REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
GLOBAL HISTORY
AND GEOGRAPHY
Tuesday, June 14, 2016 — 9:15 a.m. to 12:15 p.m., only
Student Name ______________________________________________________________
School Name _______________________________________________________________
The possession or use of any communications device is strictly prohibited
when taking this examination. If you have or use any communications
device, no matter how briefly, your examination will be invalidated and
no score will be calculated for you.
Print your name and the name of your school on the lines above. A separate answer
sheet for Part I has been provided to you. Follow the instructions from the proctor for
completing the student information on your answer sheet. Then fill in the heading of each
page of your essay booklet.
This examination has three parts. You are to answer all questions in all parts. Use black
or dark-blue ink to write your answers to Parts II, III A, and III B.
Part I contains 50 multiple-choice questions. Record your answers to these questions
as directed on the answer sheet.
Part II contains one thematic essay question. Write your answer to this question in
the essay booklet, beginning on page 1.
Part III is based on several documents:
Part III A contains the documents. When you reach this part of the test, enter
your name and the name of your school on the first page of this section.
Each document is followed by one or more questions. Write your answer to each
question in this examination booklet on the lines following that question.
Part III B contains one essay question based on the documents. Write your
answer to this question in the essay booklet, beginning on page 7.
When you have completed the examination, you must sign the declaration printed at
the end of the answer sheet, indicating that you had no unlawful knowledge of the questions
or answers prior to the examination and that you have neither given nor received assistance
in answering any of the questions during the examination. Your answer sheet cannot be
accepted if you fail to sign this declaration.
DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN.
REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY
Part I
Answer all questions in this part.
Directions (1–50): For each statement or question, record on your separate answer sheet the number of the
word or expression that, of those given, best completes the statement or answers the question.
1 Historians rely on primary sources because these
sources
(1) are more detailed than secondary sources
(2) provide eyewitness accounts of events
(3) have the approval of religious authorities
(4) establish rules for writing history
6 Which two major regions were directly connected
by the Silk Road?
(1) Europe and South America
(2) Central America and Africa
(3) Asia and Africa
(4) Asia and Europe
2 • Studies systems of government
• Formulates public policy proposals
• Analyzes election polls and results
7 The belief systems of Daoism, Shinto, and animism
stress
(1) harmony with nature to live in peace
(2) acceptance of monotheism to achieve salvation
(3) proper behavior to maintain social order
(4) obedience to caste rules to achieve moksha
A person who specializes in these activities is called
(1) an economist
(3) a sociologist
(2) a political scientist
(4) an anthropologist
8 • Justinian imposes new code of law.
• Completion of Hagia Sophia adds beauty to
Constantinople.
• Greco-Roman tradition preserved.
3 Which pair of countries is most affected by
monsoons?
(1) Ghana and Argentina
(2) Algeria and Turkey
(3) India and China
(4) Cuba and Afghanistan
Which empire is described in these statements?
(1) Byzantine
(3) Mauryan
(2) Persian
(4) Ottoman
4 The Neolithic Revolution is seen as a turning
point in human history mainly because
(1) farming led to settled communities
(2) people started using animal skins for clothing
(3) copper was first used to improve stone tools
(4) cave paintings recorded the activities of
nomadic groups
9 What was one effect of the expansion of Islam
between 632 and 750?
(1) Armed conquest was forbidden by the caliphs.
(2) Cultural and commercial connections were
established over a sizable region.
(3) A majority of the western European
population converted.
(4) A single centralized authority governed an
area from the Mediterranean Sea to the
Indus River.
5 Which action is most closely associated with the
early Mesopotamian civilizations?
(1) building floating gardens to grow corn
(2) establishing representative democracies
(3) developing a writing system using cuneiform
(4) constructing Hindu temples
Global Hist. & Geo. – June ’16
10 What was a final outcome of the Crusades?
(1) The Seljuk Turks conquered Spain.
(2) Jerusalem remained under the control of
Muslims.
(3) Charlemagne established the Frankish Empire.
(4) The pope became the leader of the Eastern
Orthodox Church.
[2]
Base your answer to question 11 on the chart below and on your knowledge of social studies.
Mongol Rule in Russia, Persia, and China
Russia
• Mongols allowed Russian princes to rule and required them to pay tribute.
• Mongols tolerated local religious practices.
Persia
• Mongols used Persians to serve as lower government officials, governors, and state
officials.
• Most Mongols in Persia converted to Islam.
China
• Mongols brought in foreign administrators to run the government.
• Mongols ended the privileges of Confucian scholars and destroyed the Confucian
examination system.
11 Based on the information in this chart, which statement best summarizes the influence
of Mongol rule in Russia, Persia, and China?
(1) Local officials were allowed to rule throughout the Mongol Empire.
(2) The Mongols demanded that those who were conquered convert to Islam.
(3) The Mongols used various methods to rule the different people they conquered.
(4) Civil service examinations were used to select government officials in all conquered areas.
Base your answer to question 14 on the dialogue
below and on your knowledge of social studies.
12 Which statement about the bubonic plague in the
14th century is most accurate?
(1) Improved sanitation systems eliminated the
threat of the plague.
(2) Advances in medicine halted the spread of
the plague.
(3) Trade between Europe and Asia stopped just
before the plague began.
(4) The death toll from the plague led to labor
shortages.
…“Then I must remain loyal to Lord Akiyama,
regardless of what he does — even if he is disloyal
to Lord Takeda?” I asked.
“Certainly!” There was no shade of doubt in
Kansuke’s reply. “Your lord is like your father, you
must follow him wherever he leads, even into
death, to the road to the west.”…
— Erik Christian Haugaard, The Samurai’s Tale,
Houghton Mifflin
13 What is a major reason the Renaissance began in
the Italian city-states?
(1) The Rhine River provided power to Italian
industries.
(2) The Alps isolated these city-states from the
rest of Europe.
(3) The Mediterranean location of these citystates encouraged trade.
(4) The favorable climate of Italy led to a reliance
on agricultural products.
Global Hist. & Geo. – June ’16
14 Which traditional belief is being expressed in this
excerpt from The Samurai’s Tale?
(1) reincarnation
(3) hajj
(2) bushido
(4) nirvana
[3]
[OVER]
Base your answer to question 15 on the illustration below and on your knowledge of social studies.
Source: Ancient Middle America, University of Minnesota at Duluth
15 To achieve the degree of development shown, the Aztecs first had to
(1) invent wheeled vehicles to move construction materials
(2) use domesticated animals to assist in agriculture
(3) establish an organized government and a specialized work force
(4) adopt advanced engineering techniques diffused from European cultures
17 By the late 1500s, the Ottoman Empire governed
an area that extended from
(1) southwestern Asia to eastern Europe and into
northern Africa
(2) the Arabian Peninsula across northern Africa
and into southern Spain
(3) Mongolia across the central Asian kingdoms
(4) the Indian subcontinent to the Straits of
Malacca
16 The kingdoms of Ghana, Mali, and Songhai were
all able to achieve golden ages in part because of
their
(1) reliance on sugar plantations in the Niger delta
(2) control of trans-Saharan trade routes
(3) discovery of oil reserves in the Gulf of Guinea
(4) ability to use the natural harbors on the
Atlantic Ocean coast
Global Hist. & Geo. – June ’16
[4]
Base your answer to question 18 on the document excerpts below and on your knowledge of social studies.
Declaration of the Rights of Man and
of the Citizen
Declaration of the Rights of Woman and
Female Citizen
1. Men are born and remain free and equal in
rights. Social distinctions may be founded
only upon the general good.
1. Woman is born free and remains equal to
man in rights. Social distinctions can only
be founded on common service.
2. The aim of all political association is
the preservation of the natural and
imprescriptible [inalienable] rights of man.
These rights are liberty, property, security,
and resistance to oppression.…
2. The aim of all political associations is to
preserve the natural and inalienable rights
of Woman and Man: these are the rights to
liberty, ownership, safety and, above all,
resistance to oppression.…
— French National Assembly, 1789
— Olympe de Gouges, 1791
18 Based on these excerpts, which action would most likely be supported by Olympe
de Gouges?
(1) executing the king
(3) creating more radical military strategies
(2) restricting access to education
(4) expanding the definition of equality
22 Which heading best completes the partial outline
below?
19 Which change is most closely associated with
Peter the Great of Russia?
(1) establishment of Moscow as the capital city
(2) extension of Russia’s borders to the Northern
Caucuses and Ukraine
(3) westernization and modernization of the
country
(4) emancipation of the serfs on private estates
I. ________________________________
A. “Blood and Iron”
B. Austro-Prussian War
C. Franco-Prussian War
D. Kaiser Wilhelm I
20 What was an economic result of the Columbian
exchange?
(1) establishment of a feudal land system in
Europe
(2) development of a European-dominated
global trade network
(3) introduction of slash-and-burn farming
techniques in the Americas
(4) creation of the Hanseatic League
(1)
(2)
(3)
(4)
23 The primary purpose of both the Suez and the
Panama canals was to
(1) control immigration to the colonies
(2) limit the slave trade
(3) expand irrigation systems
(4) decrease the distance of trade routes
21 Which term is defined as land grants and taxation
policies used in colonial Latin America by the
Spanish to provide labor in the fields?
(1) encomienda system (3) Middle Passage
(2) mercantilism
(4) capitalism
Global Hist. & Geo. – June ’16
Congress of Vienna
Scramble for Africa
Age of Absolutism
Unification of Germany
[5]
[OVER]
Base your answer to question 24 on the drawing below and on your knowledge of social studies.
Source: Punch, September 25, 1852 (adapted)
24 This 1852 drawing most likely would have been used to argue for improvements in
(1) workhouse rules
(3) factory conditions
(2) sanitation regulations
(4) suffrage laws
Global Hist. & Geo. – June ’16
[6]
Base your answers to questions 25 and 26 on the
passage below and on your knowledge of social
studies.
27 The Armenian massacre (1910s) and the forced
famine in Ukraine (1930s) are examples of
(1) international terrorism
(2) religious conflicts
(3) guerrilla warfare
(4) human rights violations
…Economic reforms included a unified modern
currency based on the yen, banking, commercial
and tax laws, stock exchanges, and a
communications network. Establishment of a
modern institutional framework conducive to an
advanced capitalist economy took time but was
completed by the 1890s. By this time, the
government had largely relinquished direct
control of the modernization process, primarily
for budgetary reasons. Many of the former
daimyo, whose pensions had been paid in a lump
sum, benefited greatly through investments they
made in emerging industries. Those who had
been informally involved in foreign trade before
the Meiji Restoration also flourished. Old bakufuserving firms that clung to their traditional ways
failed in the new business environment.…
28 Censorship, a one-party dictatorship, and the
replacement of religious ideals with those of the
state are all characteristics of a
(1) democratic government
(2) limited monarchy
(3) totalitarian government
(4) parliamentary system
29 The primary purpose of Joseph Stalin’s five-year
plans was to
(1) increase agricultural and industrial output
(2) limit the wealth of the upper class
(3) increase the production of consumer goods
(4) limit immigration of ethnic minorities
— Japan: A Country Study, Library of Congress
25 According to this passage, what was this country
trying to do?
(1) provide benefits to the daimyo
(2) develop a safety net for traditional businesses
(3) become an industrialized nation-state
(4) relinquish control over foreign trade
30 During the 1930s, Japan’s policy of imperialism
was primarily driven by
(1) revenge for the bombing of its cities
(2) the need for natural resources
(3) a desire to retain its traditional values
(4) a determination to spread Zen Buddhism
26 Which set of factors directly advanced the
modernization process described in this passage?
(1) isolationist policies, taxation policies, lump
sum payments
(2) capital investments, government influences,
economic reforms
(3) foreign trade, direct governmental control,
old bakufu-serving firms
(4) communication networks, customary practices,
revoking pensions
Global Hist. & Geo. – June ’16
31 • Great Leap Forward
• Cultural Revolution
• Four Modernizations
All of these policies are associated with
(1) India
(3) Chile
(2) Italy
(4) China
32 In which region are most member-nations of the
Organization of Petroleum Exporting Countries
(OPEC) located?
(1) Latin America
(3) Middle East
(2) Europe
(4) East Asia
[7]
[OVER]
Base your answer to question 36 on the passage
below and on your knowledge of social studies.
Base your answer to question 33 on the cartoon
below and on your knowledge of social studies.
…They stood in the voting queues [lines]
together—white, black, Colored, Indian—and
they discovered that they were compatriots
[countrymen]. White South Africans found that a
heavy weight of guilt had been lifted from their
shoulders. They are discovering what we used to
tell them—that freedom is indivisible, that black
liberation inexorably [inevitably] meant white
liberation. We have seen a miracle unfolding
before our very eyes—it is a dream coming true.
It is a victory for all South Africans. It is a victory
for democracy and freedom.…
— Bishop Desmond Tutu, The Rainbow People of God:
The Making of a Peaceful Revolution
Source: John Trever, Albuquerque Journal, 1998 (adapted)
36 The event described in this passage signifies the
end of which policy?
(1) apartheid
(3) colonialism
(2) détente
(4) appeasement
33 What is the main idea of this 1998 cartoon?
(1) The United States is successfully directing
Russia’s economic changes.
(2) Russia is having difficulty changing from
communism to capitalism.
(3) Most Russians support a return to
communism.
(4) The Russian government has failed to
maintain order.
Base your answer to question 37 on the passage
below and on your knowledge of social studies.
JOHANNESBURG—Africa is often depicted as
a place of war, disease and poverty, with a begging
bowl extended to the world. But a new report
paints a much more optimistic portrait of a
continent with growing national economies and
an expanding consumer class that offers foreign
investors the highest rates of return in the
developing world.…
34 The Universal Declaration of Human Rights was
written in response to
(1) atrocities committed during World War II
(2) the burning of Hutu homes in Rwanda
(3) demands for better treatment of Latin
American peasants in Guatemala
(4) the forced migrations of city people under the
rule of the Khmer Rouge
— “Report Offers Optimistic View of Africa’s Economies,”
New York Times, June 24, 2010
37 What additional evidence would best support the
argument in this passage?
(1) a rise in poverty rates for most African countries
(2) increases in the mortality rate of African children
(3) growth in the gross domestic product for
some African countries
(4) continuously high inflation rates throughout
Africa
35 The 20th-century term Green Revolution refers
to significant advancements made in the field of
(1) electronic communication
(2) food production
(3) zero population growth
(4) biological warfare
Global Hist. & Geo. – June ’16
[8]
Base your answer to question 38 on the map and graph below and on your knowledge of social studies.
Female Heads of State or Government, 1950–2002
Nations having
women leaders
Number of Women Leaders
Women National Leaders
1950s–2002
35
35
30
25
20
20
14
15
11
10
5
7
4
0
1950s 1960s 1970s 1980s 1990s 2000-2002
Years
Source: John T. Rourke, International Politics on the World Stage, McGraw–Hill, 2003 (adapted)
38 Based on the information provided by this map and graph, which statement is accurate?
(1) Women have gained national leadership positions only in Western democracies.
(2) The political power of women has declined steadily since the 1960s.
(3) Women national leaders have been dominant in African governments.
(4) Women have been national leaders in nearly every world region.
Global Hist. & Geo. – June ’16
[9]
[OVER]
Base your answer to question 39 on the cartoon below and on your knowledge of social studies.
Haitians line the
streets...devastation
and despair are
everywhere ...
...and then
the massive
earthquake
struck ...
Source: Jimmy Margulies, The Record, Hackensack, N.J., January 14, 2010
(adapted)
39 What is the main idea of this cartoon?
(1) After the earthquake, the government of Haiti responded quickly to the needs of the
people.
(2) The people of Haiti had been facing serious economic problems before the 2010
earthquake.
(3) The earthquake of 2010 brought financial relief to the people of Haiti.
(4) Although the earthquake resulted in massive property damage, few Haitians were
injured or lost their lives.
41 The title of the article “Can Minority Languages
be Saved?” in The Futurist magazine best
suggests the conflict of
(1) productivity vs. income
(2) liberty vs. dictatorship
(3) religion vs. secularism
(4) globalization vs. diversity
40 “Cambodia’s Highest Court Begins Review of
Election Complaints”
“Incumbent Declared Winner in Kenya’s Disputed
Election”
“Robert Mugabe Vote-Rigging Allegations Mar
Zimbabwe Elections”
These headlines illustrate that in some countries
there is an ongoing struggle to
(1) create fair democratic processes
(2) protect freedom of the press
(3) establish courts that are unbiased
(4) guarantee freedom of assembly
Global Hist. & Geo. – June ’16
[10]
Base your answer to question 46 on the speakers’
statements below and on your knowledge of social studies.
42 What was a major reason the cities of Babylon,
Harappa, and Kiev became important centers of
civilization?
(1) River valley trade made them key economic
areas.
(2) Their control of nearby straits made them
powerful.
(3) Direct access to the ocean made them
pilgrimage sites.
(4) Their locations near mountain passes made
them gateways to other regions.
Speaker A: Trade fairs and guilds emerged during
my lifetime. I traveled from town to
town to trade with artisans and to find
new products imported from the east
along established trade routes.
Speaker B: National boundaries and loyalties
became less important during my
lifetime. Many countries eliminated
tariffs and a new international trading
organization was created.
Speaker C: Our family worked independently on
our own land. We grew enough food to
feed ourselves and met nearly all of our
needs through our own labor.
43 • Galileo used the telescope and challenged the
teachings of the day.
• Sir Isaac Newton discovered the laws of gravity.
• Copernicus determined that the Sun is the
center of the universe.
46 Which topic is the main focus of these speakers’
statements?
(1) citizenship
(3) human rights
(2) urbanization
(4) economics
Which period is most directly associated with
these events?
(1) Early Middle Ages
(2) Scientific Revolution
(3) Protestant Reformation
(4) Industrial Revolution
47 A comparison of the French Revolution (1789)
and the Russian Revolution (1917) illustrates that
(1) political and economic inequalities often lead
to demands for change
(2) democratic governments generally result
from revolutions
(3) revolutions are based on a single grievance
(4) privatization eventually leads to class struggle
44 Which of these technological innovations was
developed first?
(1) steam engine
(3) wooden plow
(2) gunpowder
(4) caravel
45 • King James II of England flees to France.
• William and Mary ascend the English throne.
• English Bill of Rights established.
48 A goal of the Sepoy Rebellion in India and of the
Zulu Resistance in South Africa was to
(1) divide their country
(2) establish theocratic governments
(3) oppose nationalist movements
(4) end foreign control
Which event in English history is most directly
associated with these actions?
(1) founding of the Anglican Church
(2) defeat of the Spanish Armada
(3) Glorious Revolution
(4) Puritan Revolution
Global Hist. & Geo. – June ’16
[11]
[OVER]
Base your answers to questions 49 and 50 on the cartoon below and on your knowledge of social studies.
The Gap in the Bridge
Source: Leonard Raven-Hill, Punch (adapted)
49 This cartoonist is commenting on international politics immediately after which
conflict?
(1) the Napoleonic Wars
(3) World War II
(2) World War I
(4) the Cold War
50 This cartoonist is suggesting the League of Nations will fail because
(1) France and England control the keystone
(2) the United States is relying too much on England and Italy for support
(3) the United States has not become a member
(4) England and Italy do not want help from Belgium and France
Global Hist. & Geo. – June ’16
[12]
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 these general definitions in mind:
(a) explain means “to make plain or understandable; to give reasons for or causes of;
to show the logical development or relationships of ”
(b) discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail”
Part II
THEMATIC ESSAY QUESTION
Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the task
below, and a conclusion.
Theme: Human and Physical Geography
Natural geographic features sometimes present challenges for societies. Societies
have used various technological innovations to overcome these challenges
resulting in change.
Task:
Select two natural geographic features that presented challenges to a society and
for each
• Explain why this natural geographic feature presented a challenge for a society
• Discuss changes brought about by the use of technological innovations to
overcome the challenge presented by this geographic feature
You may use any natural geographic feature from your study of global history and
geography. Some natural geographic features you might wish to consider include the Atlantic
Ocean (caravel), Andes Mountains (roads), Sahara Desert (camel caravans), Amazon rain
forest (fire/cutting equipment), Russia’s tundra (specialized drilling equipment), Indian Ocean
monsoons (lateen sail), China’s eastern flowing rivers (Grand Canal), and Nile River flooding
(dams).
You are not limited to these suggestions.
Do not use natural geographic features that presented challenges
for the United States in your answer.
Guidelines:
In your essay, be sure to
• Develop all aspects of the task
• Support the theme with relevant facts, examples, and details
• Use a logical and clear plan of organization, including an introduction and a conclusion that
are beyond a restatement of the theme
Global Hist. & Geo. – June ’16
[13]
[OVER]
This page left blank intentionally.
GO ON TO THE NEXT PAGE
Global Hist. & Geo. – June ’16
[14]
¶
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:
After World War II, Germany, Palestine, and British India were divided for
various reasons. Each division has affected the people of this region, the region, and
other countries.
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
Choose two regions mentioned in the historical context and for each
• Describe the historical circumstances that led to the division
• Discuss how the division of this region has affected people of this region, the
region, and/or other countries
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. – June ’16
[15]
[OVER]
Part A
Short-Answer Questions
Directions: Analyze the documents and answer the short-answer questions that follow each document in the
space provided.
Document 1
NAZI GERMANY 1933–1939
Territory annexed by Germany:
March 1938 – March 1939
SWEDEN
by December 31, 1939
LATVIA
Baltic
Sea
Area of Germany prior to 1938
Germany, 1933
LITHUANIA
Memel Territory
23 March 1939
Saar-region, incorporated 1935
Rhineland demilitarized zone, occupied 1936
EAST
PRUSSIA
S
RU
Berlin
Y
N
SIA
NETHERLANDS
POLAND
A
BELGIUM
SUD
NLA
GENERAL GOVERNMENT
OF POLAND
12 Oct 1939
G
E
R
ND
PRO
BOH TECTO
RA
EM
16 M IA–MORTE OF
arch
A
1939 VIA
IA
OVAK
OF SL
RATE
ECTO arch 1939 *
PROT
FRANCE
23 M
TION
ETE
M
A
CUP
OC
N
to Hungary
1938-39
AUSTRIA
SWITZERLAND
HUNGARY
ROMANIA
ITALY
YUGOSLAVIA
Source: Patrick K. O’Brien, general editor, Oxford Atlas of World History,
Institute of Historical Research, University of London (adapted)
∗ The Protectorate of Slovakia remained independent although it was aligned with Germany.
1 Based on this map, identify one territory annexed by Germany between 1938 and 1939. [1]
Score
Global Hist. & Geo. – June ’16
[16]
Document 2
Post–World War II Germany
Occupation Zones
N
United States zone
W
British zone
DENMARK
French zone
Soviet zone
B
T
AL
IC
SE
A
Berlin, 1948–1989
E
S
0
0
Mi
5
Km
EAST
GERMANY
10
(Soviet zone)
Outline of post-war Germany
NORTH SEA
ENGLAND
Brandenburg Gate
Hamburg
Berlin
NETHERLANDS
Amsterdam
The Hague
BELGIUM
Paris
Gatow
Bonn
Prague
Nuremberg
200 kilometers
Airports
ree
Checkpoints
Source: Richard Natkiel,
Atlas of the 20th Century,
Facts on File (adapted)
Vienna
Linz
Salzburg
Budapest
AUSTRIA
Innsbruck
0
Sp
CZECHOSLOVAKIA
Stuttgart
Munich
200 miles
Tempelhof
POLAND
Leipzig
Dresden
LUXEMBOURG
West
Berlin
GERMANY
FRANCE
0
East
Berlin
Tegel
Capital city
HUNGARY
SWITZERLAND
ITALY
Source: World History: Perspectives on the Past,
Geography Skills Worksheets, D.C. Heath (adapted)
2 Based on these maps, identify two impacts World War II had on Germany. [2]
(1)__________________________________________________________________________________
__________________________________________________________________________________
Score
(2)__________________________________________________________________________________
__________________________________________________________________________________
Score
Global Hist. & Geo. – June ’16
[17]
[OVER]
Document 3a
…After World War II, West Berlin was an island behind the Iron Curtain, a besieged outpost
of western powers.
East Berliners began to move to West Berlin in their droves. In fact before the
construction of the Wall, an estimated 2,000 people a week were moving from East to West.…
The building of a barrier between East and West happened in the dead of night and was
shrouded in total secrecy.…
In the early hours of 13th August 1961 a barrier was put in place, essentially imprisoning
a community of 17 million people [in East Germany].…
Source: “Building the Berlin Wall,” BBC World Service
Document 3b
“See how many are staying on our side.”
Source: Don Wright, The Miami News, 1961
3 Based on these documents, state one result the construction of the Berlin Wall had on the people of Berlin. [1]
Score
Global Hist. & Geo. – June ’16
[18]
Document 4
November 2nd, 1917
Dear Lord Rothschild,
I have much pleasure in conveying to you, on behalf of His Majesty’s Government
[British], the following declaration of sympathy with Jewish Zionist aspirations which has been
submitted to, and approved by, the Cabinet.
“His Majesty’s Government view with favour the establishment in Palestine of a national
home for the Jewish people, and will use their best endeavours to facilitate the achievement
of this object, it being clearly understood that nothing shall be done which may prejudice
[harm] the civil and religious rights of existing non-Jewish communities in Palestine, or the
rights and political status enjoyed by Jews in any other country.”
I should be grateful if you would bring this declaration to the knowledge of the Zionist
Federation.
Yours sincerely,
Arthur James Balfour
Source: Balfour Declaration, 1917
4a According to the Balfour Declaration, what support does the British government offer to the Jewish people
in 1917? [1]
Score
b According to the Balfour Declaration, what assurance does the British government make to the non-Jewish
communities in Palestine? [1]
Score
Global Hist. & Geo. – June ’16
[19]
[OVER]
Document 5b
United Nations’ Partition Plan, 1947
…The territory was plagued with chronic
unrest pitting native Arabs against Jewish
immigrants (who now made up about a
third [of] the population, owning about 6%
of the land). The situation had become
more critical with the displacement of
hundreds of thousands of Jews fleeing the
Nazi persecution in Europe. Some six
million Jews were killed in the Holocaust
during World War II.
The UN set up a special committee
which recommended splitting the territory
into separate Jewish and Palestinian states.
Palestinian representatives, known as the
Arab Higher Committee, rejected the
proposal; their counterparts in the Jewish
Agency accepted it.
The partition plan gave 56.47% of [the
British Mandate of] Palestine to the Jewish
state and 43.53% to the Arab state, with an
international enclave around Jerusalem. On
29 November 1947, 33 countries of the UN
General Assembly voted for partition, 13
voted against and 10 abstained. The plan,
which was rejected by the Palestinians, was
never implemented.…
LEBANON
SYRIA
ean
Sea
Lake
Huleh
Nazareth
M
ed
ite
rr
an
Haifa
Sea of
Galilee
Jordan R.
Document 5a
Nablus
Tel Aviv
Jaffa
Ramallah
Jericho
Jerusalem
Bethlehem
Gaza
Hebron
Dead
Sea
Beersheba
JORDAN
EV
G
NE
0
EGYPT
0
Source: BBC News
Aqaba
50 miles
50 kilometers
Arab Areas
Jewish State
International Zone
of Jerusalem
Source: Peter N. Stearns, et al.,
World Civilizations: The Global Experience,
Pearson Longman, 2006 (adapted)
5a According to the BBC News, what is one reason for the recommended division of Palestine? [1]
Score
b Based on the borders shown on this map, what is one problem that could result from the United Nations
plan for partition? [1]
Score
Global Hist. & Geo. – June ’16
[20]
Document 6
Events in the Israeli-Palestinian Region
1948–1950
1948
•
•
•
•
Israel declares itself an independent country.
War breaks out.
United Nations efforts to bring about peace fail.
United Nations Resolution 194 includes a
provision that would allow refugees wishing to
return to their homes and live in peace be allowed
to do so at the earliest practical date and
compensation should be paid for the property of
those choosing not to return. [Although the
resolution has been voted on numerous times,
it has never been implemented.]
1949
• Armistice agreements signed between Israel and
Egypt, Lebanon, Jordan, and Syria.
• West Bank is under Jordanian rule.
• Gaza Strip is under Egyptian occupation.
1950
• West Bank including East Jerusalem is annexed by
the Kingdom of Jordan.
Source: Based on The Avalon Project at Yale Law and The Jewish Virtual Library
6 Based on this chart, state one result of the failure of the 1947 United Nations plan for partition in the
Israeli-Palestinian region. [1]
Score
Global Hist. & Geo. – June ’16
[21]
[OVER]
Document 7
The Muslim League
Not all Indians agreed with the approach or the goals of the Congress Party.
Many Muslims were uneasy with what they felt was the religious element of the Congress
Party. Gandhi’s strategies were seen by many Muslims to be Hindu-based—for example,
his use of fasting and non-violent protest. More than merely pro-Hindu, the Congress Party
was seen as anti-Muslim.
Increasing sectarianism led even moderate Muslim leaders to grow wary of working with
Congress. Some feared that a representative democracy, like Great Britain’s, would not work
in India. They believed the Hindu majority would overwhelm the Muslim minority. Some also
felt that Muslims had fallen behind Hindus in formal education, which was now based upon
English instead of Persian. Muslims also participated far less in commerce, industry, and
local government.…
Source: Indian Independence and the Question of Pakistan, Choices Program,
Watson Institute for International Studies, Brown University
7 According to this excerpt, what is one reason some Muslims were distrustful of the Congress Party? [1]
Score
Global Hist. & Geo. – June ’16
[22]
Document 8
Partition of India
SOVIET UNION
CHINA
AFGHANISTAN
0.7
Lahore
TIBET
Amritsar
PUNJAB
R. B
du
s
4.1
IRAN
WEST
n
.I
PAKISTAN R
an
G
Karachi
BH
NE
PA
L
Delhi
R.
