TRANSITION EXAM IN GLOBAL HISTORY AND GEOGRAPHY — …Part III B contains one essay question based on the documents. Write your answer to this question in the essay booklet, beginning

The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

TRANSITION EXAM IN GLOBAL HISTORYAND GEOGRAPHY — GRADE 10Tuesday, August 13, 2019 — 12:30 to 3:30 p.m., only

Student Name _____________________________________________________________

School Name ______________________________________________________________

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

Print your name and the name of your school on the lines above. A separate answer sheet for Part I has been provided to you. Follow the instructions from the proctor for completing the student information on your answer sheet. Then fi ll in the heading of each page of your essay booklet.

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

Part I contains 30 multiple-choice questions. Record your answers to these questions as directed on the answer sheet.

Part II contains one thematic essay question. Write your answer to this question in the 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, enter your name and the name of your school on the fi rst page of this section.

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

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

When you have completed the examination, you must sign the declaration printed at the end of the answer sheet, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you have neither given nor received assistance in answering any of the questions during the examination. Your answer sheet cannot be accepted if you fail to sign this declaration.

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

TRANSITION EXAM IN GLOBAL HISTORY AND GEOGRAPHYTRANSITION EXAM IN GLOBAL HISTORY AND GEOGRAPHY

Global Hist. & Geo. – Aug. ’19 [2]

1 For which application would a physical map be most useful?(1) showing the distribution of religious groups in

Lebanon(2) identifying regional population densities in

China(3) comparing the elevation of settlements in

Peru(4) examining the historical changes in Middle

Eastern political boundaries

2 In which political system are both the religious and political authority in the hands of the government?(1) representative democracy(2) theocracy(3) oligarchy(4) constitutional monarchy

3 The rules of evidence used by historians require that a primary source be(1) authentic (3) modern(2) narrative (4) unbiased

4 A signifi cant result of the Scientifi c Revolution was the development of an understanding of the universe based on(1) tradition (3) religious principles(2) laws of nature (4) geocentrism

5 Which writer is credited with the idea that the powers of government should be separated into three branches with each branch keeping the others in check?(1) René Descartes(2) Maximilien Robespierre(3) Baron de Montesquieu(4) Bishop Jacques-Bénigne Bossuet

6 What was an unintended consequence of Napoleon’s conquests?(1) an increase of nationalism in Europe and

Latin America(2) the beginning of the American Revolution(3) a reduction of the status of women throughout

Europe(4) the destruction of the British economy

7 One reason the Industrial Revolution began in Great Britain was that Great Britain had a(1) decline in the birth rate(2) smooth coastline(3) compulsory education system(4) plentiful supply of iron ore and coal

Part I

Answer all questions in this part.

Directions (1–30): For each statement or question, record on your separate answer sheet the number of the word or expression that, of those given, best completes the statement or answers the question.

Global Hist. & Geo. – Aug. ’19 [3] [OVER]

8 Which 19th-century economic condition was the basis for the ideas of Karl Marx?(1) Capitalism contributed to a widening gap

between the rich and the poor.(2) The availability of material goods increased.(3) Access to certain resources changed how

goods were produced.(4) People left farms and moved to the cities in

search of work.

9 In the 19th century, the idea of Social Darwinism was used by Europeans to justify their policy of(1) multiculturalism(2) imperialism(3) national self-determination(4) secular humanism

10 The Suez Canal has been an important waterway because it(1) links the Mediterranean Sea and the Red Sea(2) guarantees protection for Egypt(3) separates Israel from its neighbors(4) provides water for irrigating the Sahara Desert

11 What was a major goal of the Boxer Rebellion in China and the Sepoy Rebellion in India?(1) restoring divine right monarchs(2) obtaining aid from Europe(3) annexing neighboring territories(4) reducing foreign infl uences

12 The success of the Meiji Restoration depended on Japan’s ability to(1) borrow military models from China and Korea(2) strengthen the traditional roles of the samurai(3) replicate the power and wealth of the industrial

West(4) eliminate the imperial form of government

13 Which factor caused many European countries to become involved in World War I?(1) religious obligations(2) entangling alliances(3) communist ideologies(4) opposition to fascism

14 How did the political map of Europe change immediately after World War I?(1) Newly independent countries were formed

from the Austro-Hungarian territory.(2) Germany’s territory expanded to include the

Netherlands and Belgium.(3) Russia gained control of Serbia and Bosnia.(4) The Ottoman Empire dominated northern

Africa.

15 • Occupation of Korea—1905 • Seizure of Manchuria—1931 • “Rape of Nanjing”—1937

Which country is responsible for these events?(1) Soviet Union (3) Great Britain(2) China (4) Japan


Base your answer to question 16 on the cartoon below and on your knowledge of social studies.

Source: Dr. Seuss, PM Magazine in Dr. Seuss Goes to War, August 13, 1941

16 This 1941 cartoon expresses the opinion that the policy of appeasement(1) poses no threat to peace (3) is costly but necessary(2) will not be tolerated (4) is shortsighted and unwise


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

After VE [Victory in Europe] Day the ground people wanted to see the damage done by “us” bombers, so our crew was one assigned to fl y low altitude tours over Germany with our waist area full of ground crew people. Unless one could see with his own eyes, he could not imagine how devastated Germany was. Not a bridge standing anywhere, not a railroad, not a highway, not a factory. Frankfurt, for instance, was just a pile of rubble. I was in Frankfurt in 1977. It was easy to distinguish new construction. Looking down the street I could see that about every third building was old, indicating that two-thirds had been completely bombed out. . . .

—Lt. Robert Pepper, U.S. Army Air Force pilot

17 The scene described in this passage is most closely associated with the(1) policy of nonalignment(2) doctrine of containment(3) impact of modern war technology(4) effects of industrialization on the environment

18 After World War II, the actions taken by the Nuremberg Tribunal demonstrated that(1) communism would be limited to Central

Europe(2) imperialism would no longer be tolerated in

Africa and Asia(3) policies of apartheid would be eliminated(4) persons who committed wartime atrocities

would be held accountable

19 One way in which the Chinese Communist Revolution and the Cuban Revolution are similar is that both revolutions(1) embraced capitalist ideals(2) rejected industrial development(3) used peaceful methods to achieve their goals(4) gained strong support from the peasants

Base your answers to questions 20 and 21 on the cartoon below and on your knowledge of social studies.

Source: Signe Wilkinson, Philadelphia Daily News,Washington Post Writers Group in NY Times,

December 19, 2010

20 The message to the dove in this cartoon is most likely referring to the tension between(1) Sikhs and Tamils(2) Hutus and Tutsis(3) Palestinians and Israelis(4) Serbs and Bosnians

21 Which factor best explains the message on the screen?(1) reluctance of governments to market reserves

of oil(2) failure to resolve competing territorial claims(3) lack of global involvement in the region(4) absence of traditional belief systems in the

region

22 The European Union (EU) and the North American Free Trade Agreement (NAFTA) were created to(1) seek justice for human rights victims(2) promote nuclear disarmament(3) encourage economic development(4) legislate pollution reduction


23 South Korea’s economic miracle in the late 20th century was modeled after the success of which nation?(1) Russia (3) Vietnam(2) India (4) Japan

24 Which health care issue has most frustrated African governments and health care workers in the early 21st century?(1) cost of treatment for HIV and AIDS(2) shortage of smallpox vaccines(3) overwhelming number of cancer patients(4) spread of polio to their countries

Base your answer to question 25 on the passage below and on your knowledge of social studies.

. . . “Oh, of course. Once there were gardens to the south, to the banks of the Niger, when canals brought the river water here. Now, there is only sand.”

“The Niger is at least ten kilometers away from here, isn’t it?”

“Yes. It used to be much nearer. But the desert is closing in.”

“The poor people were cutting down the few scraggly trees for fi rewood. They had no other source of fuel and no options; you can’t eat goat meat raw. . . .”

—Marq De Villiers,Water: The Fate of Our Most Precious Resource

25 According to this passage, what is a valid conclusion concerning the Niger River region?(1) Irrigation has damaged the region.(2) Canals are used to conduct trade.(3) Desertifi cation has altered the landscape.(4) Fertilization of the sand allowed gardens to

fl ourish.

26 • Deforestation in Latin America • Acid rain in Europe • Pollution in the Mediterranean Sea

Which conclusion can best be drawn from these situations? (1) Industrialization is slowing down in these

areas.(2) Environmental issues only affect these specifi c

areas.(3) Environmental problems need international

attention.(4) Technological remedies for waste manage-

ment are unavailable.

27 The success of Otto von Bismarck in Germany and of Mohandas Gandhi in India demonstrate that(1) imperialism usually acts as a positive force(2) more than one method can be used to build

nationalism(3) economic prosperity is the key to social

change(4) urbanization strengthens traditional values

28 One way in which Kemal Atatürk and Reza Pahlavi are similar is that both supported policies of(1) promoting membership in the United Nations(2) denying women the right to vote(3) modernizing and westernizing their nations(4) preventing their citizens from traveling

overseas


Base your answers to questions 29 and 30 on the cartoons below and on your knowledge of social studies.

MUZZLED? THE RAINBOW.A

Source: London Opinion, reprinted in Literary Digest,September 13, 1919 (adapted)

Source: London Evening News, reprinted in Literary Digest,September 13, 1919 (adapted)

B

29 These cartoons were published immediately after(1) the Russo-Japanese War (3) World War II(2) World War I (4) the Cold War

30 Which ideas best represent the cartoonists’ views about the ability of the League of Nations to function?(1) Cartoonist A is distrustful and Cartoonist B is hopeful.(2) Cartoonist A is watchful and Cartoonist B is guarded.(3) Cartoonist A is fearful and Cartoonist B is uneasy.(4) Cartoonist A is optimistic and Cartoonist B is pessimistic.


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

In developing your answer to Part II, be sure to keep this general defi nition in mind:

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 task below, and a conclusion.

Theme: Technology

Transportation and communication technologies have been used by governments, groups, and individuals to unify and control societies and regions.

Task:

Select two governments, groups, and/or individuals that have used transportation or communication technologies and for each

• Discuss how a specifi c government, group, or individual used transportation or communication technologies to unify and/or control a society or region

You may use any governments, groups, or individuals that have used transportation or communication technologies from your study of global history and geography. Some suggestions you might wish to consider include Great Britain’s use of railroads in India/Africa, Germany’s use of submarines, Great Britain’s use of the Suez Canal, Gandhi’s use of mass media, Hitler’s use of mass media, Stalin’s use of propaganda, Egypt’s seizure of the Suez Canal, Mao’s use of propaganda, and Arabs’ use of social media during the Arab Spring.

You are not limited to these suggestions.

Do not use an example from the United States in 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


Part III

DOCUMENT-BASED QUESTION

This question is based on the accompanying documents. The question is designed to test your ability to work with historical documents. Some of these documents have been edited for the purposes of this question. As you analyze the documents, take into account the source of each document and any point of view that may be presented in the document. Keep in mind that the language and images used in a document may refl ect the historical context of the time in which it was created.

Historical Context:

Throughout history, the actions of certain individuals have had impacts on societies and regions. These individuals include King Leopold II of Belgium, Deng Xiaoping of China, and Desmond Tutu of South Africa.

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

Select two individuals mentioned in the historical context and for each

• Describe the historical circumstances that led this individual to take action• Describe an action taken by this individual• Discuss an impact this individual had on his society and/or on another society

In developing your answers to Part III, be sure to keep these general defi nitions 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”

NAME _____________________________________ SCHOOL ___________________________________


Score

Part AShort-Answer Questions

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

Document 1

. . . In the midst of the rivalries among the Great Powers of Europe, King Leopold II of the tiny nation of Belgium played the most important role in the story of the Congo. This leader of a country overshadowed by its larger, more powerful neighbors wanted desperately to build up an overseas empire in order to secure his position in the world. He thought that a great opportunity existed in Central Africa, a region in which other European countries had not shown interest . . . .

Source: Colonialism in the Congo: Conquest, Confl ict, and Commerce, Choices Program,Watson Institute for International Studies, Brown University

1 Based on this excerpt, state one goal of King Leopold II. [1]


Score

Score

Document 2a

In 1887 and 1888 the Congo Free State was on the brink of bankruptcy. King Leopold II was looking for solutions.

. . . At this [Brussels] conference [1889–1890], which was devoted to ending the slave trade and liquor and arms traffi cking in Africa, Leopold persuaded the European powers to permit him to create a new system of taxation in Congo for the purpose of combating the slave trade and building a stronger infrastructure for governance. In the two years after the conference, the Congo Free State instituted a new tax system in which African chiefs were forced to collect and pay taxes in goods and labor. Furthermore, in 1891, Leopold arrogated [seized] all “vacant lands” in Congo, as well as the present and future produce of those lands. “Vacant lands” were defi ned as any lands without a human settlement or crops under cultivation. Leopold thus placed the greatest part of Congo at his disposal, putting an end to free trade in most of the state’s territory and enabling him to gain revenue by circumventing the Berlin Act’s prohibition against trade duties. . . .

Source: Kevin Grant, The Congo Free State and the New Imperialism, Bedford/St. Martin’s, 2017 (adapted)

2a According to Kevin Grant, what was King Leopold II attempting to do in the Congo Free State? [1]

Document 2b

Beginning around 1889, the European and American markets demanded more rubber. To produce this rubber, Congolese men, women, and sometimes children harvested sap from rubber vines in forests near their villages instead of tending to their crops.

Rubber Exports from Congo

Year Value (1000)Belgian Francs

Weight inTons

1888 260 81.61890 556 135.61895 2,882 634.91900 39,874 5,859.91905 43,755 5,358.3

Source: Ch. Didier Gondola, The History of Congo,Greenwood Press, 2002 (adapted)

2b Based on this document, state one impact the demand for rubber had on the Congo Free State. [1]


Score

Document 3

E. D. Morel formed the Congo Reform Association. In 1906, E. D. Morel published his book Red Rubber in which he voiced concerns about what was happening to the native peoples in the Congo Free State and to inform the British public. This excerpt is from the book’s conclusion.

. . .Nothing impracticable, nothing unrealisable is being demanded on behalf of the Congo natives. No grandmotherly legislation, no sentimental claims are being urged in their interest. Only justice. They have been robbed of their property. We demand that their property shall be restored to them. They have been robbed of their liberty. We demand that their liberty shall be restored to them. They are bound in chains. We demand that those chains shall be rent asunder [split apart]. For fi fteen years they have been degraded, enslaved, exterminated. We demand that this shall stop, not fi fteen years, or fi ve years, or one year hence: but now. . . .

Source: E. D. Morel, Red Rubber, Haskell House Publishers, 1970, fi rst published 1906

3 According to E. D. Morel, what was one impact of King Leopold II’s control over the Congo Free State? [1]


Score

Document 4

. . . After the Communists [under Mao Zedong] rose to power in 1949, China’s existing market economy was gradually transformed into a socialist economy. Agriculture was collectivized, industry was nationalized, and the private sector was eliminated by 1956. Under the central plan, the state determined the allocation [distribution] of economic inputs and outputs, and maintained a monopoly over production and distribution. As well as the ‘Iron Rice Bowl’ of lifetime employment, under the danwei* system, enterprises provided housing and benefi ts to employees, restricting their ability to live outside of the system. Despite offi cial efforts, however, entrepreneurship was never entirely suppressed and continued to exist on a small scale, particularly in the form of the black market and underground economy. Unfortunately, much of this activity was unproductive rent-seeking [attempt to gain revenue] taking advantage of the ineffi ciencies in the economy. . . .

Source: Liao and Sohmen, “The Development of Modern Entrepreneurship in China,” Stanford Journal of East Asian Affairs (adapted)

*danwei – a government-controlled work unit

4 According to Liao and Sohmen, what were two characteristics of the socialist economy after the communists rose to power in China in 1949? [2]

(1)

(2)

Score


Score

Score

Document 5a

. . . Deng’s reforms abolished the communes and replaced them with a contract system. Though the state continues to own all land, it leases plots, mostly to individual families. Rent is paid by delivery of a set quantity of rice, wheat or whatever to the state at a fi xed price. But once that obligation is met, families can grow anything else they wish and sell it in free markets for whatever price they can get (though the state does set limits on how much some prices can fl uctuate). . . .

Source: George J. Church, “Person of the Year: Deng Xiaoping,” Time, January 6, 1986

5a According to George J. Church, what is one action taken by Deng Xiaoping to reform China? [1]

Document 5b

. . . Yet Deng did not just focus on the economy. He identifi ed other areas where changes had to be made for China to become a world power: there was the need to revamp the educational system, especially universities and research institutes; the military had to be streamlined and professionalized; lawyers had to be trained in the intricacies of commercial and corporate law, and be able to have cases heard in a viable and expanded judicial system; more Chinese had to be permitted to study overseas, and foreign students and tourists to come to China. As a complementary move, Deng ordered far-reaching reviews of the cases of hundreds of thousands of intellectuals, students and professionals who had been sent into internal exile in impoverished rural areas after the Hundred Flowers Movement in 1957, and later during the Cultural Revolution; under Deng, many were allowed to return to their homes and families. . . .

Source: Jonathan Spence,Time: 60 Years of Asian Heroes, Deng Xiaoping, 2006

5b According to Jonathan Spence, what was one change Deng Xiaoping thought had to be made in an attempt to transform China into a world power? [1]


Score

Document 6

This is an excerpt from an obituary for Deng Xiaoping.

. . .At the end of his life, Mr. Deng seemed unable to chart a clear path to economic success; his economic reforms still faced daunting challenges. China’s rise as a great economic power was becoming a race against time as population growth and incomplete reform were adding to the siege of China’s straining foundations. Shortages of water and arable land mounted, and unchecked industrial pollution contributed to an overall degradation of the environmental landscape.Still, in cities and in villages, real incomes more than doubled in the Deng era. Most Chinese who have watched a television or used a washing machine or dialed a telephone have done so only since Mr. Deng came to power. The struggle to survive in the Chinese countryside has greatly eased. . . .

Source: Patrick E. Tyler, “Deng Xiaoping: A Political Wizard Who Put China on the Capitalist Road,”New York Times, February 20, 1997

6 According to Patrick E. Tyler, what was one impact of Deng Xiaoping’s rule in China? [1]


Score

Document 7

. . . With the ANC [African National Congress] banned, new opposition forces emerged. Black Consciousness, led by charismatic student leader Steve Biko, took off in the late 1960s. Then in 1972–1973, the black labor movement came to life again in a sudden, massive strike wave. Things were on the boil and with a rigid, infl exible, and intolerant government at the helm of state, the country fi nally exploded in 1976, ignited by student protests in Soweto. Although the 1976 protests were quashed [put down] by harsh measures from the state security forces that saw many casualties, popular resistance reemerged in the 1980s. This coalesced [joined forces] around vibrant, new mass organizations. The United Democratic Front (UDF, formed in 1983), was a very wide coalition of more than 600 community, labor, sport, and church organizations. The Congress of South African Trade Unions (COSATU, formed in 1985), with its largest affi liate [associate], the National Union of Mineworkers (1982), led by ex-student activist Cyril Ramaphosa, grew rapidly and challenged the previously monolithic [rigid] economic domination of the apartheid state. Many church leaders, such as Archbishop Desmond Tutu, lent their weight to popular protests. All across the country these diverse groups spoke out loudly and their support grew rapidly, with many people aligning themselves with the ideas of the ANC exemplifi ed [represented] in the Freedom Charter. One of their major demands was the release of [Nelson] Mandela and all political prisoners. . . .

Source: Peter Limb, Nelson Mandela: A Biography, Greenwood Press, 2008

7 According to Peter Limb, what was one problem faced by blacks in South Africa from the 1960s through the 1980s? [1]


Score

Document 8

This is an excerpt about Desmond Tutu from a biographical dictionary.

