power, to control his people, or

both.

3. The action taken by each leader and his government may be similar, but the details should be specific to

each leader, e.g., both Stalin and Pol Pot used a system of informers to gather information.

4. An action taken by a leader and his government to control his people or society may also be discussed

as an impact on his people or society, e.g., Louis XIV requiring that nobles spend time at Versailles.

5. The impact of a leader’s actions on his people or society may be immediate or long term.

6. The people or society need not be specifically identified as long as it is implied in the discussion.

7. The discussion of an impact of a leader’s actions may focus on a specific group of people or society as a

whole, e.g., impact of Pol Pot’s actions on Cambodian farmers or desertion of cities.

8. The response may discuss actions taken by a leader and his government to increase his power or control

his people from a variety of perspectives as long as the position taken is supported by accurate historical

facts and examples.

9. Only two leaders should be chosen from the historical context. If three leaders are addressed, only the

first two leaders may be rated.

10. For the purposes of meeting the criteria of using at least four documents in the response, documents 4a,

4b, 6a, 6b, 8a, 8b, 9a and 9b may be considered as 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.


Score of 5:

• Thoroughly develops all aspects of the task evenly and in depth by describing at least two actions

taken by each of two leaders to increase power and/or to control people and discussing the impact of

each leader’s actions on his people or society

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

connects rule by divine right through the expansion of the military, revocation of the Edict of Nantes,

and increased government spending to the tendency to go to war, the loss of Huguenot talent, and

economic decline which created a potential revolutionary force in the disaffected Third Estate; Stalin:

connects the policy of “divide and rule,” eliminating potential Party rivals, using purges, and strict

economic planning to the development of isolation, fear, and persecution of Soviet citizens that led to

resistance to collectivization, a decrease in agrarian output, and famine

• Incorporates relevant information from at least four documents (see Key Ideas Chart)

• Incorporates substantial relevant outside information (see Outside Information Chart)

• Richly supports the theme with many relevant facts, examples, and details, e.g., Louis XIV: l’état c’est

moi; Estates General; Versailles; flight of Huguenots; taxation; Stalin: replacement of Lenin’s NEP;

NKVD; persecution of Ukrainians; gulags; purges

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


Score of 4:

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

task for one leader more thoroughly than for the second leader or discussing one aspect less

thoroughly than the other aspects of the task

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

Louis XIV: discusses how the king’s ability to collect and spend tax revenues at will as a “divine

right” ruler allowed for the expansion of the French empire, the growing discontent of the Third

Estate, and rising debt; Stalin: discusses how the use of censorship and secret police fostered the

creation of a totalitarian society in the Soviet Union and how his use of purges and persecution aided

in the implementation of collectivization and brought about famine

• Incorporates relevant information from at least four documents

• Incorporates relevant outside information

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

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


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 leader, 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

• 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


conclusion

Score of 1:


• 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


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 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.


Louis XIV Key Ideas from Documents 1-3

Action to Increase Power and/or Control Impact on People or Society

Doc 1—Increased taxes without asking permission

of Estates General

Used money collected from taxes as he saw fit

Governed without Estates General

Doc 2—Increased size of the French military

(30,000 in 1659 to 400,000 in 1690)

Engaged in wars (Spain, 1667–1668, Dutch War,

1672–1678, War of the Spanish Succession,

1701–1714)

Took title of Sun King

Insisted nobles spend time at Versailles

Doc 3—Harassed Huguenots beginning in 1660s

Threatened Huguenots in the 1680s (loss of

children, forced to quarter troops in homes,

excluded from professions and all public offices)

Revoked Edict of Nantes

Doc 1—Taxation without approval by Estates

General

Doc 2—Increase in number of military troops

Nobles required to spend time at Versailles

Doc 3—Many former Protestants who gave up their

Protestant faith due to persecution unable to

return to their old faith or become genuine

Catholics

Escape of several hundred thousand Protestants

(Holland, England, Prussia)

Loss of talented people to France’s enemies

Flights of thousands of Huguenots unsuccessful,

those who failed to escape sentenced to the

galleys where many quickly died (beaten,

starved, overworked)

Relevant Outside Information

(This list is not all-inclusive.)


Used divine right theory

Believed “l’état c’est moi”

Transformed hunting lodge at Versailles into an

ostentatious palace

Commissioned art works to reinforce divine right

Appointed members of middle class as intendants

to become his eyes and ears in cities and towns

in French colonies

Appointed Colbert minister of finance to oversee

economy

Sent nobles who displeased him back to their

homes in disgrace

Broke his promise to allow private Protestant

worship free of persecution

Tore down churches, forbade gatherings, made

children attend Catholic mass

Improved methods of tax collection

Practiced policy of mercantilism

Expanded empire through colonization

Set up government monopolies

Reduced internal trade restrictions

Increased tariffs on imports

Taxes used to build Versailles and fund a series of

wars

Debt of France increased by establishing a French

colonial empire

Loss of population due to wars

Nobles kept in debt by requiring them to spend

time and money at Versailles

Loss of nobles’ status and power

Legacy of debt basis for French Revolution


Stalin Key Ideas from Documents 4-6


Doc 4—Used Pravda (“the truth”) as main

mouthpiece of the Communist Party reporting

only what it wanted people to know (ignored

facts, distorted facts)

Used propaganda

Used a “divide and rule” policy

Worked with left wing of party to force Trotsky to

resign as war commissar (1925)

Worked with right wing of party to weaken left

wing (1925)

Expelled Trotsky and left-wing leaders from party

(1927)

Removed right-wing leader, Uglanov, from

Moscow party (1928)

Banished Trotsky from USSR forever

Doc 5—Used purges

Arrested innocent to prevent people from feeling

safe

Sacrificed millions of innocents to safeguard his

power

Used secret police (NKVD) and their informers to

create fear throughout country

Stationed informants in every apartment house in

every street in every Soviet town

Increased fear among innocent by arresting and

charging those who had committed no real

crimes

Doc 6—Built up heavy industry

Collectivized agriculture

Doc 4—People knew only what Pravda reported

Party members forced to leave the country

Doc 5—Millions of ordinary citizens victims of

purges

People prevented from uniting against Stalin’s

tyranny by suspicion and fear Informers found everywhere (apartment houses,

offices, shops, factories, army barracks)

Informers could be anyone (janitors, bank tellers,

neighbors, best friends)

Informers eavesdropped on conversations (theaters,

trains, parks)

Doc 6—Increase in pig iron production as result of

Second Five-Year Plan

Heavy industry built up at expense of food supplies

Catastrophic fall in number of cattle during

collectivization of agriculture


Stalin cont.




Replaced Lenin’s NEP (New Economic Policy)

with five-year plans

Persecuted kulaks (wealthy peasants)

Persecuted ethnic, religious minorities

Instituted policy of censorship

Sealed borders to prevent importation of food

Reorganized Lenin’s Cheka (secret police) into

NKVD

Developed “cult of personality”

Established totalitarian government

Implemented Russification

Denied appeal by Ukrainians for reduced quotas

and emergency food supplies

Used anti-religious campaigns

Extended political and military influence into

Eastern Europe

Increased role of Soviet Union in World War II

Resistance to collectivization by Ukrainians

(burning homes, letting crops rot in fields,

removing tools and animals from collectives,

assassination of local Soviet authorities)

Forced famine

Exchanging wheat for technology led to starvation

Appeal by Ukrainians for reduced quotas and

emergency food supplies denied

Heavy industry applied to military equipment and

weapons at expense of consumer goods

Industrial working class expanded

New ruling class developed (nomenklatura)

Superpower status gained by Soviet Union after

World War II

Heavy losses suffered in World War II

Prisoners sent to labor in gulags

Churches unable to function (clergy sent to labor

camps)

Stalin perceived as indispensable and infallible by

some

Eventual rise of nationalism in satellite states


Pol Pot Key Ideas from Documents 7-9


Doc 7—Used Khmer Rouge soldiers to take over

Phnom Penh

Evicted all Phnom Penh residents from homes,

shops, and shelters

Permitted no delays in eviction of residents

Killed troublemakers on the spot

Slaughtered animals to intimidate owners

Forced people staying in orphanages, monasteries,

hotels, and hospitals from the city at gunpoint

Killed doctors and staff if resisted expulsion

Shot hospital patients who were too weak to walk

Doc 8—Attempted to create agrarian society

Established collective farms throughout Cambodia

Forced people to address new government as

Angka

Forced people to work in groups

Threatened to take those questioning Angka to

reeducation learning institution (torture and

execution)

Ordered everyone to dress in black uniforms

Used speeches to intimidate and threaten people on

collective farms

Used armed Khmer Rouge soldiers to oversee

agricultural activities

Subjected agricultural workers to physical abuse

Created fear among agricultural workers

Doc 7—People of Phnom Penh removed from city

People and animals killed

Homes and public facilities deserted (orphanages,

monasteries, hotels, hospitals)

Sick and dying pushed through streets in hospital

beds by relatives and friends

Doc 8—Work had to be done in groups

Individuals not able to own property

Everything belonged to Angka

City lifestyle eliminated

Everyone to dress in black uniforms

Agricultural workers lived in fear

Agricultural workers suffered physical injuries

Doc 9—Approximately 21% of the nearly eight

million people in Democratic Kampuchea

perished between 1975 and 1979

Refugees of Democratic Kampuchea fled to France

and the Thai-Cambodian border

Refugee camps established

Death tolls included those lost to starvation and

disease


Pol Pot cont.



Action to Increase Power and/or Control Impact on People and/or Society

Engaged in a coup d’état to replace Lon Nol’s

government

Used United States bombing raids and civilian

death tolls as recruiting tools for anti-Western

sentiment

Targeted those who wore glasses, spoke foreign

languages, owned books

Tortured and killed Cambodians at Tuol Sleng

Prison

Declared Year Zero

Banned religion

Ended all foreign influence in favor of extreme

form of peasant communism

Used censorship (shut down newspapers and

television stations, confiscated radios, shut

country off from outside world)

“Killing Fields,” filled with Pol Pot’s victims,

discovered in various areas of country

Vietnam took over Cambodia leading to fall of Pol

Pot regime

Attempts made by Cambodians to bring Pol Pot to

justice for crimes against humanity

Tuol Sleng Prison became memorial for

Cambodian victims

United Nations attempted to reconstruct civil

society and hold democratic elections

Buddhist temples became prisons

Schools became Khmer Rouge headquarters

Families broken apart

Communal living established

Men and women compelled to marry partners

selected by state

Loss of educated class problem for rebuilding

Leaders are supposed to be defined as those who look out for the

well-being of their people. They are supposed to preserve order, happiness,

and safety. Unfortunately, this is not always the case. Throughout

the course of time, leaders have proven at times they have very different

motives. Once having a taste of their power, some rulers become power

hungry. They tend to wish for more control and more authority. This is

not done without some negative effects on the people that they are ruling.

Examples of this type of leader, are Josef Stalin of the Soviet Union

and Pol Pot of Cambodia.

After the Russian Revolution, a man named Vladimir Lenin came

into power on the platform of “Peace, Land, and Bread.” He quickly

pulled Russia out of the war by signing an unfavorable treaty with

Germany. Russia was recovering from the destruction of war when

Lenin died in 1924. Directly following his death there was a fight for

power. According to Document 4b, both Stalin and Trotsky wished

to be the successor to Vladimir Lenin. Though Trotsky was a powerful

military and political organizer, Stalin used a method referred to as

his “Divide and Rule” Policy. In his quest for power, Stalin divided

the ‘wings’ of the government and brought down the leaders of the left

and right wing. After Trotsky was forced into exile in 1929, Stalin

gained his much sought after title of sole ruler of the Soviet Union.

But once in his position, he was still wary of any opposition.

The Great Purge began as an attempt by Stalin to destroy his

opposition and to ensure that there wouldn’t be any future opposition.

He felt that military leaders who served in the Revolution would still

have feelings of loyalty to Trotsky. Thus they must be destroyed as

well. But although powerful people against Stalin’s policies were dead,


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

the Purge was not over. According to Document 5, the last and

deadliest purge began in 1937. Stalin feared that people would unite

against his tyranny. To prevent this, Stalin had innocent people

killed. He knew that fear would ensue and people would not trust each

other. Many ordinary-looking people were stool pigeons for Stalin.

They were rats that provided information to Stalin. With this

knowledge, people were naturally suspicious. Many were much to

suspicious to even consider planning any form of dissent or revolt.

