REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
GLOBAL HISTORY
AND GEOGRAPHY
Tuesday, January 26, 2016 — 9:15 a.m. to 12:15 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 briefly, 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 fill 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 50 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 first 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.
REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY
Part I
Answer all questions in this part.
Directions (1–50): For each statement or question, record on your separate answer sheet the number of the
word or expression that, of those given, best completes the statement or answers the question.
1 Which social scientists focus their studies on
scarcity, resources, and profit motives?
(1) archaeologists
(3) economists
(2) historians
(4) sociologists
6 Which region was the birthplace of Confucianism,
Buddhism, and Hinduism?
(1) Africa
(3) Europe
(2) Asia
(4) South America
2 A geographer attempts to understand and
interpret patterns and processes primarily by
(1) examining political theories
(2) authenticating oral histories
(3) studying supply and demand models
(4) analyzing spatial data at different scales
7 Which area served as a cultural bridge between
early China and Japan?
(1) Persia
(3) India
(2) Russia
(4) Korea
8 The role of Muslim religious leaders in Africa was
to
(1) spread the Four Noble Truths
(2) emphasize the importance of ancestor
worship
(3) promote the caste system
(4) introduce the teachings of the Qur’an (Koran)
3 In a parliamentary system with multiple political
parties in which no single party gains a majority,
elections usually result in
(1) command economies
(2) religious conflict
(3) coalition governments
(4) secessionist movements
9 The Abbasid and Ummayad empires are most
closely associated with
(1) causing the fall of the western Roman
Empire
(2) creating an Islamic Golden Age
(3) controlling trade in the Strait of Malacca
(4) inventing the compass and gunpowder
4 Which factor most influenced the construction of
semipermanent settlements during the Neolithic
period?
(1) production of surplus food
(2) drawings on cave walls
(3) ability to harness fire
(4) introduction of fishing nets
10 The European system of manorialism is most
closely associated with
(1) promoting social mobility
(2) reviving and preserving learning
(3) serving the spiritual needs of society
(4) maintaining economic self-sufficiency
5 Which geographic feature was central in helping
the Romans unify their empire?
(1) Alps
(3) Mediterranean Sea
(2) Tiber River
(4) Great Rift Valley
Global Hist. & Geo. – Jan. ’16
[2]
Base your answers to questions 11 and 12 on the map below and on your knowledge of social studies.
Indus R
.
Ga
ng
es
R.
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Bay
of
Bengal
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Sea
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98
Gama 14
Vasco da
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($
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INDIAN
OCEAN
Source: World History: Patterns of Interaction:
In-Depth Resources, McDougal Littell, 1999 (adapted)
11 Based on this map, in which area did Europeans locate most of their trading bases?
(1) banks of the Ganges River
(3) coast of the Arabian Sea
(2) banks of the Indus River
(4) Bay of Bengal region
12 Which conclusion about the Indian economy during the Mughal period can best be
supported using the information shown on this map?
(1) Cinnamon and pepper were the major products of Kashmir.
(2) Most textile-related goods were produced north of the Deccan Sultanate.
(3) Diamonds and gold were mined in the Bengal region.
(4) Many tropical products were raised near Delhi.
Global Hist. & Geo. – Jan. ’16
[3]
[OVER]
Base your answer to question 13 on the cartoon below and on your knowledge of social studies.
The Wittenberg Church
Source: Paula J. Becker (adapted)
13 Which period began as a result of the actions shown in this cartoon?
(1) Italian Renaissance
(3) Scientific Revolution
(2) Protestant Reformation
(4) Glorious Revolution
15 The Chinese belief that China was the Middle
Kingdom is an example of
(1) extraterritoriality
(2) ethnocentrism
(3) filial piety
(4) the Mandate of Heaven
14 The kingdoms of Ghana and Mali became
prosperous and powerful because of
(1) their participation in the gold and salt trade
(2) the military protection provided to them by
the Egyptians
(3) their dependence on legalism to enforce
social control
(4) the tax revenue they collected from Christian
missionaries
Global Hist. & Geo. – Jan. ’16
[4]
Base your answer to question 16 on the graphic organizer below and on your knowledge of social studies.
Inca Civilization
Use of
mita system
for building
large
structures
Polytheistic
society
with a
divine ruler
Storage
of food for
distribution
to the
people
Development
of complex
irrigation
systems
16 Which phrase best completes this graphic organizer?
(1) Building thousands of miles of roads
(2) Maintenance of a large naval fleet
(3) Establishment of a national library filled with hundreds of books
(4) Reliance on camel caravans
17 • Some Central Asian nomads made their living
by fostering commerce along the Silk Road.
• Central Asian nomads invaded villages and
cities when climate changes affected their food
supply.
• Some Central Asian nomads adopted Islam and
some embraced Islamic cultures.
18 The Ottoman Turks viewed Constantinople as
being strategically important because it
(1) was the birthplace of the Prophet Muhammad
(2) would allow them to control the Vatican
(3) was a crossroads between Europe and Asia
(4) would provide them with access to the
Persian Gulf
Based on these statements, which generalization
about Central Asian nomads can best be
supported?
19 One way in which the voyages of Zheng He
authorized by Emperor Yongle of China and the
explorations funded by King Ferdinand and
Queen Isabella of Spain are similar is that these
voyages and explorations resulted in
(1) an increasing effort to preserve the status quo
(2) trade and cultural diffusion
(3) the creation of colonial empires
(4) naval wars between rival powers
(1) They posed few challenges to settled
societies.
(2) They allied with settled neighbors to repel
common enemies.
(3) They interacted with settled societies.
(4) They contributed little to the culture of their
settled neighbors.
Global Hist. & Geo. – Jan. ’16
[5]
[OVER]
26 Which statement best describes a consequence of
Napoleon’s failure to understand Russian
geography?
(1) Rough waters in the Baltic Sea destroyed his
fleet.
(2) A harsh winter cut off his army from needed
supplies.
(3) His armies could not cross the high Ural
Mountains.
(4) A long period of high temperatures and lack
of water overcame his troops.
20 Which country is located in the region known as
Latin America?
(1) Portugal
(3) Vietnam
(2) Somalia
(4) Argentina
21 Which situation was an unintended consequence
of Spain’s colonization of the Americas?
(1) establishment of a favorable balance of trade
(2) introduction of the encomienda system
(3) transmission of communicable diseases
(4) exploitation of resources in new lands
Base your answer to question 27 on the excerpt
below and on your knowledge of social studies.
22 One way in which Suleiman the Magnificent and
Louis XIV are similar is that they both
(1) centralized political power
(2) introduced a new national religion
(3) strengthened the authority of the nobility
(4) freed peasants from feudal obligations
. . .That in some few instances the regular hours
of work do not exceed ten, exclusive of the time
allowed for meals; sometimes they are eleven, but
more commonly twelve; and in great numbers of
instances the employment is continued for
fifteen, sixteen, and even eighteen hours
consecutively.
That in almost every instance the Children
work as long as the adults; being sometimes kept
at work sixteen, and even eighteen hours, without
any intermission. . . .
23 In the 16th and 17th centuries, the heliocentric
theory became the centerpiece for debate
between
(1) capitalism and communism
(2) science and religion
(3) colonialism and nationalism
(4) isolationism and globalism
— The Physical and Moral Condition of the Children
and Young Persons Employed in
Mines and Manufactures, 1843
24 In which way did the ideas of the Enlightenment
influence the French Revolution?
(1) Superstition and ignorance were promoted.
(2) The principles of mercantilism were glorified.
(3) The divine right theory of kings was
challenged.
(4) Punishments for criminal acts were rooted in
vengeance.
27 This type of evidence was used in the argument
for
(1) modifying laissez-faire practices
(2) opposing the spread of communism
(3) restricting voting rights
(4) reforming the landholding system
25 In which way did the geographic diversity of
Latin America affect newly independent
countries?
(1) limiting the military power of Creoles
(2) forcing the Church to guarantee land reform
(3) making political unity difficult
(4) necessitating a reliance on Spain
Global Hist. & Geo. – Jan. ’16
[6]
Base your answer to question 31 on the notice
below and on your knowledge of social studies.
Base your answer to question 28 on the passage
below and on your knowledge of social studies.
. . .The bourgeoisie, by the rapid improvement of
all instruments of production, by the immensely
facilitated means of communication, draws all
nations, even the most barbarian, into civilisation.
The cheap prices of its commodities are the
heavy artillery with which it batters down all
Chinese walls, with which it forces the
barbarians’ intensely obstinate [persistent] hatred
of foreigners to capitulate [give in]. It compels all
nations, on pain of extinction, to adopt the
bourgeois mode of production; it compels them
to introduce what it calls civilisation into their
midst, i.e., to become bourgeois themselves. In a
word, it creates a world after its own image. . . .
NOTICE!
Travelers intending to embark on the
Atlantic voyage are reminded that a state
of war exists between Germany and her
allies and Great Britain and her allies;
that the zone of war includes the waters
adjacent to the British Isles: that, in accordance with formal notice given by the
Imperial German Government, vessels flying the flag of Great Britain, or any of
her allies, are liable to destruction in
those waters and that travelers sailing in
the war zone on ships of Great Britain or
her allies do so at their own risk.
IMPERIAL GERMAN EMBASSY,
Washington, D. C., April 22, 1915.
— Karl Marx and Friedrich Engels
28 Which statement supports the point of view
expressed in this passage?
(1) The bourgeoisie needs to use military force to
open markets.
(2) The bourgeoisie are backward compared to
the barbarians.
(3) Foreigners and the bourgeoisie must work
together to end the extinction of cultures.
(4) Cheap prices and industrial improvements
are tools used by the bourgeoisie to impose its
values.
Source: New York Times, May 1, 1915 (adapted)
31 Which technological innovation of World War I is
most closely associated with this German notice?
(1) tanks
(3) submarines
(2) airplanes
(4) machine guns
32 What was the main goal of Zionism?
(1) forming a representative government in China
(2) establishing a Jewish homeland in the region
of Palestine
(3) improving the standard of living in developing
countries
(4) creating an international peacekeeping
organization to solve global conflicts
29 • 1791—Declaration of the Rights of Women
and the Female Citizen (France)
• 1829—Prohibition of sati (India)
• 1857, 1882—Married Women’s Property Acts
(Great Britain)
Which change in perception is suggested by these
international developments regarding women?
(1) a decrease in political power for women
(2) a decline in the economic status of women
(3) a growing concern for the treatment of women
(4) an increase in the global exploitation of women
33 Which of these events that occurred in the Soviet
Union was a direct cause of the other three?
(1) famine in Ukraine
(2) implementation of five-year plans
(3) establishment of collective farms
(4) development of heavy industry
30 The Haitian Revolution and the Sepoy Rebellion
happened in response to
(1) European colonial policies
(2) indigenous ethnic rivalries
(3) urban development
(4) religious divisions
Global Hist. & Geo. – Jan. ’16
[7]
[OVER]
Base your answer to question 34 on the map below and on your knowledge of social studies.
EUROPEAN INDUSTRIAL
PRODUCTION 1929-1932
Over 30% fall in industrial
production
1-30% fall in industrial
production
Increase in industrial
production
FINLAND
SWEDEN
NORWAY
SE
A
ESTONIA
LT
BA
IRELAND
UNITED
KINGDOM
N
W
LATVIA
IC
DENMARK
LITHUANIA
EAST
PRUSSIA
NETHERLANDS
E
BELGIUM
GERMANY
POLAND
S
LUXEMBOURG
CZECHOSLOVAKIA
SWITZERLAND
AUSTRIA
FRANCE
HUNGARY
ROMANIA
ITALY
PORTUGAL
YUGOSLAVIA
BULGARIA
SPAIN
M
E
D
I
T
E
GREECE
R
R
A
N
E
A
N
S
E
A
Source: World History on File, Facts on File (adapted)
34 Based on this map, which region experienced the most severe drop in industrial
production between 1929 and 1932?
(1) western Europe
(3) central Europe
(2) northern Europe
(4) southeastern Europe
36 The Soviet Union’s response to the formation of
the North Atlantic Treaty Organization (NATO)
was to create the
(1) Marshall Plan
(3) Truman Doctrine
(2) Warsaw Pact
(4) European Union
35 Extreme nationalism, individuals existing for the
good of the state, and unquestioning loyalty to the
leader are the defining characteristics of
(1) fascism
(3) democracy
(2) liberalism
(4) theocracy
Global Hist. & Geo. – Jan. ’16
[8]
Base your answers to questions 39 and 40 on the
song lyrics below and on your knowledge of social
studies.
Base your answer to question 37 on the cartoon
below and on your knowledge of social studies.
Forgive me
comrade, but
it seemed such
a good
opportunity!
Russ
ian
Ger
man
Pact
East is Red
The east is red, the sun is rising.
China has brought forth a Mao Zedong.
He amasses fortune for the people,
Hurrah, he is the people’s great savior.
Chairman Mao loves the people,
He is our guide,
To build a new China,
Hurrah, he leads us forward!
The Communist Party is like the sun,
Wherever it shines, it is bright.
Wherever there is a Communist Party,
Hurrah, there the people are liberated!
39 What is the main idea of this 1960s Chinese song?
(1) The Sun will never set on Chinese communism.
(2) Communist policies will liberate Mao Zedong.
(3) The Chinese people will become wealthy under
communism.
(4) Mao Zedong will lead the Communist Party
in building a new China.
Source: Leslie Illingworth, June 23,1941,
The National Library of Wales (adapted)
37 Hitler’s actions as expressed by this cartoon led
Stalin to
(1) adopt a policy of appeasement
(2) take over Germany’s industry
(3) join the Allies in the fight against Germany
(4) reduce the size of the Soviet army
40 This 1960s Chinese song would most likely have
been sung during the
(1) return of Hong Kong
(2) Cultural Revolution
(3) Boxer Rebellion
(4) Tiananmen Square incident
38 Which statement about the impact of geography
on the culture and history of the Middle East
region in the 20th century is most accurate?
(1) Deserts have prevented military invasions.
(2) The uneven distribution of resources has led
to conflict.
(3) The abundance of water has contributed to
agricultural self-sufficiency.
(4) Mountains have halted cultural diffusion.
Global Hist. & Geo. – Jan. ’16
41 During the Cold War, India’s decision to support
neither the United States nor the Soviet Union
was based on its policy of
(1) nonalignment
(3) containment
(2) isolationism
(4) separatism
[9]
[OVER]
46 One way in which the Indian leaders Asoka and
Akbar the Great are similar is that they are both
best known for promoting
(1) religious toleration
(2) enslavement of prisoners
(3) special taxes for Hindus
(4) the spread of Buddhism
42 • Vietcong disappeared into jungle cover.
• Sandstorms halted helicopter flights in Iraq.
• Afghan mountain caves sheltered Osama bin
Laden.
Which generalization can best be applied to these
situations?
(1) Advanced technology ensures victory.
(2) Religious tensions often promote disagreements.
(3) Most military confrontations involve biological
weapons.
(4) Geography often has an influence on the
course of a conflict.
47 The Russian adoption of Orthodox Christianity
and of the Cyrillic alphabet demonstrates the
(1) impact of Ibn Battuta’s travels
(2) role of the printing press during the Reformation
(3) leadership of Peter the Great
(4) influence of the Byzantine Empire
43 A major obstacle to creating policies that address
the issue of global warming is the conflict
between
(1) migrant labor and native workers
(2) socialist governments and democratic
governments
(3) nations possessing nuclear weapons and those
without
(4) economic development and environmental
protection
48 Austria-Hungary’s ultimatum to Serbia in 1914
and the United States military actions in Afghanistan
beginning in 2001 are both reactions to acts of
(1) imperialism
(3) communism
(2) isolationism
(4) terrorism
49 Which leaders are most directly associated with
the Cuban Revolution of 1959?
(1) Emiliano Zapata and Francisco Villa
(2) Juan Perón and Hugo Chávez
(3) Fidel Castro and Che Guevara
(4) Bernardo O’Higgins and Miguel Hidalgo
44 The practices of allowing animals to overgraze
grasses and shrubs and of clearing trees to use for
fuel have caused
(1) coastal pollution
(3) acid rain
(2) desertification
(4) desalination
45 In the late 1970s, the Chinese government
created the one-child policy because its leaders
realized that there is a direct relationship
between population growth and
(1) military strength
(2) economic development
(3) social mobility
(4) political toleration
Global Hist. & Geo. – Jan. ’16
[10]
Base your answer to question 50 on the photographs below and on your knowledge of social studies.
Source: İlhan Akşit, Compiler,
Mustafa Kemal Atatürk, Akşit
Source: Iran Politics Club online,
Mohamad Reza Shah Pahlavi Photo Album
50 The style of clothing worn by Kemal Atatürk of Turkey and Reza Pahlavi of Iran in these
photographs indicates these leaders’ desire to
(1) westernize their nation
(3) enforce fundamental Islamic principles
(2) support nationalist movements
(4) adapt to the physical climate of their country
Global Hist. & Geo. – Jan. ’16
[11]
[OVER]
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 definition 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: Imperialism
Since 1500, countries have pursued a policy of expansion known as imperialism
for a variety of reasons. The effects of this policy can be viewed from different
perspectives.
Task:
Select one country that engaged in imperialism since 1500 and
• Discuss the reasons this country engaged in imperialism
• Discuss the effects of imperialism from the perspective of the people or society
taken over and/or from the perspective of the conqueror
You may use any country that engaged in imperialism since 1500 from your study of global
history and geography. Some suggestions you might wish to consider include Portugal, Spain,
Great Britain, France, Italy, Belgium, and Japan.
You are not limited to these suggestions.
Do not use the United States as the focus of your response.
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
Global Hist. & Geo. – Jan. ’16
[12]
NAME _____________________________________
SCHOOL ___________________________________
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 used in a document may reflect the historical context of the time in which it was written.
Historical Context:
Throughout history, governments have developed and established laws and orders
for a variety of reasons. The laws for the warriors under the Tokugawa
Shogunate, the Nazi orders and laws of the Third Reich, and the pass laws of
the Republic of South Africa had many impacts on societies, regions, and groups
of people.
Task: Using the information from the documents and your knowledge of global history,
answer the questions that follow each document in Part A. Your answers to the
questions will help you write the Part B essay in which you will be asked to
Select two sets of laws and/or orders mentioned in the historical context and for
each
• Explain what the government hoped to achieve by establishing these laws
and/or orders
• Discuss the impacts of these laws and/or orders on a specific society, region, or
group of people
In developing your answers to Part III, be sure to keep these general definitions in mind:
(a) explain means “to make plain or understandable; to give reasons for or causes of; to
show the logical development or relationships of ”
(b) discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail”
Global Hist. & Geo. – Jan. ’16
[13]
[OVER]
Part A
Short-Answer Questions
Directions: Analyze the documents and answer the short-answer questions that follow each document in the
space provided.
Document 1
By 1603, Tokugawa Ieyasu had won the civil war and had become the supreme ruler of Japan, the Shogun.
His successor, Shogun Hidetada, put forth laws for military households. These households included members
of the warrior class: the daimyo, the greater samurai, and the lesser samurai.
Laws Governing Military Households (1615), Excerpts
. . . [4] Great lords (daimyō), the lesser lords, and officials should immediately expel from
their domains any among their retainers [vassals] or henchmen who have been charged with
treason or murder. . . .
[6] Whenever it is intended to make repairs on a castle of one of the feudal domains, the
[shogunate] authorities should be notified. The construction of any new castles is to be halted
and stringently [strictly] prohibited.
“Big castles are a danger to the state.” Walls and moats are the cause of great disorders.
[7] Immediate report should be made of innovations which are being planned or of factional
conspiracies [schemes by dissenting groups] being formed in neighboring domains. . . .
Source: Compiled by Ryusaku Tsunoda, et al., Sources of the Japanese Tradition,
Columbia University Press (adapted)
1 Based on this document, what is one way these laws limited the actions of the warrior class? [1]
Score
Global Hist. & Geo. – Jan. ’16
[14]
Document 2
The sankin kotai or hostage system was included as part of the warrior class laws.
Alternate residence duty, or sankin kotai, was a system developed in the Warring States period
and perfected by the Tokugawa shogunate. In essence, the system demanded simply that
daimyo reside in the Tokugawa castle at Edo for periods of time, alternating with residence at
the daimyo’s own castle. When a daimyo was not residing in the Tokugawa castle, he was
required to leave his family at his overlord’s [shogun’s] castle town. It was, at its simplest, a
hostage system which required that either the daimyo or his family (including the very
important heir) always be physically subject to the whim of the overlord. . . .
Source: “Sankin Kotai and the Hostage System,” Nakasendo Way, Walk Japan
2 Based on this document, what is one way the daimyo were affected by the Tokugawa hostage system
(alternate residence duty)? [1]
Score
Global Hist. & Geo. – Jan. ’16
[15]
[OVER]
Document 3
. . . These measures [the hostage system, the isolation policy, and the banning of guns]
succeeded in bringing the bloody wars of the previous period to an end. But the Shoguns
could not stop the society beneath them continuing to change. The concentration of the lords
and their families in Edo led to a growing trade in rice to feed them and their retainers, and
to a proliferation [increase] of urban craftspeople and traders catering to their needs. Japan’s
cities grew to be some of the biggest in the world. The merchant class, although supposedly
of very low standing, became increasingly important, and a new urban culture of popular
poetry, plays and novels developed, different in many ways from the official culture of the
state. A relaxation of the ban on western books after 1720 led to some intellectuals showing
an interest in western ideas, and a ‘School of Dutch learning’ began to undertake studies in
science, agronomy [agriculture] and Copernican astronomy. As money became increasingly
important, many of the samurai became poor, forced to sell their weapons and to take up
agriculture or crafts in order to pay their debts. Meanwhile repeated famines hit the
peasantry—almost a million died in 1732 (out of a population of 26 million), 200,000 in 1775,
and several hundred thousands in the 1780s—and there were a succession of local peasant
uprisings. The Tokugawa political superstructure remained completely intact. But beneath it
social forces were developing with some similarities to those in western Europe during the
Renaissance period. . . .
Source: Chris Harman, A People’s History of the World, Verso (adapted)
3 According to Chris Harman, what is one change that occurred in Japan as a consequence of the hostage
system and isolationist policy? [1]
Score
Global Hist. & Geo. – Jan. ’16
[16]
Document 4a
Excerpts of the [Nazi] Party Boycott Order, 28 March 1933
. . . 3. The action committees must at once popularize the boycott by means of propaganda
and enlightenment. The principle is: No German must any longer buy from a Jew or let him
and his backers promote their goods. The boycott must be general. It must be supported by
the whole German people and must hit Jewry in its most sensitive place. . . .
8. The boycott must be coordinated and set in motion everywhere at the same time, so
that all preparations must be carried out immediately. Orders are being sent to the SA and SS
so that from the moment of the boycott the population will be warned by guards not to enter
Jewish shops. The start of the boycott is to be announced by posters, through the press and
leaflets, etc. The boycott will commence on Saturday, 1 April on the stroke of 10 o’clock. It
will be continued until an order comes from the Party leadership for it to stop. . . .
Source: J. Noakes and G. Pridham, eds., Documents on Nazism, 1919–1945, The Viking Press
4a In 1933, what is one action the Nazi Party wanted the German people to take against the Jews based on this
excerpt? [1]
Score
Document 4b
Decree Eliminating Jews from German Economic Life, 12 November 1938
. . . Article 1
1. From 1 January 1939 the running of retail shops, mail order houses and the practice of
independent trades are forbidden to Jews. . . .
Source: J. Noakes and G. Pridham, eds., Documents on Nazism, 1919–1945, The Viking Press
4b As a result of this Nazi decree, what is one specific economic situation faced by the Jewish people? [1]
Score
Global Hist. & Geo. – Jan. ’16
[17]
[OVER]
Document 5a
Document 5b
!"#$%
. . . The Nazis claimed that Kristallnacht was an
uprising by ordinary Germans. Actually, it was
carefully planned. The government ordered
squads of Brownshirts into the streets. Their job
was to destroy and terrorize. The Gestapo, or
secret police, received orders not to stop the
violence. Instead, they were to sweep through
the burning neighborhoods, arresting Jews.
Kristallnacht was a turning point. The Nazis
stepped up their efforts to “Aryanize” the
German economy. Jews had been losing their
property since Hitler came to power. Now,
taking it from them became an official policy.
On November 12, the government levied a
fine of one billion reichmarks on the German
Jewish community. This was punishment for the
act of one troubled teenager.* In addition to this,
Jewish victims of Kristallnacht had to pay for the
damage out of their own pockets. They could not
collect insurance to cover their losses. . . .
Source: Anne Frank Guide online
Source: Linda J. Altman, The Jewish Victims of the Holocaust,
Enslow Publishers (adapted)
*Herschel Grynszpan had killed a German at the German
embassy in Paris out of anger over his parents’ deportation.
This act was used by the government to justify its actions on
Kristallnacht.
5 Based on this photograph and passage, what are two impacts of the policy of Kristallnacht on the Jewish
population in Germany? [2]
(1)__________________________________________________________________________________
_____________________________________________________________________________
Score
(2)__________________________________________________________________________________
_____________________________________________________________________________
Score
Global Hist. & Geo. – Jan. ’16
[18]
Document 6
• September 1996: A report by London’s Jewish Chronicle claims that $4 billion ($65 billion
in 1996 dollars*) looted by the Nazis from Jews and others during World War II was diverted to
Swiss banks. The sum is about 20 times the amount previously acknowledged by the Swiss; . . .
• October 29, 1996: . . .Art, coins, and other items looted by Nazis from the homes of Austrian
Jews are sold at a benefit auction in Vienna. It is the intent of the auction organizers to keep the
items in the Jewish community. By day’s end, the auction grosses $13.2 million, with proceeds
going to aid Holocaust survivors and their heirs. . . .
• February 12, 1997: Switzerland, stung by allegations that the wartime government accepted
and laundered [concealed the source of] funds from Nazi Germany that had been looted from
Jews, agrees to create a $71 million fund for Holocaust survivors and their heirs.
Source: The Holocaust Chronicle, Publications International, 2000
*Four billion dollars during World War II had the approximate value of $65 billion in 1996.
6 Based on this information from the The Holocaust Chronicle, state one action taken in an attempt to
compensate Holocaust survivors and their heirs many years after World War II ended. [1]
Score
Global Hist. & Geo. – Jan. ’16
[19]
[OVER]
Document 7a
Native Laws Amendment Act, Act No. 54 of 1952, Union of South Africa
. . . 29 (1) Whenever any authorized officer has reason to believe that any native [black South
African] within an urban area or an area proclaimed in terms of section twenty-three—
(a) is an idle person in that—
(i) he is habitually unemployed and has no sufficient honest means of livelihood. . .
he [authorized officer] may, without warrant arrest that native or cause him to be arrested and
any European police officer or officer appointed under sub-section (1) of section twenty-two
may thereupon bring such a native before a native commissioner or magistrate who shall
require the native to give a good and satisfactory account of himself. . . .
Source: Native Laws Amendment Act, Act No. 54 of 1952, Digital Innovation South Africa online (adapted)
7a Under the Union of South Africa Act No. 54 of 1952, what could happen to a native person who was
habitually unemployed? [1]
Score
Document 7b
Natives (Abolition of Passes and Coordination of Documents) Act,
Act No. 67 of 1952, Union of South Africa
. . . Any policeman may at any time call upon an African [black] who has attained the age of
sixteen years to produce his reference [pass] book. If a reference book has been issued to him
but he fails to produce it because it is not in his possession at the time, he commits a criminal
offence and is liable to a fine not exceeding ten pounds or imprisonment for a period not
exceeding one month. . . .
Source: Leslie Rubin and Neville Rubin, This is Apartheid, Christian Action, London (adapted)
7b Under the Union of South Africa Act No. 67 of 1952, what penalty could be given to a sixteen-year-old or
older African black if he failed to produce his reference book? [1]
Score
Global Hist. & Geo. – Jan. ’16
[20]
Document 8
This excerpt is based on Peter Abrahams’s memories and his conversation with his black South African
boss, Jim.