. . . The problem faced by anti-apartheid clergymen was how to simultaneously oppose both violent resistance and apartheid, which was itself increasingly violent. [Desmond] Tutu’s opposition was vigorous and unequivocal, and he was outspoken both in South Africa and abroad, often comparing apartheid to Nazism and Communism. As a result the government twice revoked his passport, and he was jailed briefl y in 1980 after a protest march. It was thought by many that Tutu’s increasing international reputation and his rigorous advocacy of non-violence protected him from harsher penalties. Tutu’s view on violence refl ected the tension in a Christian approach to resistance: “I will never tell anyone to pick up a gun. But I will pray for the man who picks up a gun, pray that he will be less cruel than he might otherwise have been. . . .”

Source: “Archbishop Desmond Tutu Facts,” Encyclopedia of World Biography, The Gale Group, 2010

8 Based on this document, state one action taken by Desmond Tutu to resist South African government policies. [1]


Score

Document 9

. . . During apartheid in South Africa, Desmond Tutu emerged as a voice for the voiceless; someone who was able to “articulate the aspirations and the anguishes” of marginalised people. After the 1994 elections and Nelson Mandela’s inauguration as the country’s fi rst democratically elected president, Archbishop Tutu was asked to preside over a process “to heal a wounded and traumatised nation”. The Truth and Reconciliation Commission (TRC) was established to bear witness to apartheid-era crimes, record and in some cases grant amnesty to the perpetrators. It subsequently became an important model for other commissions of its kind throughout the world. Archbishop Tutu articulates that the main lesson learnt from this process was that “all human beings are fundamentally good”. Despite the most horrendous atrocities committed, “people amazed the world with the exhibition of their magnanimity [mercy], their generosity of spirit, their willingness not to seek revenge and retribution [punishment], but to be willing to forgive”. Archbishop Tutu mustered a group of close friends and associates to form the Desmond Tutu Peace Trust in 1998. The Trust administers and oversees the development of the Desmond Tutu Peace Centre.

Source: “How We Began,” The Desmond Tutu Peace Centre online

9 According to this statement from the Desmond Tutu Peace Centre website, what is one impact of Desmond Tutu’s leadership? [1]


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, the actions of certain individuals have had impacts on societies and regions. These individuals include King Leopold II of Belgium, Deng Xiaoping of China, and Desmond Tutu of South Africa.

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

Select two individuals mentioned in the historical context and for each

• Describe the historical circumstances that led this individual to take action• Describe an action taken by this individual• Discuss an impact this individual had on his society and/or on another society

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

are beyond a restatement of the theme

TRANSITION EXAM IN GLOBAL HISTORY AND GEOGRAPHYTRANSITION EXAM IN GLOBAL HISTORY AND GEOGRAPHY

Printed on Recycled Paper

Examination Date Question Number Scoring Key Question

Type Credit Weight

Global History & Geography August '19 1 3 MC 1 2Global History & Geography August '19 2 2 MC 1 2Global History & Geography August '19 3 1 MC 1 2Global History & Geography August '19 4 2 MC 1 2Global History & Geography August '19 5 3 MC 1 2Global History & Geography August '19 6 1 MC 1 2Global History & Geography August '19 7 4 MC 1 2Global History & Geography August '19 8 1 MC 1 2Global History & Geography August '19 9 2 MC 1 2Global History & Geography August '19 10 1 MC 1 2Global History & Geography August '19 11 4 MC 1 2Global History & Geography August '19 12 3 MC 1 2Global History & Geography August '19 13 2 MC 1 2Global History & Geography August '19 14 1 MC 1 2Global History & Geography August '19 15 4 MC 1 2Global History & Geography August '19 16 4 MC 1 2Global History & Geography August '19 17 3 MC 1 2Global History & Geography August '19 18 4 MC 1 2Global History & Geography August '19 19 4 MC 1 2Global History & Geography August '19 20 3 MC 1 2Global History & Geography August '19 21 2 MC 1 2Global History & Geography August '19 22 3 MC 1 2Global History & Geography August '19 23 4 MC 1 2Global History & Geography August '19 24 1 MC 1 2Global History & Geography August '19 25 3 MC 1 2Global History & Geography August '19 26 3 MC 1 2Global History & Geography August '19 27 2 MC 1 2Global History & Geography August '19 28 3 MC 1 2Global History & Geography August '19 29 2 MC 1 2Global History & Geography August '19 30 1 MC 1 2

MC = Multiple-choice question

The State Education Department / The University of the State of New York

Scoring Key: Part I (Multiple-Choice Questions)August 2019 Transition Regents Examination in Global History and Geography – Grade 10

Transition RE GHG - Grade 10 1 of 2

Examination Date Question Number Scoring Key Question

Type Credit Weight

Global History & Geography August '19 Part II: Thematic Essay - ES 5 3

Global History & Geography August '19 Part IIIA - 1 - SCF 1 1Global History & Geography August '19 Part IIIA - 2a - SCF 1 1Global History & Geography August '19 Part IIIA - 2b SCF 1 1Global History & Geography August '19 Part IIIA - 3 SCF 1 1Global History & Geography August '19 Part IIIA - 4 - SCF 2 1Global History & Geography August '19 Part IIIA - 5a - SCF 1 1Global History & Geography August '19 Part IIIA - 5b - SCF 1 1Global History & Geography August '19 Part IIIA - 6 - SCF 1 1Global History & Geography August '19 Part IIIA - 7 - SCF 1 1Global History & Geography August '19 Part IIIA - 8 - SCF 1 1Global History & Geography August '19 Part IIIA - 9 - SCF 1 1

Global History & Geography August '19 Part IIIB: DBQ Essay - ES 5 3

SCF = Scaffold question ES = Essay

The chart for determining students' final examination scores for the August 2019 Transition Regents Examination in Global History and Geography - Grade 10 will be posted on the Department's web site at: http://www.p12.nysed.gov/assessment/ on the day of the examination. Conversion charts provided for the previous administrations of the Transition Regents Examination in Global History and Geography – Grade 10 must NOT be used to determine students’ final scores for this administration.

Scoring Key: Parts II, IIIA, and IIIB

August 2019 Transition Regents Examination in Global History and Geography – Grade 10

Transition RE GHG - Grade 10 2 of 2

Copyright 2019 — The University of the State of New York THE STATE EDUCATION DEPARTMENT

Albany, New York 12234

V O L U M E

1 OF 2 THEMATIC ESSAY

FOR TEACHERS ONLY The University of the State of New York


TRANSITION EXAM IN GLOBAL HISTORY AND GEOGRAPHY—GRADE 10

Tuesday, August 13, 2019 — 12:30 to 3:30 p.m., only

RATING GUIDE FOR PART II (THEMATIC ESSAY)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 posted information regarding this examination. This site should be checked before the rating process for this examination begins and several times throughout the Regents Examination period.

Contents of the Rating Guide

For Part II (thematic) essay: • A content-specific rubric • Five prescored anchor papers ordered from score levels 5 to 1 • 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

Global Hist. & Geo. Rating Guide – August ’19 [2] Vol. 1

Mechanics of Rating

The following procedures are to be used in rating essay papers for this examination. More detailed directions for the organization of the rating process and procedures for rating the examination are included in the Information Booklet for Scoring the Transition Regents Examination in Global History and Geography—Grade 10.

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 on the 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 are required to ensure that the raw scores have been added correctly and that the resulting scale score has been determined accurately. Teachers may not score their own students’ answer papers.


Transition Exam in Global History and Geography Grade 10 Content-Specific Rubric

Thematic Essay August 2019

Theme: Technology Transportation and communication technologies have been used by governments, groups, and individuals to

unify and control societies and regions. Task: Select two governments, groups, and/or individuals that have used transportation or communication

technologies and for each • Discuss how a specific government, group, or individual used transportation or communication

technologies to unify and/or control a society or region You may use any governments, groups, or individuals that have used transportation or communication

technologies from your study of global history and geography. Some suggestions you might wish to consider include Great Britain’s use of railroads in India/Africa, Germany’s use of submarines, Great Britain’s use of the Suez Canal, Gandhi’s use of mass media, Hitler’s use of mass media, Stalin’s use of propaganda, Egypt’s seizure of the Suez Canal, Mao’s use of propaganda, and Arabs’ use of social media during the Arab Spring.

You are not limited to these suggestions.

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

Scoring Notes: 1. This thematic essay has a minimum of two components (for each of two governments, groups, and/or

individuals that have used transportation or communication technologies, discussing how a specific government, group, and/or individual used transportation or communication technologies to unify and/or control a society or region).

2. The same transportation or communication technology may be used in the discussion, e.g., the use of propaganda by both Mao and Stalin, but the facts and details will differ.

3. The response may also include an explanation of how a government’s loss of control of a region enabled other groups to use the transportation or communication technology to control the region.

4. How a specific government or group unified and/or controlled a society or region using transportation or communication technology may be discussed from different perspectives as long as the position taken is supported by accurate historical facts and examples.

5. If more than two governments, groups, and/or individuals that have used transportation or communication technologies are discussed, only the first two may be scored.

6. The response may include a topic drawn from the 9th-grade curriculum as long as the response meets the requirements of the task, e.g., Luther’s use of the printing press and/or Roman or Inca use of roads.


Score of 5: • Thoroughly develops all aspects of the task evenly and in depth by discussing how two specific

governments, groups, and/or individuals used transportation or communication technologies to unify and/or control a society or region

• Is more analytical than descriptive (analyzes, evaluates, and/or creates information), e.g., Great Britain’s use of railroads in India: connects the movement of British troops and supplies in times of crises, the transport of Indian raw materials from the interior to the coast, and the movement of manufactured goods to the interior of the Indian subcontinent to the maintenance of British control of the region and the use of the railroads by Indian nationalists in their efforts to gain independence; Great Britain’s use of the Suez Canal: connects British control of the Suez Canal, the consolidation of British authority in South Asia, increases in profits and reduction of costs, reduced travel time, and the dangers of sea travel to the strengthening of the British empire, the eventual rise of Egyptian nationalism, and regional conflict after Egypt’s independence

• Richly supports the theme with relevant facts, examples, and details, e.g., Great Britain’s use of railroads in India: thousands of miles of track; “Crown Jewel”; cotton; tea; movement of newspapers, magazines, and mail; partition; migration of refugees after partition; Great Britain’s use of the Suez Canal: “crossroads of the world”; Mediterranean Sea; Red Sea; Ferdinand de Lesseps; Queen Victoria; increase in worldwide trade; Nasser; Suez crises; Middle East tensions

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme

Score of 4: • Develops all aspects of the task but may do so somewhat unevenly by discussing one government, group,

and/or individual that has used transportation or communication technology more thoroughly than the other • Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information), e.g., Great

Britain’s use of railroads in India: discusses how railroads helped the British maintain colonial rule of India by moving troops and food where needed and how this promoted British economic and political interests at the expense of Indian interests, highlighting the social, economic, and political impacts on the people of India; Great Britain’s use of the Suez Canal: discusses numerous advantages gained by the British from control of the Suez Canal that strengthened their control of the empire and their impact on the region after Egyptian independence

• Supports the theme with relevant facts, examples, and details • Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are

beyond a restatement of the theme Score of 3: • Develops all aspects of the task with little depth • Is more descriptive than analytical (applies, may analyze and/or evaluate information) • Includes some relevant facts, examples, and details; may include some minor inaccuracies • Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a

restatement of the theme Note: If all aspects of the task have been thoroughly developed evenly and in depth for one government,

group, and/or individual that has used transportation or communication technologies to unify and control societies or regions and the response meets most of the other Level 5 criteria, the overall response may be a Level 3 paper.


Score of 2: • Minimally develops all aspects of the task or discusses only one government, group, or individual that has

used transportation or communication technology in some depth • Is primarily descriptive; may include faulty, weak, or isolated application or analysis • Includes few relevant facts, examples, and details; may include some inaccuracies • Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly

identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion Score of 1: • Minimally develops some aspects of the task • Is descriptive; may lack understanding, application, or analysis • Includes few relevant facts, examples, or details; may include inaccuracies • May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly

identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion Score of 0: Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts, examples, or details; OR includes only the theme, task, or suggestions as copied from the test booklet; OR is illegible; OR is a blank paper


Anchor Paper – Thematic Essay—Level 5

Technology has impacted the world in many ways. Technology

includes the creation of communication and transportation

innovations such as the printing press, railroads, canals and

cellphones. There are many governments, groups, and individuals

that have utilized technologies to their advantage in an attempt to

unify or control regions and societies. The British government once

utilized railroads in India as a way to control the region. Many years

later Gandhi used mass media to take control from Britain so that

India could escape colonialism.

Great Britain colonized many regions following the Industrial

Revolution. Their natural resources of coal and iron ore allowed them

to create machines that could mass produce materials quicker and

more efficiently, allowing Great Britain to flourish economically.

Britain chose to colonize other regions so that they could acquire more

resources and develop a trading system which benefitted their growing

empire. One of the regions colonized by Great Britain was India. Great

Britain promoted a system of merchantilism by which Britain took

natural resources from India, which they used to manufacture

products that were later sold back to India for profit. This favorable

balance of trade greatly benefited Great Britain’s economy as well as

led to increased influence in India.

Merchantilism was one way Great Britain established its control

over India. One thing that helped them accomplish this was new

technologies. The railroad system was developed in India by Great

Britain to assist with the transportation of goods and people in order to

better control the economy to benefit the British. The railroads would

transport the raw materials from all around India to the coastlines



where the materials would be easily shipped to Great Britain. Great

Britain also made use of the railroads to transport British

manufactured products across India so that they could be sold and the

profits could go back to Britain. Railroads served to not only

economically benefit the British, but also served political purposes as

well. Internal rebellions were easily suppressed. If troops needed to be

deployed, railroads provided rapid relocation. As a result, Great

Britain was able to maintain control of the subcontinent. Due to Great

Britain’s development of the railroad system, Great Britain had

control over the transportation of goods, people and their resources,

ultimately establishing their dominance over India.

Mohandas Gandhi was a European educated Indian who was also

a lawyer. He believed that the British were oppressing the Indians by

taking their resources and exploiting the nation to benefit Britain.

Gandhi decided it was time for change and began a nonviolent

nationalist movement to take control back from Britain and unify

India. He understood that he would not only need the support of

Indians, but also sought to inform other countries so that the world

became aware of how India and its people were suffering under the

British. This is what led Gandhi to utilize mass media as a way to

help unify India. Using the media, Gandhi publicized protests that

ultimately led to his arrest multiple times. However, these protests were

effective partly since the news of them spread all around the world.

People from many other countries learned of Gandhi and his

noncooperation campaign, and they began to respect and support him.

This support generated sympathy when Gandhi would fast for days to

discourage violence or when he was sent to prison by British



authorities. The news would spread all over the world and soon Gandhi

found good use of the media around him to document his actions.

There were a variety of mediums Gandhi used to share his message.

His writings in newspapers and pamphlets were disseminated to a

wide audience during the independence movement. Additionally,

international reporters used radio, the telegraph and film footage to

share the brutality experienced by Indians by the British hand.

Similar to future activists like Mandela, international pressure

mounted and led to a successful campaign for change. Gandhi’s

movement was largely successful due to his use of the media.

Eventually, Gandhi’s use of technology worked in forcing Britain

out, giving Indians independence.

Clearly, technology has been used for many advancements over

the course of history. Many governments, groups, and individuals

have used technology to benefit themselves in taking control of a

region or by unifying regions. For example, Great Britain used

railroads in India to enforce merchantilism that would give Britain

control over India and its economy. Gandhi fought back with Britain

through the use of mass media to unify the people as well as pushing

foreign influence out of the region so that they could develop as their

own nation.


Anchor Level 5

The response: • Thoroughly develops all aspects of the task evenly and in depth by discussing Great

Britain’s use of railroads in India and Gandhi’s use of mass media and how they were used to unify and control societies and regions

• Is more analytical than descriptive (Great Britain: natural resources allowed them to create machines to mass-produce materials; colonized other regions to develop trade systems to benefit their empire; established control over India; railroads served to economically and politically benefit the British; result of being able to suppress internal rebellions was control over subcontinent; Gandhi: believed the British were oppressing Indians by taking their resources and exploiting the nation; understood he would need the support of Indians, but also wanted to inform countries around the world; used mass media as a way to help unify India; international reporters used footage to share brutality experienced by Indians; similar to future activists, international pressure mounted and led to successful campaign for change)

• Richly supports the theme with relevant facts, examples, and details (Great Britain: Industrial Revolution; coal and iron; mercantilism; profits; rapid relocation; subcontinent; raw materials; coastlines; manufactured products; Gandhi: European educated lawyer; nonviolent; nationalist movement; protests; arrests; noncooperation campaign; fasting; newspapers and pamphlets; Mandela; independence)

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond restatements of the theme

Conclusion: Overall, the response fits the criteria for Level 5. The response analyzes how technology was used to colonize India and also as a means of resistance toward independence. The response shows good understanding of chronology and the historical circumstances surrounding the use of railroads and mass media in India.



Throughout history, technology has been used by powerful

figures to maintain, unify or control a society. Communication

technologies have allowed for leaders to create a public persona to

ensure loyalty and approval. For example, in China, following WWII,

Mao utilized mass media technology to lessen resistance and increase

support. Stalin also utilized communication technologies to maintain

his power throughout his reign in U.S.S.R.

Mao utilized communication technologies to censor any

opposing views in all forms of news media available to China’s

citizens. This allowed him to paint a grand picture of himself as a

God-like figure. He used propaganda to remind people of the hardships

faced & glories obtained during China’s communist revolution & the

Long March. This also allowed for him to gain public support

throughout China, even when things weren’t going well. One example

is when Mao’s power began to slip after The Great Leap Forward, in

which Mao played a large role in the worst man-made famine in

history. His use of propaganda led to the establishment of the Red

Guard, which was essentially an army of students that enforced

Mao’s ideology and attacked those he saw as a threat to the revolution.

Utilizing new radio and printing technology, this army supported

Mao in a way that countered his opposition and painted his image as

a great veteran and leader. The country still has memorials to Mao as

some still venerate this leader.

Stalin also used communication technologies to maintain a

good public image. Following Lenin’s death, Stalin became a

totalitarian leader. He was able to purge nearly all opposing parties

and deterrents to his power, within the first few years of his rule. His



public image was maintained with propaganda – such as posters,

artwork, slogans and speeches that would paint a picture of him as a

beloved nationalistic figure. Propaganda videos were created to counter

the negative affects of the 5 year plans and the collectivization of

agriculture. The films and other propaganda depicted lush, happy

farm life. In reality, Stalin’s collectivization and harsh policies

contributed to the massive famine in Ukraine. In Stalin’s totalitarian

regime even when living standards were low there was little opposition

due to fear of being killed, jailed, or tortured. The use of print media

allowed Stalin to spread communist doctrine and gain growing

support for the state. Stalin created buy-ins in this way for state

goals of increasing industrial and agricultural production. Without

the ability to openly challenge the government, and with strict

censorship policies, dissidents were few in number. At the end of the

day, mass media served as a way to promote Stalinism and mask the

true brutality of his rule.

Clearly, the use of communication technologies in totalitarian

regimes, such as communist China & the USSR, allowed for leaders

to create the support necessary to control their citizens and alleviate

most opposition. As technology evolved, it sometimes allowed people to

access other ideas and in time, challenge the practices of these

oppressive regimes.


Anchor Level 4

The response: • Thoroughly develops all aspects of the task evenly and in depth by discussing Mao

Zedong’s use of mass media and Stalin’s use of propaganda and how they were used to unify and control societies and regions

• Is both descriptive and analytical (Mao Zedong: used communication technology to censor opposing views; messages of previous hardships and glories were promoted; new technology allowed army of students to promote Mao as a hero; the country still has memorials to Mao; Stalin: used communication technology to promote his image; propaganda videos created to counter negative effects of collectivization; even when living standards were low there was little opposition due to fear of death or imprisonment; spread communist doctrine and grew support for the state; created buy-in for state goals of production; mass media served as a way to promote Stalinism and mask brutality)

• Supports the theme with relevant facts, examples, and details (Mao Zedong: public support; Great Leap Forward; famine; Red Guard; communist revolution; Long March; radio and printing technology; Stalin: Lenin, totalitarian leader; posters, artwork, slogans, and speeches; five-year plans; famine in Ukraine; industrial and agricultural production; dissidents; Stalinism, brutality)


Conclusion: Overall, the response fits the criteria for Level 4. The response is supported with good historical details and features some analysis. Connections between the use of propaganda by both Mao and Stalin add to the strength of the response.