His secret police looked for both innocent and guilty people to target

and openly “took care of them” to force people to behave. He especially

targeted political dissidents. Many writers, artists, and others were

sent to Siberian work camps for hard labor and “re-education.”

Meanwhile, Stalin fed propaganda and lies to the people through

state-controlled media including the Moscow newspaper “Pravda”.

These policies, control of media, random targeting of innocent people

and the use of informants very effectively limited any possibility of

dissent from the people. Stalin’s policies had negative and positive

effects on the economy of the USSR.

According to Documents 6a and 6b, Stalin’s Five Year Plans

increased the amount of industrial output of the USSR. By 1940, the

Soviet Union was contesting even Germany for the most industrial

output of any European nation. Although industry thrived,

agriculture reached a low in 1933. The collectives caused food

production to decrease and the trend of low agricultural production

continued. Similar to Stalin, Pol Pot of Cambodia attempted to control

his nation using fear.

According to Document 7, to control his people Pol Pot removed them





from their capital city. He sent troops called the Khmer Rouge to remove

everyone from their houses. If any refused to leave, they were shot.

Those too sick and in the hospital were shot in their beds. Because of

Pol Pot’s orders, every building in Phnom Penh stood empty. Pol Pot’s

goal was to create an agrarian society free of modern or foreign

influences. The emptying of the cities was just the beginning of what

was to come.

After all those who remained living were registered, a leader of

Angka’s new government spoke to them. According to Document 8a,

the people were told that all property was being turned over to the

government. They no longer had any home, belongings, or identity.

They were to work in groups wearing the same black uniforms. This

was meant to create equality. Only one idea was acceptable. Any with

the courage to speak against Angka would be killed. The people were

scared and did not know what to expect. People witnessed show trials or

no trials at all and their families and friends were killed in front of

them. No one really knows how many died because the murders

happened so often and haphazardly. Nothing could have prepared them

for what was to come in the killing fields.

The genocide in Cambodia was brutal and disastrous. Many were

forcibly marched long distances to collective farms where they were

given little food and forced to work long hours. Many died of overwork

or starvation. Others were tortured to death in places that previously

were “safe” areas such as schools and Buddhist temples. According to

Document 9, historians estimate that a jaw-dropping 21% of the

population was murdered. Almost 1.7 million people had their lives

taken away. Almost everybody had a family member who was killed.



The people were devastated by the genocide brought on by Pol Pot.

Pol Pot’s government used fear and violence to control the people.

However, he wasn’t as successful as Stalin who’s legacy of control of

the USSR was maintained long after his death in the 1950s. The

USSR didn’t fall until 1991. Pol Pot only controlled his government

and people for a few years. The Vietnamese toppled his government and

put into power a repressive but less genocidal government. Efforts have

been made to put Pol Pot and other Khmer Rouge leaders on trial for

crimes against humanity.

In the United States, the government is generally kind and they

represent the people and their views. Though this seems very ordinary,

history has shown that not all are so lucky to have a government such

as this. Josef Stalin and Pol Pot impacted their country in a great

way. They possessed complete power, used fear as a weapon, and

decreased their populations. They did indeed achieve what they wanted.

They had complete control over their people. They had power that most

cannot even imagine. And their name will live on forever.


Anchor Level 5-A

The response:

• Thoroughly develops all aspects of the task evenly and in depth for Joseph Stalin and Pol Pot

• Is more analytical than descriptive (Stalin: after Trotsky forced into exile, Stalin gained his

much sought after title of sole ruler of Soviet Union; Great Purge began as attempt to ensure no

future opposition; secret police looked for innocent and guilty people and “openly took care of

them” to force people to behave; fed propaganda and lies to people through state-controlled

media; collectives caused food production to decrease; legacy of control of USSR maintained

long after his death in 1950s; Pol Pot: people no longer had any home, belongings, or identity;

people were to work in groups wearing same black uniforms, meant to create equality; no one

really knows how many died because murders happened so often; nothing could have prepared

people for what was to come in Killing Fields; genocide in Cambodia was brutal and disastrous;

unlike Stalin, he only controlled his government and people for a few years)

• Incorporates relevant information from documents 4, 5, 6, 7, 8, and 9

• Incorporates substantial relevant outside information (Stalin: Russia was recovering from

destruction of war when Lenin died in 1924; felt that military leaders who served in Revolution

would still have feelings of loyalty to Trotsky and thus must be destroyed; targeted political

dissidents; writers, artists, and others sent to Siberian work camps for hard labor and “re-

education”; Pol Pot: goal to create an agrarian society free of modern or foreign influences;

people witnessed show trials or no trials at all; forcibly marched long distances to collective

farms; given little food and forced to work long hours; people tortured to death in previously

“safe” areas such as schools and Buddhist temples; government toppled by Vietnamese who put

into power a repressive but less genocidal government; efforts made to put Pol Pot and other

Khmer leaders on trial for crimes against humanity)

• Richly supports the theme with many relevant facts, examples, and details (Stalin: divide-and-

rule policy; last and deadliest purge began in 1937; Moscow newspaper Pravda; five-year plans

increased industrial output of USSR; Pol Pot: all property turned over to government; 21

percent of population murdered; almost everyone had a family member killed)

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

power hungry leaders had negative effects on people and a conclusion that contrasts the

generally kind government of the United States to governments that have complete control over

their people

Conclusion: Overall, the response fits the criteria for Level 5. Document information serves as the

framework for a thorough discussion of Stalin’s and Pol Pot’s actions and their impacts. Outside

information and supporting facts and details are integrated into an effective analytic response,

demonstrating a thoughtful and critical appraisal of how Stalin and Pol Pot achieved their goals.

Throughout history, many leaders attempted to control their people and

increase their own power. Monarchs were good examples of such leaders. In

the case of enlightened absolutism Louis XIV known as the “Sun King”

ruled as an absolute monarch who controlled his people by increasing

the military, and collecting taxes without consent. Joseph Stalin of

Soviet Russia was a modern totalitarian dictator who murdered

millions of his own people to stay in power. These dictators/rulers often

used fear and intimidation to effectively rule the people. Often society

attempted to revolt against these rulers but were brutally suppressed.

Louis XIV of France was an absolute ruler. He exercised his power by

collecting taxes without the consent of the Estates General. Louis XIV

did not have to ask for the money. In contrast, England’s monarchy was

restricted due to the English Parliament. The legislative body in France

was the Estates General, and that body did not meet for a long time

because the King was supposed to call them into session. Louis XIV

realized that he actually didn’t have to let them meet. Because of this

Louis XIV was free to exercise any type of power that he wished. (Doc 1)

Louis XIV had Versailles built to show and exercise his power over others.

The palace was considered one of the grandest palaces in all of Europe.

Louis XIV took tax money and went into great debt to pay for its

building and all of its furnishings including solid silver benches and

priceless art. Louis XIV also insisted that his nobles spend time at

the Palace of Versailles. This was done so that Louis XIV could keep an

eye on his nobles and limit their power to gain more power for himself.

The size of the military also increased during Louis XIV’s rule which

indicates his use of the military to maintain and increase his authority.

(Doc 2) Louis XIV decided that he could not trust the nobility after

the fronde where the nobles attempted to gain power for themselves.


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

The fronde was a series of civil wars against the King’s government.

After Louis XIV won he systematically attempted to limit the power of

the nobles. This is another reason Louis XIV didn’t call the Estates

General into session. The Estates General had the power not only to

agree to new taxes, help shape political policy, and give support and

power to the King but they could also stop or limit his power.

Another way that Louis XIV increased his power and control over his

people is through his pro-Catholic and anti-Huguenot policies. Louis XIV

believed that all his people should follow the same religion. The Edict of

Nantes which granted religious toleration for the Huguenots (French

Protestants) was revoked. Not only did he revoke the edict but he tried

to force Huguenots to convert by making their lives very difficult,

including threatening to take away their children (Doc 3). Many were

beaten, starved, or overworked. As a result of this hatred in France, society

declined. Many thousand Huguenots fled France and escaped to other

nations. France lost many talents this way while the other countries

obtained their intelligence. Other Huguenots who failed to escape were

killed. This created tension in society and great fear. (Doc 3) Louis XIV

exercised his power by decreasing the power of the nobles, promoting

Catholicism, and using the military to maintain authority. Louis XIV

also engaged in several wars that were very costly which led to higher

taxation. Unfair treatment of the people, the high taxes, the religious

intolerance, and new ideas from the Enlightment eventually led to

the French Revolution in 1789.

Joseph Stalin established a modern totalitarian government in

Soviet Russia. Partly because of the effects of World War I, Lenin

established his authority. Russia withdrew from World War I under



the leadership of the Bolsheviks in the Revolution of 1917. The provisional

government overthrew the czar in March but the government became very

unpopular due to its decision to remain in the war and the lack of real

change to the lives of many Russians. Therefore, the Communist Party

gained power and following the aftermath of a short civil war, Lenin

established Soviet Russia. Lenin died in the 1920s and Joseph Stalin

and Leon Trotsky competed for power of leadership. Stalin used a series

of steps where he worked to weaken the right-wing and left–wing leaders.

Stalin worked with the left-wing of the Communist party to limit

the power of Trotsky and also worked with the right-wing to weaken

the left-wing. He then expelled the left-wing leaders and Trotsky from

the party. Stalin also expelled some right wing leaders. He banished

Trotsky from the U.S.S.R. forever which established Stalin as the sole

ruler without any possible rivals. Stalin consolidated his power by

censoring newspapers, distorting the truth, and telling the public what

he wanted them to know. Free speech was limited and those that attempted

to challenge the Stalinist party line were sent away to gulags and were

otherwise targeted. Later this policy of censorship and propaganda was

abolished under Mikhail Gorbachev who used glasnost or “openess”.

(Doc 4) Stalin also used fear and terror to govern and control the state.

He used his secret police who murdered anyone who was a threat to his

rule. The Great Purges resulted in the deaths of many Bolshevik rivals,

opponents, and even ordinary citizens. Informers kept the USSR in

check and these people instilled fear into the ordinary people. People

speaking their opinions to anyone risked losing their lives. People

couldn’t trust anyone. 1 in 5 people were informers for Stalin. This fear

forced people to behave and support Stalin’s ideas. People were too scared

to even suggest in any way any failings of the dictator. (Doc 5) Stalin





issued the Five Year Plans or the “Revolution from above” to try to bring

back the Soviet economy from the NEP and move it toward

industrialization and collectivization. However, this also had a political

objective and increased Stalin’s power. Stalin started collectivization

which made all farms into state enterprises. Some of the Kulaks were sent

off to “education camps” where many of them died. Others especially

in the Ukraine who had tried to hinder/stop Stalin’s efforts of

collectivization were targeted and forcibly starved to death in what

became known as the Ukranian Forced Famine. Between 4 and 8

million people were killed. The collectivization process did not help Soviet

economy. However, certain industrial output did increase. The production

of pig iron greatly increased and exceeded those of other countries.

However, Soviet commercial economy was behind other nations and life

for the people was very harsh. There was a lack of consumer goods and

food production suffered at the expense of industrial production. (Doc 6)

Life in the Soviet Union for society was difficult especially during

World War II. The Soviet Union’s economy clearly suffered following

World War II when the Soviet Union needed to rebuild after their massive

losses of people and destruction in cities. The backwardness of the Soviet

economy can also be seen in the conditions faced by everyday citizens

of the USSR and in the eastern bloc countries that became satellites

after World War II. This is why many East Germans tried to defect to

West Berlin and West Germany. Years later the attempts of Gorbachev

to restructure the economy eventually led to the fall of communism in

Eastern Europe and eventually the breakup of the USSR.

Louis XIV and Joseph Stalin were both rulers who sought to centralize

their power and control their people. Louis XIV and Joseph Stalin both

used force whether by means of the military or the secret police to



enforce their power. They both had control over the economies and used

the money in whatever way they saw fit. This led to a society where

people lived in fear or anger at the government and wanted change.

