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 27, 2015 — 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.
3 Which type of economic system relies primarily
on hunting, gathering, herding, and farming to
maintain self-sufficiency?
(1) traditional
(3) capitalism
(2) command
(4) mixed
Base your answer to question 1 on the map below
and on your knowledge of social studies.
B
A
4 The creation of independent city-states in ancient
Greece can be most directly attributed to the
(1) diverse ethnic groups in the region
(2) large number of different languages
(3) rugged mountainous terrain
(4) practice of oligarchy
C
D
5 Which term is most closely associated with
Hellenism under Alexander the Great?
(1) cultural diffusion
(3) theocracy
(2) pacifism
(4) natural rights
6 Which river is most closely associated with
Hinduism?
(1) Nile
(3) Tigris
(2) Yellow
(4) Ganges
Source: www.worldatlas.com (adapted)
1 Which letter on this map represents an archipelago?
(1) A
(3) C
(2) B
(4) D
7 Which individual developed an Asian philosophy
associated with the five relationships, filial piety,
and the Analects?
(1) Laozi (Lao Tzu)
(2) Confucius
(3) Han Wudi
(4) Siddhartha Gautama
2 Historians follow rules to help them analyze
primary sources. Some of the rules they use are:
• Every piece of evidence and every source must
be read or viewed skeptically and critically.
• Each piece of evidence and source must be
cross-checked and compared with related sources
and pieces of evidence.
8 In India, for which achievement is the Gupta
Golden Age best known?
(1) adoption of the printing press
(2) invention of the iron foot stirrup
(3) use of gunpowder
(4) development of the concept of zero
—Library of Congress
These rules are designed to help historians
determine the
(1) reliability of document information
(2) popularity of a publication
(3) differences in belief systems
(4) laws of a civilization
Global Hist. & Geo. – Jan. ’15
[2]
Base your answer to question 9 on the chart below and on your knowledge of social studies.
Chinese Social Organization During the Tang and Song Dynasties
Emperor
Court
(officials over every province and country)
Gentry
(scholar-officials, landowners)
schooling,
government service
Peasants
(village leader, council of elders)
Merchants
purchase of land,
education
Source: World History: Connections to Today, Prentice Hall (adapted)
9 Based on the information in this chart, what is a valid conclusion about Chinese society
during the Tang and Song dynasties?
(1) Most peasants in China were literate.
(2) The majority of Chinese people were merchants.
(3) Some people living in China had opportunities for social mobility.
(4) The social status of most Chinese people was determined by religious practices.
11 Which geographic factor best explains China’s
ability to influence the cultural development of
Japan?
(1) tropical climate
(3) mountains
(2) location
(4) navigable rivers
10 Around the 14th century, why were the cities of
Nanjing, Calicut, Mogadishu, and Venice
significant?
(1) Major centers of trading activity flourished
there.
(2) The first democracies emerged there.
(3) Islamic religious centers developed there.
(4) The Portuguese established colonies there.
Global Hist. & Geo. – Jan. ’15
[3]
[OVER]
16 Which statement best describes an effect of the
westward expansion of the Ottoman Empire under
Suleiman the Magnificent?
(1) Wealthy citizens adopted Russian dress.
(2) Islam became a major religion in the Balkans.
(3) Trade was disrupted throughout the Indian
Ocean.
(4) Janissaries were stripped of their military power.
Base your answer to question 12 on the passage
below and on your knowledge of social studies.
… Trade along the Silk Road enriched China in
many ways. The Chinese sent silk, herbal
medicines, ceramics, and other local products
westward by caravan, and received exotic things
in return. From Persia (modern-day Iran) and the
Middle East, they received new kinds of musical
instruments, and musicians to play them, as well as
gold and silver cups, bowls, and vases. From India
they imported cotton cloth. From Byzantium
(the eastern capital of the Roman Empire, today
the city of Istanbul in Turkey) came glassware
and jewelry. Chinese merchants also traded some
of these imported goods eastward to Korea and
Japan.…
17 A key reason the Incas were able to control their
large empire was that they
(1) outlawed human sacrifice
(2) formed a democratic government
(3) built a road system to connect distant areas
and to move armies
(4) promoted literacy and mass education
programs to teach loyalty to their subjects
—Des Forges and Major, The Asian World: 600-1500
12 Based on this passage, the Silk Road made it
possible for the Chinese to import cotton cloth
from
(1) Persia
(3) Japan
(2) the Roman Empire
(4) India
18 Which key factor fueled competition between
European countries for colonies in the Americas?
(1) a European shortage of pepper and nutmeg
(2) a mandate from the papacy
(3) the desire to control sources of gold and silver
(4) the need to secure laborers for factories in
Europe
13 The West African kingdom of Mali grew in wealth
and power by controlling the trading of
(1) oil and coal
(3) gold and salt
(2) timber and fish
(4) sugar and ivory
19 Which geographic feature is located in Latin
America?
(1) rain forest of the Congo
(2) Himalaya Mountains
(3) plateau of Tibet
(4) Amazon River
14 Which term is defined as a Renaissance movement
characterized by independent thought and a
renewed interest in classical Greek and Roman
culture?
(1) multiculturalism
(3) nationalism
(2) humanism
(4) monasticism
20 What was an effect of the trans-Atlantic slave
trade on Africa between 1500 and 1800?
(1) Power in West Africa shifted from kingdoms
in the interior to coastal kingdoms.
(2) Malaria was introduced to the tropical regions
of Africa.
(3) Islam became dominant in sub-Saharan
regions.
(4) Plantation agriculture was developed in the
Great Rift Valley.
15 One major effect of the Protestant Reformation
on western Europe was the
(1) decline in religious unity
(2) increased power of the Catholic pope
(3) reduction in religious wars
(4) increase in the sale of indulgences by the
Catholic Church
Global Hist. & Geo. – Jan. ’15
[4]
26 The development of cash-crop economies promotes
globalization by
(1) equalizing the standard of living for peasant
populations
(2) establishing communities that are self-sufficient
(3) maintaining the diversity of indigenous
agriculture
(4) meeting demands outside the region of
production
21 The writing of the Magna Carta was a reaction to
the
(1) economic restrictions under imperialism
(2) abuse of power by monarchs
(3) missionary work of clergy
(4) threats of revolution from colonial governors
22 Louis XIV strengthened the power of the
monarchy in France by
(1) centralizing control
(2) granting democratic reforms
(3) practicing religious toleration
(4) reducing the size of the bureaucracy
27 During the late 19th century, Zionism focused on
(1) securing safe working conditions for urban
factory workers
(2) acquiring a homeland for displaced Jewish
people
(3) establishing colonies in southern Africa
(4) developing a strict set of laws based on equality
23 • Copernicus’ heliocentric model of the universe
• Newton’s law of gravitation
• Descartes’ belief in truth through reason
28 What was one reason the Industrial Revolution
began in Great Britain?
(1) The government of Great Britain implemented
a series of five-year plans.
(2) Great Britain had alliances with most
European countries.
(3) Abundant natural resources were available in
Great Britain.
(4) The practice of serfdom in Great Britain
provided an abundance of laborers.
This set of ideas from the Scientific Revolution
gave Europeans a new way to
(1) view humankind’s place in the universe
(2) support the core beliefs of the church
(3) authenticate historical facts
(4) verify civil liberties
24 In the late 1700s, which situation in France is
considered a cause of the other three?
(1) meeting of the Estates General
(2) unfair policies of taxation
(3) execution of the king
(4) storming of the Bastille
29 Adam Smith’s laissez-faire theories are most closely
associated with
(1) the separation of church and state
(2) minimal government regulation of the economy
(3) a command economy
(4) high tariffs to protect domestic businesses
Base your answer to question 25 on the passage
below and on your knowledge of social studies.
… Nor is there liberty if the power of judging is not
separate from legislative power and from executive
power. If it were joined to legislative power, the
power over the life and liberty of the citizens
would be arbitrary, for the judge would be the
legislator. If it were joined to executive power,
the judge could have the force of an oppressor.…
30 The Berlin Conference is most closely associated
with the colonialization of
(1) South Asia
(3) Latin America
(2) East Asia
(4) Africa
31 A major reason for Japan’s foreign policy in Asia
during the early 20th century was to
(1) promote democracy
(2) spread Shinto beliefs
(3) obtain natural resources
(4) reduce military expenses
—Montesquieu, The Spirit of the Laws
25 In this passage, Montesquieu is making reference to
(1) an enlightened despotism
(2) a policy of mercantilism
(3) a separation of powers
(4) a social contract
Global Hist. & Geo. – Jan. ’15
[5]
[OVER]
37 Which event caused the policy of appeasement to
be viewed as a failure?
(1) creation of the League of Nations (1919)
(2) forced famine in Ukraine (1932)
(3) invasion of Czechoslovakia (1939)
(4) atomic bombing of Hiroshima (1945)
Base your answer to question 32 on the speakers’
statements below and on your knowledge of social
studies.
Speaker A: A nation’s strength is measured by the
size of its armed forces. All resources
must be mobilized into building a strong
army and navy.
38 What was one concern associated with both
the Korean War and the Vietnam War?
(1) Kim Jong Il and Ho Chi Minh possessed
nuclear weapons.
(2) French colonial rule would continue to
influence the region.
(3) Renewed Japanese imperialism would trigger
another world war.
(4) Communism would spread through eastern
and southeastern Asia.
Speaker B: To maintain our international strength, we
must look to our neighbors for alliances.
They will help protect us if we face a threat.
Speaker C: To maintain our sovereignty, we need
to be the strongest and most powerful.
32 Which concept is being described by Speakers A
and C?
(1) collective security
(3) militarism
(2) self-determination
(4) isolationism
39 One function of both the North American Free
Trade Agreement (NAFTA) and the European
Union (EU) is to
(1) oppose economic integration
(2) promote immigration
(3) reduce economic barriers
(4) eliminate unemployment
33 What was a major reason the Russian people
engaged in the Revolution of 1905?
(1) dissatisfaction with czarist rule
(2) discontent with involvement in World War I
(3) irritation over the banning of the Orthodox
church
(4) failure to emancipate the serfs
40 In 1989, the goal of the protest movement staged
by Chinese students in Tiananmen Square was to
(1) bring about democratic reforms
(2) improve job opportunities in the military
(3) expand foreign investment in Hong Kong
(4) limit the amount of land designated for the
“responsibility system”
34 • Wearing of the fez outlawed (1925).
• Turkish state declared secular (1928).
• Women received the right to vote and hold
office (1934).
Which idea was promoted by these actions taken
in Turkey?
(1) industrialization
(3) ethnocentrism
(2) conservatism
(4) westernization
41 Which country was the site of ethnic tensions and a
civil war between the Hutu and Tutsi in the 1990s?
(1) Sudan
(3) Tanzania
(2) Kenya
(4) Rwanda
35 Which goal did Joseph Stalin establish for the
Soviet Union?
(1) becoming an industrial power
(2) creating a golden age of culture
(3) instituting a parliamentary monarchy
(4) easing tensions using détente
42 The government of Ayatollah Khomeini attempted
to change Iranian society by
(1) implementing Islamic fundamentalist principles
(2) extending political equality to women
(3) allying with communist bloc countries
(4) adopting a western economic system
36 What was a key cause for the rise of fascism in
nations such as Italy and Germany?
(1) collectivization
(3) genocide
(2) economic hardship
(4) secret treaties
Global Hist. & Geo. – Jan. ’15
[6]
Base your answer to question 43 on the cartoon below and on your knowledge of social studies.
Source: Paresh Nath, The National Herald, India, 7/5/2007
43 What is the main idea of this cartoon?
(1) European rulers continue to exploit Africa.
(2) A strong, centralized authority is needed to govern Africa.
(3) African societies have flourished in spite of tough obstacles.
(4) Numerous problems have hindered Africa’s development.
46 • Mauryan Emperor Asoka incorporates Buddhist
ideas into his laws.
• Constantine legalizes Christianity throughout
his empire.
• Prince Vladimir forces Russians to become
Eastern Orthodox Christians.
44 One way in which Aung San Suu Kyi, Lech
Walesa, and Nelson Mandela are similar is that
they all
(1) supported the use of violence to achieve goals
(2) inspired revolutions against autocratic
monarchs
(3) led movements to end oppression of their
people
(4) based their actions on the teachings of Karl
Marx
Which generalization can be made based on these
statements?
(1) Religions have had little impact on the
development of empires.
(2) Many political leaders discouraged religious
toleration.
(3) Leaders are often influenced by cultural belief
systems.
(4) Christianity has been a dominant force in
Europe and India.
45 Which action is a direct cause of desertification?
(1) contaminating fresh water supplies
(2) burning fossil fuels in factories
(3) damming rivers to produce hydroelectricity
(4) removing vegetation through overgrazing
Global Hist. & Geo. – Jan. ’15
[7]
[OVER]
49 Which geographic circumstance affected the
conduct of Russian foreign policy for centuries?
(1) frequent droughts
(2) deforestation of the tundra
(3) environmental damage caused by mining
(4) lack of warm-water ports
47 In the 14th century, the bubonic plague was
primarily spread from Asia into Africa and
Europe by
(1) sailors during Viking raids
(2) traders and pilgrims during Pax Mongolia
(3) enslaved Africans on the Middle Passage
(4) missionaries during the European Age of
Exploration
50 The treatment of Christian Armenians in
Ottoman Turkey (1915) and the treatment of
Bosnian Muslims in the former Yugoslavia (1990s)
are examples of
(1) international relief efforts
(2) human rights violations
(3) expansion of voting rights
(4) government protection of minorities
48 One way in which apartheid in South Africa and
the caste system in India are similar is that both
systems
(1) allowed for educational opportunities
(2) determined roles based on gender
(3) revolved around central religious beliefs
(4) enforced different sets of rules for distinct
groups of people
Global Hist. & Geo. – Jan. ’15
[8]
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: Human and Physical Geography
Geographic features have influenced the political, economic, social, and historical
development of countries and regions.
Task:
Select two geographic features and for each
• Discuss how this geographic feature influenced the political, economic, social,
and/or historical developments in a country or region
You may use any geographic feature from your study of global history and geography.
Some suggestions you might wish to consider include the influence of rivers in China, deserts
in North Africa, climate in Russia, plains in Europe, islands of Japan, monsoons on India,
mountains of South America, and natural resources in the Middle East.
You are not limited to these suggestions.
Do not write about the United States and its geographic features in your answer.
Guidelines:
In your essay, be sure to
• Develop all aspects of the task
• Support the theme with relevant facts, examples, and details
• Use a logical and clear plan of organization, including an introduction and a conclusion that
are beyond a restatement of the theme
Global Hist. & Geo. – Jan. ’15
[9]
[OVER]
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, problems emerged that individuals wanted to address.
Individuals such as Bartolomé de Las Casas, Maximilien Robespierre, and
Mohandas Gandhi took different actions in their attempts to address problems.
Their actions met with varying degrees of success.
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 individuals mentioned in the historical context and for each
• Describe a problem this individual addresses
• Describe how this individual attempted to address the problem
• Discuss whether this individual was successful or unsuccessful in solving the
problem
In developing your answers to Part III, be sure to keep these general definitions in mind:
(a) describe means “to illustrate something in words or tell about it”
(b) discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail”
Global Hist. & Geo. – Jan. ’15
[10]
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
… The West Indian experience from the time of Columbus’ first voyage was one of Indian
labor for Spanish masters. When this labor was not given “voluntarily” it was extracted by
force. As Spaniards arrived in increasing numbers, the need for labor became more pressing,
and the burden upon Indian manpower progressively more severe. Spaniards raided Indian
communities, took captives, and, in order to prevent escape or to ensure the full measure of
work, practiced large-scale enslavement. Columbus, at first, appears to have made some
attempt to regulate this forced labor, but without appreciable [noticeable] success. In general
the first Spanish contacts with the natives of America followed the precedent of European
contact with the natives of Africa, and the practicality and legitimacy of enslavement were
everywhere assumed.…
Source: Charles Gibson, Spain in America, Harper Torchbooks (adapted)
1 According to Charles Gibson, what was one problem faced by the West Indian native population during
Spanish colonization? [1]
Score
Global Hist. & Geo. – Jan. ’15
[11]
[OVER]
Document 2a
Document 2b
… Las Casas interrupted work on the book
[A History of the Indies] only to send to the
Council of the Indies in Madrid three long
letters (in 1531, 1534, and 1535), in which he
accused persons and institutions of the sin of
oppressing the Indian, particularly through the
encomienda system. After various adventures
in Central America, where his ideas on the
treatment of the natives invariably [regularly]
brought him into conflict with the Spanish
authorities, Las Casas wrote De único modo
(1537; “Concerning the Only Way of Drawing
All Peoples to the True Religion”), in which
he set forth the doctrine of peaceful
evangelization of the Indian. Together with the
Dominicans, he then employed this new type
of evangelization in a “land of war” (a territory
of still-unconquered Indians) — Tuzutlan,
near the Golfo Dulce (Sweet Gulf) in presentday Costa Rica. Encouraged by the favourable
outcome of this experiment, Las Casas set out
for Spain late in 1539, arriving there in 1540.…
Bartolomé de Las Casas
Source: Keen and Haynes, A History of Latin America,
Houghton Mifflin Harcourt
Source: “Bartolomé de Las Casas,”
The History Channel website
2 Based on these documents, state one action Bartolomé de Las Casas took to address the problems faced by
Native Americans. [1]
Score
Global Hist. & Geo. – Jan. ’15
[12]
Document 3
During the reigns of Charles V and his successors, the Spanish monarchy reacted to Bartolomé de Las Casas
in different ways.
… In response to both his fear and conscience, Charles promulgated [instituted] the New
Laws in 1542. They forbade the enslavement of the Indians, their compulsory personal
service, the granting of new encomiendas, and the inheritance of encomiendas. More
positively they declared the Indians to be free persons, vassals of the crown, and possessed of
their own free will. The colonists protested vehemently [passionately]. Rebellion threatened
Mexico; in Peru encomenderos [holders of encomiendas] rose up to defy the law. Once again
under extreme pressure, the monarch modified some of the laws and revoked others. Still,
although the encomienda would continue for some time in parts of the sprawling American
empire, the king had checked [limited] it. After the mid-sixteenth century the institution
waned [faded away]. The state [Spanish monarchy] exerted even greater control over the
declining Indian population.…
Source: E. Bradford Burns, Latin America: A Concise Interpretive History, Prentice Hall (adapted)
3a According to E. Bradford Burns, what was one way the New Laws addressed the problem Bartolomé de Las
Casas had identified? [1]
Score
b According to E. Bradford Burns, what was a response of the Spanish monarch when the Spanish colonists
protested against the New Laws? [1]
Score
Global Hist. & Geo. – Jan. ’15
[13]
[OVER]
Document 4
This is an excerpt from a speech given on September 25, 1793 by Maximilien Robespierre to the National
Convention justifying measures taken by the Committee of Public Safety.
French Revolution: 1793
… Individuals are not at issue here; we are concerned with the homeland and principles. I tell
you plainly: it is impossible, in this state of affairs, for the Committee to save the state; and if
anyone disagrees, I will remind you just how treacherous and extensive is the scheme for
bringing us down and dissolving us; how the foreigners and internal enemies have agents paid
to execute it; I will remind you that faction is not dead; that it is conspiring from the depths
of its dungeons; that the serpents of the Marais have not yet all been crushed.…
I know we cannot flatter ourselves that we have attained perfection; but holding up a
Republic surrounded by enemies, fortifying reason in favour of liberty, destroying prejudice
and nullifying individual efforts against the public interest, demand moral and physical
strengths that nature has perhaps denied to those who denounce us and those we are
fighting.…
Source: Maximilien Robespierre, “Extracts from ‘In Defence of the Committee of Public Safety and Against Briez,’”
September 25, 1793, in Virtue and Terror, Verso (adapted)
4 From Robespierre’s perspective, what was one threat the government of France faced in 1793? [1]
Score
Global Hist. & Geo. – Jan. ’15
[14]
Document 5a
… When he entered the Committee [of Public Safety], Maximilien [Robespierre] persuaded
the other members to accept new procedures, to reorganize the clerical staff and to hold
weekly meetings with the other Committee [of General Security]. The press, which, from
intimate knowledge, the leader regarded as dangerous, was to be temporarily deprived of its
freedom. Only when true democracy had been established would it be possible to allow
journalists to have their say again! In all such decisions, the will and interests of the majority
of citizens of France were both the pretext [alleged reason] and the inspiration. In other
words: the government was to remain revolutionary until peace had been restored and all
enemies put to flight.…
Source: John Laurence Carr, Robespierre: The Force of Circumstance, St. Martin’s Press
5a According to John Laurence Carr, what was one change Robespierre persuaded the government to make to
address the threat to the revolution? [1]
Score
Document 5b
The Law of Suspects
This law, passed on 17 September 1793 [by Robespierre and the National Convention],
authorized the creation of revolutionary tribunals to try those suspected of treason against the
Republic and to punish those convicted with death. This legislation in effect made the penal
justice system into the enforcement arm of the revolutionary government, which would now
set as its primary responsibility not only the maintenance of public order but also the much
more difficult and controversial task of identifying internal enemies of the Republic—such as
“profiteers” who violated the Maximum [decree to fix prices]—and then removing them from
the citizenry, where they might subvert [sabotage] the general will.…
Source: Liberty, Equality, Fraternity: Exploring the French Revolution, online site, a collaboration of
the Roy Rosenzweig Center for History and New Media and the American Social History Project
5b According to this document, in what way did the Law of Suspects address the threats against the
government? [1]
Score
Global Hist. & Geo. – Jan. ’15
[15]
[OVER]
Document 6a
TIMETABLE, 1794
… July 27: The Convention ordered the arrest of Robespierre and his friends. They were
taken to the Luxembourg. The jailer refused to lock them up. They left and went to the
Town Hall to plan their next move. They could have beaten the Convention, but the Paris
Commune did not help in time. They were declared to be outlaws and arrested again.
July 28 (early morning): The Convention made Robespierre and his friends outlaws and
arrested them at the Town Hall. Now either Robespierre was shot, or he shot himself. He was
wounded.
July 28: Robespierre and 21 friends went to the guillotine.…
Source: Jane Shuter, ed., Helen Williams and the French Revolution, Raintree Steck-Vaughn (adapted)
6a According to Jane Shuter, what was one consequence Robespierre faced as a result of his actions? [1]
Score
Document 6b
… By 1795, the Revolutionary armies had restored peace to the French borders, but, once
again, turmoil threatened to sweep across France itself. The National Convention (now
controlled by the moderate and conservative representatives, who had condemned
Robespierre) could not prevent new outbreaks of radical demonstrations.…
Source: Sean Connolly, The French Revolution, Heinemann Library
6b According to Sean Connolly, what was one issue France faced after Robespierre was removed from power? [1]
Score
Global Hist. & Geo. – Jan. ’15
[16]
Document 7
… More and more as years go by a feeling of unrest is growing in India. More and more as
the people understand their place in the Empire is a spirit of discontent prevading [spreading
throughout] its three hundred millions of inhabitants. And more and more as they realise that
amid the differences of creed and caste is one basic nationality, does agitation spread and take
the form of definite demands for the fulfilment of the solemn assurances of the British
Government that they should be given the ordinary rights of British subjects. It is impossible
that national aspirations can be for ever repressed, and equally impossible for India to remain
a “dependency” in an Empire to which it contributes more than half the population.… Is it
then surprising that the teeming millions of India should be dissatisfied with being ruled by a
number of too-often self-sufficient and unsympathetic aliens, ignorant of the genius of the
people? Not even the “mild” Hindu can bear this for ever. Is it possible for the patriotic spirits
of a people with the glorious traditions of India to be content with serfdom?.…
Source: Gandhi, Indian Opinion, September 2, 1905
7 According to Gandhi, what is one issue India was facing in the early 1900s? [1]
Score
Global Hist. & Geo. – Jan. ’15
[17]
[OVER]
Document 8
Source: Y. kids, Great Figures in History: Gandhi, YoungJin Singapore
8 Based on this excerpt from a graphic novel, state one action Gandhi suggests the Indian people take against
the British. [1]
Score
Global Hist. & Geo. – Jan. ’15
[18]
Document 9a
… By war’s end, Britain was ready to let India go. But the moment of Gandhi’s greatest
triumph, on August 15, 1947, was also the hour of his defeat. India gained freedom but lost
unity when Britain granted independence on the same day it created the new Muslim state of
Pakistan. Partition dishonored Gandhi’s sect-blind creed. “There is no message at all,” he said
that day and turned to fasting and prayer.…
Source: Johanna McGeary, “Mohandas Gandhi (1869–1948),” Time, December 31, 1999
Document 9b
Muslim Refugees Fleeing India, 1947
Source: Mark A. Kishlansky, Sources of World History: Readings For World Civilization, Volume II,
Wadsworth, Cengage Learning
9 Based on these documents, what was one reason Gandhi’s greatest triumph was also seen as his defeat? [1]
Score
Global Hist. & Geo. – Jan. ’15
[19]
[OVER]
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, problems emerged that individuals wanted to address.
Individuals such as Bartolomé de Las Casas, Maximilien Robespierre, and
Mohandas Gandhi took different actions in their attempts to address problems.
Their actions met with varying degrees of success.
Task: Using the information from the documents and your knowledge of global history,
write an essay in which you
Select two individuals mentioned in the historical context and for each
• Describe a problem this individual addresses
• Describe how this individual attempted to address the problem
• Discuss whether this individual was successful or unsuccessful in solving the
problem
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. ’15
[20]
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
VOLUME
1 2
OF
REGENTS HIGH SCHOOL EXAMINATION
MC & THEMATIC
GLOBAL HISTORY AND GEOGRAPHY
Tuesday, January 27, 2015 — 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 ......2......
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38 . . . . . . 4 . . . . . .
Copyright 2015 — 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. ’15
[2]
Vol. 1
Global History and Geography
Content-Specific Rubric
Thematic Essay
January 2015
Theme:
Task:
Human and Physical Geography
Geographic features have influenced the political, economic, social, and historical
development of countries and regions.
Select two geographic features and for each
• Discuss how this geographic feature influenced the political, economic, social, and/or
historical developments in a country or region
You may use any geographic feature from your study of global history and geography. Some
suggestions you might wish to consider include the influence of rivers in China, deserts in North
Africa, climate in Russia, plains in Europe, islands of Japan, monsoons on India, mountains of
South America, and natural resources in the Middle East.
You are not limited to these suggestions.
Do not write about the United States and its geographic features in your answer.
Scoring Notes:
1. This response has a minimum of four components (discussing how each of two
geographic features influenced at least two political, economic, social, and/or historical
developments in a country and/or region).