Technology has developed throughout World History in many

regions and nations. Transportation and communication technology

has been used by groups, individuals and governments to control and

unify regions and nations. Great Britain installed railroads in India

which helped them to control and unify the subcontinent. Likewise,

Adolf Hitler used mass media to appeal to Germans and to control

what was going on in Germany. Germany was being controlled by

Hitler and India was flourishing as a colony of the British Empire.

Great Britian colonized India and created the East India

Company. Both were very important to Britian and the Indian colony

soon became known as the “jewel in the crown.” India was one of the

biggest producers of raw materials, that would be sold in British

markets. As the new technology emerged, the British installed

railroads in India. These railroads helped British mercantilism

flourish and modernized colonial infrastructure dramatically.

Indian regions were now able to be connected to other areas within the

subcontinent which promoted trade and more goods for British

markets. Railroads allowed for Indian resources to be moved more

quickly to coastal regions to be shipped back to Britain. This allowed

for faster production and the eventual sale of British products. With

railroads came other technologies like telegraph lines, and irrigation

systems which helped with further modernizing India. Britian also

controlled India by implementing regulations. Indian goods were not

permitted to compete with British goods, as the British needed their

goods to be sold for profit.

The German nation was disgraced by the terms of the Treaty of

Versailles. Many felt the terms were unfair to the Germans because



they had to pay war reparations, give up territory, and take the blame

for the cause of World War One. Adolf Hitler was a fascist leader who

used this anger to appeal to the Germans. He later became the leader of

Germany. Hitler used mass media and media sensationalism to

govern and unify his people. Examples of mass media technology

Hitler utilized included mass printing of pro-Nazi imagery, the use

of radio to broadcast firey speeches, and the censorship of all media

that challenged his positions. As an example when people watched

film, Hitler would sensationalize it and fill it with propaganda he

would want you to watch. This resulted in the masses only knowing

what he wanted them to know. Partly due to the fact that he used mass

media to control what his people saw, learned and watched, he was able

to better control them.

In conclusion, both of these technologies helped unify countries

and colonies. Adolf Hitler unified his country by using mass media

and media sensationalism. On the other hand Great Britian unified

India by introducing railroad systems which resulted in

modernization. Many leaders used transportation or communication

technology to unify and control nations and regions.


Anchor Level 3

The response: • Develops all aspects of the task with little depth by discussing Great Britain’s use of

railroads in India and Hitler’s use of mass media and how they were used to unify and control societies and regions

• Is more descriptive than analytical (Great Britain: colonized India; India was one of the biggest producers of raw materials sold in British markets; installed new technology of railroads; modernized colonial infrastructure; Indian regions connected which promoted trade; Indian resources could be moved quicker to coastal regions; Indian goods not permitted to compete with British goods; Hitler: German nation disgraced by terms of Treaty of Versailles; used anger to appeal to Germans and became leader; used mass media and sensationalism to govern and unify; mass media technology included radio, printing, and censorship; masses were controlled by Hitler)

• Includes some relevant facts, examples, and details (Great Britain: East India Company; jewel in the crown; subcontinent; telegraph lines; irrigation systems; regulations; Hitler: war reparations; blamed for cause of World War I; fascist; pro-Nazi imagery; fiery speeches)

• Demonstrates a satisfactory plan of organization; includes an introduction that is slightly beyond a restatement of the theme and a conclusion that is beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 3. The response develops all aspects of the task with relevant facts and details. The response demonstrates solid historical knowledge surrounding both technologies; however, the use of analysis is at times brief or underdeveloped.



Transportation and communication technologies have been used

by governments, groups, and individuals to unify and control

societies and regions. Unfortunately these powerful tools can empower

leader that push to abuse human rights; Stalin and Hitler.

Joseph Stalin, leader of Russia, used propaganda through media

to control the Russian people and conceal events as well. For example,

Stalin used music, movies, television, and books to portray him in a

positive light. These forms of media also influenced people to support

the totalitarian government they were under. Stalin created sources of

fake news to conceal the great famine and poverty that went on under

his rule (5-year plans). These tactics worked to keep Stalin in power

and control, another forceful leader used them to do the same thing.

Adolf Hitler, dictator of Germany, was able to unify Germany

and control many other regions under Nazi Rule by using

propaganda and mass media. Hitler and the Nazi Party showed

antisemitism within flyers, books, and media to encourage the

tension and hatred within Germany. He also portrayed a strong sense

of nationalism which unified people—to support him and their

country. The support allowed Hitler to take control and enforce more

ideas. Propaganda that painted Hitler in a positive light was spread

through the masses. And just like Stalin; movies, songs, television

and more—was used to unite German people (not Jewish) and

encouraged antisemitism. By gaining so much support by a unified

group, and power, Hitler was able to control and create the Holocaust

(genocide of Jewish).

Still to this day, individual people as well as governments and

groups/parties use communication through media to encourage their

intentions, control, and unite others.


Anchor Level 2

The response: • Minimally develops all aspects of the task by discussing both Stalin’s and Hitler’s use of

mass media and how they were used to unify and control societies and regions • Is primarily descriptive (Stalin: leader of Russia used propaganda to control people and

conceal events; music, movies, television, and books were used to portray Stalin in a positive light; tactics worked to keep Stalin in power and in control; Hitler: dictator of Germany who was able to control many regions using propaganda and mass media; Hitler and Nazi party showed anti-Semitism within fliers, books, and media to encourage tension and hatred; portrayed a strong sense of nationalism to gain support; propaganda that painted Hitler in a positive light used to unite German people)

• Includes few relevant facts, examples, and details (Stalin: totalitarian government; five-year plans; Hitler: genocide; Holocaust)

• Demonstrates a general plan of organization; contains an introduction and a conclusion that are restatements of the theme

Conclusion: Overall, the response fits the criteria for Level 2. The discussion consists of a general narrative that shows a basic understanding of the task, but lacks supporting details. In addition, the response offers only isolated analysis in the treatment of both technologies.





societies and regions. In Germany, Hitler used mass media as a way

to grab people’s attention. In Russia, Stalin also used propaganda as

a way to make people be interested in him.

Hitler did many things to grab people’s attention. In this case he

used mass media for that. From posters to speeches in front of a lot

people. Which did catch their attention just how he wanted it to be. He

brainwashed many people to begin with. Once he got what he wanted

which was power, he did many horrible things. In fact I’ll give an

example of what he did. He put jews into a concentration camps and

killed them alive. He persuaded people to give him what he wanted and

that’s what they got in return.

Another individual that used propaganda to control the society

was Stalin. He was a dictator of the Soviet Union. Once he had power

he collectivized farming and had potential enemies executed or sent to

forced labor camps. The propaganda made him seem as if he were a

brilliant and kind, all knowing person that would be a good leader

just for the power. But after he got what he wanted he wasn’t so good

after all.

In conclusion, many leaders and dictators used propaganda for

many reasons. In the case Hitler and Stalin both used mass media

for power which they got.


Anchor Level 1

The response: • Minimally develops some aspects of the task • Is descriptive (Hitler: used mass media to get people’s attention; brainwashed people to

get power and did many horrible things; put Jews in concentration camps and killed them; persuaded people to give him what he wanted; Stalin: dictator of Soviet Union; once he had power he executed enemies or sent them to labor camps; propaganda made him seem brilliant, kind, and all-knowing)

• Includes few relevant facts, examples, or details (Hitler: posters; speeches; Stalin: collectivized farming)

• Contains an introduction that is a restatement of the theme and a weak conclusion Conclusion: Overall, the response fits the criteria for Level 1. The response shows a limited understanding of the task and mentions technologies used by both Hitler and Stalin. However, it lacks details as well as any clear connections to how the technologies were used to control or unite the regions discussed.


Thematic Essay—Practice Paper – A

Throughout global history, many different individuals, groups,

& nations have used communication & transportation technology as a

way to unite or control a nation or region. Hitlers rise to power and

continuation of power had a lot to do with how he used communication

technology. The disagreements between nations over the Suez Canal

has also been related to transportation technology.

After World War I, Germany was in a great deal of trouble.

Germany was in debt because of paying reparations for the war,

spirits were low after being forced to take the blame for the start of

World War I, and they were upset with their leaders for causing all of

these problems by signing the unfair Treaty of Versailles. The people

of Germany were desperate for change and were willing to listen to

anybody that promised them just that. These circumstances provided

an ideal time for Adolf Hitler to step in & make his mark.

Hitler was an excellent speaker who promised Germany a better

future, one with food, prosperity, and a stable government. So as

Hitler rose to power, he gained more & more followers & therefore a

larger audience to impose his ideas onto. Hitler used public speeches

and new radio technology as a means of communication and his

ideas spread like wildfire. Some of Hitler’s ideas included false

accusations against a scapegoat in the form of the Jewish people. This

led to the spread of Anti-Semitism. His thoughts on Jewish people

quickly spread throughout Germany via radio, public speeches, &

newspapers. Hitler used these technologies to his advantage to gain

and maintain power.

Another area greatly impacted by transportation technology was

the Suez Canal. In North East Africa, Egypt to be exact, lies the


Thematic Essay—Practice Paper – A

Suez Canal which is geographically a vital spot for the

transportation of goods. Its location made trade easier and quicker by

greatly shortening world trade routes. Additionally, whoever

controlled it could charge fees for its use and gain wealth from

controlling it.

The Suez Canal became an area of conflict, especially between

Great Britain & Egypt. When the British controlled the canal, they

heavily taxed others to use it and they also had a quicker and easier

way for transportation of goods & soldiers to & from India, a nation

they colonized. Egypt also wanted control of the canal, as it was part

of their country and could benefit them economically with the

amount of trade that goes through the canal. Despite this conflict and

continued protests by Egyptians, the British maintained control of

the Suez. Ultimately, this helped Britain to maintain its position as a

dominant world Empire. The canal served as a means of transport for

both products and troops. Economically, Britain benefitted by

reducing the costs of trade. Additionally British troops could travel

with ease for new territorial expansion or to suppress rebellion. The

Suez canal was a much wanted area, by Great Britain & Egypt

primarily, as a means for transportation technology.

Both Hitlers use of mass media and Great Britain’s use of the

Suez Canal shows how nations and people use technology to gain

power. It is evident under both of these circumstances that technologies

served as a way to control or unify a certain region or group of people.

Often times, there are benefits for some groups while drawbacks for

others.


Thematic Essay—Practice Paper – B

Throughout history, technology and communication methods have

evolved and spread around the world. Many governments, groups,

and individuals such as Gandhi and Hitler have used this technology

to unify or control societies and regions. Both these men used mass

media to achieve their very different objectives. Technology has greatly

impacted and influenced the regions that these men lived within.

Gandhi used new mass media technologies to help unify India.

In the 1900’s, Indians faced unfair conditions due to British

colonization. In an effort to rid India of the British, Gandhi used

mass media to unify Indian society which consisted of both Hindus

and Muslims. Mass media allowed Gandhi to expose the nation to

motivational speeches, which supported a common goal of reaching

independence. For example, Gandhi used mass media to India’s

advantage by publicizing the Salt March. Newspapers documented the

mass movement of nationalists to the Indian Ocean and subsequently

published British attacks on salt makers and merchants. Gandhi also

established his own newspaper called Indian Opinion. In its initial

phases Indian Opinion was created to address the issues of

discrimination in South Africa. After moving backing to India,

Gandhi wrote articles calling out British abuses and advocating for

an end to the imperial world. News of Gandhi’s passive resistance

spread around the world, bringing light to the denial of human rights

Indians were facing at the hands of the British, and even shame to the

British Empire. In a post-WWII world, most of the world was in favor

of practicing, enforcing, and respecting human rights. This exposure

painted the British in a bad light, and helped India gain independence.

Hitler also used mass media as a tool to control Nazi Germany.


Thematic Essay—Practice Paper – B

After WWI, Germany faced hardship as a consequence of the Treaty

of Versailles. Devastation of the physical environment, war

reparations, hyperinflation, loss of colonies, and global depression

led to Germans looking for the promise of uplift. He also controlled

the mass media, by censoring it, as a way to strengthen his

influence over the public. Hitler also used mass media to convince

people to idolize his own image. Hitler promoted positive imagery

and associations of himself with slogans that appealed to the public.

Perhaps most notably, Hitler used mass media to skew the public’s

perception of the Jewish people. Hitler used a variety of media tactics

to build his fascist, nationalist platform, and to target Jewish people.

Radio broadcasts, publicizing speeches and rallies and producing

programs to promote the Nazi platform were used. Additionally, the

Nazi Youth Movement saw the production of children’s books and

educational programs to indoctrinate them with Anti-Semitic ideas.

When Jews were later placed in labor camps, Hitler commissioned

propaganda films to be made showcasing the “positive” production to

the war effort these places were having. He demonized them, turning

the public against them, and this manipulation of the public left

much power and influence in Hitler’s hands. This influence

eventually led to World War II and the Holocaust.

Overall, technology can be used for good or for evil. It is a

powerful tool, and we must be careful of who is to use it, as well as

how they use it. While Gandhi utilized technology to advocate

against British abuses, Hitler used technology to rationalize his

brutal agenda. It is no surprise that technology and communication

have impacted history as much as it has.


Thematic Essay—Practice Paper – C

Beginning with the Industrial Revolution in Britain, technology

has grown and advanced societies, impacting the way people live.

Through communication technology and transportation technology,

governments, groups or individuals have united societies and

promoted their ideas. Mass media technologies have been used for

propaganda, uniting people, and maintaining control. Without these,

history would not be the same.

After the Korean War, Korea was split in two states, North Korea

and South Korea. North Korea was ruled by a communist regime.

Overtime, the North Korean government has become increasingly

secretive and manipulative. The regime’s current leader, Kim Jong

Um, exploits communication technology, to relay his propaganda. In

previous wars or conflicts, propaganda has been used to sway the

opinions of others, and convince them to support a certain cause. The

North Korean government uses billboards, posters, parades, and

loudspeakers to promote loyalty to their Great Leader. Loudspeakers,

for example, frequently broadcast speeches by Kim Jong Um declaring

how great North Korea is. Propaganda has become a huge part of

society in North Korea, as has censorship.

Adolf Hitler was the leader of the Nazi Regime in Germany. He

easily manipulated Germans who were hopeless and vulnerable after

World War I. At the end of World War I, Germany was blamed for

starting the conflict and faced reparations for all the damage caused,

leading to a collapse of the German economy. When Hitler first began

campaigning, he promised that he would make Germany great once

again. Many supported his efforts, and Hitler began to use mass media

technology to further promote his agenda. Hitler needed a scapegoat to

place blame for Germany’s devastating defeat in World War I. Hitler


Thematic Essay—Practice Paper – C

chose the Jews among others as the reason for Germany’s economic

downfall. As a result, most of his propaganda was racist and hateful

towards the Jews in particular. Posters, movies, songs, and political

cartoons were all based on the antisemitism which Hitler promoted.

Due to the emerging technologies in the film industries, Hitler hired

professionals to produce propaganda films. These films showcased

labor camps as productive places supporting the war effort and

intentionally avoided the actual horrors that transpired there. There

were even boardgames and children’s books that the German children

had and ingrained these ideas further. Hitler even instituted

curriculum in school that taught about antisemitism and promoted

German greatness and victories.

Both the North Korean government and the Nazi regime used

communication technology to unite society. These methods allowed

Hitler to gain seats and eventual control over the Reichtag and

ultimately the Third Reich. Additionally, Hitler was revered in

Germany in a similar fashion as Kim Jung Um in North Korea.

Ultimately, almost all of Germany was united under Hitler because

of his use and promotion of mass media. North Korea is a very

secretive place. The government doesn’t allow foreign films, radio

stations, or internet content unless it is approved by the North Korean

government. By doing this, the government is able to instill certain

ideas and beliefs in many citizen’s minds, and maintain control.

Technology is more powerful than most people realize. It can promote

an idea (good or bad), help people form opinions, and unite a society

with a common goal. North Korea and the Nazi regime are just two of

the many groups, governments, and individuals that have taken

advantage of technology to achieve their objectives.


Thematic Essay—Practice Paper – D



societies and regions. Gandhi’s use of mass media and Hitler’s use of

mass media both used their large media to communicate to

individuals and groups of people their ideas.

Gandhi, an individual who wanted change for India,

communicated to many individuals that change must be brought to

India. India at the time was controlled by Great Britain and unfairly

taxed. However, Gandhi wanted to bring change and in order to bring

change, he decided that it should be done in a peaceful matter.

Gandhi’s use of peaceful protests stood out, this was a great way to be

heard and attempt to bring change to India. In addition, one of

Gandhi’s popular protest called the Salt March, led to India being

heard about unfair taxing that was occuring. In addition, the fact

that this protest was done through a peaceful matter made this more

efficient and helped in India’s independence.

To add on, Hitler was another individual who used mass media

to communicate to his people. Hitler used propaganda to get to peoples

emotions and convince them to do as he said. In addition, Hitler made

himself seem like a God, which made his public view him as someone

superior who knew what he was doing. Hitler was able to control

Germany by giving Germans a sense of hope that Germany was

going to reccuperate at become Great again. The genocide against Jews

also helped Hitler greatly because since people were already against the

Jewish population, Hitler accomplished the peoples needs. Hitler was

basically in control of Germany.

Moreover, Hitler and Gandhi both were influential individuals.


Thematic Essay—Practice Paper – D

However, Hitler used his influence and power to do more bad than any

good through genocide against Jews. Gandhi, on the other hand, was

able to bring reforms to India however he did it through protest and

peaceful matter which was effective and stood out.


Thematic Essay—Practice Paper – E



societies and regions. Great britians use of railroads in India/Africa

and Stalins use of propaganda both helped them control societies and

regions.

Great Britain used railroads to quickly suppy their bases or

areas their people area. The trians can carry parts, food, clothes,

animals, people, and etc. So if Indians started a fight in one of the

cities or towns the british can just send troops over. Use of railroads is

faster than cars and people. Great Britian also used steam engines to

power their boats and cars so transportation was even faster than

riding on a horse or walking. Steam engines also powered their

factorys so it made their economy even stronger. Since they had better

transporation it wasn’t hard to explore India and Africa. Indians and

Africans didn’t have the same advanced tech as the british so they

weren’t hard to take over and control.

Stalins use of propaganda helped him control the russian people.

He took away free speech, you couldn’t talk against him or the secret

police will get you and put you in jail. If the people couldn’t talk bad

about you or think of even trying they will be easier to control. Stalin

took land from farmers for his 5 year plan whitch actually boosted the

economy of Russia. But it cost people hours of working in farms for

the government. He limited the media’s use of what they can say

about him. Stalin use of the secret police or kbg would get anyone who

speaks against what Stalins doing so this put fear into the people.

Whitch lead to people not trying to start a revolution against him.

Stalins use of propaganda did help him him control Russia.


Thematic Essay—Practice Paper – E

In concution Great Britians use of railroads made their economy

boom after than other nations whitch made it easier to control them.

Like india and Africa who still use bows and spears while the british

had guns and cannons. Stalins use of propaganda helped him control

the Russian people. If they can’t thin or say anything bad about they

won’t try to go againt your rule.