Anchor Level 5-B

The response:

• Thoroughly develops all aspects of the task evenly and in depth for Louis XIV and Joseph Stalin

• Is more analytical than descriptive (Louis XIV: had Versailles built to show and exercise his

power; Estates General had the power not only to agree to new taxes, help shape political

policy, and give support and power to King, but could also stop or limit his power; Edict of

Nantes which granted religious toleration for Huguenots revoked; tried to force Huguenots to

convert by making their lives very difficult; as a result of hatred against Huguenots in France,

society declined; Stalin: consolidated power by censoring newspapers, distorting the truth, and

telling the public what he wanted them to know; informers kept USSR in check and instilled

fear that forced people to behave and support his ideas; collectivization process did not help

Soviet economy; commercial economy behind other nations; economy clearly suffered

following World War II when Soviet Union needed to rebuild after massive losses of people and

destruction of cities)


• Incorporates substantial relevant outside information (Louis XIV: went into great debt to pay for

building of Versailles; decided he could not trust nobility after Fronde where nobles attempted

to gain power for themselves; engaged in several costly wars that led to higher taxation; unfair

treatment of the people, religious intolerance, and new ideas from Enlightenment eventually led

to French Revolution; Stalin: free speech was limited and those that attempted to challenge

Stalinist party line sent away to gulags; policy of censorship and propaganda abolished under

Gorbachev; issued five-year plans or “Revolution from Above” to try to bring back Soviet

economy and move toward industrialization and collectivization; some kulaks sent to “education

camps”; between 4 and 8 million people killed in Ukrainian forced famine; attempts by

Gorbachev to restructure economy eventually led to fall of communism in Eastern Europe and

eventually the breakup of USSR)

• Richly supports the theme with many relevant facts, examples, and details (Louis XIV: Sun

King; absolute monarch; increased military; collected taxes without consent of Estates General;

thousands of Huguenots fled France; Stalin: totalitarian dictator; murdered millions of his own

people; right-wing and left-wing leaders; glasnost; secret police; great purges; production of pig

iron greatly increased)

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

the rule of Louis XIV and Stalin and a conclusion that states the rule of both leaders led to a

society where people lived in fear or anger and wanted change

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

Louis XIV’s policy actions and the impact on the Huguenots, and Stalin’s collectivization policy

action and the impact on Ukrainians as well as the Soviet economy. Extensive use of historical facts

and details demonstrates a depth of knowledge about the rule of Louis XIV and Stalin and the long-

term impact each had.

Society can prosper when a strong ruler has control over the people.

With the ability to gain and maintain his power, a ruler can greatly

impact his people. This has become evident in many nations over the span

of history, and it has become a clear reason for the success or downfall

of the ruler and his nation. Two strong leaders who gained control

through their actions are Louis XIV of France, and Joseph Stalin of

the Soviet Union.

Louis XIV was known as the “Sun King” to his followers, because

of his lasting impact on France. His reign is considered a Golden Age

of France because of his policies promoting the arts and strengthening

of the monarchy and France. He increased his power by controlling

the nation’s economy. His government under the advisement of Colbert

promoted and helped French trade and businesses by increasing tariffs

so that the French people would buy French made goods and French

businesses engaged in trade would get rich. He encouraged colonization

in the Americas and places like Louisiana were named for him. These

actions strengthened the economy and increased his power. At the time

of his reign, there was a parliamentary body in France known as

the Estates General, who couldn’t interfere with Louis’ actions because

they were not called to meet. He was able to collect taxes as he felt it would

benefit France (D1). However, the high taxes imposed by Louis led to

overspending which would eventually lead to bankruptcy in the later

half of the eighteenth century as he and subsequent rulers also decided

how to spend the government’s money. But, under Louis’ rule, France

generally prospered. He transformed the hunting lodge at Versailles into

a palace to glorify his reign. Louis also focused his energy on the

nation’s army. By adding an extra 300,000 troops, he was able to be



the victor in many of France’s early wars (D2) against the Spanish.

Not only did Louis increase France’s notoreity in Europe, he also let

European leaders know that his people and his nation were strong.

Unfortunately, later wars strained the economy and put France in debt.

One of Louis XIV’s most important actions was the revocation of

the Edict of Nantes. The Protestant Reformation was underway during

the 1500s, and France became the home of many Calvinists, known

as the Huguenots. The Edict of Nantes was a document that allowed all

Huguenots in France to practice their religion freely. One of the most

devastating acts that led to the Edict was the 1572 Saint Bartholomew’s

Day Massacre, when thousands of Huguenots were killed in the streets

of France. Then, in 1685, Louis revoked the Edict of Nantes, denying

religious freedom for the Protestants. While he thought this would unify

his nation because everyone was supposed to convert to Catholicism, it

made matters worse. Those who converted during the time of the edict

did not convert back, and many Huguenots fled France to neighboring

nations (D3), denying France their work and talents. This action had

a negative impact on France’s economy and irritated some of France’s

Protestant neighbors.

Joseph Stalin came to power in the Soviet Union between the First

and Second World Wars. He used his belief in communism to govern

the U.S.S.R. In order to spread his ideas around, he used the propaganda

newspaper, Pravda, that stretched the truth to keep people under his

control (D4). One of Stalin’s most important actions was his Five-Year

Plans, which was a series of economic reforms that would benefit

the Soviet Union. Stalin manipulated the facts to show the people of

the U.S.S.R. and the rest of the world how successful the U.S.S.R.



was in industry by showing increases in pig iron production. Stalin

made the U.S.S.R. look like a very wealthy nation (D6). However

hidden from the public were the numbers involving agricultural

production. In order to increase agricultural production, Stalin

stripped the peasants of their independent farmland and “collected”

them together to form large, state-owned farms. This put many people,

such as kulaks, in economic turmoil. The kulaks refused to cooperate

and many were deported or killed. When crops were produced, they were

taken to feed people in the cities, leaving the peasants with nothing. In

fact, agricultural production actually decreased and many people

starved due to the failures of collectivization.

Stalin also brought about many purges. He felt that in order to gain

power and respect he would have to initiate fear amongst his people. First

attacking those from rich classes, then Stalin’s secret police began to

imprison and even kill thousands of innocent people (D5). His use of the

secret police scared people into following his policies. Through propaganda

and fear Stalin exerted and increased his power in the U.S.S.R.

In many ways, rulers can simultaneously gain power and

influence their people in a positive or negative way. Early on Louis XIV

brought prosperity to France, which gave him a greater sense of respect

and authority which lasted until the end of his reign when France was

in debt. He also hurt France’s economy with his religious policies.

Joseph Stalin used strong tactics and fear in an attempt to increase

the Soviet Union’s economy, but his plans ended up hurting his

people. While there were some positive aspects to Louis XIV’s rule on

the people of France, the impact of Stalin’s rule on his people was more

negative.




Anchor Level 4-A

The response:

• Develops the task but discusses Louis XIV more thoroughly than Joseph Stalin

• Is both descriptive and analytical (Louis XIV: actions strengthened the economy and increased

his power; Estates General could not interfere with his actions because not called to meet;

transformed the hunting lodge at Versailles into a palace to glorify his reign; not only increased

France’s notoriety in Europe but let European leaders know his people and nation were strong;

thought revoking Edict would unify nation because everyone was supposed to convert to

Catholicism; many Huguenots fled to neighboring countries, denying France their work and

talents; Stalin: Pravda stretched truth to keep people under his control; manipulated facts to

show people of USSR and rest of world how successful USSR was; hidden from public were

numbers involving agricultural production; agricultural production actually decreased; secret

police began to imprison and kill thousands of innocent people)


• Incorporates relevant outside information (Louis XIV: reign considered a Golden Age because

of his policies promoting the arts and strengthening the monarchy and France; under advisement

of Colbert his government promoted and helped French trade and businesses by increasing

tariffs so the French people would buy French-made goods and French businesses engaged in

trade would get rich; high taxes led to overspending which eventually led to bankruptcy; during

Protestant Reformation, France became home of many Calvinists known as Huguenots; edict

had a negative impact on France’s economy and irritated some of France’s Protestant neighbors;

Stalin: came to power between first and second world wars; five-year plans, a series of

economic reforms that would benefit Soviet Union; stripped peasants of independent farmland

and “collected” them together to form large state-owned farms; collectivization put many

people, kulaks, in economic turmoil; many people starved due to failures of collectivization)

• Supports the theme with relevant facts, examples, and details (Louis XIV: Sun King; added

300,000 troops; Saint Bartholomew’s Day Massacre; Stalin: Pravda, communist newspaper;

increase in pig iron production; purges)

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

society can prosper when a strong ruler has control over his people and a conclusion that states

Louis XIV’s rule had some positive influences on his people while Stalin’s impact on his people

was more negative

Conclusion: Overall, the response fits the criteria for Level 4. Good relevant outside information

and document information are integrated together demonstrating an understanding of the task. The

strength of the response lies in the strong discussion of Louis XIV. Further development of the

discussion of Stalin would have enhanced it.

In history, leadership of countries has been absolute at some points

in time. Absolute leaders have no meaningful checks on their power.

Often, unlimited power comes with very little thought to how decisions

will effect other people, especially the common folk of their country.

An example of an absolute monarch is Louix XIV of France. A more

modern absolute dictator is Josef Stalin of the former U.S.S.R.

Louis XIV was the reigning monarch of France between 1643 and

1715. The only other group on France that could have had the slightest

potential to restrict his power was the Estates-General. This legislative

organization was never truely called to assemble unless asked for by

the monarch, therefore Louis XIV did not have to summon them to

meet. By not assembling the Estates-General Louis XIV retained his

full power as an absolute monarch, such as the unrestricted raising of

taxes to fund his own expidentures. (Document 1) Louis spent the tax

money and also increased his power by building up the French army

over time until it reached over three hundred thousand men which was

Europe’s largest standing army. Also, by having his palace of

Versailles built and insisting his nobles spend their time there, Louis

XIV demonstrated his power, wealth, and control. (Document 2). It

prevented the nobles from plotting and planning against him. Many

of the actions taken by Louis XIV as reigning monarch in France were

solely to preserve and increase his power. With his large standing army,

he fought wars in Europe and established colonies overseas increasing

the power of France. The war against Spain (1667-1668), the Dutch

War (1672-1678) and the War of Spanish Succession (1701-1714)

shifted power away from Spanish monarchs and toward France’s.

Generally, absolute monarchs do not care about the effect that their



decisions will have on their people as long as it benefits their power. For

example, by Revoking the Edict of Nantes, Louis XIV allowed intense

persecution of the Huguenots (French Protestants) to occur. Many

Huguenots fled the country for safer lands, taking the benefit of their

skills and labor with them. Many who did not flee, were sentenced to

gallies where many died. This was deemed appropriate by his peers who

apparently shared his disregard for human life. (Document 3) He

targeted the Huguenots for two main reasons. First they lived somewhat

separately and he feared that they might rebel. Second, he believed that

if all of France was Catholic like he was, then his power and support

would increase since everyone would be religiously unified. An

immediate effect of Louis XIV’s reign was a Golden Age as France

expanded economically, militarily, politically, and artistically. Versailles

became one of the most fashionable places in Europe. A less immediate

effect of Louis XIV’s reign in France however was the French Revolution.

During the reign of his descentent, Louis XVI, the Third Estate erupted

into revolution in protest of the high taxes imposed because of the

monarch’s increasingly spendthrift ways. Louis XIV had a hand in

the cause of the revolution by increasing his expidentures and raising

taxes as well as not calling the Estates General to meet. The effects of

a monarch’s rule on his people are often both immediate and long term,

but virtually no decision made has no impact on the people governed

by the monarch.

Absolute leadership was a trend that continued into the modern

period; as an example, Joseph Stalin. Stalin controlled the U.S.S.R.

after the death of Lenin. As he came to power, Stalin alternated between

weakening the right and the left wings of the government. Eventually,



all significant party leaders including Leon Trotsky were expelled

from the government. Stalin was the only remaining leader, and

consolidated all power into his own hands. (Document 4b) To keep and

increase his power, Stalin used different methods. One method was his

censorship of the Press. No information was given to the public except

what went through Stalin and his government. (Document 4a) Fear was

another one of Stalin’s biggest tools. Many innocents were arrested to

make others suspicious of their friends, neighbors, even their own

families. That fear would prevent people from banding together to

overthrow the government. (Document 5) Stalin also controlled

the economy, pouring effort into industrial development at the expense

of agriculture. His policies resulted in the collectivization of farms,

bringing many people to work on the cultivation of crops. (Document 6)

In theory collectivization is supposed to increase agricultural production

but because so many peasants resisted it, it actually caused a decrease

in farm production. But Stalin used this to his own benefit. This became

an opportunity to put down any people who opposed him or his policies.

Also because Stalin controlled the press and put fear into people, the

decreases in farm production did not decrease his power. Stalin is

an example of a modern leader and the steps he took to increase his

power and control his people.