2. Any combination of countries or regions and any combination of developments may be
used in addressing the task.
3. Both a region and a country within that region may be used in the response, e.g., the
reponse may discuss the Andes Mountains in South America and the Amazon River in
Brazil.
4. The geographic feature does not need to be specifically identified, e.g., the response may
discuss the influence of a river in China rather than specifying the Huang He or the
Yangtze.
5. The same geographic feature may be used for both countries and/or regions, e.g., the
Sahara Desert in Africa and the Gobi Desert in China. However, the discussion of each
feature should differ in facts, examples, and details.
6. The classification of developments as political, economic, social, or historical does not
need to be identified as long as it is implied in the discussion.
7. The influence of a geographic feature on the political, economic, social, and/or historical
developments of a country and/or region may be discussed from a variety of perspectives
as long as the position taken is supported by accurate historical facts and examples.
8. If more than two geographic features are discussed, only the first two geographic
features discussed may be scored. However, other geographic features that relate to the
selected features may be included in the discussion.
Global Hist. & Geo. Rating Guide – Jan. ’15
[3]
Vol. 1
Score of 5:
• Thoroughly develops all aspects of the task evenly and in depth by discussing how each of two geographic
features influenced at least two political, economic, social, and/or historical developments in a country
and/or region
• Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g., deserts in North
Africa: connects the critical impact of water and its limitations on agricultural productivity to the
development of civilization near the Nile River and to the role of desertification and how its spread
contributes to poverty and regional conflict in places such as Sudan; climate in Russia: connects the
influence of the cold climate to the development of foreign policy that served as a reason for expansion to
the west and south, to the role climate provided in protection by creating challenges to invaders from the
west, and to the challenges of climate to economic development
• Richly supports the theme with relevant facts, examples, and details, e.g., deserts in North Africa: Sahara;
settlement patterns; irrigation systems; Egyptian civilization; nomads; camel caravans; oasis, sandstorms;
West African kingdoms; Sahel; Darfur; climate in Russia: lack of warm-water ports; Peter the Great;
“Window on the West”; Catherine the Great; Black Sea ports; Napoleonic Wars; “scorched earth” policy;
German invasion during World War II; difficulty in accessing minerals from permafrost regions
• 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 the influence of one
geographic feature more thoroughly than the influence of the other geographic feature
• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g., deserts in
North Africa: discusses the predominance of desert areas in northern Africa and the people’s dependence on
the Nile River for economic survival and how population growth and human activity have strained
resources, contributing to conflict in the Sahara regions threatened by desertification; climate in Russia:
discusses how cold climate influenced efforts by Peter the Great and Catherine the Great to gain access to
warm-water ports and hindered the military efforts of Napoleon and Hitler
• 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
Note: If all aspects of the task are thoroughly developed evenly and in depth for one geographic feature and if
the response meets most of the other Level 5 criteria, the overall response may be a Level 3 paper.
Score of 2:
• Minimally develops all aspects of the task or develops at least two aspects of the task in some depth
• Is primarily descriptive; may include faulty, weak, or isolated application or analysis
• Includes few relevant facts, examples, and details; may include some inaccuracies
• Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly
identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion
Global Hist. & Geo. Rating Guide – Jan. ’15
[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 content-specific rubric should be
applied holistically in determining the level of a student’s response.
Global Hist. & Geo. Rating Guide – Jan. ’15
[5]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
Many aspects of peoples lives have been influenced by geography.
In Russia, arctic climate and harsh winters led to both positive and
negative impacts on the Russian people. Although Russia’s climate
sometimes contributed to a decrease in efficent agricultural
production, it also acted as a natural barrier against outside force.
Similarly, the monsoon winds of India influenced agricultural
production and Indian Ocean trade.
The majority of the land in northern Russia (Siberia) is in an
arctic and subarctic climate zone. This region is often extreamly cold
and has extream weather conditions. This can make northern Russia
very hard to live in since much of that area has permafrost (frozen
soil). One of the difficulties of living in this region is the challenge of
producing enough food to sustain the population. Since the majority
of Russia’s northern land was not suitable for crop growing, only a
small percentage of it could be used for agriculture, thus impacting
population settlement. Russia is most densely settled in the west near
rivers in fertile regions, but not in the north which is sparsely settled.
This situation is similar to settlements in China where their
population is concentrated in river valleys in the east. In addition,
Russia utilized a feudal system up until the 19th century with serfs
working in fields using traditional methods of production. Farming
was accomplished without the complex machinery and advanced
farming techniques used by their western counterparts. Due to the
realities of the harsh Russian climate, Russia has had a long history
of food shortages, famine, and reliance on imported products. Because
peasants heavily relied on bread in their diets, a failure in wheat crops
would spell disaster.
The harsh winter experienced by much of Russia had some positive
Global Hist. & Geo. Rating Guide – Jan. ’15
[6]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
impacts on Russia. This cold harsh winter climate acted as a natural
barier against enemies. For example, Napoleon’s invasion of Russia
failed primarily because he was unprepared for Russia’s harsh winter
weather. As the long winter set in on Napoleon’s campaign, tens of
thousands of French soldiers froze or starved to death because they
were cut off from supplies. Ultimately, Russia’s harsh winter climate
was a major factor in the humiliating defeat of Napoleon’s grand
army. In the 20th century, Hitler would face similar issues with
Russia’s harsh winter climate and be defeated, not learning from
Napoleon’s error.
Similarly in India, the monsoon patterns drastically affected
agricultural production. Monsoons are seasonal winds that can either
bring dry weather or tremendous rains over the subcontinent
depending on the time of year and the direction in which they are
blowing. Indians were forced to adhere to the patterns of monsoons,
and adapt their agricultural production. In response to monsoons,
Indians developed irrigation systems to cope with the dry season and
channeled flood waters in the wet season. In addition, they focused on
growing crops such as rice that could survive under wet conditions.
The monsoons didn’t just affect agriculture, they also affected those
who lived in cities. Often times city streets would flood knocking out
transportation systems and electricity.
In the past, these monsoon patterns also affected trade. Trade ships
powered by wind were forced to adjust their trading scheduals and
adhere to the monsoon patterns. The direction that the winds blew often
affected the direction of trade. This situation could cause problems and
deleys in the import and export of goods. The major trade routes
between India and China as well as India and Africa were influenced
Global Hist. & Geo. Rating Guide – Jan. ’15
[7]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
by these monsoon winds. Often traders in southeast Asia and east
Africa who found themselves waiting in ports for a shift in monsoon
winds interacted with locals and contributed to cultural exchanges
and diffusion. Ruins of Hindu temples can still be found in parts of
southeast Asia. In east Africa, some Indian and Arab merchants and
traders settled in the cities. This led to the rise of Swahili culture,
which included elements of Indian, Arabic, and African culture. This
led to the rise of not only a new language but shared customs and
traditions as well.
It is evident that climate can have a vast impact on the daily lives
of people across place and time. The harsh climate in Russia affected
where people settled, economic development, and military threats. In
India and in areas around the Indian Ocean, the monsoon winds
shaped economic developments and cultural interactions. Russia and
India have both benefitted and faced challenges as a result of their
geographic surroundings and circumstances.
Global Hist. & Geo. Rating Guide – Jan. ’15
[8]
Vol. 1
Anchor Level 5-A
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing climate in
Russia and monsoons in the Indian Ocean region and how these geographic features
influenced the political, economic, social, and historical development of each region
• Is more analytical than descriptive (climate in Russia: difficulty of living in this region is the
challenge of producing enough food to sustain the population; small amount of arable land
influenced Russian population settlement; dense settlement in fertile western regions is
similar to Chinese settlement of river valleys in the east; difficulties of agriculture
contributed to a reliance on foreign imports; harsh climate acted as a barrier against enemies;
Hitler faced similar issues with Russia’s climate, not learning from Napoleon’s error;
monsoons on Indian Ocean region: Indians forced to adapt agriculture and trade to adhere to
seasonal patterns of monsoons; development of irrigation systems to cope with the dry
season and channel flood waters in wet season; in East Africa, traders waiting for a shift in
monsoon winds contributed to cultural exchanges and diffusion; Indian and Arab merchants
settled in cities of east Africa leading to the development of Swahili culture, which includes
elements of Indian, Arabic, and African culture)
• Richly supports the theme with relevant facts, examples, and details (climate in Russia:
Siberia; arctic and subarctic climate zones; permafrost; lack of complex machinery; famine;
peasants heavily relied on bread in their diets; French soldiers froze or starved to death;
monsoons on Indian Ocean region: seasonal winds; subcontinent; rice; urban centers;
flooded city streets; electricity; trade routes; wind-powered ships; Indian trade with China
and Africa; Hindu temple ruins in southeast Asia)
• 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 5. The response effectively analyzes
the challenges as well as the benefits that both the harsh winter climate in Russia and the
monsoons in the Indian Ocean region have had during various time periods. Extensive use of
details demonstrates a depth of knowledge.
Global Hist. & Geo. Rating Guide – Jan. ’15
[9]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – B
Geography has had tremendous impacts on the development of
countries and regions. Geographic features can greatly contribute to
or hinder a nation’s development. Russia and China are prime
examples of this. Both Russia’s climate and China’s deserts greatly
effected their history.
Russia’s frigid winter climate is one geographic feature that has
influenced their historical development. Russia is challenged by low
temperatures and heavy snowfalls, conditions during her harsh
winter season. When Napoleon Bonaparte, and his French troops
invaded Russia, they were defeated in part by these difficult conditions.
Although he was immensely successful conquering other countries,
the climate of Russia halted his progress. Since the French greatly
underestimated the Russian winter, many of Napoleon’s soldiers froze
to death as a result of being unprepared. The French soldiers didn’t
have the proper clothing to protect them from the weather that the
Russians did, and in addition, their long supply lines could not be
maintained in the heavy snow and cold.
Additionally, the Russians used a “scorched-earth” policy, in which
they burned any resource that could have been of use before the French
armies got to them. This left the French with very few resources to use,
and as a result, led to the defeat of the French.
Like in the Napoleonic wars, the bitter winter climate in Russia
also contributed to their success in holding off the German’s in World
War II. When Hitler tried to invade Russia, he attempted to do so in the
summertime so as to avoid the harsh winters of Russia. However,
Russian tactics and poor decisions by German leaders kept German
armies in Russia long enough so that they did have to fight in the
winter. Like Napoleon, Hitler’s troops were unprepared for this harsh
Global Hist. & Geo. Rating Guide – Jan. ’15
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Vol. 1
Anchor Paper – Thematic Essay—Level 5 – B
weather, and many died from the bitter cold. Ultimately the Russians
were able to defeat the Nazis at Stalingrad, a crippling defeat for the
Nazis, and a turning point of World War II. German supply vehicles,
like Napoleon’s horses, broke down and became ineffective when faced
with the deep snow and harsh climate of the Russian winter. Although
Russia was not a modernized, well-equipped country during World
War II, they managed to defeat the Germans. Partly because of their
frigid winter climate and scorched earth policies, Russia was able to
defeat both Napoleon and the Nazis.
China’s history has been greatly effected because of their
geography. In addition to the Himalaya mountains and the Yellow
River, China’s deserts have caused many problems for its people.
Western deserts like the Taklimakan helped to isolate China from the
outside world, proving to be a difficult obstacle to pass. This isolation
led to a growing concept of ethnocentrism in early China. This feeling
of superiority has sometimes hindered the Chinese trade relations.
Since the Chinese believed its products and technology were superior to
that of foreigners, they sometimes refused to buy foreign products.
This first major example of long-distance trade patterns involving the
Chinese emerged along the Silk Road. China’s western deserts served
as one of the largest challenges to this long-distance trading route. To
meet this challenge, cities and trade centers emerged along the route
near water sources called oases. Despite the deserts, trade flourished
along the Silk Road during the age of the Han.
As western China’s deserts were unsuitable for large-scale
agricultural production, most people settled in river locations where it
was easier to survive. This has left western China’s deserts sparsely
Global Hist. & Geo. Rating Guide – Jan. ’15
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Vol. 1
Anchor Paper – Thematic Essay—Level 5 – B
populated. Perhaps the most well-known river valley civilization in
China is the Yellow River also called the Huang He. The river provided
fertile soil for the cultivation of crops which led to food surpluses and
growth in population. This population growth could not have been
supported in the western desert regions.
Both of these examples reinforce how a country’s geography can
impact their history, both positively and negatively. Russia’s frigid
winter climate allowed them to succeed against the French and
Germans. Western deserts influenced China by isolating it as well as
affecting settlement patterns.
Anchor Level 5-B
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing climate in
Russia and deserts in China and how these geographic features have influenced the political,
economic, social, and historical development of each country
• Is more analytical than descriptive (climate in Russia: difficulty posed to Napoleon by
Russia’s climate despite his other successes; French underestimated Russian winter;
Napoleon’s soldiers froze to death; French long supply lines could not be maintained;
Hitler’s troops were unprepared for harsh winter; German supply vehicles became ineffective
when faced with deep snow and harsh climate; frigid winter climate helped Russia defeat
both Napoleon and the Nazis; deserts in China: isolation led to concept of ethnocentrism;
cities and trade centers emerged near water sources like oases; river provided fertile soil for
the cultivation of crops that led to food surpluses; population growth in river valley
civilizations could not have been supported in the western desert regions)
• Richly supports the theme with relevant facts, examples, and details (climate in Russia: low
temperatures; French soldiers lacked proper clothing; horses; scorched earth policy;
Stalingrad; turning point in World War II; deserts in China: Yellow River; Taklimakan;
isolation; Silk Road; Han; unsuitable for large-scale agricultural production; sparsely
populated)
• Demonstrates a logical and clear plan of organization; includes an introduction that restates
the theme and a conclusion that is slightly beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 5. The response combines the
invasions of both Napoleon and Hitler with substantial detail as a means of highlighting the
effects of harsh winter climate on Russia. Likewise, the evaluation of trade and population
patterns in China is clearly connected to its western deserts. All elements of the task are
thoroughly addressed.
Global Hist. & Geo. Rating Guide – Jan. ’15
[12]
Vol. 1
Anchor Paper – Thematic Essay—Level 4 – A
The availability of natural resources or an island location can have
a profound impact on the development of a nation. Great Britain, with
its abundance of natural resources and its island location, was the
leader of industrialization. This allowed for eventual control of the
seas and domination of trade. In contrast, Japan, a mountainous
archipelago with very few natural resources, followed a policy of
expansion and conquest. The history of both Great Britain and Japan
was influenced politically, economically, and socially as a result of
these circumstances.
A number of factors led Great Britain to become the leader of
industrialization including its location, ports, available workforce
and stable government. However, one of the most important catalysts
of British industrialization was that the region was rich in coal and
iron. Industrialization led to many social changes such as people
migrating to urban cities looking for jobs. Many of these jobs were
located in factories which relied on coal and iron to produce machinery
and as a source of power. Conditions in early factories and the mines,
from which these resources were taken, were often dangerous and
became a major concern for workers, which included child laborers.
Britain’s working class grew and eventually their situation got better
with improved factory conditions, regulation of working hours, and
better sanitary conditions, and the right to form labor unions. Great
Britain’s location allowed for increased trade through the export of both
natural resources and finished goods. Trade with other regions was
accomplished by Britain’s control of the sea, which gave them a great
advantage and led to the rise of the British Empire. This gave the
British access to additional resources for their industrialization.
Global Hist. & Geo. Rating Guide – Jan. ’15
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Vol. 1
Anchor Paper – Thematic Essay—Level 4 – A
Japan’s geography also affected its economic and social history
because it was surrounded by seas. Being an archipelago, or a chain of
islands. Japan was surrounded by water and could also trade with
other nations to acquire needed goods. Japanese history has strong ties
to the seas that surround it. Its culture is rooted in fishing, sailing,
and navigating nearby waters. Given its location, Japan traded with
Asian nations such as China and selectively borrowed ideas from the
Chinese. The Meiji Restoration brought change, and Japanese ports were
opened to trade and exchange with the United States and Europe. This
led to westernization and cultural diffusion. Under the Meiji, Japan
began to industrialize. With few natural resources and an island
location, Japan adopted an expansionist policy, meaning it wanted to
expand its borders and acquire new lands. They built a strong navy to
help them imperialize. This imperialism led to conflicts, such as the
Russo-Japanese War. This war was a result of Japan’s desire to seek
natural resources in Manchuria and other regions, and culminated in
a great war against Russian forces.
Japan and Great Britain, located on bodies of water with many
ports, both had favorable positions for trade. While Japan’s lack of
resources led them into imperialism and conflict, Britain used its
many resources to industrialize which led to imperialism. While both
nations became industrial and naval powerhouses, their paths to get
there were very different and affected by their geography.
Global Hist. & Geo. Rating Guide – Jan. ’15
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Vol. 1
Anchor Level 4-A
The response:
• Develops all aspects of the task but does so somewhat unevenly by discussing the influence
of resources of Britain more thoroughly than the influence of islands in Japan
• Is both descriptive and analytical (resources of Britain: abundance of natural resources and
island location contributed to Britain becoming the leader of industrialization; many factory
jobs relied on coal and iron for the production of machinery and as a source of power; export
of natural resources and finished goods contributed to Britain’s increased trade and led to the
rise of the British Empire; led to imperialism; islands of Japan: with few natural resources
and island location, Japan adopted an expansionist policy; Japanese culture rooted in fishing,
sailing, and navigating nearby waters; Japan traded with Asian nations such as China and
borrowed selectively; during the Meiji Restoration, ports were opened to trade and exchange
with the United States and Europe; led to westernization)
• Supports the theme with relevant facts, examples, and details (resources of Britain: location,
ports, available workforce, and stable government; migration to urban cities; working class;
mines; child labor; improved factory conditions; regulation of working hours and sanitary
conditions; labor unions; naval powerhouse; islands of Japan: imperialism; Russo-Japanese
war; Manchuria; archipelago; cultural diffusion; strong navy)
• 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 response demonstrates how
geographic features contributed to Britain and Japan’s development both domestically and
abroad through industrialization, trade, and imperialism. The treatment of resources in Britain
includes an effective analysis of the interplay between resources and location. A similar
discussion about Japan is less developed.
Global Hist. & Geo. Rating Guide – Jan. ’15
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Vol. 1
Anchor Paper – Thematic Essay—Level 4 – B
Throughout history geographic features have had a major impact on
the way a country or region develops. Both Greece and Egypt were
influenced by different bodies of water, the Mediterranean Sea and the
Nile River respectively. Geographic features have paved the way for
societies to thrive.
Many civilizations are surrounded by water, made up of peninsulas
and many small islands like Greece. Most of Greece is on a peninsula
and benefits from an irregular coastline that provides natural harbors
which offerred easy access in and around the islands. The location
near the Aegean and Mediterranean Seas gave rise to the Greeks
becoming skilled sailors. They often navigated these waters for the
purpose of trade. As their terrain did not allow a large variety of food
to be produced, they often looked to other civilizations or the seas.
Sea life thrived, so food was always in supply. The economy of Greece
benefitted from this contact as well. Being able to travel to
neighborring countries allowed many foods that were in surplus, such
as olives and wine to be traded for other necessities.
These sea routes also allowed the Greeks to develop a strong naval
tradition. This is one of the reasons why Greece was able to make a
stronger, larger empire. There are many examples of the Greeks
working together against common enemies across the seas as well as
engaging in war with one another. The trireme, an innovation of the
Greeks, provided increased power in war. Examples of these conflicts
included both the Pelopponesean and Persian Wars which were
partially fought on the seas. It is evident the waters near Greece had
tremendous influence on their lives from food to warfare to trade.
From the beginning of the neolithic revolution to present day
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Anchor Paper – Thematic Essay—Level 4 – B
society, rivers have always helped civilizations thrive. Thats why, one
of the longest rivers in the world helped Egyptian civilization become
what it is today. The Nile River was the lifeline for all Egyptians. The
flooding waters of the river were channeled by the ancient Egyptians
into irrigation systems they built and eventually this fertile region
produced a surplus of food. Annual floods provided rich silt along the
banks of the Nile. This led to the cultivation of crops such as barley,
dates, and pomegranates. Often times these products were exchanged
with other societies, like the Nubians for goods they needed. Papyrus
grew along the river and was used by Egyptians to make paper.
Egyptians developed a writing system, mathematical advances,
astrology, and perhaps most important to them, complex religious
beliefs. The Egyptians religion centered on worshipping many gods as
they were polytheistic. The Nile River often affected the nature of these
religious beliefs. For example, Osiris, a key Egyptian god celebrated a
cycle of life and death that mimicked the seasons of flood and
drought of the life-giving Nile. Partly because of the Nile’s influence
on religion we have the amazing pyramids and tombs of Egypt. The
Nile River served as transportation for the building materials. It is
evident that Egyptians believed in an afterlife based on the care they
gave to the departed and their possessions buried within these tombs.
The Nile River was the source around which the Egyptian civilization
flourished. Without this massive geographic feature to shape the
Egyptians civilization, their whole country could have developed much
differently.
The geographic features of each region impact individual
civilizations differently. Whether it’s the great waters surrounding
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Vol. 1
Anchor Paper – Thematic Essay—Level 4 – B
Greece, or a major river in Egypt, each has some features that help it
thrive. In the case of these two geographic features, the benefit to their
societies outweighed the drawbacks.
Anchor Level 4-B
The response:
• Develops all aspects of the task by discussing the influence of seas on Greece and rivers on
Egypt
• Is both descriptive and analytical (seas on Greece: irregular coastlines provide natural
harbors that offered easy access in and out of the islands; seas gave rise to the Greeks
becoming skilled sailors; terrain did not allow a large variety of food to be produced; being
able to travel to neighboring countries allowed them to trade surplus food items for other
necessities; engaged in war against common enemies across the seas and with one another;
innovation of the trireme provided increased Greek power in war; rivers on Egypt: flooding
waters were channeled into irrigation systems and eventually this fertile region produced a
surplus of food; products were exchanged with other societies like the Nubians; Osiris, a key
Egyptian god, celebrated a cycle of life and death that mimicked the seasons of flood and
drought of the Nile; Nile served as transportation for building materials for pyramids)
• Supports the theme with relevant facts, examples, and details (seas on Greece: Aegean and
Mediterranean seas; peninsula; olives and wine; strong naval tradition; Peloponnesian and
Persian wars; rivers on Egypt: one of the longest rivers in the world; annual floods; barley,
dates, and pomegranates; papyrus; writing system, mathematical advances, astrology;
polytheism; tombs)
• 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 strength of the response is
with the depth of historical evidence provided to discuss the influence of seas on Greece and
rivers on Egypt. However, the degree of analysis is slightly greater in the treatment of Egypt
while the discussion of Greece is at times more descriptive.
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Vol. 1
Anchor Paper – Thematic Essay—Level 4 – C
Rivers were a huge influence on many early civilizations,
providing fertile soil for surplus crops, and even causing devastation.
Deserts played an important role because travelers and merchants were
forced to adapt in order to travel and trade in new places. Two
geographic features that greatly influenced areas were the Huang He
River in China and the Sahara Desert in Africa.
It is not surprising that rivers played a huge role on everyday life
in early societies. People who lived in the Huang He river valley
civilization, benefitted from the fertile land which allowed for the
cultivation of many crops and a surplus of food. The abundance of
food helped increase the population and eventually gave rise to cities.
Rivers like the Huang-He in China, were prone to frequent and
violent flooding. Even residents who moved away from the river were
often affected by floods. Often when the river did overflow and flooded
their lands, the people had to repair the damage done by the river and
try to prevent it from happening again. Silt frequently clogged the
Huang He River contributing to rising water levels. Consequently,
devasting floods destroyed homes, goods and sometimes killed those
who lived near the river. As a result, the river was nicknamed “The
River of Sorrows.” In response to the floods, the people of the Huang He
valley built irrigation ditches, dikes and dams to control and channel
water.
Deserts played a major role because they made it challenging to
travel and gain access to other lands. Many who traveled through
deserts were merchants who would would profit from overland trade
routes in places like North Africa for example. The Sahara Desert
(located in North Africa) is the largest desert in the world. Travelers
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Anchor Paper – Thematic Essay—Level 4 – C
needed to be experienced to be capable of crossing such difficult terrain.
People in the Sahara learned to use one of the greatest animals for
desert travel, the camel. Camels could travel long distances with little
water. They had characteristics that helped them adapt to the climate of
the Sahara. The camel worked as well for the people of North Africa as
the wheel did for those in Mesopotamia.
Another way that the deserts affected the people of North Africa was
through the resources this region held such as salt deposits. Traders
sold the salt to others for gold and profited from the sale. Eventually,
this region saw the rise of the trans-Saharan trade network under the
West Africa kingdoms of Ghana, Mali and Songhai. Many traders
utilized the camel across this terrain.
Both rivers and deserts have played large roles in shaping the
societies they are located near. Both positive and negative
circumstances resulted from these geographic features. Both the people
of China and North Africa did the best they could with the geographic
features they had.
Global Hist. & Geo. Rating Guide – Jan. ’15
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Vol. 1
Anchor Level 4-C
The response:
• Develops all aspects of the task but does so somewhat unevenly by discussing the influence
of deserts in North Africa more thoroughly than the influence of rivers in China
• Is both descriptive and analytical (rivers in China: Huang He civilization benefitted from the
fertile land; led to a surplus of food and increased population; river was prone to frequent and
violent flooding; in response to the floods, the people of the Huang He built irrigation
ditches, dikes, and dams to control the water; deserts in North Africa: many who traveled
through deserts were merchants who would profit from overland trade routes; travelers
needed experience to be capable of crossing such difficult terrain; camels could travel long
distances and had characteristics that helped them adapt to the climate of the Sahara; camel
worked as well for the people of North Africa as the wheel did for the people of
Mesopotamia; North Africans profited from sale and trade of salt deposits)
• Supports the theme with relevant facts, examples, and details (rivers in China: rise of cities;
floods destroyed homes, goods, and people; River of Sorrows; deserts in North Africa:
Sahara is the largest desert in the world; trans-Saharan trade network; West African
kingdoms of Ghana, Mali, and Songhai)
• 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 strength of the response is the
quality of analysis about the Sahara Desert of North Africa especially in regard to the people’s
ability to overcome the challenges presented. However, the discussion of the Huang He in China
is less fully developed.
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Vol. 1
Anchor Paper – Thematic Essay—Level 3 – A
Throughout history, geographic features have had profound impacts
on the human experience. Barriers, resources, and location have
directed the path of human civilization since the start of it. In
Mesopotamia and in North Africa, rivers and deserts have been
especially important politically, economically, socially, and also
impacted historical development over time. In particular, the Tigris and
Euphrates rivers and the Sahara Desert have shaped the societies that
surrounded them.