1.2
5.9
rahm a putra
ge s
0.7
UTA
N
Dhaka
1.0
BENGAL
Calcutta
Ahmedabad
Arabian Sea
0.3
BIHAR
INDIA
3.3
BURMA
EAST
PAKISTAN
India before partition
Bombay
Pakistan after partition, 1947
Bay of Bengal
India after partition, 1947
Madras
Refugees (millions)
Hindus
0
500 miles
0
800 km
Muslims
CEYLON (Sri Lanka)
Source: Christine Hatt, Judge for Yourself: Mahatma Gandhi, World Almanac Library (adapted)
8 Based on this map, state one impact of the partition of India. [1]
Score
Global Hist. & Geo. – June ’16
[23]
[OVER]
Document 9a
70° E
80° E
75° E
Tadjikistan
China
Northern
Territories
K
Gilgit
Afghanistan
a
s
Skardu
Srinagar
Kargil
Ladakh
i
Peshawar
of control
Aksai Chin
administered by
China and claimed
by India
m
Muzaffarabad
h
Line
35° N
Siachen
Glacier
Azad
In
du
r
Kashmir
Islamabad
Jammu and
Kashmir
s
Jammu
India
Pakistan
Lahore
Sut
lej
Amritsar
Punjab
Indus
Punjab
j
tle
Su
30° N
0
150
300 km
A week after the partition of 15 August 1947, which gave birth to India and Pakistan, the Himalayan
territory of Kashmir, with its Muslim majority, was occupied and divided into an Indian part (Jammu
and Kashmir) and a Pakistani part (Azad Kashmir), leaving an unsettled territorial dispute between
the two countries. Since then, there have been two armed conflicts (in 1965 and 1999) and numerous
clashes between Indian and Pakistani forces.
Source: Philippe Rekacewicz, Le Monde diplomatique, English edition, January 2000 (adapted)
Global Hist. & Geo. – June ’16
[24]
Document 9b
This is an excerpt from an interview with Mohammad Sadiq, a Kashmiri hotel manager. The hotel is located
in Kargil in the Indian-administered area of Kashmir.
I have been running the Siachen Hotel in the town of Kargil for the past 17 years. It was
inaugurated [opened] in 1986.
Business this year [2002] has been the worst ever because of the border tension between India
and Pakistan. There have hardly been any foreign tourists and we had many people calling us
from overseas to cancel their bookings.
This is a major transit point for mountaineers who enjoy trekking in the Himalayas. But this
year the tourists have kept away and we have been wiped out.
Since the Kargil conflict between India and Pakistan in 1999 things improved a bit. Last year
tourist traffic picked up. But not this year.
We desperately need India and Pakistan to sort things out once and for all. There has been
too much violence and we need to put an end to it quickly.
Things are particularly bad for us because we are right on the frontline.
We are at the receiving end of Pakistan’s heavy shelling and it has destroyed our lives.
Every time there is an increase in tension between the two countries, we come under heavy
bombing.
We have to leave our homes, our belongings, our lives. It disrupts us and we have suffered as
a result.…
Source: “Voices from Kashmir,” 2003 BBC News
9 Based on these documents, what are two results of the border tensions between India and Pakistan? [2]
(1)__________________________________________________________________________________
__________________________________________________________________________________
Score
(2)__________________________________________________________________________________
__________________________________________________________________________________
Score
Global Hist. & Geo. – June ’16
[25]
[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 to support your response. Support your response with
relevant facts, examples, and details. Include additional outside information.
Historical Context:
After World War II, Germany, Palestine, and British India were divided for
various reasons. Each division has affected the people of this region, the region, and
other countries.
Task: Using the information from the documents and your knowledge of global history,
write an essay in which you
Choose two regions mentioned in the historical context and for each
• Describe the historical circumstances that led to the division
• Discuss how the division of this region has affected people of this region, the
region, and/or other countries
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. – June ’16
[26]
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, June 14, 2016 — 9:15 a.m. to 12:15 p.m., only
SCORING KEY FOR PART I
AND RATING GUIDE FOR PART II (THEMATIC ESSAY)
Updated information regarding the rating of this examination may be posted on the
New York State Education Department’s web site during the rating period. Visit the site at:
http://www.p12.nysed.gov/assessment/ and select the link “Scoring Information” for any recently posted
information regarding this examination. This site should be checked before the rating process for this
examination begins and several times throughout the Regents Examination period.
Scoring the Part I Multiple-Choice Questions
Follow the procedures set up by the Regional Information Center, the Large City Scanning Center,
and/or the school district for scoring the multiple-choice questions. If the student’s responses for the
multiple-choice questions are being hand scored prior to being scanned, the scorer must be
careful not to make any marks on the answer sheet except to record the scores in the designated
score boxes. Any other marks on the answer sheet will interfere with the accuracy of scanning.
Multiple Choice for Part I
Allow 1 credit for each correct response.
Part I
1 ......2......
13 . . . . . . 3 . . . . . .
26 . . . . . . 2 . . . . . .
39 . . . . . . 2 . . . . . .
2 ......2......
14 . . . . . . 2 . . . . . .
27 . . . . . . 4 . . . . . .
40 . . . . . . 1 . . . . . .
3 ......3......
15 . . . . . . 3 . . . . . .
28 . . . . . . 3 . . . . . .
41 . . . . . . 4 . . . . . .
4 ......1......
16 . . . . . . 2 . . . . . .
29 . . . . . . 1 . . . . . .
42 . . . . . . 1 . . . . . .
5 ......3......
17 . . . . . . 1 . . . . . .
30 . . . . . . 2 . . . . . .
43 . . . . . . 2 . . . . . .
6 ......4......
18 . . . . . . 4 . . . . . .
31 . . . . . . 4 . . . . . .
44 . . . . . . 3 . . . . . .
7 ......1......
19 . . . . . . 3 . . . . . .
32 . . . . . . 3 . . . . . .
45 . . . . . . 3 . . . . . .
8 ......1......
20 . . . . . . 2 . . . . . .
33 . . . . . . 2 . . . . . .
46 . . . . . . 4 . . . . . .
9 ......2......
21 . . . . . . 1 . . . . . .
34 . . . . . . 1 . . . . . .
47 . . . . . . 1 . . . . . .
10 . . . . . . 2 . . . . . .
22 . . . . . . 4 . . . . . .
35 . . . . . . 2 . . . . . .
48 . . . . . . 4 . . . . . .
11 . . . . . . 3 . . . . . .
23 . . . . . . 4 . . . . . .
36 . . . . . . 1 . . . . . .
49 . . . . . . 2 . . . . .
12 . . . . . . 4 . . . . . .
24 . . . . . . 2 . . . . . .
37 . . . . . . 3 . . . . . .
50 . . . . . . 3 . . . . . .
25 . . . . . . 3 . . . . . .
38 . . . . . . 4 . . . . . .
Copyright 2016 — The University of the State of New York
THE STATE EDUCATION DEPARTMENT
Albany, New York 12234
Contents of the Rating Guide
For Part I (Multiple-Choice Questions):
• Scoring Key
For Part II (thematic) essay:
• A content-specific rubric
• Prescored answer papers. Score levels 5 and 1 have two papers each, and score levels 4, 3, and 2 have
three papers each. They are ordered by score level from high to low.
• Commentary explaining the specific score awarded to each paper
• Five prescored practice papers
General:
• Test Specifications
• Web addresses for the test-specific conversion chart and teacher evaluation forms
Mechanics of Rating
The following procedures are to be used in rating essay papers for this examination. More detailed directions for the organization of the rating process and procedures for rating the examination are included in
the Information Booklet for Scoring the Regents Examinations 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 – June ’16
[2]
Vol. 1
Global History and Geography
Content-Specific Rubric
Thematic Essay
June 2016
Theme:
Human and Physical Geography
Natural geographic features sometimes present challenges for societies. Societies have used various
technological innovations to overcome these challenges resulting in change.
Task:
Select two natural geographic features that presented challenges to a society and for each
• Explain why this natural geographic feature presented a challenge for a society
• Discuss changes brought about by the use of technological innovations to overcome the challenge
presented by this geographic feature
You may use any natural geographic feature from your study of global history and geography. Some natural
geographic features you might wish to consider include the Atlantic Ocean (caravel), Andes Mountains (roads),
Sahara Desert (camel caravans), Amazon rain forest (fire/cutting equipment), Russia’s tundra (specialized drilling
equipment), Indian Ocean monsoons (lateen sail), China’s eastern flowing rivers (Grand Canal), and Nile River
flooding (dams).
You are not limited to these suggestions.
Do not use natural geographic features that presented challenges
for the United States in your answer.
Scoring Notes:
1. This thematic essay has a minimum of six components (for each of two natural geographic
features, discussing the reason the natural geographic feature presented a challenge for a society
and at least two changes brought about by the use of technological innovations to overcome the
challenge.
2. The challenge of each natural geographic feature may be discussed for the same region; however,
the discussion for each feature should differ in facts, examples, and details, e.g., both mountains
and oceans may be used as challenges for the subcontinent of India.
3. The same technological innovation may be used to discuss how each natural geographic feature
has been overcome; however, the treatment of each should differ in facts, examples, and details,
e.g., building the Aswan Dam in Egypt and building the Three Gorges Dam in China.
4. The influence of the changes brought about by the use of technological innovations may be
immediate or long term.
5. In discussing the use of technological innovation to overcome challenges, the changes may be
both positive and negative, e.g., damming of the Nile River reduced damage from flooding but
limited annual deposits of rich sediment.
6. The response may discuss the challenge and/or changes for a society from a variety of
perspectives as long as the position taken is supported by accurate historical facts and examples.
7. If more than two geographic features are discussed, only the first two may be scored.
Global Hist. & Geo. Rating Guide – June ’16
[3]
Vol. 1
Score of 5:
• Thoroughly develops all aspects of the task evenly and in depth by discussing why each of two
natural geographic features presented a challenge for a society and at least two changes brought about
by the use of technological innovations to overcome the challenge
• Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g., Andes
Mountains: connects the challenges presented by the terrain of the Andes Mountains to the conquest
and control of the peoples of the region by the Inca and the changes brought about by their use of
various technologies to adapt the environment to produce food and to maintain an empire; Atlantic
Ocean: connects the lack of maritime technology, the size of the Atlantic Ocean, fear of the unknown,
and the European desire for new maritime trade routes to the development and adaptation of
technology during the Age of Exploration that led to the Columbian Exchange and created a new
global age that transformed the world
• Richly supports the theme with relevant facts, examples, and details, e.g., Andes Mountains: road
system; terracing; runners; suspension bridges; quipu; irrigation; potato; Atlantic Ocean: Native
American culture; caravel; astrolabe; compass; Prince Henry; Columbus; colonial empires; smallpox;
horses; slave trade; interdependence
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that
are beyond a restatement of the theme
Score of 4:
• Develops all aspects of the task but may do so somewhat unevenly by discussing one geographic
feature more thoroughly than the second geographic feature or by discussing one aspect of the task
less thoroughly than the others
• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g.,
Andes Mountains: discusses how the Andes Mountains limited interactions between peoples living in
the mountains and surrounding regions and how the Inca used technology to adapt their environment,
extending and maintaining their control over other peoples and cultures; Atlantic Ocean: discusses
how the size of the Atlantic Ocean and fear of the unknown limited travel and how technology
adapted and developed during the Age of Exploration led to an exchange of goods and peoples
between the Western Hemisphere and the Eastern Hemisphere
• 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)
• 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 natural geographic
feature and if the response meets most of the other Level 5 criteria, the overall response may be a
Level 3 paper.
Global Hist. & Geo. Rating Guide – June ’16
[4]
Vol. 1
Score of 2:
• Minimally develops all aspects of the task or develops at least three aspects of the task in some depth
• Is primarily descriptive; may include faulty, weak, or isolated application or analysis
• Includes few relevant facts, examples, and details; may include some inaccuracies
• Demonstrates a general plan of organization; may lack focus; may contain digressions; may not
clearly identify which aspect of the task is being addressed; may lack an introduction and/or a
conclusion
Score of 1:
• Minimally develops some aspects of the task
• Is descriptive; may lack understanding, application, or analysis
• Includes few relevant facts, examples, or details; may include inaccuracies
• May demonstrate a weakness in organization; may lack focus; may contain digressions; may not
clearly identify which aspect of the task is being addressed; may lack an introduction and/or a
conclusion
Score of 0:
Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts,
examples, or details; OR includes only the theme, task, or suggestions as copied from the test booklet; OR
is illegible; OR is a blank paper
*The term create as used by Anderson/Krathwohl, et al. in their 2001 revision of Bloom’s Taxonomy of Educational
Objectives refers to the highest level of the cognitive domain. This usage of create is similar to Bloom’s use of the term
synthesis. Creating implies an insightful reorganization of information into a new pattern or whole. While a Level 5 paper will
contain analysis and/or evaluation of information, a very strong paper may also include examples of creating information as
defined by Anderson and Krathwohl.
All sample student essays in this rating guide are presented in the same cursive font while
preserving actual student work, including errors. This will ensure that the sample essays are easier
for raters to read and use as scoring aids.
Raters should continue to disregard the quality of a student’s handwriting in scoring examination
papers and focus on how well the student has accomplished the task. The content-specific rubric
should be applied holistically in determining the level of a student’s response.
Global Hist. & Geo. Rating Guide – June ’16
[5]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
In many people’s eyes, one of the defining feature of humanity is
its so-called intelligence, the ability to shape our environment, to
make it more hospitable. Indeed, humanity has shown time and time
again how capable it is of doing so. However, technologically
overcoming geographic challenges has consequences: in two cases,
Egyptian Nile dams and Amazonian forest clearing, the
consequences are primarily demographic, environmental and
geoplitical.
For thousands of years, Egypt was at the mercy of the Nile River.
Annual flooding often meant either too much or too little water.
Flooding could bring destruction of crops and erosion of fertile soil.
People in Egypt had to settle along the Nile as it was the source of their
livelihood, putting themselves at risk. The ancients used levees and
canals to control the Nile, but only by the 1970s was the technology
sufficient and support available from the Soviets to meet the challenge
of damming the Nile. With the construction of the Aswan High Dam,
the government promised numerous benefits. However, with these
benefits came a price. The damming of the Nile was responsible for a
variaty of effects. Demographically the main impact of Nile damming
has been increased water available for irrigation, allowing Egypt to
support a greater population and more vibrant communities than
could otherwise exist, given Egypt’s water scarcity. The construction of
dams also displaced a great many people – the creation of Lake Nasser
had the largest such impact. In fact, the displacement of people is one
of the reasons that dam-building has fallen out of favor as a tool of
development in developing countries. Environmentally, the impact is
obvious: it changes water patterns, and destroys a great number of
Global Hist. & Geo. Rating Guide – June ’16
[6]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
habitats. In addition, dams often make fish migration more difficult.
The main result of Nile damming however, is geopolitical. The Nile is
unusual in that it flows north, from mountains in central eastern
Africa to the Mediterranian. That means that by normal river logic,
Egypt should be at the mercy of upstream countries like Ethiopia and
Uganda. Egypt only has so much water to dam up because of British
colonial-era treaties that guaranteed Egypt and Sudan (now Sudan
and South Sudan) 90% of the Nile’s flow. The arrangement has been
seen as unfair and antiquated by upstream nations, and vital and
logical by the downstream ones. With both Egypt and Ethiopia on the
verge of a population boom, the question is a pressing one and
illustrates the demographic impacts of access to water more clearly.
Recently an agreement between Sudan, Egypt and Ethiopia called for
a study of the impact of the construction of Ethiopia’s Grand
Renaissance Dam. All three countries are trying to protect their water
rights.
The Amazon is rich in resources. Emerging global demand for these
resources has threatened the very existence of the Amazon, pitting
those who wish to exploit its resources against those who want to
preserve habitats. Modern technology has brought into play chain
saws, logging trucks, and earth movers to extract lumber. While this
technology has been used to overcome the challenge of accessing the
rain forest’s resources, the speed at which deforestation has taken place
and the amount of depletion has been significant. Large-scale wild
fires, potential loss of carbon storage capacity, and changes in
rainfall patterns have been linked to human land use activity.
The impacts are primarily environmental, but they also have
domestic and international effects. By destroying the rainforest,
Global Hist. & Geo. Rating Guide – June ’16
[7]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
tribal cultures and ways of life that pre-date European colonization
are threatened. Deforestation leaves rainforest soils exposed to erosion.
Cutting down the rain forest for cattle ranching and soy production
may help the domestic economy but does not help biodiversity.
Internationally, the Amazon has become the focus of international
environmental groups, who use images of burning and clearing the
forest to stir up support, transforming local concerns about the forest
to global ones about global warming on which Amazonian nations
like Brazil are pressed in a variaty of different international forums.
In conclusion, the changes wrought by the use of technology to
conquer nature are numerous and diverse, ranging from nature to
geopolitics and running a long continuum from local to global.
Whereas deforestation in the modern Amazon may be almost
universally undesirable, the damming of the Nile paints a more
nuanced picture of the costs and benefits. In addition, both these
causes prove that these are not abstract academic environmental issues
but pressing, modern ones.
Global Hist. & Geo. Rating Guide – June ’16
[8]
Vol. 1
Anchor Level 5-A
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing why the Nile
River and Amazon River basin presented a challenge for a society and the changes brought
about by the use of technological innovations to overcome these challenges
• Is more analytical than descriptive (Nile River: the ancients used levees and canals to control
the Nile; by the 1970s, technology was sufficient and support from the Soviets was available
to meet the challenge of damming the Nile; government promised benefits, which came with
a price; main impact of Nile damming has been water available for irrigation, allowing
support for a greater population and more vibrant communities; construction of dams
displaces a great many people; damming changes water patterns and destroys a great number
of habitats and makes fish migration difficult; colonial-era treaties guaranteed 90 percent of
Nile’s flow to Egypt and Sudan; recent agreement between Egypt, Sudan, and Ethiopia called
for a study of the impact of the construction of Ethiopia’s Grand Renaissance Dam; all three
countries are trying to protect their water rights; Amazon: emerging global demand for these
resources has threatened the very existence of the Amazon, pitting those who wish to exploit
its resources against those who want to preserve habitats; speed at which deforestation has
taken place and the amount of depletion has been significant; tribal cultures and ways of life
that pre-date European colonization are threatened; cattle ranching and soy production may
help the domestic economy but does not help biodiversity; Amazon has become focus of
international environmental groups, transforming local concerns about the forest to global
ones)
• Richly supports the theme with relevant facts, examples, and details (Nile River: annual
flooding; destruction of crops, erosion of fertile sediment; source of livelihood; Aswan High
Dam; Lake Nasser; population boom; Amazon: chain saws, logging trucks, and earth movers;
large-scale wild fires; potential loss of carbon storage capacity; global warming; Brazil)
• Demonstrates a logical and clear plan of organization; includes an introduction and a
conclusion that are beyond a restatement of the theme
Conclusion: The response fits the criteria for Level 5. The response features strong analysis and
presents a wide range of details that illustrate changes brought about by the interplay of
technological innovation and challenges posed by natural geographic features. Theme
development stresses that demographic, environmental, and geopolitical consequences are
complex and come with significant societal costs.
Global Hist. & Geo. Rating Guide – June ’16
[9]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – B
The geographic nature of a region can present many problems for a
society. However, technological innovations can help people overcome
these obstacles resulting in change. Two places where geographic
barriers led to technological innovation were the Altantic ocean, and
the Saharan desert in Africa. These places overcame geographic
challenges through the use of caravels and camel caravans.
The Atlantic Ocean was a huge barrier that separated Europe and
the Americas. Societies in these areas lacked the technology to cross
such a vast ocean. For years European sailors feared sailing beyond
the sight of land and ships weren’t big enough or sturdy enough to
withstand the storms of the Atlantic. The geographic separation
fostered fear of the unknown and an unwillingness to take risks.
Because of this barrier, the Eastern and Western Hemispheres developed
in isolation from each other. However, technological innovations led to
the overcoming of these challenges. The Europeans developed ships that
were able to cross the Atlantic. These ships were called caravels. They
were larger, stronger and equiped with modern sails and rudders. An
increased knowledge of navigation particulary in the sailing schools
of Prince Henry of Portgual and the use of invention like compasses
and other navigational innovations like the astrolabe led to
connections between continents. Because Europeans now had the
technology to reach the Americas, a cultural and economic exchange
took place. The Columbian exchange led to crops being transfered
between the hemispheres as well as animals. Domesticated animals
like horses and cows came to the Americas from Europe and were very
helpful in farming and transportation. Europe imported crops such as
the potato and maize from the Western Hemisphere which became part
of European diets and led to an increase in population. Unfortunately,
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 1
Anchor Paper – Thematic Essay—Level 5 – B
with the arrival of the Spanish came conquest and diseases that
devastated the empires of the Aztec and Incas. Native Americans were
forced to labor extracting gold and silver from mines and work under
the encomienda system. While there clearly was an exchange between
Europeans and Americas, it was definitely uneven with Europeans
benefitting most from this contact. Because of the use of technological
innovations to overcome geographic barriers, history was changed.
The vast Sahara Desert presented a geographic barrier for the peoples
of Africa. The inhospitable Sahara Desert is arid and also subject to
extremes in temperatures—over a hundred degrees in the day and
freezing temperatures at night. The world’s largest desert covers
thousands of square miles with water limited to sparse oases. At one
time, travel in the region was limited to Bedouins who knew how to
cope with these conditions. The domesticating of the camel was critical
for traveling across the Sahara. They could walk very long distances
without water, carrying heavy loads. Traders found that traveling in
large groups provided safety. The result was the camel caravan that
made trade across the Sahara a reality. Because of these camel
caravans, people were able to bring goods from Western Africa to
Northern Africa, which led to an expansion of trade. The primary goods
exchanged were salt from the north and gold from regions south of the
Niger river. This resulted in a succession of empires – Ghana, Mali,
and Songhai. Mali and Songhai were Muslim. Arabic was the
language of the Koran and mosques were the centers of their worships.
This Muslim culture, spread to Western Africa by trade, valued the
preservation of knowledge as seen in the great libraries of the cities.
Pilgrimages to Mecca extended cultural diffusion with other peoples of
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 1
Anchor Paper – Thematic Essay—Level 5 – B
Africa. Clearly, in overcoming geographic isolation with camel
caravans, history and culture were influenced forever.
The people of Europe and the Americas were geographically
challenged by the Atlantic Ocean. The people of Africa were
geographically challenged by the Sahara Desert. However, in both
cases, regions were able to overcome their geographical barriers through
technological innovation. In the case of the Atlantic Ocean, caravel
ships were invented. In the Saharan desert, camel caravans were used.
Anchor Level 5-B
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing why the
Atlantic Ocean and Sahara Desert presented a challenge for a society and the changes
brought about by the use of technological innovations to overcome these challenges
• Is more analytical than descriptive (Atlantic Ocean: huge barrier that separated Europe and
the Americas; European sailors feared sailing beyond sight of land; geographic separation
fostered fear of unknown and unwillingness to take risks; Columbian exchange led to crops
and animals being exchanged between hemispheres; potato and maize became part of
European diets and led to an increase in population; with arrival of Spanish, came conquest
and disease that devastated empires of Aztec and Inca; Native Americans forced to labor
extracting gold and silver from mines; exchange between Europeans and Americans was
uneven with Europeans benefitting most from contact; Sahara Desert: traders found that
traveling in large groups provided safety; camel caravan made trade across Sahara a reality;
people were able to bring goods from western Africa to northern Africa which led to an
expansion of trade; primary goods exchanged were salt from north and gold from regions
south of the Niger River; Muslim culture valued preservation of knowledge; pilgrimages to
Mecca extended cultural diffusion)
• Richly supports the theme with relevant facts, examples, and details (Atlantic Ocean: storms;
caravels equipped with modern sails and rudders; Prince Henry of Portugal; compasses;
astrolabe; horses and cows from Europe; encomienda system; Sahara Desert: arid; subject to
extremes in temperatures; largest desert; water limited to sparse oases; Bedouins;
domesticated camel; Ghana, Mali, Songhai; Arabic; Koran; mosques)
• 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 uses numerous
details to illustrate how human society meets geographic challenges. The response analyzes how
overcoming the Atlantic Ocean resulted in benefits to Europeans at the expense of Native
Americans and how overcoming the Sahara Desert led to the emergence of Muslim culture in
West Africa.
Global Hist. & Geo. Rating Guide – June ’16
[12]
Vol. 1
Anchor Paper – Thematic Essay—Level 4 – A
Throughout history societies have used technology to overcome the
geography of the place they live. These technological changes have also
brought change to society. As the technologies advanced, the society
developed and changes were spread through cultural diffusion. Two
geographic features that could cause problems are mountains and
oceans. One such feature is the Andes Mountains.
The Andes Mountains are located in South America and stretch
from Ecuador to Chile. This long chain of mountains extends
thousands of miles. The combined effects of distance, elevation and
steep hillsides posed a challenge to the unity of the Inca Empire. Steep
hillsides meant growing food was problematic. To overcome the food
problem terracing was used. Steps were cut into the mountains,
levelling land and limiting erosion, significantly increasing
production of a variety of crops. Irrigation systems helped provide the
necessary water year round. This helped keep a stable food supply
especially corn and potatoes leaving free time that could be used to
develop the Inca civilization and the Inca empire. Like the Romans, the
building of roads and bridges led to the spread of the authority and
unity of the empire. Changes brought about by the use of technology
can be seen in various examples. Communication between the capital
Cuzco and other areas of the empire improved with the building of
hanging foot bridges and the development of a system of runners who
passed messages. This allowed the government to direct troops to
distant locations to protect the empire from invasions or rebellions.
Another geographic feature that affected societies was the Atlantic
Ocean. Before sailing technologies were improved, crossing the ocean
could really only be done by following the stars, but if you got lost
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 1
Anchor Paper – Thematic Essay—Level 4 – A
you would have to hope you had enough food and water to last until
you hit land. Not knowing how far it was across the Atlantic or what
the sailing conditions would be held people back and delayed
exploration. With the introduction of the caravel, better maps, the
compass and the astrolabe, trans-Atlantic voyages became possible.
This led to the discovery of the New World. After the voyages of
Columbus, Spanish influence was imposed on peoples such as the
Aztec and Inca. Spain took their gold and silver and converted Native
Americans to Christianity, many against their will. The Native
American population decreased tremendously because of disease and
forced labor. The better sailing equipment also led to the Columbian
Exchange with products being traded between Europeans and their
colonies.
The overcoming of problems presented by geography often changed
a society. This happened because technological innovations allowed the
problem to be overcome. In the case of the Andes, the use of technology
meant improved agriculture, transportation, and communication for
the Inca. In the second case, the use of technology made it possible for
Europeans to cross the Atlantic. The result was benefits for the
Europeans, but not for the Native Americans.
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 1
Anchor Level 4-A
The response:
• Develops all aspects of the task somewhat unevenly by discussing the Andes Mountains in
more detail than the Atlantic Ocean
• Is both descriptive and analytical (Andes Mountains: combined effects of distance, elevation,
and steep hillsides posed a challenge to the unity of Inca Empire; steps cut into mountains,
leveling land and limiting erosion; building of roads and bridges led to the spread of
authority and unity of the empire; communication between the capital Cuzco and other areas
of the empire improved; government could direct troops to distant locations to protect the
empire from invasions or rebellions; Atlantic Ocean: sailing conditions held people back;
Spain took gold and silver and converted Native Americans to Christianity, many against
their will; Native American population decreased tremendously because of disease and
forced labor; better sailing equipment led to Columbian exchange with products being traded
between Europeans and their colonies)
• Supports the theme with relevant facts, examples, and details (Andes Mountains: located in
South America from Ecuador to Chile; terracing; irrigation; corn and potatoes; stable food
supply; hanging foot bridges; system of runners; Atlantic Ocean: caravel; better maps,
compass, and astrolabe; Aztec; Inca)
• Demonstrates a logical and clear plan of organization; includes an introduction and a
conclusion that are beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 4. Although the development of the
response is uneven, it is focused and uses good historical facts to complete the task. The response
also lacks the level of analysis needed for a higher score.
Global Hist. & Geo. Rating Guide – June ’16
[15]
Vol. 1
Anchor Paper – Thematic Essay—Level 4 – B
Mother nature has proven to be a formidable opponent, but humans
have shown through technology that nature’s challenges can be
overcome. Natural geographic features have challenged North African
and west African societies, but advances in technology, specifically
camel caravans and levees and canals, have made these challenges
less of a problem. This technology has resulted in profound changes
that greatly affected many societies.
The Sahara Desert is the largest and one of the hottest deserts in the
world. Scorching temperatures during the day, a lack of water, and
unforgiving terrain are some of the most detrimental features of the
never ending sea of sand. For traders and travelers, navigation
through the Sahara could be a fatal decision without proper technology
and provisions. North African and Sub-Saharan societies have
suffered because of this challenge. Trade and movement were restricted
until further advances in technology were made. This advancement
was the implementation of camel caravans. Camels, large-hooved
mammals, are the ideal animal for desert movement. The animal can
travel for days without water, walk well in the finely grained sand,
and carry hundreds of pounds of goods for trade. Caravans are large
groups of people who stick together while going to a destination. By
joining together, trade and movement was much more safe. Resources
can be shared and necessary aid can be provided to other caravan
members. The technology of camel caravans was huge in overcoming
the Sahara’s challenges. With the advent of this technology, great
amounts of trade occurred. Western African kingdoms such as Ghana
and Mali benefited from their control of trade routes carrying gold
and salt. These camel caravans meant new networks of trade with
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 1
Anchor Paper – Thematic Essay—Level 4 – B
other African societies in sub-saharan Africa and North Africa along
the Mediterranean coast. With travel being much more accessible
across the Sahara, new ideas were spread. One idea, the religion of
Islam, was integrated into the Western African region. Muslim
traders utilizing camel caravans carried their monotheistic faith to
West Africa. Leaders in West Africa became Muslims and most people
followed their leader. In conclusion, camel caravans were one example
of technology helping to overcome the challenges to trade brought on
by the Sahara Desert in African societies.