. . . When Jim left his Pedi village in the northern Transvaal he had to go to the nearest police
station or Native Affairs Department. There he got a Trek Pass. This permitted him to make
the journey to Johannesburg. On reaching the city he got an Identification Pass and a Six-Day
Special Pass. He paid two shillings each month for the Identification Pass. The Six-Day
Special was his protection while he looked for work. He did not find work during his first six
days in the city. He did not go to the pass office to renew his Six-Day Special. He was picked
up on the eighth day and spent two weeks in jail as a vagrant [person without residence or
work]. That taught him to go to the pass office regularly. . . .
Source: Peter Abrahams, Tell Freedom: Memories of Africa, Alfred A. Knopf
8 According to Peter Abrahams, what was one way the pass laws affected his boss, Jim? [1]
Score
Global Hist. & Geo. – Jan. ’16
[21]
[OVER]
Document 9
Resistance to white domination was continuous but unsuccessful. The South African police
and the army were called out every time blacks rose up against the apartheid laws that made
their lives so miserable. On March 21, 1960, a group of unarmed blacks made their way to the
police station in Sharpeville (a black township) to hold a peaceful protest against the passbook
laws. No black in South Africa could travel, live, or work without a passbook. This hated
document was the record of a person’s life as defined by the white government. Thousands of
demonstrators left their passbooks at home, expecting to be arrested. They thought this would
show the government’s policy could not continue if it had to arrest thousands. But the peaceful
demonstration was met with gunfire. When it was over, sixty-nine blacks were dead, shot in the
back by the police as they tried to flee when the shooting began. Their deaths sparked a
nationwide protest.
Source: Blauer and Lauré, South Africa, Children’s Press
9a Based on this document, what action did black South Africans take to oppose the pass laws? [1]
Score
b Based on this document, what was the South African government’s response to the situation in Sharpeville
on March 21, 1960? [1]
Score
Global Hist. & Geo. – Jan. ’16
[22]
Part B
Essay
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, governments have developed and established laws and orders
for a variety of reasons. The laws for the warriors under the Tokugawa
Shogunate, the Nazi orders and laws of the Third Reich, and the pass laws of
the Republic of South Africa had many impacts on societies, regions, and groups
of people.
Task: Using the information from the documents and your knowledge of global history,
write an essay in which you
Select two sets of laws and/or orders mentioned in the historical context and for
each
• Explain what the government hoped to achieve by establishing these laws
and/or orders
• Discuss the impacts of these laws and/or orders on a specific society, region, or
group of people
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
Global Hist. & Geo. – Jan. ’16
[23]
REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY
Printed on Recycled Paper
REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY
FOR TEACHERS ONLY
The University of the State of New York
VO L U M E
1 2
OF
REGENTS HIGH SCHOOL EXAMINATION
MC & THEMATIC
GLOBAL HISTORY AND GEOGRAPHY
Tuesday, January 26, 2016 — 9:15 a.m. to 12:15 p.m., only
SCORING KEY FOR PART I
AND 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.
Scoring the Part I Multiple-Choice Questions
Follow the procedures set up by the Regional Information Center, the Large City Scanning Center,
and/or the school district for scoring the multiple-choice questions. If the student’s responses for the
multiple-choice questions are being hand scored prior to being scanned, the scorer must be
careful not to make any marks on the answer sheet except to record the scores in the designated
score boxes. Any other marks on the answer sheet will interfere with the accuracy of scanning.
Multiple Choice for Part I
Allow 1 credit for each correct response.
Part I
1 ......3......
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20 . . . . . . 4 . . . . . .
33 . . . . . . 2 . . . . . .
46 . . . . . . 1 . . . . . .
9 ......2......
21 . . . . . . 3 . . . . . .
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47 . . . . . . 4 . . . . . .
10 . . . . . . 4 . . . . . .
22 . . . . . . 1 . . . . . .
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11 . . . . . . 3 . . . . . .
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12 . . . . . . 2 . . . . . .
24 . . . . . . 3 . . . . . .
37 . . . . . . 3 . . . . . .
50 . . . . . . 1 . . . . . .
25 . . . . . . 3 . . . . . .
38 . . . . . . 2 . . . . . .
Copyright 2016 — The University of the State of New York
THE STATE EDUCATION DEPARTMENT
Albany, New York 12234
Contents of the Rating Guide
For Part I (Multiple-Choice Questions):
• Scoring Key
For Part II (thematic) essay:
• A content-specific rubric
• Prescored answer papers. Score levels 5 and 1 have two papers each, and score levels 4, 3, and 2 have
three papers each. They are ordered by score level from high to low.
• Commentary explaining the specific score awarded to each paper
• Five prescored practice papers
General:
• Test Specifications
• Web addresses for the test-specific conversion chart and teacher evaluation forms
Mechanics of Rating
The following procedures are to be used in rating essay papers for this examination. More detailed directions for the organization of the rating process and procedures for rating the examination are included in
the Information Booklet for Scoring the Regents Examination in Global History and Geography and United
States History and Government.
Rating the Essay Question
(1) Follow your school’s procedures for training raters. This process should include:
Introduction to the task—
• Raters read the task
• Raters identify the answers to the task
• Raters discuss possible answers and summarize expectations for student responses
Introduction to the rubric and anchor papers—
• Trainer leads review of specific rubric with reference to the task
• Trainer reviews procedures for assigning holistic scores, i.e., by matching evidence from the response
to the rubric
• Trainer leads review of each anchor paper and commentary
Practice scoring individually—
• Raters score a set of five papers independently without looking at the scores and commentaries
provided
• Trainer records scores and leads discussion until the raters feel confident enough to move on to
actual rating
(2) When actual rating begins, each rater should record his or her individual rating for a student’s essay 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.
Global Hist. & Geo. Rating Guide – Jan. ’16
[2]
Vol. 1
Global History and Geography
Content-Specific Rubric
January 2016
Theme:
Imperialism
Since 1500, countries have pursued a policy of expansion known as imperialism for a
variety of reasons. The effects of this policy can be viewed from different
perspectives.
Task:
Select one country that engaged in imperialism since 1500 and
• Discuss the reasons this country engaged in imperialism
• Discuss the effects of imperialism from the perspective of the people or society
taken over and/or from the perspective of the conqueror
You may use any country that engaged in imperialism since 1500 from your study of
global history and geography. Some suggestions you might wish to consider include Portugal,
Spain, Great Britain, France, Italy, Belgium, and Japan.
You are not limited to these suggestions.
Do not use the United States as the focus of your response.
Scoring Notes:
1. This thematic essay has a minimum of four components (discussing at least two reasons a
country engaged in imperialism since 1500 and at least two effects of this imperialism from the
perspective of the people or society taken over and/or from the perspective of the conqueror).
2. Imperialism as practiced by one country may be discussed in relation to its effects on more
than one country or region.
3. The discussion of the effects of imperialism can be from the perspective of the people or
society taken over, the perspective of the conqueror, or both.
4. The perspective being discussed need not be identified as long as it is implied in the
discussion.
5. The reasons and effects may be discussed from any perspective as long as the position taken is
supported by accurate historical facts and examples.
6. The discussion of the reasons for imperialism and the effects of imperialism may include
similar information, but the focus should be clearly distinguishable in its usage, e.g., Spain’s
desire for new trade routes can be identified as a reason for imperialism, however, new trade
routes could also be discussed as an effect of Spanish imperialism.
7. The effects of imperialism may be discussed from the perspective of American colonists or
from the perspective of the United States depending on the time period and the country
engaged in imperialism, e.g., British imperialism in North America or Japanese imperialism
and the bombing of Pearl Harbor.
8. If more than one country pursuing a policy of imperialism since 1500 is discussed, only the
first country discussed may be rated.
Global Hist. & Geo. Rating Guide – Jan. ’16
[3]
Vol. 1
Score of 5:
• Thoroughly develops all aspects of the task evenly and in depth by discussing at least two reasons
a country engaged in imperialism and at least two effects of imperialism from the perspective of
the people or society taken over and/or from the perspective of the conqueror
• Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g., Spain:
connects the desire for new sources of riches, the impulse to proselytize, the needs of Spain as a
mercantile state, and the residual crusading spirit of the Reconquista to the dominance of the social
and political systems in Latin America by Europeans and European descendants, the legacy of the
disfranchisement of Native American and African American populations, and the tradition of
authoritarian rule
• Richly supports the theme with relevant facts, examples, and details, e.g., Spain; conquistadors;
encomienda system; hacienda; cash crops; Potosi; Bartolomé de Las Casas; peninsulares; creoles;
Columbian exchange; Catholic Church
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that are beyond a restatement of the theme
Score of 4:
• Develops all aspects of the task but may do so somewhat unevenly by discussing one aspect of the
task less thoroughly than the others
• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g.,
Spain: discusses how the Age of Exploration and the financial needs of the Spanish monarchy led
to the development of imperialism and how the Spanish mercantile system exploited both the labor
resources and the natural resources in the Americas
• 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 three aspects of the task in
some depth
• Is more descriptive than analytical (applies, may analyze and/or evaluate information)
• Includes some relevant facts, examples, and details; may include some minor inaccuracies
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that
may be a restatement of the theme
Score of 2:
• Minimally develops all aspects of the task or develops at least two aspects of the task in some
depth
• Is primarily descriptive; may include faulty, weak, or isolated application or analysis
• Includes few relevant facts, examples, and details; may include some inaccuracies
• Demonstrates a general plan of organization; may lack focus; may contain digressions; may not
clearly identify which aspect of the task is being addressed; may lack an introduction and/or a
conclusion
Global Hist. & Geo. Rating Guide – Jan. ’16
[4]
Vol. 1
Score of 1:
• Minimally develops some aspects of the task
• Is descriptive; may lack understanding, application, or analysis
• Includes few relevant facts, examples, or details; may include inaccuracies
• May demonstrate a weakness in organization; may lack focus; may contain digressions; may not
clearly identify which aspect of the task is being addressed; may lack an introduction and/or a
conclusion
Score of 0:
Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant
facts, examples, or details; OR includes only the theme, task, or suggestions as copied from the test
booklet; OR is illegible; OR is a blank paper
*The term create as used by Anderson/Krathwohl, et al. in their 2001 revision of Bloom’s Taxonomy of Educational
Objectives refers to the highest level of the cognitive domain. This usage of create is similar to Bloom’s use of the term
synthesis. Creating implies an insightful reorganization of information into a new pattern or whole. While a Level 5 paper
will contain analysis and/or evaluation of information, a very strong paper may also include examples of creating
information as defined by Anderson and Krathwohl.
All sample student essays in this rating guide are presented in the same cursive font while
preserving actual student work, including errors. This will ensure that the sample essays are
easier for raters to read and use as scoring aids.
Raters should continue to disregard the quality of a student’s handwriting in scoring
examination papers and focus on how well the student has accomplished the task. The contentspecific rubric should be applied holistically in determining the level of a student’s response.
Global Hist. & Geo. Rating Guide – Jan. ’16
[5]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
During the 1500s and the years that followed, ideas and learning
as well as cross-cultural interactions were spread between Europe, Asia,
Africa, and the Americas. Returning from the unsuccessful Crusades
and discovering the vibrant world of learning in the Muslim lands,
Europeans began a new era of thought and commerce and arose from
the dark times of the Middle Ages. A key nation in this new era of
European exploration was the mediteranean country of Spain.
After consolidating the states of Spanish Iberia and removing
Muslim rule in Andalusia, Spanish kings used the resources and
their ideal coastal location to commission and despatch explorers to
the west. One primary motive of Spanish exploration and the conquest
that would follow was to gain ahold of valuable trade locations for
Spanish control. The Spanish wanted to obtain the resources
themselves and bypass Muslim middlemen and the high costs of Silk
Road commodities. Spain did not find the Spice islands, but did
discover the Americas. Spain exploited the land, labor, and resources of
the Americas and continued sponsoring voyages of conquistadors
like Cortez and Pizarro. Spain followed a policy of imperialism,
laying claim to large regions of the Americas, seeking to obtain gold,
spread the word of God, and achieve glory. In the years that followed,
Spain annexed and colonized the natives’ land to achieve economic
goals. Their efforts changed the characteristics of the nation of Spain
as well as the societies of natives in the Americas. The natives were
taught Spanish customs, culture, and identity, turning parts of
the Americas into a subordinate colony under Spanish control.
In the process of Spanish colonization and expansion, Spain grew
rich economically as a result of extracting resources such as silver and
Global Hist. & Geo. Rating Guide – Jan. ’16
[6]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
other wealth from the Americas. Spain also grew politically powerful,
making her formidable. Spain became the leading civilization and
economic power of the Europe during the first half of the 16th century,
allowing for the development of a Spanish golden age.
Culturally, native Spaniards spread their Catholic religion to
the Americas and many natives in the Americas were converted
to Christianity from their indigenous religions of polytheism.
The Spaniards also intermarried with natives, creating a unique cultural
group, mestizo. A social hierarchy that included peninsulares, creoles,
mestizos, and mulattoes developed with those born in Spain having
the most power. The Spaniards also introduced their crops and farming
methods from Europe as well as Spanish style houses and of course
spread the Spanish language in the Americas. Many of the Spanish
believed their culture was superior.
Another effect of Spanish imperialism was the death of a vast portion
of the native American population due to smallpox which was introduced
by the Europeans. Indigenous people were forced to work on sugar and
cash crop plantations as well as in the labor-intensive silver mines
to support Spain’s economy. These activities were the backbone of
New Spain’s economy and were used to support Spain. When the
native Americans died, the Spaniards imported millions of African
slaves. This further contributed to the formation of unique cultural
groups due to the mixing of European culture with those of the
Americas and Africa.
This process of colonization and imperialism, however, was highly
detrimental to the subject populations in contrast to the wealth,
resources and power it brought to Spain and Europe. From the native
Global Hist. & Geo. Rating Guide – Jan. ’16
[7]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
perspective, Spanish colonization and imperialism was destructive.
European borne disease caused the death of millions of the indigenous
people. This had a devastating effect on their society and culture.
Spanish proselytizing and the teaching of Christian religious
doctrine destroyed the historically rich religion and customs of the
natives of the Americas. Catholic churches were built on top of
indigenous holy sites. Enslavement and imposed labor systems, like
encomienda forced the native population into misery and servitude.
Spanish sugar plantations in the Americas replaced the ancient crops
and livelihoods, changing and destroying indigenous economic
systems.
Therefore the Spanish colonization of the Americas destroyed the
native culture of the Americas and shattered their social systems
leaving servitude and chaos. Meanwhile this period of imperialism led
to a glorious expansion of Spanish dominion and culture in the New
World, as well as a highly profitable colonial empire for the traders
and nation of Spain.
Global Hist. & Geo. Rating Guide – Jan. ’16
[8]
Vol. 1
Anchor Level 5-A
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing Spanish
imperialism in the Americas, the reasons this country engaged in imperialism, and the effects
of imperialism from the perspective of the conqueror and from the perspective of the people
taken over
• Is more analytical than descriptive (primary motive of exploration and conquest was to gain
valuable trade locations; wanted to obtain the resources and bypass Muslim middlemen and
the high costs of commodities; exploited land, labor, and resources of the Americas; Spanish
colonized to achieve economic goals; efforts changed the characteristics of the nation of
Spain as well as the societies of natives in the Americas; introduction of natives to Spanish
customs, culture, and identity, turning parts of the Americas into a subordinate colony; Spain
became the leading civilization and economic power of Europe, allowing for a Spanish
golden age; many were converted to Christianity from their indigenous polytheism; Spanish
intermarried with the natives creating a unique cultural group, mestizo; sugar and cash-crop
plantations and silver mining were the backbone of New Spain’s economy and were used to
support Spain; importation of millions of African slaves contributed to the mixing of
cultures; imposed labor systems like encomienda)
• Richly supports the theme with relevant facts, examples, and details (consolidation of
Spanish Iberia; Silk Road; Cortez; Pizarro; peninsulares; creoles; mestizos; mulattoes;
Spanish style houses; Spanish language; smallpox)
• Demonstrates a logical and clear plan of organization; includes an introduction and a
conclusion that are beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 5. The response includes political,
economic, and social effects of imperialism from the perspective of both the Spanish and the
natives. Good use of detail and analysis reflect an understanding of both the short- and long-term
global impacts of Spanish imperialism. The discussion surrounding the reasons for Spanish
imperialism recognizes the complex and changing motives of Spanish exploration and conquest.
Global Hist. & Geo. Rating Guide – Jan. ’16
[9]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – B
Imperialism is when a stronger nation takes over a weaker nation
or region and dominates its economic, political, or cultural life.
Great Britian emerged as a leading imperial power seeking to extend
its influence around the world. Eventually, it was said that “the sun
never sets” on the British Empire.
Great Britian imperialized many countries. One that was especially
important is India. Two main causes of British imperialism in India
stemmed from economic motives. During the Industrial Revolution,
which began in Great Britian, there was a high demand for raw
materials and new markets. Britian’s favorable island location and
abundance of natural resources such as coal and iron made the nation
a leader of industrialization. Over time, Great Britian could not meet
the demand for resources for its industries and therefore sought
locations that could fulfill their needs. India had many resources,
including cotton, that the British desired to support their textile industry.
A second economic reason for British imperialism was its need to
acquire new global markets and trading ports for their manufactured
goods. Coastal locations were preferred to ship materials between
Great Britian and its colonies. Some of these goals were initially
accomplished by the British East India Company.
Britian’s conquest of India did have many positive and negative
impacts. From the British perspective, a positive aspect was that India
gained new technology, such as the communication and transportation
systems the British built. These systems allowed Britain to conduct
business. Britian started western style schools, and built western style
buildings. Young Indians studied British democratic ideals. Cultural
diffusion was an impact of these actions and led to an exchange of
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 1
Anchor Paper – Thematic Essay—Level 5 – B
ideas between the East and the West. Some negative impacts were
the economic exploitation of the Indian subcontinent. Indian markets
were flooded with British manufactured goods, goods that Indians once
produced for themselves. Indians labored to produce the resources for
export to Britain and the British profited. Ultimately, it led the Indians
to form an independence movement.
Another region which Britian imperialized was Africa. Britian wasn’t
the only country that took colonies in Africa. Many other European
countries at the Berlin Conference carved Africa into new colonies with
no regard for Africans. The reasons Britian and others took over Africa
also related primarily to Economic motives. Europeans tried to justify
their actions in part with what they called the White Man’s Burden.
White Man’s Burden means that Europeans felt that they needed to
help Africans and make them “better.” Like India, Africa had many
natural resources that European countries desired.
One positive effect of British imperialism in Africa was that
colonialism temporarily reduced local warfare. There were many
improvements in sanitation, technology, schools, health care and
more. One negative impact was that as a result of how European
countries carved up Africa, many tribes that didn’t like each other
were placed together, which created many problems within these
arbitrary borders. As with India, the British also exploited natural
resources of Africa as well. Even though European nations like
Britian claimed that they were helping Africans at the end of the day,
they were just exploiting their culture.
Some could argue that imperialism did improve many countries in
some ways. They changed native life styles and traditional cultures.
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Vol. 1
Anchor Paper – Thematic Essay—Level 5 – B
Imperialism can be good or bad when viewed from many different
perspectives. But imperialism is the reason why many countries are
like they are today.
Anchor Level 5-B
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing British
imperialism in India and Africa, the reasons Great Britain engaged in imperialism, and the
effects of imperialism from the perspective of the people taken over and from the perspective
of the conqueror
• Is more analytical than descriptive (Industrial Revolution began in Britain where there was a
high demand for raw materials and new markets; favorable island location and abundance of
resources made the nation a leader of industrialization; India gained communication and
transportation systems that allowed Britain to conduct business; cultural diffusion led to
exchange of ideas between East and West; Indian labor produced resources for export and the
British profited; led Indians to form an independence movement; reasons Britain took over
Africa related to economic motives; European countries carved Africa into colonies with no
regard for Africans; temporarily reduced local warfare in Africa; Britain claimed they were
helping Africans, but they were just exploiting their culture)
• Richly supports the theme with relevant facts, examples, and details (coal and iron; cotton;
textile industry; British East India Company; democratic ideals; Berlin Conference; arbitrary
borders; “White Man’s Burden”; improvements in sanitation, technology, and schools)
• Demonstrates a logical and clear plan of organization; includes an introduction and a
conclusion that are somewhat beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 5. Historical details are integrated
with analytical statements demonstrating a strong understanding of the task. The theme of
economic gain for Great Britain is developed and woven throughout the response.
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Vol. 1
Anchor Paper – Thematic Essay—Level 4 – A
Beginning in the 1500s, after Colombus, “discovery” of the Americas,
empires and nations around the world began a policy of imperialism
that lasted well into the twentieth century. With advanced weapons and
maritime technology these nations expanded their lands and increased
their power and wealth in the world. One of these nations was Spain,
newly unified after the expulsion of the Muslims. In order to prove
their power and expand their empire Spain imperialized the new lands
in America. While this may have led to positive effects for the Spanish
the native conquered people were left to deal with the harsher consequences,
such as disease and exploitation.
After Columbus’ successful expedition Spain acted quickly to claim
the fertile land that the Americas offered. Spanish conquistadors soon
arrived to begin the process of colonization. By 1521 Cortes had toppled
the Aztecs and by 1533 Pizarro had conquered the Incas giving Spain
a vast amount of territory to control. By imperializing the Americas
Spain also proved its strength and increased its wealth through the
production of plantation crops and silver mining. Also, colonization
allowed Spain to spread Christianity to the natives, as many
missionaries came to these new lands. The Aztecs and Incas lived on
this land, and Spain soon began to exploit them under the encomienda
system. The natives served as a workforce to benefit Spain.
Imperializing came at a cost though, for while the Spanish prospered,
the natives of the America’s did not. With the new Spanish settlers came
foreign diseases which the native population had no immunity to. As
a result, the native population quickly declined. Another reason for
the native populations drastic decline was due to their being abused,
tortured, and working in the horrible conditions imposed by the Spanish
conquerers. Another effect was the creation of a plantation economy in
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Anchor Paper – Thematic Essay—Level 4 – A
the colonies which fostered the cultivation of sugar for European markets.
This resulted in the destruction of parts of the environment in Latin
America. The natives were placed at the bottom of the new social hierarchy,
with the Spanish, or peninsulares at the top. Another effect of Spanish
imperialization caused by the decrease in native population, was the
introduction of the African slaves to work on the plantations. The natives
of the Americas payed a great toll while the Spanish benefited.
Spanish imperialism through its conquest of the Americas led to
the exploitation of natives and Africans on sugar plantations and in
silver mines. The institution of slavery was used to make profits for
the Spanish. While the Spanish Empire prospered for a short period of
time, it managed to destroy native institutions in much the same way
as other aggressive imperial powers have.
Anchor Level 4-A
The response:
• Develops all aspects of the task for Spanish imperialism in the Americas, but does so
somewhat unevenly by discussing the reasons Spain engaged in imperialism less thoroughly
than the effects of imperialism from the perspective of the people taken over and from the
perspective of the conqueror
• Is both descriptive and analytical (Spanish conquistadors acted quickly to claim the fertile
land; Spain increased its wealth from silver mining and plantation crops; colonization
allowed Spain to spread Christianity; lack of immunity to foreign diseases led to rapid
decline of native populations; creation of plantation economy fostered cultivation of sugar;
creation of plantations led to destruction of environment; new social hierarchy in Spanish
colonies; native institutions were destroyed)
• Supports the theme with relevant facts, examples, and details (maritime technology;
Columbus; Aztecs; Incas; missionaries; vast amount of territory to control; African slavery;
peninsulares)
• Demonstrates a logical and clear plan of organization; includes an introduction and a
conclusion that are beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 4. The development of the effects of
Spanish imperialism is strong and contains many details. However, the section on reasons for
imperialism is less developed. The response shows a good understanding of the task and includes
relevant examples related to Spanish imperialism.
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Vol. 1
Anchor Paper – Thematic Essay—Level 4 – B
Ever since the 1500s, many countries began expanding for a variety
of reasons. This process of colonization was known as imperialism.
The effects of imperialism can be viewed from different perspectives such
as that of mother countries and that of the colony. One country that
had pursued a policy of imperialism was Great Britain. Great Britain
had taken over parts of Africa as well as India which became known as
the “Jewel in the Crown”. Britain’s imperialism left Africa and India
with a legacy of both positive and negative effects.
Britain took over parts of Africa. Since Africa had many natural
resources, European countries carved up the continent during the Berlin
Conference. Great Britain had also come to Africa because of the notion
of Social Darwinism. Some British claimed it was the “White Man’s
Burden” to civilize the people of Africa. However in reality this contributed
to the increase in racism that often accompanied imperialism. This
racism has had a lasting impact on the development of Africa. Britain
was interested in meeting its economic and political needs, not in
meeting African needs as the Africans saw them. Some positive effects
in Africa from the British perspective were an increased literacy rate,
lifespan and the construction of hospitals, schools, and roads. Despite
these positive effects African countries struggled once they gained
their independence.
Another region that was colonized by Britain was India. India’s
location in South Asia was a favorable location for trade. This
subcontinent was surrounded on three sides by water where ports were
established to support British trade. Historically, British influence in
India relied on the recruitment of Indian soldiers who were also known
as sephoys. The Sephoy Mutiny occurred when Indian troops thought
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Anchor Paper – Thematic Essay—Level 4 – B
that the British used animal fat in their rifle cartridges which
offended Indian religious beliefs. Biting off the end of the cartridge
where the soldiers would touch the fat was the issue. As the British saw
it, both India and Africa benefited from British imperialism through
the construction of roads and bridges, an increase in literacy rates, as
well as improved methods of communication and transportation. From
the Indian perspective, some negative effects included a lack of respect
for their religious beliefs, taxes imposed on the Indian people to pay for
British programs, and a dependency on cash crops by the British that
led to widespread food shortages in India and starvation for many
people. India would have to wait until 1947 to gain its Independence,
which came largely as a result of Gandhi’s movement which was spurred
by British imperialism.
The colonization of Africa and India benefited the British Empire,
however, these colonies paid a huge price by sacrificing their native
lands, labor, and natural resources. The extent to which this policy of
imperialism shaped these nations for good or bad varies depending on
the perspective considered. Clearly, there were both positive and
negative outcomes of these interactions.
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Anchor Level 4-B
The response:
• Develops all aspects of the task but does so somewhat unevenly by discussing the effects of
British imperialism in India and Africa more thoroughly than the reasons for British
imperialism in India and Africa.
• Is both descriptive and analytical (since Africa had many natural resources, European
countries carved up the continent; some British claimed it was the “White Man’s Burden” to
civilize the people of Africa; racism has had a lasting impact on the development of Africa;
Britain was interested in meeting its economic and political needs, not in meeting the African
needs as the Africans saw them; African countries struggled as they gained independence;
India’s location and ports supported British trade; Sepoy mutiny occurred when British
offended Indian religious beliefs; taxes imposed on Indian people to pay for British
programs, dependency on cash crops by the British led to widespread food shortages in India
and starvation for many people; British imperialism spurred Indian independence movement)
• Supports the theme with relevant facts, examples, and details (mother country; Jewel in the
Crown; Berlin Conference; Social Darwinism; increased literacy rates; construction of roads;
improved methods of communication; Indian independence in 1947; Gandhi)
• Demonstrates a logical and clear plan of organization; includes an introduction and a
conclusion that are beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 4. The strength of the response is in
the use of analysis to highlight similarities between British imperialism in India and in Africa.
Reasons for British imperialism as well as negative and positive effects are provided for both
regions, demonstrating a good understanding of the task.
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Anchor Paper – Thematic Essay—Level 4 – C
Since 1500, countries such as Portugal, Spain, Great Britain and
France have pursued the policy of expansion known as Imperialism.
Imperialism was a policy countries used to expand their lands overseas.
One country that pursued the policy of imperialism was Great Britain.
Britain competed for colonies along with other European powers. Its
impact on those it ruled can vary depending on the point of view
considered.
British imperialism benefitted the empire throughout much of its
history. Two regions Britain sought to imperialize were Africa and
India. Great Britain obtained many natural resources from Africa.