In Mesopotamia, also known as the land between two rivers in
modern day Iraq, the Tigris & Euphrates rivers have influenced the
settlement of the area. This is where the Neolithic Revolution was said
to have happened first, with the development of agriculture. This is
because this area, part of the Fertile Crescent, had soil full of nutrients
and an abundance of water. Floods were common in this region.
Consequently, the people of Mesopotamia built dikes and dams to
control the waters and often moved their homes further away from the
river.
The rivers influenced the development of agriculture and food
supplies allowing societies to become more sedentary, no longer
nomadic. Politically, it created a need for a sort of government to
manage the budding city-states. With sedentary society came social
stratification. The creation of classes, such as a priest class, an upper
class, and a lower class, in a previously classless society totally
transformed the Sumerian city states in the area. Mesopotamia also
was home to a civilization with the first codefied law, the Babylonians
had the code of Hammurabi. These developments occurred first due to
favorable geographic conditions in the area, with the fertility around
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Anchor Paper – Thematic Essay—Level 3 – A
the rivers. Without this geographic advantage, the course of history
would be completely different.
The Sahara Desert in Africa has been a major geographic barrier
over the course of history. Before it was possible to easily cross it, it
essentially seperated sub-saharan African civilizations from other
civilizations. This isolation made sub-saharan Africa develop
differently from North Africa. The Sahara served as a geographic
barrier for the ancient Egyptian civilization, which benefitted from
the protection offered by the Sahara.
Economically, when trans-saharan trade developed, civilizations
such as Ghana, Mali and Songhai were able to widely trade gold &
salt in the Middle East. This was only possible because North and West
African peoples learned to domesticate the camel and to use it in desert
trade. They built trade networks through the desert using oases as
resting and watering stations. On his pilgrimage from Mali, Mansa
Musa was said to have brought so much gold to Cairo using these
routes, that its economy was inflated significantly. Islamic religious
travelers and traders used the desert trade routes to spread ideas and
products. This shows that the Sahara served a dual role as both a
facilitator and a barrier for cultural diffusion.
In Mesopotamia and North Africa, geographic assets & barriers
impacted the development of cultures, politically, economically, and
socially. The Tigris and Euphrates Rivers as well as the Sahara Desert
were both a blessing and a curse to the people who encountered them.
Overall, geographic features impacted many places overtime.
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Vol. 1
Anchor Level 3-A
The response:
• Develops some aspects of the task in some depth and others in little depth by discussing the
influence of rivers in Mesopotamia and deserts in North Africa
• Is more descriptive than analytical (rivers in Mesopotamia: the Neolithic Revolution
occurred here first; soil full of nutrients and abundance of water; floods caused people to
build dikes and dams to control water; societies became sedentary because of food surpluses;
created a need for a government to manage city-states; deserts in North Africa: Sahara served
as a geographic barrier for the ancient Egyptian civilization; trans-Saharan trade developed;
civilizations traded gold and salt in the Middle East; domesticated the camel for use in the
desert trade; Islamic religious travelers and traders used desert trade routes to spread ideas
and products; Sahara served a dual role of facilitator and barrier for cultural diffusion)
• Includes some relevant facts, examples, and details (rivers in Mesopotamia: land between
two rivers; modern day Iraq; Fertile Crescent; social stratification; codified law;
Babylonians; code of Hammurabi; deserts in North Africa: Nile; sub-Saharan Africa; Ghana;
Mali; Songhai; trade networks; oases; pilgrimage; Mansa Musa; Cairo)
• 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 discuss rivers in Mesopotamia and deserts in North Africa
demonstrating an understanding of the task. Additional details to support some of the
generalizations and better integration of the facts would have strengthened the response.
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Anchor Paper – Thematic Essay—Level 3 – B
Geographic features are often responsible for a country’s
development whether it is politically, socially, or economically. Two
examples of countries who’s development has been affected by
geography are Russia and China. The climate of Russia and
mountains of China shaped the history of each region.
Russia’s frigid climate and vast size has been an important factor
in its development. This northern climate is extremely cold. Heavy
snowfall, long winters, and frozen rivers made transportation and
communication difficult. In Russia’s early history, the nation’s yearround frozen ports made sea trade nearly impossible. Russia fell
behind Europe in terms of modernization and technological
advancement. Both Peter and Catherine the Great wanted to acquire
warm-water ports on the Baltic or Black Seas to improve contact with
Europe. While Peter was able to claim a port near the Baltic, only
Catherine succeeded in getting a Black Sea port. Russia’s lack of
modernization greatly affected their way of life. As other European
countries began to flourish in the 1600s, Russia was still way behind.
It took many years for Russia to modernize, as Russia had limited
European influence until Peter the Great adopted westernized ideas
from western Europe.
Russia’s climate did prevent the invasion of its borders. The icy,
terrible weather meant that travel would be very difficult for invaders
especially with Russia being so vast. For example, Napoleon Bonaparte’s
attempt at capturing Russia failed due to the fact that his army could
not survive the harsh weather. “General Winter” managed to destroy
over half of Napoleon’s army. Brutal temperatures made horses
ineffective while troops lacked the clothing and supplies to survive in
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Anchor Paper – Thematic Essay—Level 3 – B
such a harsh climate. Many lives were lost during Napoleon’s
invasion.
China was also greatly influenced by its geography. China’s
mountainous terrain helped to contribute to its isolation. Another
affect of China’s mountains was the challenge of living in a region
that was difficult to farm. Although China’s leaders also caused its
isolation from the outside world, the mountainous region influenced
people’s capability to travel to other regions. The Himalayas served as a
natural barrier between China and India. Limited travel took place
through this region.
The mountains of China shaped population patterns. Mountainous
regions were less populated while cities and civilizations emerged in
river valley plains and coastal regions. Living on the coast meant
that inhabitants of China were more likely to have a diet of seafood.
Fishing was also a very popular industry because of this.
Geographic features can sometimes become a main contributor to a
region’s development. A region’s geography directly effects its
inhabitants way of life and often how fast a country is able to
modernize. If it wasn’t for the variety of Geographic features, all
countries and regions might not be as diverse as they are today.
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Anchor Level 3-B
The response:
• Develops all aspects of the task by discussing the influences of climate in Russia in more
depth than the influence of mountains in China
• Is more descriptive than analytical (climate in Russia: extremely cold climate in northern
Russia; heavy snowfall, long winters, and frozen rivers; made transportation and
communication difficult; frozen ports made sea trade nearly impossible; as a result of
climate, Russia fell behind Europe in technological advancement; Napoleon’s attempt at
capturing Russia failed because his army could not survive the harsh winter; mountains in
China: mountains contributed to China’s isolation; challenge of living in a region difficult to
farm; limited travel took place in mountainous regions; mountains shaped population
patterns; cities and civilizations emerged in river valley plains and coastal regions)
• Includes some relevant facts, examples, and details (climate in Russia: vast size; Peter the
Great; Catherine the Great; warm-water ports; Baltic and Black Seas; “General Winter”;
westernized ideas; horses ineffective; troops lacked clothing; mountains in China: Himalaya;
natural barrier between China and India; seafood diet; fishing)
• Demonstrates a satisfactory plan of organization; includes an introduction that is a
restatement of the theme and a conclusion that is slightly beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 3. The strength of the response is the
discussion of climate in Russia, demonstrating knowledge of a variety of historical
circumstances and how they were influenced by climate. More details and discussion of the
effect of mountains in China would have strengthened the response.
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Anchor Paper – Thematic Essay—Level 3 – C
In periods of time, geographic features have altered political,
economic, and social aspects of countries or regions. These geographic
features also altered the historical development of countries and
regions. Both the mountains in Greece and the Nile River in Egypt
have had a major impact on the regions they are located in.
One geographic feature that influenced the political, economic, and
social aspects of a society are mountains in Greece. Many mountains
in Greece divided the country up into different city-states. Two main
city-states in Greece were Athens and Sparta. Since the mountains
had split them up, they were very different. Sparta was all about
military. When men became about 14 years old they started to train
for the Spartan military. On the other hand, Athens was all about
education. Its main purpose was to produce thinkers. These mountains
have divided these two city-states up and influenced their political
and social aspects of Greece.
Another way that the mountains of Greece influenced the
development was that the mountains served as a natural boundary
against foreign invaders. This geographic feature helped the city-states
and country of Greece because foreign enemies faced difficulties
provided by the mountains. The mountains assisted the Greeks in
defending their homeland against invading Persians. The mountains
provided an advantage to the Greeks during times of conflict.
Another geographic feature that influenced the political, economic
and social aspects of a society was the Nile River in Egypt. The Nile
River in Egypt was a central part of Egyptian life. For example, every
year that the River flooded, it would leave behind silt which was very
fertile for farming. This altered the economic aspect of the civilization
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Anchor Paper – Thematic Essay—Level 3 – C
because more fertile soil led to better farming which led to a surplus of
food and a growing population. The Egyptians produced grains and
fruits using the water from the Nile. They sold and traded these foods
which helped them prosper.
Another development that altered their society on the Nile River was
that the water acted as a mode for transportation. It helped their society
because it could be used for trade and to supply fish. The Egyptians
traded on the river with people to the south for goods like animal skins.
The cataracts on the river also hindered their society and often served
as a boundary between different groups of people.
As you can see, there were many natural/geographic features, such
as mountains and river valley’s that influence and/or alter the
political, economic, social, and historical development of a country.
Greece and Egypt’s geographic features influenced their society and
the results of these features included natural barriers, fertile soil, and
sometimes protection from foreign invaders.
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Anchor Level 3-C
The response:
• Develops all aspects of the task with little depth by discussing the influence of mountains in
Greece and the Nile River in Egypt
• Is more descriptive than analytical (mountains in Greece: mountains divided the country into
different city-states; two main city-states were Athens and Sparta; mountains served as a
natural boundary to invaders; mountains assisted the Greeks in defending their homeland;
Nile River in Egypt: yearly flooding of the Nile left behind fertile soil for farming; farming
led to a surplus of food and a growing population; Egyptians sold and traded foods on the
river, which helped them prosper; acted as a mode for transportation; cataracts often served
as a boundary between groups of people)
• Includes some relevant facts, examples, and details (mountains in Greece: military in Sparta;
education in Athens; Persians; Nile River in Egypt: central part of life; silt; produced grains
and fruits; supplied fish); includes a minor inaccuracy (mountains in Greece: men about 14
years old started to train for Spartan military)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion
that are a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 3. Although facts and generalizations
are employed, analysis is isolated. Elaboration on the influences of the geographic features and
development of generalizations would have strengthened the response.
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Anchor Paper – Thematic Essay—Level 2 – A
Geography often plays a big role in a country’s development.
Whether it be isolating the country or making it more open to trade, it
has an enormous impact. A country may have to adapt to its
geography in order to modernize. Geographic features influence the
development of countries and regions.
One country that has been influenced by its geography is Russia.
The climate in Russia is very cold and harsh. It has influenced the
country’s development. For one, it has protected Russia. The winters
that Russia expiriences has been a factor in wars. When Napoleon
Bonaparte attacked Russia he found himself trapped there in the
middle of winter. His French army was not prepared for the winter.
Many soldiers froze to death or starved because they were not ready
for such a long journey out of Russia. Although Napoleon and some
of his soldiers lived, the winter protected Russia. The climate also
influenced Russia socially. People have to wear lots of clothing and
coats to stay warm. The low temperatures made it hard for Russia’s
citizens because it caused a lot of sickness. Russia was also
influenced economically by its climate. Before Peter the Great gained
a warm water port, Russias ports were froze over for most of the year.
This made trade very difficult.
Another country that has been influenced by its geography is
Japan. The coastline in Japan has been an important factor involving
trade. The long coastline and excellent harbors made Japan a center for
trade. When Japan ended its policy of isolation it began trading with
many of the strong countries in the world, including the US. The US
was able to trade with Japan because Matthew Perry demanded its ports
to be open to US ships. Trade also helped Japan modernize. All of these
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Anchor Paper – Thematic Essay—Level 2 – A
factors helped the economy. The coastline in Japan also played a role in
their diet. Since seafood was abundant it became a staple in Japanese
meals.
Geographic features influence the development of countries and
regions. Whether it be opening a country up to the world or isolating
it, a big impact is made. Russia’s climate protected and isolated them.
Japans coastline made them a perfect area for trade. The geography of
Russia and Japan influenced their development.
Anchor Level 2-A
The response:
• Minimally develops all aspects of the task for the influence of climate in Russia and the
coastlines of Japan
• Is primarily descriptive (climate in Russia: Russia is very cold and harsh; climate has
protected Russia and been a factor in war; Napoleon attacked Russia in the middle of winter
with an unprepared army; many soldiers froze to death or starved; Russia’s ports were frozen
most of the year; coastlines of Japan: long coastline and excellent harbors made Japan the
center for trade; when Japan ended its policy of isolation, it began trading with strong
countries; Matthew Perry demanded Japanese ports be opened to United States ships;
coastline played a role in their diet; seafood became a staple in Japanese meals); includes
weak application (climate in Russia: people have to wear lots of clothing; low temperatures
caused a lot of sickness)
• Includes few relevant facts, examples, and details (climate in Russia: French army; ports
frozen over; coastlines of Japan: trade helped Japan modernize); includes an inaccuracy
(climate in Russia: Peter the Great gained a warm-water port)
• 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 discussion demonstrates some
understanding of the task, but a lack of development weakens the response. Additional facts,
examples, and details would have strengthened the response.
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Anchor Paper – Thematic Essay—Level 2 – B
The geography of the world is very complex. There are many aspects
to the geography of various places that are advantages or
disadvantages to that culture. Geography may also largely affect a
countries historical developement as well as political, social and
economic features.
One country that has a predominant economic feature is Japan.
Japan is an archipelago, which means it’s a chain of Islands. Japan has
an irregular coastline, but that works as an advantage for trading
because it makes natural harbors. This effects its economy positively
because Japan doesn’t have a lot of natural resources and its coastline
makes trade easier. Its an advantage politically because Islands are
harder to try and attack, which has been proved in historical events.
Another country which geography effects them highly is Greece.
Greece is a peninsula which means its surrounded by a body of water
on 3 sides. Which, same as Japan makes natural harbors making it
socially easy for trade. Greece is also very mountainous making the
country politically have to split into separate city-states.
Economically, Greece prospers due to its placement in the
meditteranean so it makes trade with other thriving countries more
likely.
All in all, geogrephy is an important factor for any country.
Global Hist. & Geo. Rating Guide – Jan. ’15
[33]
Vol. 1
Anchor Level 2-B
The response:
• Minimally develops some aspects of the task in some depth for the influence of the islands of
Japan and the peninsula of Greece
• Is primarily descriptive (islands of Japan: Japan is a chain of islands with an irregular
coastline; Japan has many natural harbors, which is an advantage for trading; Japan lacks
natural resources; Japanese islands are harder to attack as proven in history; mountainous
peninsula of Greece: Greece is surrounded by water; many harbors making it easy for trade;
Greece is mountainous; split into separate city-states; Greece prospers through trade with
other thriving countries)
• Includes few relevant facts, examples, and details (islands of Japan: archipelago;
mountainous peninsula of Greece: Mediterranean)
• Demonstrates a general plan of organization; has a limited introduction and a brief
conclusion
Conclusion: Overall, the response fits the criteria for Level 2. The treatment of the islands of
Japan and the mountainous peninsula of Greece is comprised of a general narrative that outlines
each topic but lacks detail.
Global Hist. & Geo. Rating Guide – Jan. ’15
[34]
Vol. 1
Anchor Paper – Thematic Essay—Level 2 – C
Climate plays a big role in society and everything else. Depending
where you are in the world climate can effect you differently. Russia’s
climate has effected not only the Russians but troops who try to
invade them.
Russia is located towards the European side of the world and is
farther away from the equator meaning its winters will be coldest.
Russian winters are very cold and can have temperatures to 30° below.
When World War One was happening Napelon and his troops tried
to invade them. When they invaded the Russians were moving farther
into to Russia. The seasons began to change and when it became
winter it was very cold for the French troops. The Russians used the
warfare technique called scorched Earth policy and they burnt
everything down and killed livestock. This made the Russian climate
to deadly and unbearable for the French because now they have no
food, no shelter so the climate will cause them to freeze and have no
shelter.
Not only does climate play a role in society but so does your
natural resources. A major and popular resource people wanted was oil.
There was a lot of oil in the Middle East. Kuwait in the Middle East
had a plentiful supply of oil. Suddam Hussein invaded Kuwait
because he wanted their oil. The U.S. said no he needed to get out of
there. When Iraq was forced out of Kuwait, Suddam lit the oilfields on
fire and caused huge air pollution.
Climate and natural resources both make a big difference on
societies. They can both limit and help a society.
Global Hist. & Geo. Rating Guide – Jan. ’15
[35]
Vol. 1
Anchor Level 2-C
The response:
• Develops some aspects of the task in little depth for the influence of climate in Russia and
natural resources in the Middle East
• Is primarily descriptive (climate in Russia: Russian winters are very cold; invaders attacked
Russia; Russians used scorched earth policy and burnt everything and killed livestock;
French had no food or shelter; climate caused French to freeze; natural resources in the
Middle East: there was a lot of oil in the Middle East; invasion of Kuwait by Saddam
Hussein; lit oil fields on fire causing huge air pollution)
• Includes few relevant facts, examples, and details (climate in Russia: below zero
temperatures; Napoleon; natural resources in the Middle East: plentiful supply of oil);
includes an inaccuracy (climate in Russia: Napoleon invaded during World War I)
• Demonstrates a general plan of organization; does not clearly identify which aspect of the
task is being addressed; contains a brief introduction and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 2. The response demonstrates some
understanding of the task. However, the discussion of a single development for each geographic
feature limits the response. The inclusion of more relevant facts and details would have enhanced
the response.
Global Hist. & Geo. Rating Guide – Jan. ’15
[36]
Vol. 1
Anchor Paper – Thematic Essay—Level 1 – A
Human Geography and the culture of Humans are well influenced
by the physical geography of the earth. Desserts, mountains & oceans
have affected the way civilizations have grown.
The Nile River is an excellent example of geography affecting a
civilization. Ancient Egyptians created their empire in the Nile River
Delta and on the sides of the river. The first form of paper was created
with papyrus that was found in the Nile river delta. The way that the
Nile flooded every year in spring time affected the way the Egyptians
farmed and traveled. To Transport goods they would have used
sailboats to get up and down the river.
The Climate in Russia has also has helped and hurt the nation of
Russia many times. During the Second World War Adolph Hitler’s
forces attempted to invade Russia. While many made it to battle and
died fighting the Russians even more died on the way over into
Russia. Since the peasants of Russia scorched the land and left no
food behind when they fled to get away from the Germans it was very
easy for the extreme temperatures to kill off many men before even
getting into battle. During the winter in Russia temperatures can
reach -80°. These extreme temperatures have hurt the progress of
Russians industrialization. Since Russia’s only ports are on the
Baltic Sea, the ports have to be closed 2/3 of the year because they are
frozen.
The Physical geography of planet earth has affected human
geography as well as human culture. The frigid lands of Russia and
the lush areas by the Nile River have greatly affected the course of
history.
Global Hist. & Geo. Rating Guide – Jan. ’15
[37]
Vol. 1
Anchor Level 1-A
The response:
• Minimally develops some aspects of the task for the influence of rivers of Egypt and climate
in Russia
• Is descriptive (rivers of Egypt: Egyptians created their empire near the Nile River; Egyptians
created first form of paper; the way the Nile River flooded affected Egyptian farming and
travel; climate in Russia: the climate of Russia helped defend against invaders; peasants of
Russia scorched the land when they fled to get away from the Germans)
• Includes few relevant facts, examples, or details (rivers of Egypt: delta; papyrus; climate in
Russia: Adolf Hitler; World War II); includes inaccuracies (climate in Russia: extreme
temperatures have hurt progress of Russian industrialization; Russia’s only ports are on the
Baltic; frozen ports have to be closed of the year)
• Demonstrates a general plan of organization; includes a very brief introduction and a
conclusion that is a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 1. The response shows a limited
understanding of the task in the treatment of rivers of Egypt and climate in Russia.
Overgeneralizations and lack of clear connections weaken the response.
Global Hist. & Geo. Rating Guide – Jan. ’15
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Vol. 1
Anchor Paper – Thematic Essay—Level 1 – B
Throughout history social, political, and economic have been
affacted by geographic features. This happened In Great Britian, and
also in Russia.
In Great Britian, there was a surplus of natural resources. This led
to the industrial revolution. The industrial revolution was a major
event for Britian because its economy flourished. For the first time,
products were massed produced in factories. These factory produced
goods were then sold at a lower price than before. The industrial
revolution also led to imperialism. Because Britian revolutionized and
became a powerful nation. They were able to easily conquer other
countries.
In Russia, there are extreme weather conditions. In the winter,
temperatures fall below freezing. The Russians were able to adapt to
this, and therefore become accomodated. The extreme weather was able to
protect Russia and all of its citizens. For example, Napoleon tried to
invade Russia with his army and failed because he and his military
were not used to the harsh winter.
In conclusion, geography affect countries in many different
economic, political, and social ways.
Global Hist. & Geo. Rating Guide – Jan. ’15
[39]
Vol. 1
Anchor Level 1-B
The response:
• Minimally develops some aspects of the task by mentioning the influence of natural
resources in Great Britain and climate in Russia
• Is descriptive (natural resources in Great Britain: Great Britain had a surplus of natural
resources, which led to the Industrial Revolution; climate in Russia: Russia has extreme
weather conditions; Russians have adapted to climate; weather protected Russia and its
citizens)
• Includes few relevant facts, examples, or details (natural resources in Great Britain:
economy flourished; factories; climate in Russia: Napoleon)
• Demonstrates a general plan of organization; contains a very brief introduction and
conclusion
Conclusion: Overall, the response fits the criteria for Level 1. The response is unevenly
developed, but some relevant details indicate limited knowledge. It mixes relevant and irrelevant
information. The response lacks a clear understanding of the task in the treatment of the natural
resources of Great Britain.
Global Hist. & Geo. Rating Guide – Jan. ’15
[40]
Vol. 1
Thematic Essay—Practice Paper – A
Geography has played an important role throughout all of history.
It impacts certain regions and nations differently, depending on the
geographic features involved. Some features may be advantageous to a
civilization, while others can hinder them either socially, economically,
or politically. The Andes mountains of South America and the Yellow
River of China have influenced the Inca society and the people of the
Shang Dynasty, but in different ways.
In South America, the Andes mountains are located on the west
coast in much of what is modern day Peru and Chile. Mountains can
often limit agriculture because of the elevation, ruggedness and soil
that may not be fertile enough for farming. This could be a potential
negative feature for people in South America, however some like the
Inca developed ways to overcome this obstacle. Inca farmers invented a
method called Terrace Farming. Terrace Farming involved cutting
steps into the side of a mountain, making a series of flat garden beds
on the mountainside. On these terraces, many crops like corn were
grown. This agricultural achievement was able to help support a
growing population and also at times led to surpluses that could be
stored as well as traded. The Inca were able to find a solution to their
issue that ended up benefitting them in the end.
In addition to the Andes mountains being adapted for food
production, the geographic feature also proved to be a barrier between
highland and lowland regions. The Inca built hundreds of miles of
road networks, which also included suspension bridges. In doing so,
communication and trade between the regions increased. Runners,
military warriors, and traders all utilized these roads contributing to
the rise of the Empire. The Inca’s modifications to the Andes Mountain’s
region eventually led to the growth of an empire.
Global Hist. & Geo. Rating Guide – Jan. ’15
[41]
Vol. 1
Thematic Essay—Practice Paper – A
Rivers are geographic features with many advantages which is
why they were often the basis of many early civilizations. Rivers were
not only good for trade and transportation, but they were very helpful
in growing crops. The Yellow and Yangtze river in China are great
examples of this. The silt at the bottom of the river was full of nutrients
that could support crop growth when the rivers overflowed. However,
there was often violent floods which occurred. This was devastating
because it would ruin crops, destroy villages, and sometimes cause
famine. The Chinese developed irrigation systems as an answer to this
problem. The irrigation systems which included dikes, dams, and
village cooperation existed to control water flow from rivers to prevent
flooding and to aid crop production. This was very helpful to the
Chinese agriculturally, and economically.
As flooding was more controlled and agricultural techniques
improved, the Yellow River served as a lifeline to early Chinese
civilizations and the rise of the Shang dynasty. The river allowed for
a large production of crops as well as the domestication of animals. As
a result, the Chinese population increased and a flourishing civilization
developed with complex institutions of government and religion.
Without this feature, the sedentary agricultural societies of China
may have evolved differently.
Geography played a huge role in the development of civilization,
and both helped and hindered societies. Both the Andes mountains
and Yellow River provided obstacles to the societies that developed near
them, yet these civilizations came up with solutions to overcome these
challenges. Nations are still going through steps to improve issues
from geographic features today, and will continue to do so.
Global Hist. & Geo. Rating Guide – Jan. ’15
[42]
Vol. 1
Thematic Essay—Practice Paper – B
Geographic features of certain regions have effected the development
of cultures. This has contributed to the rise of different customs,
traditions, and beliefs. Two civilizations particularly influenced by
their geographic features are Greece and Eygpt. Mountains have
shaped the development of Greece and rivers have shaped Eygpt.
The main geographic feature that influenced Greece was its
mountains. The mountains played a huge part in creating a history
of separate city-states in ancient Greece. Most of the Balkan
peninsula is covered with rugged mountain ranges which made trade,
travel, and communication challenging for the early peoples of Greece.
As a result, many city-states grew independent of one another with
diverse political and social institutions. This is shown through the
diversity of Sparta and Athens. Athens eventually developed a direct
democracy which allowed many older male citizens to participate in
government. They also developed advanced architecture and
influential philosophies. They had one of the largest navies in the
ancient world. Sparta however developed a strict military-based
society. This provided them with a powerful and well trained army.
However, their expansion by conquest of nearby states to increase
available farmland and food supplies sometimes led to the suppression
of the people they conquered.
Mountains also influenced the Greeks in their religious beliefs. For
example, Mt. Olympus was a peak where Greeks believed the gods lived.
Greeks often met at Mt. Olympus to worship their many gods. This
was one facet of Greek life that assisted in unifying city-states
despite the way that mountains physically divided Greek people and
cultures.