The Nile River, the longest River in the world, experienced flooding
that created major difficulties for the North African society of Egypt.
Water is a life-saving and destructive force, a concept well understood
by the ancient Egyptians. Although flooding provided a nutrient rich
soil for agricultural purposes, it could also destroy surrounding
communities. So, the ancient Egyptians developed technologies to try
to control the power of the Nile’s floods. Levees reduced the amount of
land affected by flooding along the banks of the Nile. Irrigation
canals were developed that channeled flood waters to crops. Although
these technologies didn’t end flooding, they allowed the Egyptians to
control the flow of the water and have better agricultural harvests. Now
that the risk of crops being destroyed was reduced, more yields of food
were gained. As a result, Egyptian civilization developed as the river
became reliable for food and trade. Population levels increased, and a
diversified society was created. Since there was much more food, people
could move into other jobs such as artisans and craftsman. In
conclusion, the Egyptians used technology to overcome the Nile’s
detrimental flooding.
Global Hist. & Geo. Rating Guide – June ’16
[17]
Vol. 1
Anchor Paper – Thematic Essay—Level 4 – B
It is no question that geography can make or break a society.
Nature’s most beautiful features can also be it’s most dangerous.
Mankind has created technology to overcome some of Nature’s
challenges. This technology brought about prominent changes in
society. In Western and Northern Africa, the Sahara Desert was a
deterrent for trade and movement, but the technology of camel
caravans changed this. In the North-African society of Egypt, the
effects of the powerful flooding of the Nile were reduced. Hence,
humans have used technology to overcome natural geographic
features, resulting in change.
Anchor Level 4-B
The response:
• Develops all aspects of the task by discussing why the Sahara Desert and the Nile River
presented challenges and the changes brought about by the use of technological innovation
• Is both descriptive and analytical (Sahara Desert: trade and movement restricted until further
advances in technology; navigation through Sahara could be a fatal decision without proper
technology and provisions; camels are ideal animal for desert movement and carry hundreds
of pounds of goods for trade; great amounts of trade occurred; western African kingdoms
such as Ghana and Mali benefitted from their control of trade routes carrying gold and salt;
religion of Islam was integrated into western African region; Muslim traders carried their
monotheistic faith to West Africa; leaders of western Africa became Muslim; Nile River:
water is a life-saving and destructive force, a concept well understood by ancient Egyptians;
floods provided nutrient rich soil, but could also destroy surrounding communities; levees
reduced amount of land affected by flooding; although technologies did not end flooding,
they allowed Egyptians control the flow of the water and have better harvests; more yields of
food gained; population increased and a diversified society was created; people could move
into other jobs)
• Supports the theme with relevant facts, examples, and details (Sahara Desert: scorching
temperatures, lack of water, unforgiving terrain; North Africa along Mediterranean coast;
Nile River: longest river in world; experienced flooding; irrigation canals; artisans;
craftsmen); includes an inaccuracy (Sahara Desert: camels are large hooved mammals)
• Demonstrates a logical and clear plan of organization; includes an introduction and a
conclusion that are beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 4. The strength of the response is the
well-placed historical details that illustrate cause and effect, primarily in discussion of why
natural geographic features presented challenges in the Sahara. The changes brought about by
overcoming these geographic challenges in the Nile River region are somewhat less developed.
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 1
Anchor Paper – Thematic Essay—Level 4 – C
Groundbreaking ways to deal with the challenges presented by
geography came about with the creation of the suez canal and the
transiberian railroad. Both helped cut travel time and increase
efficiency to a great extent by providing ways to travel through or by
land, respectively.
The transiberian railroad brought European Russia and Asia closer
together. For years Siberia was removed politically and economically
from Moscow and the rest of Russia. The climate of Siberia was harsh
and unforgiving. The distance across it included many time zones.
Once the transsiberian railroad was built, points between Moscow and
the Sea of Japan were connected. Russians were able to traverse the vast
region and reach the Asian part of the country. This opened up more
new opportunities. It allowed for easier trade with China and linked
Siberian settlements. It also allowed for Russia to take advantage of
natural resources in Siberia like gold. The railroad helped Russia
spread its influence in northeast Asia. Unfortunately, it also led to
greater contact and conflict with Japan. The Russo-Japanese war was a
disaster and almost cost the Czar his throne as troops and supplies
could not be moved fast enough to where they were needed even with
the railroad.
An isthmus is a narrow strip of land between two larger land
masses. The isthmus of suez connected northeast Africa and southwest
Asia. This connecting bit of land also separated the Mediterranean
and Red Seas. By the late 1800’s Britain had dug a canal through the
isthmus and created a new trade route. The suez canal made trade with
Eastern-Africa and Asian nations easier for European countries and
made travel to Asia faster. Previously one would have to sail all the
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Anchor Paper – Thematic Essay—Level 4 – C
way down to the cape of Good Hope and all the way back up the eastern
coast of Africa to trade with Asians or they would have to travel across
the vast and unfamiliar Saharan desert, possibly via camel, to trade
with East Africans. But the suez canal opened up the Red Sea to link
the Mediterranean Sea and the Indian ocean. Now the British could
send their steamships through the canal to their colony in India
saving time and money. The canal was especially important to Great
Britain in their exportation of textiles. This meant that the suez canal
played an important role in making India the “crown jewel” in the
British colonial empire. It also enhanced trade for many countries in
Europe, Africa, and Asia. It saved people a long trip around Africa or
across the desert as well.
Both the transiberian railroad and the suez canal helped shorten
long journeys. They also helped link different parts of the world
together in a way they hadn’t been before. This promoted trade (and
along with it, the spread of ideas) and interactions between these
countries. By conquering geographic obstacles, they brought the world
closer together.
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 1
Anchor Level 4-C
The response:
• Develops all aspects of the task somewhat unevenly by discussing the Isthmus of Suez more
thoroughly than Siberia
• Is both descriptive and analytical (Siberia: trans-Siberian railroad brought European Russia
and Asia closer together; Siberia removed politically and economically from Moscow and the
rest of Russia; points between Moscow and Sea of Japan connected; railroad helped Russia
spread influence in northeast Asia; railroad led to greater contact and conflict with Japan;
Russo-Japanese War almost cost czar his throne as troops and supplies could not be moved
fast enough to where they were needed even with the railroad; Isthmus of Suez: by late
1800s, Britain had dug a canal through the isthmus and created a new trade route; British
could send steamships through canal to their colony in India, saving time and money; canal
especially important to Great Britain in their exportation of textiles; played important role in
making India the “crown jewel” in the British colonial empire)
• Supports the theme with relevant facts, examples, and details (Siberia: harsh and unforgiving
climate; many time zones; opened up more opportunities; natural resources in Siberia;
Isthmus of Suez: narrow strip of land between two large land masses; separated
Mediterranean and Red Seas; Suez Canal; Cape of Good Hope; Saharan desert; Indian
Ocean)
• 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. Treatment of both natural
geographic features and the use of technological innovations to overcome the challenge includes
good use of facts, examples, and details. However, the response lacks the analytical quality of a
higher level paper.
Global Hist. & Geo. Rating Guide – June ’16
[21]
Vol. 1
Anchor Paper – Thematic Essay—Level 3 – A
Societies are often forced to adapt to their geography in order to
survive. They have to learn how to utilize the geography that has been
given to them. One example of this is the Incas, who built an empire in
the Andes mountains that was only destroyed by the invading
Spaniards in the 1500s. They built roads so that it was easier to unify
the empire. Another is Japan where their lack of natural resources
forced them to turn to imperialism to get raw materials in the early
1900s, and to develop an economy now based on manufactured goods.
The Incas are a South American society conquered by the Spanish
in the early 1500s. Prior to this, the Incas built a massive empire
along the Andes Mountain in South America. However, the rugged
terrain meant that the empire was difficult to govern. The mountains
made travel or delivering messages to different parts of the empire a
major problem and a difficult task.
To solve this problem, the Incas built a massive network of roads &
bridges traversing their empire. With the roads and bridges in place, it
wasn’t as difficult to deliver messages throughout the empire. A
network of runners carried messages over long distances with great
speed. Food and goods could move more freely without the mountains
as an obstacle. If the army had to travel, they would not have to fight
the terrain on their way to battle. Roads made commerce and travel
through the Andes Mountains possible.
Japan had few of the natural resources needed to industrialize like
the West. Japan began to industrialize beginning in the late 1800s,
after the arrival of American Commodore Matthew Perry caused them
to end isolation and open trade with the US. They began building
their industry of modern steel ships powered by steam engines so they
Global Hist. & Geo. Rating Guide – June ’16
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Anchor Paper – Thematic Essay—Level 3 – A
could catch up to and compete with the west, rather than face cultural
domination by them. However, the shipbuilding industry demanded
key resources, such as coal and oil that Japan lacks.
To solve their problem, Japan sailed their steel ships with troops and
guns to the Asian mainland to gain the needed industrial resources.
Prior to World War II, Japan began building its Coprosperity Zone,
taking over other nations in Eastern Asia and building railroads
there to gain control of the land and resources. They conquered the
Chinese province of Manchuria in the 1930s for its rich natural
resources. Like Europeans had done in Asia, the Americas, and Africa,
Japan used the natural resources of these nations to feed its own
industry and produce manufactured goods. They were forced to end
this practice with the end of WWII in 1945. Today, Japan imports
many needed resources and produces electronic technology for export.
Throughout history, societies have had to adapt to the geography of
their region. Human advances have made their survival possible where
it otherwise might not have been. The Incas of South America made the
rugged Andes Mountains habitable using a large network of roads
and bridges that enabled trade and travel through the empire. The
Japanese adopted western technologies along with the practice of
imperialism to deal with their own lack of natural resources so that
their industries could be developed.
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 1
Anchor Level 3-A
The response:
• Develops all aspects of the task in little depth for the Andes Mountains and for Japan’s lack
of natural resources
• Is more descriptive than analytical (Andes Mountains: made travel or delivering a message to
different parts of empire a major problem; Inca built massive network of roads and bridges
traversing empire; army would not have to fight the terrain on their way to battle; made
commerce and trade through Andes Mountains possible; Japan’s lack of natural resources:
began building their industry of modern steel ships powered by steam engines so they could
catch up and compete with the West rather than face cultural domination; took over other
nations in eastern Asia and built railroads to gain control of land and resources; conquered
Chinese province of Manchuria in 1930 for rich natural resources; like Europeans had done
in Asia, the Americas, and Africa, Japan used natural resources of these nations to feed its
own industry and produce manufactured goods; today, Japan imports needed resources and
produces electronic technology for export)
• Includes some relevant facts, examples, and details (Andes Mountains: rugged terrain;
massive empire in South America; network of runners; Japan’s lack of natural resources:
Matthew Perry opened trade with the United States; lacks coal and oil; imperialism; CoProsperity Zone; World War II)
• 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 3. The response briefly describes
how the rugged terrain of the Andes Mountains challenged the Inca and the lack of industrial
resources challenged industrialization in Japan. The use of technology to overcome the lack of
industrial resources in Japan focuses on steel ships, steam engines, and railroads, which leads to
a discussion of changes related to aspects of Japanese imperialism.
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 1
Anchor Paper – Thematic Essay—Level 3 – B
Perhaps the most noteworthy innovation and ingenuity may be
seen in the adaptation of civilizations to natural barriers, and an
adoption of alternative methods through which to make one’s
civilization thrive despite the existence of a natural barrier. Both the
Incas of the Andes Mountains, via their system of roads, and the
people of the Sahara Desert, by virtue of the creation of camel caravans
have showcased this “ingenuity,” if you will, and have developed
innovative techniques to conquer the challenges of a topographically
uncooperatire environment.
The Andean states were, for the most part, located on mountainous
terrain, at high elevations. The rugged, mountainous terrain of the
west coast of South America promoted the construction of systems of
transport for people, domesticated animals, and goods. The Incan
capital at Cuzco relied on a road and bridge system that connected
Cuzco to other parts of the empire. The ability to move troops from place
to place strengthened and extended the authority of Incan rulers.
Roads allowed for them to quickly put down rebellions or supply food
to areas in need. Where the mountains promoted isolation and proved
to be difficult for civilazations to sustain prosperity before, the road
and bridge system allowed for messages, ideas, people, animals (the
llama), and goods to travel from inhabited area to inhabited area
within the Incan empire. The mountains also presented a challenge to
agriculture.
The Incan response to the challenge of mountainous terrain was the
invention of terrace farming, where terraces would be carved into the
mountainside, leveling the planting area. This allowed a surplus of
crops which could sustain their civilization. As stated earlier, the roads
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Anchor Paper – Thematic Essay—Level 3 – B
system allowed for a transfer of food supplies to where they were
needed. One may make the conclusion, therefore, that the roads system
was a tremendous asset to the Andean civilization of the Inca,
contributing to sustainability of their civilization.
The Sahara Desert, located in Northern Africa, shares characteristics
with the Rub-Al-Khali Desert in Saudi Arabia. It is dry, the climate
varies from extremely warm to freezing weather (day ---› night) &
peoples and culture are isolated. Widespread sand dunes made
organized transport a rarity. The development of camel caravans
(where the camel, capable of going without water is the best animal for
desert travel) was the African (and later Islamic) response to the
obstacle of the desert. This helped to promote, much like the Andean
roads and bridge system, the transport of people, goods, ideas, and
animals. Perhaps the most profound cultural diffusion across the
Sahara Desert occurred with the diffusion of Islam throughout west
Africa. Arab traders in camel caravans gained converts to the Islamic
faith over the course of trade and travel. For example, Mansa Musa
(Muslim King of Mali) made history spreading his wealth from the
gold-salt trade on a pilgrimage to Mecca. The creation of camel
caravans not only encouraged great efficiency, but revolutionized
travel in the desert terrain.
The adaptation of civilizations to the usage of alternative methods
to conquer uncooperative terrain has been profound and incredibly
significant throughout history. It has rightly been said: “necessity is
the mother of invention.” That has exactly been the case.
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 1
Anchor Level 3-B
The response:
• Develops most aspects of the task in some depth for the Andes Mountains and the Sahara
Desert
• Is more descriptive than analytical (Andes Mountains: mountains promoted isolation; made it
difficult for civilizations to sustain prosperity; road and bridge system allowed for messages,
ideas, people, animals to travel within Inca empire; terraces carved into mountainside
leveling the planting area; terracing allowed surplus of crops which could sustain Inca
civilization; Sahara Desert: peoples and culture are isolated; development of camel caravan
was the African and later Islamic response to the obstacle of the desert; most profound
cultural diffusion across Sahara occurred with diffusion of Islam throughout West Africa;
Arab traders gained converts to Islamic faith over course of trade and travel)
• Includes some relevant facts, examples, and details (Andes Mountains: rugged, mountainous
terrain; domesticated animals; Incan capital at Cuzco; llama; terrace farming; Sahara Desert:
dry; climate varies from extremely warm to freezing; widespread sand dunes; Mansa Musa;
Muslim; Mali; gold-salt trade; pilgrimage to Mecca)
• Demonstrates a satisfactory plan of organization; includes an introduction that is beyond a
restatement of the theme and a conclusion that is a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 3. The response features good use of
details in discussing most aspects of the task. However, the response lacks a second example of
change for the Sahara Desert.
Global Hist. & Geo. Rating Guide – June ’16
[27]
Vol. 1
Anchor Paper – Thematic Essay—Level 3 – C
Geography has presented a challenge to human beings from prehistory forward. Technology has always been used to overcome the
issues presented by geography. In Ancient Egypt, the Nile flooding
had to be controlled to produce agriculture. In the Indian Ocean,
monsoons required well-planned trade routes. In the Indian Ocean
and Ancient Egypt, people used the technology of a calender, drainage
ditches and specialized sails to overcome the challenges of flooding
and monsoons.
The Indian Ocean region has monsoons, that can make trade easier
if manipulated. Monsoons are seasonal winds that blow in one
direction for half the year and the opposite direction for the other half.
Traveling by ship against the monsoons is nearly impossible. Traders
on the Indian Ocean developed an accurate calender to determine when
and in what direction the wind would blow. Traders used the wind to
carry them to their ports and then when the wind changed, it blew
them home. Arab and Chinese traders who dominated this trade
developed specialized ships with sails designed to catch the wind. The
Chinese developed the junk and the Arabs developed the dhou. The
carval was used by Portuegese when they enter the trade route later on
and was strudier because it had to sail the rough Atlantic before
entering the Indian Ocean. The junk and the carval were strudier than
the dhou. The junk and dhou had sails designed to catch and
efficently use as much wind as possible and the junk had a rudder to
turn the ship into the wind.. These changes helped bring about
expanded trade partners and new routes. Arab leaders sailed the dhou
across the Indian Ocean to ports in southeast Asia. Zheng He used the
junk to sail from China through southeast Asia to ports in India and
Global Hist. & Geo. Rating Guide – June ’16
[28]
Vol. 1
Anchor Paper – Thematic Essay—Level 3 – C
as far as the Middle East.
In Ancient Egypt, the Nile River flooded the only usable
agricultural land and ancient people had to deal with the flooding
before they could settle and farm. Egypt is mostly desert with the
only fertile and viable land around the Nile River. However, the Nile
river flooded, the reason the surrounding land was fertile. The ancient
Egyptians used astronomy to create an acurate calender that told
them the month when the Nile would flood. They kept accurate records
of the areas that would likely flood. This way, they could prepare to
evacuate the regions that were threatened. Government arose to
organize workers to build drainage ditches and dikes. This technology
allowed settlement, the use of fertile land, and the storage of water for
later use. Homes and cities were longer lasting because they were built
outside of flood zones.
Ancient Egypt and the Indian Ocean peoples used technology to
overcome the challenges of floods and monsoons. After over coming the
challenges with technology, the civilizations actually flourished.
Humans have and always will develop technology to overcome
geography and make people’s lives easier.
Global Hist. & Geo. Rating Guide – June ’16
[29]
Vol. 1
Anchor Level 3-C
The response:
• Develops some aspects of the task with some depth and others with little depth for Indian
Ocean monsoons and Nile River flooding
• Is more descriptive than analytical (Indian Ocean: seasonal winds that blow in one direction
for half the year and opposite direction for other half; traveling by ship against monsoons
nearly impossible; traders developed accurate calendar; developed specialized ships with
sails designed to catch wind; changes helped bring about expanded trade partners and new
trade routes; Nile: flooded only usable agricultural land; flooding was the reason surrounding
land was fertile; ancient Egyptians created accurate calendar that told them the month when
Nile would flood and kept accurate records of areas that would likely flood; government
arose to organize workers to build drainage ditches and dikes)
• Includes some relevant facts, examples, and details (Indian Ocean: Chinese; junk; Arabs;
dhou; caravel; Portuguese; Zheng He; Middle East; Nile: technology allowed settlement,
storage of water for later use); includes faulty analysis (Nile: they could prepare to evacuate
the regions that were threatened)
• Demonstrates a satisfactory plan of organization; includes an introduction that is beyond a
restatement of the theme and a conclusion that is a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 3. The response states the challenge
posed by the geographic feature and then discusses the technological innovations used to
overcome the challenge with good details. However, the response mentions the changes brought
about by using these technological innovations but does not develop them.
Global Hist. & Geo. Rating Guide – June ’16
[30]
Vol. 1
Anchor Paper – Thematic Essay—Level 2 – A
Technological advancements have made it much easier to trade and
travel. Where before Nature had presented a seemingly impassible
obstacle, human ingenuity has created a way to overcome it. One way
that people have been able to trade with distant countries is through
technology. The digging of the Suez Canal and the development of
camel caravans in North Africa and the Middle East have both created
paths for trade and the spread of ideas.
Before the construction of the Suez Canal, trade between the East
and Europe took a long time. To ship something from Europe to the
Middle East, the Indian subcontinent, Asia, or the east coast of Africa
required a journey by boat and overland travel. If one did not want to
send their goods over land, they would have to send it by ship around
the southern tip of Africa. Shipping something to India from Europe
could take months. The Suez Canal, dug in Egypt, provided a way to
bypass months of shipping. Now, European merchants could send
ships from western ports through the Suez Canal to their destination.
The Suez Canal connected Europe, Asia, and the Middle East. It also
allowed for Western Imperialism, as it was now easier for European
governments to send merchants and soldiers to Asia.
Another large, seemingly impossible obstacle was the Sahara
Dessert. The Sahara Desert blocked off the peoples of Central and South
Africa from the peoples of North Africa and Europe for a very long
time. It prevented trade and the spread of culture and ideas. The people
that lived in the Sahara lived as nomads because the Desert does not
have enough water or fertile soil for agriculture. With the development
of the camel caravan, people became able to traverse the Sahara Desert.
Now, commodities like gold from Nubia or ivory could be sold in
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 1
Anchor Paper – Thematic Essay—Level 2 – A
North Africa and Europe. Also, cultural ideas could be shared between
ethnic groups. Camel caravans facilitated trade and the spread of
ideas over the Sahara.
In conclusion, technological advancements have created a world
full of trade and the sharing of ideas. Human ingenuity has
triumphed over natural obstacles. The Suez Canal and camel caravans
have both created ways for different civilizations to connect with each
other. When nature presents people with a problem, innovators
normally find a way to overcome it.
Anchor Level 2-A
The response:
• Minimally develops all aspects of the task for the Suez and the Sahara Desert
• Is primarily descriptive (Suez: had to send goods by ship around the southern tip of Africa;
Suez Canal provided way to bypass months of shipping; also allowed for western
imperialism as it was now easier for European governments to send merchants and soldiers to
Asia; Sahara Desert: prevented trade and spread of culture and ideas; desert does not have
enough water; caravans facilitated trade and spread of ideas)
• Includes few relevant facts, examples, and details (Suez: canal connected Europe, Asia, and
the Middle East; Sahara Desert: blocked off peoples of central and South Africa from
peoples of North Africa and Europe; nomads); includes an inaccuracy (Sahara Desert: desert
does not have fertile soil for agriculture)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that
are somewhat beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 2. While the discussion accounts for
all aspects of the task, it does so minimally. The response shows a basic understanding of history
and geography that could be further developed.
Global Hist. & Geo. Rating Guide – June ’16
[32]
Vol. 1
Anchor Paper – Thematic Essay—Level 2 – B
The Sahara Desert and Indian Ocean Monsoons created many
challenges for ancient and classical civilizations in those regions. The
Sahara was very dry with non-arable land and the Indian Ocean
Monsoons continually changed the weather. Societies living in these
areas like sub-Saharan Africans and Muslims near the Sahara and
Indians and East Africans near the Indian Ocean learned to overcome
these challenges with technological developments such as camel
caravans and lateen sails.
The Sahara Desert in Africa caused much challenges to its people
due to its vast un-arable land and undesirable conditions. The hot
and dry weather caused many to avoid travelling across it, this
prevented trade from prospering between farther nations and separated
North Africa from the rest of the continent. The un-arable land also
forced societies to migrate to other areas such as the Bantu—
Migrations Southward. Many animals also could not withstand the
climate and conditions so travel was rare across the Sahara.
The Indian Ocean Monsoons caused many challenges for ancient
societies as well, limiting and preventing trade and interactions
between coastlines. These seasonal winds made it so that people would
only be able to sail in the direction of the wind at certain periods of
time only. This greatly limited societies abilities to interact and trade,
such as the East Africans (like Kush and swahili peoples) with Indian
merchants. The winds also only brought fertile land and warm air
half the year while the other half was dry, cold air. This challenged the
agriculture of people and their food supply. With the monsoons, south
Indian people as well as those on the coast could only grow food at
limited times.
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Vol. 1
Anchor Paper – Thematic Essay—Level 2 – B
With technological advancements, such as camel caravans in the
Sahara Desert and Lateen sails in the Indian Ocean, both regions
trade and agriculture increased along with more cultural diffussion.
Once camels were introduced in Africa as animals able to withstand
the conditions of the Sahara, trade increased between sub-Saharan
Africa and the rest of North Africa, Europe and Asia. Muslims from
the middle east and northern Africa were able to use camel caravans to
travel through the sahara and along with goods, ideas and religions
(like Islam) spread. This is an example of cultural diffussion which led
to more advancements to the societies as trade flourished and ideas
spread. The benefits of technological innovations can also be seen
around the Indian Ocean with the development of lateen sails. The
lateen sails provided easier ways to travel and navigate against and
with the Monsoon winds. Similarly to the Sahara Desert, trade
increased and flourished among the peoples in East Africa, India, and
South East Asia. With more movement of people and ideas,
agricultural innovations spread too like champa rice which led to an
increase in agricultural production and food surplus.
These benefits helped many societies around the world grow, along
with the societies around the Sahara Desert and Indian Ocean, many
began to overcome their geographical barriers with technological
innovations and began interacting with one another more.
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 1
Anchor Level 2-B
The response:
• Develops some aspects of the task in some depth for the Sahara Desert and the Indian Ocean
• Is primarily descriptive (Sahara Desert: prevented trade and separated North Africa from rest
of continent; once camels introduced in Africa, trade increased between sub-Saharan Africa
and the rest of North Africa; Muslims able to travel through the Sahara with goods, ideas,
and religions; Indian Ocean: monsoons limiting and preventing trade and interactions
between coastlines; people would only be able to sail in direction of wind at certain periods
of time; monsoons challenged people’s food supply; lateen sails provided easier ways to
travel and navigate; with more movement of people, agricultural innovations led to increases
in agricultural production and food surplus)
• Includes few relevant facts, examples, and details (Sahara Desert: hot and dry weather;
Islam; Indian Ocean: Swahili; Indian merchants); includes inaccuracies (Sahara Desert:
unarable land forced societies to migrate to other areas such as the Bantu migrations
southward; Indian Ocean: monsoons continually changed the weather; winds brought fertile
land)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that
are a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 2. The response discusses why the
Sahara Desert and Indian Ocean monsoons presented a challenge to society. How the use of the
camel caravan and lateen sails promoted cultural diffusion and increased trade between regions
is discussed; however, few accurate facts and details are included.
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 1
Anchor Paper – Thematic Essay—Level 2 – C
When civilizations develop, they are often built around a river.
However, as these civilizations develop, they may need more geographic
resources that they do not have. This leads to imperialism or new
inventions to overcome these geographical challenges. Challenges posed
by geographical features in Russia and ROME were overcome with the
input of new technolgies such as the train and cement.
Russia is a very large country. With the capital on the western side
of Russia, people living in the east were very disconnected from the
rest of Russia. Additionally, they could not easily receive goods
aquired by trade. People in the east were behind educationally,
technologically, and socially. It was difficult for Russia to be unified
with the people so separated. With a train, both sides of Russia could be
more connected. The eastern site could be brought into the modern
world. The eastern site of Russia could receive goods traded at the st.
petersburg port. It would now be a lot easier for government officials to
visit the east and input government institutions like a school to help
continue the trend of modernization.
Water is needed for drinking, bathing, farming, or many other
reasons. As societies expand from just farming societies to cities,
water is needed increasingly for many reasons other than farming,
even more so with a rising population. This happened in Rome. Cities
obviously cannot survive without water and a city does not have an
easy way to get water. This led to the invention of cement and the
aqueducts. With an aqueduct, cities were now free to expand because
there was no worry of not being able to get water. Cities expanding
leads to the growth of industry, the economy, education, and more.
People start to have many other jobs besides being farmers. The culture
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 1
Anchor Paper – Thematic Essay—Level 2 – C
is able to develop. Without aqueducts, the cities and therefore the
culture would not be on the same caliber that they were.
When societies were formed so long ago, no one could have forseen
the future needs that growing populations and a changing world
would have. Countries are forced to adapt to their circumstance. This
adapting comes in the form of new technologies. Countries are always
competing with technolgies, trying to get ahead of each other, and that
puts more pressure & stress on these new inventions being built.
Without new inventions, society culture could not move forward and
modernization would not happen.
Anchor Level 2-C
The response:
• Minimally develops all aspects of the task for size of Russia and fresh water for Rome
• Is primarily descriptive (size of Russia: difficult for Russia to be unified with people so
separated; with a train, both sides of Russia could be more connected; eastern side could
receive goods traded at St. Petersburg; easier for government officials to visit east and input
government institutions like a school to help continue trend of modernization; fresh water for
Rome: as societies expand from just farming to cities, water is needed; cities do not have
easy way to get water; with an aqueduct, cities expanding led to growth of industry,
economy, education)
• Includes very few relevant facts, examples, and details (fresh water for Rome: cement; rising
population)
• 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. All aspects of the task are
mentioned. While the response is clear about challenges and changes, few facts and examples are
provided.
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 1
Anchor Paper – Thematic Essay—Level 1 – A
There are many challenges to a society due to natural geographic
features. For example the Nile River and the Sahara Desert have
effected the society that lives near these features. They have caused
them to adapt and invent new technology.
The Nile River in Egypt has caused many problems to the societies
that live there. It floods occasionally and could result in destruction of
homes or even deaths. Some have fled due to this geographic feature to
new lands. Now people have adapted to this river and have built dams.
This prevents most flooding.
The Sahara Desert has also limited the people of traveling. No one by
themselves can cross on foot because its a very dry desert. This made it
impossible to trade goods and ideas with other societies. Many have
also adapted by using camel caravans to cross the Sahara. This makes
it faster and easier to travel, trade, and spread ideas.
The Nile River and Sahara Desert have caused problems to the people
who live near them. These features have caused people to flee and move
to different areas. The societies have adpated to these features and have
built technological innovations to resolve the problem.