Practice Paper A—Score Level 3

The response: • Develops all aspects of the task with little depth by discussing Hitler’s use of mass media

and Great Britain’s use of the Suez Canal and how they were used to unify and control societies and regions

• Is more descriptive than analytical (Hitler: after World War I, Germany was in debt, spirits were low, and Germans were upset with their leaders; Hitler was an excellent speaker and promised a better future; used speeches and radio technology to spread his ideas; promoted false accusations against the Jewish people; led to the spread of anti-Semitism; Suez Canal: in Northeast Africa the Suez Canal is a geographically vital location for transportation of goods; location made trade easier and quicker by shortening trade routes; control of Suez Canal allowed for profits and became a source of conflict between Britain and Egypt; Britain made money by taxing others for use of canal; Egypt wanted to control canal; British troops could travel with ease for expansion or to suppress rebellion)

• Includes some relevant facts, examples, and details (Hitler: reparations; Treaty of Versailles; prosperity and stable government; scapegoat; Suez Canal: protests; dominant empire; economic benefits)

• Demonstrates a satisfactory plan of organization; includes an introduction that is slightly beyond a restatement of the theme and a conclusion that is beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 3. The discussion of both Hitler’s use of mass media and the Suez Canal contains a factual narrative that demonstrates an understanding of the task. However, use of generalizations and lack of development weaken the response.


Practice Paper B—Score Level 5

The response: • Thoroughly develops all aspects of the task evenly and in depth by discussing both

Gandhi’s and Hitler’s use of mass media and how they were used to unify and control societies and regions

• Is more analytical than descriptive (Gandhi: Indians faced unfair conditions due to British colonization; used mass media to unify Indian society; mass media allowed Gandhi to expose the nation to speeches; news of Gandhi’s passive resistance spread around the world and brought light to situation in India and shame to the British; exposure painted Britain in a bad light and helped India gain independence; post World War II world was in favor of respecting human rights; Hitler: after World War I Germany faced hardship due to treaty; used mass media to skew people’s perception of the Jewish people; Nazi youth programs worked to indoctrinate children; made propaganda films to highlight the imagined benefit of work camps; influence led to World War II and the Holocaust)

• Richly supports the theme with relevant facts, examples, and details (Gandhi: Hindus and Muslims; motivational speeches; Salt March; newspapers, nationalists, Indian Ocean; Indian Opinion; Hitler: war reparations; hyperinflation; global depression; Treaty of Versailles; censorship; slogans; fascist; radio broadcasts; speeches and rallies; anti-Semitic)


Conclusion: Overall, the response fits the criteria for Level 5. The response analyzes and provides insight into two uses of mass media for very different purposes. Framing the discussion in the context of historical circumstances and the addition of supporting details are the strength of this comparative response.


Practice Paper C—Score Level 4

The response: • Thoroughly develops all aspects of the task in depth but does so somewhat unevenly by

discussing Hitler’s use of mass media more fully than Kim Jung Un’s use of propaganda and how they were used to unify and control societies and regions

• Is both descriptive and analytical (North Korea: after Korean War, the nation was split; over time the North Korean government has become secretive and manipulative; Kim Jung Un exploits communication technology; propaganda used to sway opinions and convince others to support a cause; North Korean government uses propaganda to promote loyalty to their great leader; Hitler: manipulated hopeless and vulnerable Germans after World War I; used mass media to further promote his agenda; needed someone to blame for devastating defeat in Germany; propaganda was hateful and racist toward Jews in particular; hired professionals to make propaganda films using new technology)

• Supports the theme with relevant facts, examples, and details (North Korea: North Korea and South Korea; Communist regime; billboards, posters, parades, and loudspeakers; broadcast speeches; censorship; Hitler: Nazi regime, reparations; collapse of German economy; scapegoat; posters, movies, songs, and political cartoons; anti-Semitism; labor camps; board games; children’s books)


Conclusion: Overall, the response fits the criteria for Level 4. Treatment of both topics is detailed, though the discussion of Hitler is more analytical and supported by more relevant examples. The response draws some parallels between the use of mass media in Nazi Germany and modern North Korea.

Practice Paper D—Score Level 1

The response: • Minimally develops some aspects of the task • Is descriptive (Gandhi: wanted change in India and communicated this to many people;

India was controlled by Great Britain and unfairly taxed; wanted to bring change peacefully; protests led to India being heard about; Hitler: used mass media and propaganda to get to people’s emotions and convince them to do what he said; public viewed him as superior/as a god; gave a sense of hope that Germany would be great again; was in control of Germany)

• Includes few relevant facts, examples, or details (Gandhi: Salt March; independence; Hitler: genocide)

• Contains an introduction that is a restatement of the theme and a weak conclusion Conclusion: Overall, the response fits the criteria for Level 1. The response demonstrates only a very basic understanding of the task. The technology used is briefly mentioned with a few details, but overgeneralizations and inaccuracies limit the response’s effectiveness.


Practice Paper E—Score Level 2

The response: • Minimally develops all aspects of the task • Is primarily descriptive (Great Britain: used railroads to quickly supply their bases or

areas; British could react to Indian unrest; better transportation made it easier to explore India and Africa; Indians did not have the same technology so were easily taken over and controlled; Stalin: use of propaganda helped him control Russian people; took away free speech; people were easier to control due to fear to resist; took land from farmers for his five-year plans; limited the media’s use of what could be said of him)

• Includes few relevant facts, examples, and details (Great Britain: troops; steam engines; Stalin: secret police; jail); includes an inaccuracy (Stalin: Stalin’s use of KGB)

• Demonstrates a general plan of organization; contain some digressions; contains an introduction and a weak conclusion

Conclusion: Overall, the response fits the criteria for Level 2. The response demonstrates a general understanding of the task and provides an overview of both technologies. Inclusion of more supporting facts and details would have enhanced the response.


Transition Exam in Global History and Geography—Grade 10 Specifications August 2019

Part I

Multiple-Choice Questions by Standard

Parts II and III by Theme and Standard

Scoring information for 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 test development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make suggestions. 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 2019 Transition Exam in Global History and Geography—Grade 10 will be posted on the Department’s web site at: http://www.p12.nysed.gov/assessment/ on the day of the examination. Conversion charts provided for the previous administrations of the Transition Exam in Global History and Geography 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 • Five prescored anchor papers ordered from score levels 5 to 1 • 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 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 posted information regarding this examination. This site should be checked before the rating process for this examination begins and several times throughout the Regents Examination period.

Copyright 2019 The University of the State of New York

THE STATE EDUCATION DEPARTMENT Albany, New York 12234

FOR TEACHERS ONLY The University of the State of New York


TRANSITION EXAM IN GLOBAL HISTORY AND GEOGRAPHY — GRADE 10

Tuesday, August 13, 2019 — 12:30 to 3:30 p.m., only

RATING GUIDE FOR PART III A AND PART III B

(DOCUMENT-BASED QUESTION)

V O L U M E

2 OF 2 DBQ

Mechanics of Rating

The procedures on page 2 are to be used in rating papers for this examination. More detailed directions for the organization of the rating process and procedures for rating the examination are included in the Information Booklet for Scoring the Transition Examination in Global History and Geography — Grade 10.

Global Hist. & Geo. Rating Guide – Aug. ’19 [2] Vol. 2

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 on the 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 are required to ensure that the raw scores have been added correctly and that the resulting scale score has been determined accurately. Teachers may not score their own students’ answer papers.

The scoring coordinator will be responsible for organizing the movement of papers, calculating a final score for each student’s essay, recording that score on the student’s Part I answer sheet, and determining the student’s final examination score. The conversion chart for this examination is located at http://www.p12.nysed.gov/assessment/ and must be used for determining the final examination score.


Transition Exam in Global History and Geography—Grade 10 Part A Specific Rubric

Document-Based Question August 2019

1 Based on this excerpt, state one goal of King Leopold II. Score of 1: • States a goal of King Leopold II based on this excerpt

Examples: to build an overseas empire/imperialism; to secure his position in the world; to take advantage of a great opportunity in Central Africa; to rival the great powers of Europe; to take control of a region in which other European countries have not shown interest; to no longer be overshadowed by larger, more powerful neighbors; to gain power

Score of 0: • Incorrect response

Examples: to reduce his overseas empire; to take over the tiny nation of Belgium; to rival Central Africa

• Vague response Examples: European countries had not shown an interest; to secure it; to build up; tiny nation

of Belgium; the story of the Congo • No response

Document 1

. . . In the midst of the rivalries among the Great Powers of Europe, King Leopold II of the tiny nation of Belgium played the most important role in the story of the Congo. This leader of a country overshadowed by its larger, more powerful neighbors wanted desperately to build up an overseas empire in order to secure his position in the world. He thought that a great opportunity existed in Central Africa, a region in which other European countries had not shown interest . . . .

Source: Colonialism in the Congo: Conquest, Confl ict, and Commerce, Choices Program,Watson Institute for International Studies, Brown University


2a According to Kevin Grant, what was King Leopold II attempting to do in the Congo Free State?

Score of 1: • States what King Leopold II was attempting to do in the Congo Free State according to Kevin

Grant Examples: create new system of taxation/claiming to combat the slave trade by creating a new

tax system; build a stronger infrastructure for governance; force African chiefs to collect and pay taxes in goods and labor; put an end to free trade in most of the state’s territory; gain revenue; seize all “vacant lands” in the Congo and present/future produce; place the greatest part of the Congo at his disposal; circumvent the Berlin Act’s prohibition against trade duties; end free trade in most of the state’s territory by seizing “vacant lands”; increase his power


Examples: end taxation; increase free trade; dispose of vacant lands • Vague response

Examples: create a new system; force African chiefs; governance • No response

Document 2a

In 1887 and 1888 the Congo Free State was on the brink of bankruptcy. King Leopold II was looking for solutions.

. . . At this [Brussels] conference [1889–1890], which was devoted to ending the slave trade and liquor and arms traffi cking in Africa, Leopold persuaded the European powers to permit him to create a new system of taxation in Congo for the purpose of combating the slave trade and building a stronger infrastructure for governance. In the two years after the conference, the Congo Free State instituted a new tax system in which African chiefs were forced to collect and pay taxes in goods and labor. Furthermore, in 1891, Leopold arrogated [seized] all “vacant lands” in Congo, as well as the present and future produce of those lands. “Vacant lands” were defi ned as any lands without a human settlement or crops under cultivation. Leopold thus placed the greatest part of Congo at his disposal, putting an end to free trade in most of the state’s territory and enabling him to gain revenue by circumventing the Berlin Act’s prohibition against trade duties. . . .

Source: Kevin Grant, The Congo Free State and the New Imperialism, Bedford/St. Martin’s, 2017 (adapted)


2b Based on this document, state one impact the demand for rubber had on the Congo Free

State. Score of 1: • States an impact the demand for rubber had on the Congo Free State based on this document

Examples: the value of Congolese rubber increased; rubber was being exported from the Congo; Congo natives spent time harvesting rubber instead of tending crops; as the value of rubber and market demands increased, the amount of rubber produced in the Congo increased; to meet export demands, the Congo Free State had to produce more rubber; European and American demand for rubber placed a strain on the Congolese; Congolese men/women/children had to produce rubber


Examples: rubber was imported; rubber exports decreased; Europeans demanded less rubber; crops were tended; value of rubber crop went down

• Vague response Examples: Belgian francs; harvested sap; worked near their villages; taken from the forest;

weight • No response

Document 2b

Beginning around 1889, the European and American markets demanded more rubber. To produce this rubber, Congolese men, women, and sometimes children harvested sap from rubber vines in forests near their villages instead of tending to their crops.

Rubber Exports from Congo

Year Value (1000)Belgian Francs

Weight inTons

1888 260 81.61890 556 135.61895 2,882 634.91900 39,874 5,859.91905 43,755 5,358.3

Source: Ch. Didier Gondola, The History of Congo,Greenwood Press, 2002 (adapted)


Document 3

E. D. Morel formed the Congo Reform Association. In 1906, E. D. Morel published his book Red Rubber in which he voiced concerns about what was happening to the native peoples in the Congo Free State and to inform the British public. This excerpt is from the book’s conclusion.

. . .Nothing impracticable, nothing unrealisable is being demanded on behalf of the Congo natives. No grandmotherly legislation, no sentimental claims are being urged in their interest. Only justice. They have been robbed of their property. We demand that their property shall be restored to them. They have been robbed of their liberty. We demand that their liberty shall be restored to them. They are bound in chains. We demand that those chains shall be rent asunder [split apart]. For fi fteen years they have been degraded, enslaved, exterminated. We demand that this shall stop, not fi fteen years, or fi ve years, or one year hence: but now. . . .

Source: E. D. Morel, Red Rubber, Haskell House Publishers, 1970, fi rst published 1906

3 According to E. D. Morel, what was one impact of King Leopold II’s control over the Congo

Free State? Score of 1: • States an impact of King Leopold II’s control over the Congo Free State according to E. D. Morel

Examples: natives were robbed of their property/of their liberty; natives were bound in chains; natives have been degraded/enslaved/exterminated; natives were abused/mistreated; demands were made for better treatment of natives; demands were made for justice on behalf of Congo natives; the book Red Rubber was used to let the British public know about the mistreatment of the Congolese under Leopold II


Examples: justice is being restored; sentimental claims are being urged; nothing is being demanded of Congo natives

• Vague response Examples: grandmotherly legislation; it was impracticable; there is nothing unrealizable; there

was a stop • No response


Document 4

. . . After the Communists [under Mao Zedong] rose to power in 1949, China’s existing market economy was gradually transformed into a socialist economy. Agriculture was collectivized, industry was nationalized, and the private sector was eliminated by 1956. Under the central plan, the state determined the allocation [distribution] of economic inputs and outputs, and maintained a monopoly over production and distribution. As well as the ‘Iron Rice Bowl’ of lifetime employment, under the danwei* system, enterprises provided housing and benefi ts to employees, restricting their ability to live outside of the system. Despite offi cial efforts, however, entrepreneurship was never entirely suppressed and continued to exist on a small scale, particularly in the form of the black market and underground economy. Unfortunately, much of this activity was unproductive rent-seeking [attempt to gain revenue] taking advantage of the ineffi ciencies in the economy. . . .

Source: Liao and Sohmen, “The Development of Modern Entrepreneurship in China,” Stanford Journal of East Asian Affairs (adapted)

*danwei – a government-controlled work unit

4 According to Liao and Sohmen, what were two characteristics of the socialist economy after

the communists rose to power in China in 1949? Score of 2 or 1: • Award 1 credit (up to a maximum of 2 credits) for each different characteristic of the socialist

economy after the communists rose to power in China in 1949 according to Liao and Sohmen Examples: state maintained a monopoly over production and distribution/state determined the

allocation/distribution of economic inputs and outputs/industry was nationalized; agriculture was collectivized; there was central planning in the Chinese economy; the private sector was eliminated; under the danwei system, enterprises provided housing/benefits to employees; restricted ability to live outside the danwei system; entrepreneurship was limited/entrepreneurship existed on a small scale; lifetime employment/Iron Rice Bowl; black market and underground economy existed on a small scale; there were inefficiencies in the economy; some unproductive rent seeking existed

Note: To receive maximum credit, two different characteristics of the socialist economy after the communists rose to power in 1949 must be stated. For example, the state maintained a monopoly over production and distribution and industry was nationalized are the same reason since industry was nationalized is equivalent to the state maintained a monopoly over production and distribution. In these and similar cases, award only one credit for this question.


Examples: market economy became stronger; there was a strong private sector; there were no lifetime employment opportunities

• Vague response Examples: entrepreneurship; transformed; allocations; people’s ability to live outside the

system; entirely suppressed; goods were distributed • No response


5a According to George J. Church, what is one action taken by Deng Xiaoping to reform China? Score of 1: • States an action taken by Deng Xiaoping to reform China according to George J. Church

Examples: abolishing communes; establishing a contract system; leasing plots of land, mostly to individual families; allowing rent to be paid to the state by delivery of a set quantity of rice, wheat, or whatever at a fixed price; fixed prices for agricultural products used for paying rent; permitting families to grow anything they wanted and sell it in free markets once state obligations were met; placing limits on how much some prices can fluctuate


Examples: establishing communes; eliminating state ownership of land; placing limits on what could be grown; families can ignore obligations and can grow and sell anything they want; no restrictions

• Vague response Examples: communes; rent; limits; fluctuating prices; a fixed price; establishing a system

• No response

Document 5a

. . . Deng’s reforms abolished the communes and replaced them with a contract system. Though the state continues to own all land, it leases plots, mostly to individual families. Rent is paid by delivery of a set quantity of rice, wheat or whatever to the state at a fi xed price. But once that obligation is met, families can grow anything else they wish and sell it in free markets for whatever price they can get (though the state does set limits on how much some prices can fl uctuate). . . .

Source: George J. Church, “Person of the Year: Deng Xiaoping,” Time, January 6, 1986


5b According to Jonathan Spence, what was one change Deng Xiaoping thought had to be made in

an attempt to transform China into a world power? Score of 1: • States a change Deng Xiaoping thought had to be made in an attempt to transform China into a

world power according to Jonathan Spence Examples: revamp the educational system/improve education; revamp universities/research

institutes; professionalize/streamline the military; improve/expand the judicial system; train lawyers in commercial and corporate law; have cases heard in a viable judicial system; permit more Chinese to study overseas; permit foreign students to come to China; reviewing cases of intellectuals/students/professionals who had been exiled; many intellectuals/students/professionals in exile were allowed to return to their homes/families; end exiles caused by Hundred Flowers movement/Cultural Revolution; permit foreign tourists to come to China/increase tourism


Examples: force Chinese to move overseas; exiled professionals and students; focus only on the economy; increased impoverished rural areas; Hundred Flowers movement began; Cultural Revolution started

• Vague response Examples: professionalize; commercial/corporate law; a complementary move; a world power

• No response

Document 5b

. . . Yet Deng did not just focus on the economy. He identifi ed other areas where changes had to be made for China to become a world power: there was the need to revamp the educational system, especially universities and research institutes; the military had to be streamlined and professionalized; lawyers had to be trained in the intricacies of commercial and corporate law, and be able to have cases heard in a viable and expanded judicial system; more Chinese had to be permitted to study overseas, and foreign students and tourists to come to China. As a complementary move, Deng ordered far-reaching reviews of the cases of hundreds of thousands of intellectuals, students and professionals who had been sent into internal exile in impoverished rural areas after the Hundred Flowers Movement in 1957, and later during the Cultural Revolution; under Deng, many were allowed to return to their homes and families. . . .

Source: Jonathan Spence,Time: 60 Years of Asian Heroes, Deng Xiaoping, 2006


6 According to Patrick E. Tyler, what was one impact of Deng Xiaoping’s rule in China? Score of 1: • States an impact of Deng Xiaoping’s rule in China according to Patrick E. Tyler

Examples: his economic reforms still faced daunting challenges; population growth and incomplete reform were straining China’s foundations; shortages of water and arable land had mounted; industrial pollution; degradation of the environmental landscape; real incomes more than doubled in cities and villages; struggle to survive in the Chinese countryside eased; increased access to television/washing machines/telephone; incomplete reforms; China’s attempt to become a great economic power was incomplete/had challenges to overcome; at the end of his life Deng was unable to chart a clear path to economic success


Examples: clear path to economic success; cities and villages more than doubled; arable land increased

• Vague response Examples: environmental landscape; struggle to survive; challenged; strained; race against time

• No response

Document 6

This is an excerpt from an obituary for Deng Xiaoping.

. . .At the end of his life, Mr. Deng seemed unable to chart a clear path to economic success; his economic reforms still faced daunting challenges. China’s rise as a great economic power was becoming a race against time as population growth and incomplete reform were adding to the siege of China’s straining foundations. Shortages of water and arable land mounted, and unchecked industrial pollution contributed to an overall degradation of the environmental landscape.Still, in cities and in villages, real incomes more than doubled in the Deng era. Most Chinese who have watched a television or used a washing machine or dialed a telephone have done so only since Mr. Deng came to power. The struggle to survive in the Chinese countryside has greatly eased. . . .