Global Hist. & Geo. Rating Guide – Jan. ’15
[43]
Vol. 1
Thematic Essay—Practice Paper – B
As mountains has an effect on the Greeks, a major river had
lasting effects on Eygptian development. The Nile River, which flows
north into the Meditteranean Sea, had the most significant impact on
the rise of Eygptian civilization and culture. It allowed them to build
an empire in the ancient world. First, it provided food in several ways
including attracting animals, providing fish, and flooding the land
annually resulting in good soil for growing crops. As a result, the
Eygptians developed a strong agricultural society with frequent
surpluses of food. With a surplus of food, Eygptians could focus on
developing architecture, religon and customs. The Nile also offered
transportation and was used to transport limestone blocks for
constructing pyramids. The bodies of Egyptian leaders were
mummified and entombed in these pyramids. The navigable portions
of the Nile with the exception of the hassle of the cataracts allowed
quick movement between upper and lower Eygpt allowing a unifyed
empire to be created. Finally, the Nile influenced Society. Many jobs
and dutys were related to the river including controling the Nile’s
floods, and gathering Papyrus which was used to make paper. This
allowed scribes who could read and write to create official papers and
documents for communication between cities and regions. The Nile
River brought life and abundance and it also brought death and
destruction. It was an integral part of Egyptian culture.
The Mountains in Greece and the Nile in Eygpt clearly had lasting
effects on their civilizations. The Greek and Eygptian civilizations
developed customs, cultures, and societies that would serve as models
for future civilizations. They used these geographic features to their
advantage and adapted them to develop advanced civilizations.
Global Hist. & Geo. Rating Guide – Jan. ’15
[44]
Vol. 1
Thematic Essay—Practice Paper – C
Geographic features that have influenced in the political, economic,
social, and historical development of countries and regions.
In the South America mountains had an expansion of slave trade
of the “silk roads”. South America nations were united into a single
political unit, many indepent nations were created from former
colonial empires. The leader of South America was Simon Bolivar. The
mountains are large and fertile soil for cropping. The Russia climate
is mild and hot. Russia had enlightened despot where they had to
learn to read and write. The climate helps and them having rivers and
grass for cropping and water to survive. Knowing how to read and
write is very good, so they know how to speak to each other. Also, South
America had lots of land to grow food on to eat and surive. A lot of
immigration happened in South America with the British, Dutch,
French, Spanish, and Portuguesse. These immigratiants traveled to
Brazil, Guianas, New Granada, Peru, La Plata, Columbia, Ecuador,
Venezuela, Boliva, Paraguay, Chilie, Argentina, and Uruguay.
Human and physical geography between Russia, and South
America and how they surive, historical development.
Global Hist. & Geo. Rating Guide – Jan. ’15
[45]
Vol. 1
Thematic Essay—Practice Paper – D
Throughout history there have been many geographic features that
have influenced the political, economic social and historical
development of countries and regions. Two geographic features are the
islands of Japan and the natural resources in the middle east. The
geography greatly influences the people around it.
One geographic feature was the islands of Japan. Japan is known to
be an archapeligo. An archapeligo is a group of island’s in the shape of
an arch. Japan is very mountainous. Which mean’s little farming
area and limited natural resources. The people of Japan are influenced
to go take over different lands to find the natural resources they need.
Another geographic feature is the natural resources in the middle
east. The middle east is very rich in oil. By having a lot of oil the
middle east can regulate who the give there oil to and also how much
they want to sell it for. Saudi arabia is the richest because they have
the most oil. Oil has a great influence on the middle east because since
they have the oil they may think that they can win friends over and
have alliances because of selling oil. It also influences the price
because if more oil is being demanded then the price will go up and
people will be forced to buy it because there really is no other place to
get it.
Geographic features had a great influence on political, economic,
social and historical development of countries and regions. Natural
resources greatly influence the geography around because it forces
people to adapt or change.
Global Hist. & Geo. Rating Guide – Jan. ’15
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Vol. 1
Thematic Essay—Practice Paper – E
For thousands of years, geographic features of places in the world
have effected the way countries and cities develop there, what their
social development was like, and what their economy was like.
Geographic features such as what types of landforms were in certain
regions can influence how food is grown, and how safe and/or possible
it is for humans to prosper there. Two cases in which the effect is from
such features were lasting economically and socially are the deserts
in North Africa; and the mountains in South America. Both features
have effected the ability to grow crops, and the ability to have
communication with other regions. The question, though, is how?
For years, many different tribes have occupied Africa, most of them
living in their own, designated territories. However, people living in
Africa’s desert have faced a difficult but sustainable lifestyle choice.
Communication across vast deserts like the Sahara was somewhat
difficult. Traveling hundreds of miles without easy access to food or
water supplies was challenging. Africans were able to overcome the
desert conditions by using camels as a method of transportation and
oases as stopping points for food and water. Over time people from
northern and western Africa exchanged goods and ideas with one
another. Another difficulty in the Sahara was finding a way to grow
crops in the desert. One solution to this challenge was the construction
of irrigation canals connected to rivers like the Nile. This channeling
of water allowed crops to be grown in places that would have otherwise
been too dry. The deserts of Africa were clearly an obstacle for early
civilizations yet they came up with successful solutions.
In South America, some of the same issues have occurred, only not
with deserts, but with mountains. Mountains play a large role in the
Global Hist. & Geo. Rating Guide – Jan. ’15
[47]
Vol. 1
Thematic Essay—Practice Paper – E
social and economic development and growth of any region or culture.
Mountains like the Andes of South America, often acted to separate
people of civilizations. In the Andes mountains, elevation changes
drastically, making them difficult and sometimes impossible to
navigate. This can cause a lack of communication, socially, and a
lack of trade economically. There were two ways the Inca people of
South America solved problems of the Andes. First, they built terraces
into the side of the mountains for flat places to farm different crops at
different elevations. Second, they built roads that connected different
parts of the mountains so people could communicate and so they
could move food to where it was needed. Those factors play large roles
in the development of Inca culture. Their solutions helped overcome
obstacles to trade and communication.
All in all, it seems as though geographic features can cause a lack
of communication and trade and sometimes difficulty in growing
food unless solutions to these challenges are found. The deserts of
Africa and mountains of South America are two examples of this.
Global Hist. & Geo. Rating Guide – Jan. ’15
[48]
Vol. 1
Practice
Practice Paper
PaperA—Score
A—ScoreLevel
Level44
The response:
• Develops all aspects of the task but does so somewhat unevenly by discussing the influence
of mountains on South America more thoroughly than the influence of rivers in China
• Is both descriptive and analytical (mountains of South America: mountains limited
agriculture in South America and led to the Inca inventing new agricultural methods; new
methods were able to sustain a growing population and at times led to surpluses; mountains
were a barrier between highland and lowland regions; Inca built hundreds of miles of road
networks resulting in increased communication and trade; rivers in China: rivers were good
for trade and transportation and helpful in growing crops; violent floods were devastating and
destroyed crops and villages, and sometimes caused famine; irrigation projects involved
village cooperation; as flooding was more controlled and agricultural techniques improved,
the Yellow River served as a lifeline to Chinese civilization; river allowed for large
production of crops as well as domestication of animals; population increased and a
flourishing civilization developed)
• Supports the theme with relevant facts, examples, and details (mountains of South America:
Andes; Peru; Chile; elevation; terrace farming; garden beds; corn; suspension bridges;
runners, military warriors, and traders; empire; rivers in China: Shang dynasty; Yellow and
Yangtze rivers; silt; irrigation systems; dikes; dams; complex institutions of government and
religion)
• 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. A good understanding of
geography and its impact on civilizations is shown through the use of details throughout the
response. However, the discussion of the mountains of South America is more analytical than the
discussion of the rivers in China.
Global Hist. & Geo. Rating Guide – Jan. ’15
[49]
Vol. 1
Practice Paper
Paper B—Score
B—Score Level
Level 55
Practice
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing mountains in
Greece and rivers of Egypt and how these geographic features influenced the political,
economic, social, and historical development of these regions
• Is more analytical than descriptive (mountains in Greece: mountains led to the creation of
separate city-states; city-states grew independent of each other; Athens developed a direct
democracy; Sparta’s military-based society expanded by conquest to increase arable
farmland and food supplies, sometimes leading to the suppression of the people they
conquered; religion assisted in unifying city-states of Greece despite the mountains that
divided the peoples and cultures; rivers of Egypt: the Nile River contributed to the rise of
Egyptian civilization; Nile attracted animals, provided fish, and flooding resulted in good soil
for farming; the river allowed for unification of upper and lower Egypt; with a surplus of
food surpluses, Egyptians could focus on developing architecture, religion, and customs; jobs
and duties were related to the river, including controlling floods and gathering papyrus; the
river provided abundance and it brought death and destruction; integral part of culture)
• Richly supports the theme with relevant facts, examples, and details (mountains in Greece:
Balkan Peninsula; travel and communication challenging; diverse political and social
institutions; influential philosophies; Mount Olympus; rivers of Egypt: annual flooding;
agricultural society; transportation; pyramids; scribes; mummified bodies)
• 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 demonstrates a good
knowledge of subject matter, using numerous facts and details to discuss the influence
geographic features had on both the city-states of Greece and the Egyptian civilization. The
response uses analysis to discuss the growth of civilization in both regions despite the challenges
presented by geography.
J—Score Level
Practice Paper C—Score
Level 00
The response:
Includes no relevant facts, examples, or details
Conclusion: The response fits the criteria for Level 0 because the information is inaccurate and
fails to address the task.
Global Hist. & Geo. Rating Guide – Jan. ’15
[50]
Vol. 1
Practice Paper D—Score Level 1
The response:
• Minimally develops some aspects of the task
• Is descriptive (islands of Japan: Japan is very mountainous with little farming and limited
natural resources; Japan influenced to take over different lands to find natural resources;
natural resources in the Middle East: very rich in oil; Middle East can regulate how much
they want to sell oil for; demand for oil can affect prices)
• Includes few relevant facts, examples, or details (natural resources in the Middle East: Saudi
Arabia); includes an inaccuracy (islands of Japan: an archipelago is a chain of islands in the
shape of an arch)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that
are restatements of the theme
Conclusion: Overall, the response fits the criteria for Level 1. A few facts, examples, and details
frame the brief discussion. The response also lacks a discussion of a second influence that these
geographic features had on the development of Japan and the Middle East. The archipelago of
Japan is described without developing its influence.
Practice Paper E—Score Level 3
The response:
• Develops all aspects of the task with little depth by discussing the influence of deserts in
North Africa and mountains of South America
• Is more descriptive than analytical (deserts in North Africa: communication across deserts
like the Sahara was somewhat difficult; traveling hundreds of miles without easy access to
food and water was challenging; Africans overcame desert conditions by using camels and
oases; over time, people from northern and western Africa exchanged goods and ideas;
constructing irrigation canals from rivers like the Nile allowed crops to be grown; mountains
of South America: mountains often acted to separate people; mountains caused a lack of
communication and trade; the Inca built terraces into the side of mountains for flat places to
farm; Inca built roads to connect different parts of the mountains)
• Includes some relevant facts, examples, and details (deserts in North Africa: dry; vast
deserts; stopping points for food and water; mountains of South America: Andes; elevation
changes; sometimes impossible to navigate; grew different crops at different elevations)
• 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. In discussing ways that societies
overcame geographical obstacles, the response contains a few analytical statements and
demonstrates an understanding of the task. The response relies on broad generalizations and
would have been strengthened by additional relevant examples and details.
Global Hist. & Geo. Rating Guide – Jan. ’15
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Vol. 1
Global History and Geography Specifications
January 2015
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
2, 5, 7, 8, 9, 14, 15, 16, 20, 23, 24, 27, 32, 34,
37, 40, 42, 43, 44, 46, 48, 50
1, 4, 6, 11, 12, 17, 19, 28, 30, 31, 38, 41, 45,
47, 49
3, 10, 13, 18, 26, 29, 35, 36, 39
21, 22, 25, 33
Parts II and III by Theme and Standard
Theme
Thematic Essay
Document-based
Essay
Human and Physical Geography
Standards
Standards 2, 3, and 4: World
History; Geography;
Economics
Change; Conflict; Human Rights;
Imperialism; Justice; Power;
Movement of People and Goods;
Interdependence; Nationalism;
Belief Systems
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. ’15
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Vol. 1
The Chart for Determining the Final Examination Score for the January 2015
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. ’15
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Vol. 1
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
VO L U M E
2 2
OF
DBQ
GLOBAL HISTORY AND GEOGRAPHY
Tuesday, January 27, 2015 — 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 2015
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. ’15
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Vol. 2
Global History and Geography
Part A Specific Rubric
Document-Based Question
January 2015
Document 1
… The West Indian experience from the time of Columbus’ first voyage was one of Indian
labor for Spanish masters. When this labor was not given “voluntarily” it was extracted by
force. As Spaniards arrived in increasing numbers, the need for labor became more pressing,
and the burden upon Indian manpower progressively more severe. Spaniards raided Indian
communities, took captives, and, in order to prevent escape or to ensure the full measure of
work, practiced large-scale enslavement. Columbus, at first, appears to have made some
attempt to regulate this forced labor, but without appreciable [noticeable] success. In general
the first Spanish contacts with the natives of America followed the precedent of European
contact with the natives of Africa, and the practicality and legitimacy of enslavement were
everywhere assumed.…
Source: Charles Gibson, Spain in America, Harper Torchbooks (adapted)
1
According to Charles Gibson, what was one problem faced by the West Indian native
population during Spanish colonization?
Score of 1:
• States a problem faced by the West Indian native population during Spanish colonization according
to Charles Gibson
Examples: native labor was extracted by force; the demand by the Spanish for laborers placed a
severe burden on the Indian population; the burden on Indian manpower became
progressively more severe; Spaniards raided Indian communities/took captives;
attempts to regulate forced labor had little success; Columbus attempted to regulate
forced labor with little success; natives were enslaved; abusive Spanish labor policy;
enslavement; the Spanish followed the precedent of European contact with African
natives; the Spanish arrived in increasing numbers; they were needed for labor; the
Spanish assumed that enslavement was practical and/or legitimate
Score of 0:
•
Incorrect response
Examples: the demand for Spanish laborers was severe; they had contact with the natives of
Africa
• Vague response
Examples: the burden became severe; they were experienced from Columbus’ first voyage;
increasing numbers; the precedent; attempts not successful; it was demanded of
them
•
No response
Global Hist. & Geo. Rating Guide – Jan. ’15
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Document 2a
Document 2b
… Las Casas interrupted work on the book
[A History of the Indies] only to send to the
Council of the Indies in Madrid three long
letters (in 1531, 1534, and 1535), in which he
accused persons and institutions of the sin of
oppressing the Indian, particularly through the
encomienda system. After various adventures
in Central America, where his ideas on the
treatment of the natives invariably [regularly]
brought him into conflict with the Spanish
authorities, Las Casas wrote De único modo
(1537; “Concerning the Only Way of Drawing
All Peoples to the True Religion”), in which
he set forth the doctrine of peaceful
evangelization of the Indian. Together with the
Dominicans, he then employed this new type
of evangelization in a “land of war” (a territory
of still-unconquered Indians) — Tuzutlan,
near the Golfo Dulce (Sweet Gulf) in presentday Costa Rica. Encouraged by the favourable
outcome of this experiment, Las Casas set out
for Spain late in 1539, arriving there in 1540.…
Bartolomé de Las Casas
Source: Keen and Haynes, A History of Latin America,
Houghton Mifflin Harcourt
Source: “Bartolomé de Las Casas,”
The History Channel website
2 Based on these documents, state one action Bartolomé de Las Casas took to address the
problems faced by Native Americans.
Score of 1:
• States an action Bartolomé de Las Casas took to address the problems faced by Native Americans
based on these documents
Examples: he wrote three long letters accusing persons and institutions of oppressing the
Indian/he wrote letters to the Council of the Indies in Madrid; he criticized Spanish
authorities; he proposed a doctrine of peaceful evangelization of the Indian; he
employed his new type of evangelization with the Dominicans in a “land of war” in
Tuzutlan; he wrote De único modo/he wrote “Concerning the Only Way of Drawing
All Peoples to the True Religion”; he went to Spain to present a favorable outcome
of the evangelization experiment; he wrote letters/he wrote a book; he interrupted
work on A History of the Indies to write to the Council of the Indies; he spread his
ideas on the treatment of natives throughout Central America; he came into conflict
with Spanish authorities in Central America over treatment of the Indians
Score of 0:
• Incorrect response
Examples: he developed the encomienda system; he declared war; he praised the Spanish
authorities
• Vague response
Examples: he interrupted work; he accused; ideas; encouraged outcomes; proposal; wanted
treatment for the natives
• No response
Global Hist. & Geo. Rating Guide – Jan. ’15
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Document 3
During the reigns of Charles V and his successors, the Spanish monarchy reacted to Bartolomé de Las Casas
in different ways.
… In response to both his fear and conscience, Charles promulgated [instituted] the New
Laws in 1542. They forbade the enslavement of the Indians, their compulsory personal
service, the granting of new encomiendas, and the inheritance of encomiendas. More
positively they declared the Indians to be free persons, vassals of the crown, and possessed of
their own free will. The colonists protested vehemently [passionately]. Rebellion threatened
Mexico; in Peru encomenderos [holders of encomiendas] rose up to defy the law. Once again
under extreme pressure, the monarch modified some of the laws and revoked others. Still,
although the encomienda would continue for some time in parts of the sprawling American
empire, the king had checked [limited] it. After the mid-sixteenth century the institution
waned [faded away]. The state [Spanish monarchy] exerted even greater control over the
declining Indian population.…
Source: E. Bradford Burns, Latin America: A Concise Interpretive History, Prentice Hall (adapted)
3a According to E. Bradford Burns, what was one way the New Laws addressed the
problem Bartolomé de Las Casas had identified?
Score of 1:
• States a way the New Laws addressed the problem Bartolomé de Las Casas had identified
according to E. Bradford Burns
Examples: the enslavement of the Indians was forbidden/Indians could no longer be
forced into compulsory personal service; no new encomiendas would be
granted; encomiendas could not be inherited; Indians were declared to be free
persons/Indians were declared possessed of their own free will; Indians were
declared to be vassals of the crown; the encomienda system was checked
Score of 0:
• Incorrect response
Examples: enslavement of Indians was increased; new encomiendas were granted; they
forbade Indians to be free; rebellion was threatened
• Vague response
Examples: they responded to fear; responded to conscience; promulgated/instituted;
compulsory
• No response
Global Hist. & Geo. Rating Guide – Jan. ’15
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3b According to E. Bradford Burns, what was a response of the Spanish monarch when the
Spanish colonists protested against the New Laws?
Score of 1:
• States a response of the Spanish monarch when the Spanish colonists protested against the New
Laws according to E. Bradford Burns
Examples: some of the laws were modified/changed; some of the laws were revoked; he
allowed the encomienda system to continue although it was checked/limited; he
backed down a little; he modified some laws resulting in greater control over the
Indian population
Score of 0:
• Incorrect response
Examples: he placed them under extreme pressure; he forbade enslavement of the colonists; he
defied the laws; he rebelled; the population continued to decline; he declared the
Indians to be free
• Vague response
Examples: extreme pressure; he continued; checked; limited; revoked
• No response
Global Hist. & Geo. Rating Guide – Jan. ’15
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Document 4
This is an excerpt from a speech given on September 25, 1793 by Maximilien Robespierre to the National
Convention justifying measures taken by the Committee of Public Safety.
French Revolution: 1793
… Individuals are not at issue here; we are concerned with the homeland and principles. I tell
you plainly: it is impossible, in this state of affairs, for the Committee to save the state; and if
anyone disagrees, I will remind you just how treacherous and extensive is the scheme for
bringing us down and dissolving us; how the foreigners and internal enemies have agents paid
to execute it; I will remind you that faction is not dead; that it is conspiring from the depths
of its dungeons; that the serpents of the Marais have not yet all been crushed.…
I know we cannot flatter ourselves that we have attained perfection; but holding up a
Republic surrounded by enemies, fortifying reason in favour of liberty, destroying prejudice
and nullifying individual efforts against the public interest, demand moral and physical
strengths that nature has perhaps denied to those who denounce us and those we are
fighting.…
Source: Maximilien Robespierre, “Extracts from ‘In Defence of the Committee of Public Safety and Against Briez,’”
September 25, 1793, in Virtue and Terror, Verso (adapted)
4 From Robespierre’s perspective, what was one threat the government of France faced in
1793?
Score of 1:
• States a threat the government of France faced in 1793 from Robespierre’s perspective
Examples: agents had been paid by foreigners to destroy the government; agents had been paid
by internal enemies to destroy the government; faction was not dead; the serpents of
Marais had not all been crushed; internal enemies; foreign enemies;
treacherous/extensive schemes for bringing down/dissolving the government of
France; the Republic was surrounded by enemies; individual efforts against the
public interest; prejudice; possible overthrow of the government; factions/serpents
of Marais; the state could not be saved if our enemies remain
Score of 0:
• Incorrect response
Examples: the saving of the state by the Committee; the serpents of Marais had been
crushed/internal enemies had been crushed; agents had been paid to save the
government; demanding moral and physical strengths of nature; nullifying
individual efforts
• Vague response
Examples: concern with the homeland; impossible state of affairs; individuals; serpents; the
state could not be saved
• No response
Global Hist. & Geo. Rating Guide – Jan. ’15
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Document 5a
… When he entered the Committee [of Public Safety], Maximilien [Robespierre] persuaded
the other members to accept new procedures, to reorganize the clerical staff and to hold
weekly meetings with the other Committee [of General Security]. The press, which, from
intimate knowledge, the leader regarded as dangerous, was to be temporarily deprived of its
freedom. Only when true democracy had been established would it be possible to allow
journalists to have their say again! In all such decisions, the will and interests of the majority
of citizens of France were both the pretext [alleged reason] and the inspiration. In other
words: the government was to remain revolutionary until peace had been restored and all
enemies put to flight.…
Source: John Laurence Carr, Robespierre: The Force of Circumstance, St. Martin’s Press
5a According to John Laurence Carr, what was one change Robespierre persuaded the
government to make to address the threat to the revolution?
Score of 1:
• States a change that Robespierre persuaded the government to make to address the threat to
the revolution according to John Laurence Carr
Examples: accept new procedures; reorganize the clerical staff; eliminate freedom of the
press temporarily/temporarily deprive the press of its freedom; regard the
press as dangerous; hold weekly meetings with the Committee of General
Security
Score of 0:
• Incorrect response
Examples: form two Committees of Public Safety; allow journalists to have a say;
establish a true democracy; to put the citizens of France to flight; citizens are
dangerous; government remains revolutionary
• Vague response
Examples: make decisions; to give the majority will and interest; to enter the Committee;
provide intimate knowledge; put all enemies to flight; make it temporary
• No response
Global Hist. & Geo. Rating Guide – Jan. ’15
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Document 5b
The Law of Suspects
This law, passed on 17 September 1793 [by Robespierre and the National Convention],
authorized the creation of revolutionary tribunals to try those suspected of treason against the
Republic and to punish those convicted with death. This legislation in effect made the penal
justice system into the enforcement arm of the revolutionary government, which would now
set as its primary responsibility not only the maintenance of public order but also the much
more difficult and controversial task of identifying internal enemies of the Republic—such as
“profiteers” who violated the Maximum [decree to fix prices]—and then removing them from
the citizenry, where they might subvert [sabotage] the general will.…
Source: Liberty, Equality, Fraternity: Exploring the French Revolution, online site, a collaboration of
the Roy Rosenzweig Center for History and New Media and the American Social History Project
5b According to this document, in what way did the Law of Suspects address the threats against
the government?
Score of 1:
• States a way the Law of Suspects addressed the threats against the government according to this
document
Examples: created revolutionary tribunals to try people suspected of treason; punished those
convicted of treason with death; made the penal justice system into the enforcement
arm of the revolutionary government; gave the penal justice system primary
responsibility for maintaining order/identifying internal enemies of the republic;
provided a way to remove treasonous citizens from the citizenry; providing a way to
remove “profiteers” from the citizenry
Score of 0:
• Incorrect response
Examples: abolished revolutionary tribunals; decreed fixed prices; subverted the general will;
violated the Maximum; explored liberty/equality/fraternity; authorized a Republic
• Vague response
Examples: passed a law; authorized the creation; put legislation in effect; set up primary
responsibility; made it difficult and controversial; penal justice system; treason
• No response
Global Hist. & Geo. Rating Guide – Jan. ’15
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Document 6a
TIMETABLE, 1794
… July 27: The Convention ordered the arrest of Robespierre and his friends. They were
taken to the Luxembourg. The jailer refused to lock them up. They left and went to the
Town Hall to plan their next move. They could have beaten the Convention, but the Paris
Commune did not help in time. They were declared to be outlaws and arrested again.
July 28 (early morning): The Convention made Robespierre and his friends outlaws and
arrested them at the Town Hall. Now either Robespierre was shot, or he shot himself. He was
wounded.
July 28: Robespierre and 21 friends went to the guillotine.…
Source: Jane Shuter, ed., Helen Williams and the French Revolution, Raintree Steck-Vaughn (adapted)
6a According to Jane Shuter, what was one consequence Robespierre faced as a result of his
actions?
Score of 1:
• States a consequence Robespierre faced as a result of his actions according to Jane Shuter
Examples: he was taken to the Luxembourg; he was arrested; declared an outlaw; he went to
the guillotine; he was shot or shot himself; he was wounded; he was killed/put to
death; death; the loss of his 21 friends to the guillotine
Score of 0:
• Incorrect response
Examples: the jailer refused to lock him up; Paris Commune did not help in time; he went to
Town Hall to plan his next move
• Vague response
Examples: it was ordered by the Convention; he left; he had 21 friends
• No response
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Document 6b
… By 1795, the Revolutionary armies had restored peace to the French borders, but, once
again, turmoil threatened to sweep across France itself. The National Convention (now
controlled by the moderate and conservative representatives, who had condemned
Robespierre) could not prevent new outbreaks of radical demonstrations.…
Source: Sean Connolly, The French Revolution, Heinemann Library
6b According to Sean Connolly, what was one issue France faced after Robespierre was
removed from power?