Anchor Level 1-A
The response:
• Minimally develops some aspects of the task for the Nile River and the Sahara Desert
• Is descriptive (Nile River: floods occasionally; people have adapted and built dams, prevents
most flooding; Sahara Desert: no one can cross on foot; impossible to trade goods and ideas
with other societies; camel caravans make it faster and easier to travel, trade, and spread
ideas)
• Includes very few relevant facts, examples, or details (Nile River: destruction of homes;
death; Sahara Desert: very dry)
• Demonstrates a general plan of organization; includes an introduction and a conclusion
Conclusion: Overall, the response fits the criteria for Level 1. The response shows a basic
understanding of the task. However, minimal development characterizes the overall response.
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Vol. 1
Anchor Paper – Thematic Essay—Level 1 – B
Throughout history, natural geographic features have presented
large challenges for societies. However, prosperous societies have always
found a way to overcome them. Some examples of geographic
challenges were monsoons in India, and not a lot of space for farming
for the Inca. Both societies overcame these problems through
technological innivation.
Monsoons, or seasonal winds, posed a challenge for Indian society.
During the rainy season, ships couldn’t leave India’s ports or risk
being swamped, thus decreasing trading time. However, lateen sails
were created, solving this problem.
The lack of farming space posed a challenge for the Inca. Due to
this, they couldn’t feed a large and growing population.
In conclusion, socities mere existence has been challenged by
national geographic features. Through technological innovation,
societies such as India and the Inca have solved these problems. Even
today, societies are still challenged by these type of factors.
Anchor Level 1-B
The response:
• Minimally develops some aspects of the task for Indian Ocean monsoons and the Andes
Mountains
• Is descriptive (Indian Ocean: ships could not leave India’s ports or risk being swamped;
Andes Mountains: lack of farming space; could not feed large and growing population);
includes weak application (Indian Ocean: lateen sails were created, solving this problem)
• Includes few relevant facts, examples, or details (Indian Ocean: seasonal winds; rainy
season; Andes Mountains: Inca)
• Demonstrates a general plan of organization; includes an introduction and a conclusion
Conclusion: Overall, the response fits the criteria for Level 1. The response mentions a
challenge for each geographic feature, mentions the technological innovation, but makes little
attempt to discuss changes brought about by the use of these technological innovations.
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 1
Thematic Essay—Practice Paper – A
Geographic features have both helped and hindered human
civilization. People have overcome geography with technology. Two
examples of this are the people of Western Africa and the Sahara
Desert, and western Europeans and the Atlantic Ocean.
The Sahara Desert is a vast ocean of sand, with few sources of water.
Travelling through it was a perilous journey with the threat of death
by exposure to the heat, or lack of food or water. For quite sometime, the
Sahara Desert acted a barricade for people, stopping many west
Africans from travelling northeast. This, however, did not last. The
Africans saw how hardy camels were when it came to the desert, saw
how long they could last in the desert, and used them to their
advantage. They began to ride in large groups, caravan of camels, to
survive their trek through the Sahara. The camels would carry their
rider, along with any supplies their rider needed; needing very little
sustenance of its own for the journey. One West African empire, Mali,
used its location to control vast riches because they controlled the trade
routes through the Sahara. Mali had total control of the gold and salt
trade in the area.
Another vast ocean that halted expansion to the west was the
Atlantic Ocean. While many of Europe used it to trade amongst
themselves no one dared to venture out far from the coast of the
continent into the unknown, uncharted seas. For sometime, some
believed the Earth was flat and if you sailed too far, you’d just sail off
the Earth. It took many brave and curious explorers to finally
overcome the Atlantic and find what lay on the lands on the otherside,
starting with Christopher Columbus landing on the West Indies. It
took new ships like the caravel that were faster and stronger, that could
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Thematic Essay—Practice Paper – A
handle journeys that no one knew how long or how dangerous they
would be. It took new navigation technology like the astrolabe, sextant,
and compass to aid those of the Age of Exploration. While change was
not overnight, the overcoming of the Atlantic and the discovery of the
newly christened New World was great. Colonies sprang up on the new
lands, governed by western European nations. Native people were
decimated by the Europeans, taken advantage of and controlled. The
European mother countries grew in wealth. The Columbian exchange
between the Americas and Europe was created. The Atlantic slave trade
increased to supply a workforce in the new colonies. Mercantilism was
practiced by the colonial powers.
Clearly, the Earth has plenty of geographical features. Many can
act as natural barriers limiting movement. However, these barriers
were there to be conquered, and civilization answered with technology.
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 1
Thematic Essay—Practice Paper – B
Due to limitations presented by natural geographic features,
societies have been tested to see if they can overcome their
surroundings. The harshness of their conditions forces them to
advance their technology in order to create change. This is shown by
societies such as the ancient Egyptians and the Inca civilization. Both
civilization were able to overcome their obstacles and become very
advanced. This is shown by the Egyptians building the Great
pyramids and the Inca forming a vast empire along the western coast
of South America. These civilizations were able to accomplish these
goals by overcoming their obstacles. The Egyptians were able to
overcome the flooding of the Nile River by creating irrigation systems
while the Inca were able to overcome their mounteneous terran by
forming roads and terrace farming.
The Egyptians during the transition from hunting and gathering
to established societies were able to form cities due to irrigation. The
Nile River in Egypt had yearly floods that aided in providing
nutrition filled silt to grow Egyptian crops. However, the floods also
had devasting effects on the cities because they were flooded. The
Egyptians created an irrigation system in order to combat the
flooding. The Nile would be able to provide silt and water to the crops.
This allowed the Egyptians to form a surplus of food, and they were
able to develop their government and social structure. The creation of
the irrigation system was important because it allowed the Egyptians
to focus on other parts of their civilization.
Across the Atlantic Ocean and hundreds of years later, the Inca
came to power in the Andes region of Peru. The terrain in this area was
very mountaneous. Like the city states in Greece, the mountans could
have isolated different parts of the Inca empire that streched from Peru
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Thematic Essay—Practice Paper – B
to Chile. However, the Inca were able to overcome their surroundings by
creating a road system along the mountans. Messages could be sent
across the empire by running men that passed on the messages in
mile incraments. The roads unified the empire. Additionally, the
Andes mountans forced the Inca to develop terrace farming. The
mountains did not provide a lot of fertile land, so the Inca created
steir-like structures in the mountains in order to create areas for their
crops. The Inca were able to be productive by developing roads and
terrace farming.
Ultimately, the terrain in Egypt and Inca Empire forced them to
advance in technology. By overcoming their obstacles, these
civilizations were able to focus on other parts of society. The Inca
formed a productive economy in which labour was equally distributed.
Additionally, the Egyptians focused on mathematics. Egypt was able
to become a cultural center during the reign of Alexander the Great.
Egypt was conquered, but the city of Alexandria became a city that
helped advance the world’s knowledge of math and science.
Mathematicians such as Euclid helped produce theorems still used
today due to his work in Egypt. Although the world sometimes does
not give the best conditions, people are still able to overcome.
Global Hist. & Geo. Rating Guide – June ’16
[43]
Vol. 1
Thematic Essay—Practice Paper – C
Throughout the corse of World History, geography has played a
large role in the development of socities. For many, this development
came with natural challanges that had to be overcome by various
technological developments. There are many examples of this
throughout history and even today. Two examples of using
technological developments to overcome a geographic challange are
Saudia Arabia overcoming their lack of fresh water and Egypt
overcoming the seasonal flooding of the Nile.
In Saudia Arabia, the availability of a reliable source of fresh
drinking water is limited, requiring various technological solutions.
Saudia Arabia is an oil rich country located in southwest Asia. Being
that this country has a desert climate, their major source of water has
been the acquifers located below the desert sands. The people relied on
this source of water for a long time, but as their population has risen
in the past 30 years, alternate, more reliable sources of water have
become necessary to meet the needs of an increasingly urban society.
Without meeting this need for fresh water, the government risks the
possibility of political instability. To solve this problem, the
government has tried to “turn oil into water”, investing billions of the
vast profit from their sale of oil to design and build desalination
plants. Dozens of these plants take the practically unlimited salt
water of the persian gulf, separate the salt from the water, then
distribute fresh water throughout the kingdom using thousands of
miles of pipe. The implementation of this technology has supported the
country’s rapid population growth and expanding agriculture. As one
of the world’s largest producers of desalinated water, Saudia Arabia
has earned global recognition. At the same time, the Saudia
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Thematic Essay—Practice Paper – C
government has become a “prisoner of its own success”. Water needs of
the future will require even more efficient innovation while coping
with fluctuating oil prices and regional instability.
For centuries, the Nile river in Egypt has flooded. While the time of
the flooding could be predicted, the amount of the flooding could be
devastating. While this flooding helped the development of the fertial
plains around the river, and was a key in the sucess of one of the first
civilizations in history, it has caused major problems for the cities
and towns that arose along the river. For a long time, construction of
levees and canals was the primary means of dealing with the annual
flooding. However, these devices were only partially effective in
protecting people and crops from flooding. In the twentieth century, the
modern solution was the Aswan High Dam. With the dam the
flooding is controlled, there is a constant water supply, and much of
Egypt’s electric power is hydogenerated. However, these changes come
with a price. At great cost, archaeological sites had to be moved to be
preserved. Now, with less flooding, farmland requires the use of
fertilizers to replace fertial silt once provided by flooding.
To summerize, throughout history there have been many
challanges faced by socities regarding their geography. As these
socities began to develop more technologies, they have been able to
adapt their natural geographic challanges, and to create ways to
survive in climates and situations that they previously would have
been unable to survive in.
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 1
Thematic Essay—Practice Paper – D
Over the course of history, various societies have faced various
national geographic features that have poised an inconveinence to that
society’s culture. This geographic feature would require technology
and innovation to overcome. Two of these features are the Indian Ocean
monsoons and the Atlantic Ocean.
Indian Ocean Monsoons were originally a large obstacle that
hindered trade and travel. The hindrances were once a ship journeyed
across the ocean, it was often stuck where it landed, possibly for
months at a time, until the winds changed direction and they could
sail back to where they came from. In addition, the substantial
amount of rain brought by the monsoons made travelling both
difficult and dangerous. Muslim traders desperately sought for a
way to overcome this natural fear. The answer was the invention of the
Lateen sail. The Lateen sail was used to navigate and manver the
winds and made travel easier and more efficient. Once the Lateen Sail
was invented, trade between India and Africa increased, ideas and
religions were spread, and overall travel increased.
Another Geographic feature that presented challenge for society was
the Atlantic Ocean. European powers that sought trade or were in
search of goods such as spices and other commodities believed the
Atlantic Ocean was a shortcut instead of sailing around Africa. The
Atlantic Ocean was massive and was a difficult voyage to complete.
Caravels, or specialized ships for these long voyages were the solution
to this difficult journey. Once created, European powers sent
expeditions among caravels in hopes of finding a shortcut to India.
Instead, what many found, such as Christopher Colombus in 1492,
was the Americas. The discovery of the Americas led to colonization,
the triangle trade involving food, technology, disease and animals,
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Thematic Essay—Practice Paper – D
and also war over these colonies. The caravels and Atlantic Ocean
opened the doors to the New World and tied one end of the world to the
other.
Many societies faced geographic difficulties and obstacles to
overcome. The use of technolgical invention allowed them to prosper
and excel in their society.
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 1
Thematic Essay—Practice Paper – E
Throughout history, people have faced challenges made by
geographic features. By using technology to manipulate their
environment they have overcome these challenges, such as flooding,
desolate terrain, and mountainous land. Each challenge required a
different technological solution. These solutions also effected the
societies that used them.
The peoples of the Tigris and Euphrates River valley used irrigation
to control flooding. Unlike the Nile in Egypt where flooding occurred
regularly and could be predicated, flooding in Mesopotamia was
irregular and therefore unpredictable. The unpredictable flooding was a
threat to crops, structures, and human life. The people of Sumer
depended on these rivers for their existence. Their solution was a
combination of levees and canals in a system of irrigation. This
allowed for more control over the flow of water to crops. This meant a
higher yield of crops, which led to a food surplus. This surplus
promoted the specialization of labor, social classes, and a centralized
government. The building and maintenance of the irrigation system
called for a system of authority to control it. The use of irrigation
technology was very much responsible for the creation of Sumer as an
early civilization in Mesopotamia.
The people of North Africa used camel caravans to overcome the
hardship of crossing the Sahara desert. This was difficult because of
the Sahara desert’s harsh terrain, sand storms, intense heat, and
limited sources of water. Crossing the Sahara desert was desired
because of the demand for salt by some and gold by others. Trade was
controlled by the empire of Ghana, then Mali, and then Songhai.
Camels were able to retain a lot of water and could survive the long
Global Hist. & Geo. Rating Guide – June ’16
[48]
Vol. 1
Thematic Essay—Practice Paper – E
journey without many provisions. Caravans provided strength in
numbers which meant more goods could be transported and caravans
provided greater safety for travelers. This trade allowed for the exchange
of goods and ideas between these West African empires and others.
This trade also led to the diffusion of Islam to the West African
empires. By converting to Islam, these West African empires developed
a new culture which brought mosques, libraries, and courts to the
region. Cities like Timbuktu became centers of wealth and learning
attracting visiting scholars. The camel caravans solved the merchant’s
problems and also led to cultural diffusion.
In each of these instances the use of technology overcame the
challenges of natural features and also led to the development and
expansion of civilizations.
Global Hist. & Geo. Rating Guide – June ’16
[49]
Vol. 1
Practice Paper A—Score Level 3
The response:
• Develops most aspects of the task in little depth by discussing a challenge and a change for
the Sahara Desert and a challenge and several changes for the Atlantic Ocean
• Is more descriptive than analytical (Sahara Desert: vast ocean of sand; stopping many West
Africans from traveling northeast; Africans began to ride in large groups to survive; Mali
used its location to control vast riches because they controlled trade routes through the
Sahara; Atlantic Ocean: halted expansion to the west; no one dared venture out far from the
coast of the continent into the unknown, uncharted seas; overcoming Atlantic and discovery
of newly christened New World was great; colonies sprang up, governed by western
European nations; native people were decimated; European mother countries grew in wealth;
Columbian Exchange between the Americas and Europe; Atlantic slave trade increased to
supply a workforce in the new colonies)
• Includes some relevant facts, examples, and details (Sahara Desert: perilous journey; threat
of death by exposure to heat or lack of food or water; gold and salt trade; Atlantic Ocean:
Christopher Columbus; West Indies; caravel; astrolabe, sextant, compass; Age of
Exploration; mercantilism)
• 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. While the descriptive narrative
satisfactorily accomplishes the task, the response provides little analysis. Although multiple
changes are mentioned for the Atlantic Ocean, they are not well developed.
Practice Paper B—Score Level 3
The response:
• Develops all aspects of the task with little depth for the Nile and the Andes
• Is more descriptive than analytical (Nile: during transition from hunting and gathering,
Egyptians were able to form cities due to irrigation; floods had devastating effects; created
irrigation system to combat flooding; allowed Egyptians to form surplus of foods and
develop government and social structure; Andes: like city states in Greece, mountains could
have isolated different parts of the Inca empire that stretched from Peru to Chile; Inca able to
overcome surroundings by creating a road system; roads unified empire; Andes forced Inca
to develop terrace farming; created stair-like structures in mountains for their crops)
• Includes some relevant facts, examples, and details (Nile: yearly floods; nutrition-filled silt;
became a cultural center; advanced knowledge of math and science; Andes: terrain very
mountainous; messages sent by running men)
• Demonstrates a satisfactory 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 3. The response demonstrates an
understanding of the task using facts and examples to discuss the geographic challenges. The
discussion of the changes includes some facts and generalizations that are not integrated into the
task and weaken the response.
Global Hist. & Geo. Rating Guide – June ’16
[50]
Vol. 1
Practice Paper C—Score Level 5
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing why the
availability of fresh water in Saudi Arabia and flooding of the Nile River presented a
challenge for a society and changes brought about by the use of technological innovations to
overcome these challenges
• Is more analytical than descriptive (fresh water in Saudi Arabia: availability of reliable
source of fresh water requires various technological solutions; without meeting the need for
fresh water, government risks possibility of political instability; government has invested
billions of the vast profit from sale of oil to design and build desalination plants; plants take
practically unlimited salt water of Persian Gulf, separate salt from water, and distribute fresh
water throughout kingdom; implementation of this technology has supported country’s rapid
population growth and expanding agriculture; Saudi government is a “prisoner of its own
success”; as world’s number one producer of desalinated water, Saudi Arabia has earned
global recognition; Nile River flooding: time of flooding could be predicted, amount of
flooding could be devastating; construction of levees and canals were primary means of
dealing with annual flooding; with the dam, flooding is controlled, there is a constant water
supply, and much of Egypt’s electric power is generated; archaeological sites had to be
moved to be preserved; farmland requires use of fertilizers to replace fertile silt)
• Richly supports the theme with relevant facts, examples, and details (fresh water in Saudi
Arabia: desert climate; aquifers; population has risen; “turn oil into water”; fluctuating oil
prices; Nile River flooding: fertile plains; one of first civilizations; Aswan High Dam)
• 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 discussion contrasts the
critical importance of fresh water to two societies in the Middle East. In the discussion of Saudi
Arabia, the response analyzes the use of a valued resource in overcoming the shortage of
another. The response develops the theme that 20th-century technology has helped overcome the
longstanding challenge of the flooding of the Nile but has created new problems.
Global Hist. & Geo. Rating Guide – June ’16
[51]
Vol. 1
Practice Paper D—Score Level 2
The response:
• Develops some aspects of the task in some depth for the Indian Ocean monsoons and the
Atlantic Ocean
• Is primarily descriptive (Indian Ocean: once a ship journeyed across ocean, it was often
stuck for months until winds changed directions; lateen sail made travel easier and more
efficient; trade between India and Africa increased; ideas and religions spread; Atlantic
Ocean: European powers that sought goods believed the Atlantic was a shortcut instead of
sailing around Africa; massive and difficult voyage to complete; caravels were solution to
difficult journey; discovery of Americas led to colonization, triangle trade involving food,
technology, disease, and animals; Atlantic Ocean opened doors to New World and tied one
end of world to the other)
• Includes few relevant facts, examples, and details (Indian Ocean: Muslim traders; Atlantic
Ocean: spices; Christopher Columbus; 1492)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that
are a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 2. The discussion shows an
understanding of the task but would have benefited from more details in support of the
generalizations, especially in the changes brought about by the use of the lateen sail.
Practice Paper E—Score Level 4
The response:
• Develops all aspects of the task but does so somewhat unevenly by discussing the Tigris and
Euphrates rivers more thoroughly than the Sahara Desert
• Is both descriptive and analytical (Tigris and Euphrates: flooding in Mesopotamia was
irregular and unpredictable; people of Sumer depended on rivers for existence; solution was a
combination of levees and canals in a system of irrigation; food surplus promoted
specialization of labor, social classes, and centralized government; building and maintenance
of irrigation system called for system of authority; use of irrigation technology responsible
for creation of Sumer as an early civilization in Mesopotamia; Sahara Desert: crossing
Sahara desired because of demand for salt by some and gold by others; trade controlled by
Ghana, then Mali, and then Songhai; camels could survive long journey without many
provisions; caravans provided strength in numbers which meant more goods and greater
safety; trade allowed for exchange of goods and ideas between West African empires; trade
led to diffusion of Islam to West African kingdoms; developed a new culture in West Africa)
• Supports the theme with relevant facts, examples, and details (Tigris and Euphrates:
irrigation to control flooding; flooding threat to crops, structures, and human life; higher
yield of crops; Sahara Desert: harsh terrain, sandstorms, intense heat, and limited sources of
water; mosques, libraries, courts; Timbuktu)
• Demonstrates a logical and clear plan of organization; includes an introduction that is slightly
beyond a restatement of the theme and a very brief conclusion
Conclusion: Overall, the response fits the criteria for Level 4. The response relies on examples
and details to discuss the Sahara Desert while the discussion of the Tigris and Euphrates employs
more analysis. Further discussion of changes brought about by the use of technology would have
strengthened the response.
Global Hist. & Geo. Rating Guide – June ’16
[52]
Vol. 1
Global History and Geography Specifications
June 2016
Part I
Multiple Choice Questions by Standard
Standard
1—United States and New York History
2—World History
3—Geography
4—Economics
5—Civics, Citizenship, and Government
Question Numbers
N/A
1, 5, 7, 8, 10, 11, 14, 15, 19, 22, 27, 33, 34,
36, 38, 39, 41, 43, 44, 47, 48, 49, 50
3, 4, 6, 9, 13, 16, 17, 20, 23, 24, 30, 31, 32,
35, 42
12, 21, 25, 26, 29, 37, 46
2, 18, 28, 40, 45
Parts II and III by Theme and Standard
Theme
Thematic Essay
Document-based
Essay
Human and Physical Geography
Human and Physical Geography;
Belief Systems; Human Rights;
Conflict; Citizenship; Movement of
People and Goods; Imperialism;
Nationalism; Power; Change
Standards
Standards 2, 3, and 4: World
History; Geography;
Economics
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 – June ’16
[53]
Vol. 1
The Chart for Determining the Final Examination Score for the June 2016
Regents Examination in Global History and Geography will be posted on the
Department’s web site at: http://www.p12.nysed.gov/assessment/ on the day of
the examination. Conversion charts provided for the previous administrations
of the Global History and Geography examination must NOT be used to
determine students’ final scores for this administration.
Submitting Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the test
development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make
suggestions. Instructions for completing the evaluation form are as follows:
1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
Global Hist. & Geo. Rating Guide – June ’16
[54]
Vol. 1
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
VOLUME
2 2
OF
DBQ
GLOBAL HISTORY AND GEOGRAPHY
Tuesday, June 14, 2016 — 9:15 a.m. to 12:15 p.m., only
RATING GUIDE FOR PART III A
AND PART III B
(DOCUMENT-BASED QUESTION)
Updated information regarding the rating of this examination may be posted on the
New York State Education Department’s web site during the rating period. Visit the
site at: http://www.p12.nysed.gov/assessment/ and select the link “Scoring Information”
for any recently posted information regarding this examination. This site should be
checked before the rating process for this examination begins and several times
throughout the Regents Examination period.
Contents of the Rating Guide
For Part III A Scaffold (open-ended) questions:
• A question-specific rubric
For Part III B (DBQ) essay:
• A content-specific rubric
• Prescored answer papers. Score levels 5 and 1 have two papers each,
and score levels 4, 3, and 2 have three papers each. They are ordered
by score level from high to low.
• Commentary explaining the specific score awarded to each paper
• Five prescored practice papers
General:
• Test Specifications
• Web addresses for the test-specific conversion chart and teacher
evaluation forms
Mechanics of Rating
The procedures on page 2 are to be used in rating papers for this examination. More detailed directions
for the organization of the rating process and procedures for rating the examination are included in the
Information Booklet for Scoring the Regents Examination in Global History and Geography and
United States History and Government.
Copyright 2016
The University of the State of New York
THE STATE EDUCATION DEPARTMENT
Albany, New York 12234
GLOBAL HISTORY AND GEOGRAPHY
Rating the Essay Question
(1) Follow your school’s procedures for training raters. This process should include:
Introduction to the task—
• Raters read the task
• Raters identify the answers to the task
• Raters discuss possible answers and summarize expectations for student responses
Introduction to the rubric and anchor papers—
• Trainer leads review of specific rubric with reference to the task
• Trainer reviews procedures for assigning holistic scores, i.e., by matching evidence from the response
to the rubric
• Trainer leads review of each anchor paper and commentary
Practice scoring individually—
• Raters score a set of five papers independently without looking at the scores and commentaries
provided
• Trainer records scores and leads discussion until the raters feel confident enough to move on to
actual rating
(2) When actual rating begins, each rater should record his or her individual rating for a student’s essay on
the rating sheet provided, not directly on the student’s essay or answer sheet. The rater should not
correct the student’s work by making insertions or changes of any kind.
(3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that
differ by more than one point.
Rating the Scaffold (open-ended) Questions
(1) Follow a similar procedure for training raters.
(2) The scaffold questions are to be scored by one rater.
(3) The scores for each scaffold question must be recorded in the student’s examination booklet and on the
student’s answer sheet. The letter identifying the rater must also be recorded on the answer sheet.
(4) Record the total Part III A score if the space is provided on the student’s Part I answer sheet.
Schools are not permitted to rescore any of the open-ended questions (scaffold questions,
thematic essay, DBQ essay) on this exam after each question has been rated the required
number of times as specified in the rating guides, regardless of the final exam score. Schools are
required to ensure that the raw scores have been added correctly and that the resulting scale
score has been determined accurately. Teachers may not score their own students’ answer
papers.
The scoring coordinator will be responsible for organizing the movement of papers, calculating a final
score for each student’s essay, recording that score on the student’s Part I answer sheet, and determining
the student’s final examination score. The conversion chart for this examination is located at
http://www.p12.nysed.gov/assessment/ and must be used for determining the final examination score.
Global Hist. & Geo. Rating Guide – June ’16
[2]
Vol. 2
Global History and Geography
Part A Specific Rubric
Document-Based Question
June 2016
Document 1
NAZI GERMANY 1933–1939
Territory annexed by Germany:
March 1938 – March 1939
SWEDEN
by December 31, 1939
LATVIA
Baltic
Sea
Area of Germany prior to 1938
Germany, 1933
LITHUANIA
Memel Territory
23 March 1939
Saar-region, incorporated 1935
Rhineland demilitarized zone, occupied 1936
EAST
PRUSSIA
A
POLAND
G
E
R
GENERAL GOVERNMENT
SUD
OF POLAND
ETE
NLA
12 Oct 1939
ND
PRO
BOH TECTO
RA
EM
16 M IA–MORTE OF
arch
A
1939 VIA
FRANCE
SWITZERLAND
IA
OVAK
OF SL
RATE
ECTO arch 1939 *
T
O
R
P
23 M
TION
M
A
CUP
OC
BELGIUM
Y
N
SIA
N
S
RU
Berlin
NETHERLANDS
to Hungary
1938-39
AUSTRIA
HUNGARY
ROMANIA
ITALY
YUGOSLAVIA
Source: Patrick K. O’Brien, general editor, Oxford Atlas of World History,
Institute of Historical Research, University of London (adapted)
∗ The Protectorate of Slovakia remained independent although it was aligned with Germany.
1
Based on this map, identify one territory annexed by Germany between 1938 and 1939.
Score of 1:
• Identifies a territory annexed by Germany between 1938 and 1939 based on this map
Examples: Sudetenland; Austria; Protectorate of Bohemia-Moravia; Poland/General Government
of Poland; Memel Territory
Score of 0:
• Incorrect response
Examples: Rhineland; Italy; Sweden; Saar-region; East Prussia; Protectorate of Slovakia
• Vague response
Examples: all of them; its neighbors; protectorates
• No response
Global Hist. & Geo. Rating Guide – June ’16
[3]
Vol. 2
Document 2
Post–World War II Germany
Occupation Zones
N
United States zone
W
British zone
DENMARK
French zone
L
BA
Soviet zone
T
IC
SE
A
Berlin, 1948–1989
E
S
0
0
Mi
5
Km
(Soviet zone)
Outline of post-war Germany
Tegel
Capital city
NORTH SEA
ENGLAND
BELGIUM
Berlin
Bonn
Prague
Nuremberg
200 miles
West
Vienna
Linz
Salzburg
Tempelhof
Sp
Berlin
Airports
CZECHOSLOVAKIA
Stuttgart
Munich
0
POLAND
Leipzig
Dresden
FRANCE
0
Gatow
GERMANY
LUXEMBOURG
East
Berlin
Brandenburg Gate
Hamburg
NETHERLANDS
Amsterdam
The Hague
Paris
EAST
GERMANY
10
ree
Checkpoints
Source: Richard Natkiel,
Atlas of the 20th Century,
Facts on File (adapted)
Budapest
AUSTRIA
Innsbruck
HUNGARY
SWITZERLAND
ITALY
200 kilometers
Source: World History: Perspectives on the Past,
Geography Skills Worksheets, D.C. Heath (adapted)
2 Based on these maps, identify two impacts World War II had on Germany.
Score of 2 or 1:
• Award 1 credit (up to a maximum of 2 credits) for each different impact World War II had on
Germany based on these maps
Examples: Germany was divided/divided into occupation zones; the United States, Great Britain,
France, and the Soviet Union controlled zones in Germany; the United States or Great
Britain or France or the Soviet Union controlled a zone in Germany; Germany was
under foreign control/it was occupied by other countries; the capital city of Berlin was
separated into different zones/Berlin was divided; Germany lost the war; Austria was
no longer under Germany and was occupied; checkpoints were set up between East
Germany and West Berlin/travel between East Germany and West Berlin was
controlled at checkpoints; Berlin was surrounded by East Germany; Germany lost
sovereignty and was under Allied control/Germany lost sovereignty and part of it was
under Soviet control
Note: To receive maximum credit, two different impacts World War II had on Germany must be stated.
For example, Germany was divided and it was divided into occupation zones are the same impact
expressed in different words. In this and similar cases, award only one credit for this question.
Score of 0:
• Incorrect response
Examples: Germany gained more land; Germany became independent; Germany annexed France
• Vague response
Examples: zones; several countries; different; Berlin
• No response
Global Hist. & Geo. Rating Guide – June ’16
[4]
Vol. 2
Document 3a
Document 3b
“See how many are staying on our side.”
…After World War II, West Berlin was an
island behind the Iron Curtain, a besieged
outpost of western powers.
East Berliners began to move to West
Berlin in their droves. In fact before the construction of the Wall, an estimated 2,000
people a week were moving from East to
West.…
The building of a barrier between East
and West happened in the dead of night and
was shrouded in total secrecy.…
In the early hours of 13th August 1961 a
barrier was put in place, essentially imprisoning a community of 17 million people [in
East Germany].…
Source: “Building the Berlin Wall,” BBC World Service
Source: Don Wright, The Miami News, 1961
3 Based on these documents, state one result the construction of the Berlin Wall had on the people
of Berlin.