Source: Patrick E. Tyler, “Deng Xiaoping: A Political Wizard Who Put China on the Capitalist Road,”New York Times, February 20, 1997


Document 7

. . . With the ANC [African National Congress] banned, new opposition forces emerged. Black Consciousness, led by charismatic student leader Steve Biko, took off in the late 1960s. Then in 1972–1973, the black labor movement came to life again in a sudden, massive strike wave. Things were on the boil and with a rigid, infl exible, and intolerant government at the helm of state, the country fi nally exploded in 1976, ignited by student protests in Soweto. Although the 1976 protests were quashed [put down] by harsh measures from the state security forces that saw many casualties, popular resistance reemerged in the 1980s. This coalesced [joined forces] around vibrant, new mass organizations. The United Democratic Front (UDF, formed in 1983), was a very wide coalition of more than 600 community, labor, sport, and church organizations. The Congress of South African Trade Unions (COSATU, formed in 1985), with its largest affi liate [associate], the National Union of Mineworkers (1982), led by ex-student activist Cyril Ramaphosa, grew rapidly and challenged the previously monolithic [rigid] economic domination of the apartheid state. Many church leaders, such as Archbishop Desmond Tutu, lent their weight to popular protests. All across the country these diverse groups spoke out loudly and their support grew rapidly, with many people aligning themselves with the ideas of the ANC exemplifi ed [represented] in the Freedom Charter. One of their major demands was the release of [Nelson] Mandela and all political prisoners. . . .

Source: Peter Limb, Nelson Mandela: A Biography, Greenwood Press, 2008

7 According to Peter Limb, what was one problem faced by blacks in South Africa from the 1960s through the 1980s?

Score of 1: • States a problem faced by blacks in South Africa from the 1960s through the 1980s according to

Peter Limb Examples: apartheid; rigid/inflexible/intolerant government; protests were quashed/put down

by harsh measures from the state security forces; people becoming casualties as a result of protesting; monolithic economic domination of the apartheid state; African National Congress was banned; people taken as political prisoners/people being jailed; a major leader/Nelson Mandela was in jail; the political situation was boiling/was ready to explode; had to strike to make their voices heard; racial discrimination/prejudice because of their skin color; prejudice from the state


Examples: charismatic student leaders; reemergence of popular resistance; formation of new mass organizations; church leaders lent their weight to popular protests; the black labor movement; wide coalition

• Vague response Examples: challenges; banned; rigid; inflexible; Freedom Charter

• No response


Document 8

This is an excerpt about Desmond Tutu from a biographical dictionary.

. . . The problem faced by anti-apartheid clergymen was how to simultaneously oppose both violent resistance and apartheid, which was itself increasingly violent. [Desmond] Tutu’s opposition was vigorous and unequivocal, and he was outspoken both in South Africa and abroad, often comparing apartheid to Nazism and Communism. As a result the government twice revoked his passport, and he was jailed briefl y in 1980 after a protest march. It was thought by many that Tutu’s increasing international reputation and his rigorous advocacy of non-violence protected him from harsher penalties. Tutu’s view on violence refl ected the tension in a Christian approach to resistance: “I will never tell anyone to pick up a gun. But I will pray for the man who picks up a gun, pray that he will be less cruel than he might otherwise have been. . . .”

Source: “Archbishop Desmond Tutu Facts,” Encyclopedia of World Biography, The Gale Group, 2010

8 Based on this document, state one action taken by Desmond Tutu to resist South African

government policies. Score of 1: • States an action taken by Desmond Tutu to resist South African government policies based on this

document Examples: gave speeches/spoke out against apartheid/opposed apartheid; compared apartheid

to Nazism/communism; participated in a protest march; traveled abroad to speak against apartheid; spent time in jail; prayed for less violence under apartheid/advocated for the use of nonviolence to oppose apartheid; rigorously advocated using only nonviolence


Examples: picked up a gun; advocated violence; revoked his passport • Vague response

Examples: participated; compared them; international reputation • No response


Document 9

. . . During apartheid in South Africa, Desmond Tutu emerged as a voice for the voiceless; someone who was able to “articulate the aspirations and the anguishes” of marginalised people. After the 1994 elections and Nelson Mandela’s inauguration as the country’s fi rst democratically elected president, Archbishop Tutu was asked to preside over a process “to heal a wounded and traumatised nation”. The Truth and Reconciliation Commission (TRC) was established to bear witness to apartheid-era crimes, record and in some cases grant amnesty to the perpetrators. It subsequently became an important model for other commissions of its kind throughout the world. Archbishop Tutu articulates that the main lesson learnt from this process was that “all human beings are fundamentally good”. Despite the most horrendous atrocities committed, “people amazed the world with the exhibition of their magnanimity [mercy], their generosity of spirit, their willingness not to seek revenge and retribution [punishment], but to be willing to forgive”. Archbishop Tutu mustered a group of close friends and associates to form the Desmond Tutu Peace Trust in 1998. The Trust administers and oversees the development of the Desmond Tutu Peace Centre.

Source: “How We Began,” The Desmond Tutu Peace Centre online

9 According to this statement from the Desmond Tutu Peace Centre website, what is one impact of Desmond Tutu’s leadership?

Score of 1: • States an impact of Desmond Tutu’s leadership according to this statement from the Desmond Tutu

Peace Centre website Examples: he emerged as a voice for the voiceless; able to articulate aspirations/anguishes of

marginalized people; helped to heal the nation/presided over a process to heal a wounded/traumatized nation; Truth and Reconciliation Commission became an important model for other commissions of its kind; establishment of the Desmond Tutu Peace Trust/Desmond Tutu Peace Centre; Commission bore witness to apartheid crimes; Commission granted some perpetrators amnesty; lessons learned from the Truth and Reconciliation Commission were shared; lessons about man’s generosity of spirit/about man’s willingness to forgive/about man’s willingness to not seek revenge/about man’s exhibition of mercy were shared; assisted Mandela in healing the nation


Examples: was the first democratically elected president; wounded and traumatized the nation; remained voiceless

• Vague response Examples: established; fundamentally good; marginalized people

• No response


Transition Exam in Global History and Geography Grade 10

Content Specific Rubric Document-Based Essay

August 2019

Scoring Notes:

1. This document-based question has a minimum of six components (describing the historical

circumstances that led each of two individuals to take action, describing at least one action taken by each individual, and discussing at least one impact of each individual on his society and/or on another society).

2. The description of historical circumstances may be immediate or long term. 3. The action taken by the individual may be included as part of the discussion of the impact

the individual had on his society and/or another society. 4. Similar information may be used to discuss the impact on two different societies, but the

specific facts and details will vary, e.g., improvements in the ability to work and travel was an impact of Deng’s actions in China and of Tutu’s actions in South Africa.

5. The impact of the individual on his society or on another society may be positive or negative and it may be immediate or long term.

6. The impact of the individual on his society or on another society may be discussed from different perspectives as long as the positions taken are supported by accurate historical facts and examples.

7. Only two individuals should be chosen from the historical context. If three individuals are addressed, only the first two individuals should be scored.

8. For the purposes of meeting the criteria of using at least four documents in the response, documents 2a, 2b, 5a, and 5b may be considered as separate documents if the response uses specific separate information from each document.

Historical Context: Throughout history, the actions of certain individuals have had impacts on societies and

regions. These individuals include King Leopold II of Belgium, Deng Xiaoping of China, and Desmond Tutu of South Africa.

Task: Select two individuals mentioned in the historical context and for each

• Describe the historical circumstances that led this individual to take action • Describe an action taken by this individual • Discuss an impact this individual had on his society and/or on another society

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 the historical circumstances

that led each of two individuals to take action, describing at least one action taken by each individual, and discussing at least one impact of each individual on his society and/or on another society

• Is more analytical than descriptive (analyzes, evaluates, and/or creates information), e.g., King Leopold II: connects empire-building in Africa and his desire for status and wealth derived from rule of the Congo to his seizure of land and exploitation of Congolese natives and the resulting legacy of exploitation and unstable dictatorial government; Deng Xiaoping: connects the restrictive nature of state control of the economy and of the individual under Mao, to Deng’s introduction of the Four Modernizations that led to a decrease in the number of communes and led to the restructuring of education and to China’s participation in the global economy under modified capitalism that led to protests for political freedom

• Incorporates relevant information from at least four documents (see Key Ideas Chart) • Incorporates substantial relevant outside information related to actions of individuals (see Outside

Information Chart) • Richly supports the theme with many relevant facts, examples, and details, e.g., King Leopold II: “Red

Rubber” system; Scramble for Africa; Congo Free State; terms of Berlin Conference; Belgium’s control of Congo; mutilation of Congolese; missionary reports; Deng Xiaoping: socialist economy; one-child policy; Four Modernizations; Tiananmen Square Massacre; special economic zones; global markets; socioeconomic changes

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme

Score of 4: • Develops all aspects of the task but may do so somewhat unevenly by discussing one individual more

thoroughly than the other or by developing one aspect of the task less thoroughly than the others • Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information), e.g., King

Leopold II: discusses how Leopold’s acquisition of Congo to fulfill his desire for wealth and status led to the use of forced labor and how forced labor had a devastating effect on the people in the Congo region; Deng Xiaoping: discusses how the restrictive nature of communism under Mao was modified by Deng’s policy of Four Modernizations in which he addressed agricultural and economic reforms and how this policy led to an expanding economy and protests for greater political freedom

• Incorporates relevant information from at least four documents • Incorporates relevant outside information • Supports the theme with relevant facts, examples, and details • Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are

beyond a restatement of the theme Score of 3: • Develops all aspects of the task with little depth or develops at least four aspects of the task in some depth • Is more descriptive than analytical (applies, may analyze and/or evaluate information) • 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 individual and if

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


Score of 2: • Minimally develops all aspects of the task or develops at least three aspects of the task in some depth • Is primarily descriptive; may include faulty, weak, or isolated application or analysis • Incorporates limited relevant information from the documents or consists primarily of relevant information

copied from the documents • Presents little or no relevant outside information • Includes few relevant facts, examples, and details; may include some inaccuracies • Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly

identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion Score of 1: • Minimally develops some aspects of the task • Is descriptive; may lack understanding, application, or analysis • Makes vague, unclear references to the documents or consists primarily of relevant and irrelevant

information copied from the documents • Presents no relevant outside information • Includes few relevant facts, examples, or details; may include inaccuracies • May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly

identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion Score of 0: Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts, examples, or details; OR includes only the historical context and/or task as copied from the test booklet; OR includes only entire documents copied from the test booklet; OR is illegible; OR is a blank paper


King Leopold II Key Ideas from Documents 1–3

Historical Circumstances Action Taken by Leopold II Impact on Society

Doc 1—Great powers of Europe in midst of rivalry

Desire of Leopold II to build up overseas empire and secure his position in the world

Existence of great opportunity in Central Africa

Doc 2—Congo Free State on brink of bankruptcy (1887–1888)

Leopold II permitted to create new system of taxation in Congo for purpose of combating slave trade and building stronger infrastructure for governance

Increase in demand for rubber in global markets (European and American)

Doc 2—Forced African chiefs to collect and pay taxes in goods and labor

Seized all “vacant lands” in Congo (1891)

Seized present and future produce of lands (1891)

Placed greatest part of Congo at his disposal

Put an end to free trade in most of state’s territory

Gained revenue by circumventing Berlin Act’s prohibition against trade duties

Doc 1— Most important role in story of Congo played by Belgium

Doc 2—Increase in profit from rubber exports for Leopold II

Increase in export of rubber from Congo

Exploitation of labor in Congo Free State

Sap harvested by Congolese men, women, and children instead of tending their crops (possible food shortages; increased seizure of land by Leopold II)

Doc 3—Congo natives robbed of property

Congo natives robbed of liberty/bound in chains

Congo natives degraded, enslaved, exterminated for fifteen years

Reforms/justice demanded by Congo Reform Association (1906)

British public informed of mistreatment of Congolese with publication of Morel’s book


King Leopold II

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

Historical Circumstances Action Taken by Leopold II Impact on Society

Division of Africa by many nations as a result of Scramble for Africa

Rules for dividing Africa to prevent war between European nations due to overlapping colonial claims made by Berlin Conference (1884–1885)

No participation by African peoples at Berlin Conference

British/French goals in Africa Collection of ivory before rubber

boom Industrialization of transportation

leading to increased need for rubber

Established forced labor of village populations

Details about his rule of Congo Free State/Belgium Congo

Granted companies concessions to extract resources forcing out private traders

Established Force Publique which endorsed brutality including mutilation (cutting off hands and ears) to force more production

Devastated or destroyed whole villages because of failure to meet quotas

Paternalism Destruction of Congolese

economies Depopulation of villages

(approximately 10 million died; roughly half of population died)

Natives fleeing to neighboring colonies

Destruction of traditions and institutions

Details about movement by missionaries and others to end atrocities in Congo and end Leopold II’s rule

Renamed Belgian Congo (1908) on becoming a Belgian colony

Legacy of civil war Publications by western authors

(Mark Twain’s King Leopold’s Soliloquy; Joseph Conrad’s Heart of Darkness; Arthur Conan Doyle’s The Crime of the Congo)


Deng Xiaoping Key Ideas from Documents 4–6

Historical Circumstances Action Taken by Deng Xiaoping Impact on Society Doc 4—Rise to power of

Communists in China in 1949 Economy transformed from

market to socialist under Mao Zedong

Agriculture collectivized Industry nationalized Private sector eliminated by

1956 Inputs and outputs allocated by

state Production and distribution

monopolized by state Lifetime employment

guaranteed by “Iron Rice Bowl”

Housing and benefits provided to employees by enterprises (danwei system); employees ability to live outside system restricted

Entrepreneurship never entirely suppressed (black market and underground economy)

Doc 5—Abolished communes and replaced them with contract system

Leased plots to individual families although state owned all land

Allowed rent to be paid by delivery of set quantity of rice/wheat at a fixed price

Allowed families to grow anything they wished and sell it in free market once state obligations were met

Revamped education system, especially universities and research institutes

Streamlined and professionalized the military

Trained lawyers in commercial and corporate law

Expanded the judicial system Permitted more Chinese to study overseas Permitted more foreign tourists and students

to come to China Reviewed hundreds of thousands of cases

of those sent into exile (Hundred Flowers Movement,1957; Cultural Revolution)

Doc 5—Many exiled under Mao able to return home

Doc 6—Rise of China as great economic power limited by population growth and incomplete reform

Increase in shortages of water and arable land

Contribution of unchecked industrial pollution to overall degradation of environment

Real incomes more than doubled in cities and villages

Televisions, washing machines, telephones more available for many Chinese

Easier to survive in Chinese countryside


Historical Circumstances Action Taken by Deng Xiaoping Impact on Society Details about Mao’s five-

year plans Mao’s Great Leap Forward

economic disaster (forced labor, schools closed, production slowed, agricultural tasks neglected, starvation and torture used as punishment for low productivity)

Political struggles masked by Mao’s Cultural Revolution (1966–1976)

Many Chinese generally discontented with results of Communist Revolution

Established Four Modernizations, focusing on agriculture, industry, science, and defense

Introduced “Responsibility System” in place of communes

Improved international relations Opened China to

manufacturing/foreign products Sought markets in the West Suppressed student demonstrations

for democracy in Tiananmen Square in 1989

Met with President Jimmy Carter in the United States

Established special economic zones Established one-child policy Jailed/killed political prisoners

Employment of low-paid Chinese labor in factories

Increased foreign trade Production of products for global markets

(shoes, toys, bikes, watches, clothes) Growth of urban centers, skyscrapers, and

traffic congestion Tearing down of traditional family

homes/areas Tripling of average family incomes in

1990s Increased wealth of party officials Loss of some jobs due to capitalist

competition Continued poverty for peasants in remote

areas Failure of Tiananmen Square Massacre to

have long-term political effect


Desmond Tutu Key Ideas from Documents 7–9

Historical Circumstances Action Taken by Desmond Tutu

Impact on Society

Doc 7—African National Congress (ANC) banned

New opposition forces emerged: • Black Consciousness, led by Steven

Biko in late 1960s • Black labor movement in 1972 and

1973 • Protesting of students in Soweto in

1976 Protests put down by state security resulting in

many casualties Return of popular resistance in 1980s:

• Formation of United Democratic Front (UDF) in 1983, combining community, labor, sport, and church organizations

• Formation of Congress of South African Trade Unions (1985)

• National Union of Mineworkers (1982) led by Cyril Ramaphosa

State ruled by intolerant government State economy dominated by apartheid Economic domination of apartheid system

challenged Protests supported by church leaders Alignment of people with ideas of ANC as

found in Freedom Charter Release of Nelson Mandela and all political

prisoners demanded Doc 8—Apartheid increasingly violent Resistance to apartheid increasingly violent

Doc 8—Vigorously opposed apartheid, comparing it with Nazism and communism

Participated in 1980 protest march (ended in his being jailed)

Spoke out in South Africa as well as abroad

Advocated nonviolence Doc 9—Articulated

aspirations and anguishes of marginalized people

Presided over Truth and Reconciliation Commission (TRC)

Formed Desmond Tutu Peace Trust (1998), which oversees development of Desmond Tutu Peace Centre

Doc 9—Truth and Reconciliation Commission (TRC) formed to aid healing of a wounded and traumatized nation

Apartheid-era crimes identified for the record and amnesty granted to some

Developed a model for other commissions throughout the world

Willingness exhibited by people to grant forgiveness for crimes and atrocities committed instead of seeking revenge or retribution

Became a voice for the voiceless

Served as a model to support use of nonviolence to settle issues


Desmond Tutu


Historical Circumstances Action Taken by Desmond Tutu

Impact on Society

Continuation of legacy of colonial era Races separated by apartheid Apartheid designed to protect minority rule Restriction of travel by all but whites by Pass

Laws Homelands policy introduced and enforced Voting restricted to whites Segregated facilities (schools, hospitals,

beaches, parks) Opposition of ANC to apartheid (marches,

boycotts, strikes) Armed struggle outcomes of Sharpeville

Massacre in 1960 Passage of 1967 Terrorism Act and use in

arresting protestors Mandela jailed for 27 years State of Emergency declared in 1985 International sanctions imposed

Encouraged boycotts of multi-national corporations doing business with South Africa

Promoted divestment of foreign business in South Africa

Opposed Botha’s violent actions

Worked in conjunction with de Klerk to get Mandela released from jail

Used Anglican Church as a tool to gain support for anti-apartheid efforts

Used civil disobedience

Focus of international attention on South Africa when Desmond Tutu became 1984 Nobel Peace Prize winner

Movement toward majority rule (1989)

State reparations to thousands of victims

Promotion of multiracial cooperation

Use of Truth and Reconciliation Commission as a model for Rwanda


Anchor Paper – Document-Based Essay—Level 5

Throughout time, there has been many people that have had impacts

in many countries in the world. Some of these individuals are Deng

Xiaping of China and Desmond Tutu of South Africa. Both of these

individuals have made a great impact on each of their country’s. Both

used different tatics to spread their message and make a difference.

Deng Xiaping used his power that he had when he was the leader of

China and Desmond Tutu was a protestor against the apartheid

government who fought for human rights in South Africa.

When the Communists rose to power, under the rule of Mao Zedong

in 1949, China’s economy that existed under the Guomindang was

transformed into a socialist economy (Doc 4). Mao Zedong tried to

transform the economy and the society. He declared all people equal

and transformed the economy by removing all private property. People

were organized in collectives and communes and lived together as

workers or peasants. Things that would distinguish individuals like

education, intellectualism, or class were discouraged and ended. Mao

Zedong was trying to catch up with the rest of the world by

attempting the Great Leap Forward in the 1950s and 1960s. This plan

was to transform China from an agricultural economy to a rapidly

industrilized modern China. (O.I.) The Great Leap Forward was much

like Stalin’s 5 Year Plans and both didn’t work so well. (O.I.)