Score of 1:
• States an issue France faced after Robespierre was removed from power according to Sean
Connolly
Examples: threat of turmoil sweeping across France; turmoil; the National Convention
could not prevent new outbreaks of radical demonstrations; radical
demonstrations; lack of control; concerns about maintaining order during a
period of peace
Score of 0:
• Incorrect response
Examples: Revolutionary armies had restored peace; radical demonstrations were
prevented; French borders were changed; it was restored
• Vague response
Examples: it happened once again; it could not be prevented; outbreak
• No response
Global Hist. & Geo. Rating Guide – Jan. ’15
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Document 7
… More and more as years go by a feeling of unrest is growing in India. More and more as
the people understand their place in the Empire is a spirit of discontent prevading [spreading
throughout] its three hundred millions of inhabitants. And more and more as they realise that
amid the differences of creed and caste is one basic nationality, does agitation spread and take
the form of definite demands for the fulfilment of the solemn assurances of the British
Government that they should be given the ordinary rights of British subjects. It is impossible
that national aspirations can be for ever repressed, and equally impossible for India to remain
a “dependency” in an Empire to which it contributes more than half the population.… Is it
then surprising that the teeming millions of India should be dissatisfied with being ruled by a
number of too-often self-sufficient and unsympathetic aliens, ignorant of the genius of the
people? Not even the “mild” Hindu can bear this for ever. Is it possible for the patriotic spirits
of a people with the glorious traditions of India to be content with serfdom?.…
Source: Gandhi, Indian Opinion, September 2, 1905
7 According to Gandhi, what is one issue India was facing in the early 1900s?
Score of 1:
• States an issue India was facing in the early 1900s according to Gandhi
Examples: feelings of unrest about Indians’ place in the Empire were growing; feelings of
unrest were growing in India; spirit of discontent was spreading; Indians did not
have the ordinary rights of British subjects; rising nationalism was being repressed;
people in India no longer wanted to be a dependent in the Empire; discontent of
Indian people with serfdom; Indians wanted their own government; they were ruled
by an alien/foreign power; dissatisfaction with rule by unsympathetic aliens; India
was considered a dependency even though it contributed more than half the
population; differences in creed and caste; lack of self-government/lack of self-rule;
their genius ignored/not recognized; realizing that there is one basic nationality
Score of 0:
• Incorrect response
Examples: rising nationalism was encouraged by the British government; Indians had the
same rights as British subjects; contributes more
• Vague response
Examples: there were differences; solemn assurances; British subjects; feeling is growing in
India
• No response
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Document 8
Source: Y. kids, Great Figures in History: Gandhi, YoungJin Singapore
8 Based on this excerpt from a graphic novel, state one action Gandhi suggests the Indian
people take against the British.
Score of 1:
• States an action Gandhi suggests the Indian people take against the British based on this excerpt
from a graphic novel
Examples: boycott British products/clothes; boycott; throw away British clothes; burn British
clothes; make their own clothes; stop putting money into British pockets; to cause
pain to the British government by boycotting
Score of 0:
• Incorrect response
Examples: grant independence; spend money in England; put money into British pockets
• Vague response
Examples: follow along; throw it away; make their own; pain
• No response
Global Hist. & Geo. Rating Guide – Jan. ’15
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Document 9a
… By war’s end, Britain was ready to let India go. But the moment of Gandhi’s greatest
triumph, on August 15, 1947, was also the hour of his defeat. India gained freedom but lost
unity when Britain granted independence on the same day it created the new Muslim state of
Pakistan. Partition dishonored Gandhi’s sect-blind creed. “There is no message at all,” he said
that day and turned to fasting and prayer.…
Source: Johanna McGeary, “Mohandas Gandhi (1869–1948),” Time, December 31, 1999
Document 9b
Muslim Refugees Fleeing India, 1947
Source: Mark A. Kishlansky, Sources of World History: Readings For World Civilization, Volume II,
Wadsworth, Cengage Learning
9
Based on these documents, what was one reason Gandhi’s greatest triumph was also seen as
his defeat?
Score of 1:
• States a reason Gandhi’s greatest triumph was also seen as his defeat based on these documents
Examples: although freedom/independence was granted, unity was lost; independence for India
was granted the same day the new Muslim state of Pakistan was created; partition at
independence dishonored his beliefs/sect-blind creed; partition led to a refugee
problem; Indian independence led to Muslim refugees fleeing India; unity was lost;
British India was partitioned into India and Pakistan; India and Pakistan received
independence
Score of 0:
• Incorrect response
Examples: the war ended; Britain let all of British India go; he had a sect-blind creed; fasting
and prayer
• Vague response
Examples: it was the hour of his defeat; it happened on the same day; there was no message;
dishonored; Muslims; Hindus
• No response
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Global History and Geography
Content Specific Rubric
Document Based Essay
January 2015
Historical Context:
Throughout history, problems emerged that individuals wanted to
address. Individuals such as Bartolomé de Las Casas, Maximilien
Robespierre, and Mohandas Gandhi took different actions in their
attempts to address problems. Their actions met with varying degrees of
success.
Task: Select two individuals mentioned in the historical context and for each
• Describe a problem this individual addresses
• Describe how this individual attempted to address the problem
• Discuss whether this individual was successful or unsuccessful in
solving the problem
Scoring Notes:
1. This document-based question has a minimum of six components (describing a problem
each of two individuals addressed, describing how each individual attempted to address the
problem, and discussing whether each individual was successful or unsuccessful in solving
the problem).
2. The response should describe a problem an individual addressed. However, one or more
related problems could be included in the description.
3. The problem addressed by an individual may be immediate or long term. The historical
circumstances surrounding the problem may be included as part of the description of the
problem.
4. The description of a problem addressed by an individual may be included as part of the
description of how the individual attempted to address the problem.
5. The response may discuss the extent to which the individual was successful or unsuccessful
from differing points of view as long as the position taken is supported by accurate historical
facts and examples.
6. Only two individuals may be chosen from the historical context. If three individuals are
discussed, only the first two individuals may be scored.
7. For the purposes of meeting the criteria of using at least four documents in the response,
documents 2a, 2b, 5a, 5b, 6a, 6b, 9a, and 9b may be considered separate documents if the
response uses separate, specific facts from each document.
All sample student essays in this rating guide are presented in the same cursive font while
preserving actual student work, including errors. This will ensure that the sample essays are easier
for raters to read and use as scoring aids.
Raters should continue to disregard the quality of a student’s handwriting in scoring examination
papers and focus on how well the student has accomplished the task. The content-specific rubric
should be applied holistically in determining the level of a student’s response.
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Score of 5:
• Thoroughly develops all aspects of the task evenly and in depth by describing a problem addressed by each
of two individuals, describing how each individual attempted to address the problem, and discussing
whether each individual was successful or unsuccessful in solving the problem
• Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g., Robespierre:
connects high prices and scarcity of food, advancing foreign armies, and anarchy to Robespierre’s decision
to eliminate enemies of the state that led to the institution of the Reign of Terror resulting in his execution
by the guillotine, the eventual fall of the National Convention, and the formation of the weak and corrupt
Directory which led to the rise of Napoleon; Gandhi: connects British imperialistic policies that led to the
economic and political exploitation of India and the growing nationalistic feelings of millions of Indians to
Gandhi’s use of nonviolence and leadership in a movement of civil disobedience that resulted in the
partition of British India creating an independent India and an independent Muslim state of Pakistan and in
refugees fleeing from one state to another
• Incorporates relevant information from at least four documents (see Key Ideas Chart)
• Incorporates substantial relevant outside information related to individuals solving problems (see Outside
Information Chart)
• Richly supports the theme with many relevant facts, examples, and details, e.g., Robespierre: role of
inflation; description of Reign of Terror; inequalities in estate system; activities of sans-culottes; role of
Committee of Public Safety; terms of Law of Suspects; Gandhi: subjugation of the Indian people;
explanation of satyagraha; imperialism; boycott of British textiles; Salt March; role of civil disobedience;
the Quit India Movement; Mohammad Ali Jinnah
• 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 describing one individual more
thoroughly than the second or by developing 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.,
Robespierre: discusses the threats of allied foreign armies and counter-revolutionary domestic activity that
led to the death of Louis XVI, Robespierre leading the Committee of Public Safety and instituting the Reign
of Terror which resulted in his execution, and the eventual rise of Napoleon; Gandhi: discusses the
economic and political dominance of the British that influenced Gandhi’s nonviolent efforts to bring about
an Indian independence movement resulting in the partition of British India into two countries and a refugee
crisis
• Incorporates relevant information from at least four documents
• Incorporates relevant outside information
• Supports the theme with relevant facts, examples, and details
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are
beyond a restatement of the theme
Score of 3:
• Develops all aspects of the task with little depth or develops at least four aspects of the task in some depth
• Is more descriptive than analytical (applies, may analyze and/or evaluate information)
• Incorporates some relevant information from some of the documents
• Incorporates limited relevant outside information
• Includes some relevant facts, examples, and details; may include some minor inaccuracies
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a
restatement of the theme
Note: If all aspects of the task have been thoroughly developed evenly and in depth for one individual and if
the response meets most of the other Level 5 criteria, the overall response may be a Level 3 paper.
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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. ’15
[17]
Vol. 2
Las Casas
Key Ideas from Documents 1-3
Problem
Attempts by Las Casas to
Address Problem
Doc 1—Forced labor of
Doc 2—Sent three letters (1531,
natives for Spanish
1534, and 1535) to Council of
masters
the Indies in Madrid
Increased need for labor
Accused persons and institutions
as Spaniards arrived in
of oppressing Native Americans
increasing numbers
particularly through
Large-scale enslavement
encomienda system
of natives (to prevent
Brought ideas on treatment of
escape, to ensure full
natives to Central America
measure of work)
Wrote De único modo (1537,
Attempts by Columbus to
“Concerning the Only Way of
regulate forced labor but
Drawing All Peoples to the True
without appreciable
Religion”), setting forth
success
doctrine of peaceful
Raiding of native/Indian
evangelization of natives
communities by
Employed evangelization doctrine
Spaniards
with Dominicans near the Golfo
Taking of captives by
Dulce (present-day Costa Rica)
Spaniards
Went to Spain in 1539 to present
Practicality and
favorable outcomes of
legitimacy of
experiment to monarchy
enslavement assumed as
following precedent of
European contact with
natives of Africa
Doc 2—Oppression of
natives through the
encomienda system
Global Hist. & Geo. Rating Guide – Jan. ’15
[18]
Success/Lack of Success in Solving Problem
Doc 2—Ran into conflict with Spanish
authorities when ideas on treatment of
natives brought to Central America
Favorable outcome from work with
employment of new type of evangelization
with Dominicans in present-day Costa Rica
Doc 3—New Laws instituted in 1542 by
Charles V
Enslavement of Native Americans,
compulsory personal service, and formation
of new and inherited encomiendas forbidden
Native Americans declared free persons,
vassals of the crown, and possessed of their
own free will
Rebellion threatened by colonists in Mexico
and by encomenderos in Peru, who did not
like New Laws
Some laws modified under pressure and
others revoked by monarch
Encomienda system limited (continued in
parts of American empire)
Encomienda system faded away after mid16th century and Spanish monarchy
assumed greater control over declining
native population
Vol. 2
Las Casas cont.
Relevant Outside Information
(This list is not all-inclusive.)
Problem
Details of encomienda
system
Concentration of power
in hands of
conquistadors and
peninsulares
Rewarding
conquistadors with
encomiendas
Conflict regarding
enslaving baptized
Christians
Introduction of cash
crop plantation
economy
Treatment and abuse of
natives on plantations
and in mines
Disease and death of
many natives
Necessity of labor for
plantation economy
Relationship of God,
Gold, and Glory to
Spanish need for
Indian labor
Attempts by Las Casas to
Address Problem
Suggested enslaved Africans
better suited to work in mines
and on plantations
Renounced his own
encomienda to advocate for
native rights
Global Hist. & Geo. Rating Guide – Jan. ’15
[19]
Success/Lack of Success in Solving
Problem
Many Native Americans in Caribbean
already dead from mistreatment or disease
before New Laws
Encomienda replaced by repartimiento
system (forcing natives into low paying or
unpaid labor)
Worst conditions in silver mines under mita
of Potosí (Peru)
Native American laborers on sugar
plantations replaced by enslaved Africans
imported by millions (Middle Passage)
Establishment of trans-Atlantic slave trade
Enslaved Africans on plantations mistreated
in same ways as Native Americans
Social hierarchy based on heritage and
where born (peninsulares, creoles,
mestizos, mulattos, slaves)
Inspiration for Latin American
independence leaders (Bolívar, Hidalgo)
Development of unfavorable image of Spain
Vol. 2
Robespierre
Key Ideas from Documents 4-6
Problem
Doc 4—Turmoil in France
Possible failure of the
Committee of Public
Safety to save Republic
Scheme to bring down
Republic treacherous and
extensive
Agents paid by foreigners
and internal enemies to
execute plan to destroy
Republic
Continuation of faction
against the Republic
despite arrests
Republic surrounded by
enemies
Attempts by Robespierre to Address
Problem
Doc 4—Justified measures taken by
Committee of Public Safety to the
National Convention
Doc 5—Persuaded members of Committee
of Public Safety to accept new
procedures, reorganize clerical staff, hold
weekly meetings with Committee of
General Security
Press deprived of freedom until true
democracy established
Government to remain revolutionary until
peace restored and enemies put to flight
Approved Law of Suspects (September
1793) passed by the National Convention
(authorizing creation of revolutionary
tribunals to try those suspected of treason
against Republic, execution of those
convicted)
Made penal justice system into
enforcement arm of revolutionary
government (primary responsibility
maintenance of public order, task of
identifying internal enemies of Republic
and removing them from citizenry,
preventing internal enemies from
subverting general will)
Global Hist. & Geo. Rating Guide – Jan. ’15
[20]
Success/Lack of Success in
Solving Problem
Doc 6—Robespierre and friends
declared outlaws and arrested at
Town Hall as ordered by
Convention
Robespierre and friends executed
by guillotine on July 28, 1794
Peace restored to French borders
by Revolutionary armies by 1795
Threat of turmoil across France in
1795
National Convention controlled by
moderates and conservatives
(condemned Robespierre, unable
to prevent new radical
demonstrations)
Vol. 2
Robespierre cont.
Relevant Outside Information
(This list is not all-inclusive.)
Problem
Threat of coup d’état
High prices (inflation)
Scarcity of food (shortages
of grain, widespread crop
failures)
Anarchy
Peasant revolts
Demands of sans-culottes
for price controls and
rationing
Power of Catholic Church
over the people
Counterrevolutionary
activity by émigrés
Estates system (unequal
distribution of land
ownership, tax burden on
Third Estate, voting
practices in Estates
General)
Inefficiency of
constitutional monarchy
Foreign wars (Austria,
Prussia, England, Spain)
Attempts by Robespierre to Address
Problem
Removal of social classes and creation of
new citizenry
Established “Levee en Masse”
Promoted laws against hoarding or resisting
requisitions for the army
Allowed an estimated 20,000 to 40,000
people to be killed
Authorized closing of churches throughout
France
Supported changes to calendar
Renamed streets and landmarks to deChristianize revolutionary France (Notre
Dame)
Details about Reign of Terror/Great Terror
Global Hist. & Geo. Rating Guide – Jan. ’15
[21]
Success/Lack of Success in
Solving Problem
Money from wartime contracts and
profits from inflation made by
bourgeoisie who had guided
Revolution
First formal French Republic
formed under Directory
Government in hands of property
owners
Government dependence on
military protection
Price controls removed
Occurrence of sporadic uprisings
Continued existence of foreign
threats
Continued scarcity and inflation
faced by lower classes
Moderate Directory weak and
corrupt
Napoleon’s rise to power
Principles of Declaration of Rights
of Man violated
Vol. 2
Gandhi
Key Ideas from Documents 7-9
Problem
Doc 7—Growth of unrest/
discontent/demands for rights
among three hundred millions of
inhabitants as they understand
their place in British empire
Spread of agitation as a result of
increasing realization of one
basic nationality amid differences
of creed and caste
Demands for fulfillment of solemn
assurances of British government
that Indians should be given
ordinary rights of British subjects
Impossibility for national
aspirations to be forever
repressed
Indian dependency on the Empire
Impossibility for India to remain
dependent in Empire to which it
contributes more than half of
population
Dissatisfaction of millions of
Indians on being ruled by selfsufficient and unsympathetic
aliens ignorant of genius of
people
Indian people not content with
serfdom
Global Hist. & Geo. Rating Guide – Jan. ’15
Attempts by Gandhi to Address
Problem
Doc 7—Publication of nationalist
ideas in newspapers (Indian
Opinion)
Doc 8—Boycotted British
products, specifically clothing
Threw away or destroyed British
clothes and encouraged Indians
to make their own
Doc 9—Turned to fasting and
prayer to protest division of India
[22]
Success/Lack of Success of
Gandhi in Solving the Problem
Doc 9—Greatest triumph was
independence of British India on
August 15, 1947
Unity of India defeated with
creation of Muslim state of
Pakistan
Goal of a common sect-blind creed
for all Indians dishonored with
partition
Trains overcrowded with Muslim
refugees fleeing India (1947)
Vol. 2
Gandhi cont.
Relevant Outside Information
(This list is not all-inclusive.)
Problem
Collapse of native industries
(crafts, hand-spinning, textiles)
Role of imperialism
Loss of Indian traditions
Limited number of Indians in civil
service and government councils
Growing disconnect between
Western-educated Indian elite
and the masses
Challenge of disunity (Hindus,
Muslims, Sikhs)
Caste—treatment of untouchables
(harijans)
Treatment of women
Abuse of power by landlords
Sepoy Rebellion
Amritsar Massacre
Lack of equality between caste,
gender, and race
Global Hist. & Geo. Rating Guide – Jan. ’15
Attempts by Gandhi to Address
Problem
Advocated nonviolent civil
disobedience/use of satyagraha
Politicized concept of ahimsa
(respect for life)
Conducted Salt March
Conducted negotiations in London
Served time in jail to draw attention
to injustices
Began Homespun/Quit
India/Swadeshi campaign
Demanded better treatment for
harijans and women
Use of media to increase support
for independence
[23]
Success/Lack of Success in
Solving Problem
Hindus predominant in India
Muslims predominant in East and
West Pakistan
Riots, migrations of millions of
people, deaths totaling over a
million as result of partition
Gandhi’s assassination as a result
of extreme Hindu reaction
Continuation of tensions between
India and Pakistan (border issues,
Kashmir)
Republic of India a parliamentary
democracy and also world’s
largest democracy
Threat of nuclear war became a
product of division
Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
Over the course of history, there have been many inspirational
individuals. Be there influence good or bad, their impact on the
current state of humanity is ineffable. Two of such individuals are
Maximilien Robespierre, and Mohandas Gandhi. Both of these
individuals set out to bring about change.
Maximilien Robespierre made his impact in the period of the French
Revolution. He lived in a time where Royalty and members of the 1st
and 2nd estates lived a life of luxury, while the peasants and other
members of the 3rd estate struggled to survive. The stratification of
French society under the Estates System benefited only about 2% of
the population when the tax burden as well as the burden of labor and
production fell firmly on the shoulders of the 3rd estate. It’s not hard
to understand why revolution started. But once it did, and with the
king overthrown many new problems started to appear under the new
government, the National Assembly. The new government attempted to
create a democracy but faced large challenges. Robespierre and other
radical Jacobins rose to power when a National Convention was called.
They set out to make a better France. They talked about democracy and
liberty. One of the main problems faced by Robespiere’s government
was that he believed France was threatened by traitors and rebels, still
loyal to the old regime. Some were moderates fearful of the massive
changes proposed and pushed for by Robespierre. Other enemies were
sympathizers of the old regime. Robespierre believed that there were
enemies within France and outside France, some of which were emigrés
who had been part of the old regime and had fled early in the revolution.
The threat of enemies caused Robespiere to create a mercyless system,
of finding and killing all those who opposed him. (Doc. 5b) Robespierre
Global Hist. & Geo. Rating Guide – Jan. ’15
[24]
Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
believed that only if these dangerous elements were removed could
France become a true democracy. (Doc. 5a) However, this move, of
killing had a dire effect on all of France. Robespierre seemed to believe
that there were traitors everywhere. The non-stop search for traitors, left
the nation in a state of fear. The endless searchings and killings
brought on an era in France best known as “The Terror”. This era was
characterized countless people both innocent and guilty being sent to
the Guillotine. Ordinary citizens were in constant fear of being
accused of treason. Simple actions could get people into trouble. About
40,000 people were killed during this time. This age of terror eventually
turns on Robespiere, as the Convention of France, tired of bloodshed,
turned on him and on his friends. Eventually the Convention executes
them. (Doc. 6a) Overall Robespiere was unsuccesful at fixing France’s
problems. He had a goal of democracy and liberty but his countless
murders of innocent people, brought an age of terror that greatly hurt
France. And in the end, Robespiere’s actions came back to haunt him,
as he and his friends faced the guillotine. Even after his death the
country faced turmoil. The dream of democracy was lost. The weak
Directory established after Robespierre’s death was eventually
overthrown by Napoleon, who made himself Emperor of France. His
rule as a dictator, was similar in some ways to that of both Louis XVI
and Robespierre.
Another influential individual was Mohandas Gandhi. Gandhi was
a well respected, influential, peaceful revolutionary, during the time
when India was trying to break away from Great Britain. The problem
that Ghandi faced was that the Indians were treated like they were
second class citizens, by Europeans in an empire in which the Indians
Global Hist. & Geo. Rating Guide – Jan. ’15
[25]
Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
provided more than half of the population and much of the wealth.
Ghandhi wrote “Is it possible for the patriotic people with the glorious
traditions of India to be content with serfdom?” (Doc. 7) This meant
that, Indians should not be content with being treated as second class
citizens by the British as India had a rich history. Earlier Indian
empires such as the Maurya, Gupta, and Mughal were prosperous and
technologically advanced. However, as the Mughal Dynasty declined
the British East India Company took over parts of India. By the mid
1800s, partly because of the Sepoy Rebellion, the British government
took direct control over much of India. Once in charge the British
created a money economy where Indians sold raw materials and other
goods to British factories and were encouraged to buy British products.
To combat this, Gandhi approached the situation with a mindset of
peaceful protest. An example is when he encouraged the boycotting of
British goods, especially clothes. (Doc. 8). Ghandi realized that by
buying British clothes they were allowing the British to make greater
profits giving the British more of a reason to keep India as a colony.
Ghandi encouraged people to boycott British goods, with the goal of
damaging the British economy. Other types of protests included
hunger strikes, quit work campaigns, and marches, such as the Salt
March. These caused the British to spend more money to maintain
control in India as well as caused them embarrassment on the
international stage. Eventually Gandhi was succesful in ending
British rule in India, with India becoming independent, August 15,
1947. However, his dream of freedom for India was undermined with
the partition of India. Gandhi believed that success should and could
only be achieved with the unity of all Indians which didn’t happen.
Global Hist. & Geo. Rating Guide – Jan. ’15
[26]
Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
Pakistan became a separate Muslim country and even today there are
conflicts between India and Pakistan. (Doc. 9) Gandhi’s dream of
unity and peace between Hindus and Muslims also failed.
Both Ghandi and Robespiere were inspirational individuals who set
out to make a profound impact. Although Robespierre was largely
unsuccesful, Ghandi did help gain independence for Indian, a major
accomplishment. This success was lessened by partition, but he was
still one of the most important anticolonial leaders of the 20th
century. Althought their efforts attempted to bring about changes to
their countries the outcomes of those efforts were not necessarily
successful.
Global Hist. & Geo. Rating Guide – Jan. ’15
[27]
Vol. 2
Anchor Level 5-A
The response:
• Thoroughly develops all aspects of the task evenly and in depth for Maximilien Robespierre and
Mohandas Gandhi
• Is more analytical than descriptive (Robespierre: believed France threatened by traitors and
rebels still loyal to Old Regime; created a merciless system of finding and killing all who
opposed him; believed only if dangerous elements removed could France be a true democracy;
ordinary citizens in constant fear of being accused of treason; overall unsuccessful at fixing
France’s problems; after his death, the country faced turmoil; the dream of democracy was lost;
Gandhi: Indians treated as second-class citizens by Europeans; realized buying British clothes
allowed Britain to make a greater profit giving it more of a reason to keep India as a colony;
encouraged people to boycott British goods with the goal of damaging the British economy;
dream of freedom for India undermined by partition of India; believed success should and could
only be achieved with unity of all Indians)
• Incorporates relevant information from documents 4, 5, 6, 7, 8, and 9
• Incorporates substantial relevant outside information (Robespierre: royalty and members of first
and second estates lived a life of luxury while peasants and other members of Third Estate
struggled to survive; stratification of French society under estates system benefited only about
two percent of the population when tax burden and burden of labor and production fell on Third
Estate; radical Jacobins set out to make a better France; émigrés who had been part of Old
Regime fled France early in the Revolution; endless killings brought an era best known as “the
Terror”; countless people both innocent and guilty sent to guillotine daily; Directory established
after his death eventually overthrown by Napoleon; Gandhi: British created a money economy
where Indians provided Britain with raw materials and other goods; protests included hunger
strikes, quit work campaigns, and marches such as Salt March; even today there are conflicts
between India and Pakistan)
• Richly supports the theme with many relevant facts, examples, and details (Robespierre: made
impact in French Revolution; Convention of France turned on him and his friends; faced
guillotine; Gandhi: India tried to break away from Great Britain; India provided more than half
the population and much of the wealth; boycotted British goods especially clothes; British rule
in India ended August 15, 1947; Pakistan separate Muslim country)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that state Robespierre and Gandhi set out to bring about change indicating that while
Robespierre was unsuccessful, Gandhi’s success was lessened by partition
Conclusion: Overall, the response fits the criteria for Level 5. Document interpretation and the
integration of outside information as well as strong analytic statements support the theme that both
individuals set out to make changes in their respective countries. Depth of knowledge is evident in
the development of the task for both Robespierre and Gandhi.
Global Hist. & Geo. Rating Guide – Jan. ’15
[28]
Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – B
Throughout history, many have stood up to higher powers for causes
they felt needed to be fought for. Even though they may not have
succeeded initially, or gotten exactly what they bargained for,
nevertheless they brought change to their world. Two such men,
Mohandas Gandhi and Maximilien Reobespierre, sought to change the
world around them.
At the time Gandhi began his campaign for freedom, unrest was
already growing in India (Doc 7). Ever since the Sepoy Rebellion, when
the British government took direct control of India, cotton along with
other cash crops and resources were being exported to British factories to
be made into goods for resale. The British also used India as a market
place to sell their British made goods to make a profit. Because of these
British policies, less food was grown by Indians and food shortages
resulted causing resentment. In addition, the British denied Indians the
right to practice their traditions. They encouraged higher-caste Indians
to study at schools the British established where learning English was
stressed. As a result, Indians increasingly resented British rule.