Score of 1:
• States a result the construction of the Berlin Wall had on the people of Berlin based on these
documents
Examples: it was more difficult for East Berliners to move to West Berlin; fewer Germans could
cross from East Berlin to West Berlin; some people died trying to cross the Berlin
Wall; 17 million people became imprisoned in East Germany; it was very difficult for
East Berliners to leave; East Berlin became more isolated/the East Berlin community
felt imprisoned; the people of West Berlin were isolated from East Berlin; some people
died trying to cross the wall; people were upset about it happening at night/in secrecy
Score of 0:
• Incorrect response
Examples: it increased the number of people moving from East Berlin to West Berlin; it made it
easier for East Germans to move to West Berlin; East and West Berlin were united; 17
million people were imprisoned in East Berlin
• Vague response
Examples: in the dead of night; it was shrouded in total secrecy; moved in droves; it was erected
on August 13, 1961; staying on our side
• No response
Global Hist. & Geo. Rating Guide – June ’16
[5]
Vol. 2
Document 4
November 2nd, 1917
Dear Lord Rothschild,
I have much pleasure in conveying to you, on behalf of His Majesty’s Government
[British], the following declaration of sympathy with Jewish Zionist aspirations which has been
submitted to, and approved by, the Cabinet.
“His Majesty’s Government view with favour the establishment in Palestine of a national
home for the Jewish people, and will use their best endeavours to facilitate the achievement
of this object, it being clearly understood that nothing shall be done which may prejudice
[harm] the civil and religious rights of existing non-Jewish communities in Palestine, or the
rights and political status enjoyed by Jews in any other country.”
I should be grateful if you would bring this declaration to the knowledge of the Zionist
Federation.
Yours sincerely,
Arthur James Balfour
Source: Balfour Declaration, 1917
4a According to the Balfour Declaration, what support does the British government offer to the
Jewish people in 1917?
Score of 1:
• States the support the British government offered to the Jewish people in 1917 as stated in the Balfour
Declaration
Examples: it issued a declaration of sympathy for Zionist aspirations; it issued a declaration of
sympathy for Jews to establish a homeland; Britain will use its best endeavors to
facilitate the achievement of a national home for Jewish people; Britain views with
favor the establishment of a home for Jewish people in Palestine; nothing shall be done
which may prejudice the rights/political status enjoyed by Jews in other countries
Score of 0:
• Incorrect response
Examples: Britain opposed the creation of a national home for the Jewish people; Britain would
protect the Jews from the Zionists; it made Palestine the Jewish homeland; it may harm
the civil rights of the non-Jewish communities; Britain created Israel in 1917
• Vague response
Examples: Zionist Federation was given knowledge; formation was approved by the Cabinet; it
supported them; prejudice
• No response
Global Hist. & Geo. Rating Guide – June ’16
[6]
Vol. 2
4b According to the Balfour Declaration, what assurance does the British government make to the
non-Jewish communities in Palestine?
Score of 1:
• States the assurance the British government made to the non-Jewish communities in Palestine as
stated in the Balfour Declaration
Examples: non-Jewish rights shall be recognized or protected; nothing shall be done which may
prejudice/harm the civil or the religious rights of existing non-Jewish communities in
Palestine
Score of 0:
• Incorrect response
Examples: non-Jewish residents would have to leave Palestine; Arabs will control the government
of Palestine; there will be no prejudice problems; nothing shall be done which may
prejudice the rights or political status enjoyed by Jews in other countries
• Vague response
Examples: the establishment will be favored; best endeavors; the achievement will be facilitated;
it will be clearly understood; nothing shall be done; religious rights
• No response
Global Hist. & Geo. Rating Guide – June ’16
[7]
Vol. 2
Document 5a
Document 5b
United Nations’ Partition Plan, 1947
…The territory was plagued with chronic
unrest pitting native Arabs against Jewish
immigrants (who now made up about a
third [of] the population, owning about 6%
of the land). The situation had become
more critical with the displacement of
hundreds of thousands of Jews fleeing the
Nazi persecution in Europe. Some six
million Jews were killed in the Holocaust
during World War II.
The UN set up a special committee
which recommended splitting the territory
into separate Jewish and Palestinian states.
Palestinian representatives, known as the
Arab Higher Committee, rejected the
proposal; their counterparts in the Jewish
Agency accepted it.
The partition plan gave 56.47% of [the
British Mandate of] Palestine to the Jewish
state and 43.53% to the Arab state, with an
international enclave around Jerusalem. On
29 November 1947, 33 countries of the UN
General Assembly voted for partition, 13
voted against and 10 abstained. The plan,
which was rejected by the Palestinians, was
never implemented.…
LEBANON
SYRIA
Sea of
Galilee
Nazareth
Haifa
Jordan R.
M
ed
ite
rr
an
ean
Sea
Lake
Huleh
Nablus
Tel Aviv
Jaffa
Ramallah
Jericho
Jerusalem
Gaza
Bethlehem
Hebron
Dead
Sea
Beersheba
JORDAN
EV
G
NE
0
EGYPT
0
Source: BBC News
Aqaba
50 miles
50 kilometers
Arab Areas
Jewish State
International Zone
of Jerusalem
Source: Peter N. Stearns, et al.,
World Civilizations: The Global Experience,
Pearson Longman, 2006 (adapted)
5a According to the BBC News, what is one reason for the recommended division of Palestine?
Score of 1:
• States a reason for the recommended division of Palestine according to the BBC News
Examples: chronic unrest pitting native Arabs against Jewish immigrants; the situation had
worsened because hundreds of thousands of Jews had fled to Palestine to escape Nazi
persecution/the Holocaust; Jews and Arabs wanted the same territory; Jews made up
about one third of the population and owned about 6 percent of the land
Score of 0:
• Incorrect response
Examples: the plan was rejected by Palestinians; the Arab Higher Committee rejected the
proposal; there would be an international enclave around Jerusalem; the United Nations
voted for it; to guarantee Jewish control
• Vague response
Examples: had become critical; it was a recommendation; territory was plagued; special
committee; displacement; 6 million Jews
• No response
Global Hist. & Geo. Rating Guide – June ’16
[8]
Vol. 2
5b Based on the borders shown on this map, what is one problem that could result from the United
Nations plan for partition?
Score of 1:
• States a problem that could result from the United Nations plan for partition based on the borders
shown on this map
Examples: Arabs could prevent Jews from getting to Jerusalem; it could be perceived as unfair by
the Arabs; disputes over access to the sea and trade; miles of borders between the Jews
and Arabs might be difficult to defend/might lead to conflict; it would be difficult to
unify the Jewish state or Arab areas because of the way the land was distributed by the
proposal; some of the Arab areas are almost surrounded by the Jewish state; some of
the Jewish state is almost surrounded by Arab areas; disputes over control of or access
to water; fear by Jews that Arabs could get control of Jerusalem; one side could accept
the plan while the other side could reject it; there are choke points between Arab and
Jewish areas that could lead to tension; it could be perceived as unfair by the
Palestinians
Score of 0:
• Incorrect response
Examples: the Jews got all the land; Palestine would be surrounded by several Jewish countries;
most of the land in Palestine belonged to the Arabs
• Vague response
Examples: it was a problem; it was located on the Mediterranean Sea; it was a plan; unfair;
implemented
• No response
Global Hist. & Geo. Rating Guide – June ’16
[9]
Vol. 2
Document 6
Events in the Israeli-Palestinian Region
1948–1950
1948
•
•
•
•
Israel declares itself an independent country.
War breaks out.
United Nations efforts to bring about peace fail.
United Nations Resolution 194 includes a
provision that would allow refugees wishing to
return to their homes and live in peace be allowed
to do so at the earliest practical date and
compensation should be paid for the property of
those choosing not to return. [Although the
resolution has been voted on numerous times,
it has never been implemented.]
1949
• Armistice agreements signed between Israel and
Egypt, Lebanon, Jordan, and Syria.
• West Bank is under Jordanian rule.
• Gaza Strip is under Egyptian occupation.
1950
• West Bank including East Jerusalem is annexed by
the Kingdom of Jordan.
Source: Based on The Avalon Project at Yale Law and The Jewish Virtual Library
6
Based on this chart, state one result of the failure of the 1947 United Nations plan for partition
in the Israeli-Palestinian region.
Score of 1:
• States a result of the failure of the 1947 United Nations plan for partition in the Israeli-Palestinian
region based on this chart
Examples: Israel declared itself an independent country; war broke out; the creation of Israel
resulted in Palestinian refugees; Palestinian refugees did not receive compensation for
property; Palestinian refugees were not able to return home; the creation of Israel as a
Jewish homeland led to conflict with Arab neighbors or Egypt or Lebanon or Jordan or
Syria; the West Bank including East Jerusalem was annexed by Jordan; Gaza Strip was
occupied by Egypt; United Nations Resolution 194 was passed but never implemented;
armistice agreements were signed; increased conflict; increased tension
Score of 0:
• Incorrect response
Examples: Israel was taken over by Arab neighbors; Arab countries accepted Israel’s right to
exist; Arab neighbors supported the creation of Israel; Jordan occupied Israel;
compensation was paid for lost territory; resolution was not voted on
• Vague response
Examples: United Nations made efforts; provisions were included; there were Arab neighbors;
agreements; voted on
• No response
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 2
Document 7
The Muslim League
Not all Indians agreed with the approach or the goals of the Congress Party.
Many Muslims were uneasy with what they felt was the religious element of the Congress
Party. Gandhi’s strategies were seen by many Muslims to be Hindu-based—for example,
his use of fasting and non-violent protest. More than merely pro-Hindu, the Congress Party
was seen as anti-Muslim.
Increasing sectarianism led even moderate Muslim leaders to grow wary of working with
Congress. Some feared that a representative democracy, like Great Britain’s, would not work
in India. They believed the Hindu majority would overwhelm the Muslim minority. Some also
felt that Muslims had fallen behind Hindus in formal education, which was now based upon
English instead of Persian. Muslims also participated far less in commerce, industry, and
local government.…
Source: Indian Independence and the Question of Pakistan, Choices Program,
Watson Institute for International Studies, Brown University
7 According to this excerpt, what is one reason some Muslims were distrustful of the Congress
Party?
Score of 1:
• States a reason some Muslims were distrustful of the Congress Party according to this excerpt
Examples: Muslims were uneasy with what felt like the religious element of the Congress Party;
Gandhi’s strategies/use of fasting/nonviolent protests were seen as Hindu based;
Congress Party was seen as more than pro-Hindu and as anti-Muslim; Muslims feared
if the Congress Party gained control of government, it might discriminate against
Muslims; Hindu majority might overwhelm the Muslim minority; increasing
sectarianism made them wary of working with the Congress Party; because they were a
minority and believed they would be overwhelmed by the Hindu majority; they were a
minority; Muslims feared a representative democracy, like Great Britain’s, would not
work in India; fear that Muslim’s lack of education would cause Congress to leave
them behind
Score of 0:
• Incorrect response
Examples: Muslims participated in commerce or industry or local government; Great Britain has a
representative democracy; education was based on English instead of Persian
• Vague response
Examples: not all Indians agreed; Muslim leaders were moderate; it was the Muslim League; the
Congress Party had goals; democracy; religious elements; they were uneasy
• No response
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 2
Document 8
Partition of India
SOVIET UNION
CHINA
AFGHANISTAN
0.7
Lahore
TIBET
Amritsar
PUNJAB
R. B
du
s
4.1
IRAN
WEST
n
.I
PAKISTAN R
Arabian Sea
India before partition
0.7
an
ge s
BIHAR
1.0
INDIA
0.3
Dhaka
BENGAL
Calcutta
Ahmedabad
3.3
BURMA
EAST
PAKISTAN
Bombay
Pakistan after partition, 1947
Bay of Bengal
India after partition, 1947
Refugees (millions)
BH
UTA
N
NE
PA
L
G
Karachi
Delhi
R.
1.2
5.9
rahm a putra
Madras
Hindus
Muslims
0
500 miles
0
800 km
CEYLON (Sri Lanka)
Source: Christine Hatt, Judge for Yourself: Mahatma Gandhi, World Almanac Library (adapted)
8
Based on this map, state one impact of the partition of India.
Score of 1:
• States an impact of the partition of India based on this map
Examples: there was widespread migration of religious groups after British India was divided;
refugees; many Hindus and Muslims moved between countries; East Pakistan and West
Pakistan became a single Muslim country; after British India was partitioned, Muslim
refugees moved to West/East Pakistan; Hindu refugees moved into India; Hindu
refugees left West/East Pakistan for India; East Pakistan was separate from West
Pakistan; the number of refugees crossing the borders was about equal for Hindus and
Muslims; people moved; independence for India; independence for Pakistan; West and
East Pakistan were separated by about 1,000 miles making it hard to rule as a single
country; Karachi became a city in West Pakistan
Score of 0:
• Incorrect response
Examples: India became a Muslim state; millions of Hindus moved into Pakistan; Muslims ended
up with most of the land in India; all Muslims went to Pakistan; all Hindus went to
India
• Vague response
Examples: they were different; there was a partition/division; there was a change; Hindus and
Muslims
• No response
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 2
Document 9a
70° E
80° E
75° E
Tadjikistan
China
Northern
Territories
K
Gilgit
Afghanistan
a
Skardu
Srinagar
Kargil
Ladakh
i
Peshawar
of control
Aksai Chin
administered by
China and claimed
by India
m
Muzaffarabad
h
Line
35° N
Siachen
Glacier
s
Azad
Jammu and
Kashmir
In
du
r
Kashmir
Islamabad
s
Jammu
India
Pakistan
Lahore
Sut
Amritsar
lej
Punjab
Indus
Punjab
j
tle
Su
30° N
0
150
300 km
A week after the partition of 15 August 1947, which gave birth to India and Pakistan, the Himalayan
territory of Kashmir, with its Muslim majority, was occupied and divided into an Indian part (Jammu
and Kashmir) and a Pakistani part (Azad Kashmir), leaving an unsettled territorial dispute between
the two countries. Since then, there have been two armed conflicts (in 1965 and 1999) and numerous
clashes between Indian and Pakistani forces.
Source: Philippe Rekacewicz, Le Monde diplomatique, English edition, January 2000 (adapted)
Document 9b
This is an excerpt from an interview with Mohammad Sadiq, a Kashmiri hotel manager. The hotel is located
in Kargil in the Indian-administered area of Kashmir.
I have been running the Siachen Hotel in the town of Kargil for the past 17 years. It was
inaugurated [opened] in 1986.
Business this year [2002] has been the worst ever because of the border tension between India
and Pakistan. There have hardly been any foreign tourists and we had many people calling us
from overseas to cancel their bookings.
This is a major transit point for mountaineers who enjoy trekking in the Himalayas. But this
year the tourists have kept away and we have been wiped out.
Since the Kargil conflict between India and Pakistan in 1999 things improved a bit. Last year
tourist traffic picked up. But not this year.
We desperately need India and Pakistan to sort things out once and for all. There has been
too much violence and we need to put an end to it quickly.
Things are particularly bad for us because we are right on the frontline.
We are at the receiving end of Pakistan’s heavy shelling and it has destroyed our lives.
Every time there is an increase in tension between the two countries, we come under heavy
bombing.
We have to leave our homes, our belongings, our lives. It disrupts us and we have suffered as
a result.…
Source: “Voices from Kashmir,” 2003 BBC News
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 2
9 Based on these documents, what are two results of the border tensions between India and
Pakistan?
Score of 2 or 1:
• Award 1 credit (up to a maximum of 2 credits) for each different result of the border tensions between
India and Pakistan based on these documents
Examples: Kashmir was occupied and divided between India and Pakistan; unsettled territorial
disputes; there has been much violence/armed conflict/numerous clashes between India
and Pakistan; fewer tourists are visiting Kashmir/there are hardly any foreign tourists
visiting Kargil/people from overseas have cancelled their bookings/business in the
Siachen Hotel in 2002 has been the worst ever; Pakistan shelled Kashmir/the border
area comes under heavy bombing/bombings in Kargil; people suffer when they have to
leave their homes and belongings/lives have been disrupted; lives have been destroyed;
things are bad for the people of Kashmir because they are on the frontlines when there
is fighting; India and Pakistan still need to sort things out
Note: To receive maximum credit, two different results of the border tensions between India and
Pakistan must be stated. For example, the border area came under heavy bombing and Pakistan
shelled Kashmir are the same result expressed in different words. In this and similar cases, award
only one credit for this question.
Score of 0:
• Incorrect response
Examples: tourist traffic has picked up between India and Pakistan; India and Pakistan have put an
end to violence; it has become a major transit point for mountaineers who enjoy
trekking in the Himalayas; people are calling from overseas; Siachen Hotel was opened
in 1986
• Vague response
Examples: wiped out; it was inaugurated; it happened every time; on the front lines; tourists
• No response
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 2
Global History and Geography
Content Specific Rubric
Document-Based Question
June 2016
Historical Context:
After World War II, Germany, Palestine, and British India were divided for various
reasons. Each division has affected the people of this region, the region, and other
countries.
Task: Choose two regions mentioned in the historical context and for each
• Describe the historical circumstances that led to the division
• Discuss how the division of this region has affected people of this region, the
region, and/or other countries
Scoring Notes:
1. This document-based question has a minimum of four components (for each of two regions,
discussing the historical circumstances that led to the division of each region and how the
division of each region affected people, the region, and/or other countries).
2. The description of historical circumstances that led to the division may focus on immediate or
long-term circumstances.
3. The same reasons could be used to discuss the historical circumstances of both regions, but
the details will differ, e.g., religious differences have influenced the divisions of Palestine and
the division of British India.
4. The effect of the division may be positive or negative. The effect may also be short term or
long term.
5. The effect of the division may focus on people of the region, the region, other countries, or
any combination of these.
6. In the discussion of an effect on the people of a region, the larger regions associated with
those listed in the historical context may be used, e.g., Middle East instead of Palestine,
Central and Eastern Europe instead of Germany, South Asia instead of British India.
7. The response may discuss an effect on people of the region, the region, or other countries
from different perspectives as long as the information is supported with accurate historical
facts and examples.
8. Only two regions from the historical context should be chosen. If three regions are addressed
only the first two regions may be rated.
9. For the purposes of meeting the criteria of using at least four documents in the response,
documents 3a, 3b, 5a, 5b, 9a, and 9b may be considered as separate documents if the response
uses specific separate facts from each document.
All sample student essays in this rating guide are presented in the same cursive font while
preserving actual student work, including errors. This will ensure that the sample essays are
easier for raters to read and use as scoring aids.
Raters should continue to disregard the quality of a student’s handwriting in scoring examination
papers and focus on how well the student has accomplished the task. The content-specific rubric
should be applied holistically in determining the level of a student’s response.
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 2
Score of 5:
• Thoroughly develops all aspects of the task evenly and in depth by discussing the historical
circumstances that led to the division of each region and how the division of each region affected
the people, the region, and/or other countries
• Is more analytical than descriptive (analyzes, evaluates, and/or creates* information) e.g.,
Germany: connects Germany’s prewar expansion and wartime brutality, the Allies’ decision to
occupy Germany, and the differences and distrust between Stalin and the Western powers to the
long-term effects of the division of Germany including how East Germany’s status as a satellite of
the Soviet Union and the economic prosperity of a democratic capitalist West Germany eventually
led to the fall of the Berlin Wall; British India: connects the legacy of colonialism left by British
rule, the uneasiness of some Muslims about a unified India, and the religious differences between
the Hindus and the Muslims to the violence that accompanied the division of British India into
India and Pakistan, the resulting refugee problem, and the continuing border disputes that have led
to some armed conflicts between the countries and an economic impact on Kashmir
• Incorporates relevant information from at least four documents (see Key Ideas Chart)
• Incorporates substantial relevant outside information (see Outside Information Chart)
• Richly supports the theme with many relevant facts, examples, and details e.g., Germany: racist
ideology; lebensraum; demilitarization; Iron Curtain; Cold War; containment; Marshall Plan; 1948
Berlin Blockade; Berlin Airlift; NATO; Warsaw Pact; Checkpoint Charlie; German reunification;
British India: British imperialism; “divide and conquer”; Muhammad Ali Jinnah; Mohandas
Gandhi; Indian Independence Act of 1947; Jawaharlal Nehru; Indira Gandhi; Bangladesh;
proliferation of nuclear weapons
• 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 does so somewhat unevenly by discussing all aspects of the
task for one region more thoroughly than for the second region or by discussing one aspect of the
task less thoroughly than the other aspects of the task
• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information) e.g.,
Germany: discusses how German policies of expansion and its eventual defeat in World War II led
to the occupation and division of Germany resulting in Stalin’s control of Central and Eastern
Europe to protect his empire, the communist mismanagement of East Germany, and the uneven
economic development of East Germany and West Germany; British India: develops the theme
that religion and culture have historically divided Indians which has led to the creation of the
separate independent nations of India and Pakistan increasing distrust and violence resulting in
refugees and border disputes and periodic damage to the Kashmir economy
• 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
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 2
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)
• 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 partition,
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
• 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 – June ’16
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Vol. 2
Germany
Key Ideas from Documents 1–3
Historical Circumstances
Doc 1—German control of territories (Poland,
Sudetenland, Bohemia-Moravia, Austria,
Memel Territory)
Expansion of German boundaries (east, west,
south)
Effects of the Division
Doc 2—Division of Germany and Berlin into
different zones of occupation (United States,
Britain, France, Soviet Union)
Berlin, former capital of Germany, located in East
Germany
Doc 3—Prior to construction of the Berlin Wall
an estimated 2,000 people per week migrating
from East Berlin to West Berlin
Erection of Berlin Wall severely limiting
migration of people from East Germany and
East Berlin into West Berlin and West
Germany
Efforts by people in East Germany and East
Berlin to try to escape to the West
Death of East Berliners while trying to escape
Relevant Outside Information
(This list is not all-inclusive.)
Historical Circumstances
Details about threats of Nazi ideology to
European and global stability
Historical threat to global balance of power with
a unified Germany (Bismarck, World War I,
World War II)
Refusal of Hitler to unconditionally surrender
demanded by Allies
Inability of Allies to come up with a plan to
administer Germany jointly
Different war aims and agendas of Britain,
United States, and Soviet Union (World War II
conferences, Yalta)
Development of distrust between Allied leaders
(Churchill, Atlee, Franklin D. Roosevelt,
Truman, Stalin)
Different ideologies between Soviet Union
(communism) and United States (democracy
and capitalism)
Stalin’s desire to permanently disable Germany
(casualties inflicted by Germany in World War
I and World War II, his residual distrust of
German intentions)
Stalin’s plan to create a buffer zone of Eastern
European states
Global Hist. & Geo. Rating Guide – June ’16
Effects of the Division
East Germany, satellite of the Soviet Union
West Germany and West Berlin democratic and
capitalist; East Germany communist with a
command economy
Rebuilding and growth of West Germany; East
Germany stagnant under Soviet control
Need to airlift supplies into Berlin between 1948
and 1949 by United States and Britain when land
routes to Berlin blocked by Soviets (Berlin
Airlift)
Expansion of the Wall creates “No Man’s Land”
Formation of Warsaw Pact (members—Soviet
Union and East European satellites)
Development of bases in West Germany by NATO
Growth of tensions between the superpowers with
division and potential threat of nuclear war
Demands by Khruschev that Western powers
abandon Berlin
Germany two separate countries until
approximately one year after fall of Berlin Wall
(communist German Democratic Republic,
noncommunist German Federal Republic)
Economic impact of the reunification of Germany
(1990) especially on West Germany
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Vol. 2
Palestine
Key Ideas from Documents 4–6
Historical Circumstances
Doc 4— British government favored the
“establishment in Palestine of a national home
for the Jewish people” (Balfour Declaration
1917)
Civil and religious rights of existing non-Jewish
communities would not be harmed (Balfour
Declaration 1917)
British sympathy for Jewish Zionist aspirations
Doc 5—Influx of displaced Jews to Palestine
region as a result of Nazi persecution
(Holocaust)
Native Arabs and Jewish immigrants in
competition for same land/territory
Rejection of United Nations General Assembly
plan for partition of Palestine by Arab Higher
Committee and acceptance by Jewish Agency
Failure of United Nations efforts for peaceful
division
Doc 6—Israel declared itself an independent
country (1948)
Effects of the Division
Doc 6—War breaks out (1948)
Failure of United Nations’ efforts for peace (1948)
United Nations Resolution 194 addresses issue of
“right of return” and includes provisions on
returning refugees and on compensation for
refugees (1948)
United Nations Resolution 194 never implemented
Armistice agreements signed by Israel, Egypt,
Lebanon, Jordan, Syria (1949)
West Bank under Jordanian rule and Gaza Strip
under Egyptian occupation (1949)
West Bank including East Jerusalem annexed by
Kingdom of Jordan (1950)
Relevant Outside Information
(This list is not all-inclusive.)
Historical Circumstances
Historical Jewish and Arab connection to same
Palestinian land
Development of modern Zionism as a result of
history of anti-Semitism (pogroms, Dreyfus
Affair)
Writing of Theodor Herzl on modern Zionism
(The Jewish State)
British control of much of Palestinian mandate
after World War I
Desire for self-rule by peoples as a result of
disintegration of Ottoman Empire
Protests of Arab Palestinians against European
occupation of Palestine as a result of increasing
unrest of colonial peoples and resistance to
mandate system
Increased Zionism as a result of Holocaust
(refugee situation after World War II)
Global Hist. & Geo. Rating Guide – June ’16
Effects of the Division
Series of wars between Israel and surrounding Arab
countries
Perception of Arab Palestinians as victims of
imperialism and Zionism
Growth of terrorist groups (early PLO, Popular
Front for the Liberation of Palestine, Hamas,
Hezbollah)
Israeli and Palestinian perceptions of each other
sharpen and harden
Creation of generations of refugees living outside
Israeli-controlled areas
Neighboring Arab states reluctant to grant refugees
full citizenship
Development of a strong economy in Israel;
economic hardship in newly independent
Palestinian areas
Details of peace process (Camp David, Oslo
Accords)
Continuation of controversy surrounding Israeli
settlements
Continuation of many Arab refugees living in camps
Support of Western powers for Israel; support of
Palestinians by Arab countries
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Vol. 2
British India
Key Ideas from Documents 7–9
Historical Circumstances
Doc 7—Muslims uneasy with religious element of
Congress Party
Belief that Gandhi’s strategies of fasting and
nonviolent protest were Hindu based
Belief that Congress Party was anti-Muslim
Increasing sectarianism
Increased feelings of alienation (belief by some
Muslims that representative democracy would
not work in India because Hindu majority
would overwhelm Muslim minority; Muslims
believed to have less formal education than
Hindus; less participation by Muslims in
commerce, industry, and local government)
Effects of the Division
Doc 8—Relocation of millions of Hindu and
Muslim refugees in 1947 (migration of Hindus
from Pakistan to India; migration of Muslims
from India to Pakistan)
Division of Pakistan into a western portion and an
eastern portion separated by India
Doc 9—Division of Kashmir between India and
Pakistan
Armed conflicts and clashes over division of
Kashmir (1965, 1999)
Decline in tourism as a result of tensions in Kashmir
since partition
Disruption and destruction of lives, forcing people
out of their homes as a result of violence in
Kashmir
Continuation of ongoing border tension between
India and Pakistan in region of Kashmir
Relevant Outside Information
(This list is not all-inclusive.)
Historical Circumstances
Muslim occupation and treatment of Hindus
during historical periods (Delhi Sultanate,
Mughal dynasty)
British colonial policy of “divide and conquer”
creating tension and fear (Muslims and Hindus
pitted against each other)
Failure of Gandhi’s attempts to preserve a unified
India
Support for independence by Indian National
Congress and All-India Muslim League
Pre-independence distrust between Hindus and
Muslims (riots in Calcutta, 1946)
Global Hist. & Geo. Rating Guide – June ’16
Effects of the Division
Legacy of bitterness and hatred as a result of
relocation or death of millions (partition-related
riots)
Support of Indian Prime Minister Indira Gandhi for
Bengal in its movement for independence from
Pakistan (1971)
Alignment of Pakistan with the United States during
Cold War; nonalignment movement in India
India’s friendship pact with the Soviet Union as part
of Cold War search for security
Escalation of civil disturbances in India because of
incidents of individual violence between Hindus
and Muslims
Key role of partition in defining political landscape
for governments in both countries
Nuclear arms race between India and Pakistan
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Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
In the years proceeding World War II, the nations of Germany and
Palestine were partitioned with a crushing affect on the inhabitants.
These divisions also destroyed economies, promoted political and social
tensions, and in the case of Palestine, opened warfare that still is a
problem today.
Immediately after World War II, Germany was divided into
occupied territories & Berlin was divided as well (Doc 2). The US,
Britain, France and the USSR occupied different parts of Germany.
These borders were decided by a series of conferences toward the end of
the war; hence, the Soviet Union gained most of the eastern part of
Germany. Eventually, France, Britain, and the United States
combined their territories in the western part of Germany and Berlin
to form West Germany, and West Berlin. This division was partly due
to the political situation that occurred after World War I. The Weimar
Republic was given specific restrictions such as limiting the size of
its army as well as having to pay reparations. The humiliation felt as
a result of the Versailles Treaty and economic strains of the Great
Depression led to the rise of Hitler and his Nazis and eventually
World War II. Hitler wanted to rule the world. In order to ensure that
another Hitler wouldn’t rise to power many people felt that the Allies
should take the lead in rebuilding Germany after World War II to
make certain that the new Germany would not be a threat but rather
an ally. The Allies visions of the new post World War II Germany
differed and disagreements led to tensions. In 1949, the American,
British, & French zones combined to become West Germany. West
Germany wanted to allow civil liberties, capitalism, and democratic
policies. However, East Germany, or the USSR controlled area did not
Global Hist. & Geo. Rating Guide – June ’16
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Anchor Paper – Document-Based Essay—Level 5 – A
permit these reforms, and instituted a communist government. The
west quickly became wealthier and had a higher standard of living.