Peasants were told to increase food production to help grow a strong

Chinese workforce. Part of the Great Leap Forward was also to increase

steel production through backyard furnaces. However without

adequate training and equipment both goals failed causing a

massive famine killing many millions of people. The Great Leap

Forward was such a failure that it is often called the “Great Leap



Backward” because it killed so many people. While everyone was

provided benefits like housing and minimal heathcare, there were

many issues with Mao Zedong’s plan (Doc 4). Another of Mao

Zedong’s major policies was called the Cultural Revolution in which

he punished intellectuals, professionals, and others with foreign

connections or old ideas sending them for re-education or killing

them. Mao Zedong purposely got rid of the modern thinking,

educated Chinese which led to inefficiencies in the economy as young

people were not being taught the skills needed to have a positive impact

in the workplace. Due to the actions of Mao Zedong, Deng Xiaping

took action to reform China to try to transform it to the modern

industrialized society that Mao Zedong had promised years before.

One of Deng’s actions to reform China was to abolish the

communes and replace them with a contract system. (Doc 5a) What

this meant was that Chinese farmers no longer had to give all their

produce to the government. This increased incentive and efficiency.

Farmers still had to pay rent and a quota but after that they could

sell their surplus in a capitalist-style market. This gave farmers

much more wealth than they ever had under Mao Zedong. But Deng

Xiaping didn’t just focus on the economy, he also relizied that if

China wanted to become a world power, he would have to revamp the

educational system. (Doc 5b) He invested in science and technology

sending people to foreign countries to bring back knowledge found in

modern countries. This is similar to Japan’s Meiji Restoration and

Gorbachev’s policy of glasnost. The opening of China allowed it to

develop very quickly technologically. He also promoted special

economic zones and encouraged globalization that brought foreign



companies into China. In cities and in villages, real incomes more

than doubled in the Deng era. (Doc 6) Deng Xiaping is the father of

Modern China, and thanks to him, most Chinese who have watched

TV, used a washing machine or dialed a telephone have done so only

since Mr. Deng came to power. (Doc 6) Many Chinese became middle

class or rich due to Deng Xiaping’ changes. They benefited from

capitalism becoming owners or managers of multinational

corporations. However, many foreign businesses moved to China

because of its massive population and cheap labor. Even today many

Chinese are forced to live in and work in harsh conditions for

extremely little pay. Many are abused under Deng Xiaping’s modified

capitalist system.

Another important individual who inspired great changes is

Desmond Tutu of South Africa. South Africa implemented apartheid

in the late 1940s. Under the system the white minority had political

and economic control over everyone else. Black South Africans were

not considered citizens, could not vote, and were not allowed to own

property. They were forced to live in shanty towns called Bantustans,

given few necessities, and forced to live in constant poverty and

subjugation. The Apartheid government banned many rights

including the right to protest or organize. The African National

Congress or ANC was banned but black South Africans still fought

for their rights. Oppression was constant and many leaders against

apartheid such as Steven Biko and Nelson Mandela were either killed

or imprisoned. Many protests have turned violent and caused many

casualities such as in Sharpeville in 1960 and Soweto in 1976.

(Doc 7) But in the 1980s popular resistance reemerged due to student



protests and international campaigns. Church leaders, such as

Archbishop Desmond Tutu, lent their weight to these popular protests

and promoted the freedom and equality of black South Africans.

Desmond Tutu was one of the many that took action against the

racism and apartheid in South Africa. Desmond Tutu was outspoken

in South Africa and aboard, often comparing apartheid to Nazism

and Communism. (Doc 8) The government tried to stop Tutu by

revoking his passport and putting him in jail, but it didn’t work due

to Tutu’s tatic of protesting. Desmond Tutu used Civil Disobedience

(peaceful protesting) when ever he protested. His weapons were the

press, newspapers and the public eye (O.I.) He helped sway

international public opinion. People around the world became aware of

the human rights abuses that were perpetrated by the South African

government. Individuals around the world listened to Desmond Tutu

and divested from South African businesses. South Africa was

ostracized from the international community – anything from

conferences, to concerts, to sports, and business. Desmond Tutu talked

about creating an equal society for all South Africans. Partly

through his efforts apartheid ended and blacks were given the right to

vote. After the 1994 elections and Nelson Mandela’s inaugration as

the country’s first democratically elected black president, Desmond

Tutu was asked to help “heal a wounded and traumatised nation.”

(Doc 9) The Truth and Reconciliation Commission (TRC) was

established to bear witness to apartheid era crimes, record, and in some

cases grant amnesty to the perpetrators. The idea behind the TRC was

without truth and admittance of crimes there would be no healing.

This organization became a role model to other organizations like it



who also had to heal after major problems around the world such as in

Rwanda. (Doc 9)

In time, many individuals have made an impact in parts of the

world. Some of these people were Deng Xiaping and Desmond Tutu.

Deng Xiaping stepped up and fixed the errors of past rulers in China

and is the father of modern China. Desmond Tutu used civil

disobedence, like Gandhi (O.I.) to spread his message and win

freedom and equality. Today there are still individuals like this, for

example, Malala. She fights for women’s rights and education. (O.I.)

Actions of individuals can make a big difference in the world.


Anchor Level 5

The response: • Thoroughly develops all aspects of the task evenly and in depth for Deng Xiaoping of China and

Desmond Tutu of South Africa • Is more analytical than descriptive (Deng Xiaoping: Mao Zedong tried to transform economy

and society by declaring all people equal and removing private property; under Mao people organized in collectives and communes; Chinese farmers no longer had to give all produce to government which increased incentive and efficiency; realized if China wanted to become a world power, education system had to be revamped; Desmond Tutu: often compared apartheid to Nazism and communism; government tried to stop him by revoking his passport and putting him in jail but it did not work because he used civil disobedience; partly through his efforts apartheid ended and blacks given the right to vote)

• Incorporates relevant information from documents 4, 5, 6, 7, 8, and 9 • Incorporates substantial relevant outside information (Deng Xiaoping: attempting Great Leap

Forward to transform China from an agricultural economy to industrialized modern China; Mao’s Cultural Revolution punished intellectuals, professionals, and others with foreign connections or old ideas; promoted special economic zones and encouraged globalization that brought foreign companies into China; many foreign businesses moved to China because of massive population and cheap labor resulting in many being forced to live and work in harsh conditions for little pay; Desmond Tutu: under apartheid white minority had political and economic control over everyone else; forced to live in shantytowns called Bantustans, given few necessities, and forced to live in poverty and subjugation; many protests turned violent and caused casualties such as Sharpeville in 1960; individuals around world listened to him and divested from South African businesses; idea behind Truth and Reconciliation Commission was without truth and admittance of crimes there could be no healing)

• Richly supports the theme with many relevant facts, examples, and details (Deng Xiaoping: Communists rose to power under Mao Zedong in 1949; abolished communes and replaced them with contract system; real income in cities and villages more than doubled in his era; Desmond Tutu: African National Congress banned but black South Africans still fought for rights; Soweto protest in 1976; promoted freedom and equality of black South Africans)

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that discuss leaders used different tactics to spread their messages

Conclusion: Overall, the response fits the criteria for Level 5. The thesis that both leaders effectively employed different tactics to spread their messages and make a difference is thoroughly supported with the use of numerous details, especially in the discussion of historical circumstances. The inclusion of comparative statements throughout the response demonstrates a depth of knowledge and strong analysis.



Throughout history, leaders have made great strides to bring about

change, equality, and advancement in their nations. Deng

Xiaoping’s affect in China and Desmond Tutu’s influence in South

Africa are often considered turning points in each of their country’s

histories. Throughout his life, Tutu attempted to bring reform and

justice to racist South African policies through peaceful measures,

similarly to Deng Xiaoping who encouraged reform to economy,

industry and agriculture in communist China to allieviate the

struggles peasants faced under the rule of the previous leader, Mao

Zedong, in the 1950’s.

Colonialism had lasting affects over the political policies in South

Africa, establishing a white minority controlled government that

repressed its black majority that Desmond Tutu sought to reform.

Afrikaners who were originally called Boers, which is Dutch for

farmers, settled in South Africa and colonized it for the Netherlands.

The English eventually took over the colony but in the 1940’s the

Afrikaners came into power of a now independent South Africa and

set up apartheid. Apartheid codified the system of segregation. Blacks

were not citizens and could not vote. They were forced to live on the

worst land and had to carry passbooks everywhere because they did

not have freedom of movement. They were often separated from their

families because blacks could only have certain jobs such as in

mines. At the time Tutu began to speak out, South Africa was

dealing with the affects of apartheid that had plagued the people for

multiple generations. Tutu fought against the system that made

blacks lack equal rights to that of the elite, white class and

government policies that made social mobility impossible. The African



National Congress, which hoped to bring about equality, was banned,

but nevertheless, people and organizations continued to speak out and

fight for change (Doc 7). Despite the increasingly violent Apartheid

government and the increasingly violent protesters, Tutu encouraged

and exersiced peaceful protests in South Africa, even after being jailed

briefly because of a protest march in 1980 (Doc. 8). He used his

position as a church leader to travel and bring the injustices to a

worldwide audience. He was so successful that the South African

government confiscated his passport but he didn’t give up. He

continued to bring people together to fight against apartheid. Parallels

can be drawn between Tutu and Gandhi, who similarly was jailed for

his peace protest for Indian rights. Like Gandhi, Tutu’s efforts were

successful. Through their speeches and actions Gandhi and Tutu

helped convince the international media and foreign governments to

put pressure on the government and forced them to change. Tutu’s

actions made the election of Nelson Mandela, the first black president

in South Africa, possible. After, Tutu worked with Mandela to help

heal the nation that had been torn up by decades of hate and violence.

Under Mandela, Tutu helped establish and participated in the Truth

and Reconciliation Commision which sought justice for apartheid

crimes (Doc 9). Although the status of blacks in South Africa has

still not fully recovered from the affects of the apartheid, Tutu’s

valient effort began the process of restoring equality among races to

the nation. The work of Desmond Tutu is still alive and well in the

Desmond Tutu Peace Centre (Doc. 9) which tries to defend human

rights and uses his fame to bring attention to fight HIV/AIDS,

poverty, and racism. Tutu has also won many awards which means



he has remained an advocate of nonviolence around the world.

Deng Xiaoping sought to mitigate the repressive communist

policies established under Mao Zedong through a series of reforms

with the goal to establish China as a world power. Under Mao

Zedong’s rule the government had opressive control over the industry,

agriculture and education systems in China. Many universities were

closed and studying abroad options were not availible for Chinese

students. In addition, communes were established where farmers

shared land and grew what was ordered of them by the government

(Doc 4). In both communes and factories unrealistically high quotas

were established, creating at best high quantity, low quality goods

and steel and at worst great scarcity especially of food which led to

massive famines. Deng Xiaoping’s reforms included encouraging

Western technology in China, easing the lives of citizens and

encouraging students to get a western education (Doc. 5b). In

addition, he hoped to revive the education system within China and

create a viable judicial system in order to understand and deal with a

more modernized globalized economy that has connections around the

world. Deng Xiaoping also broke down communes and encouraged

aspects of the free market in Chinese economy, which allowed people to

profit from their labor (5a). Deng Xiaoping allowed foreign businesses

into China and Chinese factories made many goods that we see in our

stores today. He is responcible for the establishment of China as a

world power and the economic, industrial success in the country

today.

Through hard work and reforms Desmond Tutu and Deng

Xiaoping were able to correct injustices and change reppressive



governments to better serve their nation’s majorities. They created

brighter futures for the individuals in South Africa and China

despite the corruption the nations previously faced.

Anchor Level 4

The response: • Develops all aspects of the task for Deng Xiaoping of China and Desmond Tutu of South Africa • Is both descriptive and analytical (Deng Xiaoping: under Mao’s rule, government had

oppressive control over industry, agriculture, and education; under Mao, communes established where farmers shared land and grew what government ordered; reforms included encouraging Western technology in China and encouraging students to get a Western education; encouraged aspects of free market economy which allowed people to profit from their labor; Desmond Tutu: system meant blacks lacked equal rights and government policies made social mobility impossible; despite increasingly violent apartheid government and protesters, made election of Mandela, first black president in South Africa, possible; began process of restoring equality among races to nation)

• Incorporates relevant information from documents 4, 5, 7, 8, and 9 • Incorporates relevant outside information (Deng Xiaoping: under Mao, unrealistically high

quotas established creating high quantity but low quality goods and steel but great scarcity of food which led to massive famines; allowed foreign businesses into China and Chinese factories made many goods we see in stores today; responsible for establishment of China as world power and economic industrial success in country today; Desmond Tutu: in 1940s Afrikaners came into power and set up apartheid; blacks were not citizens and could not vote; blacks forced to live on worst land and had to carry passbooks everywhere; parallels can be drawn between him and Gandhi who was similarly jailed for his protests for Indian rights; like Gandhi, his efforts were successful through speeches and actions and helped convince international media and foreign governments to put pressure on offensive government and force it to change; status of blacks in South Africa still not fully recovered from effects of apartheid; Desmond Tutu Peace Centre tried to defend human rights and uses his fame to fight HIV, AIDS, poverty, and racism)

• Supports the theme with relevant facts, examples, and details (Deng Xiaoping: universities closed under Mao’s rule and studying abroad options not available for Chinese students; broke down communes; Desmond Tutu: African National Congress banned; jailed briefly in 1980 because of a protest march; helped establish and participated in Truth and Reconciliation Commission)

• Demonstrates a logical and clear plan of organization; includes an introduction that briefly summarizes the reforms of Deng Xiaoping and Desmond Tutu and a conclusion that states both leaders created brighter futures for individuals in their respective nations

Conclusion: Overall, the response fits the criteria for Level 4. The strength of the response is in the analytic comparative statements about Desmond Tutu and Gandhi and the strong outside historical circumstances about apartheid. Although additional supporting facts and details would have benefited the treatment of the impact of Deng Xiaoping’s actions, a good understanding of both leaders is demonstrated.



During the Age of Industrialization, the need for raw resources to

support the newly opened European industrial factories stimulated the

Age of Imperialism. During this time, various European powers looked

overseas to Africa as a source for these resources, colonizing areas and

subsequently using the indigenous peoples as their main source of

forced labor. From the late 1800’s to the late 1900’s in Africa, the

actions of King Leopold II of Belgium and Desmond Tutu of Africa

impacted Africans role in the labor force, position in African society,

and international status.

The actions of both King Leopold the II and Desmond Tutu affected

the role of Africans in the African labor force, but the actions of these

two men had opposite effects. King Leopold wanted holdings in

Central Africa to become an international power. During this time of

industrialization, European countries’ ability to procure raw

materials directly influenced their world status, and Leopold didn’t

want the small country of Belgium to fall behind. Leopold used the

Congo to extract as many resources as possible to be an active

participant in the world economy. There are many resources that the

Congo had but one of the most profitable was rubber. Leopold built

rubber plantations in order to extract and export as much rubber as

possible. This would lead to Leopold’s mass exploitation of the

Congolese people under a brutal labor system that generated high

death tolls, as he was focused on acquiring as much rubber from the

Congo as possible. Belgium steadily increased the amounts of rubber

exported from the Congo from 1888 to 1900. The increasing amounts

of rubber were only possible through the expansion of Leopold’s brutal

labor system, which included cutting off worker’s hands for slow



work. Leopold seemed to be willing to use violence to increase his profit.

However, Desmond Tutu had the opposite impact for the South African

labor force. In the early and mid 1900s a large number of South

African organizations rose up to fight against the apartheid system.

This system forced the Black South African majority to work and live

on less productive land than the white minority. This system was

established by the white Afrikaners in South Africa. Blacks were not

only given the worst land but the worst jobs, education, sanitation

systems, and very few rights, including not being able to work.

Tutu’s actions along with leaders like Nelson Mandela would help

abolish this system, which would lead to black South African

freedom. Unlike Mandela, Tutu was not imprisoned for a long period

of time. Tutu used his position as Archbishop to advocate for equality.

He peacefully protested and made speeches about the cruelty and

violence of the Afrikaner government. He united people against the

unjust apartheid government until the white minority had to end

their system of oppression.

Leopold and Tutu also both impacted Africans in their societies in

opposite ways. In the Congo the African people were robbed of their

liberty, rights, and property under colonization by Belgium. This was

because Leopold took control of all the Congolese land and forced the

Congolese people to work on it under the worst of conditions and

always in danger of death. This would result in the Congolese having

no say in their form of government under Leopold. Leopold did not

allow any Congolese to participate in government or be educated. He

only cared about the extraction of profitable materials from the Congo.

Even outside opinions like the Congo Reform Association did not



cause Leopold to make the conditions of the Congolese better. However,

Tutu had the opposite effect in South Africa. Tutu’s non-violent way

of opposing the apartheid system made a difference. Influenced by

previous non-violent protestors such as Gandhi in India, Tutu’s

actions would influence the position of South Africans in their

society resulting in the abolishment of the apartheid system in South

Africa, which gave basic rights to the South African majority.

As well, the actions of both Leopold and Tutu impacted the

international view of Africans. Leopold restructured the Congo

economy in his favor. Many other European countries did the same

using their colonies to maximize their profits. Just like Leopold in

many ways, their efforts were a product of the Scramble for Africa in

which the European imperial powers divided up Africa amongst

themselves. This resulted in a total disregard for African cultures

internationally. Under President Mandela, Tutu led the TRC (Truth

and Reconciliation Committee) which did not punish the crimes that

were committed under apartheid but helped the black majority to

reconcile and forgive past actions. He also formed the Desmond Tutu

Peace Trust which administers and oversees the development of the

Desmond Tutu Peace Center. Both groups became international

examples of how to reconcile and live in peace after crimes have been

committed that is focusing on restorative justice and not blame and

punishment. This shows how Tutu’s help in abolishing the apartheid

system and the establishment of the trust and the TRC would impact

South Africans by helping them gain international recognition.

The actions of both King Leopold II and Desmond Tutu both

impacted Africa in opposite ways. While Leopold’s rule led to the



oppression and deprivation of basic human rights from the Central

African people, Tutu’s actions resulted in the aknowledgement of

South Africa on a global scale.

Anchor Level 3

The response: • Develops all aspects of the task with some depth for King Leopold II of Belgium and Desmond

Tutu of South Africa • Is more descriptive than analytical (King Leopold II: African people robbed of liberty, rights,

and property under colonization by Belgium; forced Congolese people to work under the worst of conditions and in danger of death; restructured Congo economy in his favor; Desmond Tutu: in early and mid 1900s large number of South African organizations rose up to fight against the apartheid system; used his position as Archbishop to advocate for equality; Truth and Reconciliation Committee (TRC) did not punish crimes committed under apartheid but helped black majority to reconcile and forgive past actions)

• Incorporates some relevant information from documents 1, 2, 3, 7, 8, and 9 • Incorporates relevant outside information (King Leopold II: used Congo to extract as many

resources as possible to be an active participant in world economy; policies led to mass exploitation of Congolese people under a brutal labor system that generated high death tolls; Congolese people had no say in government under Leopold; in many ways maximizing colonies for profit was a product of the Scramble for Africa; Desmond Tutu: apartheid system established by white Afrikaners forced black South African majority to work and live on less productive land than white minority; blacks given worst land, jobs, education, sanitation systems, and very few rights; influenced by previous nonviolent protesters such as Gandhi in India; abolition of apartheid in South Africa gave basic rights to South African majority)

• Includes some relevant facts, examples, and details (King Leopold II: built rubber plantations to extract and export as much rubber as possible; Belgium steadily increased amount of rubber exported from Congo from 1888 to 1900; Desmond Tutu: peacefully protested and made speeches about cruelty and violence of Afrikaner government; under President Mandela led Truth and Reconciliation Committee (TRC); formed Desmond Tutu Peace Trust which administers and oversees development of Desmond Tutu Peace Center)

• Demonstrates a satisfactory plan of organization; includes an introduction that discusses the connection between the Age of Industrialization and the Age of Imperialism and a conclusion that discusses the opposite ways the actions of King Leopold II and Desmond Tutu affected Africa

Conclusion: Overall, the response fits the criteria for Level 3. The response analyzes and provides insight as to how imperialism impacted Central and South Africa by simultaneously comparing the rule of King Leopold II and efforts of Desmond Tutu. Additional historical details and development would have strengthened the conclusion that the actions of the two leaders were very different.



Throughout history individuals have had large impacts on society.