Britain took the raw materials required to support their growing
factories. Britain tried to westernize Africa by imposing English
education and values on the native African populations. Western
political ideas, technological innovations, and Christian teachings
were established within their colonies. African practices, such as
polygamy, were outlawed. British values replaced indigenous
traditions. Imperialism helped Britain open new markets and increase
trade in their African colonies.
Many of India’s natural resources were exploited solely for the benefit
of Great Britain. British manufactured goods replaced the locally
produced goods resulting in Indians losing their jobs and livelihood.
On Indian farms, Indians were persuaded to grow cash crops instead
of food crops leading to poverty and famine. Indian rights were
sometimes violated. Indians were often treated as inferiors and employed
as servants. Many high-level jobs went to the British causing the
Indians to lack experience when they gained independence. In India,
the British often used colonial people to supplement their military forces.
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Anchor Paper – Thematic Essay—Level 4 – C
From the perspective of the Indian people, many aspects of imperialism
were harmful to their culture and society.
From the British viewpoint, the Indian and African colonies
benefited from Great Britain’s policy of imperialism. Improved
irrigation systems helped farming, many roads and railroads were
built to help link parts of India and Africa, and telegraphs and postal
systems were instituted to help people communicate. Many British
schools offered Education to the native people, although learning was
based on a Western model.
Imperialism thrived for decades, largely assisting empires in
acquiring wealth and power. Britain also used its colonies to increase
its power and security, until after World War II when economic
pressure forced Great Britain to grant independence to most of its
colonies. Still, many newly independent nations were left in a state
of underdevelopment. The effects of British policy have created problems
for all parties involved.
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Anchor Level 4-C
The response:
• Develops all aspects of the task but does so somewhat unevenly by discussing the effects of
British imperialism on Africa and India more thoroughly than the reasons Britain engaged in
imperialism in these regions
• Is both descriptive and analytical (Britain competed for colonies along with other European
powers; took raw materials to support growing factories; Britain tried to westernize Africa
with English education and values; British values replaced indigenous traditions; imperialism
helped open new markets and increased trade in African colonies; India’s natural resources
exploited for benefit of Great Britain; British manufactured goods replaced locally produced
goods, resulting in loss of jobs; Indians persuaded to grow primarily cash crops, leading to
poverty and famine; Indian rights were sometimes violated; Indians treated as inferiors; highlevel jobs went to British, causing Indians to lack experience when they gained
independence; colonial people used to supplement military forces; British schools offered
education based on a Western model)
• Supports the theme with relevant facts, examples, and details (Christian teachings;
polygamy; employed as servants; improved irrigation; railroads; telegraph; postal systems;
underdevelopment)
• Demonstrates a logical and clear plan of organization; includes an introduction and a
conclusion that are slightly beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 4. The response weaves reasons for
British imperialism into the discussion of the effects of imperialism, demonstrating an
understanding of the task. Further elaboration on information introduced would have
strengthened the response.
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Vol. 1
Anchor Paper – Thematic Essay—Level 3 – A
Industrialization caused many nations to engage in a policy of
imperialism to obtain natural resources. One country that engaged in
imperialism was Japan during the late 1800s and in the 1900s. After
the Meiji restoration in the 1930s and early 1940s, Japan conquered
much of East and South East Asia, primarily for resources to fuel
their industrial growth and to unify Asians.
Japan remained mostly isolated throughout the Tokugawa Shogunate
to prevent outside influence. During the 1800s, the United States forced
Japan to open its ports and to begin trading with the outside world.
Japan realized how far they were behind the other countries in terms of
advanced technology. Japan started to modernize and industrialize.
However, due to the limited natural resources and the limited amount
of arable land Japan had, they decided to conquer other countries for
their needs. One example is Japan’s takeover of Manchuria and China.
Manchuria was well known for the amount of natural resources it had
and since Japan was lacking resources, they invaded Manchuria and
claimed its resources for Japanese industry. A second reason for Japanese
imperialism was a combination of extreme nationalism and militarism.
The Japanese viewed themselves as the leader of Asia
As a result of the meiji Restoration and engaging in imperialism,
Japan started to emerge as a powerful country. They won conflicts with
China and Russia, demonstrating their growing strength. However, these
victories worried European powers. Japan expanded again in the 1930s
and early 1940s, conquering most of East and Southeast Asia.
The resources they gained from colonizing led them to increase their
industrial production, improve their technology and increase their
military power. However, the people they conquered experienced negative
results. Japan had become more aggressive, often violating the basic
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Anchor Paper – Thematic Essay—Level 3 – A
human rights of the people they conquered. One example was in China.
When the Japanese troops entered China, they were responsible for
committing many atrocities. During the “Rape of Nanjing” Japanese
troops stormed the city and its surrounding villages, killing, beating,
and raping many women. Homes and lands were destroyed. When
the U.S. saw Japan expanding so rapidly, they took steps to cut off
trade in certain resources to Japan. However, this did not stop Japanese
leaders and they continued to be militaristic and aggressive in their
foreign policy. This eventually led to the attack on Pearl harbor which
soon led both countries into war.
Since 1500, countries tried to expand using a policy of imperialism.
The effects of the policy can be viewed from different perspectives. One
country that engaged in imperialism was Japan. Japan conquered most of
East and Southeast Asia because they needed the resources to modernize
and industrialize. However, their aggression and tactics especially in
the 1930s and 1940s soon led them into wars with other nations.
Anchor Level 3-A
The response:
• Develops all aspects of the task in some depth by discussing Japanese imperialism
• Is more descriptive than analytical (Japan conquered much of East and Southeast Asia for
resources to fuel industrial growth; Japan had limited natural resources and arable land;
victories in conflicts with China and Russia demonstrated the growing strength of Japan;
Japanese victories worried European powers; Japan had become more aggressive often
violating the human rights of those they conquered; Japanese troops were responsible for
committing many atrocities; United States took steps to cut off trade in certain resources to
Japan; Japanese militarism and aggression soon led to war)
• Includes some relevant facts, examples, and details (Meiji Restoration; Manchuria; Rape of
Nanjing; homes and lands destroyed; Pearl Harbor)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion
that are slightly beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 3. The response uses accurate
information and limited analysis to demonstrate an understanding of Japanese imperialism.
Further development of the role extreme nationalism and militarism played in Japanese
imperialism would have strengthened the response.
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Anchor Paper – Thematic Essay—Level 3 – B
One country that has pursued imperialism globally was Great
Britain. It has caused many effects on many countries in the world
that are still evident today. These effects have been both positive and
negative dependent upon the perspective. One area which Britain has
effected through imperialism was Africa.
Africa is home to many different cultures, peoples, and languages.
As a result of many years of experiencing imperialism, Africa has
also been introduced to many foreign ideas, customs and beliefs.
Great Britain has had a great influence in this cultural diffusion.
One way Britain has influenced Africa is through religion. Before
the late 1800s, Africans practiced Islam or local religions based on
Animism. However, during the late 1800s, British Christian missionaries
came to places in Africa like Nigeria to introduce their religion to
the local people. To some, this effect has been negative on Africa,
tearing apart cultures. Today, Christianity is a major religion in
Africa as a result of this.
Another way Great Britain has had a lasting effect on Africa
through imperialism is through the placement of artifical borders in
Africa. In the late 1800’s, the Berlin Conference in Europe gave Britian
and other European countries control over certain areas in Africa. This
conference placed artifical borders in Africa often ignoring important
native tribal boundaries and disrupting the lives of the Africans.
These effects are still evident today as many countries continue to
deal with ethnic conflict and tribal warfare.
One major reason why Great Britain engaged in imperialism in
Africa was because of its abundance of resources such as minerals,
ores, spices, plants & animals, etc. Britain used resources gained in
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Anchor Paper – Thematic Essay—Level 3 – B
Africa to produce industrial goods and make profits. This depleted
Africa of natural resources, while benefitting Britain.
Britain displayed its interest in Social Darwinism especially in
this situation. Social Darwinism is based on the idea that certain nations
have emerged as more powerful than others based on the scientific
theory of “survival of the fittest.” The British believed they had the moral
duty to civilize the natives in Africa. The British saw themselves as
providing assistance to the natives they colonized. However, their actions
often negatively impacted Africa’s peoples and cultures. Britain’s
influence in Africa will take life times to wear off.
Despite this negative impact, some British contributions to Africa
could be seen by some as beneficial. Along with Christian missionaries,
Britain brought over higher education to Africa, improving its literacy
rate. Britain also brought improved medicine and practices to Africa
improving its life expectancy rate. Last but not least, Britain provided
new jobs for Africans and trained them in certain areas. However,
some Africans saw this as exploitation.
It is truly evident that Britain left a mark on Africa through
imperialism. Many of these effects can still be seen today in Africa
and across the world. Though many of the effects Great Britain caused
were negative, Africa has gained many things from experiencing
imperialism.
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Anchor Level 3-B
The response:
• Develops all aspects of the task with little depth by discussing British imperialism in Africa
• Is more descriptive than analytical (Africa is home to many different cultures, peoples, and
languages; imperialism has introduced many foreign ideas, customs, and beliefs to Africa;
British Christian missionaries introduced their religion, tearing apart Africa’s cultures; today
Christianity is a major religion in Africa; Berlin Conference placed artificial borders in
Africa, ignoring tribal boundaries; many countries continue to deal with ethnic conflict and
tribal warfare; British imperialism in Africa was because of the abundance of natural
resources; Britain used resources to produce industrial goods and make profits; British
believed they had a moral duty to civilize natives in Africa)
• Includes some relevant facts, examples, and details (Islam; cultural diffusion; animism;
Nigeria; minerals, ores, spices, plants; Social Darwinism; survival of the fittest; improved
literacy rate, medicine and practices, life expectancy; exploitation)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion
that are slightly beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 3. The response focuses on the
effects of British imperialism on traditional African cultures, incorporating isolated analysis.
Although reasons the British engaged in imperialism are provided, they are less developed.
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Anchor Paper – Thematic Essay—Level 3 – C
Imperialism is when a larger more dominant country takes control
over a smaller country or area often for there raw materials & resources.
Many countries since the 1500’s have tried to imperialise & expand
there rule. Some countries that are known for pursueing the policy
of expansion know as imperialism are Spain, Great Britain, and
France etc. The nation that had the strongest impact on its colonies was
Great Britain.
Great Britain was a very powerful country and therefore tried to
continually expand its rule and often had the ability to do so. It
imperialised India & parts of Africa along with other countries.
Great Britain wanted to control India because of their raw materials
such as spices and cotton. They also took control of India and created
armies out of the native people. This had negative effects on the people &
their culture because they were forced to go against their beliefs. For
example, the Indian soldiers had to use gun cartridges that were greased
with animal fat & they had to use their mouths to rip them open. This
went against their religious beliefs. Overall, Great Britain had
a negative effect on India.
Another place that Great Britain colonized was Africa. They wanted
huge amounts of land which was often rich with resources like gold
and diamonds. In the 19th century, many European countries sent
representatives to the Berlin Conference to discuss the way Africa
would be “divided.” African people did not have a voice in how new
boundaries were established. Britain claimed large amounts of land as
a result of this meeting, mostly in eastern Africa where they continued
to influence trade. Britain often turned tribes against each other and
forced Africans to do hard labour. Although many Africans suffered,
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Anchor Paper – Thematic Essay—Level 3 – C
some good things that came with British imperialism were
modernization & improvements in education. Africans were also
converted to Christanity. Some people may view this as a positive
outcome and others will view it as a negative.
British imperialism has effected countries all over the world. Even
though imperialism effeted a lot of places negatively, some good
came out of it too. Without imperialism, these regions would be a lot
different today.
Anchor Level 3-C
The response:
• Develops all aspects of the task with little depth by discussing British imperialism in India
and Africa
• Is more descriptive than analytical (Great Britain wanted to control India because of their raw
materials; Indian people forced to go against their religious beliefs; Britain wanted land and
resources of Africa; many European countries discussed how Africa was to be divided;
African people had no voice in new boundaries; Britain turned tribes against each other and
forced Africans to do hard labor; British imperialism in Africa included modernization and
improvements in education; Africans converted to Christianity)
• Includes some relevant facts, examples, and details (spices and cotton; gold and diamonds;
gun cartridges greased with animal fat; Berlin Conference; eastern Africa; trade)
• Demonstrates a satisfactory plan of organization; includes an introduction that is slightly
beyond a restatement of the theme and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 3. Although focused on the task, the
response consists of generalizations and overgeneralizations. A lack of development regarding
the reasons and effects of British imperialism weakens the response.
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Anchor Paper – Thematic Essay—Level 2 – A
Since 1500, countries have persued a policy of expansion known as
Imperialism. Imperialism is when a stronger nation dominates a
weeker nation for political, economic and social reasons. The effects of
this policy can be viewed from diffrent perspectives. The Spanish have
engaged in Imperialism many times in the past.
The Spanish engaged in imperialism in the latin Americas. They
started this because the Latin American Indians had many precious
metals like gold and silver. The Spanish realized this when Christopher
Columbus landed in present day Dominican Republic and Haiti. He
saw all the gold they had and told the spanish government. They were
also envolved to use the Indians as slaves and force them to work on
Plantations and factories for them. The grew their crops and make
some of their goods in these countries. They mainly Imperialized
Central and south America to gain money.
There were many huge effects this had on the Natives of these
countries. By coming to the Americas the Europeans brought diseases
which what out cities at a time. They also worked many of them to
dealth or just killed them while taking over. The Spanish abused many
of the Indians. This caused a major decline in their population. The
Indians today still don’t have their own homeland. They are
Independent but they will never get back their aztec or ancestors cities
that were destroyed. This also had a major effect on the culture of these
countries. Most of latin and South Americans speak spanish not what
the Indians use to speak. Very little of the people in these countries
even celebrate indian Festivals and cultural events. Many of the old
Indian cities were destroyed and even some built on top of covering up
their Art and architetore. Many of the indians don’t celebrate their
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Anchor Paper – Thematic Essay—Level 2 – A
past religious beliefs as well. Some are illegal but most of the Latin
Americans are Christian because they were forced to by the Spanish.
The Spanish are one of many nations to practice imperialism.
Imperialism has a huge effect on the nations being conquered. The
Spanish left many huge Impacts on the Latin and South American
countries and cultures. They changed the way of life for many people.
Anchor Level 2-A
The response:
• Minimally develops all aspects of the task by discussing the effects of Spanish imperialism in
Latin and South America
• Is primarily descriptive (Latin American Indians had many precious metals like gold and
silver; Spanish used the Indians as slaves and forced them to work on plantations and in
factories; Europeans brought diseases which wiped out cities; they will never get back their
Aztec or ancestor’s cities that were destroyed); includes faulty analysis (when Christopher
Columbus landed in present day Dominican Republic and Haiti, he saw all the gold they had)
• Includes very few relevant facts, examples, and details (imperialized to gain money; Latin
Americans speak Spanish; Christian because they were forced to by the Spanish)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that
restates the theme
Conclusion: Overall, the response fits the criteria for Level 2. Although the reasons for
imperialism are weakly developed, several relevant details are included in the discussion of the
negative effects of Spanish imperialism, demonstrating a basic understanding of the task.
However, the repetition of facts and ideas weakens the response.
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Anchor Paper – Thematic Essay—Level 2 – B
Imperialism has been used as a factor for many countries to
impliment their traditions, culture, & customs to increase trade within
their empire. Other reasons which Great Britain used Imperialism was
to expand their empire. This new thought of imperialism brought upon
in Great Britain effected regions of India & China. Imperialism was
used to increase trade, spread & contributed toward cultural diffusion.
Great Britain is a perfect example of imperialism because in China
during the Opium War, Great Britain controled the trade between them.
The reason for the Opium War was because China didn’t want Britain
selling Opium to them, but obviously Britain refused. The reason for
this was that the Chiense were getting too addicted to opium & their
“bank” account was dwindling down. Since silver was an important
currency at that time, Britain said no. After the war, Britain gained
a huge sphere of influence in which British gained a extraterritoriality
policy in the Treaty of Nanjing.
Britain also had a huge Imperalistic effect in India too. In the time
of the British East India Company, Britain imposed a new form of
government in which was a twin of Parliament back in Britain. This
government was a reason for taking over in India; it provided a broader
spectrum for India. This is what Britain thought of this. This reason
for imperialism was to establish their government on other countries.
In the view of the people being imperialised on, it might’ve not been
fair. Back to India, when the British imposed their government on
the Indians, they didn’t included a Indian representative for India. So,
it ment that India was being govern by British men not Indian men.
This of course looked horrible & made the Indians feel powerless. Same
country; when the English government implimented that the cartages
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be greased with pig fat, this was a huge insult to the Muslims especially.
The Sepoy War was a rebuttal towards this implementation.
Overall, the imperialistic power of Great Britain mostly benirefited
the British & imposed “horrific” rule on thosed being imperialized on.
The British implimented the use of Imperialism to increase trade &
established other forms of government on foreign countries.
Anchor Level 2-B
The response:
• Minimally develops all aspects of the task by discussing British imperialism in China and
India
• Is primarily descriptive (imperialism was used by Britain to expand their empire; imperialism
was used to increase trade; Britain sold opium to China; British gained a sphere of influence
after the war; India was being governed by British men, not Indian men; Indians felt
powerless; Muslim soldiers insulted by cartridges greased with pig fat); includes weak
application (Chinese were getting addicted to opium and their bank account was dwindling
down)
• Includes few relevant facts, examples, and details (cultural diffusion; Opium War; silver;
British East India Company; Sepoy War); includes several inaccuracies (Great Britain
controlled trade between China and them during the Opium War; British gained an
extraterritoriality policy in the Treaty of Nanjing; Britain imposed a new form of government
in India)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that
are slightly beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 2. The response demonstrates a
limited understanding of the reasons for and the effects of British imperialism. However, a lack
of chronology and development weakens the response.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 1
Anchor Paper – Thematic Essay—Level 2 – C
Since 1500, countries have pursued a policy of expansion know as
imperialism for a variety of reasons. The effects of this policy can be
viewed from different perspectives. Many countries don’t believe
imperialism is an effective way of expansion because of issues and
problems it can lead to. Then on the other hand, many countries use
imperialism for the own countries gain.
One country that engaged in imperialism since 1500 is Japan.
Japan engaged in imperialism for the country’s benefit. Since Japan
was an isolated country and was surrounded by bodies of water, they
didn’t maintain a lot of raw materials. They used imperialism to
control and take over other countries so that they could maintain
more raw materials. Japan extended its territory during World War 2
by engaging in imperialism.
Japan was not a very industrialized country, which means that
they needed to take over other countries to gain raw materials to help
them industrialize fast. When imperialism was engaged in Japan, its
people benefitted. I would say that they benefited because with the gain
of raw materials, they probably struggled less with the need of food,
homes, and jobs. On the other hand, I believe that the society that was
taken over by Japan did not benefit. They would have had a loss in raw
materials, making low production, which means less money for the
economy and people lost their job. Another downfall for the society that
was taken over was that they were not an independent society no
more, someone was ruling them and they weren’t able to take charge.
Japan benefited from the use of imperialism. They gained land,
which meant more territories, they gained raw materials, which meant
that there was a high production rate, which also means there was a gain
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 1
Anchor Paper – Thematic Essay—Level 2 – C
in money and jobs. With more jobs, the lower class rate decrease as
people and the economy got wealthier. The conqueror, Japan, benefited
a lot when engaging with imperialism.
In conclusion, imperialism in Japan had both great and effects on
its society and the societies they took over. Japan engaged in
imperialism for its own personal gain, such as increase in territory
and raw materials for industrialization.
Anchor Level 2-C
The response:
• Minimally develops all aspects of the task by discussing Japanese imperialism
• Is primarily descriptive (used imperialism to take over other countries; Japan needed raw
materials to industrialize; society taken over lost independence; Japan gained money and
jobs); includes faulty analysis and weak application (since Japan was an isolated country and
surrounded by water, it did not maintain a lot of raw materials; society taken over had a loss
in raw materials making low production which means less money for the economy and job
loss)
• Includes few relevant facts, examples, and details (World War II; increase in territory)
• Demonstrates a general plan of organization; lacks focus; contains an introduction and
conclusion that are slightly beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 2. The treatment of Japanese
imperialism is comprised of generalizations woven into a narrative that outlines the topic, but
lacks details and development such as chronological references. Faulty conclusions further
weaken this response.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 1
Anchor Paper – Thematic Essay—Level 1 – A
Since the 1500s countries have pursued a policy which dealt with
expansion called imperialism. These countries had a variety of reasons
to try and expand. The different effects of Imperialism are seen
differently depending on which point of view you look at it with.
South America was imperialized by both the Spanish and Portugese.
For the people who are imperializing a nation it is very beneficial, they
are able to get natural resources and money. The nation that is getting
imperialized often does not benefit. Most often the nations getting
imperialized are taken advantage of. When the Nation has been
imperialized and they are working often times they are working long
and hard and not being fairly paid.
The country that is doing the imperializing is often on the better
end. They get to exploit the Nation that they have expanded to. A lot of
times they use the natural resources from the nation they imperialized
to make products for themselves.
The Nation that has been taken over more times than not are on
the bad end of the deal. They get paid low wages for long hours of hard
work. Often times the Religion of their mother country is forced upon
them. They have no choice but to begin to follow the religion they are
told, or else they are punished. Even though they may not like the way
their lives are being changed they have to learn to deal with it.
Thinking about revolting is not an option for them because they do
not want to be punished by military force
Needless to say you would not want to be the country or nation
being imperialized.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 1
Anchor Level 1-A
The response:
• Minimally develops some aspects of the task by mentioning reasons for and discussing
effects of imperialism from different viewpoints
• Is descriptive (South America was imperialized by the Spanish and Portuguese; nations that
are imperialized are taken advantage of; imperializing nations use natural resources from
imperialized nations to make products for themselves; religion of mother country forced on
them)
• Includes few relevant facts, examples, or details (paid low wages for long hours of hard
work; can be punished by military force)
• Demonstrates a general plan of organization; includes an introduction that is a restatement of
the theme and a very brief conclusion
Conclusion: Overall, the response fits the criteria for Level 1. The response mentions a reason
for imperialism. Details about the effects of imperialism on South America are not well
developed; however, they demonstrate a limited understanding of the task.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 1
Anchor Paper – Thematic Essay—Level 1 – B
Since 1500, countries including Japan have adopted an economic
policy of imperialism. The effects can either be short-term or long term
depending. Japan can be consider one of the best examples of an
imperialist nation.
There are several things that caused Japan to become an imperialist
nation. It was mainly due to the fact that Japan did and does lack
natural resources. Japan is an archipelago an it has a very mountainous
terrain, which wasn’t good for agriculture. And, unlike the middle east
or England there weren’t large deposit of oil, iron or coal. After a 200 year
period of isolation know as the Tokgaw a shogunate Japanese leaders
realized that they should import the raw materials necessary.
Imperialism was very apealing because it was a cost effective way of
gaining the natural resources that Japan lacked.
The period in which Japan practiced imperialism is now known as
the Meiji Restoration. During this time as well as being an imperial
nation Japan modernized and improved its military. There are various
was that one can say imperialism effected Japan depending on their
perspective. For example, one of the most lasting effects was cultural
diffusion. Japan’s culture would be most similar to China, North
Korea, and South Korea. These countries, even to this day have similar
languages and writing systems. Another effect of imperialism in
regards Japan was that, it gave their economy an opportunity to grow
to become what it is today. Today, Japan is one of the most advanced
countries with a very stable economy.
In conclusion, Japan was influenced by imperialism in several
ways. It allowed the economy to flourish even though they lacked
many natural resources. And, it increased cultural diffusion between
Japan and its neighboring countries.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 1
Anchor Level 1-B
The response:
• Minimally develops some aspects of the task by discussing the reasons for Japanese
imperialism
• Is descriptive (Japan lacks natural resources; Japan is mountainous, which was not good for
agriculture; Japan modernized and improved its military; gave Japan’s economy an
opportunity to grow); includes faulty analysis (imperialism was appealing because it was a
cost-effective way of gaining natural resources; one of the lasting effects was cultural
diffusion; Japan’s culture would be most similar to China, North Korea, and South Korea)
• Includes few relevant facts, examples, or details (Tokugawa shogunate; Meiji Restoration;
oil, iron, and coal; archipelago)
• Demonstrates a general plan of organization; does not clearly identify which aspect of the
task is being addressed; includes an introduction and a conclusion that restate the theme
Conclusion: Overall, the response fits the criteria for Level 1. The response shows some
understanding of the task and provides some development of the reasons for Japanese
imperialism. However, the discussion of the effects of imperialism is faulty.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 1
Thematic Essay—Practice Paper – A
Ever since the 1500s, countries have expanded for many reasons,
some with the goal to be more powerful and some to gain resources. This
expansion is known as imperialism. The effects could be seen as
positive or negative from different perspectives.
One country that engaged in imperialism was Spain. The Age of
Exploration resulted in Spanish exploration and “discovery” of the
Americas. Conquistadors Cortez and Pizarro were motivated to locate
and exploit vast deposits of gold and silver. This led to an increase in
European wealth at the expense of the native population. Later, Spain
established a plantation economy in the Americas growing crops like
sugar. The relationship between the mother country and colonies
supported Spain’s economic policy of mercantilism.
The people living in the Americas were greatly effected by
imperialism. They thought it was unfair how the Spanish had imposed
their Christian religion, language and ways of life in the Americas.
Later, when the American and French Revolutions occurred, the people
of Latin America saw an example of others revolting against their
colonial rulers. The people of the Americas began to do the same,
organizing revolts against the Spanish. One famous leader of Latin
American independence movement was Simon Bolivar who led
a revolution helping to end Spanish rule.
Clearly, imperialism benefits the mother country often at the expense
of the colonized. In this case the Spanish exploited the resources and
people of the Americas. The effects of this relationship ultimately
resulted in revolution. Spanish influence has stayed important in
the Americas for a long time.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 1
Thematic Essay—Practice Paper – B
Imperialism can be connected in many ways to industrialization
and nationalism. Though mother-countries often times benefitted
economically, the effects on the nations colonized could be viewed as
both positive and negative. Many European nations were involved with
this Policy of expansion such as Great Britain, France, Spain, Italy
and Portugal. Of all these nations, Great Britain was dominant at
this European competition.
Great Britain was involved in a rapid period of colonization which
left them in control of the largest empire in history. They controlled many
regions of the world including much of Africa, the subcontinent of
India, and extensive lands in the Americas. The motivations driving
the expansion of England included, the need for raw materials as well
as the desire to outpace international competition for colonial growth.
With the Industrial Revolution in its prime, Great Britain saw the need
for increased raw materials from other nations as well as markets to sell
the goods it produced to increase the wealth of their nation. Technological
innovations such as the steam engine, factory system, and railroads
further contributed to the demand for raw materials. Some of these
advancements provided methods of transportation to ship these resources
to coastal ports. Great Britain took many raw materials from Africa
such as diamonds and Gold. Another reason Great Britain engaged
in imperialism was for the power and the glory that it desired on
the international stage. Britain justified this policy through Social
Darwinism. This idea promoted imperialism because it claimed that
stronger nations were meant to take over weaker ones based on an
argument of “survival of the fittest”. England expanded its empire for
military and naval bases which was part of the competition among
European nations.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 1
Thematic Essay—Practice Paper – B
One effect of Imperialism on Great Britain was that there economy
flourished. They became prosperous from exporting manufactured Goods
to their colonies. They placed taxes on these products which increased
revenues.
One of many nations Great Britain had an impact on was India.
From a British perspective, they helped India become more western and
technologically advanced. A negative effect on the people of India was
that Britain established a money economy which took away many
jobs and the Indian economy suffered as a result. In addition, Britain
replaced Indian traditional goods with there own manufactured goods,
this along with imposed taxes further damaged the Indian economy.
While there were some technological improvements and beneficial ideals
brought to the subcontinent, there were also many ways imperialism
harmed India.
Imperialism for Great Britain allowed the empire to grow far beyond
its borders. This policy of expansion caused cultural diffusion in
many colonies. Great Britain grew and became one of the worlds most
Industrialized and successful empires. Unfortunately, for those who
were colonized, imperialism left its mark on their cultures and lands.
