REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
GLOBAL HISTORY
AND GEOGRAPHY
Tuesday, January 24, 2017 — 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.
Base your answer to question 1 on the map below and on your knowledge of social studies.
Dn
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Inner Asia’s Major Ecological Zones
iver
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CA
UC
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ve
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ive
aR
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Lake Balkhash
KIZIL
KUM
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ary
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Irtis
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IIi River
TIANSHAN MTS.
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us
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ve
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TAKLAMAKAN DESERT.
PAMIR MTS.
SH
KU
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TIBETAN
HIN
PLATEAU
Forest
(Taiga)
Steppe
(Grassland)
N
W
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Mountains
Desert
Source: From Silk to Oil: Cross-Cultural Connections Along the
Silk Roads, China Institute, 2005 (adapted)
1
Which modification to the environment would most likely need to be made to grow
cotton in the region directly south of the Aral Sea?
(1) Terraces would need to be constructed.
(2) Irrigation systems would need to be established.
(3) Desalination plants would need to be built.
(4) Floating gardens would need to be developed.
3 In a traditional economy, habits, customs, and
rituals function as
(1) territorial boundaries
(2) incentives to change
(3) independent theories
(4) primary considerations in decision making
2 Historians need to determine the authenticity of
a source in order to
(1) establish its usefulness
(2) reinforce popular opinion
(3) demonstrate the significance of religious
beliefs
(4) determine the characteristics of propaganda
Global Hist. & Geo. – Jan. ’17
[2]
4 Which title best completes the partial outline
below?
Base your answer to question 9 on the artifact
below and on your knowledge of social studies.
I.
Artifact from the Tang Dynasty
A. City-states depended on goods exchanged
directly with Mediterranean peoples
B. Political loyalty centered on the city-state
C. A common enemy, Persia, threatened
city-states’ autonomy
(1)
(2)
(3)
(4)
Features of Gupta Empire
Attributes of Indus Valley Civilizations
Characteristics of Ancient Greece
Traits of Ancient China
5 The Hellenistic culture, associated with the rule
of Alexander the Great, developed as a result of
(1) ethnocentrism
(3) direct democracy
(2) cultural diffusion
(4) embargoes
6 The pyramids of ancient Mesoamerica and the
aqueducts of ancient Rome demonstrate that
these early civilizations
(1) used large wooden structures for protection
(2) practiced religious toleration
(3) were able to prevent flooding
(4) had advanced technology
Source: The Avery Brundage Collection,
Asian Art Museum online
9 In what way does this artifact represent the
culture of the Tang dynasty?
(1) Camels were used by traders along the Silk
Roads.
(2) Decorative ceramics were primarily imported
from Japan.
(3) Farmers used camels to plow fields in the
Gobi Desert region.
(4) Iron stirrups were developed and traded with
the Mongols.
7 One similarity between Confucianism and
Christianity is that both belief systems
emphasize
(1) respecting others
(2) praying five times a day
(3) converting others to their teachings
(4) making pilgrimages to holy shrines
8 Interactions between the Byzantine Empire and
Kievan Russia influenced the Russians to
(1) recognize the absolute political authority of
the Pope
(2) adopt Orthodox Christianity
(3) call for an alliance with the Muslims
(4) terrorize Charlemagne’s empire
Global Hist. & Geo. – Jan. ’17
10 Throughout Japan’s early history, a major factor
contributing to its ability to resist invasion was its
(1) island location
(2) superior military technology
(3) alliances with neighbors on the continent
(4) decentralized government structures
[3]
[OVER]
14 Knowledge about trade wind patterns and the
ability of sailors to utilize them on the Indian and
Atlantic Oceans demonstrate that
(1) government monopolies affect trade
(2) geography and technology influence economic
activity
(3) economic concepts dominate the study of
transportation
(4) laws and customs regulate exchanges across
international waters
Base your answer to question 11 on the passage
below and on your knowledge of social studies.
. . .The impact of the pandemic on Christian
Europe is fairly well known since the Black Death
has been the subject of considerable scholarly
attention. This interest has led to a misconception
of the Black Death as primarily a European
phenomenon. Regrettably, the Black Death in
the Orient has not attracted a comparable interest,
but this neglect should not be interpreted as an
indication of its lack of historical significance.
The famous fourteenth-century Muslim historian,
Ibn Khaldū n, who lost his parents and a number
of his teachers during the Black Death in Tunis,
recognized the import of the pandemic for Islamic
civilization: . . .
15 The Spanish encomienda system established in
the Spanish colonies of Latin America was most
similar to European
(1) guild systems
(2) joint stock companies
(3) subsistence agriculture
(4) feudal land grants
— Michael W. Dols, Viator (adapted)
11 Which statement expresses the author’s argument
regarding misconceptions related to the Black
Death?
(1) Primary sources have been difficult to find.
(2) Testimonies about the Black Death are
unreliable.
(3) The causes of the Black Death are not
understood by historians.
(4) Historical study has focused more on one
region rather than on others.
16 Which statement about Louis XIV is an opinion
rather than a fact?
(1) He insisted that Huguenots convert to
Catholicism.
(2) He strengthened the monarchy by centralizing
the government.
(3) The wars he engaged in were the least
successful in the history of France.
(4) The palace he built at Versailles was part of
his plan for controlling the nobles.
12 The influence of Greek and Roman culture on
some Renaissance art is reflected in
(1) a realistic portrayal of the human body
(2) challenges made to ancient religious ideals
(3) the impact of William Shakespeare’s writing
in southern Europe
(4) competition promoted between northern and
southern European artists
17 The idea that all people are born with the natural
rights of life, liberty, and property is most directly
associated with the writings of
(1) Baron de Montesquieu
(2) Thomas Hobbes
(3) Jacques-Bénigne Bossuet
(4) John Locke
13 Which situation was a direct result of the
Protestant Reformation in western Europe?
(1) The Pope was removed as leader of the
Catholic Church.
(2) The religions of the people of Europe became
more diverse.
(3) Women assumed leadership in most Christian
denominations.
(4) European rulers established religious
freedom for their subjects.
18 What influence did the Scientific Revolution have
on the Enlightenment in Europe?
(1) Natural laws were used to explain human
affairs.
(2) Economic growth was slowed by the lack of
useable technology.
(3) Scientific truths were used to justify absolute
monarchies.
(4) The emphasis on religious doctrine led to the
rejection of scientific ideas.
Global Hist. & Geo. – Jan. ’17
[4]
Base your answer to question 19 on the map below and on your knowledge of social studies.
RUSSIA
EUROPE
Vienna
ia
HUNGARY
n
PORT
a
S
ople
tantin
Rome
Cons
N
W
Se
Black Sea
UGAL Barcelona
SPAIN
Tabriz
IAN
RS IRE
E
P P
EM
Tunis
E
IA
AS
sp
FRANCE
Marseille
Aral
Sea
Ca
ATL
OC ANTIC
EA
N
Medi
terran
ean S
ea
Per
sia
Cairo
nG
ulf
IA
ARAB
AFRICA
a
Re
Mecc
d
Se
a
Height of the Ottoman Empire,1683
A
IOPI
ETH
INDIAN
OCEAN
Source: The Nystrom Atlas of World History, Herff Jones Education Division (adapted)
19 This map shows that at the height of the Ottoman Empire, the empire
(1) controlled the port cities of Barcelona and Marseille
(2) governed the Persian Empire
(3) included territory in Europe, Africa, and Asia
(4) completely surrounded the Red Sea
22 The terms of the Treaty of Nanjing and of the
Treaty of Kanagawa demonstrate the
(1) unequal relationships that characterized
imperialism
(2) humanitarian ideals that accompanied
missionary activity
(3) importance of technology in developing
economies
(4) changing roles of men and women associated
with modernization
20 Which geographic feature aided industrialization
in Great Britain?
(1) good harbors
(3) highland climate
(2) large forests
(4) monsoon winds
21 Capitalism is to private ownership as communism
is to
(1) supply and demand (3) state control
(2) laissez-faire
(4) self-determination
Global Hist. & Geo. – Jan. ’17
[5]
[OVER]
Base your answers to questions 23 and 24 on
the excerpts below and on your knowledge of social
studies.
Base your answer to question 26 on the cartoon
below and on your knowledge of social studies.
. . . The following serious accidents (minor injuries
are not reported) were recorded in the Manchester
Guardian between June 12th and August 3rd,
1844:
. . . 15th June, 1844: A youth from Saddleworth
died of dreadful injuries after being caught in a
machine.
29th June, 1844: A young man of Greenacres
Moor, near Manchester, working in a machine
shop, had two ribs broken and suffered
from many cuts as a result of falling under a
grindstone. . . .
3rd August, 1844: A Dukinfield bobbin
turner was caught in a belt and had all his ribs
broken. . . .
— Friedrich Engels
23 Friedrich Engels is using these examples to draw
attention to the
(1) efficiency of the factory system
(2) working conditions in factories
(3) living conditions in cities
(4) quality of care in urban hospitals
TURN ON THE HOSE
Source: Greene in the New York Evening Telegram,
Literary Digest, August 30, 1919 (adapted)
24 The Parliamentary response to circumstances like
these was to
(1) ship most manufacturing overseas
(2) take over poorly run businesses
(3) offer support to striking workers
(4) adopt safety reforms
26 The situation shown in this 1919 cartoon is most
directly associated with
(1) efforts to stabilize the global economy
(2) the removal of Lenin from power
(3) widespread German victories
(4) the aftermath of war
25 • Japan fights China. (1894)
• Japan defeats Russia. (1905)
• Japan annexes Korea. (1910)
27 • Development of secret alliances
• Assassination of Archduke Franz Ferdinand
• Stalemate along the trenches
Which conflict is directly associated with these
events?
(1) Austro-Prussian War (3) World War I
(2) Boer War
(4) World War II
These events reflect the growing power of Japan
and its desire to
(1) spread Shinto
(2) acquire warm-water ports
(3) obtain natural resources
(4) suppress the Boxer Rebellion
Global Hist. & Geo. – Jan. ’17
[6]
33 The organization of campaigns in South Africa
against the policy of racial separation and
segregation are most closely associated with
(1) Jomo Kenyatta
(3) Nelson Mandela
(2) Cecil Rhodes
(4) Kwame Nkrumah
28 The term Zionism can be defined as a form of
(1) nonalignment
(3) nationalism
(2) collective security
(4) pacifism
29 • Bitterness over the Treaty of Versailles
• Loss of the Ruhr and overseas colonies
• Rising inflation and unemployment
34 Beginning in the late 1970s, one of Deng
Xiaoping’s major goals for the People’s Republic
of China was to
(1) encourage economic growth through
modernization
(2) support the practice of traditional religions
(3) lessen control over the bureaucracy
(4) protect the purity of revolutionary doctrine
These factors are most closely associated with
(1) the rise of fascism in Germany
(2) the Russian Revolution of 1917
(3) French imperialism in Africa
(4) the communist revolution in China
30 Which geographic factor most directly contributed
to the early success of the Nazi blitzkrieg during
World War II?
(1) Alps Mountain Range
(2) English Channel
(3) Thames River
(4) Northern European Plain
35 • Sale of nuclear materials on the black market
• Reassertion of cultural identities in Ukraine
and Moldova
• Application for membership in the European
Union by the Czech Republic
Which event most directly influenced these
conditions?
(1) collapse of the Soviet Union
(2) failure of the Berlin blockade
(3) revolution in Iran
(4) pro-democracy protests in Tiananmen Square
31 Use of the term Iron Curtain is meant to symbolize
and highlight differences in
(1) religious philosophy
(2) political ideology
(3) art and architecture
(4) resources and climate
36 A major goal of both the World Bank and the
International Monetary Fund (IMF) has been to
(1) control oil prices
(2) promote the development of rain forests
(3) expand governmental control of industry
(4) encourage economic development
32 One reason Mao Zedong, Ho Chi Minh, and Fidel
Castro rose to power was that these leaders
(1) promoted capitalism and democracy
(2) gained the support of the peasants
(3) represented the interests of rich landowners
(4) wanted their countries to stress religious
values
Global Hist. & Geo. – Jan. ’17
[7]
[OVER]
Base your answer to question 37 on the cartoon below and on your knowledge of social studies.
Source: Chris Britt, State Journal-Register
37 What is the main idea of this cartoon?
(1) Peace talks have led to a cease-fire.
(2) The conflict is near an end.
(3) Negotiations have failed.
(4) Key groups have been brought to the peace table.
40 One way in which the conversion of the Hagia
Sophia into an Islamic mosque and the tearing
down of the Berlin Wall are similar is that both
occurred due to
(1) shifts in political power
(2) forced migrations of religious groups
(3) adoption of steel technology
(4) the restoration of international trade
38 One way in which Hiroshima and Chernobyl are
similar is that people in both places were
(1) displaced by earthquakes
(2) harmed by nuclear radiation
(3) affected by massive oil spills
(4) devastated by biological warfare
39 One way in which the motives for the Arab Spring
and for the French Revolution are similar is that
people wanted to
(1) rid society of secular beliefs
(2) alter the government to bring about reform
(3) create change through nonviolent means
(4) end economic inequalities using social media
Global Hist. & Geo. – Jan. ’17
[8]
Base your answers to questions 41 and 42 on the chart below and on your knowledge of social studies.
Selected Countries of the World
Country
Area in
People
Population Thousands
Per Sq.
of Sq.
in Millions
Kilometer
Kilometers
%
Urban
%
Arable
Literacy Rate
Male/Female
Life
Expectancy
in Years
Male/Female
France
66.0
643.8
102.5
85.0
33.5
99.0
99.0
78.5
84.8
Japan
127.3
377.9
336.1
91.3
11.3
99.0
99.0
80.9
87.7
Nigeria
174.5
923.8
188.9
49.6
39.0
72.1
50.4
49.4
55.8
Pakistan
193.2
796.1
242.7
36.2
26.0
69.5
45.8
64.8
68.7
Poland
38.4
312.7
122.8
60.9
35.5
99.9
99.6
72.5
80.6
Venezuela
28.5
912.0
31.3
93.0
2.9
95.7
95.4
71.1
77.5
— CIA World Factbook
41 Based on this chart, which statement about these countries is most accurate?
(1) Nigeria has the lowest literacy rate for men and women.