Some of these individuals include King Leopold II of Belgium, who

rose to power in the small European country during a time of political

rivalries and imperialistic pushes by nations of the region. Another

one of these leaders was Deng Xiaoping, who succeeded Mao Zedong as

leader of Communist China. Both of these leaders show that

individuals will take political action in hopes that it will strengthen

the nation.

King Leopold II took action in Belgium by establishing the Congo

Free State. Belgium is a small nation that was in close proximity to

many of the worlds greatest powers at the time, such as France,

Germany, and Great Britain. Leopold wanted to increase the power of

Belgium to compete with its neighbors by establishing an overseas

empire in the Congo, a region overlooked by other European nations

(Document 1). To create profit from the new territory he controlled,

Leopold began creating policies to create revenue from the region, such

as his tax system from the 1889-1890. Brussels conference, which

allowed him to force Congonese Cheifs into paying and collecting

taxes in goods and labor (Document 2a). The taxes requiring labor

helped increase the collection of rubber, which was growing in demand

in Europe, and became a profitable export for the Belgians in the

Congo (Document 2b). Although control of the Congo did increase the

economic power of Belgium, it also hurt the living conditions of the

Congo natives, who lost liberties and properties as a result of the forced

labor they were put in (Document 3). Belgiums occupation of the

Congo is similar to that of Europeans in the Americas in the 1500’s

in that both cases show a growth in economic prosperity of the mother



nations, but both also took away rights and the wealth of the occupied

nations natives. King Leopold II took action in the Congo to increase

Belgian strength.

Deng Xioping reformed communist China in an attempt to

strengthen his nation. Deng’s predescesor Mao Zedong established

many socialist policies in China in an effort to create a powerful

communist nation. Although some of the systems improved living

conditions in China, they also left poverty for people of the

countryside and entrepreneurship that Deng had to deal with when

taking power (Document 4). Deng took charge as leader by innacting

policies such as a contract system that replaced communes to increase

the wealth of the nations farmers (Document 5a). He also revamped

the education system to help the entrepreneurs gain more knowledge

on what tools are effective and desirable (Document 5b). Like Leopold,

Deng’s reforms had some negatives such as a straining of Chinese

recourses and destruction of land. Deng however did improve living

conditions in the Chinese countryside, and modernized the people of

the nation (Document 6). Xiaoping’s reforms to China were made with

the goal of strengthening the nation.

Individuals in history have taken action to help his or her nation

grow. King Leopold II occupation of the Congo was done in an attempt

to strengthen his nations economic power. Deng Xiaoping’s reforms to

Communist China helped lessen poverty and improve living

conditions for his people. Individuals can have a large effect on a

nation’s strength and livlihood.


Anchor Level 2

The response: • Minimally develops all aspects of the task for King Leopold II of Belgium and Deng Xiaoping

of China • Is primarily descriptive (King Leopold II: rose to power in small European country of Belgium

during a period of political rivalries; wanted to increase power of Belgium to compete with its neighbors by establishing an overseas empire in the Congo; created new tax system allowing him to force Congolese chiefs into collecting and paying taxes in goods and labor; taxes helped increase collection of rubber which growing in demand in Europe and could become a profitable export; Deng Xiaoping: reformed China in an attempt to strengthen his nation; reforms strained Chinese resources and destroyed land; helped modernize people)

• Incorporates limited relevant information from documents 1, 2, 3, 4, 5, and 6 • Presents relevant outside information (King Leopold II: Belgium’s occupation of Congo similar

to that of Europeans in Americas in 1500s in that both show growth in economic prosperity of mother nations but both also took away rights and wealth of natives; Deng Xiaoping: predecessor Mao established many socialist policies in China in an effort to create a powerful communist nation; revamped educational system to help entrepreneurs gain more knowledge of what tools would be effective and desirable)

• Includes few relevant facts, examples, and details (King Leopold II: established Congo Free State; created a new system of taxation from Brussels conference; Deng Xiaoping: succeeded Mao Zedong as leader of Communist China; replaced communes with contract system; improved living conditions in Chinese countryside)

• Demonstrates a general plan of organization; includes an introduction and a conclusion Conclusion: Overall, the response fits the criteria for Level 2. Interpretation of document information forms the basis of the response but some statements are presented in isolation with limited explanation. The comparison of Belgium’s occupation of the Congo to Europeans in the Americas in the 1500s is thoughtful but lacks development.



Throughout history, the actions of certain individuals have had

impacts on societies and regions. These individuals include King

Leopold II of Belgium, Deng Xiaoping of China, and Desmond Tutu of

South Africa. The two individuals that I think have had the greatest

impact are King Leopold II and Deng Xiaoping.

King Leopold II was the ruler of Belgium. He played the most

important role in the story of the congo. He seized all vacant land and

put an end to free trade in most of the state’s territory and enabling

him to gain revenue by circumventing the Berlin Act’s Prohibition

against trade duties. The people of the Congo were robbed of their land.

They demanded that their property was restored. The people were robbed

of their liberty. They demanded that their liberty was restored to them.

In document 3 it stated that for 15 years they were degraded,

enslaved, exterminated. They demanded that it stopped right then not

in 15 years not in 10 years, not in 5 years but right then.

Deng Xiaoping was the leader of China. Deng Xiaoping worked to

reform China. He abolished the communes and repladed them with a

contract system. Deng did not focus on Economy. He focused on other

areas where changes had to be made for China to become a world power.

The military had to be streamlined and professionalized. During and

shortly after the rule of Deng Xiaoping real income more than

doubled.

Those are all of the things that show how much an impact King

Leopold II of Belgium and Deng Xiaoping of China had on their

countries. Those are only two leaders that had great impacts in

history.


Anchor Level 1

The response: • Minimally develops most aspects of the task for King Leopold II of Belgium and Deng

Xiaoping of China • Is descriptive (King Leopold II: put an end to free trade in most of state’s territory enabling him

to gain revenue by circumventing Berlin Act’s prohibition against trade duties; people of Congo robbed of their land and liberty and demanded their property and liberty be restored; Deng Xiaoping: focused on areas where changes had to be made for China to become a world power; military had to be streamlined and professionalized); includes faulty and weak application (Deng Xiaoping: did not focus on the economy)

• Consists primarily of information copied from documents 1, 2, 3, 4, 5, and 6 • Presents no relevant outside information • Includes few relevant facts, examples, and details (King Leopold II: ruler of Belgium; seized all

vacant lands in the Congo; Deng Xiaoping: leader of China; abolished communes and replaced it with a contract system; under his rule real incomes more than doubled)

• Demonstrates a general plan of organization; includes an introduction and a conclusion Conclusion: Overall, the response fits the criteria for Level 1. Although historical circumstances are not mentioned and only a single reference is included about the impact of both leaders, relevant statements selected from the documents demonstrate a basic understanding of the task. Lack of explanation and generalizations further weaken the effort.


Document-Based Essay—Practice Paper – A

Throughout history, citizens have made huge impacts on the world

and how we see it today. Some of these people may have shaped our

values and inspired us to seek justice and equality, however some of

these people are the opposite of the human rights that we strive for

today. King Leopold II of Belgium brutally colonized and controlled

the Congo in ways unimaginable to human kind. Whereas Desmond

Tutu (Archbishop Tutu) fought for diversity and equality for all in

South Africa.

King Leopold II of Belgium sought to colonize a part of Central

Africa, known as the Congo or Congo Free State. At this time it was

common for European countries to impose and control parts of Africa.

The Berlin Conference divided Africa among different European

powers, encouraging them to “civilize the uncivilized (blacks)” which

was known as the “White Man’s Burden.” King Leopold saw it as his

duty to take over the Congo and create his own empire. Around the late

1800’s, Leopold began his strategic plan to eliminate native power

sources and enslave the Congolese. To do this Leopold instituted a new

tax policy forcing Chief’s to give up goods. Leopold also began taking

over “vacant” land and all it’s goods. This led to the elimination of

free trade in the Congo (Document 2). Now that King Leopold

controlled almost all the land of Congo and the people tied to it, he

began to enslave and impose harsh labor on the Congolese people. The

graph in Document 2b explains that the government forced the

Congolese to harvest huge amounts of rubber (Document 2b). Rubber

was abundant in the Congo and in high demand by other countries

who needed rubber to industrialize further. It was a product that was

scarce in many places but in the Congo rainforest it was plentiful.



Leopold could almost name his price for the rubber making

increasingly massive profits from the resource. Leopold was known

for forcing the natives to harvest the rubber and if they did not

comply or meet their quota he would torture and/or cut off their limbs.

Besides the physical abuse the Congolese were robbed of their property

and their freedom and they were bound in chains, degraded, enslaved,

and exterminated (Document 3). The abuse was so great that

reformers worldwide fought to change the conditions. The Congo

became the world’s example of how horrible and abusive the imperialist

system could be. But in the end the Congolese lost who they were and

many aspects of their culture and morale. King Leopold’s rule took

both their physical and mental properties from them, and this has

contributed to the instability in Congo, to this day.

During the 1960’s–1980’s, South Africa was facing a time of

revolution and revolt. At the time the country was segregated under

the policy also known as Apartheid. The black South Africans were

not allowed to participate in government, stripped of many human

rights, and pushed away from any whites. They were forced to live

and work in horrible conditions segregated from white Afrikaners who

were generally much wealthier and held all of the political power in

South Africa. However people began to realize the injustice in this and

blacks began to revolt/protest. These revolts were supported by growing

British Anti-Apartheid movements, as well as movements in the U.S.

The struggle for Blacks to speak out often resulted in the death or

imprisonment of many Anti-Apartheid leaders (Document 7). This

however did not stop Desmond Tutu, a man who would become one of

the strongest voices of the South African Anti-Apartheid Movement.



Tutu was not a politician but held a position of power as the

Archbishop of Capetown which made him a person many people

listened to and he was also a black South African. As conditions got

worse and more repressive and violent, he began to speak out, publicly,

to express the injustice of Apartheid. He participated in protest marches

and encouraged other black South Africans to peacefully protest.

(Document 8). He was punished more than once for his actions,

however this did not stop him. He continued protests often trying to

get international support by making speeches outside South Africa.

Black South Africans eventually gained equality with the

Afrikaners with the help of people like Desmond Tutu and Nelson

Mandela. Tutu’s actions gave a voice to those who could not speak up

like Mandela, who was imprisoned for almost 30 years. After

Mandela was released and became president he was asked to help re-

institute the culture and morale of South Africans. His actions later

awarded him with a Nobel Peace Prize, showing the world that violence

is not needed to institute change.

Actions of those taken throughout history, good or bad, have paved

the way for our world today. King Leopold II and his aggressive

policies have created a state full of turmoil in the Congo. Desmond

Tutu demonstrated that every person deserves a voice and if you see

injustice you have the ability to spark change. These actions and

policies have a generation where people stand up for what they believe

in and strive for equality.


Document-Based Essay—Practice Paper – B

Throughout history strong leaders have come into power hoping to

implement policies and ideas that will benefit their country. These

leaders can have a lasting impact on the regions they sought to

change. During two different time periods we can see the enormous

impact King Leopold II of Belgium and Deng Xiaoping of China had

in the world. In 19th Century Central Africa, King Leopold II sought

to expand Belgium by making it into an overseas empire, acquiring

the Congo and implementing control over the area resulting in the

abuse and hatred of the native blacks by the white imperialists, while

in the late 20th Century in China, after Mao’s death, Deng Xiaoping

became the leader of communist China. He implemented the Four

Modernizations which greatly impacted China’s economic growth.

Throughout the 19th Century, Western European countries

experienced an “age of imperialism” as the countries sought to gain

colonies for cheap labor and natural resources for their growing

factories. As a result of the Berlin Conference, Africa was divided

among European countries. The only areas that would escape

European imperialism in Africa were Ethiopia and Liberia. King

Leopold II wanted to build an overseas empire in order to secure his

position as a world power in Europe and the world. (Doc 1) In the

shadow of the larger empires of Britain and France, King Leopold

colonized land in Central Africa, naming it the Congo Free State.

Although he said that he wanted to civilize the people, he and Belgium

were the only ones to really benefit. In order to benefit from his

colony, Leopold [seized] all “vacant lands in Congo”. (Doc 2) The

lands were owned by black natives leaving the lands “vacant” and

open to Leopold’s seizure. King Leopold II imposed control over all trade



and profit in Congo so it would benefit Belgium and the white’s, not

the black natives. The native Congolese were forced to harvest

thousands of tons of rubber rather than cultivate their own crops.

(Doc 2b) Under Leopold II the black natives were abused so a plentiful

amount of rubber and profit would be acquired. If the native Congolese

rubber plantation workers didn’t work hard and produce their quota

they were mutilated as punishment. Many were tortured, beaten, or

killed. The Congolese faced starvation as they were unable to grow

their food to survive which made them susceptible to diseases such as

smallpox. Thousands of Congolese died. King Leopold II had a

devastating impact on the native Congolese. The Congo Reform

Association, other groups, and thousands of Congolese demanded

reform because of the horrible conditions on the plantations and

throughout the colony. (Doc 3) The discriminated blacks cultivated a

hatred for the white colonizers. They demanded that Belgium give

them their freedom after these terrible injustices had been experienced.

But this wasn’t achieved until the 1960s partly because King Leopold

only cared about rubber and profit and did little to educate, build an

infrastructure, or help the Congolese. King Leopold’s actions would

continue to impact the Congolese into the next century as they

demanded the independence from colonial rule.

Throughout the 20th century China experienced turmoil and

change as its many leaders altered its government. After a brutal

civil war Mao Zedong instituted Communism in China. China’s was

transformed into a socialist economy and all agriculture and

industry was placed under government control (Doc 4). Mao

Zedong’s two major initiatives, the Great Leap Forward and the



Cultural Revolution both had a negative impact on China’s economy

and individualism was stifled. The Chinese people remained poor and

controlled by the government who determined people’s jobs, their

education, where they lived, what was in stores, their healthcare, and

almost everything else. After Mao Zedong’s death, Deng Xiaoping

came to power to fix China’s economy. During his time in power Deng

implemented the Four Modernizations in China. These were centered

in agriculture, industry, defense, and science and technology.

Deng’s reforms got rid of communes and allowed limited

privatization, allowing farmers to sell surplus food for a profit

(Doc 5a). Deng intergrated a mixed economy in China, keeping

command economy ideals such as the control of money but allowing

some aspects of a market economy.

Deng allowed some government owned business to be bought and

privitized to stimulate the economy. He opened foreign trading zones

so China could gain greater insight and investment in the Western

world. Deng’s modernizations greatly impacted China’s economy. China

began to rise as an economic power and double real incomes. (Doc 6)

Through the later part of the 20th century and beginning of the 21st

century, China rose to become one of the top economies in the world

with thousands of privatized businesses that greatly benefit the world.

The leadership of King Leopold of Belgium and Deng Xiaoping of

China had a major impact on the countries they implemented their

policies in. The Congolese and Chinese had changes to their economy

that benifited China and negatively impacted the Congolese that had

a major impact on their future, as Congo strove for independence and

China became an economic power.


Document-Based Essay—Practice Paper – C

Throughout history, leaders continously impact society through

economic, political, and social changes. Often these changes can either

benefit or harm regions under their domain. Throughout the 1800’s,

imperialism was a force that persuaded many European countries,

such as Belgium, to seek a colonial empire for raw materials, to build

industry, and to help their economy. Throughout the 1900’s, a form of

socialism was adopted by many Eastern European nations and

eventually some Asian countries, such as China, that appealed to the

peasants who favored a classless society in which all wealth and land

was evenly distributed; but in reality, communism was a one party

dictatorship. King Leopold II of Belgium, who was driven by

imperialism to colonize the Congo which led to brutality towards the

Congolese, and Deng Xiaoping, who witnessed the failure of

communes and a command economy created a mixed economy which

helped economic growth. Both impacted the region which they ruled.

King Leopold II of Belgium ruled during a period of time in which

nationalism and imperialism was a driving force in Europe. Italy

and Germany had led nationalist unification movements in the late

1860s–1870s and in the process created tensions between countries

particularly with France after the Franco–Prussian War. Also several

European countries such as Britain, Germany, and France had

industrialized becoming relatively modern economies. They started

looking for places to imperialize in order to extend their markets, get

cheap raw materials, and gain a better geographic, political, and

economic position. When the Berlin Conference was held in 1884 the

goal was to imperialize Africa without causing war between European

countries. Africa was to be claimed by European nations on a first



come, first serve basis. European countries could make a claim when

it was generally accepted that the territory was theirs. As Britain and

the French carved up much of Africa, King Leopold II wanted to

establish an oversea empire in the region. (Document 1) King Leopold

II believed that if he secured a territory in Africa focused on the Congo

within Central Africa, a region abundant in ivory but later and more

importantly rubber, he could secure a position of power within Europe.

Inspired by the desire for raw materials, King Leopold II of Belgium

quickly ordered the exploration and occupation of the region. He spoke

of civilizing the Congolese and ending the slave trade but his control

was not marked by hospitality and generosity. King Leopold II robbed

the Congolese of their property (Document 3) and forced them to

harvest rubber sap rather than tend to their crops and farmland as the

demand for rubber in Europe and America increased (Document 2b).

When lands became vacant King Leopold seized the land making his

control even more complete. He forced the Congolese people to work on

the rubber plantations under extremely cruel conditions. This proved

to be extremely profitable for him as industrialization caused the

demand and price of rubber to go up tremendously. As a result, the

Congolese men and women were subject to much brutality and

starvation. Often Belgium forces in the Congo used harsh

punishment towards the Congolese, such as mutilation or their hands,

arms, legs, or fingers being cut off for simple actions such as not

making daily quotas for rubber collections. The Congolese were

imprisoned, maimed, or murdered for the sake of profit. But it is hard

to tell how many died at the hands of the Belgian forces because

although the Belgians promised civilization many died of disease



and famine. An estimated 10–15 million died in the Congo under

Leopold II’s rule. Eventually, brutality of the Congolese under King

Leopold II became aware to western nations. People such as Joseph

Conrad and Mark Twain wrote works like “The Heart of Darkness” to

bring attention to the forced labor, cruelty, and barbarity of King

Leopold II. The legacy of the brutality and the focus on rubber sales

was long lasting. Under the Belgians few Congolese were educated or

trained and an infrastructure was not created. Once the Congo

became independent it fell into periodic chaos with long periods of

dictatorship or civil war.

By 1949, China became a communist nation under Mao Zedong

after a bitter civil war between communism and the Guomindang

under Jiang Jieshi. Once Mao Zedong won, he introduced a command

economy in which agriculture was collectivized, laborers were put into

communes, and the state distributed economic inputs and outputs

and maintained a monopoly over production and distribution. Under

Mao’s Great Leap Forward, land was collectivized into communes, in

which a group of peasants lived and worked together as a whole and

set quotas would be fulfilled, or a set amount peasants were forced

produce, which was sent to the government. The Great Leap Forward

was supposed to increase agricultural output, however, it failed

causing the deaths of tens of millions of people due to famine. A

couple of years after the Great Leap Forward ended the Cultural

Revolution occurred trying to “re-revolutionize” the people. They

targeted “enemies of the state” such as intellectuals, professionals,

and others. The goal of both the Great Leap Forward and the Cultural

Revolution was to force the people to follow Mao’s communist regime.



Deng Xiaoping, successor to Mao, felt that greater economic and social

freedom and some elements of capitalism should be introduced to fix

the economy and help modernize Mao’s backward economy. Deng

abolished communes, established a contract system, and allowed

peasants to sell grain/food for a profit after rent/quotas were paid and

rice was delivered to the government (Document 5a) International

relations connecting foreign companies and economies to China were

promoted. Joint ventures brought foreign companies and products into

China and started making China the manufacturer of many

products. This allowed for more consumer products, such as televisions

and washing machines to be more available under his control. Another

part of Deng Xiaoping’s Four Modernizations was that he revamped

the educational system, promoted research and technology, and

allowed foreign trade and travel in and out of China. All this helped

China modernize and develop quickly under his modified capitalist

economy, However, Deng’s economic freedom had increased the desire

of political freedom which he was unwilling to grant which can be

seen during the Tiananmen Square Massacre when protesters who

were fighting for increased democracy were forcibly removed and

some even killed. Another impact was the One Child Policy because the

demographic trends and economic growth caused population growth

which would interfere with Deng Xiaoping’s economic goals. So Deng

Xiaoping put strict limitations on reproduction in order to allow for

continued economic growth. This restriction on families caused many

future problems that China is facing today such as the imbalanced

gender ratio and an aging population. Although he created a mixed

economy, political and social freedom was still restricted, and often



with force.