It was both a blessing and a curse.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 1
Thematic Essay—Practice Paper – C
Since the 1500s, many countries have expanded past their borders.
These countries used imperialism to take over other countries so that
they could have them under their control. There are many reasons that
a country would want to follow a policy of imperialism. Some reasons
would include power, increased trade, and the desire for natural resources.
The effects of imperialism can be viewed as both negative and positive
depending on what perspective one looks at it from. One nation that
championed imperialism was England. It was said that the sun never
set on the British empire, as Great Britain had established colonies all
around the world. Great Britain had expanded to India, Hong Kong,
the Americas, and parts of Africa. They used imperialism to expand
their profits and power and to build an empire.
Great Britain had imperialized parts of India because India had
many natural resources, including cotton, diamonds, and spices. In
1750, the British industrial revolution increased the demand for more
natural resources. India provided raw materials to Great Britain. In
exchange, Great Britain would export manufactured goods to new
markets in India for a profit. England also expanded its empire into
places such as Hong Kong, a strategic location, which allowed them to
trade more in East Asia. By expanding into Hong Kong, England
had better access to the markets in China and Japan. England also
colonized some parts of Africa during a period known as the Scramble
for Africa. By doing this, England gained many new natural resources
and exploited indigeous people for cheap labor. This helped England’s
industries increase profits and production. In previous centuries,
England expanded into the Americas building a North American
colonial empire. England sought a favorable balance of trade with
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 1
Thematic Essay—Practice Paper – C
its policies toward its colonies in the Americas. The era of mercantilism
led to British profits based in part on the triangular trade which
included the trans-Atlantic slave trade. Building wealth through both
trade and exploitation was a cornerstone of British imperialism.
In India, many people viewed imperialism as a negative influence
on their lives. The people of India said it was unfair to have to send
their raw materials to England only to be forced to purchase British
finished products, which sold for less than the Indian ones. Instead
Indians wanted to rebuild and develop their own industries. As a result,
Ghandi led a nonviolent campaign in hopes of achieving Indian
independence from England. Using civil-disobedience, Indians engaged
in boycotting British goods and held events like the Salt March. Gandhi
called on Indians to weave their own cloth and restore their traditional
crafts. Eventually, India was able to achieve her independence by
utilizing Gandhi’s methods. The people of India resented Imperialism
because it destroyed their traditional economy and limited their
political freedoms.
The expansion of England into Africa was also seen as negative
from the perspective of the Africans. The Africans had their own tribal
cultures and England attempted to replace them with English culture.
Africans receiving an English education were forced to give up their
tribal customs and beliefs, and instead adopt western ways.
Eventually, England was forced to give their African colonies
independence, but the effects of imperialism would plague Africa for
years to come. African leaders had limited experience running modern
countries because their economies and governments had been
controlled by England for such a long time. Great Britain’s failure to
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Vol. 1
Thematic Essay—Practice Paper – C
consider tribal boundaries and cultural differences when they were
establishing colonies resulted in ethnic conflicts. Ethnic groups were
often split into different countries and sometimes enemies found
themselves inside the same country. Because of this, nationalism has
been hard to build in these independent African countries. Conflicts
in places like Nigeria have led to wars and bloodshed. The British
imperial legacy continues to have an impact on Africa.
England expanded its empire to become one of the largest in history.
The sun never did truly set on the British empire. Like many other
countries, England engaged in Imperialism for power, natural resources,
trade and sources of labor. For the people who were colonized, imperialism
was seen as a destructive policy. Yet, for Britain, Imperialism was
the method by which it acquired huge profits and international power.
The effects of imperialism change depending on what perspective one
views imperialism through.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 1
Thematic Essay—Practice Paper – D
Since 1500, countries have pursued a policy of expansionism
known as imperialism for a variety of reasons. The effects of this
policy can be viewed from different perspectives. All over the world,
there are nations who engaged in Imperialism or nations who were
affected by it.
One nation who engaged in imperialism was England. England was
a region who tried to take over parts of Africa, especially the South.
England wanted Africas diamonds, Gold, and rubber. By over-powering
South Africa, and exploiting their goods. Great Britain became a very
powerful nation.
South Africa was not pleased by the way they were being treated.
Africa also did not have any other choice then to let Great Britain take
full advantage of their treasures. Africa was always known as
the “dark continent,” but ever since Britain exploited it, much of our
goods, such as diamonds and gold are from Africa.
Although the Africans were abused, they were still a big impact on
the global economy, even today.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 1
Thematic Essay—Practice Paper – E
Imperialism is the policy of one country often with a strong
economy taking over a weaker country, many times to obtain their
resources. For example, Great Britain engaged in imperialism by
claiming large areas of Africa after the Berlin Conference. Due to
Great Britain’s use of imperialism, the colonies under British control
in Africa experienced many long lasting negative effects.
In the 1700s, the Industrial Revolution began in Britain. This helped
the British become a world powerhouse in terms of economic strength.
This was a time when many factories were built and many people
moved to cities. As the British grew stronger, they started engaging in
imperialism in order to obtain more resources and markets for their
growing economy. The British had the desire to expand their empire
around the world often in search of resources that the British could use
to benefit themselves. They could also use the civilians in these areas
to work for them at very low wages. One area in particular where there
was a lot of British influence was in Africa. Many of the other European
countries competed for colonies in Africa, including Belgium, France,
Portugal, Spain, Germany, and Italy. These countries feared Africa
would be carved up before they got a piece of it. As a result, Germany’s
Bismarck’s hosted a meeting to discuss the ground rules for dividing
up Africa. Yet, there was one voice missing from this discussion,
the African one. This land in Africa was split in a peaceful manner,
however, there was African resistance. Each European country exploited
resources in the territories they controlled. Although, the European
countries benefitted from imperialism, the African colonies did not.
As a result of the British control in Africa, newly independent
African countries were left with very poor economies and weak and
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Vol. 1
Thematic Essay—Practice Paper – E
inexperienced governments. During the times of the British involvement
in Africa, Africans were treated horribly. There were strict requirements
and harsh racist laws backed by severe punishments. Many Africans
died as a result of the British involvement in Africa. The British policies
in Africa reflected an interest in benefitting themselves. Africans were
forced to work in mines and in fields under dangerous conditions, and
faced limited access to British education and high-level government
positions. After independence, many countries in Africa of the continent
were poor and had corrupt governments. Still today Africa is feeling
the effects of the imperialsm as it is home to some of the weakest
economies in the world. Ethnic boundaries were largely ignored when
the British and other European countries carved the continent, which
led to conflict after independence. Consequently, some African groups
went to war with one another, in some cases leading to genocide. There
were multiple negative effects because of European imperialism.
Due to Great Britain’s imperialism in Africa, colonies under
British control had many long lasting negative effects. Although
Africa contains many 3rd world countries, the question still lingers.
Would Africa be as poor as it is today if imperialism hadn’t occured?
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 1
Practice Paper A—Score Level 3
The response:
• Develops all aspects of the task with little depth by discussing Spanish imperialism in the
Americas
• Is more descriptive than analytical (Age of Exploration resulted in Spanish “discovery” of
the Americas; conquistadors motivated to locate and exploit deposits of gold and silver; led
to an increase in European wealth at the expense of the native population; Spain established
plantation economy in the Americas; relationship between the mother country and colonies
supported Spanish economic policy; people thought the imposition of Spanish religion,
language and way of life was unfair; Spanish influence has stayed important in the Americas
for a long time)
• Includes some relevant facts, examples, and details (Cortez; Pizarro; gold and silver; sugar;
mercantilism; Christian religion; Simón Bolívar; Latin American independence )
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion
that are slightly beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 3. The response demonstrates an
understanding of Spanish imperialism in the Americas by mentioning a reason for Spanish
imperialism and stating its effects on both the Spanish and the natives. The inclusion of
additional facts and details would have strengthened the response.
Practice Paper B—Score Level 4
The response:
• Develops all aspects of the task but does so somewhat unevenly by discussing the reasons for
British imperialism in Africa and India more thoroughly than the effects of British
imperialism
• Is both descriptive and analytical (imperialism can be connected to nationalism and
industrialization; Great Britain controlled largest empire in history; motivation included need
for raw materials and desire to outpace international competition for colonial growth;
technological innovations contributed to the demand for raw materials; desire for power and
glory on international stage; justified imperialism through Social Darwinism; expanded
empire for naval and military bases; British economy prospered by exporting manufactured
goods to colonies; India became more technologically advanced; established a money
economy which took away many jobs and the Indian economy suffered)
• Supports the theme with relevant facts, examples, and details (Industrial Revolution; mother
country; steam engine; factory system; railroads; coastal ports; diamonds and gold; survival
of the fittest; taxes)
• Demonstrates a logical and clear plan of organization; includes an introduction and a
conclusion that are somewhat beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 4. The response discusses positive
and negative effects of British imperialism from the British and Indian perspective. Use of some
good analytic statements related to the political and economic reasons for imperialism
demonstrates a good understanding of the task.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 1
Practice Paper C—Score Level 5
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing British
imperialism in India, East Asia, America, and Africa, the reasons Great Britain engaged in
imperialism, and the effects of imperialism from the perspective of the societies taken over
• Is more analytical than descriptive (Industrial Revolution increased the demand for natural
resources in Britain; India provided raw materials and Great Britain exported manufactured
goods for a profit; expansion of British empire into East Asia for better access to markets in
China and Japan; in Africa, England gained natural resources and exploited indigenous
people for cheap labor; England sought a favorable balance of trade in American colonies;
Africans receiving an English education were forced to give up their tribal customs and
beliefs, and adopt western ways; effects of imperialism plagued Africa for years to come;
Africans leaders had limited experience running modern countries; Great Britain’s failure to
consider cultural differences when establishing colonies has resulted in ethnic conflicts in
Africa)
• Richly supports the theme with relevant facts, examples, and details (Sun never set on the
British Empire; cotton, diamonds, and spices from India; Scramble for Africa; mercantilism,
triangular trade, transatlantic slave trade; Gandhi; nonviolent campaign; civil disobedience;
boycott; Salt March)
• Demonstrates a logical and clear plan of organization; includes an introduction and a
conclusion that are beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 5. The discussion of the reasons for
British imperialism addresses a wide variety of regions that were colonized. The response uses
analysis to connect the reasons for the expansion of the British Empire, doing a good job of
demonstrating how British imperialism led to its rise as a world power, but also discussing how
it had long-lasting negative consequences on some of the locations involved. The strength of the
response is in the discussion of the effects of imperialism in India and Africa.
Practice Paper D—Score Level 1
The response:
• Minimally develops all aspects of the task by briefly describing Great Britain’s imperialism
in Africa
• Is primarily descriptive (England tried to take over parts of Africa; Britain exploited the
goods of Africa;); includes faulty application (Africa was always known as the dark
continent but ever since Britain exploited it, much of our goods are from Africa)
• Includes few relevant facts, examples, and details (South Africa; diamonds, gold); includes
some inaccuracies (rubber in South Africa; Africa let Great Britain take full advantage of
their treasures)
• Demonstrates a general plan of organization; lacks focus; includes an introduction that
restates the theme and a very brief conclusion
Conclusion: Overall, the response fits the criteria for Level 1. Although the response briefly
mentions all aspects of the task, the development is minimal. An awareness of relevant
information is evident, but in many instances, application is weak or inaccurate.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 1
Practice Paper E—Score Level 3
The response:
• Develops the task but discusses the reasons Britain engaged in imperialism in Africa less
thoroughly than the effects of imperialism
• Is more descriptive than analytical (imperialism is the policy of a country with a strong
economy taking over a weaker country for resources; Industrial Revolution began in Britain
and helped it become a world powerhouse in terms of economic strength; engaged in
imperialism to obtain resources and markets for their economy; used civilians in these areas
to work for low wages; European countries competed for colonies in Africa; African voice
missing from the discussion; newly independent African countries were left with poor
economies and had corrupt governments; strict requirements and laws in colonies; British
policies reflected interest in benefiting themselves; Africans faced limited access to British
education and high-level government positions; ethnic boundaries were ignored which led to
conflict)
• Includes some relevant facts, examples, and details (Berlin Conference; Belgium, France,
Portugal, Spain, and Italy; Germany’s Bismarck; mines; war; genocide)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion
that are slightly beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 3. The focus of the response is
primarily on the effects of imperialism from an African perspective, demonstrating an
understanding of the task. The response relies on generalizations to discuss reasons for
imperialism and would have benefited from further development.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 1
Global History and Geography Specifications
January 2016
Part I
Multiple Choice Questions by Standard
Standard
1—United States and New York History
2—World History
3—Geography
4—Economics
5—Civics, Citizenship, and Government
Question Numbers
N/A
4, 8, 9, 13, 15, 16, 17, 21, 23, 29, 30, 31, 32,
36, 37, 39, 40, 41, 45, 46, 48, 50
2, 5, 6, 7, 11, 12, 18, 20, 25, 26, 34, 38, 42,
43, 44, 47
1, 10, 14, 19, 27, 28, 33
3, 22, 24, 35, 49
Parts II and III by Theme and Standard
Theme
Thematic Essay
Document-based
Essay
Imperialism
Standards
Standards 2, 3, 4, and 5:
World History; Geography;
Economics; Civics,
Citizenship, and Government
Power; Human Rights; Justice;
Citizenship; Environment and
Society; Political Systems; Conflict;
Diversity; Movement of People and
Goods; Scarcity
Standards 2, 3, 4, and 5:
World History; Geography;
Economics; Civics,
Citizenship, and Government
Scoring information for Part I and Part II is found in Volume 1 of the Rating Guide.
Scoring information for Part III is found in Volume 2 of the Rating Guide.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 1
The Chart for Determining the Final Examination Score for the January 2016
Regents Examination in Global History and Geography 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 Global History and Geography examination must NOT be used to
determine students’ final scores for this administration.
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.
Global Hist. & Geo. Rating Guide – Jan. ’16
[51]
Vol. 1
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
VOLUME
2 2
OF
DBQ
GLOBAL HISTORY AND GEOGRAPHY
Tuesday, January 26, 2016 — 9:15 a.m. to 12:15 p.m., only
RATING GUIDE FOR PART III A
AND PART III B
(DOCUMENT-BASED QUESTION)
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 III A Scaffold (open-ended) questions:
• A question-specific rubric
For Part III B (DBQ) essay:
• A content-specific rubric
• Prescored answer papers. Score levels 5 and 1 have two papers each,
and score levels 4, 3, and 2 have three papers each. They are ordered
by score level from high to low.
• Commentary explaining the specific score awarded to each paper
• Five prescored practice papers
General:
• Test Specifications
• Web addresses for the test-specific conversion chart and teacher
evaluation forms
Mechanics of Rating
The 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 Regents Examination in Global History and Geography and
United States History and Government.
Copyright 2016
The University of the State of New York
THE STATE EDUCATION DEPARTMENT
Albany, New York 12234
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.
Global Hist. & Geo. Rating Guide – Jan. ’16
[2]
Vol. 2
Global History and Geography
Part A Specific Rubric
Document-Based Question
January 2016
Document 1
By 1603, Tokugawa Ieyasu had won the civil war and had become the supreme ruler of Japan, the Shogun.
His successor, Shogun Hidetada, put forth laws for military households. These households included members
of the warrior class: the daimyo, the greater samurai, and the lesser samurai.
Laws Governing Military Households (1615), Excerpts
. . . [4] Great lords (daimyō), the lesser lords, and officials should immediately expel from
their domains any among their retainers [vassals] or henchmen who have been charged with
treason or murder. . . .
[6] Whenever it is intended to make repairs on a castle of one of the feudal domains, the
[shogunate] authorities should be notified. The construction of any new castles is to be halted
and stringently [strictly] prohibited.
“Big castles are a danger to the state.” Walls and moats are the cause of great disorders.
[7] Immediate report should be made of innovations which are being planned or of factional
conspiracies [schemes by dissenting groups] being formed in neighboring domains. . . .
Source: Compiled by Ryusaku Tsunoda, et al., Sources of the Japanese Tradition,
Columbia University Press (adapted)
1 Based on this document, what is one way these laws limited the actions of the warrior
class?
Score of 1:
• States a way these laws limited the actions of the warrior class based on this document
Examples: must expel from the domain any retainer or vassal or henchmen charged with
treason or murder; authorities had to be notified if a castle was going to be
repaired; warriors could only repair castles with approval; the construction of
any new castles was to be halted or stringently prohibited; immediate report
should be made of innovations being planned in neighboring domains;
factional conspiracies or schemes by dissenting groups being formed in
neighboring domains should be reported immediately; big castles cannot be
built because they are a danger to the state; prohibited from building walls or
moats
Score of 0:
• Incorrect response
Examples: great lords/daimyo were to be expelled; new castles were to be built; Hidetada
put forth laws for military households; Tokugawa Ieyasu won the civil war;
walls and moats caused great disorders; laws governing military households
• Vague response
Examples: authorities should be notified; they all had rules/laws to follow; permission
was needed; daimyo, greater samurai, lesser samurai; big castles are a danger
to the state
• No response
Global Hist. & Geo. Rating Guide – Jan. ’16
[3]
Vol. 2
Document 2
The sankin kotai or hostage system was included as part of the warrior class laws.
Alternate residence duty, or sankin kotai, was a system developed in the Warring States period
and perfected by the Tokugawa shogunate. In essence, the system demanded simply that
daimyo reside in the Tokugawa castle at Edo for periods of time, alternating with residence at
the daimyo’s own castle. When a daimyo was not residing in the Tokugawa castle, he was
required to leave his family at his overlord’s [shogun’s] castle town. It was, at its simplest, a
hostage system which required that either the daimyo or his family (including the very
important heir) always be physically subject to the whim of the overlord. . . .
Source: “Sankin Kotai and the Hostage System,” Nakasendo Way, Walk Japan
2 Based on this document, what is one way the daimyo were affected by the Tokugawa
hostage system (alternate residence duty)?
Score of 1:
• States a way the daimyo were affected by the Tokugawa hostage system based on this
document
Examples: the daimyo were required to reside in the Tokugawa castle at Edo for periods
of time; when a daimyo was not residing in the Tokugawa castle, he was
required to leave his family at his overlord’s/shogun’s castle town; the system
required that either the daimyo or his family/heir always be physically subject
to the whim of the overlord; daimyo could not live with his family at his own
castle; family members were kept hostage to the overlord/shogun; daimyo’s
family was held hostage
Score of 0:
• Incorrect response
Examples: system was developed in the Warring States period; system was perfected by
Tokugawa shogunate; daimyo could not live at his own castle
• Vague response
Examples: a hostage system; they had a very important heir; daimyo’s family; it was
subject to whim; sankin kotai; alternating residence; resided in Edo; overlord
• No response
Global Hist. & Geo. Rating Guide – Jan. ’16
[4]
Vol. 2
Document 3
. . . These measures [the hostage system, the isolation policy, and the banning of guns]
succeeded in bringing the bloody wars of the previous period to an end. But the Shoguns
could not stop the society beneath them continuing to change. The concentration of the lords
and their families in Edo led to a growing trade in rice to feed them and their retainers, and
to a proliferation [increase] of urban craftspeople and traders catering to their needs. Japan’s
cities grew to be some of the biggest in the world. The merchant class, although supposedly
of very low standing, became increasingly important, and a new urban culture of popular
poetry, plays and novels developed, different in many ways from the official culture of the
state. A relaxation of the ban on western books after 1720 led to some intellectuals showing
an interest in western ideas, and a ‘School of Dutch learning’ began to undertake studies in
science, agronomy [agriculture] and Copernican astronomy. As money became increasingly
important, many of the samurai became poor, forced to sell their weapons and to take up
agriculture or crafts in order to pay their debts. Meanwhile repeated famines hit the
peasantry—almost a million died in 1732 (out of a population of 26 million), 200,000 in 1775,
and several hundred thousands in the 1780s—and there were a succession of local peasant
uprisings. The Tokugawa political superstructure remained completely intact. But beneath it
social forces were developing with some similarities to those in western Europe during the
Renaissance period. . . .
Source: Chris Harman, A People’s History of the World, Verso (adapted)
3 According to Chris Harman, what is one change that occurred in Japan as a
consequence of the hostage system and isolationist policy?
Score of 1:
• States a change that occurred in Japan as a consequence of the hostage system and
isolationist policy according to Chris Harman
Examples: concentration of lords or families in Edo led to a growing trade in rice to feed
them and their retainers; proliferation/increase of urban craftspeople;
proliferation/increase of traders in Edo; Japan’s cities grew; rice trade grew;
merchant class became increasingly important; a new urban culture
developed; a new urban culture developed separately from the official culture;
development of popular poetry/plays/novels; money became increasingly
important; many samurai became poor; samurai were forced to sell their
weapons; samurai took up agriculture/crafts; samurai had debts to pay; the
wars of the previous period were brought to an end; ended bloody wars;
repeated famines hit the peasantry; a succession of local peasant uprisings;
famine caused many to die; development of social forces similar to those in
Western Europe; relaxation of the ban on western books led to interest in
western ideas; ‘School of Dutch learning’ began to undertake studies in
science/agriculture/Copernican astronomy; intellectuals show interest in
western ideas
Score of 0:
• Incorrect response
Examples: Tokugawa political structure was transformed; trade in rice decreased;
samurai became increasingly important; merchants lost standing; official
culture
• Vague response
Examples: there was a political superstructure; it was similar to the Renaissance; society
could not be stopped; western books; bloody wars; trade; took up new things;
society continued to change
• No response
Global Hist. & Geo. Rating Guide – Jan. ’16
[5]
Vol. 2
Document 4a
Excerpts of the [Nazi] Party Boycott Order, 28 March 1933
. . . 3. The action committees must at once popularize the boycott by means of propaganda
and enlightenment. The principle is: No German must any longer buy from a Jew or let him
and his backers promote their goods. The boycott must be general. It must be supported by
the whole German people and must hit Jewry in its most sensitive place. . . .
8. The boycott must be coordinated and set in motion everywhere at the same time, so
that all preparations must be carried out immediately. Orders are being sent to the SA and SS
so that from the moment of the boycott the population will be warned by guards not to enter
Jewish shops. The start of the boycott is to be announced by posters, through the press and
leaflets, etc. The boycott will commence on Saturday, 1 April on the stroke of 10 o’clock. It
will be continued until an order comes from the Party leadership for it to stop. . . .
Source: J. Noakes and G. Pridham, eds., Documents on Nazism, 1919–1945, The Viking Press
4a In 1933, what is one action the Nazi party wanted the German people to take against the
Jews based on this excerpt?
Score of 1:
• States an action the Nazi party wanted the German people to take against the Jews in 1933
based on this excerpt
Examples: not buying from a Jew; not letting Jews or their backers promote their goods;
not to enter Jewish shops; to start the boycott on Saturday, April 1 at 10
o’clock; to boycott Jewish businesses; to continue the boycott until the Party
leadership ordered it stopped; a coordinated boycott; boycott; to honor a
general boycott
Score of 0:
• Incorrect response
Examples: the Jewish people used propaganda; to end the boycott on Saturday; the
population will be warned by guards; to have backers promote their goods
• Vague response
Examples: to hit a sensitive place; to coordinate and prepare; to send orders; continue
until an order comes to stop; not enter; stay out; announce by poster
• No response
Global Hist. & Geo. Rating Guide – Jan. ’16
[6]
Vol. 2
Document 4b
Decree Eliminating Jews from German Economic Life, 12 November 1938
. . . Article 1
1. From 1 January 1939 the running of retail shops, mail order houses and the practice of
independent trades are forbidden to Jews. . . .
Source: J. Noakes and G. Pridham, eds., Documents on Nazism, 1919–1945, The Viking Press
4b As a result of this Nazi decree, what is one specific economic situation faced by the
Jewish people?
Score of 1:
• States a specific economic situation faced by the Jewish people as a result of this Nazi decree
Examples: they were forbidden to run retail shops/mail order houses; they were forbidden
to practice independent trades; they were eliminated from German economic
life; possibility of Jewish businesses closing
Score of 0:
• Incorrect response
Examples: they could only run retail shops; they had to practice independent trades; Jews
ran shops
• Vague response
Examples: they could not practice; decree eliminated; they were forbidden
• No response
Global Hist. & Geo. Rating Guide – Jan. ’16
[7]
Vol. 2
Document 5a
ÒThe Night of Broken GlassÓ
Document 5b
. . . The Nazis claimed that Kristallnacht was an uprising by ordinary Germans.
Actually, it was carefully planned. The government ordered squads of Brownshirts
into the streets. Their job was to destroy and terrorize. The Gestapo, or secret police,
received orders not to stop the violence. Instead, they were to sweep through the
burning neighborhoods, arresting Jews.
Kristallnacht was a turning point. The Nazis stepped up their efforts to
“Aryanize” the German economy. Jews had been losing their property since Hitler
came to power. Now, taking it from them became an official policy.
On November 12, the government levied a fine of one billion reichmarks on the
German Jewish community. This was punishment for the act of one troubled
teenager.* In addition to this, Jewish victims of Kristallnacht had to pay for the
damage out of their own pockets. They could not collect insurance to cover their
losses. . . .
Source: Linda J. Altman, The Jewish Victims of the Holocaust, Enslow Publishers (adapted)
Source: Anne Frank Guide online
*Herschel Grynszpan had killed a German at the German embassy in Paris out of anger over his parents’
deportation. This act was used by the government to justify its actions on Kristallnacht.
5 Based on this photograph and passage, what are two impacts of the policy of
Kristallnacht on the Jewish population in Germany?
Score of 2 or 1:
• Award 1 credit (up to the maximum of 2 credits) for each different impact of the policy of
Kristallnacht on the Jewish population in Germany based on this photograph and passage
Examples: Jews were terrorized; the business property of Jews was destroyed/Jewish
storefront windows were smashed; Jews were arrested; Jewish neighborhoods
were burned; taking Jewish property became an official policy; the
government levied a fine of one billion reichsmarks on the German Jewish
community; the Jewish community was punished for the act of one troubled
teenager; the Jewish victims of Kristallnacht had to pay for the damage out of
their own pockets/they could not collect insurance to cover their losses;
although Jews had been losing their property since Hitler came to power, now
taking it became an official policy; attempted to Aryanize the German
economy and harmed Jewish businesses
Note: To receive maximum credit, two different impacts of the policy of Kristallnacht on the
Jewish population must be stated. For example, Jewish victims had to pay for damage out
of their own pockets and they could not collect insurance to cover their losses is the same
impact expressed in different words. In this and similar cases, award only one credit for
this question.
Score of 0:
• Incorrect response
Examples: it was an uprising by ordinary Germans; the Gestapo stopped the violence;
Herschel Grynszpan’s parents were deported; Jewish victims had to use
insurance; Gestapo were to sweep through neighborhoods
• Vague response
Examples: an uprising; it was carefully planned; it was a turning point; efforts were
stepped up; orders were received; official policy; the Gestapo did it; destroy;
Night of Broken Glass
• No response
Global Hist. & Geo. Rating Guide – Jan. ’16
[8]
Vol. 2
Document 6
• September 1996: A report by London’s Jewish Chronicle claims that $4 billion ($65 billion
in 1996 dollars*) looted by the Nazis from Jews and others during World War II was diverted to
Swiss banks. The sum is about 20 times the amount previously acknowledged by the Swiss; . . .
• October 29, 1996: . . .Art, coins, and other items looted by Nazis from the homes of Austrian
Jews are sold at a benefit auction in Vienna. It is the intent of the auction organizers to keep the
items in the Jewish community. By day’s end, the auction grosses $13.2 million, with proceeds
going to aid Holocaust survivors and their heirs. . . .
• February 12, 1997: Switzerland, stung by allegations that the wartime government accepted
and laundered [concealed the source of] funds from Nazi Germany that had been looted from
Jews, agrees to create a $71 million fund for Holocaust survivors and their heirs.
Source: The Holocaust Chronicle, Publications International, 2000
*Four billion dollars during World War II had the approximate value of $65 billion in 1996.
6 Based on this information from The Holocaust Chronicle, state one action taken in an
attempt to compensate Holocaust survivors and their heirs many years after World
War II ended.