(2) Japan is the most densely populated country.
(3) Venezuela has the lowest percentage of urbanization.
(4) France has the largest population.
42 Which generalization can best be supported using the data in this chart?
(1) The higher the population of a country is, the larger the area will be.
(2) The less arable land a country has, the lower the literacy rate will be.
(3) Longer life expectancies tend to correlate with higher literacy rates for men and women.
(4) The more people per square kilometer a country has, the more likely it is to have a higher
percentage of urban population.
44 Expansion of the Hanseatic League, prosperity
of Italian city-states, and growth of trade fairs all
influenced the
(1) spread of Islamic beliefs
(2) development of Pax Romana
(3) growth of commercial activity in Europe
(4) maintenance of military outposts in West
Africa
43 Which development occurred during the
Neolithic Revolution?
(1) Food was grown on haciendas.
(2) Stone tools were used for the first time.
(3) The factory system replaced the domestic
system.
(4) Permanent settlements were established in
river valleys.
Global Hist. & Geo. – Jan. ’17
[9]
[OVER]
Base your answers to questions 45 and 46 on the image below and on your knowledge of social studies.
Source: Whipple Collection, University of Cambridge
45 Which civilization is shown in this image?
(1) Maurya
(3) Islamic
(2) Maya
(4) Cambodian
46 Some of the items shown in this image directly contributed to the
(1) age of European exploration
(3) fall of the Zulu
(2) invasions by the Central Asians
(4) formation of the Justinian Code
Global Hist. & Geo. – Jan. ’17
[10]
Base your answer to question 50 on the excerpt
below and on your knowledge of social studies.
47 The voyages of Zheng He, development of blue
and white porcelain, and the establishment of the
Forbidden City are all associated with the
(1) Tokugawa shogunate (3) Axum Kingdom
(2) Ming dynasty
(4) Umayyad dynasty
The Young Turks: Proclamation for
the Ottoman Empire, 1908
. . . 7. The Turkish tongue will remain the official
state language. Official correspondence and
discussion will take place in Turk. . . .
9. Every citizen will enjoy complete liberty
and equality, regardless of nationality or religion,
and be submitted to the same obligations. All
Ottomans, being equal before the law as regards
rights and duties relative to the State, are eligible
for government posts, according to their individual
capacity and their education. Non-Muslims will
be equally liable to the military law. . . .
48 • Emperor Montezuma falls from power.
• Large numbers of Native Americans died from
smallpox and other diseases.
These events occurred as a result of the
(1) Encounter
(2) Latin American independence movements
(3) Mexican Revolution
(4) Cuban Revolution
—“The Young Turks,” A. Sarrou, trans., Paris, 1912
49 One similarity between the rule of Peter the
Great and the rule of Emperor Meiji is that their
governments
(1) encouraged the people to convert to
Christianity
(2) supported isolationist policies
(3) implemented democratic elections for
legislative bodies
(4) began to modernize by adopting Western
technology
Global Hist. & Geo. – Jan. ’17
50 This proclamation incorporates the principle of
(1) national identity
(3) Social Darwinism
(2) divine right
(4) Marxism
[11]
[OVER]
Answers to the essay questions are to be written in the separate essay booklet.
In developing your answer to Part II, be sure to keep 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: Needs and Wants
Throughout history, the need and desire for certain natural resources and
products have significantly influenced the development of civilizations, empires,
and regions. Availability and access to these natural resources and products have
helped and hindered their development.
Task:
Select two different natural resources and/or products and for each
• Explain why people needed or desired this natural resource and/or product
• Discuss how this natural resource and/or product has significantly influenced
the development of a civilization, an empire, and/or a region
You may use any natural resource or product from your study of global history and
geography. Some suggestions you might wish to consider include coal, oil, diamonds, water,
salt, wood, rubber, tea, cotton, spices, and sugar.
You are not limited to these suggestions.
Do not write about the United States and its resources.
Guidelines:
In your essay, be sure to
• Develop all aspects of the task
• Support the theme with relevant facts, examples, and details
• Use a logical and clear plan of organization, including an introduction and a conclusion that
are beyond a restatement of the theme
Global Hist. & Geo. – Jan. ’17
[12]
NAME _____________________________________
SCHOOL ___________________________________
Part III
DOCUMENT-BASED QUESTION
This question is based on the accompanying documents. The question is designed to test your
ability to work with historical documents. Some of these documents have been edited for the purposes
of this question. As you analyze the documents, take into account the source of each document and
any point of view that may be presented in the document. Keep in mind that the language used in a
document may reflect the historical context of the time in which it was written.
Historical Context:
During the rule of the British Crown known as the Raj (1857–1947), the British took
many actions to strengthen and maintain their rule over the Indian subcontinent.
The impact of British rule on the people and the region can be viewed from a variety
of perspectives.
Task: Using the information from the documents and your knowledge of global history
and geography, answer the questions that follow each document in Part A. Your
answers to the questions will help you write the Part B essay in which you will be
asked to
• Discuss how actions taken by the British strengthened and/or maintained their
rule over the Indian subcontinent between 1857 and 1947
• Discuss, from different perspectives, the impact of British rule on the people
and/or the region
In developing your answers to Part III, be sure to keep this general definition in mind:
discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail”
Global Hist. & Geo. – Jan. ’17
[13]
[OVER]
Part A
Short-Answer Questions
Directions: Analyze the documents and answer the short-answer questions that follow each document in the
space provided.
Document 1
. . .The Indian Mutiny [1857] had come as a nasty shock, especially since British rule in
India had appeared so secure. In order to prevent such an outbreak again, the authority for
governing British India was removed from John Company [the British East India Company]
and placed in the hands of the Crown. Queen Victoria became Empress of India, and her
personal representative in the country was to be the Viceroy, who replaced the GovernorGeneral, the administration of India being controlled by the India Office in London. The
British Army presence in the country, as opposed to what was now called the Indian Army,
was increased to 65,000 men, and as a general principle every garrison was now to contain at
least one British regiment. . . .
Source: Charles Messenger, British Army, Bramley Books, 1997
1 According to Charles Messenger, what is one way the British attempted to strengthen their control over the
Indian subcontinent after the Indian Mutiny? [1]
Score
Global Hist. & Geo. – Jan. ’17
[14]
Document 2
. . .How the Raj treated the famines of the 1870s and 1890s says much about its character.
Original prognoses [predictions] about railway and canal expansion were probably correct,
although there is no exact method of calculating precisely the numbers saved by food
distributed by rail. Many more would have died if there had been no extension of the rail
network; of this we can be certain. Likewise, as [British Viceroy] Curzon appreciated in
1903 when he initiated a new, ambitious policy of digging more canals, artificial irrigation
saved lives. But humanitarianism was always balanced by pragmatism [practicality] and the
Raj never lost sight of the need to pay its way. Technical improvements which made Indians
less vulnerable to the wayward forces of nature were also contrived [planned] to enrich them
[Indians] and, through taxation, the government. The waterways which rendered hitherto arid
regions of the Sind and the Punjab fruitful added to the government’s revenue. A Punjabi
district which had been assessed at £15,000 annually before irrigation was rated at £24,000
afterwards. . . .
Source: Lawrence James, Raj: The Making and Unmaking of British India, St. Martin’s Griffin, 1997 (adapted)
2 According to Lawrence James, what is one action taken by the Raj that aided the Indian people and
strengthened British rule? [1]
Score
Global Hist. & Geo. – Jan. ’17
[15]
[OVER]
Document 3
. . .New schools were started by the British, by princely governments, by missionaries, and
by private enterprise. These schools were at all levels, including universities. The English
language was used in all schools of higher education. Though only a tiny minority of Indians
attended these schools, those who did received a fine English education (facility [fluency]
in English became the badge of an educated man). They studied English ideas about
democracy and nationalism, and became the eventual leaders of the movement for Indian
independence. . . .
Source: Milton Jay Belasco, India-Pakistan: History, Culture, People, Cambridge Book Company, 1968
3 According to Milton Jay Belasco, what is one way the British and others influenced Indian culture? [1]
Score
Global Hist. & Geo. – Jan. ’17
[16]
Document 4
. . .If the bureaucracy of the British Raj was a kind of despotism, it was a very different kind
from that which the Indian people had experienced before the British came.
In the first place, the British Raj was stronger than any of its predecessors, stronger
even than the Mogul Empire, and this enabled it to keep India, as never before, safe from
attack without and united and at peace within. The old menace of invasion was dispelled
[eliminated]. No hostile army crossed the frontier till 1942. The countryside was no longer
swept from time to time by warring and rapacious [aggressive] hosts. The main highways were
no longer infested by bands of brigands [bandits]. Villagers could sleep of nights: their lives
and property were safer now than they had ever been.
Secondly, the British Raj replaced arbitrary despotism by the rule of law. By becoming
British subjects many millions of Indians acquired ‘a government of laws, not of men’, and
therewith as full a protection of their personal rights by impersonal justice and as wide a
measure of civil liberty as any people in the world enjoyed. As to the content of the law, the
existing laws were consolidated and codified in accordance with ‘the indisputable principle’,
as a British parliamentary committee put it, ‘that the interests of the Native subjects are to be
consulted in preference to those of Europeans whenever the two come into competition, and
that therefore the laws ought to be adapted rather to the feelings and habits of the Natives
than to those of Europeans’. The adoption of English judicial procedure, it is sometimes
argued, was unwise, since it was ill suited to the backward conditions of Indian country life.
But otherwise the creation of the new courts of justice was an almost unqualified gain. They
obtained, wrote an experienced Indian nationalist, ‘a prestige and authority unknown in Asia’
outside the areas of European rule. They planted in the Indian mind a new respect for law as
something to which even the strongest Government must bow. The value of this gift has yet
to be put to its final proof; for it is on allegiance to a sovereign law that the peace and stability
of the free India of the future must mainly depend. . . .
Source: Sir Reginald Coupland, India: A Re-Statement, Oxford University Press, 1945 (adapted)
4a What is one way Sir Reginald Coupland believes the British Raj improved life for the Indians? [1]
Score
b Based on this excerpt, what is Sir Reginald Coupland’s view of Indian people? [1]
Score
Global Hist. & Geo. – Jan. ’17
[17]
[OVER]
Document 5
. . .The roots of Hindu-Muslim animosities [hatred] can be traced in part to British policy.
The British rulers, in an effort to maintain authority over the vast lands of India, encouraged
Indians to direct discontent against other Indians rather than against the British rule. As
the desire for independence grew, the British undermined the Muslims’ trust in the Indian
National Congress. Muslims feared the Congress spoke only for Hindu interests. Generally,
the Muslim political party—the Muslim League—cooperated with the British in return for
safeguards and concessions. When the British established elections for the central legislative
council [1909], they made the Muslims into a separate electoral group. “Divide and rule” was
the British policy. It was in the British interest to foster Muslim separatism. . . .
Source: Donald J. Johnson, et al., “Why Hindus and Muslims Speak Hate,”
Through Indian Eyes, CITE Books
5a Based on this excerpt from Through Indian Eyes, what is one example of the British fostering Hindu and
Muslim animosities? [1]
Score
b Based on this excerpt from Through Indian Eyes, what is an action taken by the Muslim League because it
feared a Hindu majority? [1]
Score
Global Hist. & Geo. – Jan. ’17
[18]
Document 6
. . .And why do I regard the British rule as a curse?
It has impoverished the dumb millions by a system of progressive exploitation and by a
ruinously expensive military and civil administration which the country can never afford.
It has reduced us politically to serfdom. It has sapped the foundations of our culture.
And, by the policy of disarmament, it has degraded us spiritually. Lacking the inward strength,
we have been reduced, by all but universal disarmament, to a State bordering on cowardly
helplessness. . . .
Source: Letter from M.K. Gandhi, Esq. to the Viceroy, Lord Irwin, March 2, 1930
6 According to Gandhi, what is one problem created by British rule? [1]
Score
Global Hist. & Geo. – Jan. ’17
[19]
[OVER]
Document 7
. . .The India Act of 1935 had two parts, each of which became amendments to the Constitution.
The first part, put into effect in 1937, gave the provincial assemblies and administrations full
autonomy in government. The Viceroy retained the right to overrule them, however. The
Act’s second part attempted to establish a federal union combining the British-held territories
with the more than 560 Princely States. The British-held territories by this time included
Bengal, Assam, Punjab, Sind, Bihar, Orissa, Madras, North-West Frontier Provinces, Central
Provinces, United Provinces, and Bombay. . . .
Source: Warshaw and Bromwell with A.J. Tudisco,
India Emerges: A Concise History of India from Its Origin to the Present, Benziger, 1975
7 Based on this excerpt from India Emerges, what is one way the British government maintained control in
India under the India Act of 1935? [1]
Score
Global Hist. & Geo. – Jan. ’17
[20]
Document 8
British Rule in India (1946)
. . .Thus India had to bear [support] the cost of her own conquest, and then of her transfer (or
sale) from the East India Company to the British crown, and for the extension of the British
empire to Burma and elsewhere, and expeditions to Africa, Persia, etc., and for her defense
against Indians themselves. She was not only used as a base for imperial purposes, without
any reimbursement for this, but she had further to pay for the training of part of the British
Army in England—“capitation” charges these were called. Indeed India was charged for all
manner of other expenses incurred [contracted] by Britain, such as the maintenance of British
diplomatic and consular establishments in China and Persia, the entire cost of the telegraph
line from England to India, part of the expenses of the British Mediterranean fleet, and even
the receptions given to the sultan of Turkey in London. . . .