Leaders impact their regions economically, politically, and

socially. Driving forces such as communism or imperialism affect the

type of impact these leaders have on society. King Leopold the II of

Belgium, inspired by nationalism and imperialism, the need for raw

materials, and an overseas empire, occupied the Congo in Central

Africa, leading to brutality, starvation, and restrictions among the

Congonese. Deng Xiaoping, who observed the ineffectiveness of

communes and a command economy sought to grant greater

economic freedom with some elements of capitalism, such as allowing

peasants to sell for a profit and modernizing the economy. Although

agricultural outputs increased and the economy grew, he was not

willing to grant political and social freedoms. Overall both King

Leopold II and Deng Xiaoping greatly influenced the region they

occupied.


Document-Based Essay—Practice Paper – D

As repressive governments take control of a Nation, people that see

issues will speak up or do something about it. It can be a leader seeing

issues like Deng Xioping of China; or it could be a citizen speaking

out like Desmond Tutu of South Africa.

In China, following the revolution, people were repressed and

everything was controlled by the communist party. Once Deng

Xiaoping came into power, he saw how the eocnomy was failing and

started off with “reforms [that] abolished the communes and [he]

replaced them with a contract system.” (Document 5a). Deng later

identified other areas besides the economy that had issues and worked

towards solving them as well.

In South Africa, Desmond Tutu spoke out against the policies of

apartheid. Desmond, along with other anti-apartheid clergymen had

trouble opposing both apartheid and violent resistance. Through his

leadership and point of view, Desmond was able to lead the people in a

non-violent revolt. During apartheid in South Africa, Desmond Tutu

emerged as a voice for the voiceless.

The influences of Deng Xiaoping and Desmond Tutu has had a

positive influence on their society. “Most Chinese who have watched a

television or used a washing machine or dialed a telephone have only

done so since Mr. Deng came to power” (Document 6). This economic

freedom has increased the economy drasticly; China is approaching

having the #1 economy currently. In South Africa it is now peaceful

and equal. The Truth and Reconciliation commission has set a model

for many other commissions.


Document-Based Essay—Practice Paper – E

Over time many rulers have risen and fallen. Each bringing about

change to their government and or region that they control. Two of

these leaders are King Leopold II, and Deng Xiaoping. King Leopold II

ruled over the Congo in the late 1800’s, and Deng Xiaoping ruled in

China in the 1950’s–1960’s.

Belgium is a small country surrounded by large industrial

nations. This caused the ruler King Leopold II to want a place of power

among the larger countries. Because of this he set his eyes on the

Congo. The Congo is an inland region of Africa that was largely

overlooked by other european powers. (Doc. 1) After taking the congo

King Leopold II imposed taxes on the village chiefs to gain even more

welth. He also took all unpopulated land for himself and eliminated

free trade in most of the states territory. (Doc. 2) King Leopold II left a

large impact on the Congo. Through his policies he had degraded,

enslaved, or exterminated the people of the Congo for 15 yrs. (Doc 3)

An example of his brutality is that if a worker didn’t bring back

enough rubber he had his hand choped off. This was a common

occurence since after a few years, the rubber veins went dry.

In China in the 1950’s a very different form of change was

occuring. For the longest time China had been fully Communist with

both Agriculture and Industry controlled by the government. (Doc 4)

Deng Xiaoping thought that this was not very efficient. One of his

bigest actions was that he allowed farmers to sell their extra crops at

the market after they had paid their rent on the land the cultivated.

(Doc. 5a) Deng Xiaoping also allowed Intelectuals that were exiled to

come home to revamp the educational system. (Doc. 5b) Deng Xiopings

impact on society was largly in the economic field. After he allowed


Document-Based Essay—Practice Paper – E

farmers to sell their crops, income dubbled in cities and country life

became easier. One side effect of the rapid Industrial growth led to

major polution of the air and water leading to water shortages.

(Doc. 6) At the cost of the environment China had grown into a world

power.

Societys have been influenced in many ways throughout history.

Either by natural occurences, or governments led by powerful leaders.

These leaders like King Leopold II and Deng Xiaoping have made their

country prospourus through different means. King Leopold II

enslaved the people of the Congo to harvet rubber, and Deng Xiaoping

through governmental reforms.


Practice Paper A—Score Level 4

The response: • Develops all aspects of the task for King Leopold II of Belgium and Desmond Tutu of South

Africa • Is both descriptive and analytical (King Leopold II: saw it as his duty to take over Congo and

create his own empire; taking over vacant land and its goods led to elimination of free trade in Congo; rubber abundant in Congo and in high demand by other countries who needed rubber to industrialize further; in addition to physical abuse, Congolese robbed of their property and freedom and bound in chains, degraded, enslaved, and exterminated; Desmond Tutu: people began to realize injustice of apartheid and blacks began to revolt and protest; struggle for blacks to speak out often resulted in death or imprisonment of many anti-apartheid leaders; continued protests after trying to get international support by making speeches outside South Africa; actions gave a voice to those who could not speak up and he was asked to help reinstitute the culture and morale of South Africans)

• Incorporates relevant information from documents 1, 2, 3, 7, 8, and 9 • Incorporates relevant outside information (King Leopold II: Berlin Conference divided Africa

among different European powers, encouraging them to “civilize the uncivilized (blacks)” known as White Man’s Burden; rubber scarce in many places but in Congo rain forest plentiful; known for making natives harvest rubber and if they did not comply or meet their quota he would torture and/or cut off their limbs; abuse so great that reformers worldwide fought to change conditions; Desmond Tutu: black South Africans forced to live and work in horrible conditions segregated from white Afrikaners; revolts supported by growing British anti-apartheid movements, as well as movements in United States; black South Africans eventually gained equality with Afrikaners; awarded Nobel Peace Prize for his actions showing that violence was not needed to institute change)

• Supports the theme with relevant facts, examples, and details (King Leopold II: sought to colonize part of central Africa known as Congo or Congo Free State; instituted new tax policy forcing chiefs to give up goods; imposed harsh labor on Congolese people; Desmond Tutu: during 1960s 1980s, South Africa facing time of revolution and revolt; country segregated under policy of apartheid; participated in protest marches and encouraged other black South Africans to peacefully protest)

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that compares King Leopold II and Desmond Tutu’s views on human rights

Conclusion: Overall, the response fits the criteria for Level 4. Recognition of the differences in the actions of King Leopold II and Desmond Tutu establish a good framework to understand both leaders. Critical appraisal of document information and thoughtful conclusions are scattered throughout the response, but additional development would have strengthened the discussion.


Practice Paper B—Score Level 3

The response: • Develops all aspects of the task with some depth for King Leopold II of Belgium and Deng

Xiaoping of China • Is both descriptive and analytical (King Leopold II: colonized land in Central Africa in the

shadow of larger empires of Britain and France; imposed control over all trade and profit in Congo so it would benefit Belgium; black natives abused so a plentiful amount of rubber and profit would be acquired; Congo Reform Association, other groups, and Congolese demanded reforms because of horrible conditions on plantations and throughout colony; Deng Xiaoping: got rid of communes and allowed limited privatization allowing farmers to sell surplus food for a profit; integrated a mixed economy in China keeping command economy ideals; allowed some government-owned businesses to be bought and privatized to stimulate the economy)

• Incorporates some relevant information from documents 1, 2, 3, 4, 5, and 6 • Incorporates relevant outside information (King Leopold II: Western countries sought to gain

colonies for cheap labor and natural resources for growing factories; Congolese faced starvation as they were unable to grow food to survive; discriminated blacks demanded freedom from Belgium after terrible injustices; independence not achieved for Congo until 1960s partly because he only cared about rubber and profit and did little to educate, build an infrastructure, or help the Congolese; Deng Xiaoping: implemented Four Modernizations which centered in agriculture, industry, defense, and science and technology; Mao’s Great Leap Forward and Cultural Revolution had negative impact on China’s economy and individualism stifled; opened foreign trading zones so China could gain greater insight and investment in the western world)

• Includes some relevant facts, examples, and details (King Leopold II: acquired the Congo; colony in Central Africa became Congo Free State; native Congolese forced to harvest thousands of tons of rubber rather than cultivate own crops; Deng Xiaoping: China transformed into a socialist economy and all agriculture and industry placed under government control; reforms helped China rise as an economic power and doubled real incomes)

• Demonstrates a satisfactory plan of organization; includes an introduction that briefly summarizes all aspects of the task for King Leopold II and Deng Xiaoping and a conclusion that summarizes the impact of the actions of both leaders

Conclusion: Overall, the response fits the criteria for Level 3. A logical and methodical interpretation of document information is supplemented with some thoughtful analysis and relevant outside information especially in the discussion of King Leopold II. Good conclusions are integrated throughout the narrative; however, additional supporting facts and details would have strengthened the effort.


Practice Paper C—Score Level 5

The response: • Thoroughly develops all aspects of the task evenly and in depth for King Leopold II of Belgium

and Deng Xiaoping of China • Is more analytical than descriptive (King Leopold II: ruled during time when nationalism and

imperialism were a driving force in Europe; spoke of civilizing Congolese and ending slave trade but his rule not marked by hospitality and generosity; when lands became vacant he seized them making his control more complete; Deng Xiaoping: Mao introduced command economy in which agriculture was collectivized, laborers put into communes, and state distributed economic inputs and outputs; Mao’s Cultural Revolution tried to re-revolutionize people by targeting enemies of state; felt greater economic and social freedom and some elements of capitalism should be introduced to fix economy)

• Incorporates relevant information from documents 1, 2, 3, 4, 5, and 6 • Incorporates substantial relevant outside information (King Leopold II: goal of Berlin

conference to imperialize Africa without causing war between European countries; Congolese imprisoned, maimed, or murdered for sake of profit; Joseph Conrad wrote The Heart of Darkness to bring attention to forced labor, cruelty, and barbarity of King Leopold II; under Belgians, few Congolese educated or trained and an infrastructure not created; once Congo became independent it fell into periodic chaos with long periods of dictatorship or civil war; Deng Xiaoping: China became communist nation after civil war between communists and Guomindang; Great Leap Forward failed to increase agricultural output causing deaths of tens of millions of people due to famine; during Tiananmen Square massacre protesters fighting for increased democracy were forcibly removed and some killed; instituted one-child policy because economic growth caused population growth which would interfere with his economic goals)

• Richly supports the theme with many relevant facts, examples, and details (King Leopold II: robbed Congolese of property and forced them to harvest rubber sap rather than tend crops and farmland; native peoples forced to work on rubber plantations; Deng Xiaoping: abolished communes, established a contract system, and allowed peasants to sell grain and food for a profit; products such as televisions and washing machines more available under his control)

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that discuss imperialism as it relates to King Leopold II and communism as it relates to Deng Xiaoping

Conclusion: Overall, the response fits the criteria for Level 5. A thorough discussion of both leaders is supported by substantive relevant historical details resulting in thoughtful conclusions that demonstrate the influence of existing ideas on the actions of King Leopold II and Deng Xiaoping. Analytic statements are integrated throughout the response and effectively support document interpretation.


Practice Paper D—Score Level 1

The response: • Minimally develops most aspects of the task for Deng Xiaoping of China and Desmond Tutu of

South Africa • Is descriptive (Deng Xiaoping: in China following the revolution, people were repressed and

everything was controlled by Communist Party; when he came into power he saw how economy needed reforms; most Chinese who have watched television, used a washing machine, or dialed a telephone have only done so since he came to power; economic freedom has increased economy drastically; Desmond Tutu: along with other anti-apartheid clergymen, he had trouble opposing both apartheid and violent resistance; lead people in a nonviolent revolt; emerged as a voice for the voiceless; Truth and Reconciliation Commission has set a model for many other commissions)

• Includes minimal information from documents 5, 6, 7, and 9 • Presents little relevant outside information (Deng Xiaoping: currently China is approaching

having the number one economy) • Includes few relevant facts, examples, and details (Deng Xiaoping: abolished communes and

replaced them with a contract system; Desmond Tutu: spoke out against policies of apartheid) • Demonstrates a general plan of organization; includes an introduction and a conclusion Conclusion: Overall, the response fits the criteria for Level 1. Although no historical circumstances are included for Desmond Tutu, brief general summaries address the other aspects of the task for both leaders. Simplistic generalizations and lack of explanation result in a list of statements with somewhat muddled connections.


Practice Paper E—Score Level 2

The response: • Minimally develops all aspects of the task for King Leopold II of Belgium and Deng Xiaoping

of China • Is primarily descriptive (King Leopold II: Belgium was a small country surrounded by large

industrial nations; wanted a place of power among the larger countries; set his eyes on Congo because it was overlooked by other European powers; imposed taxes on village chiefs to gain even more wealth; policies degraded, enslaved, or exterminated people of Congo for 15 years; Deng Xiaoping: for a long time China was fully communist with both agriculture and industry controlled by government; allowed exiled intellectuals to come home to revamp educational system; after farmers allowed to sell their crops, income doubled in cities and country life became easier; China grew into a world power at the cost of environment)

• Incorporates limited relevant information from documents 1, 2, 3, 5, and 6 • Presents little relevant outside information (King Leopold II: if a worker did not bring back

enough rubber, he had his hand chopped off; brutality was common since after a few years rubber veins went dry)

• Includes few relevant facts, examples, and details (King Leopold II: took all unpopulated land for himself and eliminated free trade in most of state’s territory; Deng Xiaoping: allowed farmers to sell their extra crops at market after rent on land they cultivated was paid)

• Demonstrates a general plan of organization; includes an introduction that is a restatement of the theme and a conclusion

Conclusion: Overall, the response fits the criteria for Level 2. Document quotations and brief explanations of the information frame the response. The requirements of the task are met; however, the treatment of the impact of the actions of both leaders is weak, especially in the discussion of Leopold.


Transition Exam in Global History and Geography—Grade 10 Specifications August 2019

Part I

Multiple-Choice Questions by Standard

Parts II and III by Theme and Standard

Scoring information for 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 test development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make suggestions. 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 2019 Transition Exam in Global History and Geography—Grade 10 will be posted on the Department’s web site at: http://www.p12.nysed.gov/assessment/ on the day of the examination. Conversion charts provided for the previous administrations of the Transition Exam in Global History and Geography must NOT be used to determine students’ final scores for this administration.

Global Hist. & Geo. Rating Guide – Aug. ’19 Vol. 2

0 1 2 3 4 5 6 7 8 9 100 0 2 4 6 9 12 15 18 22 25 291 1 3 5 7 10 13 16 19 23 26 302 1 3 6 8 11 14 17 20 24 27 313 2 4 6 9 12 15 18 22 25 29 324 3 5 7 10 13 16 19 23 26 30 335 3 6 8 11 14 17 20 24 27 31 356 4 6 9 12 15 18 22 25 29 32 367 5 7 10 13 16 19 23 26 30 33 378 6 8 11 14 17 20 24 27 31 35 389 6 9 12 15 18 22 25 29 32 36 39

10 7 10 13 16 19 23 26 30 33 37 4111 8 11 14 17 20 24 27 31 35 38 4212 9 12 15 18 22 25 29 32 36 39 4313 10 13 16 19 23 26 30 33 37 41 4414 11 14 17 20 24 27 31 35 38 42 4615 12 15 18 22 25 29 32 36 39 43 4716 13 16 19 23 26 30 33 37 41 44 4817 14 17 20 24 27 31 35 38 42 46 4918 15 18 22 25 29 32 36 39 43 47 5019 16 19 23 26 30 33 37 41 44 48 5220 17 20 24 27 31 35 38 42 46 49 5321 18 22 25 29 32 36 39 43 47 50 5422 19 23 26 30 33 37 41 44 48 52 5523 20 24 27 31 35 38 42 46 49 53 5624 22 25 29 32 36 39 43 47 50 54 5725 23 26 30 33 37 41 44 48 52 55 5926 24 27 31 35 38 42 46 49 53 56 6027 25 29 32 36 39 43 47 50 54 57 6128 26 30 33 37 41 44 48 52 55 59 6229 27 31 35 38 42 46 49 53 56 60 6330 29 32 36 39 43 47 50 54 57 61 6531 30 33 37 41 44 48 52 55 59 62 6632 31 35 38 42 46 49 53 56 60 63 6733 32 36 39 43 47 50 54 57 61 65 6834 33 37 41 44 48 52 55 59 62 66 6935 35 38 42 46 49 53 56 60 63 67 7036 36 39 43 47 50 54 57 61 65 68 71

The State Education Department / The University of the State of New York

August 2019 Transition Regents Examination in Global History and Geography – Grade 10

Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores)To determine the total score for Part I and Part IIIA, multiply the total number of Part I multiple-choice questions answered correctly by 2 and then add the total credits received for Part IIIA. For example, a student answering 22 multiple-choice questions correctly on Part I and receiving 9 credits on Part IIIA would have a total score for Part I and Part IIIA of 53: 22 × 2 = 44 + 9 = 53.

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 down the side of the chart. The point where those two scores intersect is the student’s final examination score. For example, a student receiving a total essay score of 7 and a total Part I and Part IIIA score of 53 would receive a final examination score of 80.

Total Essay Score

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Transition Global History and Geography-Grade 10 Conversion Chart 1 of 2

0 1 2 3 4 5 6 7 8 9 1037 37 41 44 48 52 55 59 62 66 69 7238 38 42 46 49 53 56 60 63 67 70 7439 39 43 47 50 54 57 61 65 68 71 7540 41 44 48 52 55 59 62 66 69 72 7641 42 46 49 53 56 60 63 67 70 74 7742 43 47 50 54 57 61 65 68 71 75 7843 44 48 52 55 59 62 66 69 72 76 7944 46 49 53 56 60 63 67 70 74 77 8045 47 50 54 57 61 65 68 71 75 78 8146 48 52 55 59 62 66 69 72 76 79 8247 49 53 56 60 63 67 70 74 77 80 8448 50 54 57 61 65 68 71 75 78 81 8549 52 55 59 62 66 69 72 76 79 82 8650 53 56 60 63 67 70 74 77 80 84 8751 54 57 61 65 68 71 75 78 81 85 8852 55 59 62 66 69 72 76 79 82 86 8953 56 60 63 67 70 74 77 80 84 87 9054 57 61 65 68 71 75 78 81 85 88 9155 59 62 66 69 72 76 79 82 86 89 9256 60 63 67 70 74 77 80 84 87 90 9357 61 65 68 71 75 78 81 85 88 91 9458 62 66 69 72 76 79 82 86 89 92 9459 63 67 70 74 77 80 84 87 90 93 9560 65 68 71 75 78 81 85 88 91 94 9661 66 69 72 76 79 82 86 89 92 94 9662 67 70 74 77 80 84 87 90 93 95 9763 68 71 75 78 81 85 88 91 94 96 9764 69 72 76 79 82 86 89 92 94 96 9865 70 74 77 80 84 87 90 93 95 97 9866 71 75 78 81 85 88 91 94 96 97 9867 72 76 79 82 86 89 92 94 96 98 9968 74 77 80 84 87 90 93 95 97 98 9969 75 78 81 85 88 91 94 96 97 98 9970 76 79 82 86 89 92 94 96 98 99 9971 77 80 84 87 90 93 95 97 98 99 9972 78 81 85 88 91 94 96 97 98 99 100

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August 2019 Transition Regents Examination in Global History and Geography – Grade 10, continued

Total Essay Score

Transition Global History and Geography-Grade 10 Conversion Chart 2 of 2