Score of 1:
• States an action taken in an attempt to compensate Holocaust survivors and their heirs many
years after World War II ended based on this information from The Holocaust Chronicle
Examples: to sell art or coins or other items looted by Nazis at a benefit auction; to use
auction proceeds to aid Holocaust survivors and their heirs; Switzerland
created a $71 million fund for Holocaust survivors and their heirs; revealing
correct figures of Jewish losses; giving auction proceeds of $13.2 million to
aid survivors and heirs; attempting to keep looted items in the Jewish
community
Score of 0:
• Incorrect response
Examples: to divert money looted by the Nazis from Jews to Swiss banks; Nazis sold art
or coins at auctions; Nazis created a $71 million fund for survivors; accepted
laundered funds; stung by allegations
• Vague response
Examples: to publish a report; to make the sum twenty times more; to gross $13.2
million; keeping items around
• No response
Global Hist. & Geo. Rating Guide – Jan. ’16
[9]
Vol. 2
Document 7a
Native Laws Amendment Act, Act No. 54 of 1952, Union of South Africa
. . . 29 (1) Whenever any authorized officer has reason to believe that any native [black South
African] within an urban area or an area proclaimed in terms of section twenty-three—
(a) is an idle person in that—
(i) he is habitually unemployed and has no sufficient honest means of livelihood. . .
he [authorized officer] may, without warrant arrest that native or cause him to be arrested and
any European police officer or officer appointed under sub-section (1) of section twenty-two
may thereupon bring such a native before a native commissioner or magistrate who shall
require the native to give a good and satisfactory account of himself. . . .
Source: Native Laws Amendment Act, Act No. 54 of 1952, Digital Innovation South Africa online (adapted)
7a Under the Union of South Africa Act No. 54 of 1952, what could happen to a native
person who was habitually unemployed?
Score of 1:
• States what could happen to a native person who was habitually unemployed under the Union
of South Africa Act No. 54 of 1952
Examples: could be arrested without a warrant/be arrested; could be brought before a
native commissioner/magistrate; required to give a good and satisfactory
account of himself
Score of 0:
• Incorrect response
Examples: he has no sufficient honest means of livelihood; sub-section 23/22 would be
used; officers had to be authorized; is an idle person; police officers were
European; the act was an amendment
• Vague response
Examples: black South Africans; taken; warrant; give an account
• No response
Global Hist. & Geo. Rating Guide – Jan. ’16
[10]
Vol. 2
Document 7b
Natives (Abolition of Passes and Coordination of Documents) Act,
Act No. 67 of 1952, Union of South Africa
. . . Any policeman may at any time call upon an African [black] who has attained the age of
sixteen years to produce his reference [pass] book. If a reference book has been issued to him
but he fails to produce it because it is not in his possession at the time, he commits a criminal
offence and is liable to a fine not exceeding ten pounds or imprisonment for a period not
exceeding one month. . . .
Source: Leslie Rubin and Neville Rubin, This is Apartheid, Christian Action, London (adapted)
7b Under the Union of South Africa Act No. 67 of 1952, what penalty could be given to a
sixteen-year-old or older African black if he failed to produce his reference book?
Score of 1:
• Identifies a penalty given to a sixteen-year-old or older African black if he failed to produce
his reference book under the Union of South Africa Act No. 67 of 1952
Examples: a fine/a fine not exceeding ten pounds; imprisonment/imprisonment for a
period not exceeding one month; sent to prison
Score of 0:
• Incorrect response
Examples: a criminal offense; a reference book has been issued to him; his reference
book is not in his possession; a reference book must be produced; an
African American will get a fine
• Vague response
Examples: he is liable; a policeman may call; it cannot exceed one month
• No response
Global Hist. & Geo. Rating Guide – Jan. ’16
[11]
Vol. 2
Document 8
This excerpt is based on Peter Abrahams’s memories and his conversation with his black South African
boss, Jim.
. . . When Jim left his Pedi village in the northern Transvaal he had to go to the nearest police
station or Native Affairs Department. There he got a Trek Pass. This permitted him to make
the journey to Johannesburg. On reaching the city he got an Identification Pass and a Six-Day
Special Pass. He paid two shillings each month for the Identification Pass. The Six-Day
Special was his protection while he looked for work. He did not find work during his first six
days in the city. He did not go to the pass office to renew his Six-Day Special. He was picked
up on the eighth day and spent two weeks in jail as a vagrant [person without residence or
work]. That taught him to go to the pass office regularly. . . .
Source: Peter Abrahams, Tell Freedom: Memories of Africa, Alfred A. Knopf
8 According to Peter Abrahams, what was one way the pass laws affected his boss, Jim?
Score of 1:
• States a way the pass laws affected his boss Jim, according to Peter Abrahams
Examples: he had to go to the nearest police station/to the Native Affairs Department to
get a pass/get a Trek Pass; he had to get a pass to travel; Jim had to get a
pass/Identification Pass/Six-Day Special Pass when he got to the city/got to
Johannesburg; he had to pay/had to pay 2 shillings each month for the
identification pass; when he did not renew his Six-Day pass, he was picked
up/arrested; he spent two weeks in jail/spent two weeks in jail as a vagrant; he
learned to go to the pass office regularly; the Six-Day Special Pass protected
him when looking for work; without a pass he might be considered a vagrant;
he could not travel safely without a pass
Score of 0:
• Incorrect response
Examples: he looked for work; he did not find work; Jim left his village; he took a
journey to Johannesburg
• Vague response
Examples: he was permitted; he became a boss; there was a pass office
• No response
Global Hist. & Geo. Rating Guide – Jan. ’16
[12]
Vol. 2
Document 9
Resistance to white domination was continuous but unsuccessful. The South African police
and the army were called out every time blacks rose up against the apartheid laws that made
their lives so miserable. On March 21, 1960, a group of unarmed blacks made their way to the
police station in Sharpeville (a black township) to hold a peaceful protest against the passbook
laws. No black in South Africa could travel, live, or work without a passbook. This hated
document was the record of a person’s life as defined by the white government. Thousands of
demonstrators left their passbooks at home, expecting to be arrested. They thought this would
show the government’s policy could not continue if it had to arrest thousands. But the peaceful
demonstration was met with gunfire. When it was over, sixty-nine blacks were dead, shot in the
back by the police as they tried to flee when the shooting began. Their deaths sparked a
nationwide protest.
Source: Blauer and Lauré, South Africa, Children’s Press
9a Based on this document, what action did black South Africans take to oppose the pass
laws?
Score of 1:
• States an action black South Africans took to oppose the pass laws based on this document
Examples: demonstrated; protested; held a peaceful protest; resisted white domination;
used civil disobedience; left passbooks at home/thousands of demonstrators
left their passbooks at home; on March 21, 1960, a group of unarmed blacks
made their way to the police station in Sharpeville to hold a peaceful protest
against the passbook laws; they offered resistance; demonstrated hoping to get
arrested to show government policy could not continue; blacks rose up
Score of 0:
• Incorrect response
Examples: made their lives miserable; recorded a person’s life as defined by the white
government; shot in the back by police; blacks were killed; shooting began;
no black in South Africa traveled without a passbook; deaths sparked a
nationwide protest
• Vague response
Examples: passbooks; hated the document; it was continuous; ruthless methods; peaceful;
nationwide action
• No response
Global Hist. & Geo. Rating Guide – Jan. ’16
[13]
Vol. 2
9b Based on this document, what was the South African government’s response to the
situation in Sharpeville on March 21, 1960?
Score of 1:
• States the South African government’s response to the situation in Sharpeville on March 21,
1960 based on this document
Examples: the peaceful demonstration was met with gunfire/government responded with
gunfire; sixty-nine blacks were killed/blacks were shot in the back by the
police; the police shot unarmed demonstrators/protestors/blacks as they tried
to flee; gunfire
Score of 0:
• Incorrect response
Examples: government policy could not continue; sparked a nationwide protest; nothing;
protested; demonstrated; fled when the shooting began; African Americans
were shot
• Vague response
Examples: could not continue; the government had a policy; dead
• No response
Global Hist. & Geo. Rating Guide – Jan. ’16
[14]
Vol. 2
Global History and Geography
Content Specific Rubric
Document-Based Essay
January 2016
Historical Context:
Throughout history, governments have developed and established laws and orders for a
variety of reasons. The laws for the warriors under the Tokugawa Shogunate, the Nazi
orders and laws of the Third Reich, and the pass laws of the Republic of South Africa
had many impacts on societies, regions, and groups of people.
Task: Select two sets of laws and/or orders mentioned in the historical context and for each
• Explain what the government hoped to achieve by establishing these laws and/or orders
• Discuss the impacts of these laws and/or orders on a specific society, region, or group of people
Scoring Notes:
1. This document-based question has a minimum of six components (for each of two sets of laws and/or
orders, discussing what the government hoped to achieve and discussing at least two impacts of each
set of laws and/or orders on a specific society, region, or group of people).
2. The impacts of these laws and/or orders may be immediate or long term.
3. The impacts of the laws or orders may be on a specific society, a region, a group of people, or any
combination.
4. Information that is used to explain what the government hoped to achieve may also be used to discuss
the impact of the laws or orders, e.g., destroying the Jewish economy was what the government hoped
to achieve as well as the impact of the Nazi laws and orders on the Jews.
5. The response may discuss the impact of laws or orders from different perspectives as long as the
discussion is supported with accurate historical facts and examples.
6. Only two sets of laws and/or orders should be chosen from the historical context. If three sets of laws
and/or orders are addressed, only the first two sets of laws and/or orders may be rated.
7. For purposes of meeting the criteria of using at least four documents in the response, documents 4a,
4b, 5a, 5b, 7a, and 7b may be considered as separate documents if the response uses specific separate
facts from each document.
All sample student essays in this rating guide are presented in the same cursive font while
preserving actual student work, including errors. This will ensure that the sample essays are
easier for raters to read and use as scoring aids.
Raters should continue to disregard the quality of a student’s handwriting in scoring
examination papers and focus on how well the student has accomplished the task. The contentspecific rubric should be applied holistically in determining the level of a student’s response.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 2
Score of 5:
• Thoroughly develops all aspects of the task evenly and in depth for each of two sets of laws and/or orders
by discussing what the government hoped to achieve and discussing at least two impacts these laws and/or
orders had on a specific society, region, or group of people
• Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g., Tokugawa
Shogunate: connects the effort to centralize authority by controlling the residence and activities of daimyo
and samurai and by reducing foreign influence in Japan to the growth of cities, the growing economic
importance of the merchant class, and the development of a new urban culture; Republic of South Africa:
connects the effort to control the movement and activities of black South Africans through pass laws and
other apartheid policies to protests by blacks, the reactions of the government to these protests, and events
leading to the eventual end of apartheid
• Incorporates relevant information from at least four documents (see Key Ideas Chart)
• Incorporates substantial relevant outside information related to sets of laws and orders (see Outside
Information Chart)
• Richly supports the theme with many relevant facts, examples, and details, e.g., Tokugawa Shogunate: laws
for military households; role of Bushido; castle at Edo; isolation policy; hostage system; urbanization;
growing trade in rice; western books; studies in science; Dutch learning; Republic of South Africa: habitual
unemployment; arrests; homelands; townships; Afrikaners; National Party; details of Sharpeville; economic
sanctions; Nelson Mandela’s actions; role of F. W. de Klerk
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are
beyond a restatement of the theme
Score of 4:
• Develops all aspects of the task but may do so somewhat unevenly by discussing one set of laws and/or
orders more thoroughly than the other set of laws and/or orders or by discussing one aspect of the task less
thoroughly than the other aspects
• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g., Tokugawa
Shogunate: discusses how the government attempted to limit the power of the warrior class using the
hostage system, resulting in increased urbanization, the growth in the importance of the merchant class, and
the development of a new urban culture; Republic of South Africa: discusses how the pass system restricted
the movement of black South Africans, resulting in protests by the black community, government reaction,
and events leading to the end of apartheid
• 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 set of laws or
orders and if the response meets most of the other Level 5 criteria, the overall response may be a Level 3
paper.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 2
Score of 2:
• Minimally develops all aspects of the task or develops at least three aspects of the task in some depth
• Is primarily descriptive; may include faulty, weak, or isolated application or analysis
• Incorporates limited relevant information from the documents or consists primarily of relevant information
copied from the documents
• Presents little or no relevant outside information
• Includes few relevant facts, examples, and details; may include some inaccuracies
• Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly
identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion
Score of 1:
• Minimally develops some aspects of the task
• Is descriptive; may lack understanding, application, or analysis
• Makes vague, unclear references to the documents or consists primarily of relevant and irrelevant
information copied from the documents
• Presents no relevant outside information
• Includes few relevant facts, examples, or details; may include inaccuracies
• May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly
identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion
Score of 0:
Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts,
examples, or details; OR includes only the historical context and/or task as copied from the test booklet; OR
includes only entire documents copied from the test booklet; OR is illegible; OR is a blank paper
*The term create as used by Anderson/Krathwohl, et al. in their 2001 revision of Bloom’s Taxonomy of Educational Objectives refers
to the highest level of the cognitive domain. This usage of create is similar to Bloom’s use of the term synthesis. Creating implies an
insightful reorganization of information into a new pattern or whole. While a Level 5 paper will contain analysis and/or evaluation of
information, a very strong paper may also include examples of creating information as defined by Anderson and Krathwohl.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 2
Tokugawa Shogunate
Key Ideas from Documents 1–3
What Government Hoped to Achieve
Doc 1—To require warrior class to immediately expel
retainers or henchmen charged with treason or
murder from their domain
To be informed of any intent to make repairs on feudal
domains
To halt and prohibit construction of new castles
To be made aware of planned innovations in
neighboring domains
To be made aware of factional conspiracies in
neighboring domains
To regulate military households of the warrior class
(daimyo, greater samurai, and lesser samurai)
Doc 2—To require alternate residence duty (sankin
kotai), a hostage system, of the daimyo and his
family (including the heir)
To make the daimyo physically subject to the overlord
Doc 3—To end bloody wars of the previous period
To concentrate lords and their families in Edo
Impact
Doc 1—Regulation of military households of warrior
class including daimyo, greater samurai, and lesser
samurai
Banishment of retainers or henchmen charged with
treason or murder
Prohibition of daimyo from constructing castles
Mandated reporting of activities in neighboring
domains
Doc 2— Forcing the daimyo to reside in the
Tokugawa castle in Edo for periods of time
Forcing families of the daimyo to reside in Edo when
the daimyo was not residing at the Tokugawa castle
Doc 3—Restriction of designated products from
entering Japan (guns)
End of bloody wars of the previous period
Concentration of lords and families in Edo
Increases in rice trade to feed lords and their families
Increases in urban craftsmen and traders to meet needs
of lords and their families
Growth of Japanese cities
Increased importance of the merchant class
Development of a new urban culture of popular poetry,
plays, and novels
Intellectual interest in Western ideas after 1720
Study of science, agronomy, and Copernican
astronomy at ‘School of Dutch learning’
Increasing reliance on money
Putting samurai in position where forced to sell their
weapons and become farmers or craftsmen to pay
debts
Repeated famines among peasantry
Succession of local peasant uprisings
Relevant Outside Information
(This list is not all-inclusive.)
What Government Hoped to Achieve
Impact
To preserve the hierarchy of Japanese feudalism
Samurai becoming civil servants rather than combat
To centralize the power and authority of the Tokugawa
warriors
shogunate
Attempts by government to maintain loyalty to shogun
To have tighter control over the economy
while allowing autonomy in domains
To limit the influence of merchants based on the
Limits placed on European contact
influence of Confucianism
Restriction of foreigners to Nagasaki Harbor (Dutch,
To expel Christian missionaries and eliminate
Chinese)
Christianity as a threat through the persecution of its Details on effects of isolation policy
followers
Details on new urban culture
To restrict Dutch merchants to Nagasaki Harbor
Inflexibility of Tokugawa government by late 1700s
Downfall of Tokugawa shogunate
Samurai rebellions/resistance to change
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 2
Third Reich
Key Ideas from Documents 4–6
What Government Hoped to Achieve
Doc 4—To prevent German citizens from buying from
Jews
To stop Jews from promoting their goods
To make the boycott general
To set the boycott in motion everywhere at the same
time
To prevent German citizens from entering Jewish
shops
To forbid the running of retail shops, mail order
houses, and the practice of independent trades by
Jews
To place severe economic restrictions on the Jewish
people
To eliminate Jews from German economic life
Doc 5—To “Aryanize” the German economy
To take Jewish property
To destroy Jewish property and terrorize the Jewish
population
To arrest Jews during Kristallnacht
To keep the secret police from stopping violence
To punish the German Jewish community
Impact
Doc 4—Boycotting of Jewish shops
Preventing Jews from running retail shops, mail order
houses, or practicing independent trades
Elimination of Jews from German economic life
Doc 5—Destruction of Jewish shops on Kristallnacht
in Berlin
Taking Jewish property in an effort to “Aryanize” the
German economy
Requiring Jewish community to pay a fine of one
billion reichsmarks
Requiring Jewish victims of Kristallnacht to pay for
damages out of their own pockets
Refusing to allow Jews to collect insurance for losses
from Kristallnacht
Doc 6—Confiscation of $4 billion from Jews that was
placed in Swiss banks
Looting of art, coins, and other items from homes of
Austrian Jews during World War II that were sold
at benefit auctions in Vienna in 1996
Swiss laundering of Nazi funds looted from Jews
Creation of a $71 million fund for Holocaust
survivors and heirs by the Swiss
Relevant Outside Information
(This list is not all-inclusive.)
What Government Hoped to Achieve
To increase power and control by Nazis
To create scapegoats for the problems experienced
during and after World War I (Treaty of Versailles,
war guilt, inflation)
To isolate and eventually eliminate the Jewish
population of Germany and other areas controlled by
the Nazis
To make anti-Semitism a permanent part of the
ideology and culture of Nazi Germany
To legislate racism
To encourage the emigration of Jewish population
while still taking large amounts of their property
Global Hist. & Geo. Rating Guide – Jan. ’16
Impact
Making anti-Semitism a permanent part of the
ideology and culture of Nazi Germany
Promoting racism and Social Darwinism
Forcing men, women, and children to wear the Star of
David
Details of effects of Nuremberg Laws
Details about Kristallnacht (Night of the Broken
Glass)
Forcing Jewish populations into ghettos in many
cities, where they died of disease and starvation
Authorizing genocide as the Nazi Final Solution
Building extermination camps inside and outside of
Germany (Auschwitz)
Death of approximately six million Jewish victims
during Holocaust
Trial of leading Nazi military and political leaders for
their crimes against humanity at Nuremberg
Establishment of a Jewish state in Palestine through
Zionist efforts
Lawsuits to reclaim stolen Jewish property
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Vol. 2
Republic of South Africa
Key Ideas from Documents 7–9
What Government Hoped to Achieve
Doc 7—To arrest without warrant any black South
African thought to be unemployed and to bring this
person before a native commissioner or magistrate
To require black South Africans sixteen years and
older to produce a passbook upon request by any
police officer or face a fine or imprisonment
Doc 8—To limit or control the movement of black
South Africans
Doc 9—To prevent blacks in South Africa from
traveling, living, or working without a passbook
To enforce apartheid laws
Impact
Doc 7—Fining or imprisoning black South Africans
who did not produce a passbook
Doc 8—Requiring a Trek Pass for a black South
African to go to Johannesburg/to travel
Requiring a black South African to have an
Identification Pass and a Six-Day Special Pass to
remain in Johannesburg or to seek work
Punishment for failure to have a pass in Johannesburg
Doc 9—Killing of 69 blacks at Sharpeville by police
Protests by black South Africans against apartheid
and pass laws
Nationwide protest as result of deaths at Sharpeville
Relevant Outside Information
(This list is not all-inclusive.)
What Government Hoped to Achieve
To increase the economic power of Afrikaners and
limit the power of black South Africans
To preserve white-minority rule in South Africa
To control all the activities of all black South Africans
Global Hist. & Geo. Rating Guide – Jan. ’16
Impact
Severe voting and citizenship restrictions for
nonwhites
Separation of schools, hospitals, park benches,
fountains, and other public facilities
Limitation of educational opportunities for blacks
Forced teaching of Afrikaans in South African
schools
Development of homelands for tribal groups and
recognition by the South African government as
independent nations
Declaring the African National Congress illegal
Arrest of Nelson Mandela and others
Examples of specific protests (Soweto)
Details about activities of various leaders (Steven
Biko, Desmond Tutu)
Imposition of international boycotts and divestment
Initiation of reforms by F. W. de Klerk in response to
international actions against South Africa
Legal end of apartheid in 1994 and holding of first
free election
Release from prison and election of Nelson Mandela
as President
Work of the Truth and Reconciliation Commission
Economic, social, and political problems plaguing
South Africa today
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Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
While the Nazi regime of the Third Reich was more aggressive in its
persecution of Jews, the pass laws of the Republic of South Africa in
the twentieth century aggressively restricted the rights of a specific
group of the country’s population. The Nazi regime in Germany
between 1933 and 1945 sought to “Aryanize” Germany by openly
persecuting and crushing the country’s Jewish population, while the
government of South Africa during the apartheid state created a
divide that discriminated against the black majority by separating
them from the ruling white minority which wanted to maintain power
and control.
The Nazi regime of the Third Reich in Germany between 1933 and
1945 sought to openly persecute the Jewish population. The Nazi
government of Germany believed that Jews were responsible for many
of the economic problems that were plagueing Germany at the time,
such as widespread unemployment and inflation. Because of this
Hitler and the Nazis wanted to promote a “purer, more righteous”
country by eliminating the Jews in a slow process of economic and
social discrimination. On March 28th, 1933, the Nazi party of
Germany published an order which promoted a nationwide boycott of
Jewish businesses and goods, as a way to “send a message” to both the
general population and Germany’s population of Jews; “the Jews were
the enemy of the Germans.” Hitler hated the Jews and was using the
Jews as scapegoats. The economic problems were not caused by the Jews
but Hitler blamed the Jews as a way to increase his own power and
control of Germany. His efforts disrupted Jewish businesses,
threatened their livelihood and showed the Nazi party’s strong desire to
forcefully eliminate the Jewish population by destroying the very
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
fabric of their lives. (Doc 4a) This was only one law among many that
was aimed at the Jewish people. The Nuremberg laws of 1935
systematically removed the racial, political, economic, and social
rights of Jews. Jews were identified by the “yellow star of David” which
they were forced to wear. They were deprived of their German citizenship.
This was further reinforced on November 12th, 1938, in the “Decree
Eliminating Jews from German Economic Life” where the Nazi Party
ordered that the Jewish population of Germany no longer partake in
independent business or trade. The passage of this law nearly
eliminated any Jewish involvement in the economy, and was
deliberately meant to cripple the economic standing and prosperity of
the Jewish population. (Doc 4b) The German intent to destroy the
Jewish population was taken to its physical level on the night of
Kristallnacht, or the “Night of Broken Glass,” when the Nazis ordered
groups of their supporters or “Brownshirts,” to terrorize Jewish shops
and businesses. This effort was backed by the police and the
government of the Nazi Germany. This shows the direct intent by the
government to go beyond disabling the Jews economically. (Doc 5)
Kristallnacht was a turning point for both Jews and Nazi Germans.
For the Jews, the night broke their hopes and spirits. Gone was their
belief that the German people would not allow such barbarity and
violence as few Germans protested the destruction and murder. As a
result many attempted to flee Germany to places like Holland, France,
Britain, the United States, and Palestine. Unfortunately some of these
places weren’t safe either because Hitler took over the vast majority of
the European continent. Until their defeat in 1945, the Nazis rounded
up German Jews and Jews in Nazi occupied territories like cattle. They
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
placed them in concentration camps with the intent of having them
work to benefit the Reich, and if they were unable to work they were
put to death. The conditions in the camps were beyond imagination.
Upon arrival family members were separated and the Nazis took their
possessions, even their tooth fillings. In the end about six million Jews
died.
South Africa was originally colonized by the Dutch and later by
the British. The Dutch Boer farmers enslaved native South Africans to
work on their farms. By the 1800s the Dutch and British were in
competition. This led to conflict and wars between the Boers, the native
South Africans, and the British for control. The British won and they
allowed the European white minority to form a government. Within a
few decades, the ethnocentric policies of the white minority government
were used to create a state that separated society by race and greatly
discriminated against the black South African population. The
apartheid government of South Africa in the latter half of the 20th
century restricted the black majority population in order to maintain
white minority power and control.
In 1952, this white minority government passed the Native Laws
Amendment Act, which under Act number 54 stated that a black
person who was not employed or had no way to take care of himself
could be arrested. Furthermore, the Native Acts in the same year, Act
67 stated how any black person on reaching the age of 16 had to
carry their passbook on them at all times, or they could be arrested.
These acts demonstrate deliberate action by the South African
government to limit the freedom of the black population. (Doc 7a & 7b)
These are only two of many laws that limited the lives of black South
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
Africans. They did not have freedom of movement because they had to
apply for permission to travel outside of what their passbook said.(Doc 8)
Black South Africans found it difficult to get certain jobs, and to get
a quality education. Whites were given the most profitable lands and
blacks were forced to live in homelands and shantytowns. Like the
Jews, the black South Africans were removed from their lands, denied
citizenship, and treated very badly. Unlike the Jews, the black
population was the majority and they eventually fought back. In
Sharpeville in 1960 when the black population tried to peacefully show
their disdain for these laws, they were met with a violent, irrational
backlash showing the South African government’s hatred for the
black population (Doc 9). However the black population was not
deterred. For about forty years they fought the white minority.
Boycotts and increasing international pressure eventually caused the
white South African government to change their policies. In the 1990s,
President DeKlerk released Nelson Mandela from prison, apartheid was
dismantled, and free and open elections were held, resulting in Nelson
Mandela becoming the first black South African president.
The government of the Third Reich and the white minority
government of South Africa both limited the rights of a specific
demographic of their populations. These governments grew and
prospered for a time but in the end both were defeated.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 2
Anchor Level 5-A
The response:
• Thoroughly develops all aspects of the task evenly and in depth for the Nazi orders and laws of
the Third Reich and the pass laws of the Republic of South Africa
• Is more analytical than descriptive (Nazi orders and laws: Nazi regime sought to “Aryanize”
Germany by openly persecuting the country’s Jewish population; strong desire to forcefully
eliminate the Jewish population by destroying the fabric of their lives; for Jews Kristallnacht
broke their hopes and spirits; conditions Jews experienced in camps were beyond imagination;
South Africa pass laws: the ethnocentric policies of the white minority government were used to
create a state that separated society by race and greatly discriminated against the black South
African population; blacks did not have freedom of movement because they had to apply for
permission to travel; like Jews, black South Africans were removed from lands, denied
citizenship, and treated very badly; black population tried to peacefully show disdain for the
laws but met with a violent backlash)
• Incorporates relevant information from documents 4, 5, 7, 8, and 9
• Incorporates substantial relevant outside information (Nazi orders and laws: government
believed Jews responsible for widespread unemployment and inflation; Hitler blamed Jews for
economic problems as a way to increase his own power and control of Germany; Nuremberg
laws systematically removed racial, political, economic, and social rights of Jews; Jews were
identified by “yellow Star of David”; some places Jews fled to were not safe because Hitler took
over vast majority of European continent; about six million Jews died; South Africa pass laws:
Dutch Boers enslaved native South Africans to work on their farms; restricted the black
majority population in order to maintain white minority power and control; blacks found it
difficult to get a quality education; forced to live in homelands and shantytowns; boycotts and
increasing international pressure caused white South African government to change their
policies; Mandela released from prison, apartheid dismantled, and free and open elections held)
• Richly supports the theme with many relevant facts, examples, and details (Nazi orders and
laws: nationwide boycott of Jewish businesses and goods; Brownshirts were ordered to terrorize
Jewish shops and businesses; South Africa pass laws: a black person who was not employed or
had no way to take care of himself could be arrested; law stated any black person reaching age
16 had to carry passbook at all times or could be arrested)
• Demonstrates a logical and clear plan of organization; includes an introduction that states both
the Nazi regime and the apartheid government of South Africa restricted the rights of a specific
group and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 5. Substantial outside information
supports thorough document interpretation especially in the discussion of the impact of the Nazi
laws on the Jewish population and provides a strong evaluative approach to the task. The integration
of good historical connections and details contributes to thoughtful analytic conclusions.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – B
Throughout the course of history, governments have created laws
and orders. These were created by them for various reasons depending
on what kind of state they ran. For instance, their are the laws of the
Nazi Regime and the third Reich as well as the pass laws of the
Republic of South Africa. Each government while different used these
laws and orders to control the people of their respective states and to
increase their own power. These laws had negative impacts on certain
groups of people.