Source: Jawaharlal Nehru, The Discovery of India, The John Day Company, 1946
8 According to Nehru, what is one way India had to support the costs of the British Empire? [1]
Score
Global Hist. & Geo. – Jan. ’17
[21]
[OVER]
Document 9
. . .During World War II, Britain made its last demands on India as its colony. It took stringent
[harsh] police measures to preserve the Raj against increasing Indian nationalism while
England used India as both a supply and operations base. Many Indians served in the British
military forces, and Indian industry was expanded to supply the war effort. While some parts
of India benefited from the increased industrial production, war-related factors combined
with lack of rain led to food shortages that resulted in 2 million deaths by starvation in Bengal
between 1942 and 1944. . . .
Source: William Goodwin, India, Lucent Books
9 According to William Goodwin, what are two ways India was asked to support Great Britain in the
1940s? [2]
(1) __________________________________________________________________________________
Score
(2) __________________________________________________________________________________
Score
Global Hist. & Geo. – Jan. ’17
[22]
Part B
Essay
Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion.
Use evidence from at least five documents in your essay. Support your response with relevant facts,
examples, and details. Include additional outside information.
Historical Context:
During the rule of the British Crown known as the Raj (1857–1947), the British took
many actions to strengthen and maintain their rule over the Indian subcontinent.
The impact of British rule on the people and the region can be viewed from a variety
of perspectives.
Task: Using the information from the documents and your knowledge of global history and
geography, write an essay in which you
• Discuss how actions taken by the British strengthened and/or maintained their
rule over the Indian subcontinent between 1857 and 1947
• Discuss, from different perspectives, the impact of British rule on the people
and/or the region
Guidelines:
In your essay, be sure to
• Develop all aspects of the task
• Incorporate information from at least five documents
• Incorporate relevant outside information
• Support the theme with relevant facts, examples, and details
• Use a logical and clear plan of organization, including an introduction and a conclusion that
are beyond a restatement of the theme
Global Hist. & Geo. – Jan. ’17
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[OVER]
REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY
Printed on Recycled Paper
[24]
REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY
Global Hist. & Geo. – Jan. ’17
FOR TEACHERS ONLY
The University of the State of New York
VOLUME
1 2
OF
REGENTS HIGH SCHOOL EXAMINATION
MC & THEMATIC
GLOBAL HISTORY AND GEOGRAPHY
Tuesday, January 24, 2017 — 9:15 a.m. to 12:15 p.m., only
SCORING KEY FOR PART I
AND RATING GUIDE FOR PART II (THEMATIC ESSAY)
Updated information regarding the rating of this examination may be posted on the
New York State Education Department’s web site during the rating period. Visit the site at:
http://www.p12.nysed.gov/assessment/ and select the link “Scoring Information” for any recently posted
information regarding this examination. This site should be checked before the rating process for this
examination begins and several times throughout the Regents Examination period.
Scoring the Part I Multiple-Choice Questions
Follow the procedures set up by the Regional Information Center, the Large City Scanning Center,
and/or the school district for scoring the multiple-choice questions. If the student’s responses for the
multiple-choice questions are being hand scored prior to being scanned, the scorer must be
careful not to make any marks on the answer sheet except to record the scores in the designated
score boxes. Any other marks on the answer sheet will interfere with the accuracy of scanning.
Multiple Choice for Part I
Allow 1 credit for each correct response.
Part I
1 ......2......
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50 . . . . . . 1 . . . . . .
25 . . . . . . 3 . . . . . .
38 . . . . . . 2 . . . . . .
Copyright 2017 — The University of the State of New York
THE STATE EDUCATION DEPARTMENT
Albany, New York 12234
Contents of the Rating Guide
For Part I (Multiple-Choice Questions):
• Scoring Key
For Part II (thematic) essay:
• A content-specific rubric
• Prescored answer papers. Score levels 5 and 1 have two papers each, and score levels 4, 3, and 2 have
three papers each. They are ordered by score level from high to low.
• Commentary explaining the specific score awarded to each paper
• Five prescored practice papers
General:
• Test Specifications
• Web addresses for the test-specific conversion chart and teacher evaluation forms
Mechanics of Rating
The following procedures are to be used in rating essay papers for this examination. More detailed directions for the organization of the rating process and procedures for rating the examination are included in
the Information Booklet for Scoring the Regents Examination in Global History and Geography and United
States History and Government.
Rating the Essay Question
(1) Follow your school’s procedures for training raters. This process should include:
Introduction to the task—
• Raters read the task
• Raters identify the answers to the task
• Raters discuss possible answers and summarize expectations for student responses
Introduction to the rubric and anchor papers—
• Trainer leads review of specific rubric with reference to the task
• Trainer reviews procedures for assigning holistic scores, i.e., by matching evidence from the response
to the rubric
• Trainer leads review of each anchor paper and commentary
Practice scoring individually—
• Raters score a set of five papers independently without looking at the scores and commentaries
provided
• Trainer records scores and leads discussion until the raters feel confident enough to move on to
actual rating
(2) When actual rating begins, each rater should record his or her individual rating for a student’s essay on
the rating sheet provided, not directly on the student’s essay or answer sheet. The rater should not
correct the student’s work by making insertions or changes of any kind.
(3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that
differ by more than one point.
Schools are not permitted to rescore any of the open-ended questions (scaffold questions,
thematic essay, DBQ essay) on this exam after each question has been rated the required
number of times as specified in the rating guides, regardless of the final exam score. Schools are
required to ensure that the raw scores have been added correctly and that the resulting scale score
has been determined accurately. Teachers may not score their own students’ answer papers.
Global Hist. & Geo. Rating Guide – Jan. ’17
[2]
Vol. 1
Global History and Geography
Content-Specific Rubric
Thematic Essay
January 2017
Theme:
Needs and Wants
Throughout history, the need and desire for certain natural resources and products have
significantly influenced the development of civilizations, empires, and regions. Availability
and access to these natural resources and products has helped and hindered their
development.
Task:
Select two different natural resources and/or products and for each
• Explain why people needed or desired this natural resource and/or product
• Discuss how this natural resource and/or product has significantly influenced the
development of a civilization, an empire, and/or a region
You may use any natural resource or product from your study of global history and geography.
Some suggestions you might wish to consider include coal, oil, diamonds, water, salt, wood, rubber,
tea, cotton, spices, and sugar.
You are not limited to these suggestions.
Do not write about the United States and its resources.
Scoring Notes:
1. This thematic essay has four components (for each of two different natural resources and/or
products, discussing why people needed or desired each natural resource and/or product and how
each natural resource and/or product has influenced the development of a civilization, an empire,
and/or a region.
2. Two natural resources or two products or one natural resource and one product may be discussed.
3. The same civilization, empire, or region can be used to discuss both natural resources and/or
products, e.g., salt and diamonds from Africa or oil and water in the Middle East.
4. The discussion may show how the lack of a natural resource or product has helped or hindered
the development of a civilization, an empire, or a region.
5. The influence a natural resource or product had on a civilization, an empire, or a region may be
the same as long as the details are specific to each, e.g., iron ore influenced industrialization in
Great Britain while the need to obtain coal from other regions influenced industrialization in
Japan.
6. The influence a natural resource or product had on a civilization, an empire, or a region may be
discussed from any perspective as long as the position taken is supported by accurate historical
facts and examples.
7. If more than two natural resources and/or products are discussed, only the first two may be
scored.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Score of 5:
• Thoroughly develops all aspects of the task evenly and in depth for each of two different natural
resources or products, by discussing why people needed or desired each natural resource and/or
product and how each natural resource and/or product influenced the development of a civilization, an
empire, and/or a region
• Is more analytical than descriptive (analyzes, evaluates, and/or creates* information) e.g., salt:
connects how the need for salt, essential for survival, and its exchange for gold in the western coastal
region of Africa led to the development of West African kingdoms as important commercial sites, the
subsequent increase in the wealth and power of the West African kingdoms, the spread of Islam, and
the growth of Timbuktu as an important learning center; diamonds: connects how the value of
diamonds for commercial use and for luxury items led to the conflict between the British and the
Boers in South Africa for control of the diamond mines, the use of black South Africans and Indians
to work in the mines, the discriminatory policies of the British and Boers, and the open conflict for
control of the South African government
• Richly supports the theme with many relevant facts, examples, and details e.g., salt: preservation of
food; Sahara; Berbers; Ghana, Mali, Songhai; Mansa Musa; conversion to Islam; diamonds: Boer
War; Cecil Rhodes; de Beers mining; used for cutting; symbol of status; cost in lives; pass laws
• 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 natural resource
or product more thoroughly than the second
• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information) e.g. salt:
discusses how the essential need for salt for life and its exchange for gold led to the development of
West African kingdoms, the conversion of the people to Islam, and the growth of Timbuktu as a
center of trade and learning; diamonds: discusses how the desire for diamonds in South Africa by the
British and the Boers as luxury items led to the use of black South Africans and Indians in the mines,
the development of discriminatory policies by Europeans, and open conflict between the British and
the Boers for control of the government of South Africa
• Supports the theme with relevant facts, examples, and details
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that
are beyond a restatement of the theme
Score of 3:
• Develops all aspects of the task with little depth or develops at least three aspects of the task in some
depth
• Is more descriptive than analytical (applies, may analyze and/or evaluate information)
• Includes some relevant facts, examples, and details; may include some minor inaccuracies
• Demonstrates a satisfactory plan of organization, includes an introduction and a conclusion that may
be a restatement of the theme
Note: If all aspects of the task have been developed evenly and in depth for one natural resource or
product and if the response meets most of the other Level 5 criteria, the overall response may be a
Level 3 paper.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Score of 2:
• Minimally develops all aspects of the task with little depth or develops at least two aspects of the task
in some depth
• Is primarily descriptive; may include faulty, weak, or isolated application or analysis
• Includes few relevant facts, examples, and details; may include some inaccuracies
• Demonstrates a general plan of organization; may lack focus; may contain digressions; may not
clearly identify which aspect of the task is being addressed; may lack an introduction and/or a
conclusion
Score of 1:
• Minimally develops some aspects of the task
• Is descriptive; may lack understanding, application, or analysis
• Includes few relevant facts, examples, or details; may include inaccuracies
• May demonstrate a weakness in organization; may lack focus; may contain digressions; may not
clearly identify which aspect of the task is being addressed; may lack an introduction and/or a
conclusion
Score of 0:
Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts,
examples, or details; OR includes only the theme, task, or suggestions as copied from the test booklet; OR
is illegible; OR is a blank paper
*The term create as used by Anderson/Krathwohl, et al. in their 2001 revision of Bloom’s Taxonomy of
Educational Objectives refers to the highest level of the cognitive domain. This usage of create is similar to
Bloom’s use of the term synthesis. Creating implies an insightful reorganization of information into a new pattern
or whole. While a Level 5 paper will contain analysis and/or evaluation of information, a very strong paper may
also include examples of creating information as defined by Anderson and Krathwohl.
All sample student essays in this rating guide are presented in the same cursive font while
preserving actual student work, including errors. This will ensure that the sample essays are easier
for raters to read and use as scoring aids.
Raters should continue to disregard the quality of a student’s handwriting in scoring examination
papers and focus on how well the student has accomplished the task. The content-specific rubric
should be applied holistically in determining the level of a student’s response.
Global Hist. & Geo. Rating Guide – Jan. ’17
[5]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
Throughout the course of history natural resources and products
have dictated the survival of civilizations, nations, and empires.
Without access to these items places have withered and died. One in
demand resource has the power to build cities and change lives forever.
Two resources that produced massive changes were sugar in the
Caribbean and coal in England. If not for these two items the world as
we know it today would be drastically different.
Humans have always had a sweet tooth that cane sugar satisfies
but for centuries it was in scarce supply. Sugar was available in
ancient Greece and Rome, acquired from as far away as Southeast
Asia. Along with its appeal as a sweetener, people believed it had
medicinal qualities. However, it was very expensive and scarce because
climatic conditions limited production. Being able to afford sugar was
a sign of status. As explorers from Spain, Portugal and others sailed
to the New World during the Age of Exploration they discovered that
the Caribbean islands were a perfect place for growing sugar cane.
Used to sweeten up bland European food, sugar was wildly popular
and in high demand. To help acommodate these demands, European
settlers built huge sugar plantations and refineries which required a
large labor force. At first the Spanish-born colonists, called peninsulares,
used the native population as a labor source under the encomienda
system. Very quickly the native population was devastated by
overwork and disease. Desperate for workers, the Europeans turned to a
new source of labor, enslaved Africans. These enslaved Africans were
taken to the New World via the middle passage. They endured
incredible hardship and cruelty from slave traders. Once in the
Caribbean, among other places, they would be put to work planting,
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
harvesting, and refining the sugar. The labor was exhausting and
dangerous, the mortality rates skyrocketed, but production of sugar
increased. While sugar did help make the European Caribbean elite a
wealthy class, it came at a high human cost. Without the sugar trade,
slavery may never have grown as prominent as it did. Although the
full impact may never be known, it is certain that sugar had a huge
impact on the Caribbean.
Sometimes the success of a nation all depends on luck and
England was very lucky. England was very rich with coal deposits
and in the 18th and 19th centuries coal was an extremely important
fuel source. While he did not invent the steam engine, James Watt’s
improvement on this invention made it a source of power that
revolutionalized manufacturing, and transportation. To fuel this
invention Britain turned to its vast coal resources. Britain needed a
source of energy that was superior to water power to drive big machines
developed for the textile industry. While water power was fixed in
location, coal allowed factories to be built between coal mines and
markets. Coal also fueled the steam locomotive and led to the
development of railroads, which quickly displaced the canal system.
Coal provided the steam power that the Industrial Revolution required.
As more and more factories popped up, new industrial cities like
Liverpool and Birmingham were built. As more products were created,
England grew hugely wealthy and the Industrial Revolution spread
elsewhere, leaving the world changed forever. Wherever coal was burned,
energy was produced, but pollution problems arose. Eyewitnesses told
of coal dust that covered the land, the streets, the buildings, the rivers
and even masked the sun and clouded the sky. At the same time,
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
laborers were exploited in the coal burning factories to create wealth.