Much as Louis XIV had an impact on the lives of his people, Stalin

did as well. The U.S.S.R. was a highly controlled government, and

most decisions were made by the government for their own benefit.

Stalin’s tactics of arresting innocents and planting informants in

society resulted in fear and mistrust developing among the people.

(Document 5) The development of a large industrial sector was carried





out, but agriculture declined causing famines and death. (Document 6)

Also, the government’s control over the economy resulted in the eventual

decline and collapse of the U.S.S.R. However, this occurred almost 40

years after Stalin died. Other factors also played a role. Stalin’s

policies, most often, had a negative effect on his people & society.

Power often comes at the expense of the people, as demonstrated in

multiple periods of history. Absolute rulers strive to increase their

power and control over their subject peoples. Louis XIV and Josef Stalin

are two rulers that are good example of this idea.


Anchor Level 4-B

The response:

• Develops all aspects of the task for Louis XIV and Joseph Stalin

• Is both descriptive and analytical (Louis XIV: Estates General was the only other group in

France who could have had slightest potential to restrict his power; Estates General not called to

assemble unless asked by monarch; spent tax money and increased power of France with large

standing army; insisted nobles stay at Versailles, which demonstrated power and wealth;

revocation of the Edict allowed intense persecution of Huguenots; Huguenots fled France for

safer lands, taking benefit of skills and labor with them; many who did not flee sentenced to

galleys where many died; Stalin: alternated between weakening right and left wings of

government; significant party leaders expelled from government; only remaining leader and

consolidated all power into own hands; innocent people arrested to make others suspicious of

friends, neighbors, families; fear prevented people from banding together to overthrow

government; poured effort into industrial development at expense of agriculture; decreases in

farm production did not decrease his power because he controlled the press and put fear into

people)


• Incorporates relevant outside information (Louis XIV: French army was Europe’s largest

standing army; targeted Huguenots because they lived somewhat separately and he feared they

might rebel; believed if all France was Catholic like himself, then power and support would

increase since everyone would be religiously unified; under his rule, France experienced a

Golden Age; effect of his rule was French Revolution as Third Estate erupted into revolution

during reign of his descendant Louis XVI; contributed to revolution by increasing expenditures

and raising taxes; Stalin: in theory, collectivization is supposed to increase agricultural

production but because so many peasants resisted, it actually caused a decrease; agriculture

declined causing famine and death; government control over economy resulted in decline and

eventual collapse of USSR)

• Supports the theme with relevant facts, examples, and details (Louis XIV: Estates General was a

legislative organization; army reached over 300,000 men; war against Spain; Dutch War; War

of Spanish Succession; French Protestants, Stalin: death of Lenin; Trotsky expelled)


that discuss effects of absolute power on people


outside information and analytic statements employed in the discussion of the absolute rule of Louis

XIV. While the treatment of Stalin includes well-placed outside information, the discussion is

repetitive and more descriptive than analytic.

Pol Pot and Joseph Stalin were two leaders whose goals were to

control their people and increase their own power. In document five, it

states “millions of innocent lives were, to Stalin, a small price to pay

for safeguarding his power.” This shows the ruthlessness of Stalin and

these types of totalitarian leaders; leaders that do not use logic to

convey leadership, but use their power to strike fear in the eyes of those

they control. As illustrated by Sitha Sao in document 8b, the people of

Pol Pot’s government did not work for their government for the good of

their nation. They were forced and pushed by Angka to work for them.

If they did not do this work, they would be killed. Past and present

rulers have committed these acts of force to boost their power and terror.

They do it for the good of themselves.

One man that still strikes fear in the hearts of those of who he ruled

is Pol Pot. He was determined to make Cambodia into an Agrarian

society in the 1970s. His methods were brutal and the chaos that he

brought to Cambodia was tremendous. He used the ideas of Mao Zedong

and wanted to develop an ideal communist society based on the work

of rural farmers. He first emptied the urban areas and targeted those who

were influenced by foreign ideas and education. Having things like

eyeglasses, bicycles, or cars could make people a target. In document

seven, a man name Teeda Butt Mam talks about his experience through

the forced evacuation of Phnom Penh by the Khmer Rouge and Pol Pot.

He describes the Khmer Rouge as cruel and unquestioning followers

of Pol Pot’s ideas. He describes them shooting the very sick in hospital

beds because they could not evacuate quickly enough as well as shooting

doctors and staff who resisted. The Khmer Rouge killed without mercy

and with the intention to show power. Within hours, the city was


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

completely evacuated. People were forced onto long marches that ended at

rural communes where they had to work for the government. In a speech

given by an Angka leader he says “There are no homes for you to

return to. You have to work as a group from now on. No one can own

property.” (D 8a). This speech shows that Pol Pot and the Khmer Rouge

literally took the homes and property of Cambodia’s people and forced

them to work for the government. Pol Pot created a communist society

where like many other communist societies the totalitarian leaders

commanded power by instilling fear in the people. The people merely

worked so that they wouldn’t be killed. Pol Pot was a leader that used

violence and a man who sought only to promote his own purpose, an ideal

agrarian society. In the end he and his government were responsible

for one of the worst genocides of the twentieth century—killing about

21-25% of Cambodia’s population.

Joseph Stalin was a man comparible to Pol Pot. Stalin was a man

who took control of the Soviet Union shortly after WWI. Stalin gained

and maintained control by only showing the people what he wanted

them to see and know. In document 4a, it shows and talks about how

Stalin and the Communist Party controlled the newspaper called

Pravda, showing the common people only what he wanted them to see.

This indicates that he does not want the people to question the tyranny

of his government. He was willing to distort or ignore facts to control

the people. Another way that Stalin controlled the people was to strike

fear in them. Stalin would send secret informants and his secret

police to ensure that no one was talking or would talk badly about his

government or himself. (D5). He felt as if the best way to strike fear

was to attack the innocent and that is what he did. If he targeted





the guilty “criminals” the people might feel safe and confident and it

would allow people to unite together. Targeting the innocent caused

paranoia and fear that no one – neighbors, friends, or family

members could be trusted. He felt that killing innocent people was

worth it to increase his power. He wanted to be sure people did not unite

together and rebel causing them to destroy his government and escape

Communism. Stalin’s goal was to create a strong industrial power that

would be respected by foreigners. He did that by using fear and terror.

Rulers like Stalin and Pol Pot have as their main priority

increasing and preserving their own power. They will stop at nothing

to do so, even if they have to kill millions of their own people. The

consequences of this are often destroyed societies and fearful people.


Anchor Level 4-C

The response:

• Develops all aspects of the task but discusses Pol Pot more thoroughly than Joseph Stalin

• Is both descriptive and analytical (Pol Pot: used brutal methods and brought tremendous chaos

to Cambodia; Khmer Rouge killed without mercy and with the intention to show power; a leader

that used violence and sought to promote his own purpose, an ideal agrarian society; responsible

for one of worst genocides of the 20th century; Stalin: millions of innocent lives a small price to

pay for safeguarding his power; used his power to strike fear in eyes of those he controlled;

willing to distort or ignore facts to control the people; targeting the innocent caused paranoia

and fear that no one could be trusted; goal was to create a strong industrial power that would be

respected by foreigners by using fear and terror)

• Incorporates relevant information from documents 4, 5, 7, 8, and 9

• Incorporates relevant outside information (Pol Pot: used ideas of Mao Zedong and wanted to

develop ideal communist society based on work of rural farmers; first emptied urban areas and

targeted those influenced by foreign ideas and education; having things like eyeglasses,

bicycles, or cars could make people a target; Phnom Penh completely evacuated and people

forced on long marches that ended at rural communes; created a communist society where, like

many other communist societies, totalitarian leaders commanded power by instilling fear;

Stalin: took control of Soviet Union shortly after World War I; does not want people to question

the tyranny of his government)

• Supports the theme with relevant facts, examples, and details (Pol Pot: determined to make

Cambodia into an agrarian society in 1970s; very sick shot in hospital beds; doctors and staff

shot; killed about 21 percent to 25 percent of population; Stalin: newspaper Pravda; secret

informants; secret police)


that discuss the ruthless use of power to control people by some rulers

Conclusion: Overall, the response fits the criteria for Level 4. Relevant facts are employed to

support a document-framed discussion of both Pol Pot and Stalin demonstrating an understanding of

the task. Analytic statements in the introduction are supported in the body of the response

enhancing the effort. The discussion of Pol Pot is stronger than the discussion of Stalin.

Throughout the history of the world there have been many different

governments and many different leaders. Many of these have tried to

increase their power and control their people. Some of the more famous

examples of this are Louis XIV of France and Stalin of the USSR.

Both leaders abused their power, causing the deaths of people to increase

their power. Louis XIV of France and Stalin of the USSR are both

historical leaders who each took many actions to increase his power

and control his people.

Louis XIV of France tried to increase his power and control his people

economically, militarily, and religiously. First, he wanted control of

the economy of France so he could have enough money to govern as he

pleased. As shown by Carl L. Becker in Modern History, Louis could

raise as much money as he wanted, since he never called the Estates

General, the French form of Parliament. He freely collected taxes and

used this money whatever way he wanted. Louis clearly had control

over the economies of France. Not only did this make him powerful,

due to the great amount of money he could acumilate, but it gave him

control over the people, as he could collect money from them freely.

Louis XIV then spent his money as he saw fit. He had one of Europe’s

greatest palaces, Versailles built. He was also an important patron of

the arts and made the artists glorify his rule. He also held huge parties

at Versailles for the royal court, including nobles who were forced to live

at Versailles. He also did this to increase his own power. He also spent

on the military which Louis XIV controlled. In his time the military

increased from 30,000 to 400,000 as shown by the chart in document 2.

Louis also tried to expand his country through wars and expansion, one

against Spain, one against the Dutch, and then the war of the Spanish



Succesion. Louis XIV was clearly trying to become more powerful by

expanding his lands. Increasing his power also served a second purpose

of decreasing the power of the nobility because he also outlawed private

armies run by nobles. Lastly, Louix XIV tried to gain power and

control his people religiously, with the removal of the Edict of Nantes,

as told by Martha Glaser, in “Louis XIV and the Heir Presumptous.”

The removal of this edict allowed for the persecution of the Protestant

people, who were forced to convert to become Catholic or flee the country.

Lastly, Louis XIV wanted to have control over his people’s beliefs as to

have more power over them. He believed a unified powerful France had

to have one religion, Catholicism. In conclusion, Louis XIV tried to expand

his power and control his people economically, military, and religiously.

Joseph Stalin of the USSR is another example of a ruler who tried

to expand his power and control his people, but Stalin did this

intelligently, politically, socially, and economically. Intelligently,

Stalin used propaganda and control of newspapers. He would not let

the people hear of certain facts and he would distort others. As shown

in Kathleen Berton Murrell’s “Russia”, through this, the people did not

know what was going on, so no one could find any thing bad to say

about Stalin, therefore helping him control the people and helping him

maintain power. Next, Stalin would eliminate his enemies to make it

easier for him to maintain power this can be seen in the steps in

Stalin’s “Divide and Rule” Policy, where Trotsky, a political opponent

of Stalin’s, was slowly pushed out of the communist party and

eventually expelled from the USSR. Stalin did this to increase his

political power in the USSR. All he wanted was power, and he did not

care how he did this. This is also shown by Albert Marrin in Stalin,





when he showed how Stalin would order the death of millions of

innocent people just to make people fearfull. People were so fearfull of

the informants in the USSR that they would not talk to each other.

This forced them to only believe what they read in Pravda and other

newspapers that were controlled by Stalin. People were so afraid, that

they would not band together to overthrow him. To Stalin, it was fine

to kill millions of people just to keep control of his power and the people.

This could also be seen in World War II. He sacrificed a huge amount

of people in battles such as Stalingrad, Leningrad, and Moscow

causing millions to be killed. He even told his citizens that they had

to fight the Germans. If they retreated they would be shot by the Red

Army. This shows that he didn’t care about his people but only about

maintaining or increasing his power. Lastly, Stalin used economies

to improve his control of the USSR. Stalin increased the industrial

activity of the USSR by increasing the amount of pig iron (cast iron)

as shown by BR Mitchell and Palmer and Colton. In 20 years, Stalin

saw the tons of pig iron go from basically 0 to around 14 million. This

was higher than Germany, Britian, or France. Moreover, doing this

decreased the overall agricultural production of the Soviet Union,

which he kept from the people. But with Stalin’s control of information

that was a problem that did not threaten his power. So once again

Stalin showed he would improve his power through industrializing,

while starving his people due to the lack of agricutural development as

a result of collectivization. He strategically targeted populations of his

enemies like the kulaks in the Ukraine that posed a threat to his goals

and as a result they starved. Clearly, people in the USSR had horrible

lives that were filled with fear and starvation all because Stalin



wanted power and control over his people.