The ruling of the Nazi regime was influenced by Adolph Hitler’s
idea that the Jewish community and people were the cause of the
economic downfall in Germany after the first world war. He blamed
the Jews for Germany’s loss of World War I and for the massive
inflation and unemployment of the 1920s and 1930s. While more
truthfully the Jews had little to do with Germany losing World War I
and the worldwide depression, Hitler needed a scapegoat to blame for
all the problems and issues in Germany and so, he chose the Jewish
people, a minority group in the population. By issuing laws against
the Jews, Hitler meant to turn the entirety of Germany against them
and at the same time increase support for himself. He hoped to instill
the mind set that the Jewish people were far less important than the
Aryan Germans. One action taken, in particular was the boycotting
of Jewish goods, as stated in the Nazi Party Order in 1933 (Doc 4a).
The government had planned to use propaganda “enlightenment” to
get the German people to stop buying from people of the Jewish
community and to alienate the Jewish population forcing many to
give up their professions. This was taken a step further when the Jews
were no longer allowed to run/own retail shops and trade (Doc 4b).
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – B
These things were done to isolate and hurt the Jewish Germans and
cause a sense of resentment towards them by the superior blue-eyed,
blond-haired-German Aryans. The Jewish Germans feared for their
lives.
The pass laws in the Republic of South Africa, were somewhat similar
to those laws in Nazi Germany. The government of the Republic of South
Africa hoped to isolate the black community much like Hitler wanted to
do with the Jews by creating laws that resulted in unfair treatment. The
Afrikaners or white South Africans treated the blacks as a lower class. By
dissallowing them the rights of the regular citizens they created a “social
injustice.” This visible racism towards the black, native community was
used by the white minority Afrikaner government to maintain and
increase control. Most specifically through the pass laws which required
the constant carrying of a passbook by black south Africans to travel
from place to place, as well as to get any type of job (Doc 8). The
government belittled blacks by passing other laws that included forcing
black South Africans to live in homelands. In these areas, which were
some of the worst lands in all of South Africa, blacks were not citizens of
South Africa. They could not vote or own land. They lived with no
running water or bathrooms in their individual houses. The Afrikaners
did not fund schools for blacks so many black South Africans received a
poor education. This was another way to control black South Africans.
Some who were able to get an education became important leaders in the
Anti-Apartheid movement.
The effects of laws and orders placed on a society can be both negative
and positive. In the case of the Nazi Regime, they brought many negative
impacts to the Jewish community. The German government, planned
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – B
“a uprising by ordinary Germans.” This policy was carried out on
Krisallnacht, in which German people and Brownshirts destroyed
property and terrorized Jewish people. The Gestapo were ordered not to
stop it but instead they arrested thousands of Jews. This was all apart
of the Germans/Nazis stepped up effort to “Aryanize” the German
economy. As a result of the policy, the Jewish community was fined
one billion riechmarks and in addition any Jew who fell victim of the
policy had to pay for damages out of their own pockets (Doc 5a).
Proving how the German people clearly wanted them to leave or not
exist. Jews were first removed from society by putting them into
ghettos. Then they were moved into concentration camps where they
were starved and many were worked to death. They were forced to give
up all their property and many families were separated. About 6
million Jews died during the Holocaust. The laws against the Jews were
beneficial to some Nazis who gained jobs and bought or stole Jewish
property. (Doc 6). Anti-Jewish laws increased the power of Hitler and
the Nazis and harmed the Jews.
The black Natives of South Africa faced a frontal assault due to the
implementation of “pass laws” and other laws by the government. For
example, if a black man failed to produce his “reference book” he could
face a fine not exceeding ten pounds or imprisonment for a period not
exceeding one month (Doc 7b). Another impact upon the blacks of
South Africa can be seen in the Native Laws Amendment Act,
Act No. 54 of 1952, in which it’s stated that if a black person was not
employed they could be arrested. Pass books always had to be upon
their owner. All of these laws, undermined the blacks of South Africa
and unjustly punished them. As a result black South Africans
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – B
decided to fight back. In 1960 they defied the law when they went to
the Sharpeville police station to hold a protest without their passbooks.
The Afrikaner police responded with gunfire killing 69 blacks but this
didn’t stop the blacks of South Africa (Doc. 9). Leaders like Nelson
Mandela and others fought the Afrikaner government in many ways.
Mandela was jailed for almost 30 years because of his efforts and
others were killed. Black South Africans kept fighting apartheid until
the 1990s when the white South Africans started dismantling the
unfair system. Blacks were allowed to vote and run for office and
Mandela was elected the President of South Africa. Apartheid and the
pass laws became history.
Overall laws put in place by governments have the ability to create
a new society. They impact people under them in many different
ways. These laws can either cause negative impacts upon a group of
people or positive ones. Unfortunately both the Nazis and the Afrikaners
affected some of their people negatively.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 2
Anchor Level 5-B
The response:
• Thoroughly develops all aspects of the task evenly and in depth for the Nazi orders and laws of
the Third Reich and the pass laws of the Republic of South Africa
• Is more analytical than descriptive (Nazi orders and laws: Jews had little to do with failure of
World War I and worldwide depression; Hitler meant to turn Germany against Jews and
increase his support; German Jews feared for their lives; for German Aryans, laws were
beneficial for some Nazis who gained jobs and bought or stole Jewish property; South Africa
pass laws: government hoped to isolate the black community by creating laws that resulted in
unfair treatment much like Hitler wanted to do with Jews; by disallowing blacks the rights of
regular citizens, the government created a “social injustice”; this visible racism towards the
black native community was used by the white minority Afrikaner government to maintain and
increase control; black South Africans decided to fight back)
• Incorporates relevant information from documents 4, 5, 6, 7, 8, and 9
• Incorporates substantial relevant outside information (Nazi orders and laws: Hitler blamed Jews
for Germany’s loss in World War I and massive inflation and unemployment of the 1920s and
1930s; Jews were moved into concentration camps where they were starved and worked to
death; about six million Jews died during the Holocaust; South Africa pass laws: black South
Africans forced into homelands; blacks were not citizens of South Africa and could not vote or
own land; blacks lived with no running water or bathrooms; Afrikaners did not fund schools for
blacks so many received a poor education; Mandela jailed for almost 30 years; Mandela became
President of South Africa, and apartheid and pass laws became history)
• Richly supports the theme with many relevant facts, examples, and details (Nazi orders and
laws: on Kristallnacht, German people and Brownshirts destroyed property and terrorized
Jewish people; Gestapo arrested thousands of Jews; Jewish community fined one billion
reichsmarks; South Africa pass laws: if a black man failed to produce his reference book he
could face a fine or imprisonment; blacks went to Sharpeville police station without passbooks;
69 blacks killed at Sharpeville by Afrikaner police)
• Demonstrates a logical and clear plan of organization; includes an introduction that states the
Nazi laws and the pass laws of the Republic of South Africa had negative impacts on certain
groups and a conclusion that discusses laws put in place by a government have the ability to
create a new society
Conclusion: Overall, the response fits the criteria for Level 5. Integrated outside information
supports document interpretation and analysis. The treatment of the government’s intent and the
impact of both the Nazi orders and laws and the pass laws of South Africa effectively demonstrate a
strong understanding of the task.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – A
Humans are full of pride. When one ethnicity, religion, or race gets
together, oftentimes they believe they are superior to others. When this
happens, unfair governments and dictatorships form that treat certain
groups extremely unfairly. Governments in Germany and South
Africa were created that opressed one group of people and glorified the
other. Both governments set laws that benefitted only one race while
the others suffered.
The Nazi party in Germany is one of the most infamous political
parties in history. The Nazis, and the leader of the party Adolf Hitler,
believed that Germans were superior to all other races. The Nazis wanted
anyone with Aryan blood to join Hitler’s 3rd Reich and become the
most powerful nation in the world. In order for the Nazis to complete
their goal of racial unity, they needed to exterminate those who did not
fit their definition of a German and who did not have Aryan blood,
namely the Jews. Hitler spread his ideas about the Jews through his
novel Mein Keimf or My Struggles. He painted the Jews as an evil
race and blamed them for communism and other problems including
Germany’s defeat in World War I. He used the Jews as a scapegoat.
Step by step he tried to remove their rights, their jobs, their houses, and
eventually their lives. This process included the Holocaust and the
deaths of around six million Jews. In 1933, the Nazis ordered a general
boycott against Jewish shops. (Doc 4a) This was done to weaken the
Jews and cause them to lose their money. It also helped turn the German
people against the Jews. The Nazis did not want Jewish people to be
involved in the economy any longer. On November 12, 1938, a decree
was issued that stated that as of January 1, 1939, it would be illegal
for Jews to own any private businesses or practices. (Doc 4b) This was
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Anchor Paper – Document-Based Essay—Level 4 – A
the continuation of the Nazis process of the debilhitation of the Jews.
Because Jews could not own businesses and were not allowed to hold
certain jobs they struggled to support themselves. Many resorted to
selling their property. This was what Hitler and the Nazis wanted—to
humilate and destroy the Jewish race. The situation worsened and turned
deadly for the Jews on the “Night of Broken Glass” or Kristallnacht.
The Nazis justified Kristallnacht because a Jewish student killed a
Nazi official, and the Nazis used that as an excuse to begin destroying
and killing Jewish people. The secret police or the gestapo broke into
Jewish businesses, homes, and temples. They took the Jews property and
destroyed many of the religious areas. Some people were taken away
on that night. (Doc 5b) Historians often refer to Kristallnacht as the
start of the Holocaust because this is when the violence really began on
a large scale. After this fateful night, it became an official policy to
take away Jews land from them, the Jews were fined one billion
reichmarks by the government, and they were not given any insurance
to cover their losses (Doc 5b). The Germans continued to severly mistreat
Jews. The Holocaust was a mass genocide which killed much of the
Jewish population in the Third Reich. The reason the Nazi party set these
laws against the Jews was for political power and Aryan racial
dominance. Looking back at this time in history, one can see just how
greatly the Jews were affected. In September of 1996, it was discovered
that $4 billion had been looted from the Jews by the Nazis and was
stored away in banks in Switzerland (Doc 6). Much more money was
stolen and used for other purposes. An auction of possesions of Jewish
people that had been stolen from them were found to be worth
$13.2 million in auction money. (Doc 6) In an effort to try to compensate
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Anchor Paper – Document-Based Essay—Level 4 – A
for the horrible persecution to Jews, money has been given to Holocaust
survivors and the heirs. However this is such a small amount of
money compared to what the Jews lost and no amount of money can
make up for all the deaths of the Jews.
South Africa also had a racist government who favored one
ethnicity and race over the other. South Africa was ruled by the white
minority, who also had most of the nation’s wealth. Once the white
minority or Afrikaners came into power in the 1940s they put into
place a government and economy that relied on the labor of the black
majority but controlled this majority by strict, very harsh, and unfair
laws. The blacks had to deal with legal segregation and unjust laws
against them. Apartheid laws in South Africa focused on the racial
seperation of blacks and whites. The whites passed these laws so they
could dominate the blacks politically and economically and recieve
the majority of the wealth of the nation. The passbook laws were the
most notorious laws of apartheid. The passbook laws made it so that no
black could travel, work, or live without a passbook, they defined a
black person’s life. In other words blacks always had to get permission
from the white government to do almost anything. (Doc. 9) On
March 21, 1960, a peaceful protest was held by unarmed blacks. (Doc 9).
They went to the police station in Sharpeville without their passbooks.
The blacks expected that they would be arrested, but the whites shot into
the crowd and killed 69 black people (Doc 9). This event shows the power
and violence of the whites. In another case a black who was 16 or older,
and caught traveling without a passbook, could either be fined up to
10 pounds or imprisoned for up to a month (Doc 7b). Traveling for a
black person became an ordeal because of the constant need to have to
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Anchor Paper – Document-Based Essay—Level 4 – A
go renew their passes. A black South African, for example, traveled
and had to get a Trek pass for the journey and an identification pass
for when he arrived, as well a 6-Day Special Pass (Doc 8). After 6 days,
he did not renew his 6 Day pass and was arrested (Doc. 8). Black
people could not travel without continuously going back to the pass
office and paying for certain passes. According to the Native Laws
Amendment Act, Act No. 54 of 1952, any black South African who
lived in an urban area but did not work was subject to arrest by a
European police officer. Blacks protested the unfairness of the pass
laws and other laws. Another protest took place in the town of Soweto,
where students in the 1980s protested against a law forcing them to be
taught in Afrikaans, the language of the white Afrikaners, which
would limit their opportunities. Over 100 people were killed when white
policemen shot innocent protesters. These injustices show how racist
one ethnicity can be and also shows how certain groups believe they
are superior to others.
The Nazis from the Third Reich of Germany and the white South
Africans from South Africa both believed they were better than a
different group of people: the Jews and the blacks. They set unfair laws
that blatantly favored their own person race or political party. These
laws caused many hardships for other races of people and resulted in
the unnecessary deaths of many Jews and also in the death of peaceful
protesters in South Africa.
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Anchor Level 4-A
The response:
• Develops all aspects of the task for the Nazi orders and laws of the Third Reich and the pass
laws of the Republic of South Africa
• Is both descriptive and analytical (Nazi orders and laws: weakened Jews and caused them to
lose their money; helped turn German people against Jews; because Jews could not own
businesses and were not allowed to hold certain jobs, they struggled to support themselves;
Hitler and Nazis wanted to humiliate and destroy Jewish race; to compensate for horrible
persecution of Jews, money given to Holocaust survivors and heirs; South Africa pass laws:
laws passed so whites could dominate blacks politically and economically; passbooks defined a
black person’s life; traveling for black people was an ordeal because of the constant need to
renew their passes)
• Incorporates relevant information from documents 4, 5, 6, 7, 8, and 9
• Incorporates relevant outside information (Nazi orders and laws: for Nazis to complete goal of
racial unity they needed to exterminate those who did not fit their definition of a German and
those who did not have Aryan blood, namely Jews; Hitler painted Jews as an evil race and
blamed them for communism and Germany’s defeat in World War I; Hitler used a process that
included the Holocaust and the deaths of around six million Jews; South Africa pass laws: once
the white minority or Afrikaners came into power in the 1940s, they put into place a government
and economy that relied on labor of black majority but controlled them by strict, harsh, and
unfair laws; apartheid laws focused on racial separation of blacks and whites; blacks forced to
be taught only in Afrikaans, the language of the white Africans; over 100 killed when white
policemen shot innocent protesters in Soweto)
• Supports the theme with relevant facts, examples, and details (Nazi orders and laws: Hitler
leader of Nazi Party; in 1933 Nazis ordered a general boycott against Jewish shops; Jews fined
one billion reichsmarks by government and not given insurance to cover their losses; four
billion dollars looted from the Jews by Nazis and stored in banks in Switzerland; auction of
Jewish possessions worth 13.2 million dollars; South Africa pass laws: peaceful protest held by
unarmed blacks who went to police station in Sharpeville without passbooks; whites shot into
crowd and killed 69 black people; any black South African who lived in an urban area but did
not work was subject to arrest); includes a minor inaccuracy (novel, Mein Kampf)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that discuss how both Nazis and white South Africans developed laws that treated groups
unfairly
Conclusion: Overall, the response fits the criteria for Level 4. While document information frames
the discussion, the strength of the response is in the detailed explanations and well-placed outside
information. The inclusion of additional analytic statements would have strengthened the effort,
particularly in the discussion of South Africa.
Global Hist. & Geo. Rating Guide – Jan. ’16
[35]
Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – B
Laws have been an important part of society since the Code of
Hammurabi was created in Mesopotamia. Laws are usually created to
maintain peace and order. Sometimes they can be unjust and result
in chaos and violence. The Nazi orders and laws from the Third Reich
as well as the pass laws of the Republic of South Africa were extremelly
influential on the people of Germany and South Africa.
The Nazi orders and laws of the Third Reich were established in order
to take away power, money, and safety of the Jews. By targeting the
Jews, the Nazi government and Hitler were able to increase their power
by uniting the German people against an enemy that Hitler blamed
for the economic troubles that Germany was experiencing. The Nazis
started with laws that limited some Jewish rights. After this they tried
to hurt Jews economically as seen in Document 4a which is a passage
explaining how all non-jewish Germans must boycott Jewish businesses.
Because most of Germanys population stopped buying the Jewish
goods, many Jews lost money and their jobs. Those Jewish businesses
who maintained even a little financial security throughout the
boycott were crushed when as seen in document 4b, a decree banning
nearly all Jewish businesses was issued. Again this forced many Jews
to lose money and jobs. The Nuremberg laws made Jews second-class
citizens. Around the time of this decree, angry Germans and the
Brownshirts broke into homes, businesses, and synagogues causing
chaos and began destroying much of the Jewish property. Document 5b
describes that night which is now known as Kristallnacht. The Nazis
claimed is was started by German citizens but in fact it was a wellorganized government planned activity. The Nazis carried out this
idea to financially and physically weaken the Jews. Many consider
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Anchor Paper – Document-Based Essay—Level 4 – B
this night the beginning of the world’s largest act of genocide, the
Holocaust. Many tried to escape Germany. In areas that Germany
took over Jews were forced to live in apartments in Ghettos. Often
several families had to live in one tiny apartment. After this point
Jews were treated incredibly cruelly and violently. Jews were also
rounded up and put in work or death camps called concentration
camps. By the time the Holocaust ended, about six million Jews had
died. Although the laws were cruel and unjust, they ultimately
succeeded in their goal to destroy Jews.
Another set of laws that had a large impact on it’s countries people
was the South African pass laws. The pass laws were part of the
government’s policy of racial discrimination and abuse. When the
white Afrikaners gained political control in the middle of the 20th
century, a horrible racial crisis was occuring in the Republic of South
Africa. The white minority had complete power over the black majority
in South Africa. This period of the racially unjust government is
refferred to as Apartheid. The government issued the pass laws along
with other laws in order to cause harm to the black South Africans. The
goal of the pass laws and Apartheid was to maintain control of the
majority black population. The white Afrikaners systematically forced
the blacks into specific areas and low paying, low skill jobs so that the
whites could benefit as the blacks were abused. Life for a typical black
South African can be seen in documents 7a and 7b which explain
how an unemployed black native could be arrested without a warrant
because blacks needed to carry their passes all the time, everywhere
they went. These laws placed many innocent people in jail for any
small violation. This is what happened to Jim, a black South African
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Anchor Paper – Document-Based Essay—Level 4 – B
seen in document 8. Because of the pass laws more innocent people
ended up in prison. Another unjust law of Apartheid was that only the
white minority could vote. This ensured that their would always be a
white president, which meant Apartheid would continue. Other laws
included a rigid system of segregation where blacks and whites would
be separated by law. Blacks would have separate schools, water fountains,
and train cars and couldn’t go to the places that were reserved for whites.
Eventually all these laws resulted in protests by the black majority.
Document 9 describes the Sharpeville massacre. This was when
thousands of black natives peacefully protested by leaving their passes
at home. Peaceful protests were shown to be productive earlier in the
20th century by Gandhi who used peaceful protests such as boycotts,
the Salt March, and fasting. He was a great inspiration to the South
African natives. Unfortunately, the Sharpeville protest backfired,
simarilarily to what happened in Tianemmen square, as the government
open-fired and killed 69 South African natives. A leader of a
protesting group, the ANC, Nelson Mandela fought to end Apartheid.
He was arrested for his efforts and jailed for nearly thirty years. F.W.
deKlerk released Mandela from prison, and together they helped to end
Apartheid.The governments plan to harm and put down the South
African natives had succeeded for a while but eventually was ended.
The laws and orders of the Third Reich and the pass laws of South
Africa were very similar. Both targeted a group of people, both were
unjust, both impacted the group greatly and both ended. These two sets
of laws succeeded in their purpose and had influenced their countries
greatly.
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Anchor Level 4-B
The response:
• Develops all aspects of the task for the Nazi orders and laws of the Third Reich and the pass
laws of the Republic of South Africa
• Is both descriptive and analytical (Nazi orders and laws: established to take away power,
money, and safety of Jews; Jewish businesses that maintained even a little financial security
crushed when a decree banning Jewish businesses was issued; Nuremberg laws made Jews
second-class citizens; Jews treated cruelly and violently; South Africa pass laws: laws were part
of the government’s policy of racial discrimination and abuse; under apartheid white minority
had complete power over black majority; laws placed many innocent people in jail for any small
violation; laws resulted in protests by the black majority)
• Incorporates relevant information from documents 4, 5, 7, 8, and 9
• Incorporates relevant outside information (Nazi orders and laws: by targeting Jews, Nazi
government and Hitler were able to increase power by uniting German people against an enemy
blamed for economic troubles; in areas that Germans took over, Jews were forced to live in
apartments in ghettos; many Jews tried to escape Germany; Jews rounded up and put in
concentration camps; about six million Jews died during the Holocaust; South Africa pass laws:
white Afrikaners systematically forced blacks into specific areas and low-paying, low-skill jobs;
only white minority could vote to ensure there would always be a white president; blacks would
have separate schools, water fountains, and train cars; Gandhi was a great inspiration to South
African natives because of his peaceful protests such as boycotts; Sharpeville protest backfired
similar to Tiananmen Square; Mandela, leader of African National Congress, fought to end
apartheid, was arrested for his efforts and jailed for nearly 30 years; F.W. deKlerk released
Mandela from prison and together they helped end apartheid)
• Supports the theme with relevant facts, examples, and details (Nazi orders and laws: all nonJewish Germans to boycott Jewish businesses; many Jews lost businesses and jobs; South Africa
pass laws: unemployed black native could be arrested without a warrant; government opened
fire at Sharpeville and killed 69 South African natives)
• Demonstrates a logical and clear plan of organization; includes an introduction that states laws
are usually created to maintain peace and order but sometimes can be unjust and result in chaos
and violence and a conclusion that mentions similarities and differences between laws of the
Third Reich and the pass laws of South Africa
Conclusion: Overall, the response fits the criteria for Level 4. Document information is used as
evidence to show how the Nazi laws and orders, the pass laws, and other laws of the Republic of
South Africa were harmful to specific groups. While outside information and some analytic
statements are included, better integration of the analytic statements and fewer repetitive statements
would have strengthened the effort.
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Anchor Paper – Document-Based Essay—Level 4 – C
Throughout time, government has restricted the people using laws
and orders. The German government lead by Adolf Hitler installed the
Nazi orders and laws of the Third Reich and the Republic of South
Africa led by a white minority established the pass laws to limit what
the people could do. They did this in order to maintain their power. In
both cases, the government used force to enforce these laws no matter
what the consequences were on the people.
During WWII, the people of Europe lived in fear due to the facist
government of Germany. Adolf Hitler terrorized the people trying to
acheive power for the Aryan race by installing the Nazi orders and laws
of the Third Reich. While these laws and orders dealt with more than the
Jewish people, one of the most cruelly targeted people were the Jews. Hitler
saw the Jews as the cause of many of Germany’s problems. In order for
these rules to be effective at limiting the power of the Jews, he gave the
higher German officials and the German population orders; to no longer
buy from a Jew or let him and his backers promote their goods (Doc. 4a).
By doing this, they hoped to force the Jewish population out of work so
the Aryan race could prosper in Germany again. When the Germans
forbid the Jews from owning or running any economically profitable
businesses in Germany (Doc. 4b), the Jewish population was put into a
difficult situation. Because many weren’t able to make money
anymore, many would go into debt and have to give up their
businesses. The Nazi Party also enforced their laws in clever ways
trying to get the German people to support their anti-Semitism. On the
night of Kristallnacht, or the night of broken glass, what was reported
as “ordinary Germans” destroying Jewish shops was in reality, groups
supported by the Nazi Party. The Gestapo were ordered not to stop the
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Anchor Paper – Document-Based Essay—Level 4 – C
violence that occurred, and to actually arrest Jewish people in the streets
(Doc. 5b). They could tell who the Jews were because all Jews, by this time,
were forced to wear a yellow star, the star of David, on their clothing. This
event really hurt the Jewish population because it put them into even
more debt by forcing them to pay for the damage out of their own
pockets, and they had no help from the insurance companies (doc 5b).
The picture also shows how the damage didn’t affect many of the other
people of Germany, even with all of the broken glass they were walking
around like nothing happened leaving the Jews to clean up by
themselves (doc 5a.) Many tried to escape the Nazi rulers and sold or
hid many of their possessions. Others who did not escape had their
property stolen or confiscated by the Nazis. According to the Holocaust
Chronicle, $65 billion, the equivalent of 4 billion in the 1940’s worth of
property was taken from the Jews during Hitler’s rule and stored in
Swiss banks by the Nazis. As a result of this, Switzerland created a
$71 million fund to aid Holocaust families (doc. 6). Unfortunately
this compensation was often too little too late. Jews lost their identities as
Germans, their jobs, their citizenship, their businesses, their possessions,
and many lost their lives. In conclusion, all the things the Nazi Party
did effectively limited the rights of the Jews and led to depleting the
Jewish population during their rule.
The pass laws of the Republic of South Africa virtually did the same
thing as the laws of the Nazi Party; they terrorized the natives. The
native black population was at the mercy of the minority white
population at all times. Whites influenced what jobs blacks could have,
where they could live, and where they could travel as well as such things
as their education. Black natives were not considered citizens of South
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Anchor Paper – Document-Based Essay—Level 4 – C
Africa and were not allowed to vote or participate in government.
According to the Native Laws amendment act No. 54 of 1952, a
native person who is unemployed could be arrested with no sufficent
cause (Doc. 7a). This made it so the natives would be living in fear,
knowing they could be arrested for not having any form of work to
do. Also, Act No. 67 of 1952, the Abolition of Passes and Coordination
of documents Act, states if a man is over the age of 16 and is not
carrying his pass book, he could be imprisoned for up to a month or
fined ten pounds (Doc. 7b). This put the native black people in danger
because something as little as forgetting their pass book could cost
them a large amount of money or their freedom. The white government
made it so the blacks would be fearful of them, making an easier job
of ruling them. Another example of this is displayed through the
recalection of a story described by Peter Abrahams. His boss was
arrested two days after his Six-Day Special pass was done, a pass that
allows a person to look for work for six days (Doc. 8). Once again, the
government being strict changed his bosses life forever, making it so
he wouldn’t forget any other small things. The last document describes
how the blacks of South Africa were demonstrating at a peaceful
protest when the government shot at them (Doc. 9). This event was the
worst in South Africa, putting the people in the most fear up to that
point. It shows that the government was willing to do anything to keep
the power and wasn’t going to allow any uprisings. Black natives did
not give up. They continued to protest and use other campaigns to hurt
the government of white South Africans. Eventually apartheid ended
and native blacks were granted equal political rights. In the end the
native blacks were much more successful in fighting the white
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Anchor Paper – Document-Based Essay—Level 4 – C
government of South Africa than the Jews were in fighting the Nazis.
Overall, both the Nazi Party and Republic of South Africa used
force to enforce the laws they had placed on the people they were ruling,
and by no means were they going to be taken over. They struck fear
into the people, and made it so living wasn’t an enjoyable thing.