Though there had been violent revolutionaries before him, Gandhi
chose a different path for independence — through ahisma, or nonviolent tactics. Early on Gandhi started a campaign that included
work stoppages. Near the same time, the Amritsar Massacre of 1919
occurred. Many unarmed Indians gathered in a courtyard to listen to
nationalist speakers and hundreds were killed when a British general
blocked their escape. This resulted in a greater distrust of the British
and a call for India’s complete separation from Britain. Gandhi created
situations for the British to react to like the boycotting of British goods.
He hit the British where it really hurt — their pocketbooks. (Doc 8)
Global Hist. & Geo. Rating Guide – Jan. ’15
[29]
Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – B
Gandhi encouraged the Indians to become more self-sufficient by
suggesting they produce their own goods. Gandhi believed that if
Britain did not profit from India then it would be more willing to end
colonial rule. But, the British still tried very hard to keep the Indians
down, politically and economically. The English had a monopoly on salt
in India and placed a tax on it. To make matters worse, salt was essential
to daily life! Gandhi launched one of his most famous campaigns in
order to oppose this monopoly; the Salt March of 1930. He and many
followers walked over 200 miles to the coast of India to gather and
make salt, proving to the British that he and the other people of India
wouldn’t bow to the British. The beatings and the arrests of Indians
protesting at the salt works showed the world the violent behavior of the
British and this was publicized in many foreign newspapers. Public
opinion against the British increased and the British started to realize
that they needed to pull out of India. However, it wouldn’t be until 1947,
when the British were weak from the Second World War, that they
would give India their independence. British India was partitioned.
Along with the newly independent India, a country for Indian
Muslims was created—Pakistan. (Doc 9a) Many of India’s Muslims
migrated out of India, as Hindus migrated from Pakistan to India.
(Doc 9a) The violence and the mass migrations saddended Gandhi.
(Doc 9a). Gandhi had a goal—of a sect-blind, free India. He believed
that for India to truly be free all should live together in one country.
While independence was achieved, Gandhi felt that he had failed.
Robespierre became a leader of the French Revolution, and later, the
leader of the new France. It was his dream, through the revolution, to have
a democratic France, but he saw enemies everywhere trying to bring down
Global Hist. & Geo. Rating Guide – Jan. ’15
[30]
Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – B
the revolution. (Doc 4) Of course, it didn’t help that he was faced with both
foreign invasion and civil war. At first, he restricted the press to prevent
secret information from leaking to his enemies. (Doc 5a) That wasn’t
enough in his eyes, though because in 1793, September 17th, he and
the National Convention created the Law of Suspects, which allowed
tribunals to be created and try those accused of treason (Doc 5b). Those
who were found guilty were executed via guillotine, a newly invented
killing device. However, in Robespierre’s eyes, internal enemies were
everywhere. Many people were now tried for false crimes against the state.
People, even ordinary citizens on the street, who hadn’t actively done
anything to oppose the government, were under suspicion. Even Danton,
a friend and colleague of Robespierre’s, was executed under the suspicion
he was against the government. Instead of creating a free democratic
state, Robespierre made the Reign of Terror. He believed that by starting
a “reign of terror” that he could rid France of its enemies and create a
democracy. During this time which lasted a little under a year his
government killed thousands of people by guillotine. Robespierre failed
to create his ideal democracy. Instead he created a bloody dictatorship
that did not respect the democratic ideals of free speech, free press, or
individual liberty. He was declared an outlaw on July 27th, 1794.
(Doc 6a) Along with 21 of his allies, Robespierre died via guillotine on
July 28th, 1794, the last people beheaded in the Reign of Terror. (Doc 6a)
After Robespierre’s death, Napoleon rose to power and ruled as a dictator.
While Napoleon codified laws and supported the idea that people are equal
under the law, democracy as we know it did not exist.
Though these men used different methods to bring about change in
their world they were somewhat successful in their endeavors. They both
Global Hist. & Geo. Rating Guide – Jan. ’15
[31]
Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – B
changed their worlds greatly. However the changes that resulted were
not necessarily what either man hoped for. Gandhi freed India from
British control but it was partitioned into two countries, one primarily
Hindu and one primarily Muslim. Robespierre killed many people
and brought chaos which helped lead to the rise of Napoleon.
Anchor Level 5-B
The response:
• Thoroughly develops all aspects of the task evenly and in depth for Mohandas Gandhi and
Maximilien Robespierre
• Is more analytical than descriptive (Gandhi: India exported cash crops to British factories for
resale and India was being used as a marketplace to sell British goods for a profit; because of
this, less food was grown; created situations for the British to react to like boycotting, hitting
British where it really hurt—their pocketbooks; Indians encouraged to become more selfsufficient by producing own goods; believed if Britain did not profit from India it would be
more willing to end colonial rule; believed for India to be truly free all should live together in
one country; Robespierre: dream to have a democratic France but there were too many enemies
everywhere trying to bring down the revolution through foreign invasion and civil war; people
who had not actively done anything to oppose government under suspicion; thought he could rid
France of its enemies and create a democracy; created a bloody dictatorship that did not respect
democratic ideals of free speech, free press, or individual liberty)
• Incorporates relevant information from documents 4, 5, 6, 7, 8, and 9
• Incorporates substantial relevant outside information (Gandhi: since the Sepoy Rebellion the
British government directly took control of India; chose a different path for independence,
through ahimsa; in Amritsar Massacre, many unarmed Indians killed by a British general who
blocked their escape; British monopoly and tax on salt; launched Salt March and walked with
followers over 200 miles to coast to gather and make salt; Robespierre: friend and colleague
Danton executed; instead of creating a free democratic state he made Reign of Terror; in a little
under a year government killed thousands; Napoleon supported idea that people equal under the
law)
• Richly supports the theme with many relevant facts, examples, and details (Gandhi: Indians
denied the right to practice traditions; led boycotts of British goods; India given independence
and Pakistan created; Robespierre: Law of Suspects allowed creation of tribunals to try those
accused of treason; guilty executed via guillotine; declared an outlaw in 1794)
• Demonstrates a logical and clear plan of organization; includes an introduction that states many
individuals have stood up for causes they felt needed to be fought for and a conclusion that
discusses successes and failures
Conclusion: Overall, the response fits the criteria for Level 5. The response provides a thoughtful
evaluation of how the actions of Gandhi and Robespierre were successful in bringing change but the
resulting changes were not what either had hoped for. Well-placed historic details are interwoven
with relevant outside information and demonstrate a depth of understanding.
Global Hist. & Geo. Rating Guide – Jan. ’15
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Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – A
Throughout history, problems emerged that several individuals
wanted to address. While some leaders were successful in their quest,
others were not. However, these leaders not only stood up against higher
authorities for themselves and other people, but also, changed the course
of history. Two examples of individuals who addressed specific
problems include Mohandas Ghandi and Bartolomé de Las Casas.
In the early 1900s, the British government continued to control
and influence the Indian culture, economy, and government. What
angered the Indians depended on their place in society. The poor farmer
could not afford food. The middle and upper class Indians were denied
the oridinary rights of British subjects they learned about in British
run schools. Despite the solemn assurances of the British government
that they would receive rights, they were treated as second class citizens.
They were denied rights such as freedom of speech and equality before
the law. But instead of violently rioting against the British as some
wanted to do, many Indians began to listen to Mohandas Gandhi, who
became one of the most influential civil rights activists in the world.
He preferred using non-violent tactics & protests, along with peaceful
negotiations, instead of violence. Gandhi wanted to draw world attention
to the unfair treatment of Indians by the British colonial government
so that the world would put pressure on the British to behave in a more
fair way. Overtime, Gandhi gained media attention and millions of
followers. Together, Gandhi & his supporters advocated for Indian
independence from the British. As shown in Doc 8, Gandhi practiced
peaceful boycotting and protesting by encouraging people to burn their
British made clothes and make their own. Events like these, along
with peaceful marches, the boycotting of British goods, organized labor
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strikes, and non-violent protests against the British government, led
to Gandhi’s eventual success and triumph.
In 1947, India officially gained independence from the British, but
at the same time, a national problem arose which made Gandhi’s
triumph over the British seem like a defeat at the same time. Living
inside the Indian subcontinent were diverse religious groups
including Hindus & Muslims. Hindus & Muslims did not trust one
another after centuries of conflict and mistreatment between the
groups. The British played off this distrust to build fear within each
group. This became a big problem at the time of independence. As
independence was achieved, Muslims were concerned about living in a
predominately Hindu India. Muslim refugees fled India and settled
in Pakistan (Doc 9) and Hindu refugees fled Pakistan for India. There
was rioting and violence along the borders. This ended one of Gandhi’s
dreams – to create a democratic tolerant society in which inclusion
and equality were promoted. Thus, although Gandhi was successful in
gaining independence from the British, he was ‘defeated’ in the sense
that British India was divided. A new Muslim state of Pakistan was
established at the same time as a predominately Hindu India was
created. Despite this drawback, Gandhi was successful in achieving
independence from the British and is regarded as one of the most
influential civil rights activists in history.
Another example of an individual who stood up to address specific
problems was Bartolomé de Las Casas. During the early-mid 1500s,
the Spaniards took control of the West Indies and much of Latin
America following Columbus’ voyage. They raided Indian towns and
cities and seized the institutions/establishments. The Spaniards
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placed themselves in charge of the government & the economy, & forced
the native Indians into slavery under the encomienda system.
However Las Casas, a priest and missionary, was aware of the
atrocities being comitted against the native Indians, and believed that
the only way to help the native Indians and stop their abuse was to
speak up against it. According to Document 2b, Las Casas wrote
letters and published a variety of works including A History of the
Indies, in which he accused Spanish colonists & colonial institutions
of persecuting the natives. In De Únicó Modo, he set forth the doctrine
of peaceful evangelization of the Indians, a way to Christianize native
Indians that was less cruel. Not only did Las Cases fight the Spanish
authorities & encomenderos with his words, but also, with his actions.
Las Casas, with the assistance of the Dominicans, engaged
evangelization in the unconquered “land of war” territory, Tezutlan,
in present-day Costa Rica. Las Casas emerged successful in his
efforts to evangelize. In reaction to Las Casas’s protests & his advocacy
for natives, the Spanish monarch Charles V, introduced the New Laws
(Doc 3) in 1542 which granted freedom to native Indians as vassals
of the crown and forbade the granting of new encomiendas. However,
in response to extreme pressure, Charles V modified some of these laws
& revoked others. Although Bartolome’s efforts attempted to gain better
treatment for the native Indians by the encomenderos, he was not
successful overtime, because the encomenderos were replaced by the
Spanish monarchy exerting greater control over the declining Indian
population. By the mid 1500s and even more in the 1600s, because of
drop in native Indian populations they were used less as slaves and
laborers. More of the farm work was being done by African slaves.
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Las Casas had managed to limit the use of native Indians in Spanish
colonies.
History is filled with individuals who have addressed specific
problems & stood up to higher authorities. Two individuals who have
made a permanent mark in civil rights leadership are the successful
Ghandi & the not so successful Bartolomé de Las Casas. Without these
two men, history would have been different.
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Anchor Level 4-A
The response:
• Develops all aspects of the task but discusses Mohandas Gandhi more thoroughly than
Bartolomé de Las Casas
• Is both descriptive and analytical (Gandhi: Indians angered that they were denied ordinary
rights of British subjects they learned about in British schools; instead of violently rioting
against the British as some wanted to do, many Indians began to listen to him; preferred using
nonviolent tactics and protests along with peaceful negotiations; rioting and violence along the
borders at independence ended one of his dreams—to create a democratic tolerant society in
which inclusion and equality were promoted; Las Casas: Spanish placed themselves in charge
of the government and economy and forced native Indians into slavery under encomienda
system; aware of atrocities being committed and believed only way to help native Indians and
stop their abuse was to speak against it; he fought Spanish authorities and encomenderos with
his words and actions; in response to extreme pressure, Charles V modified some of these New
Laws and revoked others; although his efforts attempted to gain better treatment for native
Indians by encomenderos, he was not successful over time because the encomenderos were
replaced by the Spanish monarchy exerting greater control over the declining Indian population)
• Incorporates relevant information from documents 1, 2, 3, 7, 8, and 9
• Incorporates relevant outside information (Gandhi: wanted to draw world attention to the unfair
treatment of Indians by the British colonial government so that the world would put pressure on
British to behave and act in a more fair way; over time he gained media attention and millions
of followers; peaceful marches, boycotting of British goods, organized labor strikes, and
nonviolent protests against the British government led to eventual success and triumph; Hindus
and Muslims did not trust one another after centuries of conflict and mistreatment between
groups; Las Casas: evangelization was a way to Christianize native Indians that was less cruel;
by mid-1500s and even more in 1600s because of drop in native Indian populations, they were
used less as slaves and laborers; more work was being done by African slaves)
• Supports the theme with relevant facts, examples, and details (Gandhi: he and supporters
advocated for independence; encouraged people to burn their British-made clothes and make
their own; India gained independence; Las Casas: Spanish took control of West Indies;
published History of the Indies in which he accused Spanish colonists and colonial institutions
of persecuting natives; De único modo set forth doctrine of peaceful evangelization of Indians;
Charles V introduced New Laws which granted freedom to native Indians as vassals of the
crown)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that state both Gandhi and Las Casas not only stood up against higher authorities but also
changed the course of history
Conclusion: Overall, the response fits the criteria for Level 4. Analytic statements and good outside
information along with integrated document information demonstrate a good understanding of
Gandhi. While the section on Las Casas is primarily framed using document information, the use of
outside information bolsters the effort. Additional analytic statements regarding Las Casas’ efforts
would have strengthened the response.
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From the time of Columbus’ first voyage to the Americas in 1492,
to the 1790s when the French were facing revolution, the world faced
numerous problems stemming from all sorts of roots. In particular, the
Spanish faced the issue of colonization/treatment of foreigners which
Bartolome de Las casas attempted to address. Two centuries later,
Maximilien Robesppiere took on the issue of internal enemies in the
face of the revolution in France. Each man, however, differed in their
successes and failures.
During the time of colonization in the West Indies, Charles Gibson
(Doc. 1) described the need for labor and the treatment of the natives as
following a policy of enslavement during the colonization in the West
Indies. At this time an ecomienda system was set up by the Spanish
to give the conquistadors the right to demand labor needed to farm
and mine. The natives under this system were treated cruelly, in some
cases worse than feudal serfs. Las Casas saw the encomienda system
first hand. Following this, Las Casas wrote several letters to the
Spanish King hoping he would end the mistreatment of natives. He
also wrote “De único modo” (Doc. 2) which proclaimed his idea of
peaceful evangilization of the Indian native. He believed the natives
should be converted to Christianity without violence and in ending
the encomienda system. Las Casas returned to Spain to push his
ideas. By 1542, Charles V of Spain instituted the New Laws (Doc. 3)
which most significantly forbade the granting of encomiendas and
the enslavement of native Indians. These laws declared native Indians
to be free. Although this law was put into effect, it eventually fell
apart as Charles “tweaked” and changed it while under pressure. By
the late sixteenth century the encomienda system had faded as the
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Spanish monarchy exerted increasing control over the natives and
African slavery increased in importance. Charles V may have issued
the New Laws, in part because of Las Casas’ efforts, but later decided
that he had to end some of the new laws in order to avoid possible
rebellions in Mexico and Peru. As a result of the King’s decisions
abuses of the natives continued for many years. Therefore Las Casas’
attempts to reform the colonists treatment of the natives ultimately
failed. Despite Las Casas’ efforts, mistreatment along with diseases
wiped out a large portion of the native population.
Well before the time of Robespierre and 1793, France faced
significant rebellion and demand for change. For example, the
demand for lower bread prices led women to stage a bread march,
ultimately forcing Louis XIV to return to Paris from Versailles so that
Parisians could keep an eye on him. Another example is the issue of
representation in the Estates General. The Third Estate felt they had no
say and this influenced the forming of the National Assembly and
the signing of the Tennis Court Oath. The King’s power was limited
under the new moderate government but things didn’t seem to get
better for the majority of French people. Because of this the moderate
government was overthrown by the Radicals, led by Robespierre. He
became a key leader of the Committee of Public Safety and believed
that there were many internal enemies present in France who were
against him and the Republic. Robespierre sought to rid France of
these internal enemies, who he believed sought to dissolve and bring
down the state (Doc 4). Robespierre may have, in part, been somewhat
paranoid over the exact numbers of enemies the French Republic had,
since there was much commotion over who was on who’s side and who
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wanted the King back in power. Robespierre took several steps to stop
enemies from gaining more power. According to John Laurence Carr,
Robespierre attempted to deprive the press (Doc. 5a) of many of its
freedoms. Thus, the press would not have as much impact on the people
in sparking revolutionary activity and creating more enemies for the
republic. Without the power of the press spreading the word, Robespierre
believed he would be slightly safer and the enemies would be silenced.
Robespierre along with the National Convention, also instituted The
Law of Suspects (Doc. 5b) in 1793. This as part of his Republic of
Virtue, would have suspected enemies of the Republic imprisoned and
executed. He believed that he could trust no one, and so used extreme
measures. Thousands of innocents were killed. Some of them were true
enemies fighting within France to undermine Robespierre’s power and
France’s stability. However, his paranoia caused him to target many
others who may have supported his government but either did
something or said something that got them in trouble. After about a year
of this chaos, Robespierre paid his price by becoming imprisoned himself.
Eventually he was executed via guillotine (Doc. 6a) by the hands of
the National Convention. Robespierre’s actions were even too sinister
for this revolutionary government. After his death, moderates occupied
the government and were not able to suppress radical demonstrations
(Doc. 6b) which demanded economic reforms. Eventually Napoleon
staged a coup d’état and took over France’s government. Robespierre’s
dream of a democratic, virtuous republic was destroyed by the
conservatives who wanted to stop democracy; by his own extreme
policies and by Napoleon, who declared himself emperor. This means
that Robespierre failed much like Las Casas did centuries earlier.
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Anchor Paper – Document-Based Essay—Level 4 – B
Both Las Casas and Robespierre instituted reform to address a
problem. It was the Spanish treatment of the natives in their West
Indies colonies for Las Casas and the threat of internal enemies in
France for Robespierre. Each man succeeded in making some changes,
but each failed to establish the long lasting effect desired.
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Anchor Level 4-B
The response:
• Develops all aspects of the task but discusses Maximilien Robespierre more thoroughly than
Bartolomé de Las Casas
• Is both descriptive and analytical (Las Casas: natives under the encomienda system were treated
cruelly, in some cases worse than feudal serfs; believed natives should be converted to
Christianity without violence and in ending the encomienda system; Charles V may have issued
New Laws in part because of Las Casas’ efforts, but later decided he had to end some of the New
Laws to avoid possible rebellions; as a result of the king’s decisions, abuses of natives continued
for many years; despite his efforts, mistreatment along with disease wiped out a large portion of
the native population; Robespierre: believed many internal enemies in France were against him
and the Republic; may have been somewhat paranoid over exact number of enemies since there
was so much commotion over who was on whose side and who wanted king back in power;
attempted to deprive press of many freedoms to reduce impact in sparking revolutionary activity
and creating more enemies; believed he could trust no one and so used extreme measures;
actions were even too sinister for the revolutionary government; dream of a democratic virtuous
republic destroyed)
• Incorporates relevant information from documents 1, 2, 3, 4, 5, and 6
• Incorporates relevant outside information (Las Casas: encomienda system gave conquistadors
the right to demand labor needed to farm and mine; saw the encomienda system first hand; late
16th-century African slavery increased in importance; Robespierre: moderate government was
overthrown by Radicals led by Robespierre; Law of Suspects part of his Republic of Virtue;
many killed who may have supported his government but did or said something that got them in
trouble; eventually Napoleon staged a coup d’état and took over France’s government)
• Supports the theme with relevant facts, examples, and details (Las Casas: proclaimed idea of
peaceful evangelization of the Indian in De único modo; went to Spain to push his ideas of
evangelization and ending the encomienda system; Charles V of Spain instituted New Laws
which forbade the granting of encomiendas and the enslavement of native Indians; Robespierre:
key leader of Committee of Public Safety; suspected enemies of Republic imprisoned and then
executed; eventually executed via the guillotine); includes a minor inaccuracy (Robespierre:
Louis XIV forced to return to Paris)
• Demonstrates a logical and clear plan of organization; includes an introduction that states from
the time of Columbus’ first voyage to America to the 1780s when France was facing revolution,
the world faced numerous problems and a conclusion that states both Las Casas and Robespierre
succeeded in making some changes but failed to establish the long-lasting effect desired
Conclusion: Overall, the response fits the criteria for Level 4. The discussion of Las Casas is framed
by document information while outside information frames the discussion of Robespierre. Both
discussions show a good understanding of the task. The treatment of both individuals contains some
analysis.
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Anchor Paper – Document-Based Essay—Level 4 – C
Throughout history, when there has been injustice, there has also
been people there to fight against it. Whether there are many or few
individuals who come to light during the struggle, there is always at
least one who will set a great precedent showing how to fight and
exactly what is worth fighting for. These are the people who not only
stood up for themselves, but stood up for others as well. Two of these
people are Mohandas Ghandi and Bartolomé de Las Casas.
Mohandas Ghandi was an Indian nationalist who saw his people
being oppressed and taken advantage of by the British. The British
abused India economically making them produce raw materials for
British factories and buy British made goods often at high prices.
Politically, Indians were given few rights. They couldn’t make political
decisions for themselves and their opinions and interests were often
ignored. Though the British promised the Indians more freedom as a
result of their help in World War I, they were never given it. Ghandi
knew if the people didn’t fight for their rights then they would never
get them. So through using civil disobedience, peaceful protests and
marches, and boycotts (Doc. 8) Ghandi worked to gain independence
for India. One example is the Salt March where he marched to the sea to
make salt because of the British tax on this needed resource. Another was
when Ghandi went on hunger strikes to protest against the British.
With using nonviolent principles, Ghandi was able to earn respect
from many Indian people who joined him in peacefully protesting
against British rule. Though succesful in ridding India of Britain’s
control he had also wanted to make a sect-blind nation. (Doc. 9) He
believed that this was only possible if he could unite all the Indian
people — Hindu, Muslim, Sikh. Independence became “Ghandhi’s
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greatest triumph…” as well as his greatest… “defeat.” as the British
had partionioned India creating the new Muslim state of Pakistan
(Doc. 9a) This separation caused great discontent as many Indian
Muslims fled to Pakistan and many Pakistani Hindus fled to India.
This division based on religion caused a great uproar and fighting
especially near the borders resembled a civil war. So though succesful
in gaining independence for his Indian people, Ghandi was not
succesful in keeping his Indian people united in a single country.
Bartolomé de Las Casas was a Spaniard in the Spanish colonies of
Latin America attempting to convert the native Indians. On his
adventures in Latin America, Bartolomé noticed that the natives were
abused, oppressed, and treated horribly. The greatest problem he
addressed was that if the natives did not work willingly for the
Spanish, they were forced (Doc. 1). On top of that the Spanish would
invade Indian communities and enslave their people by forcing them
to work under the encomienda system. (Doc. 1) Native Indians were to
work on plantations for Spanish conquistadors. Bartolomé wanted to
stop such atrocities and bring them to the attention of the throne. In
letters to the ‘Council of the Indies’ in Madrid, Bartolomé discussed the
horrible maltreatment of the Indians. And in 1537, Las Casas wrote
De Único Modo, a book in which he “set forth the doctrine of peaceful
evangelization (converting Indians to Catholocism).” (Doc 2b).
Bartolomé’s letters influenced the throne to make reforms. So the
throne enacted the New Laws which; forbade the enslavement of
Indians, forbade the granting or inheritance of encomiendas, and
most importantly granted Indians to be free persons. (Doc. 3).
Spanish colonists protested the New Laws, resulting in the throne
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revoking some of the laws and modifing others. This made Bartolomé
somewhat succesful. The power of the Spanish encomenderos was
limited. While the throne had greater control over the Indians, they
were not able to prevent them from being oppressed. Also one of the
byproducts of helping the Indians was unfortunately the use of
Africans as slaves on Spanish plantations.
Though succesful to different extents, the people discussed were still
significant people in history, who set significant precedents. This
shows that different people can still fight for justice at any time in
history. These people also show that one should stand up for others’
rights, and fight for what’s right.
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Anchor Paper 4-C
The response:
• Develops all aspects of the task but discusses Mohandas Gandhi more thoroughly than
Bartolomé de Las Casas
• Is both descriptive and analytical (Gandhi: Indian nationalist who saw his people oppressed and
taken advantage of by British; able to gain respect from many people with his peaceful
protesting; independence became his greatest triumph as well as his greatest defeat; separation
of India caused great discontent as many Indian Muslims fled to Pakistan; Las Casas: noticed
natives were abused, oppressed, and treated horribly; if natives did not work willingly for
Spanish they were forced; wanted to stop Spanish atrocities and bring them to attention of the
throne; his letters influenced the throne to make reforms)
• Incorporates relevant information from documents 1, 2, 3, 7, 8, and 9
• Incorporates relevant outside information (Gandhi: British abused India economically making
them produce raw materials for British factories and buy British-made goods; though the British
promised Indians more freedom for their help in fighting World War I, they were never given it;
used civil disobedience; in Salt March, he marched to the sea to make salt because of British tax
placed on this needed resource; went on hunger strikes to protest against the British; Pakistani
Hindus fled to India; Las Casas: one of the byproducts of helping the Indians was unfortunately
the use of Africans as slaves on Spanish plantations)
• Supports the theme with relevant facts, examples, and details (Gandhi: independence for India;
Britain partitioned India, creating new Muslim state of Pakistan; Las Casas: Spanish invaded
Indian communities; encomienda system; wrote De único modo setting forth doctrine of
peaceful evangelization; New Laws forbade enslavement of Indians, granting or inheritance of
encomiendas; granted Indians to be free persons; Spanish colonists protested New Laws; throne
revoked some of laws and modified others)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that discuss when there is an injustice there are people who fight for justice and what is right
Conclusion: Overall, the response fits the criteria for Level 4. The response makes good use of
facts and details to explain how Gandhi and Las Casas fought against injustice thus demonstrating a
good understanding of the task. The inclusion of more analytic statements and more outside
information for Las Casas would have strengthened the response.
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Anchor Paper – Document-Based Essay—Level 3 – A
European involvement in areas around the world has resulted in
individuals rising up around the globe to solve the problems created by
European expansion. This espically applies to Mohandas Gandhi and
Bartolomè de Las Casas. Mohandas Gandhi fought for Indian
independence from the British in the 1940’s and Bartolomè de Las Casas
fought to gain Native American rights in Latin America in the
1530’s, which they achieved with limited success
Due to the European expansion into Latin America, Bartolomè de
Las Casas rose up and defended the rights of Native Americans.