In conclusion, Louis XIV of France and Stalin of the USSR were

both rulers who tried to increase their power and their control over their

people, which in turn hurt their people, ruining many of their lives

and even killing many of them. They clearly were horrible rulers for

hurting their people so much.

Anchor Level 3-A

The response:

• Develops all aspects of the task with little depth for Louis XIV and Joseph Stalin

• Is more descriptive than analytical (Louis XIV: wanted control of economy of France so he

could have enough money to govern as he pleased; never called the Estates General; tried to

become more powerful by expanding his lands; removal of Edict allowed for persecution of

Protestants who were forced to become Catholics or flee the country; Stalin: used propaganda

and control of newspapers to control his people; people did not know what was going on so they

could not say anything bad about him; eliminated his enemies to make it easier to maintain

power; ordered deaths of millions of innocent people; fear forced people to only believe what

they read in Pravda and other newspapers controlled by Stalin; increased industrial activity by

increasing amount of pig iron produced)

• Incorporates some relevant information from documents 1, 2, 3, 4, 5, and 6

• Incorporates relevant outside information (Louis XIV: had Versailles built; important patron of

the arts and made artists glorify his rule; decreased power of nobility by outlawing private

armies run by nobles; believed a unified powerful France had to have one religion, Catholicism;

Stalin: sacrificed a huge number of people in battles such as Stalingrad, Leningrad, and

Moscow; told his citizens they had to fight Germans because if they retreated they would be

shot by the Red Army; kept decrease in agricultural production of Soviet Union from people;

people starved due to a lack of agricultural development as a result of collectivization)

• Includes some relevant facts, examples, and details (Louis XIV: forced nobles to live at

Versailles; military increased from 30,000 to 400,000; war against Spain, Dutch, and Spanish

Succession; Stalin: Trotsky pushed out of party and expelled from USSR; tons of pig iron

increased; pig iron production higher than Germany, Britain, or France)


state both Louis XIV and Stalin abused their power and hurt their people

Conclusion: Overall, the response fits the criteria for Level 3. Document information is employed

to frame the discussion of both Louis XIV and Stalin but good evaluative statements, especially

about Stalin’s rule, strengthen the effort. Although outside information is included, further

explanation would have helped support broad generalizations woven within the response.

There have been many governments throughout history with much

or little control over their people. Often, drastic actions must be taken

by a government to increase and consolidate its control. Strong leaders

of these governments tend to rule with as much power as possible. One

of these leaders was King Louis XIV of France. Known as the Sun King,

he had firm control of the French economy and a great deal of influence

over religioius matters also. Another ruler who sought absolute control

over his people was Joseph Stalin of the Soviet Union. He quickly rose to

the top of the party and his policies instilled fear into the people. Both

leaders took actions that would greatly affect their people and society.

During the reign of King Louis XIV, France’s equivalent of the

British Parliament was the Estates General. Unlike its English

counterpart, this organization rarely met and had little power. The third

estate, consisting of the middle and lower class, was mostly poorly

and unfairly underrepresented. Under absolutism, Louis XIV had

complete authority and whenever he needed money, which was quite

often considering his lavish building of and lifestyle at Versailles,

he could simply collect more taxes. This practice impoverished the lower

classes and eventually would lead to the conditions under Louis XVI

and the French Revolution. Clearly, Louis XIV actions in securing

money greatly affected the people he ruled. (Doc. #1)

When the Protestant Reformation occurred, France was split between

the Catholics and Huguenots. The Edict of Nantes promised toleration

of the Huguenots’ religious beliefs but was revoked by King Louis XIV

because he believed he could increase his power by making all French

people Catholic. This would also give support to his justification of his

own rule which was divine right. Divine right was the idea that he was





chosen by god and was god’s reprensative on earth and his decisions

could not and should not be questioned. Many protestants, refusing

to return to Catholic practices, fled France to neighboring Protestant

nations. Those whom were caught fleeing were sentenced to work on

galley ships and often died as a result. As stated in Document #3,

France lost many talents from which its enemies benefitted. The King’s

removal of the Edict of Nantes led to a gaping hole in French society,

but like not calling the Estates General, he did it to increase his power.

(Doc. #3)

As leader of the Communist party in Soviet Russia, Stalin ruled

with an iron fist. He took actions to prevent people from revolting. One

such action was to instill fear in his people and mistrust towards each

other. He did this by arresting and executing innocent citizens, making

those who survived afraid for their lives. He also placed informers

throughout all society, creating a constant and looming threat for

those against the party. He also controlled information by controlling

newspapers such as Pravda which distorted and ignored the truths of

society. One would only find good things about Stalin’s Soviet Union.

(Doc. #4) To further control people Stalin created a “cult of personality”

and artists and authors glorified his rule. If they refused, they were

often targeted, killed, or sent to gulags. Through these actions, society

in Soviet Russia became a nightmare for its people. (Doc. #5)

In the controlled economy of Soviet Russia, there was much more

emphasis on industrial production than agrarian production. By 1940,

Stalin had brought cast iron production to greater levels than that

of Germany but his collectivization caused agriculture to fall

catacysmically. This created tough living conditions for the people of



the Soviet Union, but then again he didn’t really seem to care about

the people and whether they had enough food. He cared more about his

power and contro1. (Docs. 6a & 6b)

The harsh regime of Stalin and the absolute rule of King Louis XIV

had great affects on the society and the people of their respective countries.

Their actions were meant to increse their power and influence.

Anchor Level 3-B

The response:

• Develops all aspects of the task with little depth for Louis XIV and Joseph Stalin

• Is more descriptive than analytical (Louis XIV: Estates General rarely met and had little power;

because of lavish building of and lifestyle at Versailles, he collected more taxes; Edict of Nantes

promised toleration to Huguenots’ religious beliefs; could increase his power by making all

French people Catholic; many Huguenots fled to neighboring Protestant nations; France lost

many talents; revocation of Edict of Nantes led to a gaping hole in French society; Stalin: ruled

with an iron fist; instilled fear in his people and mistrust toward each other by arresting and

executing innocent citizens; controlled information by controlling newspapers such as Pravda

which distorted and ignored truths; much more emphasis on industrial production than agrarian;

by 1940, cast iron production levels exceeded Germany)


• Incorporates relevant outside information (Louis XIV: Third Estate, consisting of middle and

lower class, underrepresented; practices impoverished lower class and led to conditions under

Louis XVI and the French Revolution; when Protestant Reformation occurred, France split

between Catholics and Huguenots; divine right idea that monarch chosen by God was his

representative on earth and his decisions could not and should not be questioned; Stalin: created

a “cult of personality” and artists and authors glorified his rule; people often targeted, killed, or

sent to gulags)

• Includes some relevant facts, examples, and details (Louis XIV: Sun King; Estates General,

equivalent of British Parliament; Protestants sentenced to work on galley ships; Stalin: leader of

Communist Party in Soviet Union; informers; controlled economy)

• Demonstrates a satisfactory plan of organization; includes an introduction that mentions the

methods of control used by Louis XIV and Stalin over their people and a conclusion that is a

restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 3. A general knowledge about Louis

XIV and Stalin is demonstrated by the use of selected document information. The response

incorporates good outside information in the discussion of Louis XIV but uses limited outside

information for Stalin. An understanding of the task is demonstrated; however, additional facts and

details particularly for Stalin would have strengthened it.

Over the course of the World’s history, many leaders have used

certain techniques or practiced certain styles of authority and rule to

ensure their power over their people. In many cases, some of these

leaders’ authority were obtained through corrupt or sometimes brutal

ways. They enforce laws or codes which have a major impact over

the people they rule over.

Leaders have sometimes used extremely crafty and cruel means to

assert their authority. For example, Soviet leader Joseph Stalin used

very shifty techniques to get into power. He had nearly all of his

competition eliminated by either having them accused of treason or by

having them expelled, banished or killed. In the end, since he was the

last man standing, he assumed power. Stalin was a very paranoid

and power hungry individual and was determined to enforce his

power. He utilized the use of secret police and spies to weed out any

traitors and rebels. Anyone accused of treason, whether they be guilty

or innocent, where either killed or sent to labor camps called gulags in

Siberia. Stalin literally had his people cowering in fear thanks to his

policies. The people could not think or act without being scared of

possible repercussions. When people did resist, such as in the Ukraine,

Stalin targeted and killed them in the millions. (Docs. 4A-B ,5)

In other nations, many Leaders have used brutal and vicious

actions to ensure their power. Pol Pot of Cambodia was one of these

rulers. He and his Khmer Rouge government had used violence and

brutality to achieve their goals. They came to power near the end of

the Vietnam War which was a cause for the rise of Pol Pot. Cambodia

was destabilized when the U.S.A. bombed the Ho Chi Minh trail that

went through Cambodia. Pol Pot and the Khmer Rouge eventually



capitalized on government problems and took control of the country.

The savage acts of Pol Pot and the Khmer Rouge would wipe out nearly

21 percent of Cambodia’s population. Pol Pot ensured that if anyone

tried to speak out against or question his rule, they would be executed.

During their brutal regime, they forced survivors on marches to camps

in the countryside and forced them to work themselves to the bone and

sometimes death. Any workers caught not working or refusing to

work would either be beaten badly or even killed. Areas around these

camps are sometimes called the “killing fields” because so many

were killed there. Pol Pot’s regime was not just a sign of one man’s

iron-fisted rule, it was also a sign of one man’s total disregard for

human life. (Docs. 9A, B, 8A, B 7)

Many leaders policies do tend to show a lot in common. Whether it

be the crafty antics of Stalin or the brutal antics of Pol Pot, many of

their acts are the same. Stalin’s secret police during the Great Purge

was at times extremely violent towards the people, beating them out of

their homes. Pol Pot and the Khmer Rouge had instilled terror in the

Cambodians they brutalized. Their actions bear similar traits to each

other and show just how ruthless a leader can be.

In the end, leaders leave a mark on the people they have ruled over.

Their actions have been etched into the world history and no one will

ever forget what they have done, especially the people they have ruled

over. Many would see these leaders as monsters. Others like historians

might try and investigate as to why leaders like Stalin and Pol Pot

were so brutal. But the only thing that is on their minds when they

think of leaders like Stalin and Pol Pot was the impact they left on

their people.




Anchor Level 3-C

The response:

• Develops all aspects of the task with little depth for Joseph Stalin and Pol Pot

• Is more descriptive than analytical (Stalin: used very shifty techniques to get into power; had

nearly all of his competition eliminated by either having them accused of treason or by having

them expelled, banished, or killed; a very paranoid and power-hungry individual who was

determined to enforce his power; people could not think or act without being scared of possible

repercussions; secret police violent toward people, beating them out of their homes; Pol Pot:

anyone who tried to speak out against or question his rule would be executed; forced survivors

on marches to camps in the countryside and forced them to work themselves to the bone;

workers caught not working would either be beaten badly or even killed; regime not just a sign

of one man’s iron-fisted rule, also a sign of one man’s total disregard for human life; he and

Khmer Rouge instilled terror in the Cambodians they brutalized)

• Incorporates some relevant information from documents 4, 5, 7, 8, and 9

• Incorporates limited relevant outside information (Stalin: traitors and rebels sent to labor camps

called gulags in Siberia; when people did resist, such as in Ukraine, targeted and killed them;

Pol Pot: Vietnam War destabilized Cambodia when United States bombed Ho Chi Minh trail

through Cambodia eventually causing him to take control; areas around the camp are sometimes

called “Killing Fields” because so many were killed there)

• Includes some relevant facts, examples, and details (Stalin: utilized secret police and spies;

Great Purge; Pol Pot: Khmer Rouge government; wiped out nearly 21 percent of population)

• Demonstrates a satisfactory plan of organization; includes an introduction that states the

authority of some leaders is obtained through corrupt and sometimes brutal ways and a

conclusion that notes historians try to investigate why leaders such as Stalin and Pol Pot were so

brutal

Conclusion: Overall, the response fits the criteria for Level 3. Good information is provided to

explain how Stalin and Pol Pot became the leaders of their respective countries. The actions and the

impact of Stalin and Pol Pot are derived primarily from selected information found in the

documents. Additional supporting facts and details would have strengthened the discussion.