While coal fueled the Industrial Revolution in Britain and created
great wealth, this wealth came with high human costs. Industrial
workers got injured in the steam-powered machines. Coal miners in
particular faced dangers like explosions or collapse of tunnels from
working in the mines and respiratory diseases became an occupational
hazard. Lives were altered and lost.
Without sugar and coal, the world would be a much different place
in ways both good and bad. In both cases, a relatively small number
of people were the real beneficiaries of the wealth sugar and coal produced.
Anchor Level 5-A
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing the desire for
sugar and coal, the influence of sugar on the development of the Caribbean, and the influence
of coal on the development of England
• Is more analytical than descriptive (sugar: available in ancient Greece and Rome; belief in
sugar’s medicinal qualities; being able to afford sugar was a sign of status; Caribbean islands
perfect for growing sugarcane; Spanish-born colonists used native population as labor
source; native population devastated by overwork and disease; Europeans turned to a new
source of labor, enslaved Africans; mortality rates skyrocketed, but production of sugar
increased; helped make European Caribbean elite a wealthy class; without sugar trade,
slavery may never have grown as prominent as it did; coal: James Watt’s improvements on
steam engine revolutionized manufacturing and transportation; to fuel steam engine, Britain
turned to its vast coal resources; allowed factories to be built between coal mines and
markets; fueled the steam locomotive and led to development of railroads, which displaced
canal system; energy was produced, but pollution problems arose; coal dust covered land,
and even sky was clouded; coal created great wealth; workers got injured in the steampowered machines; coal miners faced dangers of working in mines)
• Richly supports the theme with relevant facts, examples, and details (sugar: Spain; Portugal;
sugar popular and high in demand; plantations; large labor force; peninsulares; encomienda
system; Middle Passage; high human costs; coal: England rich in coal deposits; important
fuel source; Industrial Revolution; high human costs; explosions; collapse of tunnels in
mines; respiratory diseases)
• Demonstrates a logical and clear plan of organization; includes an introduction that is beyond
a restatement of the theme and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 5. The response integrates analytic
statements and subject matter knowledge, demonstrating how efforts to satisfy demands for
sugar and coal benefitted some and negatively affected others.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Anchor Paper – Thematic Essay—Level 5 – B
Throughout history, the need and desire for natural resources and
products significantly influenced the development of civilizations,
empires, and regions. Availability and access to these natural
resources and products have helped and hindered the development of
regions. The British, a strong world power, have repeatedly desired the
natural resources of foreign countries and have wrongly colonized
countries and mistreated the peoples in their empire. Britain’s desire to
control natural resources has negatively affected the development of
regions such as the subcontinent of India.
A natural resource that Great Britain sought to control in India
was Salt. Salt was a valuable resource used for food preparation and
food preservation. It was used as a medicine and as a valuable
commodity used in exchanges, like money. In India the British
monopolized production of salt requiring payment of a salt tax. Control
of salt showed the authority of the imperial government. Revenues
from the tax helped finance British control. The British monopoly on
the sale of salt benefited British businesses at the expense of India’s
people. All this contributed to a great resentment of British rule.
In 1930 the salt tax became the basis for a nation-wide protest led
by Indian nationalist leader, Mohandas Gandhi. The Salt March was a
walk to the ocean of over two hundred miles. Thousands of people joined
Gandhi in resisting British authority. Gandhi used discontent over
the salt tax to try to unify India’s diverse population in an act of mass
civil disobedience. The description and images of British brutality
against unarmed protestors captured the attention of the world and
turned public opinion against British colonial rule.
Another natural resource that Britain desired was cotton. Due to the
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Anchor Paper – Thematic Essay—Level 5 – B
need for raw materials for the textile industry during the early
Industrial Revolution, the British economy relied on imported raw
cotton. Demand for textiles was increasing as population increased at
home and abroad. Cotton cloth had more appeal than linen and wool.
Cotton was also more easily manufactured by machines. It was the
increasing demand for textiles and the preference for cotton cloth that
fueled the early Industrial Revolution. As demand exceeded supply,
there were a series of inventions designed to manufacture cotton cloth
at a faster pace and in greater quantity. Improvements to manufacturing
technology led to the growth of the factory system. This meant the end
of the domestic system in Britain and the displacement of weavers,
spinners and others whose skills didn’t keep up with the times.
Raw cotton was available from India and became another way in
which Britain was able to control the colony. Britain imported the raw
cotton from India to fuel its industrial needs. They sold the cheaply
manufactured British textiles and clothes to the Indian people. This
damaged the economic development of India and put people out of
work. In the 1920s and 1930s, Gandhi encouraged the Indian people to
boycott British textiles and to return to handweaving their own cotton
cloth as a protest against the unfair British economic system and to
help restore national pride. Eventually, due to the world urging them
to and through the Indian’s protests, the British granted the Indian
subcontinent its independence. However, the British split the area into
India and Pakistan. This negatively affected the region because some
Indian people wanted one united India, while others wanted two
separate countries. This splitting of the Indian subcontinent led to
mass migrations of people and many outbreaks of violence.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Anchor Paper – Thematic Essay—Level 5 – B
Strong world powers who needed natural resources recieved them
through the mistreatment of millions of people and by damaging
other’s governments and economic systems. Great Britain negatively
impacted India and caused many economic & social problems, due to
its need and desire for natural resources.
Anchor Level 5-B
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing the desire for
salt and cotton, the influence of salt on the development of India, and the influence of cotton
on the development of Great Britain and India
• Is more analytical than descriptive (salt: used for food preparation and food preservation;
used as medicine; valuable commodity used in exchanges; in India, British monopolized
production of salt, requiring payment of salt tax; control of salt showed authority of imperial
government; in 1930, salt tax became basis for nation-wide protest led by Mohandas Gandhi;
Gandhi used discontent over salt tax to try to unify India’s diverse population; cotton: British
economy relied on imported cotton; demand for textiles increasing as population increased;
increasing demand for cotton cloth fueled early Industrial Revolution; factory system meant
end of British domestic system and displacement of weavers, spinners, and others whose
skills did not keep up with the times; British sold the cheaply manufactured British textiles
and clothes to the Indian people, which damaged the economic development of India)
• Richly supports the theme with relevant facts, examples, and details (salt: tax helped finance
British control; thousands of people joined Gandhi; British brutality turned public opinion
against British colonial rule; cotton: linen; wool; easily manufactured by machine; series of
inventions designed to manufacture cotton cloth at faster pace and in greater quantity)
• Demonstrates a logical and clear plan of organization; includes an introduction and a
conclusion that are beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 5. The response employs extensive
knowledge of history and analysis in demonstrating the importance of salt and cotton to the
British Empire. The discussion of salt as a symbol of the abuse of British colonial control that led
to the Indian independence movement and the treatment of cotton as the essential resource that
drove demand for textiles in Britain that led to additional protests in British India is insightful
and effective.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Anchor Paper – Thematic Essay—Level 4 – A
All throughout history, people of different civilizations, regions
and empires have needed and wanted certain resources. Two resources
that influenced regions were coal and water. Scarcity of water has
created tensions in the Middle East. The abundance of coal promoted
an Industrial Revolution led by Britain.
Water has been an important resource since the beginning of
civilization. Humans, animals, and plants need water to survive.
Areas near rivers often have fertile land which can be used to cultivate
crops. Water can be used for transportation, rivers were popular trade
routes for early civilizations. The critical importance of water has
intensified and created problems as seen currently in the Middle East.
Here the demand for water is greater than current supply. As population
increases, the present supply of water will create more problems, forcing
governments to deal with increasing scarcity. While fresh water
aquifers are being used up, there is greater dependency on rivers to
supply fresh water. The problem is that rivers cross political boundaries
and create competing claims for scarce water. Countries like Syria
and Iraq are dependent on the Euphrates River and Egypt and Sudan
share the Nile River. Turkey has built dams on the Euphrates to meet
their water needs. This has created hostilities with Syria and Iraq, who
claim this wrongly restricts the flow of water that is rightfully theirs.
Similarly, Ethiopia is building a huge hydroelectric dam which the
governments of Sudan and Egypt claim threaten their right to water
from the Nile. Throughout the region, conflicting claims to water
require negotiations. Egypt supposedly has an agreement with
Ethiopia and Sudan but time will tell whether it works. On the other
hand, claims to the waters of the Euphrates remain contested.
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Vol. 1
Anchor Paper – Thematic Essay—Level 4 – A
Before the Industrial Revolution, increasing demand for textiles
put pressure on the domestic system where things were made in the
home by hand. Water power in mills sped up production but this was
limited by location and supply. The invention of the steam engine
offered new possibilities but the forests that supplied the wood burned
in the steam engine were disappearing. Coal was in abundant supply
in Britain and as a result became the new fuel of the Industrial
Revolution. It was used in steam engines that powered trains, speeding
up transportation. Coal-fueled steam engines were used in factories.
Large machines would work, powered by coal being shoveled into a red
hot oven. Since coal could be mined and shipped, factories could be
located away from waterways. This meant people moved into the areas
with factories and therefore urban areas increased. The downside of
coal was the danger in getting it. Coal mines were dark, cold, and
awful for the health of the workers. Miners would often die from
disease or mine collapses. Children were often made to work in mines
because they could fit in small spaces, and also in factories where
their small hands could fix machines. The workers in mines and
factories powered by coal fueled the British economy and its empire.
Water and coal are resources that countries need and desire. Access
to these resources affects the well-being of these countries. The scarcity
of water has emerged as a complicating factor in the relationships of
countries in the Middle East. The abundance of coal was responsible
for the emergence of an industrial society in Britain.
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Vol. 1
Anchor Level 4-A
The response:
• Develops all aspects of the task but does so somewhat unevenly by discussing the desire for
water and its influence on the development of the Middle East more thoroughly than the
desire for coal and its influence on the development of England
• Is both descriptive and analytical (water: humans, animals, and plants need water to survive;
demand for water greater than supply; as population increases in Middle East, present supply
of water will create more problems, forcing governments to deal with increasing scarcity;
fresh water aquifers being used up; problem is that rivers cross political boundaries and
create competing claims for scarce water; conflicting claims to water require negotiations;
coal: increasing demand for textiles put pressure on domestic system; coal in abundant
supply in Britain and became new fuel of Industrial Revolution; used in steam engines that
powered trains, speeding up transportation; coal mines dark and cold; miners would often die
from disease or mine collapses; children often made to work in mines because they could fit
in small spaces; coal fueled the British economy and its empire)
• Supports the theme with relevant facts, examples, and details (water: Turkey built dams on
Euphrates, creating hostilities with Syria and Iraq; Ethiopia building huge dam, threatening
claims of Sudan and Egypt for water from Nile; coal: water power limited by location and
supply; fueled steam engines used in factories)
• Demonstrates a logical and clear plan of organization; includes an introduction and a
conclusion that are slightly beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 4. The response makes good use of
details to discuss tensions related to the distribution of water in the Middle East and the
importance of coal at the beginning of the Industrial Revolution in Britain. While the degree of
development for water is greater than that of coal, treatment of both demonstrates a solid
understanding of the task.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Anchor Paper – Thematic Essay—Level 4 – B
Over time, markets have been built up, replaced, or strengthened
based on the demand for natural resources or products. The acquisition
of products and natural resources have had an important influence on
countries, peoples or regions.
Spices such as pepper, cinnamon, and nutmeg have been prominent
trading products for many centuries. Following the Crusades, spices
were increasingly sought by Europeans to help preserve food, in
particular, meat. But they were also desired for the range of flavors,
odors, and supposed health benefits associated with them. Spices were
also desired because they were valuable possessions and offered the
chance for big profits for merchants. By the late 15th century European
countries such as Spain and Portugal decided to seek direct access to
the sources of spices in South and Southeast Asia. They wanted to
find maritime trade routes that bypassed the Ottoman Empire, which
was acting as a middle man and driving up prices. This resulted in
the Age of Exploration and the globalization of trade. These European
countries made direct contact with the suppliers of spices. This was
followed by colonization. Over time many of the suppliers of spices
wound up being controlled by Europeans and profits from spices
shifted from the suppliers to the colonizer.
Another product that can be seen influencing the development of a
region is rubber. Rubber was a substance found in Africa, specifically
a region called the Congo. In the late 1800s, rubber was in demand
because it was used to make bicycle tires. Mass production of automobiles
later added to the demand. Rubber was shipped to Europe and the
Americas to be used in these new industries. During the “scramble for
Africa,” Belgian King Leopold II had established the Congo as his own
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Vol. 1
Anchor Paper – Thematic Essay—Level 4 – B
personal possession. At the Berlin Conference, it was determined that
the Congo would remain Leopold’s personal possession. He implemented
harsh rule over the native Africans, who were forced to work harvesting
rubber. They labored under terrible conditions with little support or
sympathy from the King or his representatives. Millions of Africans
died of bruality and the Congo has never fully recovered. This was a
prime example of European influence in Africa, an Africa that would
remain colonized by Europeans until the post–World War II period.
The desire for spices by Europeans to preserve their food led to
competition between Europeans for colonies in Asia to control the
supply and the profits from spices. Exploitation of Africans in the
Congo was due to the discovery of rubber which could be used in new
European and American industries. The acquisition of products and
natural resources have had an important influence on countries,
people, and regions.