According to Charles Gibson in “Spain in America” the Europeans
forced the natives into large-scale enslavement. Since the Europeans
used the Americas as a source for raw materials, the need for labor
increased with the need to grow more cash crops and to export more silver.
The natives were forced into labor systems with the work getting harder
and harder. (Doc 1). The increase in slave labor and unjust treatment
of natives only grew with the Spanish adoption of mercantalism. This
meant the colonies must provide raw materials and markets for the
mother country so that she could have a favorable balance of trade. The
natives were seen as inferior and were sometimes beaten and often
overworked. Since they did not have a voice Bartolomè de La Casa would
speak for them. He did this by expressing his concerns through the form
of a letter. La Casa wrote three long letters to the council of Indies in
Madrid. Within these letters he described the unjust oppression of the
natives espically through the encomienda labor system which was meant
to provide care for natives and Christianize them in return for labor.
Often this system was abused. La Casas also wrote De ùnico modo in
which he created a doctrine describing the peaceful evangelization or
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Christianizing of the natives (Doc 2a & 2b). Although these letters put
La Casa in conflict with the encomenderos he successfully gained the
natives some rights. In 1542 Charles V forbide the enslavement of
Indians, even declaring them free persons, vassals of crowns, and
possesing their own free will which means they were no longer slaves.
Some of these laws were later revoked partially because of rebellions
threatened by encomienda holders. Although the encomendia continued
it was limited and by the mid sixteenth century faded away.
Despite the success of weakening the encomienda, the Spanish king
increased the Crown’s control over the declining Indian population
(Doc 3). Despite the efforts of La Casa the Indian population was
decreasing. This was caused by the spread of Europen diseases they
lacked immunity to such as smallpox. This also resulted in a decrease
of native slave laborers and increase in the use of African slaves.
La Casa was successful in achieving limited rights for the natives in
Latin America, but slavery still continued. It was now enslaved
Africans instead of Indians.
European colonization also resulted in an independence movement
that took place in India. The leader of this Indian independence
movement was Mohandas Gandhi. As the years of British occupation in
India increased so did the amount of unrest. The Indian independence
movement occurred because the Indian population was the majority and
yet they weren’t even granted rights of ordinary British citizens. They
were also exploited economically. Their markets were flooded with British
made goods that were cheaper than Indian made goods. They no longer
wanted to be repressed and reliezed they would not gain equality in
the British “democracy” unless they took action. The majority should
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not be oppressed by the miniority and thats when Gandhi took a stand.
(Doc 7). Gandhi believed that the way to achieve Indian independence
was through nonviolent protest. He believed that through nonviolence
and satyagraha or the truth force, independence could be achieved.
Examples of non violent protest led by Gandhi would be his salt protest
or boycotts such as those on British clothes. By not buying British
clothing it would hurt the British economy and they would no longer
be able to afford to govern India especially because it was getting
increasingly expensive. (Doc. 8) It was also becoming more difficult to
control the Indians and apply their justice codes in ways Indians saw as
fair. (Doc 8). Gandhi also established the Indian National Congress which
was consited of western educated elite. This Congress argued about how
wrong the British system of imperialism was. Gandhi and the Indian
National Congress fought for independence and was successful on
August 15, 1947. Despite his success on achieving Indian independence
from Briatan, Ganndi was unsuccessful in maintaing a united India.
Due to the different beliefs and fears of the Hindus and Muslims living
in India, it was partitioned into Muslim Pakinstan run by Jinnah
and Hindu India. Because of this the mass migration occurred.
Gandhi was against the split but it occured anyway (Doc 9a and 9b).
The European domination in areas such as Latin America and India
resulted in movements to gain people their rights. These movements
were led by people such as Mohandas Gandhi and Bartolomè de La Casa
who stood up for the unjust treatment of their people. Europeans treated
the people of India and Latin America as inferior. This resulted in
Gandhi and De La Casa rising up and achieving some success and
increasing rights for their people.
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Anchor Level 3-A
The response:
• Develops all aspects of the task with little depth for Bartolomé de Las Casas and Mohandas
Gandhi
• Is more descriptive than analytical (Las Casas: natives forced into labor systems with work
getting harder; letters put him in conflict with encomenderos; successfully gained natives some
rights; New Laws meant Indians were no longer slaves; Gandhi: as years of British occupation
in India increased so did amount of unrest; majority Indian population not granted rights of
ordinary British citizens; believed way to achieve independence was through nonviolent protest;
by not buying British clothing, British economy would be hurt and they would no longer be able
to afford to govern India; unsuccessful in maintaining a united India because of different beliefs
and fears of Hindus and Muslims)
• Incorporates some relevant information from documents 1, 2, 3, 7, 8, and 9
• Incorporates relevant outside information (Las Casas: since Europeans used Americas as a
source for raw materials, the need for labor increased with need to grow more cash crops and
export more silver; encomienda system meant to provide for Indians and Christianize them;
decline in Indian population caused by spread of European diseases such as smallpox; decrease
in use of native laborers resulted in increase in use of African slaves; Gandhi: Indians exploited
economically; their markets flooded with British-made goods that were cheaper than Indianmade products; led salt protest; increasingly expensive and difficult for British to control
Indians and apply their justice codes in ways India saw as fair; Indian National Congress argued
about how wrong the British imperialism system was)
• Includes some relevant facts, examples, and details (Las Casas: rose up to defend the rights of
Native Americans; Europeans forced natives into large-scale enslavement; expressed concerns
in letters to Council of Indies in Madrid; wrote De único modo describing peaceful
evangelization of natives; Charles V forbade enslavement of Indians declaring them free
persons, vassals of the crown, and possessed of their own free will; Gandhi: fought for Indian
independence from Britain; India given independence; India partitioned into Muslim Pakistan
and Hindu India); includes a minor inaccuracy (Gandhi: established Indian National Congress)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that
state European involvement in areas around the world has resulted in individuals leading
movements to gain people their rights as well as to solve the problems created by European
expansion
Conclusion: Overall, the response fits the criteria for Level 3. Information from the documents
frames the discussion and is supported with some relevant outside information demonstrating an
understanding of the task. Although primarily descriptive, a few analytic statements are scattered
throughout the response.
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Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – B
Certain countries, have seen individuals that tried to combat the
problems that arose in their country. Bartolomé de Las Casas, and
Mohandas Gandhi, each tried a different method to address problems
in their own country, and were each awarded with a different measure
of success.
During Old Imperialism, many European countries established
colonies in the Americas. In the 1500’s, Spain controlled many colonies,
and as more Spanish settled in the Americas, labor was needed for work
on the many farms and plantations (Document 1). West Indian natives
and other native peoples, were forced to work as slaves for the Spanish.
The Encomienda system, passed by the Spanish King, made it lawful
to enslave these Native Americans. West Indian natives and other native
peoples were put to work, and were treated harshly, and oppressed. They
were forced to work long hours in very bad conditions. Sometimes they
were worked to death or died of diseases. Bartolomé de Las Casas, was
upset at the treatment the Native Americans were receiving, and set out to
help them. Las Casas wrote three long letters which he sent to the Council
of the Indies in Madrid, the capital of Spain. In the letters, Las Casas
accused the Spanish of oppressing the Indians, using the Encomienda
System. After different experiments in Central America, Las Casas
traveled to Spain to petition for the Native Americans (Document 2b).
Las Casas’s actions, helped to some degree. As stated in Document 3,
King Charles V of Spain forbid the granting of new encomiendas,
and the inheritance of encomiendas – the system which Las Casas was
very much opposed to. Native Americans were also declared to be free
people. However, the colonists were incensed at these changes because it
meant that they lost their source of labor, and protested against the laws.
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Anchor Paper – Document-Based Essay—Level 3 – B
Many people rose up to defy the law. Not wanting a rebellion, the
Monarch at the time, modified some of the laws he had just made,
regarding Native Americans. The encomienda system continued, but
in a limited form of what it had been before. So although Las Casas at
first was very successful, some of his success eventually reversed.
In the late 1800’s, nationalism was growing in India, and many
Indians were resenting the rule of the British. Nationalist groups
formed to try gaining independence. The nationalists believed in self
rule. Mohandas Gandhi eventually served as a leader of one of the
nationalist groups, the Indians National Congress. Gandhi described
problems faced by Indians under British rule in 1905, in “Indian
Opinion” (Document 7). One reason that prompted Indians to try for
independence, was the lack of rights for Indians, even though they
comprised most of the population. The British unfairly denied the
Indians the basic rights of any citizen even though India had fought
in wars for them and provided the British with much of their profit.
Gandhi proposed a method of passive resistance as a means to gain
independence. It called for publicly defying unjust laws and actions
done by the British. Indians were told not to vote, attend British schools,
or pay high unfair taxes. In Document 8, Gandhi is seen rallying
the people, not to buy British goods such as clothing. Passive resistance,
had an effect, as it put a negative light on the British. World pressures
helped cause the British to relent, and free their hold on India. The protests,
boycotts, and breaking of laws had caused it to be more expensive to
maintain India. On August 15, 1947, Britian granted independence,
and because of religious differences, divided India into 2 countries:
India for the Hindus, and Pakistan for the Muslims. Gandhi’s success
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Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – B
was bittersweet, because although India was granted independence,
the unity which he had hoped for, was destroyed.
The actions done by Bartolomé de Las Casas and Mohandas
Gandhi, benefited and helped to minimize problems in their country.
Neither, however, were rewarded with complete success.
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Vol. 2
Anchor Level 3-B
The response:
• Develops all aspects of the task with some depth for Bartolomé de Las Casas and little depth for
Mohandas Gandhi
• Is more descriptive than analytical (Las Casas: as more Spanish settled in the Americas, labor
was needed on farms and plantations; encomienda system made it lawful to enslave Native
Americans; upset about treatment natives were receiving and set out to help them; not wanting a
rebellion, monarch modified some laws he had just made; Gandhi: many Indians were resenting
rule by British; Indians were denied basic rights even though they comprised most of the
population; his success was bittersweet because unity he had hoped for was destroyed)
• Incorporates some relevant information from documents 1, 2, 3, 7, 8, and 9
• Incorporates relevant outside information (Las Casas: natives forced to work long hours in bad
conditions; sometimes Native Americans were worked to death or died of diseases; colonists
incensed at changes and protested because they lost their source of labor; Gandhi: nationalists
believed in self-rule; led nationalist group, Indian National Congress; India fought in British
wars and provided British with much of their profit; passive resistance put a negative light on
the British; world pressures helped cause British to relent and free their hold on India; protests,
boycotts, and breaking of laws caused it to be more expensive to maintain India)
• Includes some relevant facts, examples, and details (Las Casas: wrote letters to Council of
Indies in Madrid; traveled to Spain to petition for natives; Charles V forbade granting of and
inheritance of encomiendas; Native Americans declared to be free people; Gandhi: called for
publicly defying unjust laws and actions of British; British granted India independence; India
divided; Pakistan created for Muslims)
• Demonstrates a satisfactory plan of organization; includes an introduction that is a restatement
of the theme and a conclusion that states neither Las Casas nor Gandhi were rewarded with
complete success
Conclusion: Overall, the response fits the criteria for Level 3. The response is framed by document
information and employs accurate historical facts and details to support the task. Although a few
analytic statements are included in the discussion, further explanation of statements would have
strengthened the effort.
Global Hist. & Geo. Rating Guide – Jan. ’15
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Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – C
Throughout the ages, many social and human-rights problems have
emerged. Individuals such as Mohandes Ghandi and Bartolomé de
Las Casas have attempted to solve these problems. While Las Casas’s
efforts met with some sucess, Ghandi’s efforts brought about another
problem.
During the 1500’s, the Spaniards controlled Latin America. In order
to bring profit to Spain, the mother country, sugar plantations were
set up, and the harvested produce was sent to Europe. These plantations
needed workers, and the Spanish forced the Native Americans who were
on the land to work on these plantations as slaves (Doc. 1) under the
encomienda system. These Indians were forced to work in subhuman
conditions, and millions died, some from hunger and many from
disease. Bartolomé de Las Casas, a Spaniard, saw this unfair treatment
of the Indians, and was outraged. Therefore, in the 1530’s, Las Casas
wrote a few letters to the Council of the Indies in Madrid, telling them of
the horrors he had witnessed, and accusing the Spanish of oppressing
the Indians. Additionally, he wrote a book titled De Unico Modo, in which
he discussed a way to peacefully Christianize the Indians (Doc. 2).
His efforts bore fruit, when King Charles V of Spain read his works,
which aroused his concience. Therefore, in 1542, King Charles passed
the New Laws (Doc. 3) which forbade the enslaving of Indians.
Additionally, it also forbade the granting of new encomiendas. Most
of all, it declared the Indians to be free people. Unfortunately this did
not last long. Faced with rebellions and anger by the encomenderos,
the king changed or revoked parts of the New Laws. (Doc. 3) Indians were
treated better but they were still abused. Thus it is seen, how Las Casas’s
attempt to help the Native Americans was somewhat successful, as it
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Anchor Paper – Document-Based Essay—Level 3 – C
led to the freedom of the Indians.
From the 1800’s, the Indians in India had been ruled by the British.
Since that time, Indians felt discontented with their lack of national
liberty. They felt outraged, that although they made up a big majority
of the population of the British Empire, they still didn’t recieve the rights
of ordinary British citizens. (Doc. 7) Mohandes Ghandi, a peaceloving individual, saw the growing discont between the Indians, and
was worried that they would use violence, which he knew would only
make the British more oppressive. Therefore, he proposed to the Indians
that instead of violence, they would fight by peaceful means, using a
method called civil disobedience. Ghandi wanted to break the British
economy in order to weaken them. Therefore, he encouraged the Indians
to boycott British goods (Doc 8). Because the British relied heavily on
profits from India, this severely weakened them. Also, Ghandi called
for the “Salt March”. Since the British placed a tax on salt, the Indians
would march to the sea to produce their own salt. This event was followed
by the rest of the world, who felt sympathy when they saw British
soldiers beating the Indians who didn’t even defend themselves. With
the world on the side of the Indians, the British were forced to allow
Indian independence. However, this success was only temporary, since
it brought about a change which Ghandi detested. Since India is
inhabited by Hindus and Muslims the two groups could not agree on
how India should be ruled. As a result of that, India was divided into
India and Pakistan (Doc. 9a). Violence, which Ghandi hated, erupted.
Thus we see, how Ghandi’s attempts at peace brought about the opposite
of his goal of unity, when India was divided.
In conclusion, it is seen how individuals such as Las Casas and
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Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – C
Mohandes Ghandi have tried to solve human rights problems, such as
Indian enslavement by the Spanish, and oppressive British rule over
India. It is ironic to note, that as Ghandi was attempting to bring
peace and unity, he ended up bringing about the exact opposite of his
goals; the division of India.
Anchor Level 3-C
The response:
• Develops all aspects of the task with little depth for Bartolomé de Las Casas and Mohandas
Gandhi
• Is more descriptive than analytical (Las Casas: Spanish forced Native Americans to work on
plantations as slaves under encomienda system; discussed a way to peacefully Christianize
Indians; freedom of Native Americans did not last long as king changed or revoked parts of
New Laws; Native Americans treated better but still abused; Gandhi: Indians outraged that
although they made up majority of the population in the British Empire, they still did not
receive rights of ordinary British citizens; wanted to break British economy to weaken them)
• Incorporates some relevant information from documents 1, 2, 3, 7, 8, and 9
• Incorporates relevant outside information (Las Casas: millions of natives died, some from
hunger and many from disease; Gandhi: worried growing discontent would erupt in violence
making British more oppressive; proposed use of civil disobedience instead of violence; British
placed tax on salt so Indians marched to the sea to produce their own; rest of the world felt
sympathy when they saw British soldiers beating Indians who did not defend themselves)
• Includes some relevant facts, examples, and details (Las Casas: plantations needed workers;
wrote letters to Council of Indies in Madrid; wrote a book De único modo; Charles V passed
New Laws which forbade enslaving of Indians and granting of new encomiendas; Gandhi: India
ruled by British; encouraged Indians to boycott British goods; Indians given independence;
India divided into India and Pakistan)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that
states individuals such as Las Casas and Gandhi have attempted to solve problems such as
Native American enslavement by Spain and oppressive British rule over India
Conclusion: Overall, the response fits the criteria for Level 3. Document information, sweeping
general statements, and a few well-placed analytic statements frame the discussion showing an
understanding of the task for Las Casas and for Ghandi.
Global Hist. & Geo. Rating Guide – Jan. ’15
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Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – A
Throughout history, many great leaders have emerged. These leaders,
although they may have been ethically and morally wrong, sometimes
have accomplish some big feats. Along the way, they faced problems
that some solved and that other leaders failed to fix. Bartolomé de Las
Casas was a leader because he saw a problem and tried to fix it.
Mohandas Gandhi was also a leader who faced a problem and tried
solving it.
Bartolomé de Las Casas saw how the Native Americans from the
West Indies were being treated by colonizers and set out to stop it.
Document 1 tells how the Spanish raided communities, took captives,
and enslaved the natives. Bartolomé de Las Casas disagreed with their
treatment and started writing letters and books about it. (Document 2)
He then decided to go to Spain in 1539. Chales V, a Spanish ruler, was
fearful so he created the New Laws; they prevent colonizers from
enslaving or harming the native people. Bartholomé was successful,
for the moment, at least. The Spanish people started to revolt and
protest these laws; the government decided to revoke and or edit almost
all of the New Laws. (document 3). In a way Bartolomé de Las Casas
was successful. Although some laws were changed, he still had rules
created against harming Native Americans.
Mohandas Gandhi was another leader who addressed a problem. In
India, the people were being treated unfairly and did not have many
rights. The British controlled India, but they did not give them the same
freedoms as the British people had. (document 7) Gandhi decided to
gather people and fight back with civil disobediance, or non-violent
revolts. He and a group of Indian people decided to stop buying and
wearing British clothing; they would make their own. (document 8)
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Anchor Paper – Document-Based Essay—Level 2 – A
Gandhi’s “fighting” led to India’s freedom in 1947. (document 9a)
Even though India became ununified when the British left, Gandhi
was still successful in his goal to give the Indian people their freedom
and rights.
Clearly, all great leaders are faced with problems; it is the fact that
they defeated the problems that makes them “great” and successful.
Both Gandhi and Bartolomé de Las Casas were able to achieve their
goal because of their determination and persistance.
Anchor Level 2-A
The response:
• Minimally develops all aspects of the task for Bartolomé de Las Casas and Mohandas Gandhi
• Is primarily descriptive (Las Casas: saw how Native Americans from West Indies were being
treated by colonizers and set out to stop it; started writing letters and books; Charles V was
fearful so he created the New Laws; Spanish people revolted and protested these laws; was
successful because he still had rules created against harming Native Americans; Gandhi: people
in India treated unfairly; Britain did not give Indians same freedoms as British people; he and a
group of Indian people decided to stop buying and wearing British clothing and make their own;
even though India became disunited when the British left, he was still successful in his goal to
give Indian people their freedom and rights)
• Incorporates limited relevant information from documents 1, 2, 3, 7, 8, and 9
• Presents little relevant outside information (Gandhi: fought back with civil disobedience or nonviolent revolts)
• Includes few relevant facts, examples, and details (Las Casas: Spanish raided communities,
took captives, and enslaved natives; decided to go to Spain in 1539; government decided to
revoke and or edit almost all of the New Laws; Gandhi: British controlled India; India gained
freedom in 1947)
• Demonstrates a general plan of organization; includes an introduction that is a restatement of the
theme and a conclusion that states great leaders defeat their problems which makes them
successful
Conclusion: Overall, the response fits the criteria for Level 2. The response relies primarily on
document information that is applied in a methodical discussion. Although a basic understanding of
the task is demonstrated, overgeneralizations weaken the effort. The extent of success for both Las
Casas and Gandhi is expressed but is not fully developed.
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Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – B
Throughout history, problems emerged that individuals wanted to
address. Individuals such as Bartolomé de Las Casas and Mohandas
Gandi took different actions in their attempt to address problems.
Their actions met with varying degrees of success. Bartolomè de Las
Casas and Mohandas Gandi had different ways to help countries to
become independent and free people.
Bartolomè de Las Casas wanted the Native Indians to become
independent. In document 2b, it stated that Bartolomé took action by
writing letters to the council of the Indies, accusing people and
institutions of their sin of oppressing the Indian. He also wrote De
Único modo, which he set forth the doctrine of peaceful evangelization.
In document 3, it said, the Spanish monarchy set new laws in 1542.
It forbade the enslavement of the Indians, their compulsory, personal
service, the granting of the of new encomiendas and the inheritance of
encomiendas. They declared the Indians to be free. Even though
Bartolomé worked very hard to accomplish his goal and he did, the
Spanish reacted in different ways, rebelling. Under the pressure the
Spanish monarchs modified some of the laws and revoked others.
Mohandas Gandhi worked hard to try to get India independent
from Britain. (OI) The people in India didn’t have the same rights as
the British. (Document 7) In order to try to achieve his goal Gandhi
did peaceful protest. (0I) He did walks and marches. Starved himself.
Did boycotts. A famous form of protest was the Salt March (OI). In
document 8, Gandi said that by buying clothing they are helping the
British gain money. He said to through all the British clothing away
and make their own clothing. He said to not buy British clothing.
Mohandas Gandi was successful because eventually the British
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Anchor Paper – Document-Based Essay—Level 2 – B
granted India independence. (Document 9A)
Around the world and throughout the years many countries,
religious groups and people tried to get independence and freedom.
Bartolomé de Las Casas and Mohandas Gandi used peaceful ways of
protest in order to achieve their goal.
Anchor Level 2-B
The response:
• Minimally develops all aspects of the task for Bartolomé de Las Casas and Mohandas Gandhi
• Is primarily descriptive (Las Casas: accused people and institutions of oppressing the Indian;
worked very hard to accomplish his goals and he did; Spanish rebelled and under pressure
Spanish monarchs modified some laws and revoked others; Gandhi: worked hard to get India’s
independence from Britain; wanted Indians to throw away British clothing and make their own);
includes faulty application (Las Casas: wanted native Indians to become independent)
• Incorporates limited relevant information from documents 2, 3, 7, 8, and 9
• Presents little relevant outside information (Gandhi: peaceful protest; did walks and marches,
and starved himself; Salt March)
• Includes few relevant facts, examples, and details (Las Casas: wrote letters to Council of the
Indies; wrote De único modo; set forth doctrine of peaceful evangelization; New Laws forbade
enslavement of Indians, their compulsory personal service, and granting of new and inheritance
of encomiendas; Gandhi: said to not buy British clothing; British granted India independence)
• Demonstrates a general plan of organization; includes an introduction that states Las Casas and
Gandhi had different ways to help countries become independent and free people and a
conclusion that states both individuals used peaceful ways to protest in order to achieve their
goal
Conclusion: Overall, the response fits the criteria for Level 2. The response strings together
document information to address the task for both Las Casas and Gandhi. While a basic
understanding of the task is demonstrated, lack of development and few supporting details weaken
the effort.
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Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – C
There have been many instances in history where problems have
emerged and different individuals have tried to solve them. Mohandas
Gandhi and Maximillein Robespierre have both dealt with problems in
their own regions and have had different degrees of success.
Mohandas Gandhi was a former lawyer who studied from Britain.
After coming home to India he found that there was a major problem.
India was under British control and the Indians were not given
rights. (Doc 7) Mohandas Gandhi made several attempts to address
this problem. He promoted civil disobedience and passive resistence,
which was non-violent protest, which he believed would solve this
crisis. He also began the Homespun Movement. This movement by
Mohandas Gandhi limited the purchasing of British made clothes and
increased home made clothes. (Doc 8) Much like this movement,
Gandhi also began the Salt March. This movement caused Indians to
make their own salt, rather than buying it from Britain. Mohandas
Gandhi was successful in gaining freedom from Britain in 1947. But
he was also unsuccessful in keeping India unified. (Doc 9) Pakistan
was created in 1947 with Mohammad Ali Jinnah as its first president.
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Anchor Level 2-C
The response:
• Minimally develops all aspects of the task for Mohandas Gandhi
• Is primarily descriptive (Gandhi: promoted nonviolent protest which he believed would solve
the crisis; his movement limited the purchase of British-made clothes and increased homemade
clothes; was unsuccessful in keeping India unified)
• Incorporates limited relevant information from documents 7, 8, and 9
• Presents little relevant outside information (Gandhi: former lawyer who studied in Britain;
promoted civil disobedience and passive resistance; began the Homespun Movement; began the
Salt March causing Indians to make their own salt, rather than buying it from Britain)
• Includes few relevant facts, examples, and details (Gandhi: under British rule Indians not given
rights; India gained freedom from Britain in 1947; Pakistan created in 1947); includes an
inaccuracy (Gandhi: Mohammad Ali Jinnah first president of Pakistan)
• 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 2. The response demonstrates a basic
understanding of Gandhi’s efforts to help India gain independence from Britain. Accurate, general
information is used to describe the effort, but the response lacks integration, details, and
development. No information is provided for the second individual.
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Vol. 2
Anchor Paper – Document-Based Essay—Level 1 – A
Throughout history, many problems accorded, however with every
problem that arose an influencial leader arose as well. Leaders such as
Maximilien Robespierre, who helped lead the French against unjust
governments and Mohandas Gandhi, who lead peaceful movements in
India against the British. Both leaders had varying degrees of success.
During the 1770’s, France was facing a Revolution against the
government. Robespiere as stated in document 4 one threat the Republic
faced was the government was made-up of enemies of the Republic.
Gandhi faced India being taken over by Britain and the Indian people
being enslaved, as stated in document 7.
Robespiere addressed this by, as stated in document 5a, was he
persuaded the government to address the treat. Gandhi used peaceful
protest. As stated in 8 Gandhi made his own clothes in an effort to
make Britian loose money by not buying their materials.
Robespierre was unsuccessful because as stated in document 6a & 6b,
him and his friends were guillotined but France still faced problems.
Gandhi was and wasn’t successful because as stated in document 9b
was he helped seperate India from Britian but India also lost unity.
In conclusion, with great problems come great leaders. Gandhi and
Robespierre had triumphs along with defeats.