Throughout history many leaders have inhibited the same strategy

to increase their power over their people. All these leaders share

Machiavelli’s view that it is “much better to be feared than loved.” Fear

and intimidation is an effective method of rule, as seen from Joseph

Stalin of the Soviet Union and Pol Pot of Cambodia.

Joseph Stalin was the leader of the Communist party of Russia during

the early 20th century. His rise into power was through manipulation,

yet he managed increase the Communist power by making the people

fear him. He massacred innocent people as said by Albert Marrin, “Now

it began to claim millions of ordinary citizens who had nothing to do

with politics” (5). Stalin knew that fear was a powerful weapon to wield

because it kept the people from resisting his rule. Stalin also formed

a secret police, the “NKVD”, and informers disguised as regular

citizens. It was said that “one person in five was a stool pigeon”, this

created fear because now no one could be trusted (5). With the action

of Stalin, millions of innocent Soviets were murdered in order to ensure

the stability of Stalin’s position as ruler. We can see that an efficient

way to make the people fear government, is with threats of death.

Pol Pot of Cambodia also used the technique of slaughtering millions

of people to make them fear him. In April of 1975 Pol Pot issued the

evacuation of all Cambodian peoples from their homes, hotels, and

even hospitals. A witness of the experience, Teeda But Mam recalls,

“Trouble-makers were killed on the spot.” (7). Pol Pot was successful

in his invasion of these people because he intimidated them with death.

Then after the evacuation Pol Pot put the Cambodian people into forced

labor as seen in the illustration called “Khmer Rouge soldiers

wielding their authority” by Sithia Sao (8B). Cambodian workers are



depicted working in the fields with Pol Pot’s soldiers’ guns pointing at

them. It was estimated that from 1975 – 1979 under Pol Pot’s rule that

21% of the Cambodian population had perished (9a). Pol Pot like

Stalin, used fear and intimidation in order to remain in power over

the Cambodian people.

Joseph Stalin and Pol Pot both were able to successfully remain in

power, because of the people’s fear of them. This is seen because while

both leaders were in power, they killed hundreds of thousands of

innocent people. This itimidation was what kept the people subdued

from revolting against the government. These leaders prove correct

Machiavelli’s idea of why fear is a succesful ruling tactic.

Anchor Level 2-A

The response:


• Is primarily descriptive (Stalin: rose to power through manipulation; managed to increase power

by making people fear him; millions of innocent Soviets were murdered to ensure his stability as

ruler; an efficient way to make the people fear government is with threats of death; Pol Pot:

slaughtered millions of people to make them fear him; issued evacuation of all Cambodian

people from their homes, hotels, and hospitals)

• Incorporates limited relevant information from documents 5, 7, 8, and 9


• Includes few relevant facts, examples, and details (Stalin: leader of Communist Party of Russia;

formed NKVD; informers disguised as regular citizens; Pol Pot: forced labor; Cambodians

worked with soldiers’ guns pointing at them; 21 percent of Cambodian population perished)

• Demonstrates a general plan of organization; includes an introduction that uses Machiavelli’s

idea to demonstrate that Stalin and Pol Pot were effective rulers and a conclusion that states

Stalin and Pol Pot were able to remain in power because of people’s fear

Conclusion: Overall, the response fits the criteria for Level 2. Document information is used to

effectively support Machiavelli’s ideas that fear and intimidation were used by Stalin and Pol Pot to

remain in power. Further development, additional details, and examples would have strengthened

this response.



Throughout history, leaders and governments have taken actions to

increase power and to control the people. Two leaders who did such

actions include Joseph Stalin of the Soviet Union and Pol Pot of

Cambodia. The actions taken by these people and there government has

had major impacts on there people. The document explain was in which

these leaders took control of there people.

Joseph Stalin, Document 4a and 4b explain some ways in which

Stalin got control of the people of the Soviet Union. The beginning of

the 20th century had an increase in literacy. This let the newspapers be

more available to the people of Russia. During 1912, a small newspaper

called “Pravada” was publish. Though it was small then, it became a big

hit during the Soviet era. This newspaper, even though it was translated

to “truth” would only print what the government wanted people to know. It

often ignored or disorted the facts. The document also shows how Stalin

banished Trotsky from the USSR. Stalin spent six years slowly

weakening, expelling, and banishing the left and right wings of

trotsky. He did this from year 1924 to 1929. Document 5 states how

Stalin had used the NKVD, or Soviet Secret police, to take control of

his people. The NKVD was a group of police that could eavesdrop on people

and if they talked bad about the government, would arrest them. They

also had a small branch off of the NKVD, these people where informers.

They where everywhere, one was stationed in every apartment house, street

and town. The could be your janitor, bank teller, even your friend. They

where in the office, shop, bakery, and army barrackads. They rode your

train and sat with you on the bus. Stalin used these people to put fear

in the hearts of citizens. They could not talk, they where to scared.

Document 6a and 6b shows us how Stalin had helped and injured



the Soviet union. Stalins control made industrial development of the

USSR very impressive. Russia produced more pig iron than Germany,

and far more than Britain or France. The agricultural production,

though the industrial was doing good, continued to be a problem.

Another leader much like Stalin was Pol Pot. Khmer Rouge got

control of the people of Phnom Penh by stricking fear in there heart, as

said in document 7. He evacuated everyone from home, shop, and shelter.

No delays where permited, and annyone who disagreed whas shot.

Everyone was driven out by gunpoint. Doctors and staff where killed if

they resisted explusion. The sick that where to weak to walk where killed.

Hospital bed, filled with the sick and dying where pushed through the

streets by friends and family. Pol Pots new government “Angka” stated

in document 8a, did not allow people to own land. They could not own

anything. Everything belonged to Angka. The people of Cambodia had to

dress in black uniforms. They had no freedom, and if they questioned

the government or disobayed, they would would be shot on the spot.

Document 8b shows a picture of how the people where treated at work. They

had to work at gunpoint and where scared to mess up because they would

be executed. The information in document 9 tells us how many people died

in Cambodia because of Pol Pot. The population of 1975 was 7,890,000.

The number who perished was 1,671,000. That is 21% of the people. Many

of the people in Cambodia took refuge in France and the Thai-Cambodian

boarder. Pol Pot truelly struck fear in his people to get them to obey him.

The leaders who commit such acts to get there people to listen to

them are cruel and selfish. Using guns to get people to listen to you is

never how it should be done. If these people simply did the right thing

im sure they would have gotten some respect from there people.


Anchor Level 2-B

The response:


• Is primarily descriptive (Stalin: at the beginning of the 20th century, literacy increased; Pravda

would only print what the government wanted the people to know; it would often ignore or

distort facts; NKVD could eavesdrop on people and could arrest them; put fear in the hearts of

citizens, they could not talk they were too scared; made industrial development of the USSR

very impressive; agricultural production continued to be a problem; Pol Pot: anyone who

disagreed was shot; sick who were too weak to walk were killed; people could not own

anything, everything belonged to Angka; if people questioned the government or disobeyed,

they would be shot on the spot; many Cambodians took refuge in France and on the Thai-

Cambodian border); includes faulty application (Stalin: he spent six years slowly weakening,

expelling, and banishing the left and right wings of Trotsky)

• Incorporates limited relevant information from documents 4, 5, 6, 7, 8, and 9


• Includes some relevant facts, examples, and details (Stalin: used Soviet secret police to take

control; informers were everywhere; Russia produced more pig iron than Germany and far more

than Britain or France; Pol Pot: everyone driven out by gunpoint; black uniforms; work at

gunpoint; population in 1975 was 7,890,000; 1,671,000 perished, that is 21 percent)

• Demonstrates a general plan of organization; includes an introduction that is a restatement of the

theme and a conclusion that states these leaders were cruel and selfish

Conclusion: Overall, the response fits the criteria for Level 2. Relevant document information is

copied and strung together to address the actions taken by Stalin and Pol Pot to increase power and

control their people. The impact of those actions in each case is addressed by only a few document-

related statements. Minimal paraphrasing of document information is provided; however, a basic

understanding of the task is demonstrated.



Joseph Stalin of the Soviet Union, and Pol Pot of Cambodia both

took large actions to increase their power and to control their people.

Both of these leaders had a major impact on people and society. Some

of these impacts were bad for their land, but they did whatever it took

to keep them in power.

Joseph Stalin, according to the documents wanted very much to

stay a leader and create fear. He says that fear will prevent anyone

from standing up against him. Beginning in the spring of 1937,

Stalin’s purges began. Stalin believed that arresting or killing

innocent people would make them scatter, and feel afraid, preventing

them to stand up against him. The millions of innocent people’s lives

that he has taken was just “a small price to pay for guarding his

power.” Stalin also created fear by placing informers at every corner,

in every store and everywhere you went. Also to protect Stalin’s

leadership, he would use propaganda. The news paper only reported on

what the Communist Party wanted people to know, and left out or

distorted the truth.

Pol Pot also did almost anything to keep his leadership strong. Pot

Pol even killed almost 21% of cambodia’s population. He evacuated

everyone from their homes, shops and shelters, and made sure that

there was no trouble making, or they would be shot. Also orphanages,

hotels, and hospitals were evicted, and also anyone who would not, or

could not would be shot. After that, everything anyone owned was now

the government’s, or Angkas. They could not own property, live in

their homes, and everyone had to wear black uniforms. From then on

everyone had to work in groups and look the same. Throughout Pol

Pot’s takeover of Cambodia, about 1,671,000 people were killed.



Pol Pot and Stalin were leaders who killed and hurt anything that

got in the way of their leadership. Their actions had a great impact on

the society, people, and population.

Anchor Level 2-C

The response:


• Is primarily descriptive (Stalin: wanted very much to stay a leader; fear would prevent anyone

from standing up against him; placed informers in every corner and everywhere you went;

newspaper left out or distorted truth; Pol Pot: did almost anything to keep his leadership strong;

made certain there was no troublemaking or they would be shot; everything anyone owned was

now the government’s or Angka’s; people had to work in groups)

• Incorporates limited relevant information from documents 4, 5, 7, 8, and 9


• Includes few relevant facts, examples, and details (Stalin: millions of innocent lives taken; used

propaganda; Pol Pot: almost 21 percent of Cambodia’s population killed; everyone evacuated

from homes, shops, and shelters; people had to wear black uniforms); includes an inaccuracy

(Stalin: purges began in the spring of 1937)

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

and a brief conclusion

Conclusion: Overall, the response fits the criteria for Level 2. The response is comprised of

document information that outlines the actions of Stalin and Pol Pot but lacks supporting details.

While the development of the impact of the actions of both leaders is limited to brief statements, a

basic understanding of the task is demonstrated.



Throughout history, leaders and governments have taken actions

to increase power and to control their people. Three such leaders include

Louis XIV of France, Joseph Stalin of the Soviet Union and the Pol Pot

of Cambodia. The actions taken by these leaders and governments had

a significant impact on their people and their society.

Joseph Stalin was a communist leader that worked his way the top

of rule very harshly. According to documetns 4a and 4b, Stalin’s policy

of divide and rule split the left-wing and the right-wing. For example,

one action Stalin took to increase his power was to work with the

right-wing of the party to weaken the left side of the party. According

to document 5, Stalin’s policy impacted the Soviet Union. One impact

Stalin’s policy had on the Soviet Union was he created a secret police

with informers. This made the Soviet Union much stronger.

The Khmer Rouge, also know as Pol Pot, took over Cambodia. The

Cambodians began to fear them because of their control they over the

Cambodians. According to document 7, the Khmer Rouge soldiers

invaded the capital of Cambodia. They evicted everyone out of the town

with the power of a gun point. Based on document 8, Pol Pot’s

government was referred to as Angka. It established collective forms

throughout Cambodia. One action Angka took to control the

cambodians was with a threatening Speech.

Both Joseph Stalin and the Pol Pot’s government has caused major

deaths during their rise to power. Stalin stepped on one to get to the other

to control people. Pol Pot’s government split towns, homes and families

up to rise to power from fear. These two leaders and/or governments has

taken actions to rise their increase of power and to control people in

their favor.