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Vol. 1
Anchor Level 4-B
The response:
• Develops all aspects of the task but does so somewhat unevenly by discussing the desire for
spices and its influence on the development of Spain and Portugal more thoroughly than the
desire for rubber and its influence on the development of the Congo
• Is both descriptive and analytical (spices: used to help preserve meat; desired for range of
flavors, odors, and health benefits; spices offered chance for big profits for middle class
merchants; by late 15th century, Spain and Portugal decided to seek direct access to sources
of spices; Europeans wanted to find maritime trade routes; European countries made direct
contact with suppliers of spices, followed by colonization; profits from spices shifted from
the suppliers to colonizers; competition between Europeans for colonies in Asia to control
the supply and the profits from spices; rubber: used in bicycle tires; mass production of
automobiles added to demand; Belgian King Leopold II established the Congo as his own
personal possession; Leopold implemented harsh rule over native Africans; millions of
Africans died of brutality and Congo has never fully recovered; prime example of European
influence in Africa, an Africa that would remain colonized by Europeans until post–World
War II period)
• Supports the theme with relevant facts, examples, and details (spices: pepper, cinnamon,
nutmeg; Ottoman Empire; Age of Exploration; globalization of trade; rubber: found in
Africa; “Scramble for Africa”; Berlin Conference)
• Demonstrates a logical and clear plan of organization; includes an introduction and a
conclusion that are slightly beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 4. A good use of facts and details is
shown in the treatment of spices and rubber, highlighting the use of exploration and exploitation
to obtain these desired resources. The discussion of spices is more analytic than the more
descriptive discussion of rubber.
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Vol. 1
Anchor Paper – Thematic Essay—Level 4 – C
Over time, the need and desire for products such as spices and
sugar has prompted the development of empires. Examples of this are
the British and other Europeans’ desire for spices in South and
Southeast Asia and the Spanish desire for sugar from the Carribean.
Following the Crusades, the growing spice trade was primarily
conducted on the Silk Road from Asia to the Middle East. The desire
for products like cinnamon and cloves was closely associated with
their medicinal value, flavor, and preservative uses. Many countries
wanted spices not only for seasoning but also because huge profits
were possible. The British entered the Indian Ocean in search of spices
after Spain and Portugal did. With government support, British
merchants set up joint-stock companies with the goal of gaining
control of the spice trade. The British government made money by
granting charters and collecting fees from these companies. British
merchants gained power and profits from the spice trade. Competition
between the British, French, Dutch, and Portuguese for control over
trading ports in South and Southeast Asia, where the spices were
grown, was cutthroat. Wars were waged, ships were sunk, and lives
were lost because these spices were so valuable.
The Spanish Empire was also affected by the desire for sugar. Sugar
cane originated in Asia and made its way into Europe. Also, as in the
case of spices, sugar was thought to have medical uses as well as being
a sweetener. To produce sugar cane in quantity two climatic conditions
were required; heat and moisture. In other words a tropical climate was
needed, which Europe didn’t have. People liked sugar but supply could
not meet the demand. The Spanish desire for power and profit caused
them to create sugar colonies in the Caribbean. Growing sugar cane is
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Vol. 1
Anchor Paper – Thematic Essay—Level 4 – C
very labor intensive. To meet the need for workers Spaniards developed
a plantation system which exploited labor. Working conditions took
the lives of many and resulted in the importation of enslaved Africans
and an increase in the slave trade to the Americas. The Spanish use of
forced labor contributed to a social system with large racial divisions.
At the top were the whites of European descent. The lower classes were
people of color, who were disadvantaged by the system. The Spanish
Empire’s desire for sugar caused the Spanish to create colonies in the
Americas and have a large demand for slaves.
Throughout history, desire for goods has shaped the development of
empires. The desire for spices meant profits, the expansion of various
European empires, and fierce competition between them. The Spanish
Empire’s desire for sugar led to expansion and the exploitation of
enslaved Africans.
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Vol. 1
Anchor Level 4-C
The response:
• Develops all aspects of the task by discussing the desire for sugar and its influence on the
development of the Caribbean and the desire for spices and its influence on the development
of European empires
• Is both analytical and descriptive (spices: cinnamon and cloves tied to medicinal value,
flavor, and preservative uses; British entered Indian Ocean in search of spices; British
merchants set up joint-stock companies with the goal of gaining control of the spice trade;
British government made money granting charters and collecting fees; competition for
control of trading ports was cutthroat; sugar: originated in Asia and made its way into
Europe; sugar thought to have medical uses as well as being a sweetener; supply could not
meet demand; Spanish desire for power and profit caused them to create colonies in the
Caribbean; Spaniards developed a plantation system; Spanish use of forced labor contributed
to social system with large racial divisions; lower classes were people of color)
• Supports the theme with relevant facts, examples, and details (spices: Crusades; Silk Road;
huge profits; French, Dutch, and Portuguese; wars waged; sugar: labor intensive; requires
heat and moisture; tropical climate; increased slave trade to the Americas)
• Demonstrates a logical and clear plan of organization; includes an introduction that restates
the theme and a conclusion that is slightly beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 4. The response demonstrates an
understanding of the task by discussing the power of demand as an agent of historical change. In
discussing the influence of these products, the response concludes that the spice trade led to
competition between European powers and that the establishment of the plantation system was
harmful to many people in the Caribbean. Additional details would have enhanced the response.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Anchor Paper – Thematic Essay—Level 3 – A
Throughout history, natural resources were much acquired to many
civilizations. Natural resources are found everywhere, and most
countries benefit from the resources found in its own land. However,
the desire for most natural resources comes from other parts of the
world. Water and coal are one of the most important resources because
they contribute to people, productions, and industrialization.
Water is the most essential resource of life. In ancient civilizations,
water was used for various reasons. First and foremost, water was used
for hydration of the ancient people. Also, during the Neolithic Revolution,
the need of water was so great because the planting of seeds needed
water to grow. The ancient people held water sacred to them because it
brought them food, transportation, and life. Also, water such as rivers
attracted animals, therefore the people were able to hunt animals easier.
Water provided transportation by the use of the earliest versions of
boats. This led to exploration and trade to other regions. Irrigation
canals were made which increased the growth of crops because water
was directed toward the plants. However, regions where the river the Nile
is located had some troubles with water. When there would be rain, the
Nile would flood and end up destroying crops, houses, and even result
in drowning. Although, water led to significant changes in civilizations
because it produced a different kind of agriculture, new transportation,
new culture because of trade, also met the basic needs for people to
survive.
Coal was a major resource to England in the early 1800’s. The
introduction of new machines and factories led to the need of a power
source. Luckily, since England knew that coal provided enough
energy to keep a fire burning, they knew that it would be the perfect
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Anchor Paper – Thematic Essay—Level 3 – A
power source. Coal was easy to transport and performed it’s job
successfully. By it being used in factories, it had enough power to
make hundreds of products daily. Coal could produce a lot of products
for a cheaper cost. Unfortunately, the burning of coal led to many
polluted areas and weakened the factory workers. The coal exhaust was
a thick black smoke that stuck to everything. The factory workers
would be inhaling the coal fumes daily which led to health problems
like trouble breathing. Although there are many consequences from
coal, it significantly changed ways of production because it provided
the energy for machines and mass production. Coal was a major
influence of industrialization.
Overall, natural resources have been the desire to people since the
beginning of time. Each region in the world has benefitted from some
type of natural resources. Water and coal have changed the way of the
people, production, and industrialization. Today, natural resources are
still the desires and needs of the people.
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Vol. 1
Anchor Level 3-A
The response:
• Develops all aspects of the task with little depth for water and coal
• Is more descriptive than analytical(water: used for hydration of ancient people; planting of
seeds needed water to grow; people held water sacred because it brought food; provided
transportation; irrigation canals increased growth of crops; Nile would flood and end up
destroying crops and houses; met basic needs for people to survive; coal: introduction of new
machines and factories led to need of power source; could produce a lot of products for a
cheaper cost; burning of coal led to many polluted areas; factory workers would inhale coal
fumes daily)
• Includes few relevant facts, examples, and details (water: Neolithic Revolution; exploration
and trade; coal: major resource in England; easy to transport; thick black smoke; led to health
problems; mass production; industrialization)
• 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. The response includes relevant
details and general descriptive statements to discuss the need for water and coal and their
influences on regions. However, overgeneralizations detract from the response.
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Vol. 1
Anchor Paper – Thematic Essay—Level 3 – B
The British and the Spanish desired the respective resources of cotton
and sugar to inspire industrial growth and to trade for a profit. Britain
desired cotton from it’s colonies which helped it in industrializing.
Spain wanted sugar as a trading resource from it’s colonies, so it
could make money. These resources have significantly influenced both
countries by speeding up the development of their empires.
In the late 1700’s and throughout most of the 1800’s Britain used
the natural resource of cotton as part of its industrial growth. This
cotton was grown in Britains colonies mostly in India and the former
thirteen colonies. The cotton was used to make textiles in British
factories which would then be traded to other countries. This trade
influenced Britain because it provided wealth and jobs. It also inspired
people during the industrial revolution to create inventions like the
cotton gin, the power loom, and the spinning jenny. The first helped
with cleaning cotton and the others with the manufacturing of cotton
cloth. These machines and machines developed for other industries
helped Britain speed it’s industrialization and develop as an empire.
And it all started with cotton.
From the late 1500’s to the 1800’s, sugar was a huge part in Spain’s
colonial development. Sugar was in high demand as a luxury good.
The Spanish were able to profit from demand in western Europe. Spain
started growing sugar cane in the Caribbean shortly after Columbus
explored there. Most of Spain’s sugar cane was grown in Spanish
colonies like Cuba. The sugar was necessary to maintain government
revenues of Spain. Spain placed taxes on suppliers and traders. The
profits from sugar helped support the Spanish economy. Sugar
plantations in the Caribbean relied on imported enslaved Africans as
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Vol. 1
Anchor Paper – Thematic Essay—Level 3 – B
their main source of labor. Native Amercians alone could not supply
the workers required because they died of overwork. This resulted in a
population made up of more slaves than settlers and brought about a
whole new social system.
Britain and Spain both developed as a result of these two raw
materials. Cotton was a staple crop for Britain’s industrialization.
Sugar also played a big part in Spain’s trade development from the
1600’s through the 1800’s. Therefore the desire and need for raw
materials can greatly help an empire with its development.
Anchor Level 3-B
The response:
• Develops all aspects of the task with little depth for cotton and sugar
• Is more descriptive than analytical (cotton: used to make textiles in British factories; trade
influenced Britain because it provided wealth and jobs; inspired people to create inventions
that helped with cleaning cotton and manufacturing cotton cloth; cotton gin, power loom,
spinning jenny, and machines developed for other industries helped Britain speed its
industrialization and develop as an empire; sugar: Spanish able to profit from demand in
western Europe; sugarcane grown after Columbus explored Caribbean; sugar necessary to
maintain government revenues of Spain; Spain placed taxes on suppliers and traders; sugar
plantations in Caribbean relied on imported enslaved Africans as main source of labor;
population made up of more slaves than settlers and brought about a whole new social
system)
• Includes some relevant facts, examples, and details (cotton: India; former thirteen colonies;
Industrial Revolution; sugar: luxury good; huge part of Spain’s colonial development)
• 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 strength of the response is in
the discussion of how Britain and Spain benefited from cotton and sugar, respectively. The
development of why people desired or needed cotton is mentioned but lacks depth.
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Vol. 1
Anchor Paper – Thematic Essay—Level 3 – C
Throughout history civilizations have been dependent on natural
resources and products. Most civilizations would not have been able to
develop if there was an abscence of natural resources. Coal and water
were vital resources in civilizations. Coal was significant in Great
Britian. Water was also significant in the development of the Early
River Valley Civilizations. Each of these resources aided these regions.
In the Early 1800’s Great Britian was industrializing. This was
when the country was changing from an agricultural to an industrial
society using machines to increase production, therefore, increasing
capital. This would not have occurred without the steam engine that
used coal and water to produce steam power. Steam power drove the new
machines in the textile industry. Therefore, coal was vital to the
industrializing of Great Britian. It was what fueled the machines and
also trains of that era. The greater need for coal increased the number
of children who were sent to mine coal in often unsafe conditions. This
led to an increase in illness and also a decrease in health and sanitation.
The burning of coal in the cities left soot over the streets which led to
many lung diseases. Coal was also used for trains and Great Britian
was urbanized as a result of the fuel of coal.
In the Early River Valley civilizations agriculture was the way of
life. This made the demand for water extremely high. Water was needed
to grow crops and also to drink. These civilizations depended on water
to survive and even created irrigation systems as a result. These systems
made it possible to water crops during dry seasons. Specifically in
Mesopotamia, the fertile silt carried by the Tigris and Euphrates Rivers
was what made the land productive. Mesopotamia was one of the earliest
River Valley Civilizations. Here, irrigation systems protected crops
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Anchor Paper – Thematic Essay—Level 3 – C
from floods and helped produce more than enough food to support a
growing population. This made mesopotamia an area where
civilizations could succeed.
Natural resources have been neccessities to civilizations throughout
history. When these natural resources were obtained and used,
civilizations became increasingly successful.
Anchor Level 3-C
The response:
• Develops all aspects of the task with little depth for coal and water
• Is more descriptive than analytical (coal: in early 1800s, Great Britain changing from
agricultural to industrial society; would not have occurred without the steam engine that used
coal and water to produce power; children sent to mine coal in unsafe conditions; led to
increase in illness; burning of coal in cities left soot on the streets; Great Britain urbanized as
result of coal; water: in early river valley civilizations, agriculture was way of life; demand
for water high; irrigation systems made it possible to water crops during dry seasons;
irrigation systems protected crops from floods and helped produce food to support a growing
population)
• Includes some relevant facts, examples, and details (coal: machines increase production;
increasing capital; fueled machines and trains; water: fertile silt; Tigris and Euphrates;
Mesopotamia)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion
that are a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 3. Although the discussion addresses
all aspects of the task with relevant facts and details, the lack of analysis and limited treatment of
why people wanted or needed coal and water weaken the response.
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Vol. 1
Anchor Paper – Thematic Essay—Level 2 – A
All throughout history, natural resources have helped civilizations,
empires, & regions develop. Two example of this are coal and salt.
At one time in African history there were three major trading
kingdoms in the West. These included Ghana, Mali, & Songhai. All
three of these kingdoms grew rich off of the salt trade. In northern
Africa, salt was plentiful. The people of the three trading kingdoms
traded gold for salt. People needed salt as part of their diet to survive.