The US government as well as private businesses and corporations saw
the profit potential in rebuilding and creating an economically
developed area that was friendly to its western allies. On the other
hand East Germany became part of the eastern bloc and the USSR
did not rebuild or invest much in it. In fact many think that the
USSR used East Germany as a means to recoup the economic losses
they suffered during the war. Because the differences between the East
and the West were so vast many East Berliners and East Germans
tried to migrate into West Berlin and West Germany. This is a reason
why the Berlin Wall was constructed. East Germany faced a brain
drain.
Many Germans in East Berlin wanted to move to West Berlin (Doc
3) for the economic opportunities in that part of the city. Because the
partition of Berlin was arbitrary to begin with, many people in Berlin
were separated from their families and their jobs. On top of this, a city
that used to be united was growing at very different rates and in
different ways. East Germans were required to abide by Communist
rule, and many middle class & wealthy people were forced to give up
their wealth to the government. Many intellectuals and wealthier
peoples resented this and attempted to flee, thus the Communists saw
the need to build the wall to keep their East Berlin citizens in. Built in
1961 (Doc. 3), the wall lasted until 1989 when it was torn down. After
the wall came down a wave of political fury spread throughout
Germany and eastern Europe that would eventually contribute to the
fall of the Soviet Union. Germany was reunified in 1990 but it was
Global Hist. & Geo. Rating Guide – June ’16
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Anchor Paper – Document-Based Essay—Level 5 – A
difficult to rebuild East Germany’s economy. The fall of the Berlin
Wall came to symbolize the end of the Cold War.
In order to gain the support of the Jewish population during WWI,
Britain released the Balfour Declaration claiming Britain would favor
the establishment of a national home for Jewish people in Palestine. To
the Jews this showed British support for the Zionist Movement (Doc.
4). However, in the same declaration the British promised nothing
should be done to harm the civil rights and political status of nonJewish communities, thus setting up a potential future conflict.
Britain gained control of Palestine after World War I. As more Jews
moved into Palestine, and as the second World War was fought and
ended, tensions and conflict increased between Jews and Arab
Muslims. As Britain attempted to terminate its control in Palestine it
left the UN to create a plan. The UN plan called for partition. The Jews
accepted it and the Palestinian Arabs rejected it. Israel declared itself
an independent Jewish state in 1948 based on the UN plan and this
led to the first of many wars between Israel and its Arab neighbors.
(Doc 5) Because of these armed conflicts thousands of Palestinian
Arabs were forced to flee and became refugees which aroused even more
tension. Some of the refugee camps are in neighboring Arab countries.
As a result of wars, thousands of soldiers as well as civilians died and
Israel’s many victories have given them more land to control. (Doc 6).
Terrorist organizations have formed against Israel such as the PLO
and Hamas. Some of these organizations have killed innocent
civilians by means of assassinations and suicide bombings. Many
think that the rise of terrorism has caused greater conflict while
solving nothing. Israel still feels threatened and Palestinians still feel
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abused and are angry about being denied territory that symbolizes
their identity. Tension and conflict continue today, refugees still live
in camps, and some areas are overwhelmed by terrorist organizations.
Although there has been little progress the Palestinian Authority, the
quasi-government of Palestine, has been given some authority in the
West Bank and Gaza Strip. However conditions are still bad and
tensions and conflict continue to exist.
As history has progressed, the divisions of Germany and Palestine
have caused ethnic tensions, the death of thousands of soldiers as well
as civilians, and, economic decline. The division of Germany
influenced the decline of the USSR, and the partition of Palestine has
caused open warfare, terrorism, and tensions that still exist in modern
time.
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The response:
• Thoroughly develops all aspects of the task evenly and in depth for the post–World War II division
of Germany and Palestine
• Is more analytical than descriptive (Germany: differences between East and West Germany so vast
that many East Berliners and East Germans tried to migrate into West Berlin and West Germany
for economic opportunities; wealthy East Germans resented being forced to give their wealth to
communist government and attempted to flee; communists saw need to build the Wall to keep East
Berlin citizens in; Palestine: Balfour Declaration to the Jews showed the British support for Zionist
movement; Britain set up potential future conflict with Balfour Declaration; Jews accepted the
United Nations plan for partition and Arabs rejected it; Israeli independence which was based on
United Nations partition plan led to the first of many wars between Israel and its Arab neighbors)
• Incorporates relevant information from documents 2, 3, 4, 5, and 6
• Incorporates substantial relevant outside information (Germany: to ensure another Hitler could not
rise to power many felt Allies should take lead in rebuilding and make certain new Germany would
not be a threat but rather an ally; West Germany wanted to allow civil liberties, capitalism, and
democratic policies; East Germany or USSR controlled area did not permit reforms and instituted a
communist government; West quickly became wealthier and had a higher standard of living; East
Germany became part of eastern bloc and USSR did not rebuild or invest much in it; the Wall torn
down in 1989; Palestine: Britain released Balfour Declaration during World War I to gain support
of Jewish population; because of armed conflicts thousands of Palestinian Arabs forced to flee
arousing more tension; Palestinian refugee camps in Arab countries; terrorist organizations formed
against Israel killed innocent civilians by assassinations and suicide bombings; Israel still feels
threatened and Palestinians still feel abused and angry about being denied territory; refugees still
live in refugee camps and some areas still overwhelmed by terrorist organizations)
• Richly supports the theme with many relevant facts, examples, and details (Germany: immediately
after World War II Germany was divided into occupied territories and Berlin separated as well;
United States, Britain, France, and the USSR occupied different parts of Germany; Soviet Union
gained control of most of Eastern Germany; Berlin Wall built in 1961; Palestine: Israel declared
itself independent state in 1948; PLO; Hamas)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that states the divisions of Germany and Palestine destroyed economies, promoted political and
social tensions, and opened warfare that is still a problem today
Conclusion: Overall, the response fits the criteria for Level 5. Throughout the response, document and
outside information are integrated with analytic statements to demonstrate a solid understanding of the
task.
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After World War II, the landscape of international power began
changing dramatically. Those who had been in supreme control, lost
some power and new superpowers emerged. Post-war conditions led to
the restructuring of some national borders. For political, social, and
religious reasons there were a few instances in which countries were
split. In Germany and British India, new international relations and
conditions of the post-war era led to them being partitioned and would
have a great effect on future world events.
In Germany, the Nazis rise to power was partly a result of
Germany’s punishment after World War I. Germany had lost the war,
lost land, and had to make reparations. The Nazis wanted and tried to
return Germany to its former glory. The Nazi regime ruled the nation
for years. As a result of defeat in World War II, Nazi rule was now
defunct and its leader Adolf Hitler was dead. After being held
responsible for the initiation of the first World War, causing the
second World War, and being defeated in the second one as well,
Germany presented problems for the victorious Allies. At the Yalta
Conference, the Allies decided to divide Germany. Germany was
divided into four zones of occupation: the area that became the
democratic West Germany was made up of three zones controlled by
Britain, France, and the United States. Meanwhile, the area that
became East Germany was occupied by the Soviet Union (Doc 2). The
division of Germany was a major source of Cold War conflict that
developed between the Soviet Union and the United States. Different
philosophies between the two post war superpowers and the division of
Germany seemed to fuel the conflict. East Germany was behind the
Iron Curtain and West Germany joined the western European NATO
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countries. With this great rift Germany as a whole suffered as it
became completely deunified not only politically but also
economically. West Germany enjoyed economic stability as a
democratic nation aided by the stable Western powers of the United
States, Britain, and France while East Germany suffered for years
being a communist satellite nation whose purpose was to protect the
Soviet Homeland by acting as a buffer state.
The German capital of Berlin, which was buried deep in the East
German, Soviet Zone was also divided into zones. Soon however the
United States, Britain, and France combined their zones in West
Germany and West Berlin. This helped cause one of the first major
conflicts in the Cold War. The USSR blockaded West Berlin and
refused to allow goods including food to go into West Berlin. The
United States sent thousands of flights to West Berlin that dropped
food and supplies to the people. Eventually the USSR gave up and
reopened checkpoints and specific roads and railroads between West
Germany and West Berlin. The people of West Berlin were isolated and
they suffered as it was difficult to move into or out of the city.
Because it was in the middle of East Germany, West Berlin became a
destination for people who wanted to leave East Germany. Thousands
of East Germans crossed into West Berlin to flee the Soviet
stronghold. This caused the building of the Berlin Wall in 1961. The
goal of the wall was to stop East Germans from leaving. The division
of Germany greatly effected German families in a negative way,
especially if some of the family lived in East Berlin and others lived
in West Berlin. This division lasted as long as the Berlin Wall. In
1989, the Berlin Wall fell and East and West Germany eventually
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became a unified country.
For years British India has struggled for independence. Religious
differences between Hindus and Muslims created the desire to split
British India into two nations. The British encouraged the conflict
between Muslims and Hindus, hoping to weaken the nationalist
movement. Distrust became so bad, that some Muslim leaders accused
the Indian Congress Party of being anti-Muslim (Doc 7). National
leader Mohandas Gandhi even fasted to the point of near death for
Hindus and Muslims to resolve conflicts. Gandhi’s fasting worked
for only a short time as tensions remained and violent outbursts
killed hundreds. Partly because the British felt that the conflict could
not be solved they decided to split India into two seperate nations:
Muslim-populated Pakistan, and Hindu-populated India. Finally,
after World War II, British India received independence from its
mother country Britain. Not all conflict was done though. The creation
of two seperate countries did not go very smoothly as several million
people felt like they had to migrate depending on where they lived.
Many Muslims moved out of India, and many Hindus moved out of
Pakistan (Doc 8). During the process of this great migration many
acts of violence occurred killing up to a million people. India and
Pakistan remain distrustful of each other. They have fought several
wars and have had conflicts over disputed lands (Doc 9). Both
countries now have weapons of mass destruction including nuclear
weapons which makes this situation even more serious especially
because their border disputes have not been resolved. Islamic military
has grown in Pakistan since the 9/11 attacks on the United States,
and Pakistan has one of the fastest growing nuclear arsenals in the
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world. Fear of potential Pakistan-based terrorist attacks in India
make leaders nervous. Tensions between India and Pakistan remain.
Partition often seems like the easy solution to difficult problems.
However, in both instances the partition plans for post-war Germany
and for British India helped create and extend tension which led to
greater problems later.
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Anchor Level 5-B
The response:
• Thoroughly develops all aspects of the task evenly and in depth for the post–World War II division
of Germany and British India
• Is more analytical than descriptive (Germany: Germany presented problems for victorious Allies
and so decided to divide it; different philosophies between two postwar superpowers and division
of Germany seemed to fuel the conflict; West Germany enjoyed economic stability as a democratic
nation aided by stable western powers; due to location in middle of East Germany, West Berlin
became a destination for people who wanted to leave East Germany; British India: religious
differences between Hindus and Muslims created desire to split it into two nations; distrust became
so bad some Muslim leaders accused Indian Congress Party of being anti-Muslim; creation of two
separate countries did not go smoothly as several million people felt they had to migrate; India and
Pakistan remain distrustful of each other and have fought several wars over disputed lands)
• Incorporates relevant information from documents 2, 3, 7, 8, and 9
• Incorporates substantial relevant outside information (Germany: East Germany was behind Iron
Curtain and West Germany joined Western European NATO countries; United States, Britain, and
France combined zones in West Germany and West Berlin which helped cause one of first major
conflicts in Cold War; United States sent thousands of flights to West Berlin to drop food and
supplies to people; USSR reopened checkpoints and specific roads and railroads between West
Germany and West Berlin; Berlin Wall fell in 1989 and East and West Germany eventually
became a unified country again; British India: British encouraged conflict between Hindus and
Muslims, hoping to weaken nationalist movement; Gandhi fasted to point of near death for Hindus
and Muslims to resolve their conflicts which worked for a short time; during process of migration
many acts of violence occurred killing up to a million people; both India and Pakistan now have
weapons of mass destruction which make the conflict even more serious)
• Richly supports the theme with many relevant facts, examples, and details (Germany: divided into
four zones of occupation; German capital of Berlin buried deep in the East German Soviet zone
also divided; Berlin Wall built in 1961 to stop East Germans from leaving; families split between
East and West Berlin; British India: received independence from its mother country Britain after
World War II; Muslim-populated Pakistan; Hindu-populated India; one of fastest growing nuclear
arsenals in Pakistan)
• Demonstrates a logical and clear plan of organization; includes an introduction that states the
landscape of international power began to change dramatically after World War II and a brief
conclusion
Conclusion: Overall, the response fits the criteria for Level 5. Document information serves as a
framework for a thorough treatment of the post–World War II divisions of Germany and British India.
Good outside information and supporting facts and details are integrated into an effective analytic
discussion on the effects of these divisions.
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At the conclusion of World War II, nations were concerned as to
how they were going to prevent another war from breaking out. As
time progressed, different solutions came about but they did not seem
practical. The division of nations such as Germany and Palestine
greatly affected life in these countries as well as citizens in different
countries.
The main antagonist in the second world war was Germany under
the rule of the National Socialist Party (Nazi Party). As the Third
Reich began to build, Hitler conquered vast amounts of territory to
create his enormous empire shown in Document 1. Austria became part
of Germany in what was called the Anschluss, then Germany
received the Sudetenland as part of the Munich Conference, and then
it took all of Czechoslovakia. When World War II started it then took
most of the rest of the continent. After six long years of fighting, the
Germans were finally defeated in May of 1945 and as they say “all
things come to an end” and Nazi Germany was no exception. As the
war concluded, the major Allied powers (Great Britain, France, Soviet
Russia, and the United States) decided to occupy Germany and
would divide and watch over Germany in the post war period.
Document 2 depicts post-war Germany and the divisions that took
place. The problem arose after the United States, Britain, and France
combined their zones causing the Soviets to create a blockade around
Berlin in protest. The U.S. and Britain airlifted supplies into Berlin to
keep the city alive. The blockade lasted for 11 months until the Soviets
removed it realizing that the blockade was unsuccessful. Throughout
the late 1940s and the 1950s, East Germans would migrate to West
Germany to escape the tyranical rule of the communists. In 1961, the
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Soviets built a wall that divided East Berlin and West Berlin. The
Wall did not allow East Germans to pass through easily as shown in
Documents 3a and b. Many were killed trying to escape East Berlin
in a desperate attempt for freedom. The Wall became a symbol of the
Cold War and the tensions between the United States and the Soviet
Union. East Germans were unhappy with Communism, the general
poverty and lack of opportunity compared to those living in West
Germany. After decades of pressure from the West and internal
protests encouraged by Gorbachev’s institution of the policies of
glasnost and perestroika, the wall came down and Germany was soon
again united.
Another country that recieved a major division after World War II
was Palestine. The Jews believed they had been promised a homeland by
Britain as early as 1917 when the Balfour Declaration was written
(Document 4). In the early years of the 20th century, Jews were
targeted through antisemitic acts such as the pogroms in Russia. It
only got worse when the Nazis came to power in Germany. As the
Nazis pillaged towns of conquered nations they looked for Jews. Some
Jews tried to escape into safer areas such as Palestine. Others were
rounded up, sent to camps, and killed. Millions of Jews died. When the
war ended, many Jews attempted to move to Palestine. The British and
much of the world wanted to support the Jews. The United Nations
studied British Palestine, the claims of Palestinians and Jews living
in that area area and decided to create two states – Israel and Palestine.
Unfortunately this was not a good solution for everyone because the
Palestinians did not like the plan and rejected it (Document 5).
However Israel accepted the plan and in 1948 it declared itself an
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independent state. Several wars were fought between Israel and its
Arab neighbors. War broke out between Israel, Syria, Lebanon, Jordan,
and Egypt causing the United Nations to continue involvement in
the region (Document 6). In 1949, armistices were signed between
Israel and Syria, Lebanon, Egypt, and Jordan bringing peace between
these nations, but the peace did not last. War broke out in the 1960s
and again in the 1970s. The Jewish population began to grow within
Israel and soon Israel expanded into the area put aside for Palestinians.
This growth caused tension between the Palestinians and the Israelis.
Palestinians still dispute where the boundaries should be and their
treatment in the region. Problems and violence between Israelis and
Palestinians continue. The partition did not end in peace.
Both of these divisions led to long term effects over the course of the
second half of the 1900s. The division of Germany fueled the fire of the
Cold War between the U.S. and the Soviets. Tensions in the middle
east are still a common sight because of the partition of Palestine. In
conclusion, the partition of these two nations ultimately has effected
the way of life of generations of people.
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Anchor Level 4-A
The response:
• Develops all aspects of the task but does so somewhat unevenly by discussing the post–World
War II division of Germany more thoroughly than the division of Palestine
• Is both descriptive and analytical (Germany: East Germans wanted to escape tyrannical rule of
communists; the Berlin Wall did not allow East Germans to pass through easily; many killed trying
to escape East Berlin in a desperate attempt for freedom; Palestine: Jews believed they were
promised a homeland as early as 1917 with Balfour Declaration; United Nations plan not a good
solution for everyone because Palestinians did not like plan and rejected it; war broke out between
Israel against Syria, Lebanon, Palestine, Jordan, and Egypt causing the United Nations to continue
involvement; 1949 armistice agreements were signed bringing peace but peace did not last)
• Incorporates relevant information from documents 1, 2, 3, 4, 5, and 6
• Incorporates relevant outside information (Germany: problem arose when United States, Britain,
and France combined their zones causing Soviets to create a blockade around Berlin; United States
and Britain airlifted supplies into Berlin to keep city alive; the Wall symbol of Cold War and
tensions between United States and Soviet Union; East Germans unhappy with communism,
general poverty, and lack of opportunity compared to those living in West Germany; after decades
of pressure from the West and internal protests encouraged by Gorbachev’s institution of the
policies of glasnost and perestroika, the Wall came down and Germany was soon again united;
Palestine: in early 20th century Jews were targeted through anti-Semitic acts such as pogroms in
Russia and this became worse when Nazis came to power in Germany; Jews tried to escape to safer
areas such as Palestine; Jewish population began to grow inside Israel and soon Israel expanded
into areas set aside for Palestinians)
• Supports the theme with relevant facts, examples, and details (Germany: Anschluss; Munich
Conference; Allied Powers; blockade unsuccessful; Palestine: United Nations plan created two
states, Israel and Palestine; Israel accepted United Nations plan and in 1948 declared itself
independent state; wars broke out in 1960s and again in 1970s)
• Demonstrates a logical and clear plan of organization; includes an introduction that states division
was one solution to preventing war and a conclusion that discusses the division of Germany began
to fuel the fire of the Cold War and tensions in the Middle East continue because of the partition of
Palestine
Conclusion: Overall, the response fits the criteria for Level 4. Document information is used to frame
the discussion and is supported by good outside information and some well-placed analytic statements.
The strength of the response is in the discussion of the division of Germany.
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World War II was a deadly war that led to the death of millions of
people. Once World War II ended, some nations became divided.
Various nations faced conflicts, which resulted in their division. Two
of these nations include Palestine and British India. Many factors led
to the division of Palestine and British India, which in effect, greatly
impacted the lives of people living in these nations and the regions
themselves.
Major conflicts over lands in Palestine led to its division. In 1917,
the British government agreed to “favor the establishment in Palestine
of a national home for the Jewish people” (Doc. 4). The Balfour
Declaration, issued by the British government in support of Zionist
goals announced this offer to Jews and also ensured to non-Jewish
communities that “nothing shall be done which may prejudice their
civil and religious rights” (Doc. 4). While this was an early goal of
Great Britain it didn’t occur exactly as planned. The Jewish homeland
didn’t become a reality until after World War II. “The territory was
plagued with chronic unrest pitting native Arabs against Jewish
immigrants” (Doc. 5a). Hundreds of thousands of Jews from around
the world immigrated to Palestine after World War II, which caused
tensions and conflicts between Jews and Arabs. Israel was created in
Palestine in 1948 despite Arab objections. This happened as a result of
the UN Partition Plan. The Plan was accepted by the Jews but was
rejected by the Arabs. It became very controversial because even though
Palestinians rejected it Israel declared its independence. Although the
British promised to respect civil and religious rights of non-Jews, the
Plan seemed to go against Arab rights and so several Arab countries
declared war on Israel. After this first war several more wars followed
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which resulted in the loss of the Palestinian land that had been theirs
under the UN Partition Plan. The region became divided. Jews
experienced a more positive impact than the Palestinians because some
of the Jewish immigrants who came to their homeland in Palestine
became landowners. The Palestinians however experienced negative
impacts. Many lost their homes and homeland. Land was taken to
form Israel and other land was won taken by Israel as captured
territory during wars. Many Palestinians fled to neighboring
countries and ended up living in refugee camps. The Jews also
experienced negative impacts because some became victims of some
angry Palestinians who chose to use violence and terrorism to fight
for their lost land. Although the creation of a Jewish homeland in
Palestine caused its division, it had both negative impacts, such as
fighting between Arabs and Jews, and positive impacts, such as Jews
becoming citizens of a Jewish state that ironically made some Jews feel
safer despite the violence that they faced.
British India also became divided due to religious conflicts and
problems within its region. For years Indians had fought the British
for independence. The Congress Party also known as the Indian
National Congress formed in the late 1800s. However because it was
seen as predominantly “Hindu based” and “anti-Muslim” many
Muslims feared the Congress Party (Doc 7). Muslim leaders were
afraid a representative democracy would not work in India and that
“the Hindu majority would overwhelm the Muslim minority” (Doc. 7).
Some Muslims also felt that they had fallen behind Hindus because
they had less participation in the economy and government. Because
of this Muslims wanted to form their own country separate from a
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Hindu India.
The Partition of British India into India and Pakistan led to
profound changes to India and its people. Provinces that used to be in
British India became part of West and East Pakistan or India (Doc. 8).
This partition also caused a large number of refugees. Millions of
Indian Muslims living in India became refugees and moved to West
and East Pakistan, while millions of Hindus that were living in West
and East Pakistan became refugees moving to India. Millions left
their homes and thousands died along the way.
The 1947 partition gave birth to “territorial disputes between the two
countries,” India and Pakistan” (Doc. 9a). As a result, “there have
been armed conflicts and numerous clashes between Indians and
Pakistani forces” including several wars over their borders. (Doc. 9a)
Conflicts between India and its neighbor Pakistan have brought
negative impacts on their economies. Especially hard hit is the
disputed area of Kashmir. For years the areas in Northern India and
parts of Pakistan near the Hindu Kush Mountains have been
considered unsafe for travelers. According to Sadiq, a hotel manager
in Kashmiri, tourism has greatly declined and the fighting has
brought a decline in the economy (Doc. 9b). India and Pakistan have
each developed nuclear weapons making the situation more
dangerous. Unfortunately Pakistan is politically and economically
more unstable than India heightening concerns. The people in India
and Pakistan have been negatively impacted because of the 1947
partition of India.
Many factors led to the division of both Palestine and British
India. The division of these nations caused a few positive impacts and
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many negative impact on the regions, the people, and neighboring
countries. The division of these nations continue to affect the world
today because conflicts still exist between Arabs and Jews, and
Pakistanis and Indians. These conflicts have profound affects on
people’s lives, countries, and the contemporary world.
Anchor Level 4-B
The response:
• Develops all aspects of the task for the post–World War II division of Palestine and British India
• Is both descriptive and analytical (Palestine: in 1917 British agree to favor the establishment of a
national home for Jewish people; Jewish homeland not reality until after World War II; United
Nations partition plan controversial because even though Palestinians rejected it, Israel declared its
independence; although Britain promised to respect civil and religious rights of non-Jews, plan
seemed to go against Arab rights so several Arab countries declared war on Israel; British India:
divided due to religious conflicts and problems within region; Muslim leaders afraid representative
democracy would not work in India and Hindu majority would overwhelm Muslim minority; some
Muslims felt they had fallen behind Hindus because they had less participation in economy and
government; for years areas in northern India and parts of Pakistan near Hindu Kush Mountains
were considered unsafe for travelers; fighting brought decline in economy)
• Incorporates relevant information from documents 4, 5, 7, 8, and 9
• Incorporates relevant outside information (Palestine: hundreds of thousands of Jews from around
world migrated to Palestine after World War II; many Palestinians lost their homes and homeland;
many Palestinians fled to neighboring countries and ended up living in refugee camps; some Jews
victims of angry Palestinians who chose violence and terrorism to fight for lost land; Jews became
citizens of a Jewish state that made some feel safer despite violence they faced; British India: for
years Indians fought British for independence; Congress Party also known as Indian National
Congress formed in late 1800s; many thousands of refugees died in move; both Pakistan and India
developed nuclear weapons; Pakistan is politically and economically more unstable than India
heightening concerns)
• Supports the theme with relevant facts, examples, and details (Palestine: Israel created in 1948
despite Arab objections; British India: provinces that used to be in British India became part of
West and East Pakistan or India; millions of Indian Muslims became refugees moving to West and
East Pakistan; millions of Hindus living in West and East Pakistan became refugees moving to
India; partition led to armed conflicts and numerous clashes between Indian and Pakistani forces)
• Demonstrates a logical and clear plan of organization; includes an introduction that is a restatement
of the theme and a conclusion that states these conflicts have profound effects on people’s lives,
countries, and the contemporary world
Conclusion: Overall, the response fits the criteria for Level 4. A document-framed discussion that
includes analytic statements from the documents is supplemented with scattered outside information
demonstrating an understanding of the task. Additional supporting facts and details would have
strengthened the discussion of the division of British India.
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Following World War II, several nations were partitioned, and
many people who resided in these countries were largely affected by
these new changes. Germany and India were two countries who have
been divided after the Second World War.
Germany, before World War II, annexed and took control of
territories, such as Poland, Austria, and parts of Bohemia (Document
1). During the war, Hitler and the Axis powers were able to take almost
the entire continent. However, after Germany’s defeat in the war, the
four Allied powers, the United States, Great Britain, France, and the
Soviet Union, partitioned Germany so as to avoid another outbreak of
war (Document 2). Each Allied power received part of Germany and
managed it as they wanted. The Soviet Union made East Germany
communist. The western parts were combined and become West
Germany. The Cold War had just begun and the division not only
served to check Germany’s power, but was seen as one of the first Cold
War battles. The United States believed they had to contain
communism in Eastern Europe. Berlin too was divided amongst the
four Allied nations because it was the capital, even though
geographically it was located in communist East Germany. It became
a divided city and an important part of the Cold War. (Document 2).
Increasing tensions between the United States and the Soviet Union
led to events such as the Berlin Airlift in the late 1940s and the
erection of the Berlin Wall in the 1960s. The Berlin Wall was one of
the most symbolic structures during the Cold War, as it separated the
capitalistic economy of the West portion of Berlin from the
communist East (Document 3a). The Wall was built by the East
German goverment to stop the East Berliners and East Germans from
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fleeing to West Berlin. The Wall separated workers from jobs, families,
and neighbors, and after the Wall was built it would be extremely
difficult for East Germans to leave the East or to communicate in
person with loved ones in the West. Many East Berliners were trapped
in the Eastern sector, lacking the privileges and opportunities provided
in the West, so many tried to escape, but with little success.
(Document 3b) The division of Germany, overall, had greatly affected
its residents.
In South Asia, ethnic and religious differences among its people
also led to its eventual partition in the post World War II period. Most
Muslims in British India believed Hindus were too powerful. They
believed the Congress Party was Anti-Muslim, and that a
representative democracy would further weaken the Muslim minority
because Muslims would probably always be outvoted. As a result their
interests would be ignored. (Document 7). To establish territories where
Muslims could reside in British India was divided. West and East
Pakistan were formed as a Muslim country and India was a different
country. This division however almost immediately led to some major
problems. A map of India showing where people lived during this
partition shows that the division caused many Muslims to migrate to
Pakistan. Many Hindus also migrated from or left their homelands
that now belonged to the Muslims and went to Hindu dominated
India. During this migration many people were killed in violent
clashes or died because the trip was difficult and dangerous.
(Document 8). Since this partition, territorial disputes have
periodically escalated among Hindus and Muslims, especially in the
Himalayan territory of Kashmir. Kashmir was further divided into
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Jammu and Kashmir (Indian control) and Azad Kashmir (Pakistani
control). These disputes led to clashes in 1965 and 1999 (Document
9a). These battles have led to threatening situations for civilians.
Artillery shelling has disrupted Kashmir’s economy destroying
homes and property, and killing residents (Document 9b). Businesses
and families who live in that region suffered with the loss of business.
Many people have found it difficult to make a living because the
violence and instability have caused tourists and others to avoid this
area (Document 9b). The division of British India has led to an
especially dangerous conflict for its people since both India and
Pakistan became nuclear powers.
All in all, the partitioning and dividing of countries generally
leads to conflicts. In the case of Germany, many citizens in the East
were trapped behind the Soviet Union’s Iron Curtain and deprived of
basic rights. In the case of British India, the division of land had led
to increasingly dangerous tensions, that threaten the safety of
civilians. Both, however, exemplify the conflicts brought about by the
division of nations.