Anchor Level 1-A

The response:

• Minimally addresses some aspects of the task

• Is descriptive (Stalin: policy of divide and rule split the left wing and the right wing; created a

secret police with informers; Pol Pot: Cambodians began to fear Khmer Rouge because of their

control; people were evicted out of the capital; Angka used a threatening speech to control the

people)

• Includes minimal information from documents 4, 5, 7, and 8


• Includes few relevant facts, examples, and details (Stalin: a communist leader; Pol Pot: took

over Cambodia; Khmer Rouge soldiers invaded the capital; collective farms established);

includes an inaccuracy (Pol Pot: Khmer Rouge also known as Pol Pot)

• Demonstrates a general plan of organization; includes an introduction that is a restatement of the

theme and a conclusion that states the different methods used by Stalin and Pol Pot to increase

power

Conclusion: Overall, the response fits the criteria for Level 1. Simplistic interpretation of limited

document information forms the basis of the response. Although brief general statements address

the impact of both the actions of Stalin and Pol Pot, the attempt at comparison demonstrates a

minimal understanding of the theme.



Throughout history, leaders have taken actions to increase power and

to control their people. For example Louis XIV of France and Joseph Stalin

of the Soviet Union.

Louis the XIV of France was not a very powerful leader. He spent his

money as he pleased when he pleased since he was king. (Doc 1) This

caused taxes to increase and people to go into poverty and starvation.

The peasant of France tried to make there own branch and have input on

how the money gets spend but the King would not attend the meetings.

Although since he began his reign the millitary increased from

30,000 to 350,00 troops (Doc 2).

Joseph Stalin of the Soviet Union had a different strategy. First

he used people to get to the top then got rid of them. For example he worked

with the right-wing to get rid of the lefting-wing then once in power

got rid of the leader of the right-wing (Doc 4). He also invoced fear in

there people and arrested the inocent (Doc 5). This made the people

distrust each other and unable to organize and rebel against him.

Although he did increase the economy by increasing the production of

pig iron (Doc 6).

Leaders will take devasting measures to gain power and maintain

that power. Some may use the country and be able to stimulate it but

others just bring it down.


Anchor Level 1-B

The response:

• Minimally addresses all aspects of the task

• Is descriptive (Louis XIV: spent his money as he pleased when he pleased; people went into

poverty and starvation; Stalin: used people to get to the top, then got rid of them; invoked fear in

the people; made people distrust each other so they were unable to organize and rebel against

him); lacks understanding and application (Louis XIV: peasants of France tried to make their

own branch and have input on how the money gets spent, but the King would not attend the

meetings)

• Includes minimal information from documents 1, 2, 4, 5, and 6


• Includes few relevant facts, examples, and details (Louis XIV: taxes increased; military

increased; Stalin: worked with the right wing to get rid of the left wing; arrested the innocent;

increased the production of pig iron); includes an inaccuracy (Louis XIV: was not a very

powerful leader)

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

restate the theme

Conclusion: Overall, the response fits the criteria for Level 1. Simplistic generalizations include

few supporting facts; however, minimal knowledge of the actions of Louis XIV and Stalin and the

impact of their actions is indicated. A misunderstanding of the operation of the Estates General is

demonstrated. Inclusion of accurate and inaccurate document information limits the response.


Document-Based Essay—Practice Paper – A

Unethical treatment and selfish methods have, unfortunately, been

common traits of world leaders in history. Actions performed solely to

gain power or control civilians’ lives have been taken by leaders such

as Joseph Stalin in the Soviet Union and Pol Pot’s Khmer Rouge in

Cambodia. These incidents were indeed extremely dangerous to live

through and they showed exactly what power-hungry leaders can be

capable of.

The desire for total power is not one that is easily extinguished.

Oftentimes leaders will do whatever it takes to gain more authority.

Joseph Stalin controlled what the media showed his people, and also

kicked possible political opponents in his political party out after

gaining power, to make sure he faced no internal opposition (Doc 4).

In Cambodia, the Communist way of living was forced onto the people,

and anyone who dared to not agree was brutally executed (Doc 8). Pol Pot

overthrew the previous government in a coup d’état and then killed any

opposition. Anyone with any connections to the previous government

or any foreign ideas was targeted and killed. People were tortured

relentlessly and forced to evacuate their homes. In Russia, Stalin used

a secret police force to search and destroy anyone who was suspected of

treason, whether or not they were actually innocent. By doing this, these

dictatorial governments were able to keep complete control over their

suffering people at the, seemingly to them, small price of millions of

innocent lives.

Although the policies of these 2 leaders may have been hugely

beneficial to themselves and certain aspects of the economy, the sheer

disregard for their peoples’ lives and rights was inexcusable. Stalin’s

strategy was to inflict as much fear into the hearts of his people as


Document-Based Essay—Practice Paper – A

possible to prevent them from uniting and revolting (Doc. 5). His

informers were everywhere, so no one dared to publicize or even show any

resistance. In Cambodia, a genocide took place that killed over 1.5 million

people, 21% of the population (Doc 9). Nobody could even get a chance

to think about fighting back before the Khmer Rouge tortured and

executed them. The deaths of so many innocent civilians were a worthy

price to Pol Pot, and he almost succeeded in creating his ideal

Communist agrarian nation. In the Soviet Union as a result of

Stalin’s ruthless methods, industrial output increased dramatically

and helped make the Soviet Union a world power. Much of this

industrial output was applied to the military. Stalin believed

militarism would help protect and expand the Soviet Union and

consolidate power at home. Although some of his methods were criticized

by the leaders who followed him, it was in part because of his militarism

that the Soviet Union continued to remain strong. Clearly these

leaders’ methods were successful in their own objectives, however

the negative impacts on the people as a whole cause many to consider

the methods unjustifiable.

One might ask; how could the greed of these leaders be so strong

that they would massacre millions of their own people out of a desire

for security or whatever else they wanted? Well, one might answer that

by saying the power-hungry personalities of Stalin and Pol Pot may

have been a bit inconsiderate and twisted, and not in the peoples’ best

interests, but one cannot deny that they got what they wanted.


Document-Based Essay—Practice Paper – B

The institution in France which resembled the english parliament was

the estates General. He went to Spain to fight so he can took over Spain

but he refused so he return to france. Louis revoked the edict of Nantes

and toleration was no longer needed since protestantism. Josef Stalin

was the leader of the Soviet Union. In 20th century led to the widespread

availability of newspaper that pravda began publication in a very

small ways in 1912. The main mouthpiece of the communist party,

the newspaper has survived in the new Russia but with a much

reduced circulation. Until 1991 the Soviet Union collapsed and they

declared a new country in europe and Asia. Pol Pot and the Khmer

Rouge took over Phnom Perh in Cambodia. He evicting everyone from

there homes. He wanted to make the people do all the work and the people

should not take a break or eat food until they done working but he lost

many people he had no one to work so he was not leader of Cambodia.


Document-Based Essay—Practice Paper – C

Throughout the course of history leaders and certain governments

have taken action to control their government and people. Leaders such

as Joseph Stalin of the Soviet Union and Pol Pot of Cambodia have

displayed actions in order to increase their power and control their

nation. The actions taken by these two leaders both have had a strong

impact on the people and society in which they govern.

Joseph Stalin was one of the harshest dictators in the history of

Russia and the Soviet Union. He developed methods in order to

increase his power such as publishing the Pravada (Doc 4a) that only

published what the communist party wanted people to know. Often

facts in the Pravada were not written, in order to make Stalin look

good as a leader. Stalin also developed a “Divide and Rule” policy

(Doc 4b) that was able to banish an opponent of his named Trotsky

from the USSR forever in 1929. Stalin also believed building fear

was a good way to safeguard his power in the Soviet Union (Doc 5).

His idea of building fear was striking innocent people and punishing

them for crimes in which they did not commit. He figured this would

build walls between people preventing them from uniting together to

go against him. Millions of innocent lives were affected due to this.

Pol Pot was another leader who took actions that would greatly

affect his society in order to increase his power in Cambodia. In the

capital city of Phnom Penh (Doc 7), The Khmer Rouge soldiers and Pol

Pot drove the citizens out of the city. Those who didn’t cooperate or leave

were shot and killed, animals were slaughtered, and many people were

driven out at gunpoint. Pol Pot’s Khmer Rouge government also known

as Angka used harsh policys against the Cambodian people. A leader of

Angka gave a speech to the people and declared new and dramatically


Document-Based Essay—Practice Paper – C

different laws such as no property ownership, no more city lifestyle, and

everyone has to dress in black. Anyone who questioned the Angka’s

authority would be executed, putting fear into the people of Cambodia

(Doc 8a). As a result of Pol Pot’s government the population of Cambodia

dramatically decreased due to the immense amount of people executed.

(Doc 9a). In Democratic Kampuchea, about 1.5 million people were killed

or died from starvation and disease.

Both Joseph Stalin of the Soviet Union and Pol Pot of Cambodia

used morbid methods in order to maintain power and keep control of

the people. They both established fear into the citizens of there nations

to safeguard their positions. Millions of innocent people were killed as

a result of their actions whether it was executing them for crimes they

did not commit or executing them on the spot for just not cooperating

or questioning authority. Both the Soviet Union and Cambodia were

poorly affected from these leaders but aside from the harshness both

nations become more powerful and stronger.


Document-Based Essay—Practice Paper – D

Many rulers had once had to gain power in a bad way. Some rulers

had to kill people to make their way to the top and some were born into

it. When rulers had to earn power themselves then they had to do it

the hard way most of the time.

King Louis XIV had to gain power the hard way. He had access to

taxes which were not checked lots of the time. He had raised taxes and

taken them for himself. He had raised money that way. Another thing

he did to take power was that he used propoganda. He used this to make

people think that he was a great leader.

Stalin was another leader that took power the hard way. He had

used the gov. against itself. He told them that the other side was

against them and had them removed. He then removed the leader of the

part that was left. This gave himself almost all control over the entire

country.


Document-Based Essay—Practice Paper – E

King Louis XIV of France and Joseph Stalin of the Soviet Union

used political propaganda, the assertion of fear, as well as control over

certain establishments and buildings in order to assume and

strengthen their own control. Both Louis XIV and Stalin succeeded in

their attempts to gain more control, and at some points went to great

lengths to gain power in their country.

King Louis XIV created an age of prosperity in France and is often

refered to as the “Sun King”. During the time of Louis XIV’s reign as

well as before, aristricratic and the Nobility’s influence over the people

and fear of rebellion by powerful nobles were very high. Partly as an

attempt to lessen the power of the nobles, Louis XIV had the Palace of

Versailles built and required nobles to stay their for at least part of

their year. (Document #2) This would cause the nobles to be more loyal

and want to please the King. Also if nobles were at Versailles it would

be more difficult to organize or plan possible rebellions against the king.

As the saying goes “Keep your friends close and your enemies closer.”

He also increased the size of the French military, once again

demonstrating the power he held. (Document #2) He did this to ensure

that their wouldn’t be any interior rebellions while he was fighting

wars against countries such as Spain and the Netherlands to increase

the power of France. He also increased his power by controlling France’s

economy. He increased tariffs and regulated business which

strengthened France’s economy. Louis XIV also controled the political

system by excluding the one body that could possibly prevent him

from flexing his power, the Estates General. (Document #1) The Estates

General was not called until the French Revolution Period in 1789

when France was in great financial need. The Greatest assertion of



power that directly and strongly affected many of the people in France

was when Louis revoked the Edict of Nates (Doc #3). This document

previously gave rights to the French protestants or Huguenots. The power

of the Edict had already been weakened by Cardinal Richilue during

the reign of Louis XIII at la Rochelle, but Louis XIV officialy did away

with the document. This caused thousands of French Huguenots to flee

from France, causing France to loose many of its talented people and

workers. Thoes who did not leave converted to Catholism or were in danger

of being killed. Louis XIV’s rule was one of the most absolute in French

history, and despite efforts to strengthen France’s economy, Louis

policies and spending near the end of his reign left France with debt.

Joseph Stalin Ruled the Soviet Union in a much more ruthless way

than Louix XIV. Stalin used the newspaper Pravda (meaning “truth”) as

a type of political propaganda for the communist party. (Document #4a).

The paper was for the sole purpose of spreading the ideas of the communist

party, and often twisted the truth and lied about events in the country,

and around the world to benefit and glorify Stalin. Stalian also

attempted to expell all left wing and right wing leaders from the

communist party to ensure he was the one with the most power.

(Document 4b). Stalin used five year plans during the pre world war

II era as well as during the war, to greatly increase pig iron production

within the USSR. (Document 6a/b). Because Stalian produced more

pig iron than Germany, France, or Great Britian he controled a large

industry in Europe and it helped him gain power not only in his

country, but also impress the entire continent of Europe. (Document 6b)

However he was less successful at increasing agricultural production

which suffered as industrial production increased. His collectivization



of farms led farmers to protest and rebel. As a result agricultural

production dropped.