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Vol. 2
Anchor Level 1-A
The response:
• Minimally develops all aspects of the task for Maximilien Robespierre and Mohandas Gandhi
• Is descriptive (Robespierre: helped lead French against unjust governments; unsuccessful
because he and his friends guillotined but France still faced problems; Gandhi: made his own
clothes in an effort to make Britain lose money; helped separate India from Great Britain but
India also lost unity); includes faulty application (Robespierre: government made up of enemies
of the Republic; Gandhi: Indian people being enslaved)
• Includes minimal information from documents 4, 5, 6, 7, 8, and 9
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (Gandhi: led peaceful movements in India
against British); includes an inaccuracy (Robespierre: France facing a revolution against
government during the 1770s)
• Demonstrates a general plan of organization; includes an introduction that is a restatement of the
theme and a conclusion that states Gandhi and Robespierre had triumphs along with defeats
Conclusion: Overall, the response fits the criteria for Level 1. Simplistic statements about Gandhi
and Robespierre are used to address each aspect of the task. Although the response is limited in
scope and lacks development, a very limited understanding of the theme is indicated.
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Anchor Paper – Document-Based Essay—Level 1 – B
In history there have been unfair laws and actions that many people
disagreed with. Some people like Ghandi and Robespierre actually
took action for what they thought was wrong in government or laws.
Mohandas Ghandi addressed Great Britain. With the issue of
taking over India. Doc 8 He adressed the problem by making his own
clothes instead of buying clothes because all the money wasted was
going to Britain. Doc 8 He also led the Salt March and other protests.
Ghandi was successful in the end because Britain gave up India
because they had no money. Ghandi also was unsuccessful because
the Muslims and Hindus were still arguing. Doc 9b
Bartolomé de las Casas adressed Madrid by writing letters and
accusing them of using Indians as slaves. Doc 2b He was successful
because he went to Spain encouraged by favourable out come. doc 2b
Maximilien Robespierre persuaded others to accept new procedures,
to recognize staff, and to hold weekly meetings. Doc 5a He was
unsuccessful because he was arrested in 1794. doc 6a
People can fight for their beliefs it only takes one person to make a
change.
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Anchor Level 1-B
The response:
• Minimally develops all aspects of the task for Mohandas Gandhi and Bartolomé de Las Casas
• Is descriptive (Gandhi: addressed issue of Great Britain taking over India; to address problem
he made his own clothes; unsuccessful because Muslims and Hindus were still arguing);
includes faulty and weak application (Gandhi: Britain gave up India because they had no
money; Las Casas: accused Spain of using Indians as slaves; went to Spain because he was
encouraged by a favorable outcome)
• Includes minimal information from documents 2, 8, and 9
• Presents very little relevant outside information (Gandhi: led the Salt March)
• Includes very few relevant facts, examples, and details (Las Casas: wrote letters)
• Demonstrates a general plan of organization; includes a brief introduction and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 1. Three individuals are addressed;
however, only Gandhi and Las Casas can be rated. All aspects of the task are minimally addressed,
but overall brevity and lack of development indicate a very limited understanding of the task.
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Document-Based Essay—Practice Paper – A
Many historical figures have tried to express what they believe in.
Some figures have used their power to control the actions of others, while
other figures have used boycotts and other methods of nonviolence to
express their beliefs. Maximilien Robespierre used his influence in the
Committee of Public Safety to change and control the French
government. Mohandas Gandhi took nonviolent measures to protest
against British rule.
Robespierre was a leading member of the Committee of Public Safety
during the French Revolution. France in 1793 faced many problems.
A bad economy with runaway inflation. A king that attempted to flee
the country and was collaborating with France’s enemies.
Robespierre’s goal was simple — to create a stable government. Under
Robespierre’s influence, the National Convention passed laws and
procedures that would aid the government in its defenses against those
trying to bring it down. The plan was to achieve a stable government.
To protect the committee’s power, their government accepted new
procedures, deprived the press of its freedom, reorganized the clerical
staff, and held weekly meetings with the Committee of General
Security (Document 5a.) Doing this allowed Robespierre to gain more
control of the government, and thus more control over the people of
France. However internal and foreign enemies still posed a threat to
Robespierre and the Republic he had invisioned. In order to get the laws
passed by the Committee of Public Safety, Robespierre had to convince
the National Convention that the Laws were necessary in order to
preserve the Republic. He told the National Convention about the plots
of foreigners and about internal plots designed to bring down the
government. [Document 4.] Robespierre also explained how throwing
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Document-Based Essay—Practice Paper – A
revolutionaries in jail would not stop their plans. Even from jail, they
can conspire against the government. As a result, on September 17,
1793, the Law of Suspects was passed by the National Convention and
Robespierre. This law allowed for anyone suspected of treason to be tried,
and if convicted, killed. Robespierre’s goal was to maintain public
order and identify internal enemies. [Document 5b.]This time period
became known as the Reign of Terror and led to Robespierre’s execution.
Using the Law of Suspects as a justified reason, government officials
publically used the guillotine to execute thousands of people who they
suspected of treason. Chaos broke out throughout France. On July 28,
1794, Robespierre was arrested and then executed by the same machine
that had been used to kill so many others. [Document 6a.] This became
known as the Thermadoreon Reaction. In the short period of time that
Robespierre spent in power he tried to keep the Republic alive and bring
stability to France. Even with all of his efforts, he did not succeed.
Shortly after his death, radical demonstrations continued to break out
around France. [Document 6b.] The demonstrations only died down
when Napoleon came to power a few years later.
Gandhi has been recognized as a peaceful man set on gaining
independence for India from British rule. When he returned to India
from South Africa, he toured his country. On this tour, Gandhi
witnessed the needs of the Indian people. Gandhi was aware of
organizations like the Indian National Congress and the All Muslim
League, which were formed to deal with the British, but these
organizations did not represent or speak for the people. Gandhi had a
vision of a united India that embraced the traditions of India. He worked
to build national unity. Gandhi believed the Indian people were tired
Global Hist. & Geo. Rating Guide – Jan. ’15
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Vol. 2
Document-Based Essay—Practice Paper – A
of being treated as serfs and living a dissatisfied life. The Indian
people wanted more rights and independence. [Document 7.] Gandhi
took all of these beliefs and built up the nationality of India. Many
Indians began to follow Gandhi and adopted his nonviolent means of
protesting. One of the most effective methods of protest by Gandhi was
the boycott of British goods. Britain used India as a market to buy her
products. A good portion of Britain’s income came from the selling of
goods to India. Gandhi told his followers to stop buying British
clothing. Instead, he encouraged the Indian people to make their own
clothing like they had in the past. [Document 8.] So, by doing this,
not only was Gandhi able to weaken British rule, he was also able to
increase nationalism and build national unity in India. On August
15, 1947, India gained independence from Britain. Although Gandhi
was successful in freeing India, he was unsuccessful in preserving
national unity. When India became independent so did the
independent state of Pakistan. [Document 9a.] The creation of
Pakistan brought many ethnic, cultural, and religious difficulties to
the subcontinent. The relationship between India and Pakistan has
sometimes been violent.
Not everyone is successful in achieving their goals. Robespierre
didn’t establish a permanent stable Republic in France. While Gandhi
successfully freed India from British rule, he was unable to keep the
country united. Whether one is successful in achieving their goals or
not, problems will continue to arise that can affect the outcome of
history.
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Vol. 2
Document-Based Essay—Practice Paper – B
Throughout histery, problems emerged that individuals wanted to
address. People like Maximilien Robespierre and Mohandas Ghandi
faced certain problems in their regions. Both individuals did many
things to attempt to address and fix their regional issues.
Maximilien Robespierre faced the possibility of an uprising during
the revolution and the destruction of the French government.
Robespierre came to power during what would be called the radical
stage of the French Revolution. Louis XVI had already lost much of
his power under the new constitution but people wanted more change.
They wanted democracy and equality and Robespierre promised them
this. However he feared threats from foreigners and internal enemies
that could bring down France’s government ending his dream of a
France based on Enlightenment ideals. Robespierre sought great
measures to remove the threats and to achieve peace. He took away
freedom of speech and press because he percieved them as being helpful
to enemies and dangerous for the country. He even created the Law of
Suspects in which a person who did even the slightest wrong action
was accused of treason. Most of the accused people were found guilty
and put to death (doc 5). Robespierre set a tone of fear throughout
France. People were afraid to say or do even the slightest little thing
that could get them accused of treason, therefore this time was called
the Reign of Terror. Robespierre was not successful in maintaining
revolutionary ideals or in maintaining power because in the end he
was arrested and the National Convention took over and formed a new
more moderate government. (doc 6). Robespierre failed in his goals in
many ways. He created chaos and an atmosphere of fear and a
government that seemed to be totalitarian.
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Vol. 2
Document-Based Essay—Practice Paper – B
Like Robespierre, Mohandas Ghandi also faced a regional issue. He
felt the Indians were being treated unfairly by the British. They used
India for raw materials and then sent the finished product to Indian
markets which allowed the British businesses to make a profit. The
British got rich from this process. These cheap machine made goods
killed the traditional Indian manfacturing because Indian goods were
more expensive, Indian people couldn’t afford to buy Indian textiles or
rugs the way they used to. The Indians were forced to buy the British
made goods because they were cheaper. In order to attempt to solve this
issue Ghandi ordered the boycott of British goods (doc 8). He also
promoted ahimsa (non violence) and the concept of passive resistance.
All of Ghandi’s methods made it difficult, more expensive, and less
profitable for Britain to rule India. In the end, Britain granted India
it’s freedom which can be seen as a success for Ghandi. But Ghandi
was unsuccessful in that the people didn’t want to be unified as he
wanted them to be. The land was split into two parts – Pakistan for the
Muslims and India for the Hindus (doc 9).
Throughout history, problems emerge and individuals attempt to fix
them. Some are successful while others are not. Maximiliean
Robespierre and Mohandas Ghandi both faced issues in which they
attempted to fix. Robespierre was unsuccessful in his solution, and
Ghandi can be seen as both successful and unsuccessful in his
solution.
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Vol. 2
Document-Based Essay—Practice Paper – C
Throughout history, problems emerged that individuals such as
Batolomé de Las Casas, Maximilien Robsepierre, Mohandas Gandhi
took different actions in their attempts to adress problems. Their actions
met with varying degrees of success.
One problem that Maximilien Robsepierre addressed was that he
wanted to achieve freedom for his people. He was arrested and then
wounded after a gun shot.
A problem that Mohandas Gandi address was that he also wanted to
achieve freedom for his people. He told his people to boycott British goods
untill he got freedom for his people. He also did the Salt March. He also
asked his people to homespin their own clothes. Maximilien was
successful & unsuccesful at the same time. He was put in jail, called
an outlaw and arrested. He was later succesful.
Mohandas Gandi was also sucessful and unsuccesful at the same
time. He got freedom for his people but then lost unity. He was also
shot & killed by one of his own people.
Both of these people had been succesful & unsuccesful and wanted
freedom for there people.
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Vol. 2
Document-Based Essay—Practice Paper – D
In the past, leaders have addressed problems in different ways with
varying results that affected the people of their society. A political
movement is when a mass group of people work together against those
in charge, in order to install a new form of government. This form of
government might not have positive effects. During the French
Revolution, Robespierre’s ideas led France into a largely unsuccessful
effort to strengthen the republic. Mohandas Gandhi’s independence
movement in India had many positive results.
During the French Revolution, Robespierre’s ideas helped result in
France’s largely unsucessful effort to develop a strong democratic
republic. The people in the 3rd Estate of France rebelled against King
Louis XVI because they were paying almost all of the taxes, and their
economy was failing. France was almost to the point of bankrupcy
because the King and Queen were spending the money on extravagant
things. The people of France addressed this problem by having a
revolution. The King was forced to sign a constitution but that wasn’t
enough. Under the guidance of Robespierre the government of France
became more radical. According to document 4, Robespierre believed that
the enemies of France had spies inside the country. This sent a large wave
of panic because neighbors were denouncing neighbors. Robespierre
believed that the only way for the revolution to be successful and to
bring about stability was to eliminate the enemies inside the country.
France then went through the Reign of Terror. Robespierre stated that
the country of France had not reached perfection, meaning that they
were a long way from becoming the democratic state they wished to be.
One way Robespierre tried to address the problem was by punishing
those suspected by death. This was negative because the trials given
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Vol. 2
Document-Based Essay—Practice Paper – D
weren’t fair. They were quick and sometimes did not include
sufficient evidence. Over 20,000 people were killed during the Reign of
Terror. Robespierre’s effort against France’s problem was unsuccessful.
France didn’t become a democractic republic. Enemies within and
outside of France still fought the government and the government
became even more unstable than under Louis XVI. Eventually the people
had had enough. Robespierre himself was beheaded by the guillotine.
(Doc. 6a). After Robespierre’s death, turmoil spread through France.
(Doc. 6b). This meant that it was unsuccessful because the country
was still in unrest. Napoleon soon took charge, in 1815, and became
emperor of France. It was unsuccessful because they did not become a
true republic.
Mohondas Gandhi’s independence movement in India led to many
positive results. Gandhi was not only a renowned leader in India, but
he also helped in South Africa fighting against the unfair treatment
of Indians there. The people of India were imperialized by Britain, and
many people suffered from discrimination similar to what he saw in
South Africa. Indians were not equal citizens in either place. Many
were forced into poverty, mostly because British landlords demanded
taxes be paid in cash, and Indians were not free to grow what they
needed. According to document 7, the Indian people were discontent
with the British government ruling in India. According to the
document, British inhabitants in India had more rights than the
Indian population. This was a common occurrence during the time of
imperialism. The way Gandhi addressed the problem was that he
encouraged the Indian people to boycott British goods like clothing,
and to make and sell their own Indian clothing. This was negative for
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Vol. 2
Document-Based Essay—Practice Paper – D
Britain because it hurt their economy on a large scale because much of
their profit came from selling their products in Indian markets.
Another way Gandhi addressed the problem was through the salt
march, that was another method of hurting their economy because
Indian protesters made their own salt and refused to pay the salt tax.
Gandhi’s movement was largely successful. India was independent by
1947 but it was divided into two countries. This meant that the
Indians benefitted from their own materials, and their economy grew.
The independence movement was not entirely sucessful due to the fact
that Muslims moved to the new Muslim country of Pakistan. However,
India was able to gain it’s independence, and the people of the country
were able to benefit from their new Constitution.
In history, leaders have had many varying levels of success,
depending on how they approached their problems, and this had several
affects on their societies. During the French Revolution, Robespierre’s
ideas resulted in France’s largely unsuccessful effort to develop a
strong republic. Mohandas Gandhi’s independence movement in India
had many positive results. The success of a revolution depends on the
mindset of it’s leader. Robespierre was seen as the “incorruptible”, but
he ended up dying by the very thing he had used to kill thousands of
people. Gandhi’s peaceful approach towards British Imperialism
resulted in success.
Global Hist. & Geo. Rating Guide – Jan. ’15
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Vol. 2
Document-Based Essay—Practice Paper – E
Throughout history, problems emerged that individuals wanted to
adress. Individuals such as Bartolomé de Las Casas and Maximilien
Robespierre to different actions in their attempts to adress problems.
Their actions met with varying degrees of success.
The problem that Bartolomé de Las Casas adressed was of the
Spanish oppressing the Indian. The Indians were forced into labor, so
Bartolomé addressed this problem by sending out letters, accussing
persons and institutions of this sin. He also wrote Dé único modo, in
which he set forth the doctrine of peaceful evangelization of the Indian.
This was successful because in response to this, Charles V instituted
the New Laws in 1542, which forbade the enslavement of the Indians.
Maximilien Robespierre had a different problem and solution. The
problem was that the government of France was being threatened. The
internal enemies and foreigners had agent paid to execute their homeland
and the had an extensive scheme for bringing them down and
dissolving them. Robespierre addressed this problem by persuading the
government to address the threat to the revolution by accepting new
procedures, to reorganize the clerical staff and to hold weekly meetings
with the other Committee. This attempt was successfull for a year but
ended in terrible punishment. In 1793, the Law of Suspects was passed
by Robespierre and the National Convention. It authorized the creation
of revolutionary tribunals to try those suspected of treason against the
Republic and to punish those convicted with death. However, in 1794,
Robespierre and 21 friends were sent to the guillotine.
These two men tried to adress a cause. One was successful, and one
wasn’t fully successful, however they both made a difference for their
nation.
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Vol. 2
Practice Paper A—Score Level 4
The response:
• Develops all aspects of the task for Maximilien Robespierre and Mohandas Gandhi
• Is both descriptive and analytical (Robespierre: under his influence, the National Convention
passed laws and procedures to aid government against those trying to bring it down; internal and
foreign enemies posed a threat to him and the republic he envisioned; had to convince National
Convention that laws he wanted passed were necessary to preserve the Republic; explained
throwing revolutionaries in jail would not stop their plans; anyone suspected of treason could be
tried and if convicted killed; executed by same machine used to kill so many others; radical
demonstrations continued to break out around France after his death; Gandhi: Indian National
Congress and All Muslim League formed to deal with British, but these organizations did not
represent or speak for the people; Indians tired of being treated as serfs and dissatisfied with
their life; people wanted more rights and independence; although successful in freeing India, he
was unsuccessful in preserving national unity)
• Incorporates relevant information from documents 4, 5, 6, 7, 8, and 9
• Incorporates relevant outside information (Robespierre: goal to create a stable government; time
period became known as Reign of Terror; government officials publicly used the guillotine to
execute thousands of people suspected of treason; demonstrations only died down when
Napoleon came to power a few years later; Gandhi: had a vision of a united India that embraced
the traditions of India; India was a market for British goods; a good portion of Britain’s income
came from selling goods to India; creation of Pakistan brought many ethnic, cultural, and
religious difficulties to subcontinent; relationship between India and Pakistan has sometimes
been violent)
• Supports the theme with relevant facts, examples, and details (Robespierre: government
deprived press of its freedom, reorganized clerical staff, and set up weekly meetings with
Committee of General Security; Law of Suspects passed; Gandhi: adopted nonviolent means of
protesting; boycotting of British goods; told followers to stop buying British clothing and
encouraged them to make their own; independence in 1947)
• Demonstrates a logical and clear plan of organization; includes an introduction that states some
figures used their beliefs and power to bring change and a conclusion that states not everyone is
successful in achieving their goals
Conclusion: Overall, the response fits the criteria for Level 4. Although analytic statements are
included for both Robespierre and Gandhi, the response centers on document interpretation
strengthened with some good outside factual references. Further explanation of these facts would
have strengthened their effectiveness.
Global Hist. & Geo. Rating Guide – Jan. ’15
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Vol. 2
Practice Paper B—Score Level 3
The response:
• Develops all aspects of the task with little depth for Maximilien Robespierre and Mohandas
Gandhi
• Is more descriptive than analytical (Robespierre: took away freedom of speech and press
because he perceived them as being helpful to enemies and dangerous for the country; under the
Law of Suspects, a person who did even slightest wrong action was accused of treason; not
successful in maintaining revolutionary ideals or in maintaining power; created chaos and an
atmosphere of fear; Gandhi: felt Indians were being treated unfairly by British; cheap machinemade goods killed traditional Indian manufacturing; Indians forced to buy British-made goods
because they were cheaper; unsuccessful because people did not want to be unified as he wanted
them to be)
• Incorporates some relevant information from documents 4, 5, 6, 7, 8, and 9
• Incorporates some relevant outside information (Robespierre: came to power during what would
be called radical stage of French Revolution; Louis XVI had already lost much of his power, but
people wanted more change; most accused people found guilty and put to death; time called
Reign of Terror; Gandhi: British used India for raw materials and then sent the finished product
to Indian markets; promoted ahimsa and concept of passive resistance; his methods made it
difficult, more expensive, and less profitable for Britain to rule India)
• Includes some relevant facts, examples, and details (Robespierre: faced threats from foreigners
and internal enemies; was arrested and National Convention took over; Gandhi: ordered boycott
of British goods; Britain granted India freedom; land split into two parts, Pakistan for Muslims
and India for Hindus)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that
are a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 3. Explanation of document information
frames the response and demonstrates how efforts of individuals to address a problem can be both
successful and unsuccessful. The inclusion of some relevant outside information and scattered
analytical statements support the discussion; however, additional facts and details and less repetition
would have strengthened the effort.
Global Hist. & Geo. Rating Guide – Jan. ’15
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Vol. 2
Practice Paper C—Score Level 1
The response:
• Minimally develops some aspects of the task for Mohandas Gandhi and attempts to address the
task for Maximilien Robespierre
• Is descriptive (Robespierre: wanted to achieve freedom for his people; Gandhi: worked to get
freedom for his people; asked his people to home spin their own clothes); lacks understanding
(Robespierre: was later successful)
• Includes minimal information from documents 6, 8, and 9
• Presents little relevant outside information (Gandhi: did the Salt March; shot and killed by one
of his own people)
• Includes few relevant facts, examples, and details (Gandhi: told people to boycott British goods)
• 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. Although repetition of document
information forms the basis of the response, a very minimal understanding of the theme is indicated
for Gandhi. The attempt by Robespierre to achieve freedom for his people is not addressed and a
lack of explanation and illogical use of supporting information for the rest of the task weakens the
effort.
Global Hist. & Geo. Rating Guide – Jan. ’15
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Vol. 2
Practice Paper D—Score Level 3
The response:
• Develops all aspects of the task with little depth for Maximilien Robespierre and Mohandas
Gandhi
• Is more descriptive than analytical (Robespierre: his ideas helped result in France’s largely
unsuccessful effort to develop and strengthen the republic; believed only way for revolution to
be successful and to bring about stability was to eliminate enemies inside the country; France
was a long way from becoming the democratic state it wanted to be; after his death, turmoil
spread through France; seen as incorruptible but ended up dying by very thing he had used to
kill thousands of people; Gandhi: Indians not equal citizens in South Africa or in India; many
Indians fell further into poverty mainly because British landlords demanded taxes be paid in
cash; British inhabitants in India had more rights than Indian population)
• Incorporates some relevant information from documents 4, 5, 6, 7, 8, and 9
• Incorporates relevant outside information (Robespierre: under his guidance, government of
France became more radical; trials were not fair, were quick, and sometimes did not include
sufficient evidence; over 20,000 people killed during Reign of Terror; government became more
unstable than under Louis XVI; Gandhi: India imperialized by Britain; Indians not allowed to
grow crops they needed; in Salt March, Indian protesters made their own salt and refused to pay
salt tax)
• Includes some relevant facts, examples, and details (Robespierre: suspects punished by death;
beheaded by guillotine; Gandhi: British government ruled India; encouraged Indian people to
boycott British goods like clothing and to make and sell their own clothes; Indian independence
by 1947; Muslims moved to new country of Pakistan); includes a minor inaccuracy
(Robespierre: Napoleon took charge in 1815)
• Demonstrates a satisfactory plan of organization; includes an introduction that states how the
definition of a political movement fits Robespierre’s and Gandhi’s actions and a conclusion that
discusses how the mindset of a leader affects the success of a movement
Conclusion: Overall, the response fits the criteria for Level 3. Document information and outside
information frame the discussion of Robespierre’s lack of success in bringing about a strong
republic in France compared to the positive results of Gandhi’s efforts to bring independence to
India. Further development of broad general statements and additional analytic statements would
have strengthened the effort.
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Vol. 2
Practice Paper E—Score Level 2
The response:
• Minimally develops all aspects of the task for Bartolomé de Las Casas and Maximilien
Robespierre
• Is primarily descriptive (Las Casas: sent out letters accusing persons and institutions of sin; was
successful because Charles V instituted the New Laws; Robespierre: Law of Suspects
authorized creation of revolutionary tribunals to try those suspected of treason against the
Republic and punish those convicted with death); includes faulty application (Robespierre:
persuaded government to address the threat by accepting new procedures; attempt successful but
ended in terrible punishment)
• Incorporates limited relevant information from documents 1, 2, 3, 4, 5, and 6
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (Las Casas: Spanish oppressed Indians;
Indians forced into labor; wrote De único modo; set forth doctrine of peaceful evangelization of
the Indian; New Laws of 1542 forbade enslavement of Indians; Robespierre: wanted to
reorganize clerical staff and hold weekly meetings with other committees; Law of Suspects
passed in 1793; in 1794 he and 21 friends sent to guillotine)
• 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 2. Limited development of selected
document information indicates a basic understanding of the task for Las Casas and a minimal
understanding of the task for Robespierre. Lack of development and few historical facts and details
weaken the discussion.
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Vol. 2
Global History and Geography Specifications
January 2015
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
2, 5, 7, 8, 9, 14, 15, 16, 20, 23, 24, 27, 32, 34,
37, 40, 42, 43, 44, 46, 48, 50
1, 4, 6, 11, 12, 17, 19, 28, 30, 31, 38, 41, 45,
47, 49
3, 10, 13, 18, 26, 29, 35, 36, 39
21, 22, 25, 33
Parts II and III by Theme and Standard
Theme
Thematic Essay
Document-based
Essay
Human and Physical Geography
Standards
Standards 2, 3, and 4: World
History; Geography;
Economics
Change; Conflict; Human Rights;
Imperialism; Justice; Power;
Movement of People and Goods;
Interdependence; Nationalism;
Belief Systems
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 2015
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. ’15
Vol. 2
The State Education Department / The University of the State of New York
Regents Examination in Global History and Geography – January 2015
Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores)
0
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Global History and Geography Conversion Chart - Jan. '15
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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 47 would receive a final examination score of 81.
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67
69
70
71
72
73
75
76
77
78
79
81
2
45
46
47
49
50
51
53
54
56
57
58
60
61
62
63
65
66
67
69
70
71
72
73
75
76
77
78
79
81
82
83
84
Total Essay Score
3
4
5
6
49
50
51
53
54
56
57
58
60
61
62
63
65
66
67
69
70
71
72
73
75
76
77
78
79
81
82
83
84
85
86
87
53
54
56
57
58
60
61
62
63
65
66
67
69
70
71
72
73
75
76
77
78
79
81
82
83
84
85
86
87
89
90
91
57
58
60
61
62
63
65
66
67
69
70
71
72
73
75
76
77
78
79
81
82
83
84
85
86
87
89
90
91
92
93
93
61
62
63
65
66
67
69
70
71
72
73
75
76
77
78
79
81
82
83
84
85
86
87
89
90
91
92
93
93
94
95
96
7
65
66
67
69
70
71
72
73
75
76
77
78
79
81
82
83
84
85
86
87
89
90
91
92
93
93
94
95
96
96
97
97
8
69
70
71
72
73
75
76
77
78
79
81
82
83
84
85
86
87
89
90
91
92
93
93
94
95
96
96
97
97
98
98
98
9
72
73
75
76
77
78
79
81
82
83
84
85
86
87
89
90
91
92
93
93
94
95
96
96
97
97
98
98
98
99
99
99
10
76
77
78
79
81
82
83
84
85
86
87
89
90
91
92
93
93
94
95
96
96
97
97
98
98
98
99
99
99
99
99
100