Without it food would spoil. West Africa’s need for salt helped to
develop them into major trading empires.
The three kingdoms of Ghana, Mali, & Songhai in West Africa were
civilizations based on trade. This allowed these civilizations to become
rich and develop even further. Major trading cities, such as Timbucktu
developed. Timbucktu became a center of Muslim learning due to the
influence from trading with Muslim Arabs from the northern parts of
Africa. These three civilizations became advanced, rivaling Europeans
at the time. Before Europeans took over the West African kingdoms of
Ghana, Mali, & Songhai, they had advanced civilizations, all thanks
to trade for the necessity of salt.
Coal was another natural resource that helped to shape many
regions. England, during the Industrial revolution, built factories
run by steam power. Steam power depended on coal. During this time
of industrialization coal was a hot commodity. Coal was used to power
many machines, from manufacturing equipment in factories to
locomotives. This increased production and the transportation of goods.
The need for natural resources helped to shape many countries we
know today. England became an industrial superpower because of the
abundence of coal. The African kingdoms of Ghana, Mali, & Songhai,
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Anchor Paper – Thematic Essay—Level 2 – A
had very advanced civilizations prior to the arrival of Europeans
because of the salt trade.
Anchor Level 2-A
The response:
• Minimally develops all aspects of the task with little depth
• Is primarily descriptive (salt: kingdoms grew rich off of the salt trade; plentiful in northern
Africa; people needed salt as part of their diet to survive; West Africa’s need for salt helped
develop them into major trading empires; Timbuktu became center of Muslim learning; West
African kingdoms had advanced civilizations thanks to trade for salt; coal: England built
factories run by steam power; steam power depended on coal; used to power many machines;
increased production and the transportation of goods)
• Includes some relevant facts, examples, and details (salt: Ghana, Mali, Songhai; major
trading cities; coal: Industrial Revolution; hot commodity; manufacturing equipment;
locomotives)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that
restate the theme
Conclusion: Overall, the response fits the criteria for Level 2. The response addresses all aspects
of the task in simple, somewhat repetitive terms. While lacking depth, a basic understanding of
the task is evident.
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Anchor Paper – Thematic Essay—Level 2 – B
Throughout history, the need and desire for natural resources have
influenced the development of civilizations. Availability and access to
these products have hindered their development. In China, the desire for
opium caused people to become addicted and caused China to lose their
favorable balance of trade. In Spanish ruled Latin America, the desire
for sugar caused deforestation because of the formation of sugar
plantations.
In the 1800s China began trading with Britain for Opium. The
Chinese developed an addiction to this drug and were no longer able to
keep their society functioning properly. People didn’t do their jobs and
the economy started to fall apart. The Chinese government wanted to
stop trading opium, but Britain wouldn’t let them and they were
forced to continue trade. The need and development of addiction of
opium caused the Chinese to lose their favorable balance of trade and
they were forced to sign unequal treaties. China also lost key trade
ports and became divided by the spheres of influnce.
The colonization of Latin America by the Spanish caused the
growth of sugar plantations. Spain wanted to use sugar to trade and
make money. The desire for sugar caused the importation of slaves
from Africa and a ridgid social structure. Europeans were viewed as
superior in comparsion to the natives. The sugar plantations caused
deforestation in Latin America and the exploitation of natural
resources.
In conclusion, the need for natural resources had a negative impact
on the economy of China and a negative impact on the environment
in Latin Americas. The desire for natural resources caused major world
powers to colonize weaker countries and exploit them for resources.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Anchor Level 2-B
The response:
• Minimally develops all aspects of the task
• Is primarily descriptive (opium: Chinese developed addiction to this drug and were no longer
able to keep their society functioning properly; China lost favorable balance of trade; forced
to sign unequal treaties; China lost key trade ports and became divided by spheres of
influence; sugar: Spain wanted to use sugar to trade and make money; desire for sugar
caused the importation of slaves from Africa and a rigid social structure)
• Includes few relevant facts, examples, and details (opium: Chinese government wanted to
stop trading opium; sugar: sugar plantations caused deforestation)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that
are slightly beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 2. The response relies on the listing
of relevant facts and details to discuss the influence of opium on China and sugar on Spanish
colonies. The explanations of why people wanted or needed these resources are limited.
Global Hist. & Geo. Rating Guide – Jan. ’17
[31]
Vol. 1
Anchor Paper – Thematic Essay—Level 2 – C
Throughout history, Mesopotamia and Great Britain had a desire
for natural resources. Mesopotamia was settled between rivers for the
abundant water supply. This required them to understand irrigation.
During the Industrial Revolution, Great Britain needed coal to develop
their industries. In both cases this helped their development.
Mesopotamia was the site of some of the first known civilizations
in the world. During the Neolithic Revolution there was a transition
from nomadic hunter-gatherers to settled agricultural communities.
People were drawn to rivers for fresh water. The Tigris and Euphrates
rivers, located in the heart of the fertile cresent in Mesopotamia were
the source of that water. Sumer and Babylon are two civilizations that
were dependent on that water. The need for farmable land was a
necessity for early civilizations. The rivers flooded anually which
made Mesopotamians develop intricate dikes and irrigation systems
to water crops in the dry season and protect crops when the rivers
flooded. The floods produced silt, which was great for growing crops. The
abundance of food increased population and advanced civilizations.
Similarly, Great Britain also had a need for natural resources. In
the 1800s, the Industrial Revolution took place. This began with textile
mills in Britain. The new factories needed coal to run steam powered
machines. Railroads were being built throughout England which
added to the need for coal. Coal-burning steamships connected
Britain’s colonies and expanded Britain’s empire.
The need for water in Mesopotamia and the desire for coal in Britain
led to progress for both civilizations.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Anchor Level 2-C
The response:
• Minimally develops all aspects of the task for water and coal
• Is descriptive (water: people drawn to rivers for fresh water; farmable land was a necessity
for early civilizations; Mesopotamians developed dikes and irrigation systems to water crops
in dry season and protect crops when the rivers flooded; abundance of food increased
population and advanced civilizations; coal: new factories needed coal to run steam-powered
machines; railroads being built added to need for coal; coal-burning steamships connected
Britain’s colonies and expanded Britain’s empire)
• Includes some relevant facts, examples, and details (water: Neolithic Revolution; Tigris and
Euphrates; Fertile Crescent; Mesopotamia; Sumer; Babylon; silt; coal: Industrial Revolution;
textile mills)
• Demonstrates a satisfactory plan of organization; includes an introduction that is slightly
beyond a restatement of the theme and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 2. The response includes relevant
facts and details in addressing all aspects of the task. However, development is limited.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Anchor Paper – Thematic Essay—Level 1 – A
Throughout history, natural resources and the products that countries
produced would mold and shape them into how we know them today.
Without the use of gold and coal in the world Africa and England
would be very different. In the Mali and British Empires these
resources would change them and the world.
Gold perhaps the most famous natural resource was most significantly
found in Sub-Saharan Africa. Many people desired gold, because of
its value and so it made the Mali Empire extremely rich. This created a
giant swarm of trade in Mali, because everyone wanted there gold and
that led to trade. Without gold the Mali Empire and the Sub-Saharan
region would have not been what we know it today, gold shaped all of
Africa.
Similarily up North in a place called England coal was changing
the British Empire as well. Many people desired coal, because it was
used to run machines and engines. This would allow Britain to be the
first in starting the Industrial Revolution. This meant that Britain
would surpass everyone else for decades and make them the largest
empire in history.
Gold and coal transformed Africa and Britain into how we know it
today. Without these natural resources the world would be very different.
Would England become the most powerful and would Sub-Saharan
Africa anythig at all except for Bantu migrations. These things
changed the world.
Global Hist. & Geo. Rating Guide – Jan. ’17
[34]
Vol. 1
Anchor Level 1-A
The response:
• Minimally develops some aspects of the task
• Is descriptive (gold: desired because of its value; created a giant swarm of trade in Mali;
coal: used to run machines and engines; made Britain largest empire in history)
• Includes few relevant facts, examples, or details (gold: found in sub-Saharan Africa; coal:
Industrial Revolution)
• Demonstrates a plan of organization; includes an introduction and a conclusion
Conclusion: Overall, the response fits the criteria for Level 1. The discussion of gold is very
limited and repetitious. The discussion of coal is a brief descriptive narrative that relies on
overgeneralizations.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Anchor Paper – Thematic Essay—Level 1 – B
Needs and wants have led have led to many advances in many
civilizations. Many need or wants of natural resources have led to
advances in industry, jewelary, foods, ways of writing and many
more things.
The first resource I’d like to discuss is iron. Iron was first majorly
used in Britain. They used it for heavy industry like making
machines, vehicles, and engines. Iron was also used for transportation
because trains and railroad tracks were made of iron. Iron has improved
the world greatly and we as humans should be greatful for it.
The second resource I’d like to talk about is gold. Gold is more of a
luxury item then it is a need. Gold was used greatly in South America
by the Mayans and the Incas. They used gold for jewelery, statues,
money, and for other novelty items. Gold is a very rare item or resource
and is hard to retrieve and mine from the ground. Therefore Gold is a
very costly resource and the entire world wishes they had lots of it.
Needs and want are what led to great industry and beutiful
jewelery, weather its needing iron or wanting gold the word just might
not be the same without them.
Anchor Level 1-B
The response:
• Minimally develops some aspects of the task
• Is descriptive (iron: used for heavy industry like making machines, vehicles, and engines;
used for transportation; gold: used gold for jewelry, statues, money)
• Includes few relevant facts, examples, or details (iron: Britain; trains; railroad tracks; gold:
South America; Incas); includes an inaccuracy (gold: Mayas in South America)
• Demonstrates a plan of organization; includes an short introduction and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 1. The response touches on the
reason coal and gold were needed or desired; however, it does not develop the influence of either
gold or iron on a civilization or region.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Thematic Essay—Practice Paper – A
Throughout history certain natural resources have become a necessity
for man’s survival. For some countries their success is possible because
of their access to these resources, like oil in the middle East or coal in
England.
For a number of countries in the middle East, their economies are
based on the sale of oil. This resource of oil is very desireable for
countries that use it for heat, and as an energy source for vehicles.
Countries like Saudi Arabia, Iraq, Kuwait and Iran need the sale of
their oil reserves to serve as a source of income now and in the future.
Some countries in the middle East are so dependent on oil that once
its gone, since it is a finite resource, their main source of money will
wither away leaving them in turmoil. This potential loss of oil would
not only affect the middle East, it would affect the entire world,
raising oil prices and threatening the world’s economy. The middle
Eastern countries with oil have been able to become more of an influence
through their control of oil. They have attempted to influence other
countries and their policies just by boycotting sale of their oil to the
countries that won’t give in to what they want. The oil in the Middle
East has also led to wars. Iraq fought Iran over oil fields in the late
70’s. Later, Iraq invaded Kuwait’s oil fields, claiming they originally
belonged to Iraq.
Another example of a resource that brought wealth to a country is
the coal in England. Water had powered machines in early factories of
the textile industry. Water power had limited the location of factories
to the banks of rivers. With the development of the steam engine, coal
became the fuel of the industrial revolution. With coal to power steam
engines, new cities and factories were built near coal mines. Since
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Thematic Essay—Practice Paper – A
England had an abundance of coal, the industrial revolution expanded
rapidly. Coal powered the factories which produced more goods faster.
Coal powered the railroads which moved goods throughout the country
and to ports. Coal also fueled Steamships which further advanced
trade with other countries and colonies. But, many cities faced the
dangers of air pollution from the factories and coal mines were
dangerous. Coal brought both wealth and problems to England.
Without oil in the middle East, perhaps there wouldn’t have been as
many wars and the wealth of some countries would be diminished.
Coal in England was a necessity because the development of cities and
the industrial revolution would have never happened without it.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Thematic Essay—Practice Paper – B
Throughout history, the need and desire for certain natural resources
and products have significantly influenced the development of
civilizations, empires, and regions. Availability and access to these
natural resources and products have helped and hindered their
development. There are many natural resources, but two important
ones are coal and water.
The reason that coal is an important natural resources is because it
is not only useful for one thing. Coal is the fuel and power source of
running steam engines, running factories, and running trains—
railroads. Having these factories and railroads were a necessity in
Britain. Railroads and steam engines in boats were used for
transportation and people worked in factories.
The reason that water is an important resource is because water is
your first necessity in life. You need water to live. Water is used for
drinking, bathing, washing fruits and vegetables, washing plates,
farming, and gardening. Water was a very valued resource in
Mesopotamia, Egypt, and the Indus River Valley.
Natural resources were very important and still are today. They
have helped civilizations grow and develop. Civilizations that had easy
access to these resources were “golden”.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Thematic Essay—Practice Paper – C
The growth and development of a country is largely based on it’s
access to natural recources, and it’s ability to control them. Some
areas are rich in a particular recource, but lack another. Depending on
the recource and people’s need for it, this can either give a country a
great amount of wealth, or poverty.
One region that has benefited from it’s natural recources is the
Middle East, which is home to a tremendous oil supply having about
half of the known world reserves. Every country needs oil, it can be
refined to sell as gasoline, or burned to supply entire towns with
energy, and because people are so dependant on oil, they are willing to
pay a lot of money for it, a classic example of supply and demand.
During the early 20th Century, oil started to replace coal as the main
fuel used in engines and industrial machines. Oil was easier to
transport and to store on ships than coal. Oil allowed ships to be easily
refueled at sea, and oil contains more energy than the same amount
of coal. Since World War II the global economy has become so dependent
on oil that nobody can get along without it. Millions of barrels every
day are exported around the world to meet this need. Ironically, some of
the richest industrialized nations are the most dependant on foreign
oil. Over the past few decades, the Middle East has been able to use this
situation to their advantage by trying to stabilize supply and control
the price of oil. In the 1970’s OPEC (Organization of Petroleum
Exporting Countries) placed an embargo on exports of oil. This caused
gasoline prices to skyrocket in the United States and Western Europe.