Anchor Level 4-C
The response:
• Develops all aspects of the task for the Nazi orders and laws of the Third Reich and the pass
laws of the Republic of South Africa
• Is both descriptive and analytical (Nazi orders and laws: Nazi Party tried to get German people
to support their anti-Semitism; Gestapo ordered to arrest Jews in the streets; Kristallnacht put
Jews further into debt as they were forced to pay for damages with no help from insurance
companies; compensation often too little too late; South Africa pass laws: terrorized the natives;
native black population was at the mercy of minority white population; natives lived in fear
knowing they could be arrested for not working; government willing to do anything to keep
power; native blacks were more successful in fighting white government of South Africa than
the Jews were in fighting the Nazis)
• Incorporates relevant information from documents 4, 5, 6, 7, 8, and 9
• Incorporates relevant outside information (Nazi orders and laws: Hitler hoped to force Jewish
population out of work so Aryan race could prosper; Jews forced to wear Star of David on
clothing; those who tried to escape sold or hid many of their possessions; Jews lost their
identities as Germans, their jobs, citizenship, businesses, possessions, and many lost their lives;
South Africa pass laws: whites influenced what jobs blacks could have and where they could
live; black natives not considered citizens of South Africa and not allowed to vote or participate
in government; continued to use protests and other campaigns to hurt white South African
government; eventually apartheid ended and native blacks were granted equal political rights)
• Supports the theme with relevant facts, examples, and details (Nazi orders and laws: Jews
forbidden from owning or running any economically profitable business in Germany; equivalent
of four billion worth of property in the 1940s taken from Jews during Hitler’s rule and stored in
Swiss banks by Nazis; $71 million fund to aid Holocaust families; South Africa pass laws: a
man over the age of 16 not carrying a passbook could be imprisoned for up to a month or fined
10 pounds; South African blacks demonstrating at a peaceful protest when shot)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that state the governments of the Third Reich and the Republic of South Africa used force to
establish laws and did not care about the consequences for their people
Conclusion: Overall, the response fits the criteria for Level 4. The response relies on document
information to frame the discussion. Some well-placed analytic comparative statements and outside
information are used to connect information across documents and to draw conclusions
demonstrating a good understanding of the task. Additional supporting details and facts to expand
on conclusions would have enhanced the discussion.
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Anchor Paper – Document-Based Essay—Level 3 – A
Throughout history the cultural predjudice of a government has led
to the persecution of people of a certain race, religion, and nationality.
Nazi Germany and South African Apartheid are two examples of such
persecution. While the Jews were persecuted for their religion and the
Africans for their race and nationality, the persecution and predjudice
of both groups led to world-wide movements to get rid of such laws and
governments which allow such laws.
The rule of Nazi Germany began in the 1930’s when Adolf Hitler
was appointed to power as chancellor. During this period the German
economy had been plagued by reparations, due to the first World War,
and depression. Adolf used this misery of the people to gain support
and win over the German people. He then began to blame the economic
and political misfortunes of Germany on the Jewish population. He
began to use propaganda in order to stir up a deep hatred for the Jewish
people and a blame was set upon them. He said Jews were not Germans
and blamed them for the Treaty of Versailles whose terms were bad and
unfair. They were also blamed for Germany’s high unemployment rate.
The German people began to believe Adolf and followed his policies.
Laws such as “No German must any longer buy from a Jew or let him
and his backers promote their goods” were followed and this economically
damaged the Jewish people. (Doc 4) This exerpt shows the first of many
government sanctioned actions meant to force the Jewish people into
poverty. This boycott began on Saturday April 1, 1933. (Doc 4) Sadly,
this was not the last incedent of economic discrimination against the
Jews. The uprising that occured at Kristallnacht was claimed to be
caused by “ordinary Germans.” (Doc 5) It was later discovered that the
uprising was caused by “Brownshirts” that began the uprising. (Doc 5)
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This uprising allowed the perfect smokescreen for the Gestapo to march
in and arrest the Jewish residents that were suspected of a variety of
“crimes.” (Doc 5) This uprising was only one of many instances of
the Nazi’s deciet. The Nazis took the wealth and property of the Jews
from their homes such as artwork and their watches and gold fillings
from the dead bodies in the concentration camps. The only way the
Nazis were stopped and Jews were helped was the fighting of the Second
World War. The Allied nations fought and eventually defeated the
Axis nations in one of the bloodiest wars in history. After the Second
World War was over and the Nazi’s had been defeated some of the
funds and property that the Nazis had stolen from the Jewish people
were discovered in Switzerland, a neutral country as well as many
other places. Nearly fifty years after the war ended a report claiming
4 billion dollars which was stolen from the Jews was discovered in
Swiss banks. (Doc 6) The money, along with many collectible items,
was eventually put up for auction. The auction raised 13.2 million
dollars for Holocaust survivors and their heirs. The Swiss created a
72 million dollar fund after being accused of laundering many
Nazi funds. (Doc 6) These actions as well as the horrific crimes
commited by the Nazis show the predjudice nature of their laws.
South Africa was at one time a British colony. Britain then released
control to the white minority. The Afrikaners, part of the “white”
minority gained control in the late 1940s and ruled for decades. The
social predjudice of the Afrikaners was reflected in their laws. One law
that truly reflected this was the pass law. This law said that no black
South African could travel without a government issued pass. The
South African Native Laws Amendment Act Number 54 declared that
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Anchor Paper – Document-Based Essay—Level 3 – A
any authorized officer could arrest a native African for being seen
without a pass. (Doc 7) This law meant that people, such as Jim in
document 8, could be imprisoned for two weeks for simply forgetting
or not renewing their pass. This also meant that any dark-skinned
South African native who was over the age of sixteen was required to
possess a pass and identification card at all times. In combination
with many other laws this caused the rights of black South Africans
to be severely limited, for they were not considered citizens of South
Africa and couldn’t vote. They also were forced to live separately from
Afrikaners. The protests of these laws were often met with violent action
and excessive force. In Sharpeville South Africa on March 21, 1960
sixty-nine South African natives were massacred during a peaceful
protest. (Doc 9) The protesters arrived at the police station in Sharpeville
without their passes expecting to be arrested. They believed that this
arrest would show the Afrikaners, and the world, that their laws were
unfair and could not stand. The protest however was met with a barrage
of gun fire. Sixty-nine black men and women were slaughtered that
day. Eventually the world community put pressure on the Afrikaner
government to stop these unfair laws. Over the years native South
African protests and world pressure made it unprofitable to maintain
apartheid. These racist policies were dismantled in the 1990s and
eventually Nelson Mandela, a native South African was elected
president in the first multi-racial election.
The terrible and truly horrifying acts of violence commited by the
governments of both South Africa and Nazi Germany lasted for years.
This persecution helped bring nations together to fight injustices.
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Anchor Level 3-A
The response:
• Develops most aspects of the task with some depth on the impact of the Nazi orders and laws of
the Third Reich and the pass laws of the Republic of South Africa and little depth for what the
Nazis hoped to achieve by establishing the orders
• Is more descriptive than analytical (Nazi orders and laws: Hitler’s policies economically
damaged the Jewish people; Kristallnacht not caused by ordinary Germans but by Brownshirts;
Kristallnacht was the perfect smoke screen for the Gestapo to march in and arrest Jewish
residents; South Africa pass laws: rights of black South Africans severely limited; protests often
met with violent action and excessive force; native blacks believed their expected arrest would
show Afrikaners and the world that laws were unfair and could not stand; in Sharpeville 69
South African natives were massacred during peaceful protest; it became unprofitable to
maintain apartheid)
• Incorporates some relevant information from documents 4, 5, 6, 7, 8, and 9
• Incorporates relevant outside information (Nazi orders and laws: German economy plagued by
reparations from World War I and depression; Hitler said Jews were not Germans and blamed
them for unfair terms of Treaty of Versailles; blamed Jews for high unemployment rate; Nazis
took watches and gold fillings from the dead bodies in concentration camps; South Africa pass
laws: South Africa was at one time a British colony; world community put pressure on
Afrikaner government to stop unfair laws; Mandela, a native South African, elected president in
first multi-racial election)
• Includes some relevant facts, examples, and details (Nazi orders and laws: Germans could no
longer buy from Jews; report claiming four billion dollars stolen from Jews discovered in Swiss
banks; South Africa pass laws: no black South African could travel without government-issued
pass; black South Africans were not considered citizens, could not vote, and forced to live
separately from Afrikaners)
• Demonstrates a satisfactory plan of organization; includes an introduction that discusses cultural
prejudices of governments have led to persecution of people and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 3. Document information with some
supporting outside details frames the discussion demonstrating an understanding of the task. The
treatment of both Nazi Germany and the pass laws of South Africa focus on the impacts of these
laws on the Jews and native South Africans respectively. Reasons the South African government
developed the pass laws are merely mentioned; further development would have enhanced the
response.
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Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – B
Throughout history, governments have passed laws and orders for
many reasons. The laws passed by the Tokugawa shogunate goverened
the warrior class and the South African pass laws goverened the natives.
These laws influenced many regions and societies in many ways.
The Tokugawa shogunate was the largest and most sucessful
shogunate in Japan. Tokugawa was able to fight off the competition of
the powerful daimyos and declared himself shogun or military
commander. He then tried to increase his power by decreasing the power
of the daimyo while he was trying to centralize government power. In
order to ensure the stability of the shogunate the Tokugawa needed to
control the daimyo so laws were passed. These laws included the hostage
system which weakened the power of the daimyo class and strengthened
the Shogun’s power. (doc 2) By limiting the daimyo’s power the
shogun could ensure that the shogun had the final say. These laws
also weakened the power of the individual Samuri. The hostage system
by bringing the daimyo’s famalies to the shogun’s town of Edo
caused the city to grow. Merchants and artisans moved to the city to
provide fine goods to the daimyos’ families. This increase in trade led
to a strain on the daimyo and samuri because they needed money to
buy these goods. (doc 3) They got their money by selling the rice they
collected in taxes to the merchants. This put pressure on the peasants
and caused peasant uprisings. The laws were generally effective at
achieving some of the shogun’s goals such as maintaining power. The
daimyo’s and samuri’s power was further weakened because the
shogun limited their movement. Roads were used for government
communication and had check points. However while these laws
strengthened the shogunate for quite some time, they also eventually
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Anchor Paper – Document-Based Essay—Level 3 – B
contributed to their downfall.
Similar events took place in South Africa during Apartheid. The
white controlled government in South Africa implemented a series of
laws to limit the rights of black South Africans. Some of these laws
include the pass laws. These laws made it manditory for all native
South Africans to carry passbooks. These books were described as “a
record of a person’s life as defined by the white gov’t”. (Doc 9). These
laws made identifying people easier. They also limited movement of
natives from one city or region to another. If a native was without a
pass, that native could be arrested. (Doc 8) This was only one of many
laws that tried to decrease the power and rights of black South Africans.
For example blacks were forced to live in special areas and could not
leave without their passes. The government had hoped that these passes
would help maintain order in the large native population. In reality,
these passes just angred the population. On March 21, 1960, a group of
natives marched to the police station in Sharpeville without passbooks.
This protest was started to show the uselessness of the pass laws. In
retaliation the police opened fire on the crowd. This massacre left 69 blacks
dead. (Doc 9) The pass laws and other laws inspired many protests and
uprisings over a period of 30 years. The African National Congress
and other groups pushed for freedom and fought the injustices of the
white dominated government. Eventually apartheid was ended and
South Africa elected a black South African president.
Throughout history many governments have implemented laws
and orders to maintain order, sometimes they did damage to a people.
The Tokugawa Shogunate and South African government used laws
to try and maintain order. These laws greatly influenced people.
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Anchor Level 3-B
The response:
• Develops all aspects of the task with some depth for the Tokugawa laws and the effects of the
South African pass laws but with little depth for the reasons for the pass laws
• Is more descriptive than analytical (Tokugawa laws: shogun tried to increase his power by
decreasing power of daimyo; hostage system brought daimyo’s families to Edo; daimyo and
samurai selling rice collected in taxes put pressure on peasants and caused peasant uprisings;
South Africa pass laws: pass laws made identifying people easier and limited the movement of
natives from one city or region to another; government hoped passes would help maintain order
in large native population but passes just angered the population; demonstration at Sharpeville
started to show uselessness of pass laws)
• Incorporates some relevant information from documents 1, 2, 3, 8, and 9
• Incorporates relevant outside information (Tokugawa laws: Tokugawa was the largest and most
successful shogunate in Japan; Tokugawa was able to fight off competition of powerful daimyos
and declared himself shogun; shogun limited daimyo’s and samurai’s movements; roads were
used for government communication and had checkpoints; South Africa pass laws: South
African blacks forced to live in special areas; African National Congress and other groups led
protests and pushed for freedom; South Africa elected first black South African president)
• Includes some relevant facts, examples, and details (Tokugawa laws: hostage system weakened
the power of daimyo class and individual samurai; merchants and artisans moved to the city to
provide goods; South Africa pass laws: natives without a pass could be arrested; police at
Sharpeville opened fire into crowd and 69 blacks left dead)
• Demonstrates a satisfactory plan of organization; includes an introduction that is a restatement
of the theme and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 3. Details from the documents and
outside information are used to frame the response showing an understanding of the task. The
Tokugawa discussion is better developed than the discussion on South Africa. The response could
have been strengthened by integrating the outside information and expanding on generalizations.
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Anchor Paper – Document-Based Essay—Level 3 – C
Throughout time laws have been a way for governments to control
the public and create order in society. This tatic was used by both the
Tokugawa Shogunate and the Nazi Party to reach desirable outcomes
in their regions. These laws affected the lives of people that they
governed as well as the region.
The tokugawa shogunate was a military society that was governed
by a shogun. Technically, it was governed by an emperor but the
shogun had the real power. In reality the emperor was only ceremonial
and the shogun exercised his power over everyone else including the
daimyo and samurai. The system used in Japan was to create an
orderly organized society. As previously stated control rested with the
shogun who ruled over various daimyos who pledged their loyalty.
When the Tokugawa came to power some daimyos were extremely
powerful and threatened the strength of the shogun. To decrease their
power the shogun enacted many laws. Daimyos were forbidden by the
shogun to build large castles, these were seen as a threat to the rule of
the shogun (Document 1). Another law that was created was that the
daimyos and their family must live at the capital, Edo, with the
shogun (Document 2). This was so the shogun could keep an eye on
his daimyos and to ensure that they wouldn’t overthrow him. Also by
keeping the daimyo’s family hostage the shogun could ensure the
loyalty of the Daimyo and prevent rebellions (Document 2). Kings at
different times did this as well. Most famously were kings like Louis
XIV and Peter the Great who kept their nobles close by. These laws had
big effects on the region of Japan. Cities of Japan became trade centers
(Document 3). Only the upper class could afford the rich goods that
merchants offered, so merchants would move their trade to these cities.
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Anchor Paper – Document-Based Essay—Level 3 – C
These areas became the centers of society and the economic, political
and cultural centers as well. In instituting laws in Japan to create
unity and decrease rebellions the Tokugawa Shogunate increased
trade, caused the growth of cities and these led to Japan’s prosperity.
After World War I Germany was crumbling. It was made to make
repartations for the war and was blamed for it by the powers of Great
Britain France and the United States. This left it financially unstable
and lacking leadership. Adolf Hilter came to power in this kind of
environment. With his fascist ideals and extreme racism he promised
to create a strong Germany again. To do so he needed to give the
Germans someone to blame for their many problems – the Jews. He
enacted many laws and government practices to increase hatred and
capitalize on the anti-semitism that existed in Germany. One of his
many policies included the boycott of Jewish run businesses
(Document 4a/4b). This resulted in millions of jews losing their
businesses and incomes leaving them destitute. He also had his
gestapo rummage through jewish residinces and steal their belongings
(Document 6). This left the jews with nothing and further alienated
them. One of his biggest programs was Kristallnacht or the Night of
Broken Glass. On this night Nazis and Germans burned and looted
jewish businesses and homes. Also, many jews were arrested
(Document 5a/5b). Jews were forced to pay for and clean up the
damages that happened during Kristallnacht. Kristallnacht increased
german mistreatment of the Jews. The many policies hitler created
resulted in widespread poverty among jews and an increased amount
of anti-semitism in Germany. Jews were also physically removed from
their homes and forced to go to concentration camps where they were
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Anchor Paper – Document-Based Essay—Level 3 – C
abused and killed. This treatment continued until Nazi Germany was
defeated in World War II.
Laws are used to create order in society as they did in Nazi
Germany and Tokugawa Shogunate in Japan. The Laws affected the
region as well as the people in that particular region.
Anchor Level 3-C
The response:
• Develops all aspects of the task with little depth for the laws for the warriors under the
Tokugawa shogunate and the Nazi orders and laws of the Third Reich
• Is more descriptive than analytical (Tokugawa laws: used to create an orderly organized society;
when shogun came to power, some daimyos were extremely powerful and threatened strength of
shogun; by keeping daimyo’s family hostage, shogun could ensure loyalty of daimyos and
prevent rebellions; Nazi orders and laws: Hitler enacted laws and government practices to
increase hatred and capitalize on anti-Semitism in Germany; millions of Jews lost their
businesses and income leaving them destitute)
• Incorporates some relevant information from documents 1, 2, 3, 4, 5, and 6
• Incorporates relevant outside information (Tokugawa laws: in reality emperor was only
ceremonial; kings did this at different times, most famously Louis XIV and Peter the Great;
Nazi orders and laws: after World War I Germany was crumbling because it had to make
reparation payments; Jews forced to go to concentration camps where they were abused and
killed; continued until Nazi Germany was defeated in World War II)
• Includes some relevant facts, examples, and details (Tokugawa laws: daimyos forbidden by
shogun to build large castles; daimyos and family had to live at capital Edo; cities became trade
centers; Nazi orders and laws: boycott of Jewish-run businesses)
• Demonstrates a satisfactory plan of organization; includes an introduction that is a restatement
of the theme and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 3. Selected document information and
limited outside information are used to develop the task. Comparative statements and
generalizations are included but they lack development and are not well integrated into the
discussion. Additional supporting facts and details would have strengthened the effectiveness of the
response.
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Anchor Paper – Document-Based Essay—Level 2 – A
Throughout history, governments have developed laws and orders
for a variety of reasons. Many times, these laws are imposed to
frighten citizens and to give the government control over the people.
We see this throughout the world, in countries like South Africa under
apartheid and Germany under the Nazis. These laws had many
impacts on societies, regions, and groups of people.
In Germany, the Nazis worked under Adolf Hitler. The goal of the
Nazis was ethnic cleansing, mostly against Jews. Their goal was to
rid Germany of the Jewish population. The Germans imposed many
laws to strip the Jews of their rights. One order put into place was the
boycott of Jewish goods. They were not to buy anything connected to
Jews. The Nazis ensured it was set in motion at the same time all over
Germany, to have maximum effect (Doc 4a). Another order was that
the Jews were to pay out of pocket, for the damages that occured during
Kristallnacht (Doc 5b). Kristallnacht was an organized event that
was designed to terrorize the Jews. As a result of these laws, Jews faced
much discrimination, and were completely stripped of their rights.
Many lost their lives in the Holocaust, as a result of the laws imposed
by Hitler. Once WWII and the Holocaust were over, the survivors were
left with nothing. They had little if no family and absolutely no
posessions. To help the Jews return to society, posessions that the Nazis
had stolen were sold at an auction where the proceeds went to survivors
(Doc 6). This could not repair the damage that had been done by the
Nazi laws, but was a step toward regaining their lives.
In South Africa, apartheid was imposed to completely segregated
native blacks from white settlers. Many laws were passed to ensure
that segregation took place. The government attempted to control the
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Anchor Paper – Document-Based Essay—Level 2 – A
blacks by passing these laws, but because of protests, it backfired. In
an attempt of protest, blacks marched to a police station without their
passes, as a result many were shot (Doc 9). The government was able to
control where the blacks could and couldn’t go, but they were not able
to control their want to end segregation. As a result of these laws,
many blacks were jailed, fined or even killed.
Throughout History governments have imposed laws on their
citizens, which greatly impacted society. The need for control and order
is one of the main factors that lead to the implication of these laws.
Anchor Level 2-A
The response:
• Minimally develops all aspects of the task
• Is primarily descriptive (Nazi orders and laws: Nazi goal was ethnic cleansing and to rid
Germany of Jewish population; Germans imposed many laws to strip Jews of their rights; laws
set into motion all over Germany at same time to have maximum effect; Kristallnacht was an
organized event designed to terrorize Jews; South Africa pass laws: apartheid imposed to
segregate native blacks from white settlers; government controlled where blacks could and
could not go but not their desire to end segregation); includes faulty and weak application (Nazi
orders and laws: to help Jews return to society, possessions Nazis had stolen were sold at
auction and proceeds went to survivors)
• Incorporates limited relevant information from documents 4, 5, and 9
• Presents little relevant outside information (Nazi orders and laws: many Jews lost their lives in
the Holocaust; survivors of World War II and Holocaust had little if no family)
• Includes few relevant facts, examples, and details (Nazi orders and laws: Nazis worked under
Hitler; Jewish goods boycotted; Jews to pay out of pocket for damages that occurred during
Kristallnacht; South Africa pass laws: blacks marched to police station without their passes;
many blacks shot in the protest)
• Demonstrates a general plan of organization; includes an introduction that discusses many times
laws are imposed to frighten citizens and give government more control over people and a brief
conclusion
Conclusion: Overall, the response fits the criteria for Level 2. Relevant, paraphrased document
information generally frames the response demonstrating an understanding of the Nazi orders and
laws. Lack of development and details for the discussion of the South African pass laws and faulty
applications regarding the Nazis weaken the response.
Global Hist. & Geo. Rating Guide – Jan. ’16
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Anchor Paper – Document-Based Essay—Level 2 – B
Over the years, governments have created laws and placed
restrictments for various reasons. These laws are meant to prevent chaos
and to allow the ruler to have his way. The laws for the warriors under
the Tokugawa Shogunate and the Nazi orders had many impacts on
societies and groups of people.
By 1603 in Japan, Tokugawa Ieyasu became the supreme ruler.
Laws were put forth for the warrior classes: the daimyo, the greater
samurai and the lesser samurai. According to Ryusaku Tsunoda is
Sources of the Japanese Tradition “the great lords. . .should immediately
expel from their domains any. . .who have been charged with treason.”
(Doc #1). The Sankin Kotai or hostage system was also used. “The
system demanded simply that daimyo reside in the Tokugawa castle
at Edo for periods of time, alternating with residence at the daimyo’s
own castle.” (Doc #2) The government established these laws to control
the people. To keep the warriors from rebelling, he kept them close. This
way, the ruler could keep an eye on his warriors without worrying that
they will attack.
The Sankin Kotai hostage system in Japan affected the warrior
class. They were required to live away from their family. If they had a
family and a daimyo wasn’t at the castle, “his family had to be left
at the overlord’s castle town” (Doc #2). This restricted what people could
say and do. The daimyo and his family would be under constant
surveillance making privacy impossible.
In Germany, the Nazi Party came to power. On March 28, 1933
they issued a decree “no German must any longer buy from a Jew or
let him and his backers promote their goods” (Doc #4a). According to
Article 1, “From 1 January 1939. . .the practice of independent trades
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Anchor Paper – Document-Based Essay—Level 2 – B
are forbidden to Jews” (Doc #4b). According to a picture from the Anne
Frank Guide, shops were vandalized (Doc #5a). According to
The Jewish Victims of the Holocaust, “the government ordered
Brownshirts. . . to destroy and terrorize” (Doc #5b). The German
government created these laws and restrictions to show the Jews that
the Germans were superior. Hitler wanted the Jews out and he tried to
scare them out of Germany. Hitler wanted to create the perfect Aryan
race and Jews were not a part of it.
The result of these German laws was the death of thousands of Jews.
These laws resulted in the Holocaust. Jews were descriminated at first,
causing many to flee but then violence came. The Nazis were harsh
and cruel and sent Jews to concentration camps where gas chambers
were “showers” and people were lined up and shot down. The Jews had to
live in fear of getting caught if they weren’t yet. The German laws
caused Jews to lose their freedom.
Governments create laws for many different reasons. Japan created
the sankin kotai system to keep a close eye on the warrior class.
Germany created laws to limit the Jews and to create a perfect race.
Both countries limited the peoples freedoms.
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Anchor Level 2-B
The response:
• Minimally develops all aspects of the task
• Is primarily descriptive (Tokugawa laws: enabled the ruler to keep an eye on his warriors
without worrying whether they would attack; what people could say and do was restricted;
daimyo and his family under constant surveillance making privacy impossible; Nazi orders and
laws: Hitler wanted to create the perfect Aryan race and Jews were not part of it; laws resulted
in Holocaust; Jews lived in fear of being caught; Jews lost their freedom)
• Incorporates limited relevant information from documents 1, 2, 4, and 5
• Presents little relevant outside information (Nazi orders and laws: thousands of Jews died;
discrimination of Jews forced many to flee before the violence; Nazis were harsh and cruel and
sent Jews to concentration camps where gas chambers were “showers” and people were lined up
and shot)
• Includes few relevant facts, examples, and details (Tokugawa laws: by 1603 Tokugawa Ieyasu
became supreme ruler; sankin kotai or hostage system used; if daimyo not at the castle, his
family had to be left at overlord’s castle town; Nazi orders and laws: Germans not allowed to
buy from Jews; shops vandalized; Brownshirts ordered by the government to destroy and
terrorize)
• Demonstrates a general plan of organization; includes an introduction that states laws are meant
to prevent chaos and allow the ruler to have his way and a conclusion that states what Tokugawa
Japan and Nazi Germany hoped to achieve with their laws
Conclusion: Overall, the response fits the criteria for Level 2. Excerpts of document information
are strung together to accomplish the task. Relevant outside information about the concentration
camps adds to the discussion of the impact of the Nazi orders and laws on the Jews; however, a lack
of development and explanation weaken it.
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Anchor Paper – Document-Based Essay—Level 2 – C
Goverments in Japan and in Germany both developed laws and
orders limiting a certain class’s power within their domain. Japan’s
laws for the warriors under the Tokugawa Shogunate limited the power
of the warrior class. Similarly, the Nazi’s orders and laws of the Third
Reich limited Jews’ power in Germany.
In Japan, the new set of rules and laws under the Shogunate’s power
limited the power of the warrior class in different ways. In Document 1
it quotes Laws governing Military Households, which included a rule
that the warrior class could not repair a castle without the Shogunate’s
consent. Another part of the warrior class laws was the sankin kotai,
or hostage system, which set forth new laws concerning the warrior
class duties to the Shogunate. In Document 2 it talked about how
either the Daimyo himself, or his family, must always be available in
the Shogun’s town to serve his every whim.
In Germany, new Laws were set forth by the government limiting
the rights of Jews in their area. In Document 4 it quotes the excerpts of
the Nazi Party order, which said talked about how the Nazi party
wanted Germans to treat Jews. One action taken by request of the
Nazi Party was the boycotting of Jews’ goods. As a result of another
Nazi decree, Jews were forbidden to run retail shops or mail order
houses. They were also forbidden to practice any independant trade. A
photograph was shown in Document 5 showing many stores and
shops owned by Jews destroyed because of the Kristallnacht. Similary,
the German government planned an uprising against the Jews by
ordering squads to terrorize the streets, and then ordered the secret
police to allow the violence to go on. They then arrested the Jews in the
streets being terrorized.
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Anchor Paper – Document-Based Essay—Level 2 – C
In both Japan and Germany sets of rules and laws were enforced to
limit the power of a certain class. In Japan the rules limited the power
of the working class by making them more subordinate to the Tokugawa
Shogunate. And in Germany the Nazi Party limited the rights of Jews
by various means of force including boycotting, destroying shops, and
forcing Jews to lose property through an official policy.
Anchor Level 2-C
The response:
• Minimally develops all aspects of the task
• Is primarily descriptive (Tokugawa laws: daimyo or his family must always be available in
shogun’s town to serve his every whim; rules limited power of the working class by making
them more subordinate to the Tokugawa shogunate; Nazi orders and laws: stores and shops
owned by Jews destroyed because of Kristallnacht; squads ordered to terrorize and secret police
ordered to allow violence to go on; Nazi Party forced Jews to lose property through an official
policy)
• Incorporates limited relevant information from documents 1, 2, 4, and 5
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (Tokugawa laws: laws governed military
households; a castle could not be repaired without shogun’s consent; sankin kotai or hostage
system set forth new laws concerning warrior class; Nazi orders and laws: limited rights of Jews
in Germany; Jewish goods boycotted; Jews forbidden to run retail shops or mail order houses;
Jews forbidden to practice any independent trade)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that
discuss governments in Japan and Germany developed laws and orders to limit the power of a
certain class within their domain
Conclusion: Overall, the response fits the criteria for Level 2. Document information dominates the
response and lacks explanation demonstrating a limited understanding of the task.