Global Hist. & Geo. Rating Guide – June ’16
[41]
Vol. 2
Anchor Level 4-C
The response:
• Develops all aspects of the task but does so unevenly by discussing the post–World War II division
of Germany more thoroughly than the division of British India
• Is both descriptive and analytical (Germany: each Allied power received part of Germany and
managed it; capital of Berlin divided among four nations even though geographically located in
communist East Germany; Berlin Wall built by East German government to stop East Berliners
and East Germans from fleeing to West Berlin; many East Berliners trapped in eastern sector
lacking privileges and opportunities provided in West; British India: most Muslims in British India
believed Hindus too powerful; most Muslims believed Congress Party was anti-Muslim and
representative democracy would further weaken Muslim minority because they would be outvoted;
since partition, territorial disputes periodically escalated between Hindus and Muslims especially in
Himalayan territory of Kashmir; many people in area have found it difficult to make a living
because violence and instability caused tourists and others to avoid the area)
• Incorporates relevant information from documents 1, 2, 3, 7, 8, and 9
• Incorporates relevant outside information (Germany: Allied powers partitioned Germany to avoid
another outbreak of war; Soviet Union made East Germany communist; western parts combined
and became West Germany; division checked Germany’s power but also seen as one of first Cold
War battles; United States believed communism in Eastern Europe had to be contained; increasing
tensions led to Berlin Airlift; Berlin Wall symbolic structure of Cold War; after the Wall built it
would be extremely difficult for East Germans to leave the East or to communicate in person with
loved ones in the West; British India: during migration many people were killed in violent clashes
or died because trip difficult and dangerous)
• Supports the theme with relevant facts, examples, and details (Germany: Germany annexed and
took control of territories such as Poland, Austria, and parts of Bohemia; United States, Great
Britain, France, and Soviet Union Allied powers; Berlin Wall erected in 1960s; British India:
divided so East and West Pakistan formed as a Muslim country; many Muslims migrated to
Pakistan; many Hindus left homelands belonging to Muslims for Hindu-dominated India; Kashmir
was further divided into Indian-controlled sector of Jammu and Kashmir and Pakistani-controlled
sector of Azad Kashmir)
• Demonstrates a logical and clear plan of organization; includes an introduction that is a restatement
of the theme and a conclusion that discusses partitioning and dividing countries usually leads to
conflict
Conclusion: Overall, the response fits the criteria for Level 4. The strength of the response is in the
discussion of the division of Germany which integrates document information and relevant outside
information supported by some analytic statements. Although minimal outside information is included
in the treatment of British India, the response demonstrates a good understanding of the task.
Global Hist. & Geo. Rating Guide – June ’16
[42]
Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – A
Throughout history, ethnic diversity has caused a great deal of
tension throughout different areas of the world. Territorial disputes are
issues that exist in many nations of the world and often lead to
disagreements between cultures. In the time period that followed World
War II, the areas of Palestine and British India were divided for a
number of reasons which included territorial disputes and cultural
diversity. Many individuals and government groups tried to
implement changes in these areas that would solve these problems.
In the first area, Palestine, competition for land and religious
differences between two groups, the Arabs and the Jews, resulted in a
partition of this area. One reason that Jewish people began to immigrate
into Palestine was the 1917 Balfour Declaration which supported
Zionism, the movement that supported the establishment of a Jewish
state in Palestine. This movement was founded by Theodore Herztl
(o.i.). This same declaration also assured the Palestinians that they
would not face prejudice against their civil and religious rights (doc.
4). More Jewish people immigrated into the area from Europe to escape
from Nazi persecution (doc. 5a). The Holocaust was lead by German
ruler Adolf Hitler. The main objective of the Holocaust was to rid the
area of anyone not considered a part of his ideal Aryan race (o.i.).
Large numbers of Jewish refugees and Holocaust survivors
immigrated to Palestine. Many Arabs already lived in the area as their
families had for generations (o.i.). The increased migration of Jewish
people into Palestine resulted in conflict because the same land that
was supposed to form a Jewish state was already home to Palestinians.
This sped up the British desire to partition this area. A partition plan
was created by the UN but was rejected by the Palestinians who saw
Global Hist. & Geo. Rating Guide – June ’16
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Anchor Paper – Document-Based Essay—Level 3 – A
major problems in the plan. They got less land than the Jews. The
Palestinians felt cheated out of their own country. Israel declared itself
independent in 1948 and war immediately broke out (doc. 6). The
partition lead to many wars which had a negative effect on the lives of
people living there.
In the second area, British India, cultural and religious differences
between Hindus and Muslims lead to a partition of this area. These
religious and cultural differences had lead to mistrust. When Britain
imperialized India because India was a source of raw materials and
markets even more problems started. Muslims felt like Hindus were
treated better by the British, who often worked in the government and
got educated under the British system. In some ways the Muslims felt
left out. When Indians got fed up with British rule and abuse they
started a movement for independence. Some Muslims were
mistrustful of the Congress Party that led the independence movement
because they seemed to be pro-Hindu and anti-Muslim. The Congress
Party leader Gandhi was thought by some Muslims to be pro-Hindu
(doc. 7). Although Gandhi was seen as pro-Hindu, he did not agree
with the caste system and the lack of social mobility caste created. Nor
did he agree with the idea of partition and the creation of two separate
countries. Still, British India was partitioned into two separate
countries in 1947. An effect that the partition of India had on people
of the region was even more tension because many Hindu and
Muslim refugees migrated. Many Hindus who lived in Pakistan after
partition fled and traveled to India. Many Muslims who lived in India
after partition fled and traveled to Pakistan (doc. 8). Another effect
that the partition had on India was increased warfare due to territorial
Global Hist. & Geo. Rating Guide – June ’16
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Anchor Paper – Document-Based Essay—Level 3 – A
disputes. There was often bombing along the border which had a
negative impact on the lives of not only civilians but also visitors.
(doc. 9b). A long term, negative effect of partition was the continued
distrust by both countries made worse with the development of nuclear
bombs by both Pakistan and India. If either launched a nuclear
weapon at the other it could cause massive destruction and deaths of
possibly millions of people (o i). The partition had an overall negative
impact on the lives of people living in the region.
Ethnic diversity can be a positive thing, but in British India and
Palestine, diversity was negative. Territorial disputes often lead to war
which negatively affects the lives of civilians living in these regions.
Global Hist. & Geo. Rating Guide – June ’16
[45]
Vol. 2
Anchor Level 3-A
The response:
• Develops with some depth the historical circumstances for the post–World War II division of
Palestine and develops all aspects of the task with minimal depth for British India
• Is more descriptive than analytical (Palestine: competition for land and religious differences
between Arabs and Jews resulted in partition; Jewish people immigrated into area from Europe to
escape Nazi persecution; Balfour Declaration assured Palestinians their civil and religious rights
would not be prejudiced against; Balfour Declaration caused conflicts because the same land that
was supposed to form a Jewish state was already home to Palestinians; Palestinians saw major
problems in United Nations partition plan; British India: cultural and religious differences between
Hindus and Muslims led to partition; Muslims felt Hindus were treated better by British since they
worked in government and were educated by the British system; some Muslims mistrustful of
Congress Party because they seemed pro-Hindu and anti-Muslim; partition led to increased warfare
due to territorial disputes)
• Incorporates some relevant information from documents 4, 5, 6, 7, 8, and 9
• Incorporates relevant outside information (Palestine: Zionist movement founded by Theodor
Herzl; main objective of the Holocaust to rid area of anyone not considered Aryan; British India:
when Britain imperialized India for raw materials and markets, even more problems between
Hindus and Muslims started; when Indians got fed up with British rule and abuse they started a
move for independence; Gandhi did not agree with idea of partition and creation of two separate
countries; development of nuclear bombs by Pakistan and India)
• Includes some relevant facts, examples, and details (Palestine: Arab families had lived there for
generations; partition plan rejected by Palestinians; Israel declared itself independent and war
broke out; British India: many Hindus who lived in Pakistan after partition fled and traveled to
India; many Muslims who lived in India after partition fled and traveled to Pakistan)
• Demonstrates a satisfactory plan of organization; includes an introduction that states reasons for
the division and changes that were tried in an attempt to solve problems and a conclusion that
states ethnic diversity can be positive but in the case of India and Palestine was negative
Conclusion: Overall, the response fits the criteria for Level 3. The response is framed by document
information supported by some outside information and a few analytic statements demonstrating an
understanding of the task. However, the effect of the division of Palestine is mentioned but not
developed weakening the effort.
Global Hist. & Geo. Rating Guide – June ’16
[46]
Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – B
When World War two ended Germany, British India, and Palestine
were partitioned. There were different reasons why they were divided
but each partition led to a large refugee population, and to further
conflict. Muslims and Hindus in Pakistan and India have disputed
their borders in the Kashmir, Arab Muslims and Jewish immigrants
in Palestine, and in Germany, Russia sought to cut off all Western
influence because of the ongoing Cold War between communism and
capitalism (disguised as democracy).
In the recently decolonized area of British India, Muslims and
Hindus were combatting each other in politics over representation for
the Muslim minority. The Muslim League was founded to give voice to
the Muslim minority in British India (“The Muslim League”) because
they felt that the Indian National Congress only served the interests
of the Hindu majority. When the British imperialized India they
exploited this difference to maintain their influence over their colony
believing that if Indians were divided that they would be less likely to
rebel against Britain. However the religious tensions led to the
division of South Asia. Mohammed Ali Jinnah pushed for an
independent Pakistan and Nehru became the first prime minister of
the Democratic Republic of India. Pakistan and India were separate
Muslim and Hindu nations, but the people of differing religious
belief were still mixed within each. This new division led millions to
flee to their respective religious dominant countries in order to escape
persecution by their suspected rivals (“Partition of India”) however,
mass carnage and increased violence occurred by the distraught
homeless masses. Not only were the divisions intensified by the
separation of the religions, but also by the dispute over their borders in
Global Hist. & Geo. Rating Guide – June ’16
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Anchor Paper – Document-Based Essay—Level 3 – B
the Kashmir, a rich agricultural land between Pakistan’s southern
and India’s northern border. (Mohammed Sadiq). Even now they
exchange fire and harm innocent civilians should they be caught in
the “battle zone.” This conflict and political division has allowed
nationalism to be combined with religious tension only worsening the
situation.
Post World War II Palestine was also divided (BBC News) causing
greater conflict between Palestinian Muslims and Zionist Jewish
immigrants and Jewish settlers who all seek to call Palestine home
and Jerusalem their Holy City. Tensions between Jews and
Palestinians had been building as more Jews moved to the area.
During World War I, the Balfour Declaration vaguely guaranteed
British support for the Zionist cause (Balfour Declaration, 1917)
while still promising the Palestinians civil and religious rights. After
World War I the number of Jews entering Palestine continued to
increase. By the beginning of World War II and the Holocaust, the
British decided it was necessary to limit the number of Jews entering
Palestine and passed laws limiting Jewish immigration to reduce the
disturbence. The UN stepped in after World War II because of tension
in the region due to the large number of Jews who had migrated to the
area (BBC News). The large influx of Jewish immigrants into
Palestine caused unrest among the Palestinians who were being
displaced. Surrounding Arab countries were hostile to the building of
a Jewish homeland in their midst. Once again, after the partitioning
of Palestine into areas for Palestinians and Israelis border disputes
developed because the Jews were given more land than the Palestinians
who claimed it was theirs. Terrorist groups such as Hezbollah and
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Anchor Paper – Document-Based Essay—Level 3 – B
Hamas arose and wars to ‘fight the infidels’ began. Civilians have
been killed mercilessly and there has been greater discrimination
between the two religious groups. Despite attempts at making peace, by
the U.S., Anwar Sadat of Egypt and the United Nations, tensions in
the Israeli-Palestinian region have only resulted in further border
disputes, the Assassination of Sadat (Egyptian President killed by
Muslim fanatic) and the murder of Rabin (Israeli leader killed by a
Jewish fanatic). There has been greater violence as the opponents gain
access to more and more devastating weaponry.
Finally, in Post war Germany, the divisions between east and west,
communist and capitalist, were accentuated by the building of the
Berlin Wall (Don Wright) and led to such drastic measures as the
Berlin Airlift. The Cold War pitted the controllers of West Germany
(France, U.S. & Britain) against the superpower of Soviet Russia in
the east. They had differing views in politics and in methods of
economic organization which brought about hostility that parted
families, friends and an entire nation. Despite the tensions that
resulted from the partition of Germany, its actual purpose was to
prevent the rise of another facist dictator like Hitler and to prevent a
third world war. However, these divisions fostered tensions between the
growing Soviet and Western powers. Although many wished to cross
from east to west, the Berlin Wall was constructed in 1961 in order to
prevent any exchange with the West (“Building the Berlin Wall”).
The divisions made by European World powers in post WWII
Germany, South Asia and Palestine caused greater tensions by
separating people of different beliefs and creating border disputes that
endangered and harmed civilians. These divisions also brought about
Global Hist. & Geo. Rating Guide – June ’16
[49]
Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – B
discrimination and violence because of religious rivalries (British
India and Palestine). They divided families and neighborhoods for
political and cultural reasons. Great migrations in India and
Pakistan led to the death of thousands while hostilities continue in
Palestine and the forces at work in Germany brought about the deaths
of millions during the Cold War.
Anchor Level 3-B
The response:
• Develops all aspects of the task with some depth for the post–World War II division of British
India and Palestine
• Is more descriptive than analytical (British India: Muslim League felt Indian National Congress
only served interests of Hindu majority; Pakistan and India separate Muslim and Hindu nations but
people of differing religious beliefs mixed within each; division led millions to flee to their
respective religious-dominant countries to escape persecution by suspected rivals; Muslims and
Hindus exchange fire in Kashmir and harm innocent citizens caught in battle zone; Palestine:
Balfour Declaration vaguely guaranteed British support for Zionist cause while promising
Palestinians civil and religious rights; large influx of Jewish immigrants into Palestine caused
unrest among displaced Palestinians)
• Incorporates some relevant information from documents 4, 5, 6, 7, 8, and 9
• Incorporates relevant outside information (British India: Muslim League founded to give voice to
Muslim minority in India; Muhammed Ali Jinnah pushed for an independent Pakistan; Nehru first
prime minister of Democratic Republic of India; British believed if Indians were divided they
would be less likely to rebel against them; Palestine: British passed laws limiting Jewish
immigration to reduce disturbance; terrorist groups Hezbollah and Hamas formed and wars “to
fight the infidels” began; despite attempts to make peace by Anwar Sadat of Egypt and United
Nations, tensions resulted in further border disputes, assassination of Sadat, and murder of Israeli
leader Rabin)
• Includes some relevant facts, examples, and details (British India: Hindu majority in India;
Kashmir located between Pakistan’s southern border and India’s northern border; Palestine:
Holocaust; Palestinians displaced; United Nations stepped in after World War II)
• Demonstrates a satisfactory plan of organization; includes an introduction that discusses reasons
for divisions of British India, Palestine, and Germany and a conclusion that discusses results of
each division
Conclusion: Overall, the response fits the criteria for Level 3. Analytic statements and some relevant
outside information establish a context for the discussion of the negative effects of division of regions.
Generalizations are found throughout the narrative and would have been enhanced by providing
additional supporting facts and details. Three regions are addressed; however, only British India and
Palestine can be rated.
Global Hist. & Geo. Rating Guide – June ’16
[50]
Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – C
After World War II ended many countries faced internal turmoil.
Germany was divided into sections after Hitler was defeated. Many
people in East Germany and Berlin did not like being ruled by
German-backed Soviets and fled to the Western section. Palestine also
faced conflict when Arabs and Jews claimed the same land. Warefare
broke out because of the ethnic tensions.
The conflict of World War II was centered around the Allies
defeating Hitler and his allies. After this task was completed the
Allies wanted to find a way to make sure that Germany would not be
a threat again. To strengthen the countries around Germany
economic aid was offered. Germany itself was divided into four zones,
each governed by an Allied power. Berlin the capital was also divided
into four sections even though it totally was located in the Soviet
controlled section of Germany. Each section of Berlin was governed
by an Allied power, United States, Soviet Union, France, or Great
Britain (Doc 2). The Western Powers sought to rebuild Germany but
always watched for any Soviet military action. The Soviet Union on
the other hand was only interested in rebuilding herself and using
East Germany as a buffer zone. East Germany saw little economic
rebuilding or growth in comparsion to West Germany.
People of East Germany and East Berlin wanted lives like those in
West Germany and West Berlin. The economy of East Germany was
depressed while West Germany was starting to pick itself up onto its
feet because of aid from policies like the United State’s Marshal Plan.
Many East Berlin citizens fled to West Berlin to escape from the
Communist control. In the 1960’s the Communists decided to stop this
and built the Berlin Wall around West Berlin to keep the East German
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Anchor Paper – Document-Based Essay—Level 3 – C
citizens from escaping (Doc 3). This caused a huge conflict between
the superpowers and was a significant event in the Cold War.
Palestine also faced division issues after World War II. In 1917 the
Balfour Declaration was created by Great Britain (Doc 4). This
supported a homeland in Palestine for Jews. The only problem was that
Great Britain also supported land in Palestine for the native Arab
Palestinians. These two different ethnic groups clashed over Palestine.
One of the UN’s first assignments was to find a way to fix this
problem. The UN decided to split Palestine into different sections
between the Jews and Arab Palestinians in the area, but this plan was
not accepted by the Arab Palestinians. (Doc 5). Arab Palestinian
families were uprooted and moved to foreign places to escape the
warfare.
Arabs and Jews became violent over this issue. After a year of
warfare in 1948-1949 an armistice was signed between Israel and its
Arab neighbors. (Doc 6). The problem between the Israelis and the
Palestinians though has not yet been solved. Ethnic tensions flare up
periodically when Arab nationalists and terrorists want to draw
attention to the situation of Arab Palestinians.
World War II had many effects on the world we live in. Countries
like Germany and Palestine were divided up in a hope to help keep the
peace. This affected the lives of the people who lived there greatly. Many
conflicts that formed from these divisions have not yet been solved
even today.
Global Hist. & Geo. Rating Guide – June ’16
[52]
Vol. 2
Anchor Level 3-C
The response:
• Develops an aspect of the task with some depth for the post–World War II division of Germany
and all aspects of the task with little depth for the division of Palestine
• Is more descriptive than analytical (Germany: Western powers sought to rebuild Germany but
watched for any Soviet military action; capital of Berlin was divided into four sections governed by
Allied powers even though totally located in Soviet-controlled part of Germany; Soviet Union
interested in rebuilding itself and using East Germany as a buffer zone; many East German citizens
fled to West Berlin to escape from communist control; Palestine: Balfour Declaration supported a
homeland in Palestine for Jews but Great Britain also supported land in Palestine for native Arab
Palestinians; ethnic groups, Jews and Arabs, clashed over Palestine; Arabs and Jews became
violent)
• Incorporates some relevant information from documents 2, 3, 4, 5, and 6
• Incorporates relevant outside information (Germany: after defeat of Hitler, Allies wanted to find
way to make certain Germany would not be a threat again; East Germany saw little economic
rebuilding or growth compared to West Germany; economy of East Germany was depressed while
West Germany was starting to pick itself up because of policies such as United States Marshall
Plan; Berlin Wall caused huge conflict between superpowers and was a significant event in the
Cold War; Palestine: Arab-Palestinian families uprooted and moved to foreign places to escape
warfare; problems between Israelis and Palestinians not yet solved; ethnic tensions periodically
flare up when Arab nationalists and terrorists want to draw attention to the Arab-Palestinian
situation)
• Includes some relevant facts, examples, and details (Germany: Allied powers United States, Soviet
Union, France, and Great Britain; Berlin Wall built in 1960s; Palestine: Britain issued Balfour
Declaration in 1917; United Nations plan not accepted by Arab Palestinians; armistice signed)
• Demonstrates a satisfactory plan of organization; includes an introduction that discusses reasons
for conflict in Germany and Palestine after World War II and a conclusion that discusses that
Germany and Palestine were divided in the hope that it would help keep peace
Conclusion: Overall, the response fits the criteria for Level 3. Some relevant outside information and a
few analytic statements are present in the response, especially in the discussion of Germany. The
effects of both the division of Germany and Palestine include details such as the mention of the
Marshall Plan, but lack of development detracts from their effectiveness.
Global Hist. & Geo. Rating Guide – June ’16
[53]
Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – A
World War II caused many changes throughout the world. The
borders of many countries were changed. Germany and Palestine were
both divided after World War II. The divisions affected the people, the
region, and other countries.
After World War II, Germany was divided. During World War II,
Germany fought against France, the United States, Britain, and the
USSR. At the end of World War II, Germany was defeated. As part of
the end of the war, Germany was divided into sections that were under
the influence of one of the opposing countries. Berlin was also divided
into four sections (Doc 2). During the division, the sections that were
under French, British, and United States occupation experienced freetrade, and rights. The section under USSR influence had
communism and a strict government. Many Germans fleed from
East Germany to West Germany in search of a better life. On August
13, 1961 a wall was built to keep people from fleeing East Germany
(Doc 3b). This led to many people becoming trapped in East Germany,
and not being permitted to leave. Many people attempted to escape East
Germany, and were possibly killed in their attempt. The region of
Germany became split into two major sections; communism and free
trade. Many other countries disliked the Berlin Wall, and United
States President Ronald Reagan made a speech urging it to be torn
down. The division of Germany greatly affected the people, the region,
and other countries.
After World War II, there was a divide in Palestine. The Jewish
population, and the non-Jewish Arab populatation had consistant
conflicts (Doc 5a). During World War II, Jews were persecuted, so
many fled to Palestine which increased conflicts. Many groups such
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[54]
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Anchor Paper – Document-Based Essay—Level 2 – A
as the United Nations wanted to establish a seperate Jewish country in
Palestine to ease conflict (Doc 5b). They also didn’t want to upset the
Palestinians (Doc 4). Eventually, in 1948 Israel was created as a
seperate Jewish country (Doc 6). This led to many many conflicts
between the Israelis and Palestinians. Many people have been hurt,
and war has occurred. The region of Palestine has been violent with
religious conflicts, and war over land. Many other countries have
taken sides. The division of Palestine had many effects on the people,
the region, and other countries.
World War II drastically changed many areas of the world.
Countries were often divided. The divisions in Germany and Palestine
greatly effected the people that lived there, the region, and other
countries.
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 2
Anchor Level 2-A
The response:
• Minimally develops all aspects of the task for the post–World War II division of Germany and
Palestine
• Is primarily descriptive (Germany: as part of the end of World War II, Germany divided into
sections; many Germans fled from East Germany to West Germany in search of a better life; the
Wall led to many people becoming trapped in East Germany and not being permitted to leave;
many people attempted to escape East Germany and were possibly killed in their attempt;
Palestine: constant conflicts between Jewish and Arab population; many Jews fled to Palestine
because of persecution during World War II; United Nations and other groups wanted to establish a
separate Jewish country in Palestine; creation of Israel led to conflicts between Israelis and
Palestinians); includes faulty and weak application (Palestine: groups such as United Nations did
not want to upset Palestinians)
• Includes limited relevant information from documents 2, 3, 5, and 6
• Presents little relevant outside information (Germany: sections under French, British, and United
States occupation experienced free trade and rights; section under USSR influence had communism
and a strict government; many other countries disliked Berlin Wall; United States President Ronald
Reagan made a speech urging that the Wall be torn down)
• Includes few relevant facts, examples, and details (Germany: during World War II fought against
France, United States, Britain, and USSR; defeated at end of World War II; Berlin divided into
four sections; Palestine: Jews persecuted during World War II; Israel created as separate Jewish
country in 1948)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that are a
restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 2. The response is framed by document
information, demonstrating a basic understanding of the task. Broad generalizations, particularly for
the discussion of Palestine, lack details and development.
Global Hist. & Geo. Rating Guide – June ’16
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Anchor Paper – Document-Based Essay—Level 2 – B
After World War II, the areas of Germany and British India were
divided for a number of reasons. These divisions have affected the
people of these regions as well as other countries. Some of these regions
are still affected today.
Post World War II, much tension could be felt between the main
“superpowers” of the war. This tension was blamed on Germany.
Germany had been defeated by the Allies of this war; France, Great
Britain, & The United States. These powers thought it only right to
divide & control Germany so it could not start war again. Germany
was divided into 4 zones of occupation, controlled by France, Britain,
the U.S, and the Soviet Union. The Soviet Union was given a zone of
Germany because though they had fought along-side Germany at the
beginning of WWII, the Soviet Union decided to abandon Germany &
withdraw from the war. Not long after the division of Germany, the
Allies decided to unite their portions to make one unified West
Germany. (Doc. 2) This division caused many problems for the people
of East & West Germany. Now East was controlled completely by the
Soviet Union & their leader. Soon because of tension between the
U.S.S.R and West Germany, a wall was built to divide them
permanently. This was the Berlin Wall which seperated the former
capitol of Germany into an East & West portion as well. At this time
many citizens of the East tried to escape to the West to get away from
the terrible rule going on in the East. (Doc. 3b) This lead to the death of
many citizens in East Berlin. Other countries affected by the division
of Germany are the U.S and the U.S.S.R. The seperation of Berlin &
the building of the Berlin can be seen in history as a cause to the Cold
War between these countries. Many conflicts occurred because of this
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Anchor Paper – Document-Based Essay—Level 2 – B
division and it was not until the wall was taken down that peace
could finally be found in the region.
Another region that was divided was the region of British
controlled India. After WWII, India was divided into two countries,
India and Pakistan. (Doc. 8) The main reason for this division was the
religous between the two main groups of India, the Muslims and the
Hindus. Due to religous differences, both of these groups felt that they
should have control of India. Soon the country of Pakistan was
formed for the Muslim people & Hindus would stay in India. This
division caused the killing of many people from both groups.
After the partition, many hindus began migrating to their new
lands, but this meant for Hindus & Muslims to cross paths which
caused many attacks & killings of both Hindus & Muslims. This
division also affected people from other countries. While Muslims &
Hindus fought over land called Kashmir, many tourists from other
countries were in danger. (Doc. 9b) Tension has harmed many people
who visit this area because many bombings & shootings occurr
between Pakistan & India still today. This conflict is still known in
present day & has yet to be stopped.
Often countries are divided to ease religous or ethnic conflict. In the
cases of Germany & India, the divisions of these regions have not only
affected the countries negatively but also others. Conflict can not be
solved by division because their will still be war.
Global Hist. & Geo. Rating Guide – June ’16
[58]
Vol. 2
Anchor Level 2-B
The response:
• Minimally develops all aspects of the task for the post–World War II division of Germany and
British India
• Is primarily descriptive (Germany: division caused problems for people of East and West
Germany; citizens of the East tried to escape to West to get away from terrible rule in East; British
India: religion main reason British India was divided; after partition many Hindus began migrating
to their new lands; crossing paths of Hindus and Muslims caused attacks and killings; while
Muslims and Hindus fought over Kashmir, tourists from other countries put in danger); includes
faulty and weak application (Germany: not long after division of Germany, the Allies decided to
make one unified West Germany; it was not until the Berlin Wall was taken down that peace could
finally be found in region)
• Includes limited relevant information from documents 2, 3, 8, and 9
• Presents relevant outside information (Germany: defeated by Allies who thought it was right to
divide and control Germany so it could not start a war again; British India: bombings and
shootings between Pakistan and India still occur today)
• Includes few relevant facts, examples, and details (Germany: Soviet Union given a zone of
Germany; Berlin Wall separated former capital of Germany into an East and West portion; many
citizens of the East died trying to escape; British India: after World War II, India divided into two
countries of India and Pakistan; Pakistan was for Muslims and Hindus would stay in India);
includes inaccuracies (Germany: tension between main “superpowers” of post–World War II
blamed on Germany; Soviet Union fought alongside Germany at beginning of war but decided to
abandon Germany and withdraw from war)
• 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. Document information frames the
response and a brief development of all aspects of the task demonstrates a limited understanding of
division of regions. Faulty application of information and inaccuracies weaken the response.
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – C
After World War II ended, places like Palestine & British India
ended up being divided. This was for many reasons. This division had
very strong impacts on different aspects of that particular society as
well as surrounding areas. The divisions of Palestine & British India
would have strong impacts on the people, the region, & the nearby
countries.
Palestine & Jerusalem have always been areas of conflict for
competing religious groups. After World War II, it became even more of
an urgency for the territory to be properly divided & for Jerusalem to be
won by a certain group. In 1947, the United Nations proposed a plan to
divide Palestine between the Arabs & the Jews. Jerusalem would become
International territory for all to more or less share. The UN’s plan was
to give the Arabs the area closer to Jerusalem & the Gaza strip, while the
Jews would get the outermost territory. This caused much controversy,
and after voting & rejection of the plan by Palestinians, the plan was
never implemented (Docs 5a & 5b). Jerusalem has always been a sacred
area, & the failure of this division plan to pass caused unrest among
the Arabs & Jews, as well as in that territory especially. Following this,
in 1948, war breaks out after Isreal declares itself an independent
country. (Doc 6). These events show the continued effects of the
proposed division.
In British India, there were divisions as well, that followed World
War II. There was a partition of India by the British, who controlled
them. This partition caused 8.6 million Muslims to migrate out of
India, past the partition, to Pakistan, while another 8.6 million
Hindus migrated out of Pakistan to India (Doc 8). This shows how
strong the impact of the partition was on the people affected by it. One
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – C
week after the partition in 1947, Kashmir, a predominantly Muslim
area was divided into Muslim-Hindu territory, causing much unrest
& violence. Tourism there had decreased, as well as revenue. Pakistan
would heavily bomb & kill many & leave much destruction (Doc 9a &
9b).
Clearly, post World War II divisions were destructive and had a
very clear & strong impact on people, regions, & surrounding
countries.
Anchor Level 2-C
The response:
• Minimally develops some aspects of the task for the post–World War II division of Palestine and
British India
• Is primarily descriptive (Palestine: in United Nations plan, Jerusalem would become international
territory for all to share; United Nations plan would give Arabs area closer to Jerusalem and Gaza
Strip and Jews would get outermost territory; failure of United Nations plan caused unrest between
Arabs and Jews especially in Jerusalem; British India: predominantly Muslim Kashmir was
divided into Muslim and Hindu territory causing unrest and violence; tourism and revenue in
Kashmir decreased as a result of violence; Pakistan’s bombing killed many and left much
destruction)
• Includes limited relevant information from documents 5, 6, 8, and 9
• Presents little relevant outside information (Palestine: Palestine and Jerusalem have always been
areas of conflict for competing religious groups; Jerusalem has always been a sacred area)
• Includes few relevant facts, examples, and details (Palestine: war breaks out in 1948 after Israel
declares independence; British India: 8.6 million Muslims migrated out of India to Pakistan; 8.6
million Hindus migrated out of Pakistan to India)
• 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. The response relies on document
information and generalizations. There is little to no development of the historical circumstances for
either division. Lack of details and development weaken the effort.