This increased revenue for the Persian Gulf States and other oil producers.
Another example of the influence of oil is in Saudia Arabia where oil
profits are used to fund desalination technology that would guarantee
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Thematic Essay—Practice Paper – C
supplies of fresh water. The presence of oil has given certain countries a
unique place in the world.
Ireland is another country that was effected by one particular
recource but unlike the Middle Eastern countries, which benifited from
theirs, Ireland was nearly destroyed. One food product of the Colombian
exchange was the potato which made its way to Europe. In the early
19th Century, Ireland was largley dependant on potatoes, not for trade,
but for domestic consumption. The average Irish peasant in the 1800’s
ate a diet consisting mainly of potatoes. They were cheap, largely
available and provided enough calories and nutrients to keep peasants
relatively healthy. In 1845, a fungus called the potato blight wiped
out most of Ireland’s potatoes and led to the Great Famine, which ment
that the majority of Ireland had lost the ability to feed themselves. The
food left in Ireland was mainly on the farms of a small number of
wealthy landowners, who mostly sold their grain to markets in
England. The British government offered some relief through grain
shipments and work programs, but these were cut off after only a few
weeks. As Ireland’s agricultural economy collapsed, many Irish were
evicted from their homes. An estimated one million Irish emigrated to
America, Australia and elsewhere. Nearly 25% of Ireland’s population
is estimated to have died of disease or starvation. Ireland eventually
recovered but ties to Britain suffered due to the British handling of the
events of the Great Famine.
The cases of industrialized countries dependance on Middle
Eastern oil and Ireland’s reliance on the potato as its primary food
illustrate the importance of recources in shaping the history of a
region or nation.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Thematic Essay—Practice Paper – D
The need and desire for certain resources/products have greatly
impacted many civilizations. Two key examples is how the desire/need
for coal and cotton changed many countries development. The need for
coal led to Japanese imperialism in Asia. The need for cotton hurt
Britain’s relationship with the people of India.
One resource that greatly impacted the growth of nations was coal.
In the beginning of the industrial Revolution, around 1770’s, coal
became a very important resource because it was needed for James
Watt’s new steam engine. The steam engine was used in factories and
ships, so coal became a heavily relied upon resource. This resource had a
major impact on Japan, specially during the Meiji restoration, which
started in 1867, because that’s when Japan was becoming more
industrialized. Their geography wasn’t very rich in resources like coal
so they became dependent on imports. Over time, Japan became more
militaristic, they developed a modern military and Navy similar to
those in Western Europe. With these new forces they invaded China for
coal. This was called the Sino-Japanese war. They later fought against
the Russians in the Russo-Japanese war for control over Korea and its
resources. Japan was successful in both wars and gained territories
that would supply them with resources like coal. Because of it’s need of
coal for their industries, Japan used its military to expand like
Western nations. This is one example of how coal greatly impacted
nations.
Another resource that had a major impact on countries was cotton.
Cotton was needed to produce textiles for clothing and was in very
high demand. This meant that cotton was very important to India.
Before European involvement in the area, India was one of the largest
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Thematic Essay—Practice Paper – D
textile producer in the world. But when the British East Indian
Company was established, things began to change. The company put
many local businesses that sold cotton textiles out of business because
the cotton cloth produced by the British was cheaper. This cripled the
Indian economy. India became one of the biggest consumer of British
textiles. India came under direct British rule after the Sepoy rebellion
in 1857. Cotton also became key in India’s independence from the
British. Ghandi led a peaceful rebellion against the British and to
accomplish this put economic pressure on England. He set up the
Homespun movement which was a way to boycott British textiles by
having people spin their own cotton and weave their own cloth like
they did in the past. Ghandi hoped to end India’s economic dependence
on the British and get its independence from the British. This is an
example of how cotton had a major impact on civilizations.
The need and desire for resources can greatly alter a civilization’s
history. Two examples are how coal impacted Japan, and how cotton
influenced India’s history.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Thematic Essay—Practice Paper – E
Throughout history, civilizations have trived through means of
agriculture. Agriculture was a great way to obtain certain resources
like potato and rice but sometimes there are desires for other resources.
The desire for different resources make countries become more
adventorous and demanding. In Europe and China people had high
demand for certain resources because either they were isolated or did
not know other areas existed. Silver from the Americans was in high
demand on China and spices from Asia was in high demand on
Europe. This obssetion for these resources cause economic growth and
trading status.
When the Portuguese first sailed around Africa they were looking
for a way to reach Asia in their “own way.” During this time spices
were being highly traded in Europe but they were heavely taxed by
Muslim merchants. This cause Europeans to find their own way to
Asia by using sailing technology. The result of this was the
establishment of European trading ports in the Eastern part of Africa.
This was the begging step’s to the Indian Ocean trade wich connected
Europe with Africa and Asia leading to cultural diffusion.
When the new world was discovered the columbian exchange took
place. Natural resources from the Americas were being imported to the
old world. One of these resources was silver which was in high demand
in China. As silver was implemented into the economy of China it
replaced the old currency with this new type of currency in which
silver became highly imported. In order to obtain these large amounts
of silver labor system were established in the America known as
encomienda. There workers were forced to work unwillingly in silver
mines.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Thematic Essay—Practice Paper – E
In conclusion, this is show the desire for natural resources affected
both Europe and China. Europe had a high demand for spices but it
was heavily taxed by Muslim merchants. This encourage Europe to
find a new way to Asia to import their desire products. China had a
high demand for silver due to its high value which quickly replace the
currency of China. The ability to obtain certain natural resources lead
to economic growth which made other regions dominant than others.
Practice Paper A—Score Level 3
The response:
• Develops all aspects of the task with little depth for oil and coal
• Is more descriptive than analytical (oil: economies of a number of countries in the Middle
East based on the sale of oil; countries use it for heat and as an energy source for vehicles;
potential loss of oil would affect the whole world, raising oil prices and threatening the
world’s economy; some Middle Eastern countries have attempted to influence other countries
by boycotting sale of oil; Iraq fought Iran over oil in late 1970s; Iraq invaded Kuwait’s oil
fields, claiming they belonged to Iraq; coal: water powered machines in early factories of
textile industry; water power limited location of factories to river banks; coal became the fuel
of the Industrial Revolution; new cities built near coal mines; coal-powered factories
produced more goods faster; coal powered railroads and moved goods throughout country
and to ports; fueled steamships, which further advanced trade with other countries and
colonies)
• Includes some relevant facts, examples, and details (oil: Saudi Arabia; source of income;
finite resource; coal: England; steam engine; abundance of coal; coal mines dangerous; air
pollution)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion
that is somewhat beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 3. A clear understanding of the task
is demonstrated in good use of facts, examples, and details to describe the importance of oil and
coal. However, the response is almost entirely descriptive.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Practice Paper B—Score Level 1
The response:
• Minimally develops some aspects of the task
• Is descriptive (coal: fuel and power source for running steam engines, running factories, and
running trains; factories and railroads were a necessity in Britain; railroads and steam engines
in boats used for transportation; water: first necessity of life; used for drinking, bathing,
farming)
• Includes few relevant facts, examples, or details (water: valued resource in Mesopotamia,
Egypt, and the Indus River Valley)
• Demonstrates a plan of organization; includes an introduction and a conclusion
Conclusion: Overall, the response fits the criteria for Level 1. The response mentions a reason
coal was desired in Britain and how it was a necessity in Britain. The reasons people need water
are clear, but the influence of water on the development of the mentioned regions is lacking.
Practice Paper C—Score Level 5
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing the desire for
oil and the potato, the influence of oil on the development of the Middle East, and the
influence of the potato on the development of Ireland
• Is more analytical than descriptive (oil: people so dependent on oil they will pay a lot of
money for it; started to replace coal as the main fuel used in engines and industrial machines;
global economy has become so dependent on oil that nobody can get along without it; some
of richest industrialized nations are the most dependent on foreign oil; OPEC placed an
embargo on exports of oil, causing gasoline prices to skyrocket in the United States and
Western Europe; Saudi Arabia used oil profits to fund desalination technology to guarantee
supplies of fresh water; potato: in early 19th century, Ireland largely dependent on potatoes
for domestic consumption; potatoes cheap and provided enough calories for peasants; as
Ireland’s agricultural economy collapsed, many Irish were evicted from their homes;
estimated one million Irish emigrated to America, Australia, and elsewhere; nearly 25% of
Ireland’s population estimated to have died of disease or starvation; ties to Britain suffered
due to British handling of famine)
• Supports the theme with relevant facts, examples, and details (oil: Middle East home to
tremendous oil supply; supply and demand; increased revenue for Persian Gulf states; potato:
Columbian exchange; 1845 blight; Great Famine)
• Demonstrates a logical and clear plan of organization; includes an introduction that is
somewhat beyond a restatement of the theme and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 5. The response includes some
analysis and integrates some good details in the discussion of the influence of oil in the Middle
East and the potato on Ireland, demonstrating a good understanding of the task.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Practice Paper D—Score Level 3
The response:
• Develops all aspects of the task with little depth for coal and cotton
• Is more descriptive than analytical (coal: needed for James Watt’s new steam engine; steam
engine used in factories and ships, so coal became a heavily relied upon resource; Japan not
rich in resources so it became dependent on imports; invaded China for coal; Japan gained
territory that would supply them with resources like coal; because of its need for coal, Japan
used its military to expand like Western nations; cotton: needed to produce textiles for
clothing; India was one of the largest textile producer in the world; British East India
Company put many local businesses that sold cotton textiles out of business because cotton
cloth produced by the British was cheaper; India became one of the biggest consumers of
British textiles; cotton became key in India’s independence from British; Gandhi put
economic pressure on England; had people spin own cotton and weave own cloth)
• Includes some relevant facts, examples, and details (coal: Meiji Restoration; developed
modern military and navy; Sino-Japanese War; Russo-Japanese War; Korea; cotton: direct
British rule after Sepoy Rebellion; homespun movement; boycott of British textiles)
• Demonstrates a satisfactory plan of organization; includes an introduction that is slightly
beyond a restatement of the theme and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 3. The response discusses Japan’s
need for coal and its impact on its development. The discussion of cotton details Britain’s need
for cotton and its impact on India. Attempts are made to make other historical connections;
however, these are weakened by overgeneralizations.
Practice Paper E—Score Level 2
The response:
• Minimally develops all aspects of the task
• Is primarily descriptive (spices: highly traded in Europe but heavily taxed by Muslim
merchants; Europeans used new sailing technology; establishment of European trading ports
in eastern part of Africa; silver: silver from the Americas was in high demand in China;
natural resources from Americas being imported to the Old World; workers forced to work
unwillingly in silver mines; replaced the currency of China)
• Includes few relevant facts, examples, and details (spices: Portuguese sailed around Africa;
Indian Ocean trade; cultural diffusion; silver: New World; Columbian exchange); includes an
inaccuracy (silver: labor system established in Americas known as encomienda)
• Demonstrates a general plan of organization; includes an introduction that is somewhat
beyond a restatement of the theme and a conclusion that repeats the points made in the body
of the essay
Conclusion: Overall, the response fits the criteria for Level 2. Relevant details show a basic
understanding of the influences of these natural resources. Lack of development of the reasons
they were needed weakens the response.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
Global History and Geography Specifications
January 2017
Part I
Multiple-Choice Questions by Standard
Standard
1—United States and New York History
2—World History
3—Geography
4—Economics
5—Civics, Citizenship, and Government
Question Numbers
N/A
2, 6, 7, 9, 12, 13, 16, 18, 22, 26, 27, 32, 33,
37, 38, 40, 45, 46, 47, 48, 49, 50
1, 4, 5, 8, 10, 11, 14, 19, 20, 25, 30, 31, 35,
41, 42, 43
3, 15, 21, 23, 29, 34, 36, 44
17, 24, 28, 39
Parts II and III by Theme and Standard
Theme
Thematic Essay
Document-based
Essay
Standards
Standards 2, 3, and 4: World
History; Geography;
Economics
Needs and Wants
Imperialism; Power; Conflict; Culture Standards 2, 3, 4, and 5:
and Intellectual Life; Human Rights;
World History; Geography;
Economic Systems; Movement of
Economics; Civics,
People and Goods; Science and
Citizenship, and Government
Technology; Nationalism
Scoring information for Part I and Part II is found in Volume 1 of the Rating Guide.
Scoring information for Part III is found in Volume 2 of the Rating Guide.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
The Chart for Determining the Final Examination Score for the January 2017
Regents Examination in Global History and Geography will be posted on the
Department’s web site at: http://www.p12.nysed.gov/assessment/ on the day of
the examination. Conversion charts provided for the previous administrations
of the Global History and Geography examination must NOT be used to
determine students’ final scores for this administration.
Submitting Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the test
development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make
suggestions. Instructions for completing the evaluation form are as follows:
1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 1
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
VOLUME
2 2
OF
DBQ
GLOBAL HISTORY AND GEOGRAPHY
Tuesday, January 24, 2017 — 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 2017
The University of the State of New York
THE STATE EDUCATION DEPARTMENT
Albany, New York 12234
GLOBAL HISTORY AND GEOGRAPHY
Rating the Essay Question
(1) Follow your school’s procedures for training raters. This process should include:
Introduction to the task—
• Raters read the task
• Raters identify the answers to the task
• Raters discuss possible answers and summarize expectations for student responses
Introduction to the rubric and anchor papers—
• Trainer leads review of specific rubric with reference to the task
• Trainer reviews procedures for assigning holistic scores, i.e., by matching evidence from the response
to the rubric
• Trainer leads review of each anchor paper and commentary
Practice scoring individually—
• Raters score a set of five papers independently without looking at the scores and commentaries
provided
• Trainer records scores and leads discussion until the raters feel confident enough to move on to
actual rating
(2) When actual rating begins, each rater should record his or her individual rating for a student’s essay on
the rating sheet provided, not directly on the student’s essay or answer sheet. The rater should not
correct the student’s work by making insertions or changes of any kind.