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Anchor Paper – Document-Based Essay—Level 1 – A
Throughout history, governments have developed laws and orders for
a variety of reasons. These reasons were to keep peace and fix money and
debt problems. For example the Nazi looting situation. Nazis would
boycott Jewish stores, so they would run out of business. Nazis would
also destroy and terrorize Jewish shops after looting them. After World
War II the government funded $71 million of the looted money back to
Holocaust survivers. This law ended Jewish Crisis.
Law and order also brought an issue to South African natives. If a
native was unemployed they would be arrested. A South African would
stay in Jail until one recieved good satisfactory account of himself.
Another situation was if a 16 year old African failed to produce their
reference book, they would have to pay a ten pound fine. If they could
not pay a fine they would face imprisonment for a month.
As you can see the government set laws to stop trouble. They didn’t
proceed to keep rights of equality. The Jews and Africans suffered these
problems.
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Anchor Level 1-A
The response:
• Minimally addresses some aspects of the task
• Is descriptive (Nazi orders and laws: Nazis would boycott Jewish stores so they would be run
out of business; South Africa pass laws: if a native was unemployed he would be arrested;
failure to produce reference book would mean having to pay a 10 pound fine); lacks
understanding and application (Nazi orders and laws: after World War II, $71 million of the
looted money funded back to Holocaust survivors; law ended Jewish crisis; South Africa pass
laws: a South African would stay in jail until one received a good satisfactory account of
himself; if the fine could not be paid they would face imprisonment for a month)
• Includes minimal information from documents 4, 5, 6, and 7
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (Nazi orders and laws: Nazis would destroy
and terrorize Jewish shops)
• Demonstrates a general plan of organization; includes an introduction that is a restatement of the
theme and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 1. While an attempt is made to address
all aspects of the task a minimal understanding is demonstrated. A listing of limited facts from the
documents forms the basis of the discussion about Jews under Nazi rule. A misinterpretation of
information from documents 6 and 7b detracts from the brief discussion of blacks in South Africa
under apartheid.
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Vol. 2
Anchor Paper – Document-Based Essay—Level 1 – B
The goverments of nazi germany, South Africa, and the tokugawa
shogunate all had different ideas on controling there people. The two
goverments that controlled there people the most and made there lives the
worst were the South African and Nazi germany.
The South African people needed to always keep a pass on them and
get special passes to find a job and if there pass expired they were arrested
and imprisend for a period of time. (Doc 8). The nazi germany
government took rights from jewish people.
Anchor Level 1-B
The response:
• Minimally addresses some aspects of the task
• Is descriptive (South Africa pass laws: needed a special pass to find a job; Nazi orders and laws:
Nazi government took rights from Jewish people); lacks understanding and application (South
Africa pass laws: South African people instead of black or native South Africans)
• Includes minimal information from document 8
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (South Africa pass laws: if your pass expired
you could be arrested and imprisoned for a period of time)
• Demonstrates a general plan of organization; includes an introduction that is a restatement of the
theme and lacks a conclusion
Conclusion: Overall, the response fits the criteria for Level 1. The response demonstrates a minimal
understanding of the task. A single statement is used to address the second aspect of the task for the
South African pass system and the only information included about the Nazi government is a
generalization. No explanation or development is provided.
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Vol. 2
Document-Based Essay—Practice Paper – A
Governments throughout the ages have used various tactics of
oppresion and rule to maintain power. During the 17th century the
Japanese Shogunate and 20th century apartheid laws in South
Africa, governments used various tactics to ensure their power. The
Shogunate relied on a strict hostage system as the South Africans
relied on segregation.
The Tokugawa Shogunate unified Japan after a troubled warring
period in 1603 during which many different daimyo fought each
other for power and position. Tokugawa Ieyasu’s successor, Shogun
Hidetada, made strict laws on the warrior class (Doc 1). Some of these
harsh laws included the “Governing (of) Military Households.” The
warrior class who once had immense freedom were now being told by
the shogun that they had restrictions on things such as castle building,
walls, moats, and what vassals they could keep. (Doc 1). Further
changes occured as the “Sankin Kotai” system emerged. This hostage
system required the Daimyo and his family to take alternating turns
staying in the Tokugawa Castle in Edo. (Doc 2) The government hoped
that this sytem would suppress the daimyo’s power and crush any
rebellions as they or loved ones were always in the governments
posession. However this had a different effect. The daimyo and family
needed goods, such as food, to survive. (Doc 3) The trade into Edo
increased as did merchants wealth. Cities around Japan began to grow
and the Japanese slowly began to change even though Japan had an
isolationist policy. This is especially true after 1720 when the
government relaxed its ban on western books and trade began to
strengthen. These changes led to social unrest. Peasants rebelled and
merchants wanted power their wealth could not buy. The Tokugawa
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Document-Based Essay—Practice Paper – A
government eventually failed.
Similar to Japan, black South African people faced oppression.
However race played into restrictions far more. Europeans began
moving into South Africa in the 1600s. The dutch (who were known
as boers and later Afrikannas) and the british fought over the land.
The black natives were treated badly by both groups. After the Boer war
a long history of discrimination developed, and then in the mid-20th
century aparthied laws were passed. These laws created townships that
were strictly for blacks and gave blacks little freedom. The black south
africans were required to carry passbooks. If a black south african over
the age of 16 didn’t have a book, they would face up to a month in
prison or a fine of 10 pounds, which is a lot for a person in poverty.
(Doc 7b). It was illegal to not work, but a black individual was only
permitted 6 days to find a job or else be arrested if he did not renew his
pass. The jobs that were open to blacks were often poor paying, low
skilled jobs so blacks were almost always very poor. (Doc 8) The
conditions were harsh and protests usually ended in violence. For
example South African blacks once planned a peaceful protest in the
township of Sharpeville and the government police opened fire killing 69.
(Doc 9) The white South Africans ran the government and wanted to
keep segregation in place. Using apartheid gave them this power. The
black South Africans didn’t give up in the face of violence. They
continued to protest until changes occurred.
The two governments of Tokugawa Shogunate Japan and Apartheid
South Africa wanted to maintain power. They resorted to harsh laws
and punishments to oppress their people which often resulted in rebellion.
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Vol. 2
Document-Based Essay—Practice Paper – B
In history governments have passed laws that either target or affect
certain groups. These governments were trying to achieve control and
power by targeting these groups. In Germany, under the Third Reich,
the Nazis were under orders that persecuted the Jews. In South Africa,
during apartheid, native South African blacks were persecuted by the
government. These laws impacted the society and the people in the
country where they were established.
During the fascist rule of Germany the Nazis, and German people,
persecuted the Jews living in Germany and elsewhere. The Nazi
government hoped to eliminate the Jewish people and their culture. They
blamed them for Germany’s troubles and used this to build their
power. The beginnings of the Nazi persecution of Jews is shown in
Document 4a. The document states how the Nazis called for a spread of
propaganda condemning the Jews. The propaganda was to spread the
law and idea that no true German can buy from a Jew. This isolation
of Jewish business severly hurt the Jewish community’s economy in
Germany. The Nuremberg laws were passed which denied Jewish
Germans citizenship. This step socially isolated the Jews and allowed
for the segregating and dehumanizing of the Jewish people. These laws
made Jews who may have lived in Germany for generations unwanted
people. Another act of the Nazi rule was to assign a yellow patch to be
worn on the clothes of the Jewish. This star of David alerted others to
who was Jewish. The isolation of the Jewish people was part of the
government’s efforts to control them. By restricting their work they
gained control over the Jews. Later, the Nazi party began a more
openly violent approach against the Jews. This was seen in
Kristallnacht, the night of broken glass. The Nazis destroyed Jewish
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Document-Based Essay—Practice Paper – B
stores, homes, and synagogues in an effort to cripple their economy
and their lives. As seen in Document 5b, the Nazis claimed that the
stores were damaged by average Germans, when in fact it was the
work of Nazi groups. The Gestapo, Nazi secret police, were ordered to
allow the destruction of Jewish stores. While the stores were being
destroyed, the Gestapo arrested the Jews. The government’s plan also
included the law that the Jewish people must pay for the damages. This
was another blow to the Jewish economy. The Jews weren’t able to sell to
Germans so they were suffering financially, but now their stores were
destroyed and they had to pay for the damages. The Nazis benefited
from the abuse of the Jews. They benefited not only economically
through the forced fees and stolen Jewish property as seen in Document
6, but also politically by treating Jews as public enemies which fed the
extreme nationalism of the Nazis.
In the Republic of South Africa, the majority of the people were
native, black South Africans. The white Afrikaner minority held the
power in the racist government which came to power in 1948
promoting a policy called apartheid. They wanted to be distinguished
politically and socially from black South Africans. Under apartheid
the blacks were persecuted in an effort by the whites to maintain power
and wealth. As stated in Document 7a, an unemployed black South
African can immediately be arrested. This law allows the government
to easily persecute the black South Africans based almost solely on
racism. Black South Africans were forced to live separately in
townships in the cities or homelands in the countryside. Men migrated
to the cities and the mines to find jobs which supported white business
owners and allowed these business owners to make a profit. Areas that
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Document-Based Essay—Practice Paper – B
were not arable were set aside for blacks to live on so the good land
could be given to the whites. Document 8 shows how the government
forced blacks to pay fines for not holding identification cards when
moving to other places or for not having a job. These identification
cards or pass cards limited the blacks because they specified where they
could be which means they couldn’t move around freely. All of these
laws made it harder for blacks. The blacks weren’t able to easily achieve
rights or move up in social status. The system of apartheid created a
system where blacks couldn’t escape and that became unbearable.
Many rebelled to stop apartheid. Document 9 shows peaceful protests
such as in Sharpeville were often met with violence, but the black
South Africans fought for many years until they ended apartheid.
Both the Jews and the black South Africans were persecuted under
Nazi Germany and apartheid government respectively. The Nazi
government tried to eradicate the Jewish people and Jewish culture to
build their power. In South Africa, the white South Africans tried to
maintain control and power by racially persecuting the black South
Africans.
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Vol. 2
Document-Based Essay—Practice Paper – C
Throughout history, governments have developed laws and orders
for a variety of reasons. The laws of the third reich and the Nazi orders,
and the pass laws of the republic of South Africa had many impacts
on societies, regions, and groups of people.
The Nazi orders and the laws of the third reich were established by
the government. The government and the nazi party wanted the total
sepration of class and wealth from the Jews they wanted and believed
the Jews were inferior to them and thats what they wanted the annilation
of the Jews. As stated in document 4a paragraph 1 first 4 sentences it
states “The action committees must at once popularize the boycott by
means of propaganda, and enlightenment. The principle is: No German
must any longer buy from a Jew or let him and his backers promote
their goods. The boycott must be general. It must be supported by the
whole german people and must hit Jewry in it’s most sensitive place.
They were directing strait hits for the Jews. The pushing of those laws
lead to the downfall of Jewish people. Their were orders given to secret
police or Gestapo to not stop violence of brown shirts but to go arrest
Jews through out town, as said in document 5b paragraph 1 first 3 lines.
The Jews were also losing their property since hitler became most
powerful. Now, taking their land from them was an official policy. The
government levied a fine of one billion reichmarks on the german
Jewish Community. Punishment over one teenager. In addition to this
Jewish victims of Kristallnacht had to pay for damage out their own
pockets. They couldn’t get insurance to cover losses as also stated in
Document 5b last paragraph. As many impacts the nazi orders and
the laws of the third reich had on the Jewish is how many impacts the
pass laws of the republic of South africa affected South africans.
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Vol. 2
Document-Based Essay—Practice Paper – C
The pass laws of the republic of south africa was passed through its
current government at the time. The government was trying to keep
control over the people and the systems they had, thats what they were
trying to accomplish, white domination. The pass laws had many
impacts on south africa. One impact the pass laws had on South
africans was that they couldn’t travel, live, or work without a passbook
as said in document 9 paragraph 1 sentence 4. Another way the pass
laws affected South africans was that when they tryed a peaceful
demonstration in Sharpeville it was met with gun fire that left
69 blacks dead.
There was many established laws and/or oders by the government
that hoped to achieve something. The Natzi orders and laws of the third
reich, and the pass laws of the republic of South africa had big impacts
on the people of the country that lead to the shaping of other outcomes.
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Document-Based Essay—Practice Paper – D
Many different types of laws were made to control parts of the
populace (i.e. the Sankin Kotai in feudal Japan & Neumenberg laws in
Nazi Germany). These laws limited freedoms & rights of a given class
in each case.
In Feudal Japan the Sankin Kotai involved subjegating the daimyos
& their relatives to the shogun by forcing them to live within the
Shogun’s home at certain intervals to serve as hostages. This limited
the daimyo class because their relatives (& at times even themselves)
were within the shogun’s easy reach for barganing chips.
Also in Nazi Germany the Neumenberg laws restricted Jewish
people from all but the most basic necessities (& later they lost those
also). The laws put them at the mercy of an uncaring (& often times
reactive) populace which events such as Kristallnacht show were very
hateful towards the Jewish community.
In both cases a given class is limited (granted one worse than the
other but still both have restrictions to deal with.)
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Document-Based Essay—Practice Paper – E
Throughout history, governments have developed laws and orders
for a variety of reasons. The Nazi orders and laws of the Third Reich,
and the Pass laws of the Republic of South Africa are two examples of
laws created. These laws had many impacts on societies, regions and
groups of people. The effects of these laws were viewed as a positive for
some, but for others it was a negative effect.
Adolf Hitler was a fascist leader in Germany. During WWI, he
fought in the German military, but after the war was over, he was
enraged about the consequences Germany had to face. He slowly rose
to power and eventually became a Dictator. Hitler established the Nazi
party and the Laws (Doc #4) of the Third Reich. Hitler believed that the
Aryan race (Doc #5) was superior to all others, he wanted to eliminate
the weaker races. Hitler had a large effect on the Jews. He systematically
took away the Jew’s rights, including citizenship. He did not allow
Jews to sell goods or own businesses (Doc #4). During Kristallnacht he
authorized the destruction of Jewish property and the arrests of many
Jews (Doc #5). Eventually Hitler started forcing Jews into concentration
camps all over Germany and in other Nazi controlled areas. There, the
Jews would do hard labor, get very little to eat, and many were killed
in gas chambers. This was one of the worst examples of a genocide ever.
Hitler’s anti Jewish actions were only stopped by the Allies winning
World War II. Much damage was done to the Jews and the Holocaust
was horrifying. About 6 million Jews were killed, along with
approximately 5 million others.
In South Africa, European nations started to imperialize mostly
because of its location at the tip of Africa. In the country of South
Africa, the Dutch and the British had imperialised. They considered
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Document-Based Essay—Practice Paper – E
themselves superior to the native black South Africans. They
established to Policy of “White mans Burden.” They considered the
natives to be a burden. When South Africa became independent the
whites who lived there ruled over the black majority. The whites
established the pass laws. These laws made every black native have a
passbook and they couldn’t travel without it. If they were caught
without it, the penalty could be a fine not exceeding 10 pounds or
imprisonment not exceeding one month. (Doc 7b) These laws also
stated that any black native who was unemployed could be arrested.
(Doc 7a) The whites created these laws because they thought they had
the right to, but it wasn’t even their land. These laws affected the black
natives. It wasn’t fair to the natives that they had to follow all of these
rules. So they had a peaceful protest in Sharpeville which resulted in
sixty-nine natives killed. (Doc #9) Many other protests followed.
Natives protested and didn’t give up. In the end, the native South
Africans got their rights and were able to become politically equal to
the whites.
The Nazi party and the Third Reich and the Pass laws of South
Africa are two negative examples of laws passed for a variety of reasons.
These laws were unfair and had a great impact on groups of people.
Eventually the laws were abolished, but they still had a large impact.
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Vol. 2
Practice Paper A—Score Level 3
The response:
• Develops all aspects of the task with little depth for the laws for the warriors under the
Tokugawa shogunate and the pass laws of the Republic of South Africa
• Is more descriptive than analytical (Tokugawa laws: warrior class who once had immense
freedom told by shogun they had restrictions on castle building; government hoped hostage
system would suppress daimyo’s power and crush rebellions; daimyo and his family needed
goods to survive so trade in Edo increased as did merchants’ wealth; cities around Japan began
to grow; South Africa pass laws: illegal to not work but a black individual was only permitted
six days to find a job or be arrested if he did not renew his pass; conditions were harsh and
protests usually ended in violence; white South Africans wanted to keep segregation in place
and using apartheid gave them this power; black South Africans did not give up in the face of
violence)
• Incorporates some relevant information from documents 1, 2, 3, 7, 8, and 9
• Incorporates limited relevant outside information (Tokugawa laws: Tokugawa unified Japan
after a troubled warring period during which different daimyo fought for power; merchants
wanted power their wealth could not buy; South Africa pass laws: Dutch Boers and later
Afrikaners and British fought over the land; apartheid laws created townships strictly for blacks
where they had little freedom)
• Includes some relevant facts, examples, and details (Tokugawa laws: Tokugawa Ieyasu’s
successor Shogun Hidetada made strict laws on warrior class; hostage system required daimyo
and his family take turns staying in Tokugawa Castle in Edo; after 1720 government relaxed its
ban on western books; South Africa pass laws: black South Africans required to carry
passbooks; black South Africans over age of 16 without a passbook could face up to a month in
prison or a fine of 10 pounds; South African blacks planned a peaceful protest in Sharpeville;
government police opened fire killing 69)
• Demonstrates a satisfactory plan of organization; includes an introduction that mentions
governments used various tactics to ensure their power and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 3. Document information frames the
discussion and the limited outside historical information enhances the effort. Additional factual
support would have benefited the discussion.
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Vol. 2
Practice Paper B—Score Level 4
The response:
• Develops all aspects of the task for the Nazi orders and laws of the Third Reich and the pass
laws of the Republic of South Africa
• Is both descriptive and analytical (Nazi orders and laws: laws allowed the segregating and
dehumanizing of Jewish people by socially isolating them; Jews who lived in Germany for
generations became unwanted people; isolation of Jewish people part of the government’s
efforts to control them; Nazis benefited economically through forced fees and stolen Jewish
property; South Africa pass laws: white minority Afrikaner government wanted to be
distinguished politically and socially from black South Africans; identification cards or pass
cards specified where blacks could be which meant they could not move around freely; blacks
were not able to easily achieve rights or move up in social status; black South Africans fought
until they ended apartheid)
• Incorporates relevant information from documents 4, 5, 7, 8, and 9
• Incorporates relevant outside information (Nazi orders and laws: Nuremberg laws denied
Jewish Germans citizenship; Jews had to wear yellow patch on their clothes; Star of David
alerted to others who was Jewish; Nazis destroyed Jewish homes and synagogues on
Kristallnacht; South Africa pass laws: black South Africans forced to live separately in
townships in cities, or homelands in the countryside; black men migrated to the cities and mines
to find jobs which supported white business owners and allowed these business owners to make
a profit; areas that were not arable were set aside for blacks to live on so good land could be
given to whites; apartheid created a system blacks could not escape)
• Supports the theme with relevant facts, examples, and details (Nazi orders and laws: isolation of
Jewish business severely hurt Jewish economy in Germany; Gestapo ordered to allow
destruction of Jewish stores; Gestapo arrested Jews; Jewish people must pay for damages; South
Africa pass laws: majority of people in Republic of South Africa were native black South
Africans; white minority held the power in the racist government; unemployed black South
Africans could immediately be arrested; government forced blacks to pay fines for not having a
job or identification when moving to other places; peaceful protests such as Sharpeville met
with violence)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that state governments were trying to achieve control and power by targeting and persecuting
certain groups, Jews, and Nazis
Conclusion: Overall, the response fits the criteria for Level 4. The integration of document
information and historic details demonstrates a good working knowledge of the task. Some analytic
statements about the intentions of both the government of Nazi Germany and the apartheid
government of South Africa are included; however, further explanation and additional details would
have benefited the discussion.
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Vol. 2
Practice Paper C—Score Level 2
The response:
• Minimally develops all aspects of the task
• Is primarily descriptive (Nazi orders and laws: government and Nazi Party wanted total
separation of class and wealth from Jews; laws led to downfall of the Jewish people; secret
police or Gestapo ordered not to stop the violence of the Brownshirts but to arrest Jews; South
Africa pass laws: government trying to keep control over the people and systems they had;
government trying to accomplish white domination); includes faulty and weak application
(South Africa pass laws: reference to South Africans instead of black or native South Africans)
• Consists primarily of relevant information copied from the documents 4, 5, and 9
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (Nazi orders and laws: Germans could no
longer buy from Jews; taking land from Jews was official policy; government levied a fine of
one billion reichsmarks on German Jewish community; Jewish victims of Kristallnacht had to
pay for damages out of their own pockets; South Africa pass laws: passbook needed to travel,
live, or work; peaceful demonstration in Sharpeville met with gunfire that left 69 blacks dead)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that are
a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 2. Selected information copied from
documents minimally addresses the impact of the laws and orders demonstrating a basic
understanding of the task. The summary of what the Nazi and South African governments hoped to
achieve with their laws and orders would have benefited from more supporting facts and details.
Practice Paper D—Score Level 1
The response:
• Minimally addresses all aspects of the task
• Is descriptive (Tokugawa laws: sankin kotai involved subjugating the daimyo and their relatives
to the shogun; Nazi orders and laws: Jews restricted from all but the most basic necessities and
later those also lost; put Jews at the mercy of an uncaring and often times reactive populace)
• Includes minimal information from documents 2 and 5
• Presents little relevant outside information (Nazi orders and laws: Nuremberg laws)
• Includes few relevant facts, examples, and details (Tokugawa laws: daimyos and their relatives
forced to live within shogun’s home at certain intervals to serve as hostages; Nazi orders and
laws: Kristallnacht shows the populace was very hateful towards the Jewish community)
• Demonstrates a general plan of organization; includes an introduction that states different types
of laws were made to control parts of the population by limiting freedoms and rights of a given
class and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 1. Although some outside information
concerning the Nuremberg laws is mentioned, Tokugawa Japan and Nazi Germany are each
addressed with limited information selected from single documents. The overall brevity,
generalizations, and lack of development indicate a limited understanding of the task.
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Vol. 2
Practice Paper E—Score Level 3
The response:
• Develops all aspects of the task with little depth for the Nazi orders and laws of the Third Reich
and the pass laws of the Republic of South Africa
• Is more descriptive than analytical (Nazi orders and laws: systematically took away Jewish
rights, including citizenship; South Africa pass laws: whites created these laws because they
thought they had the right to but it was not their land; natives protested and did not give up)
• Incorporates some relevant information from documents 4, 5, 7, and 9
• Incorporates relevant outside information (Nazi orders and laws: Hitler was a fascist leader in
Germany; Hitler believed Aryan race superior to all others; Hitler started forcing Jews into
concentration camps; South Africa pass laws: Dutch and British considered themselves superior
to native black South Africans; policy of “white man’s burden”; when South Africa became
independent, whites who lived there ruled over black majority; in the end native South Africans
got their rights and were able to become politically equal to whites)
• Includes some relevant facts, examples, and details (Nazi orders and laws: Jews not allowed to
sell goods or own businesses; during Kristallnacht Jewish property destroyed and many Jews
arrested; South Africa pass laws: penalty for not having a passbook could be a fine or
imprisonment; any black native who was unemployed could be arrested; peaceful protest in
Sharpeville resulted in 69 natives being killed)
• Demonstrates a satisfactory plan of organization; includes an introduction that states laws of the
Third Reich and pass laws of South Africa are viewed as positive for some but negative for
others and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 3. Document information and outside
information frame a general discussion demonstrating an understanding of the task. Lack of
development and limited analysis weaken the overall response.
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Vol. 2
Global History and Geography Specifications
January 2016
Part I
Multiple Choice Questions by Standard
Standard
1—United States and New York History
2—World History
3—Geography
4—Economics
5—Civics, Citizenship, and Government
Question Numbers
N/A
4, 8, 9, 13, 15, 16, 17, 21, 23, 29, 30, 31, 32,
36, 37, 39, 40, 41, 45, 46, 48, 50
2, 5, 6, 7, 11, 12, 18, 20, 25, 26, 34, 38, 42,
43, 44, 47
1, 10, 14, 19, 27, 28, 33
3, 22, 24, 35, 49
Parts II and III by Theme and Standard
Theme
Thematic Essay
Document-based
Essay
Imperialism
Standards
Standards 2, 3, 4, and 5:
World History; Geography;
Economics; Civics,
Citizenship, and Government
Power; Human Rights; Justice;
Citizenship; Environment and
Society; Political Systems; Conflict;
Diversity; Movement of People and
Goods; Scarcity
Standards 2, 3, 4, and 5:
World History; Geography;
Economics; Civics,
Citizenship, and Government
Scoring information for Part I and Part II is found in Volume 1 of the Rating Guide.
Scoring information for Part III is found in Volume 2 of the Rating Guide.
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The Chart for Determining the Final Examination Score for the January 2016
Regents Examination in Global History and Geography 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 Global History and Geography examination must NOT be used to determine students’ final scores for this administration.
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.
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The State Education Department / The University of the State of New York
Regents Examination in Global History and Geography – January 2016
Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores)
0
1
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3
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5
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Total Essay Score
3
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46
48
11
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16
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18
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22
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25
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29
30
31
33
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35
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38
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41
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49
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52
14
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25
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29
30
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33
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35
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48
49
50
52
53
54
55
18
19
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22
23
25
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27
29
30
31
33
34
35
37
38
39
41
42
44
45
46
48
49
50
52
53
54
55
57
58
59
Global History and Geography Conversion Chart - Jan. '16
7
8
9
10
22
23
25
26
27
29
30
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33
34
35
37
38
39
41
42
44
45
46
48
49
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55
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58
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61
62
63
26
27
29
30
31
33
34
35
37
38
39
41
42
44
45
46
48
49
50
52
53
54
55
57
58
59
61
62
63
65
66
67
30
31
33
34
35
37
38
39
41
42
44
45
46
48
49
50
52
53
54
55
57
58
59
61
62
63
65
66
67
68
69
71
34
35
37
38
39
41
42
44
45
46
48
49
50
52
53
54
55
57
58
59
61
62
63
65
66
67
68
69
71
72
73
74
Total Part I and Part IIIA Score
Total Part I and Part IIIA Score
To determine the student’s final score, locate the student’s total essay score across the top of the chart and the total Part I and Part IIIA score
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 6 and a total Part I and Part IIIA score of 48 would receive a final examination score of 80.
1 of 1
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33
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58
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61
62
63
0
1
2
37
38
39
41
42
44
45
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48
49
50
52
53
54
55
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58
59
61
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63
65
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74
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77
41
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80
45
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61
62
63
65
66
67
68
69
71
72
73
74
75
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79
80
81
83
84
Total Essay Score
3
4
5
6
49
50
52
53
54
55
57
58
59
61
62
63
65
66
67
68
69
71
72
73
74
75
77
78
79
80
81
83
84
85
86
87
53
54
55
57
58
59
61
62
63
65
66
67
68
69
71
72
73
74
75
77
78
79
80
81
83
84
85
86
87
88
89
90
57
58
59
61
62
63
65
66
67
68
69
71
72
73
74
75
77
78
79
80
81
83
84
85
86
87
88
89
90
91
92
93
61
62
63
65
66
67
68
69
71
72
73
74
75
77
78
79
80
81
83
84
85
86
87
88
89
90
91
92
93
94
95
96
7
8
9
10
65
66
67
68
69
71
72
73
74
75
77
78
79
80
81
83
84
85
86
87
88
89
90
91
92
93
94
95
96
96
97
97
68
69
71
72
73
74
75
77
78
79
80
81
83
84
85
86
87
88
89
90
91
92
93
94
95
96
96
97
97
97
98
98
72
73
74
75
77
78
79
80
81
83
84
85
86
87
88
89
90
91
92
93
94
95
96
96
97
97
97
98
98
98
99
99
75
77
78
79
80
81
83
84
85
86
87
88
89
90
91
92
93
94
95
96
96
97
97
97
98
98
98
99
99
99
99
100