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 2
Anchor Paper – Document-Based Essay—Level 1 – A
After WWII Both Palestine and British India were split up, so the
Religons that lived in both had a holy land to live on. Hindu’s and
Muslims resented one another while Jews and Arabs felt the same.
In Palestine, the Jews wanted their promised land back from the
Arabs. Since the Arabs lived there, they didn’t want to give it up. So
they had heavily heated disputes and finally had the land Partitioned.
This land split didn’t work though, because people felt either, they
didn’t get enough or gave away too much. This again led to bloodshed
and this is still heavily debated about.
In India, the Natives wanted independence. Lead by Mahatma
Gandhi, they led civil disobidience policy and peacefully didn’t
cooperate with the British, this led to the land being independant, but
yet they still struggeled between religons. So it was split up between
Pakistan and India. The migrations though led to bloodshed and people
with hatred towards each other.
Many times land splitting helps some problems but in this case,
just leads to others. Religous tensions caused Breakdowns in both
countries and now the tension will be there due to people always
thinking they don’t get enough or they’re giving too much away.
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Anchor Level 1-A
The response:
• Minimally addresses all aspects of the task for the post–World War II division of Palestine and
British India
• Is descriptive (Palestine: Arabs did not want to give up their land to the Jews since they lived
there; land split did not work because people felt either they did not get enough or they gave away
too much; British India: natives led by Gandhi wanted independence; after independence there
were still struggles between religions); includes faulty and weak application (British India: so the
religions that lived in both had a holy land)
• Includes minimal information from document 8
• Presents little relevant outside information (Palestine: Jews wanted their promised land back from
Arabs; division is still heavily debated; British India: Gandhi led civil disobedience and did not
cooperate with British and led to being independent)
• Includes few relevant facts, examples, and details (Palestine: land partitioned; division led to
bloodshed; British India: land split between Pakistan and India; migrations led to bloodshed)
• Demonstrates a general plan of organization; includes an introduction and a conclusion
Conclusion: Overall, the response fits the criteria for Level 1. Although some relevant outside
information is included, the discussion is limited in scope and lacks details and development.
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Vol. 2
Anchor Paper – Document-Based Essay—Level 1 – B
After World War II nations such as Germany, Palestine, and
British India were divided. When divided they were either broken up
and became new nations or divided and occupied by other nations.
These two ideas seemed like a logical idea to prevent another war.
However in some cases dividing lands affected peoples lives in a good
and bad way. It also affected nations that did not want to lose land.
The nation Germany was affected severly, because it was divided
into four zones occupied by four other nations. It also had land within
it’s country divided into two, which was Berlin. When East and West
Berlin was established it later cause problems. When the Berlin Wall
was built it caused the people to be unable to go out and forigners to
come in.
Another Palestine was affected a bit because it lost land because of
Jewish states. It also caused conflicts when it got some land in the
himalayan territory. This caused conflicts them and Indian part of the
land, the Jammu and Kashmir part. Their numerous clashes caused
the people of the land to suffer and the business of the nation also
suffered.
These nations circumstances were not easy on the people but they
got through it. The dividing of nations were costly to the original
nation. World War II cost many changes in nations.
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Anchor Level 1-B
The response:
• Minimally addresses an aspect of the task for the post–World War II division of Germany
• Is descriptive (Germany: establishment of East and West Berlin caused problems); includes faulty
and weak application (Germany: when Berlin Wall built people unable to leave and foreigners
unable to come in)
• Includes minimal information from documents 2 and 3
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (Germany: divided into four zones occupied by
four other nations; Berlin divided)
• Demonstrates a general plan of organization; contains digressions; includes an introduction and a
brief conclusion
Conclusion: Overall, the response fits the criteria for Level 1. Although an attempt is made to address
the task for the division of Germany, minimal explanation and disconnected statements about Berlin
weaken the effort.
Global Hist. & Geo. Rating Guide – June ’16
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Vol. 2
Document-Based Essay—Practice Paper – A
World War II caused many problems for many nations. It caused
some nations to get divided. Two nations that were divided were
Germany and British India. They were divided for different reasons,
and the division did not always have positive effects. Each nation had
it’s own reasons for the divisions, but each nation also had it’s own
effects.
Germany was divided at the end of World War II. It was divided
into four parts with each part being controlled by a different nation.
(2) The United States, France, Britain and the Soviet Union all
controlled part of Germany. (2) The French, British and American
portions of Germany were Capitalist and were called West Germany.
The Soviet Union part was called East Germany and was communist.
The capitalist and communist sides had very different standards of
living. West Germans living in the capitalist areas were given more
opportunities to become successful and rich. East Germans in the
communist areas were given little aid and had to deal with a general
lack of opportunity. This was most obvious in Berlin where the
different sectors could be right across the street. This led to many
people defecting from the east to the west so on August 13, 1961, the
Soviet Union built the Berlin Wall. (3a) The Berlin Wall was built to
keep East Germans, and East Berliners, out of West Berlin. (3) It
went up virtually overnight, splitting up families, and stopping
immagration. (3) This split of Germany can still be seen today.
Currently, what was East Germany is not as wealthy when
comparing it to the area that used to be West Germany. A lot of
Germany’s tax money when they were reunified went to the Eastern
portion of Germany. This has made some of the “West Germans”
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Document-Based Essay—Practice Paper – A
angry, because they had to contribute to it.
Another country that experienced a division after World War II was
British India. British India won independence from Britain in the late
1940s using Gandhi’s civil disobedience method. Gandhi as well as
other independence leaders such as Nehru were part of the Hindu
majority, and used fasting and nonviolent methods in order to gain
independence. (7) These leaders gained worldwide fame which made
some Muslims nervous. Some of the Muslim minority feared that the
Hindu majority would take away their rights. The Congress Party that
was formed seemed to be pro-Hindu and anti-Muslim. (7) The Muslim
leaders did not think that a representative democracy would work in
India because the Muslim minority would never be heard in a
predominantly Hindu country so they decided that they wanted their
own country. (7) They also wanted their own country because
religious tension between Hindus and Muslims was present in India
especially in the North. This became very apparent after many riots
erupted between Hindus and Muslims. After the decision was made to
split British India into India and Pakistan, there were many people
who were forced to leave their homes. (8) Many Hindu people left their
homes because their homes were in the new Muslim country of
Pakistan. (8) Many Muslims left their homes in India and moved to
Muslim controlled places. (8) As the migrations occured, fights would
break out because some Hindus blamed the Muslims for forcing them
to leave their homes, and vice versa. There was also tension at the border
because there was an unsettled territory dispute. (9) These tensions
have made the lives of the people who lived near the border very
stressful, and they expierenced suffering. (9) Businesses have failed
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in that area because tourists no longer wanted to go there, and there
were bombs dropped during the points of high tension. (9) Some people
left their homes, belongings, and lives because they had suffered so
much there. (9) The border tension from the division of India caused a
lot of suffering for the people who lived there.
The splitting of a country is not always good, and does not always
have positive effects. It causes hardships for the people because they
have to leave their homes. It also leaves lasting effects in the region.
This can mean tensions that last for many years.
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Document-Based Essay—Practice Paper – B
After World War II Germany and Palestine’s territory was divided.
Each territory had a variety of reasons as to why they were divided. As
a result, the people living there were affected along with neighboring
people and countries.
Before World War II Germany had control over alot of territory but
as the war progressed people began to realize they were spiraling down.
When Germany lost the war they came under control. Documents 2,
and 3 explain how it happened and how it affected the people.
Document 2 shows the control of different countries over Germany.
Berlin was under the control of the Soviets, United States, and the
British. Document 3 explains how the people were affected. Germany
built the Berlin Wall when they saw that most East Berliners were
moving to West Berlin. As it is displayed in the cartoon even though
there was the Berlin Wall Berliners tried to climb over but they died in
the process. The division of Germany also affected other countries
because they recieved territory from the division. As a side point they
were also happy because there was no more war with Germany.
The division of Palestine was vastly different to that of Germany.
In Documents 4 and 5 and 6 discuss everything involved in the
division and how the people were affected. Document 4 explains how the
whole idea of establishing a Palestine came to be. The Balfour
Declaration, written by Arthur James Balfour, explained to Lord
Rothschild that the Jewish people deserved a state because of what they
went through in the Holocaust. He said that the British government
would do whatever necessary to make sure this happens. James also
said that the non-Jewish people already living there would not be
disrupted. Document 5 explains how the peoples lives were affected. Not
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Document-Based Essay—Practice Paper – B
only were the Jews affected but the Arabs as well. The Arabs felt that it
was unfair that the Jewish people get land. Also the Arabs wanted this
land as well. The territory was plagued with chronic unrest pitting
native Arabs against Jewish immigrants. This is why the United
Nations recommended splitting the territory. Even after the division it
wasn’t stable because a lot of the Arab territory surrounded the Jewish
territory which resulted in war. Document 6 shows the result of Israel
declaring itself an independent state resulted in the United Nations
failure to maintain peace.
The division of Germany and Palestine had an impact on the
world. There was the complete breakdown of Germany proving that
their power was deflated and under control neighboring countries. It
affected the people because many died trying to flee Berlin. The
division of Palestine affected the Middle East because there was
extensive war between the Jews and the Arabs. This division affected the
people because many died in the wars. All in all the divisions of
Germany and Palestine had a big impact on the world.
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Vol. 2
Document-Based Essay—Practice Paper – C
After World War II Palestine and British India were divided for
various reasons. The main reason for both Palestine and British India
being divided was due to religious conflict. As a result of the
divisions, both British India and Palestine and the surrounding areas
expierenced mass migrations of people. However even though they both
were divided neither area resolved their religious conflicts.
After World War I Palestine fell under British control because of the
Mandate System. But even before the British received the mandate
they had already made plans for the territory. In 1917 the British
government issued the Balfour Declaration. The Balfour Declaration
stated Britian’s support of a Jewish homeland in Palestine (doc 4). This
declaration was influenced by the Zionist movement. Zionists were
people who were in favor of establishing a Jewish homeland.
At the same time Britian showed support for the Jews in the
Declaration, they also showed support for the Palestinians stating their
civil and religious rights should not be harmed. The Balfour
Declaration, laid the foundation of the anger and conflict between Jews
and Arabs. After World War II hundreds of thousands of Jews moved
to Palestine, creating conflict with native Arabs. The United Nations
recommended a division of Palestine to ease the violence. The UN Plan
proposed to partition the land with 56.47% going to the Jews and
43.53% going to the Arabs (doc 5a). In 1947 the UN General
Assembly voted on the partition plan — 33 countries voted for the
partition, 13 countries voted against it and 10 countries abstained.
The plan which was rejected by the Palestinians was never implemented
(doc 5a). Then, in 1948 Israel declared itself an independent country.
Soon after, war broke out (doc 6). As a result, many Arab people
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Document-Based Essay—Practice Paper – C
migrated out of fear. They lost their homes and their land. Many
Palestinians were forced to live in refugee camps. Various wars have
been fought between Arabs and Jews since then including the Yom
Kippur War and the Six Day War. Most of the wars have been won by
Israel who often gained more land with each win. With the unrest,
Palestinian lives in the refugee camps have worsened with time and
some, as a result, have joined terrorist groups. These groups have
targeted Israeli sites creating what seems like a continuing cycle of
anger and hatred.
By the end of World War II, British India had experienced years of
imperial rule. In the early 1900s, the Indian National Congress formed
with the goal of independence and key leaders like Gandhi and Nehru
emerged. The Muslim League was created a little later as a way to
protect and support Muslim interests and a key leader was
Mohammed Ali Jinnah. Many Muslims were unhappy being a
minority in British India and felt the Congress Party was better
suited to serve the Hindu majority (doc. 7).
As a result of Hindu-Muslim conflict, British India was
partitioned into two independent countries in 1947. Pakistan was
created as a predominately by Muslim country and India had a
Hindu majority. The partition of British India resulted in the
migration of millions of Hindus to India from Pakistan and
millions of Muslims from India to Pakistan. About a million died
along the way (doc. 8). However the partition didn’t settle the violence
between Muslims and Hindus. Kashmir, an area with a Muslim
majority that was claimed by India and Pakistan has been the site of
violence between Indian and Pakistani forces (doc 9a). The violence
over this territorial dispute has caused many problems for those living
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Document-Based Essay—Practice Paper – C
in Kashmir. People have been killed, people have lost their homes and
businesses have faced economic hardship due to the violence between
India and Pakistan (doc. 9b). India and Pakistan fought several wars
over borders as well as other issues. There are also problems within these
countries between different religions. Anti-Hindu violence in
Pakistan and Anti-Muslim violence in India continues to affect each
country.
The end of World War II did not necessarily bring an end to
violence in the world. In the Middle East, Palestine was in turmoil
because of tensions between Arabs and Jews. In 1948 Israel declared
itself a free nation, but violence between Arabs and Jews continues to
this day. British India faced a similar problem after World War II.
Fears and tensions over who would have power divided the Hindu
majority and Muslim minority. In 1947, British India was
partitioned and gave birth to the independent nations of Pakistan and
India. Violence continued with a territorial dispute between India and
Pakistan in Kashmir and along the borders. The division in both India
and Palestine greatly effected the people involved resulting in war,
death, migration and unrest in the affected regions.
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Vol. 2
Document-Based Essay—Practice Paper – D
In the wake of World War II, many global changes arose. This
included the division of Germany into four different zones and the
establishment of a national home for the Jews in Palestine. These
actions have resulted in tensions and conflicts, both regionally and
worldwide.
Before and during World War II, Germany expanded
significantly. For example between 1938 and 1939 both Poland and
Austria were annexed (Document 1). However, with their surrender
after World War II Germany was divided into four different
occupation zones. These included a British, French, United States and
Soviet zone. Furthermore, despite being located within Soviet
controlled territory, Berlin was divided between these four nations
(Document 2). This fostered the development of an East Berlin,
occupied by the Soviets, and a West Berlin, occupied by the British,
French, and Americans. In the late 1940s after some disagreements
with the Western Allies the Soviets blockaded West Berlin. The
Americans responded by beginning the Berlin Airlift. For almost a
year supplies were flown into West Berlin by the Americans and the
British. Many of the people of West Berlin who could have died because
of the blockade were saved. The Berlin Wall was erected in August,
1961 to divide East Berlin from West Berlin. Friends, familes, &
communities were seperated. Before the wall’s construction, hundreds
of thousands of people fled from East to West Berlin. However, the
Berlin Wall stemmed this movement and thus, was “essentially
imprisoning a community [East Germany of 17 million
people…”(Document 3).
On a global scale, Berlin was a key center in the Cold War. Soon
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Document-Based Essay—Practice Paper – D
after WWII only two major superpowers emerged: the US and the
Soviet Union. Tensions between these two nations began after the
war’s end and continued until the collapse of the Soviet Union in
1991. Since it was occupied by the Soviets & the Americans, incidents
in Berlin helped to foster these tensions.
In 1917, the Balfour Declaration was issued and stated that the
British goverment would support the establishment of a national home
for the jews in Palestine (Document 4). The movement for a Jewish
homeland called Zionism was strengthened during World War II.
With the Final Solution & the mass genocide of the Jewish population
in Europe, hundreds of thousands of Jews fled to Palestine some
during, and many after World War II. This wave of Jewish settlers
came into conflict with native Arabs. Partly because of these rising
tensions between the Arabs and Jews, the UN General Assembly took
up the issue and voted on a plan for the parition of Palestine in 1947
(Document 5). With the establishment of Israel in 1948, war errupted.
UN intervention did not result in peace, despite Resolution 194 that
was supposed to allow refugees to return to their homes. In 1949,
armistice agreements were signed between Israel, Egypt, Lebanon,
Jordan, & Syria (Document 6).
Tensions between the Arabs and Jews however have continued and
have resulted in numerous conflicts. The Palestinians and Israelis still
haven’t made peace. Outbreaks of violence still happen.
The divisions of Germany and Palestine have fostered tensions.
However, new events have occurred relatively recently. The Berlin Wall
has been taken down & the unification of Germany followed.
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Document-Based Essay—Practice Paper – D
Additionally, negotiations between Israel and Pakistan have occurred
in an attempt to reach some degree of peace. Although some of the
consequences from these divisions remain, steps are being taken to
promote unity & peace.
************************************
Document-Based Essay—Practice Paper – E
In Pakistan (The Pakistanian Region), Pakistan divided itself into
3 different zones. A zone for the Arabs, a zone for the Jews, and an
international zone. (Doc 5) In the region Israel declared itself and
independent state, later war breaks out and the United States attempts
to bring out peace which failed, then they said that they made a
provision where it would allow all refugees wishing that they could
return home and live calmly could do so as soon as possible (Doc. 6).
The same division was happening in India. Muslims believed that
Gandhi’s strategies were Hindu-based. So the Muslims had started to
think that it was an anti-Muslim region (Doc. 7).
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Practice Paper A—Score Level 3
The response:
• Develops most aspects of the task with some depth for the post–World War II division of Germany
and British India
• Is more descriptive than analytical (Germany: French, British, and American portions of Germany
were capitalist and called West Germany; Soviet part communist and called East Germany; in
Berlin different standards of living in different sectors could be seen right across the street which
led to people defecting from East to West; Berlin Wall built to keep East Germans and East
Berliners out of West Berlin; the Wall built virtually overnight splitting up families and stopping
immigration; British India: Muslim minority feared Hindu majority would take away their rights;
Muslim leaders did not think representative democracy would work in India; Muslim minority
feared they would never be heard in a predominantly Hindu country; as migrations occurred, fights
would break out because some Hindus blamed Muslims for forcing them to leave their homes and
vice versa; businesses have failed because tourists no longer want to go there)
• Incorporates some relevant information from documents 2, 3, 7, 8, and 9
• Incorporates limited relevant outside information (Germany: West Germans living in capitalist
areas given more opportunities to become successful and rich; East Germans in communist areas
given little aid and had a general lack of opportunity; much of Germany’s tax money when
reunified went to eastern portion angering some West Germans; British India: independence
leaders such as Nehru part of Hindu majority; independence leaders gained worldwide fame which
made some Muslims nervous)
• Includes some relevant facts, examples, and details (Germany: United States, France, Britain, and
Soviet Union all controlled part of Germany; Berlin Wall built in 1961; British India: won
independence from Britain in late 1940s; split into India and Pakistan; many Hindus left homes
because homes in Muslim country of Pakistan; many Muslims left homes in India and moved to
Muslim-controlled places)
• Demonstrates a satisfactory plan of organization; includes an introduction that is a restatement of
the theme and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 3. The response is primarily document
driven but lacks information about the historical circumstances for the post–World War II division of
Germany. Some good outside information is scattered throughout the discussion but better integration
and explanation of that information would have strengthened the effort.
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Vol. 2
Practice Paper B—Score Level 2
The response:
• Minimally develops all aspects of the task for the post–World War II division of Germany and
Palestine
• Is primarily descriptive (Germany: controlled much territory before World War II but as war
progressed it spiraled down; Berliners tried to climb over the Wall but died in the process;
countries were happy because there was no more war with Germany; Palestine: Balfour
Declaration said non-Jewish people living in the area would not be disrupted; territory plagued
with unrest pitting native Arabs against Jewish immigrants; much Arab territory surrounded Jewish
territory which resulted in war; United Nations failed to maintain peace); includes faulty and weak
application (Germany: Berlin under control of Soviets, United States, and British; Germany built
Berlin Wall)
• Includes limited relevant information from documents 1, 2, 3, 4, 5, and 6
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (Germany: controlled by different countries after
World War II; Palestine: Balfour Declaration written by Arthur James Balfour to Lord Rothschild;
United Nations recommended splitting territory; Israel declared itself independent); includes an
inaccuracy (Palestine: Balfour Declaration explained that Jewish people deserved a state because
of what they went through in the Holocaust)
• Demonstrates a general plan of organization; includes an introduction that is a restatement of the
theme and a conclusion that summarizes information in the response
Conclusion: Overall, the response fits the criteria for Level 2. Although all aspects of the task are
addressed, single statements about the effects lack explanation especially in the treatment of Germany.
The response is dominated by simplistic use of document information.
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Practice Paper C—Score Level 4
The response:
• Develops all aspects of the task for the post–World War II division of Palestine and British India
• Is both descriptive and analytical (Palestine: Balfour Declaration influenced by Zionist movement;
even before British received mandate they made plans for Palestine; Balfour Declaration laid
foundation of anger and conflict between Jews and Arabs; after World War II United Nations
recommended a division of Palestine; war broke out soon after Israel declared independence;
British India: British India experienced years of imperial rule; many Muslims unhappy as minority
and felt Congress Party better suited to serve Hindu majority; partition did not settle violence
between Muslims and Hindus; Kashmir site of violence between Indian and Pakistani forces)
• Incorporates relevant information from documents 4, 5, 6, 7, 8, and 9
• Incorporates relevant outside information (Palestine: Zionists favored establishing a Jewish
homeland; wars fought between Arabs and Jews including Six Day War and Yom Kippur; many
Arab people migrated out of fear; Palestinian refugees lost their homes and their land; with unrest,
Palestinian lives in refugee camps worsen with time; some Palestinians joined terrorist groups;
terrorist groups targeted Israeli sites causing continuing cycle of anger and hatred; British India:
India had Indian National Congress formed with goal of independence; Muslim League created as
a way to protect and support Muslim interests; about a million refugees died in migration; antiHindu violence in Pakistan and anti-Muslim violence in India continues to affect each country)
• Supports the theme with relevant facts, examples, and details (Palestine: British issued Balfour
Declaration; United Nations plan proposed to partition land with 56.47 percent going to Jews and
43.53 percent going to Arabs; partition plan never implemented; 1948 Israel declared itself
independent; British India: Gandhi, Nehru; Mohammed Ali Jinnah; India partitioned in 1947;
Pakistan predominantly Muslim; India had a Hindu majority; Kashmir Muslim majority)
• Demonstrates a logical and clear plan of organization; includes an introduction that discusses
religious conflict was the main reason for the division of Palestine and British India and a
conclusion that discusses the end of World War II did not necessarily bring an end to violence in
the world especially in Palestine and British India
Conclusion: Overall, the response fits the criteria for Level 4. A document-framed discussion is
supported with relevant outside information demonstrating a good understanding of the task.
Additional analytic statements would have strengthened the response, especially in the discussion of
British India.
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Practice Paper D—Score Level 3
The response:
• Develops all aspects of the task with little depth
• Is more descriptive than analytical (Germany: despite being located within Soviet-controlled
territory Berlin was divided between four nations; Americans responded to Soviet blockade by
beginning Berlin Airlift; before construction of Berlin Wall hundreds of thousands of people fled
from East to West Berlin; Palestine: partly because of rising tensions between Arabs and Jews,
United Nations General Assembly took up issue and voted on plan for partition of Palestine;
United Nations intervention did not result in peace)
• Incorporates some relevant information from documents 1, 2, 3, 4, 5, and 6
• Incorporates relevant outside information (Germany: in late 1940s after some disagreements with
Western Allies, Soviets blockaded West Berlin; supplies flown into West Berlin by Americans and
British; friends, families, and communities separated by Berlin Wall; tensions between United
States and Soviet Union began after end of World War II and continued until collapse of Soviet
Union in 1991; Palestine: movement for a Jewish homeland called Zionism was strengthened
during World War II; tensions between Arabs and Jews have continued and have resulted in
numerous conflicts; Palestinians and Israelis still have not made peace)
• Includes some relevant facts, examples, and details (Germany: Poland and Austria annexed
between 1938 and 1939; Berlin Wall erected August 1961 to divide East from West; Palestine:
1917 Balfour Declaration stated British government would support establishment of national home
for Jews in Palestine; with establishment of Israel in 1948 war erupted; United Nations Resolution
194 was supposed to allow refugees to return to homes; armistice agreements signed between
Israel, Egypt, Lebanon, Jordan, and Syria in 1949)
• Demonstrates a satisfactory plan of organization; includes an introduction that is a restatement of
the theme and a conclusion that states although consequences from the divisions remain, steps are
being taken to promote unity and peace
Conclusion: Overall, the response fits the criteria for Level 3. While some analytic statements and
outside information on the Cold War characterize the discussion of Germany, document information
frames the discussion of Palestine. Additional facts and details to support generalizations would have
enhanced this response.
Practice Paper E—Score Level 0
The response:
Fails to develop the task
Conclusion: Overall, the response fits the criteria for Level 0. Although there is an attempt to use
isolated statements from the documents, no understanding of the task is demonstrated.
Global Hist. & Geo. Rating Guide – June ’16
[80]
Vol. 2
Global History and Geography Specifications
June 2016
Part I
Multiple Choice Questions by Standard
Standard
1—United States and New York History
2—World History
3—Geography
4—Economics
5—Civics, Citizenship, and Government
Question Numbers
N/A
1, 5, 7, 8, 10, 11, 14, 15, 19, 22, 27, 33, 34,
36, 38, 39, 41, 43, 44, 47, 48, 49, 50
3, 4, 6, 9, 13, 16, 17, 20, 23, 24, 30, 31, 32,
35, 42
12, 21, 25, 26, 29, 37, 46
2, 18, 28, 40, 45
Parts II and III by Theme and Standard
Theme
Thematic Essay
Document-based
Essay
Human and Physical Geography
Human and Physical Geography;
Belief Systems; Human Rights;
Conflict; Citizenship; Movement of
People and Goods; Imperialism;
Nationalism; Power; Change
Standards
Standards 2, 3, and 4: World
History; Geography;
Economics
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 – June ’16
[81]
Vol. 2
The Chart for Determining the Final Examination Score for the June 2016
Regents Examination in Global History and Geography will be posted on the
Department’s web site at: http://www.p12.nysed.gov/assessment/ on the day of
the examination. Conversion charts provided for the previous administrations
of the Global History and Geography examination must NOT be used to
determine students’ final scores for this administration.
Submitting Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the test
development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make
suggestions. Instructions for completing the evaluation form are as follows:
1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
Global Hist. & Geo. Rating Guide – June ’16
[82]
Vol. 2
The State Education Department / The University of the State of New York
Regents Examination in Global History and Geography – June 2016
Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores)
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
0
1
2
0
1
2
2
3
4
5
6
7
8
9
10
11
13
14
15
16
17
19
20
21
23
24
25
27
28
29
31
32
33
35
36
2
3
4
5
6
7
8
9
10
11
13
14
15
16
17
19
20
21
23
24
25
27
28
29
31
32
33
35
36
38
39
40
5
6
7
8
9
10
11
13
14
15
16
17
19
20
21
23
24
25
27
28
29
31
32
33
35
36
38
39
40
42
43
44
Total Essay Score
3
4
5
6
8
9
10
11
13
14
15
16
17
19
20
21
23
24
25
27
28
29
31
32
33
35
36
38
39
40
42
43
44
46
47
48
11
13
14
15
16
17
19
20
21
23
24
25
27
28
29
31
32
33
35
36
38
39
40
42
43
44
46
47
48
50
51
52
15
16
17
19
20
21
23
24
25
27
28
29
31
32
33
35
36
38
39
40
42
43
44
46
47
48
50
51
52
54
55
56
19
20
21
23
24
25
27
28
29
31
32
33
35
36
38
39
40
42
43
44
46
47
48
50
51
52
54
55
56
58
59
60
7
8
9
10
23
24
25
27
28
29
31
32
33
35
36
38
39
40
42
43
44
46
47
48
50
51
52
54
55
56
58
59
60
61
63
64
27
28
29
31
32
33
35
36
38
39
40
42
43
44
46
47
48
50
51
52
54
55
56
58
59
60
61
63
64
65
66
68
31
32
33
35
36
38
39
40
42
43
44
46
47
48
50
51
52
54
55
56
58
59
60
61
63
64
65
66
68
69
70
71
35
36
38
39
40
42
43
44
46
47
48
50
51
52
54
55
56
58
59
60
61
63
64
65
66
68
69
70
71
72
74
75
Global History and Geography Conversion Chart - June '16
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 80.
1 of 1
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
0
1
2
38
39
40
42
43
44
46
47
48
50
51
52
54
55
56
58
59
60
61
63
64
65
66
68
69
70
71
72
74
75
76
77
42
43
44
46
47
48
50
51
52
54
55
56
58
59
60
61
63
64
65
66
68
69
70
71
72
74
75
76
77
78
80
81
46
47
48
50
51
52
54
55
56
58
59
60
61
63
64
65
66
68
69
70
71
72
74
75
76
77
78
80
81
82
83
84
Total Essay Score
3
4
5
6
50
51
52
54
55
56
58
59
60
61
63
64
65
66
68
69
70
71
72
74
75
76
77
78
80
81
82
83
84
85
86
87
54
55
56
58
59
60
61
63
64
65
66
68
69
70
71
72
74
75
76
77
78
80
81
82
83
84
85
86
87
89
90
91
58
59
60
61
63
64
65
66
68
69
70
71
72
74
75
76
77
78
80
81
82
83
84
85
86
87
89
90
91
92
93
93
61
63
64
65
66
68
69
70
71
72
74
75
76
77
78
80
81
82
83
84
85
86
87
89
90
91
92
93
93
94
95
96
7
8
9
10
65
66
68
69
70
71
72
74
75
76
77
78
80
81
82
83
84
85
86
87
89
90
91
92
93
93
94
95
96
96
97
97
69
70
71
72
74
75
76
77
78
80
81
82
83
84
85
86
87
89
90
91
92
93
93
94
95
96
96
97
97
98
98
98
72
74
75
76
77
78
80
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
76
77
78
80
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