Stalians greatest technique of controling his people was inflicting

fear into society. (Document #5). He did this by arresting people who

were innocent. If Stalian arrested someone for a crime that could be

proven, then people felt safe, and it brought them closer together.

(document 5). This is something that Stalin did not want to happen

so he targeted innocent people so that no one felt safe. Following the rules

couldn’t ensure safety, only helping and obeying. Another way he kept

the fear high was by using his secret police force, the NKVD, and

informers (document 5). Fear was Stalins largest means of control

over the Soviet people. This way of control worked, and Stalin increased

his power in his country.

Both Joseph Stalin and King Louis XIV took large actions to help

them gain power in their countries over their people. Louis XIV did so

by taking away the rights of protestants in his country and

controling the economy in France. He also limited Noble control and

influence in the government by making them stay at Versailles where

he could keep a close eye on them. Joseph Stalin took a more ruthless

aproach to controling his people. By using political propaganda and

eliminating his political enimes, Stalin could control the Government

easier. He also used fear to control the people by arresting and killing

innocent people and accusing them of a crime. People no longer felt

safe and secure, which is just how Stalin wanted it. Both of these

Rulers went to great lengths to gain power over their people, and

succeded in doing so.


Practice Paper A—Score Level 3

The response:

• Develops all aspects of the task with little depth for Joseph Stalin and Pol Pot

• Is more descriptive than analytical (Stalin: controlled what media showed his people; kicked

possible political opponents in his political party out to make certain he faced no internal

opposition; secret police used to search and destroy anyone who was suspected of treason;

strategy was to inflict as much fear into the hearts of his people as possible to prevent them from

uniting and revolting; no one dared to publicize or show any resistance; much of the industrial

output was applied to the military; Pol Pot: anyone who dared not agree with his rule was

executed; no one could think about fighting back before the Khmer Rouge tortured and executed

them; deaths of so many innocent civilians were a worthy price to him)


• Incorporates limited relevant outside information (Stalin: helped make Soviet Union a world

power; believed militarism would help protect and expand the Soviet Union and consolidate

power at home; because of his militarism, the Soviet Union continued to remain strong; Pol Pot:

overthrew previous government in a coup d’état; anyone with any connections to the previous

government or any foreign ideas targeted and killed; almost succeeded in creating his ideal

communist agrarian nation)

• Includes some relevant facts, examples, and details (Stalin: informers; industrial output

increased; Pol Pot: people forced to evacuate homes; genocide; over 1.5 million people killed)


state unethical treatment and selfish methods have been common methods used by some world

leaders to get what they wanted

Conclusion: Overall, the response fits the criteria for Level 3. The response relies on

generalizations to demonstrate the rule of Stalin and Pol Pot as beneficial to themselves and certain

aspects of the economy while detrimental to the lives of their people. A few well-placed analytic

statements compare the rule of the two leaders, but better integration and explanation of that

information would have strengthened the discussion.

Practice Paper B—Score Level 0

The response:

Fails to develop the task

Conclusion: Overall, the response fits the criteria for Level 0. Three individuals are addressed;

however, only the first two can be rated. While information is copied from the documents, no

understanding of the documents or of the task is demonstrated.


Practice Paper C—Score Level 2

The response:


• Is primarily descriptive (Stalin: one of the harshest dictators in the history of Russia and the

Soviet Union; Pravda only published what the Communist Party wanted people to know; able to

banish his opponent Trotsky from the USSR forever with his “divide and rule” policy; believed

building fear was a good way to safeguard his power; punished innocent people for crimes they

did not commit figuring this would build walls between people preventing them from uniting

against him; Pol Pot: Khmer Rouge soldiers drove citizens out of capital, Phnom Penh; people

who did not cooperate were shot and killed; a leader of Angka declared new and dramatically

different laws; fear put into the people of Cambodia by executing anyone who questioned

Angka’s authority) includes faulty analysis (Pol Pot: both nations became more powerful and

stronger)

• Incorporates limited relevant information from documents 4, 5, 7, 8, and 9


• Includes few relevant facts, examples, and details (Stalin: developed methods to increase his

power; Pol Pot: animals slaughtered; Democratic Kampuchea; about 1.5 million people killed

or died from starvation and disease)

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

and a conclusion that is slightly beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 2. While relevant document information

is used to address actions taken by Stalin and Pol Pot, only a few brief statements refer to the impact

of each leader’s actions. A few comparative statements add to the response, but additional

development would have strengthened that element.

Practice Paper D—Score Level 1

The response:

• Minimally addresses all aspects of the task

• Is descriptive (Louis XIV: had access to taxes which was not checked; Stalin: told people the

other side was against them and had them removed)

• Includes minimal information from documents 1 and 4


• Includes very few relevant facts, examples, and details (Louis XIV: took taxes for himself;

Stalin: removed the leader of the part that was left)

• Demonstrates a general plan of organization; includes an introduction that states the premise

that rulers had to earn power the hard way and lacks a conclusion

Conclusion: Overall, the response fits the criteria for Level 1. Although the response is limited in

scope and lacks development, a minimal understanding of the actions and impact of these leaders is

indicated.


Practice Paper E—Score Level 4

The response:

• Develops all aspects of the task but discusses Louis XIV more thoroughly than Joseph Stalin

• Is both descriptive and analytical (Louis XIV: as attempt to lessen nobles’ power had Versailles

built and required nobles to stay; if nobles were at Versailles, they would be more loyal and

want to please the king; excluded Estates General, one body that could possibly prevent him

from usurping power; Edict of Nantes gave power to French Protestants; with revocation of

Edict, France lost many of its talented people and workers; Huguenots who did not leave France

converted to Catholicism or were in danger of being killed; Stalin: used newspaper Pravda as

political propaganda for Communist party; Pravda often twisted truth and lied about events to

benefit and glorify Stalin; attempted to expel left-wing and right-wing leaders from Party to

ensure Stalin was the one with most power; less successful at increasing agricultural production;

Soviet Union created more pig iron than Germany, France, or Great Britain; felt arresting people

for a crime that could be proven made people feel safe and brought them closer together;

targeted innocent people so no one would feel safe)


• Incorporates relevant outside information (Louis XIV: during his reign as well as before the

nobility’s influence over people and fear of rebellion by powerful nobles was very high; if

nobles were at Versailles, more difficult for them to organize or plan rebellions against the

King; increased military to ensure there would be no interior rebellions while fighting wars

against other countries; increasing tariffs and regulating business strengthened France’s

economy; Estates General not called until French Revolution period in 1789 when France was

in great financial need; power of Edict weakened by Cardinal Richelieu during reign of Louis

XIII at La Rochelle; Stalin: his collectivization of farms led farmers to rebel and protest

resulting in production dropping)

• Supports the theme with relevant facts, examples, and details (Louis XIV: Sun King; fought

wars against Spain and the Netherlands; thousands of Huguenots fled France; Stalin: production

of pig iron increased; industrial production increased; inflicted fear; used secret police, NKVD,

and informers)

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

XIV and Stalin used political propaganda, assertion of fear, and control over establishments and

buildings to strengthen their control and a conclusion that summarizes how Louis XIV and

Stalin controlled the people

Conclusion: Overall, the response fits the criteria for Level 4. Relevant facts and analysis are

employed to integrated document information in the assessment of the rule of Louis XIV. Analytic

statements represent a thoughtful appraisal of the premise that Stalin’s rule was more ruthless;

however, additional supporting facts and details through the incorporation of more outside

information would have strengthened the effort.


Global History and Geography Specifications

August 2015

Part I

Multiple Choice Questions by Standard

Standard Question Numbers

1—United States and New York History N/A

2—World History 4, 6, 8, 13, 14, 17, 19, 22, 25, 28, 29, 30, 37, 38, 39, 40, 42, 44, 45, 47, 48, 49, 50

3—Geography 1, 5, 7, 9, 10, 11, 15, 16, 23, 24, 31, 32, 35, 36, 41, 43, 46

4—Economics 2, 12, 18, 26, 27, 34

5—Civics, Citizenship, and Government 3, 20, 21, 33

Parts II and III by Theme and Standard

Theme Standards

Thematic Essay Movement of People and Goods Standards 2, 3, 4, and 5:

World History; Geography; Economics; Civics, Citizenship, and Government

Document-based Essay

Belief Systems; Change; Conflict; Economic Systems; Human Rights; Justice; Movement of People and Goods; Political Systems; Power

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 August 2015Regents 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 History and Geography Conversion Chart - August '15 1 of 1

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 7 10 14 17 21 25 29 33 31 34 38 43 47 51 55 59 63 67 71 751 1 3 6 8 11 15 18 22 26 30 34 32 36 40 44 48 52 56 60 65 69 72 762 1 4 6 9 13 16 20 24 28 32 36 33 37 41 45 50 54 58 62 66 70 74 783 2 5 7 10 14 17 21 25 29 33 37 34 38 43 47 51 55 59 63 67 71 75 794 3 6 8 11 15 18 22 26 30 34 38 35 40 44 48 52 56 60 65 69 72 76 805 4 6 9 13 16 20 24 28 32 36 40 36 41 45 50 54 58 62 66 70 74 78 816 5 7 10 14 17 21 25 29 33 37 41 37 43 47 51 55 59 63 67 71 75 79 837 6 8 11 15 18 22 26 30 34 38 43 38 44 48 52 56 60 65 69 72 76 80 848 6 9 13 16 20 24 28 32 36 40 44 39 45 50 54 58 62 66 70 74 78 81 859 7 10 14 17 21 25 29 33 37 41 45 40 47 51 55 59 63 67 71 75 79 83 86

10 8 11 15 18 22 26 30 34 38 43 47 41 48 52 56 60 65 69 72 76 80 84 8711 9 13 16 20 24 28 32 36 40 44 48 42 50 54 58 62 66 70 74 78 81 85 8912 10 14 17 21 25 29 33 37 41 45 50 43 51 55 59 63 67 71 75 79 83 86 9013 11 15 18 22 26 30 34 38 43 47 51 44 52 56 60 65 69 72 76 80 84 87 9114 13 16 20 24 28 32 36 40 44 48 52 45 54 58 62 66 70 74 78 81 85 89 9215 14 17 21 25 29 33 37 41 45 50 54 46 55 59 63 67 71 75 79 83 86 90 9316 15 18 22 26 30 34 38 43 47 51 55 47 56 60 65 69 72 76 80 84 87 91 9417 16 20 24 28 32 36 40 44 48 52 56 48 58 62 66 70 74 78 81 85 89 92 9518 17 21 25 29 33 37 41 45 50 54 58 49 59 63 67 71 75 79 83 86 90 93 9519 18 22 26 30 34 38 43 47 51 55 59 50 60 65 69 72 76 80 84 87 91 94 9620 20 24 28 32 36 40 44 48 52 56 60 51 62 66 70 74 78 81 85 89 92 95 9721 21 25 29 33 37 41 45 50 54 58 62 52 63 67 71 75 79 83 86 90 93 95 9722 22 26 30 34 38 43 47 51 55 59 63 53 65 69 72 76 80 84 87 91 94 96 9723 24 28 32 36 40 44 48 52 56 60 65 54 66 70 74 78 81 85 89 92 95 97 9824 25 29 33 37 41 45 50 54 58 62 66 55 67 71 75 79 83 86 90 93 95 97 9825 26 30 34 38 43 47 51 55 59 63 67 56 69 72 76 80 84 87 91 94 96 97 9826 28 32 36 40 44 48 52 56 60 65 69 57 70 74 78 81 85 89 92 95 97 98 9927 29 33 37 41 45 50 54 58 62 66 70 58 71 75 79 83 86 90 93 95 97 98 9928 30 34 38 43 47 51 55 59 63 67 71 59 72 76 80 84 87 91 94 96 97 98 9929 32 36 40 44 48 52 56 60 65 69 72 60 74 78 81 85 89 92 95 97 98 99 9930 33 37 41 45 50 54 58 62 66 70 74 61 75 79 83 86 90 93 95 97 98 99 100

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The State Education Department / The University of the State of New York

Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores)Regents Examination in Global History and Geography – August 2015

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 score downthe side of the chart. The point where those two scores intersect is the student’s final examination score. For example, a student receiving a totalessay score of 6 and a total Part I and Part IIIA score of 47 would receive a final examination score of 80.