(3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that
differ by more than one point.
Rating the Scaffold (open-ended) Questions
(1) Follow a similar procedure for training raters.
(2) The scaffold questions are to be scored by one rater.
(3) The scores for each scaffold question must be recorded in the student’s examination booklet and on the
student’s answer sheet. The letter identifying the rater must also be recorded on the answer sheet.
(4) Record the total Part III A score if the space is provided on the student’s Part I answer sheet.
Schools are not permitted to rescore any of the open-ended questions (scaffold questions,
thematic essay, DBQ essay) on this exam after each question has been rated the required
number of times as specified in the rating guides, regardless of the final exam score. Schools are
required to ensure that the raw scores have been added correctly and that the resulting scale
score has been determined accurately. Teachers may not score their own students’ answer
papers.
The scoring coordinator will be responsible for organizing the movement of papers, calculating a final
score for each student’s essay, recording that score on the student’s Part I answer sheet, and determining
the student’s final examination score. The conversion chart for this examination is located at
http://www.p12.nysed.gov/assessment/ and must be used for determining the final examination score.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 2
Global History and Geography
Part A Specific Rubric
Document-Based Question
January 2017
Document 1
. . .The Indian Mutiny [1857] had come as a nasty shock, especially since British rule in
India had appeared so secure. In order to prevent such an outbreak again, the authority for
governing British India was removed from John Company [the British East India Company]
and placed in the hands of the Crown. Queen Victoria became Empress of India, and her
personal representative in the country was to be the Viceroy, who replaced the GovernorGeneral, the administration of India being controlled by the India Office in London. The
British Army presence in the country, as opposed to what was now called the Indian Army,
was increased to 65,000 men, and as a general principle every garrison was now to contain at
least one British regiment. . . .
Source: Charles Messenger, British Army, Bramley Books, 1997
1 According to Charles Messenger, what is one way the British attempted to strengthen their control
over the Indian subcontinent after the Indian Mutiny?
Score of 1:
• States a way the British attempted to strengthen their control over the Indian subcontinent after the Indian
Mutiny according to Charles Messenger
Examples: authority for governing was removed from the John Company or from the British East India
Company; authority for governing was given to the British Crown; Queen Victoria became
Empress of India and ruled through her personal representative/the Viceroy in India; the
Viceroy replaced the Governor-General; administration of India would be controlled by the
India Office in London; the British Army presence in India was increased to 65,000 men;
every garrison was required to have at least one British regiment; the size of their army was
increased
Score of 0:
• Incorrect response
Examples: authority for governing India was given to John Company; the British Army was replaced;
Indian Army was increased; British governor was removed from John Company
• Vague response
Examples: it appeared secure; it came as a nasty shock; at least one British regiment; there was an
Indian office; it was to prevent an outbreak
• No response
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Document 2
. . .How the Raj treated the famines of the 1870s and 1890s says much about its character.
Original prognoses [predictions] about railway and canal expansion were probably correct,
although there is no exact method of calculating precisely the numbers saved by food
distributed by rail. Many more would have died if there had been no extension of the rail
network; of this we can be certain. Likewise, as [British Viceroy] Curzon appreciated in
1903 when he initiated a new, ambitious policy of digging more canals, artificial irrigation
saved lives. But humanitarianism was always balanced by pragmatism [practicality] and the
Raj never lost sight of the need to pay its way. Technical improvements which made Indians
less vulnerable to the wayward forces of nature were also contrived [planned] to enrich them
[Indians] and, through taxation, the government. The waterways which rendered hitherto arid
regions of the Sind and the Punjab fruitful added to the government’s revenue. A Punjabi
district which had been assessed at £15,000 annually before irrigation was rated at £24,000
afterwards. . . .
Source: Lawrence James, Raj: The Making and Unmaking of British India, St. Martin’s Grifn, 1997 (adapted)
2 According to Lawrence James, what is one action taken by the Raj that aided the Indian people and
strengthened British rule?
Score 1:
• States an action taken by the Raj that aided the Indian people and strengthened British rule according to
Lawrence James
Examples: technical improvements made Indians less vulnerable and through taxation enriched the
government; extension of the rail network allowing food distribution during famines, thus
saving lives; policy of digging more canals allowed irrigation and saved lives; construction
of new waterways made arid regions of the Sind and Punjab fruitful and added to
government revenue; made technical improvements; constructed new waterways; increased
the fruitfulness/value of the Punjabi district with irrigation; rendered arid regions fruitful;
provided humanitarian aid; prevented famine; extended railways
Score of 0:
• Incorrect response
Examples: the Raj never needed to pay its way; the Punjab district assessed at £15,000 annually before
irrigation was rated at £24,000 afterwards; Curzon appreciated the initiation of new policies;
contrived to enrich them; needed to pay their way
• Vague response
Examples: many more would have died; ambitious policies; added to government revenue; technical;
humanitarianism was always balanced by pragmatism
• No response
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Document 3
. . .New schools were started by the British, by princely governments, by missionaries, and
by private enterprise. These schools were at all levels, including universities. The English
language was used in all schools of higher education. Though only a tiny minority of Indians
attended these schools, those who did received a fine English education (facility [fluency]
in English became the badge of an educated man). They studied English ideas about
democracy and nationalism, and became the eventual leaders of the movement for Indian
independence. . . .
Source: Milton Jay Belasco, India-Pakistan: History, Culture, People, Cambridge Book Company, 1968
3 According to Milton Jay Belasco, what is one way the British and others influenced Indian culture?
Score of 1:
• States a way the British and others influenced Indian culture according to Milton Jay Belasco
Examples: new schools, including universities, were started; use of the English language in all schools
of higher education; fluency in English became the badge of an educated man; studies of
English ideas about democracy and nationalism influenced eventual leaders of India’s
independence movement; provided access to English education for some Indians; established
schools that provided a fine English education; started schools/universities; established an
elite system of education; missionaries; by private enterprise
Score of 0:
• Incorrect response
Examples: all Indians spoke English; English language was not used in schools of higher education;
there were princely governments; only a tiny minority attended
• Vague response
Examples: language was used; it was a badge; it was a movement; received education; schools were at
all levels
• No response
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Document 4
. . .If the bureaucracy of the British Raj was a kind of despotism, it was a very different kind
from that which the Indian people had experienced before the British came.
In the first place, the British Raj was stronger than any of its predecessors, stronger
even than the Mogul Empire, and this enabled it to keep India, as never before, safe from
attack without and united and at peace within. The old menace of invasion was dispelled
[eliminated]. No hostile army crossed the frontier till 1942. The countryside was no longer
swept from time to time by warring and rapacious [aggressive] hosts. The main highways were
no longer infested by bands of brigands [bandits]. Villagers could sleep of nights: their lives
and property were safer now than they had ever been.
Secondly, the British Raj replaced arbitrary despotism by the rule of law. By becoming
British subjects many millions of Indians acquired ‘a government of laws, not of men’, and
therewith as full a protection of their personal rights by impersonal justice and as wide a
measure of civil liberty as any people in the world enjoyed. As to the content of the law, the
existing laws were consolidated and codified in accordance with ‘the indisputable principle’,
as a British parliamentary committee put it, ‘that the interests of the Native subjects are to be
consulted in preference to those of Europeans whenever the two come into competition, and
that therefore the laws ought to be adapted rather to the feelings and habits of the Natives
than to those of Europeans’. The adoption of English judicial procedure, it is sometimes
argued, was unwise, since it was ill suited to the backward conditions of Indian country life.
But otherwise the creation of the new courts of justice was an almost unqualified gain. They
obtained, wrote an experienced Indian nationalist, ‘a prestige and authority unknown in Asia’
outside the areas of European rule. They planted in the Indian mind a new respect for law as
something to which even the strongest Government must bow. The value of this gift has yet
to be put to its final proof; for it is on allegiance to a sovereign law that the peace and stability
of the free India of the future must mainly depend. . . .
Source: Coupland,
Sir Reginald India:
Coupland,
India: A Re-Statement,
University
Press,
1945(adapted)
(adapted)
Source: Sir Reginald
A Re-Statement,
OxfordOxford
University
Press,
1945
4a What is one way Sir Reginald Coupland believes the British Raj improved life for the Indians?
Score of 1:
• States a way Sir Reginald Coupland believes the British Raj improved life for the Indians
Examples: the strength of the British Raj kept Indians safe from attack; kept Indians united and at peace
within the country; eliminated the menace of invasion; no hostile army crossed the frontier
until 1942; warring hosts no longer threatened the countryside; bands of brigands no longer
infested the main highways; villagers could sleep knowing their lives and property were safe;
the British Raj replaced arbitrary despotism by the rule of law; as British subjects, Indians
acquired a government of laws and not of men; Indians acquired personal rights and civil
liberties; existing laws were consolidated and codified in favor of native interests; courts of
justice gained a prestige and authority unknown in Asia; Indians gained a new respect for
laws; creation of new courts of justice; Indians no longer felt threatened; English judicial
procedure was adopted
Score of 0:
• Incorrect response
Examples: the old menace of invasion was made stronger; the British Raj was replaced by arbitrary
despotism; unwise procedures replaced backward conditions
• Vague response
Examples: countryside was no longer swept; adoption was unwise; it was obtained; it was the final
proof; it was a lasting gift
• No response
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4b Based on this excerpt, what is Sir Reginald Coupland’s view of Indian people?
Score of 1:
• States Sir Reginald Coupland’s view of Indian people based on this excerpt
Examples: as victims of arbitrary despotism; they were too weak to protect themselves; he thinks
Indians developed a new respect for laws; a people subject to invasions; a people who lacked
safety on highways/in villages; as becoming peaceful and free under laws codified by the
British; they needed help from others; he thinks some Indians lived in backward conditions
Score of 0:
• Incorrect response
Examples: they were stronger than the British; as people deserving to have authority over Europeans in
Asia; as having the strongest respect for the law; as warring and aggressive hosts; as a hostile
army; hostile; experienced; peaceful
• Vague response
Examples: free; arbitrary; subject to Great Britain
• No response
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Document 5
. . .The roots of Hindu-Muslim animosities [hatred] can be traced in part to British policy.
The British rulers, in an effort to maintain authority over the vast lands of India, encouraged
Indians to direct discontent against other Indians rather than against the British rule. As
the desire for independence grew, the British undermined the Muslims’ trust in the Indian
National Congress. Muslims feared the Congress spoke only for Hindu interests. Generally,
the Muslim political party—the Muslim League—cooperated with the British in return for
safeguards and concessions. When the British established elections for the central legislative
council [1909], they made the Muslims into a separate electoral group. “Divide and rule” was
the British policy. It was in the British interest to foster Muslim separatism. . . .
Source: Donald J. Johnson, et al., “Why Hindus and Muslims Speak Hate,”
Through Indian Eyes, CITE Books
5a Based on this excerpt from Through Indian Eyes, what is one example of the British fostering Hindu
and Muslim animosities?
Score of 1:
• States an example of the British fostering Hindu and Muslim animosities based on this excerpt from
Through Indian Eyes
Examples: they encouraged Indians to direct discontent against each other; the British weakened the
Indian National Congress by strengthening Muslim fears; they strengthened Muslim fears
that the Congress only spoke for Hindu interests; British created a separate Muslim electoral
group; undermined the Muslims’ trust in the Indian National Congress; they used a “divide
and rule” policy; they fostered Muslim separatism; gave safeguards and concessions to
Muslims in return for cooperation
Score of 0:
• Incorrect response
Examples: encouraged Indians to express their discontent against British rule; they strengthened
Muslims’ trust in the Indian National Congress; they abandoned the “divide and rule” policy;
maintained authority over vast lands of India
• Vague response
Examples: cooperated and provided safeguards; established elections; Muslim political party; British
policy
• No response
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5b Based on this excerpt from Through Indian Eyes, what is an action taken by the Muslim League
because it feared a Hindu majority?
Score of 1:
• States an action taken by the Muslim League because it feared a Hindu majority based on this excerpt from
Through Indian Eyes
Examples: the Muslim League/Muslim political party cooperated with the British in return for
safeguards and concessions; it cooperated with the British
Score of 0:
• Incorrect response
Examples: Muslim policy became “divide and rule”; established elections; gained independence
• Vague response
Examples: it returned; it spoke for Hindus; British interests; safeguards
• No response
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Document 6
. . .And why do I regard the British rule as a curse?
It has impoverished the dumb millions by a system of progressive exploitation and by a
ruinously expensive military and civil administration which the country can never afford.
It has reduced us politically to serfdom. It has sapped the foundations of our culture.
And, by the policy of disarmament, it has degraded us spiritually. Lacking the inward strength,
we have been reduced, by all but universal disarmament, to a State bordering on cowardly
helplessness. . . .
Source: Letter from M.K. Gandhi, Esq. to the Viceroy, Lord Irwin, March 2, 1930
6
According to Gandhi, what is one problem created by British rule?
Score of 1:
• States a problem created by British rule, according to Gandhi
Examples: India will never be able to afford the cost of the military; a ruinously expensive military and
civil administration; India will never be able to afford the cost of the civil administration;
being impoverished by a system of exploitation; Indians have been politically reduced to
serfdom; foundation of Indian culture had been sapped/weakened; British policy of
disarmament degraded Indians spiritually; British policies have reduced Indians to a state
bordering on cowardly helplessness; has impoverished millions of people; exploited people;
harmed India’s culture
Score of 0:
• Incorrect response
Examples: ended serfdom in India; has restored the foundations of culture; improved them spiritually;
provided inner strength; affordable administration
• Vague response
Examples: it reduced them; it created a system; it capped foundations; it bordered on a state; everyone is
a serf
• No response
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Document 7
. . .The India Act of 1935 had two parts, each of which became amendments to the Constitution.
The first part, put into effect in 1937, gave the provincial assemblies and administrations full
autonomy in government. The Viceroy retained the right to overrule them, however. The
Act’s second part attempted to establish a federal union combining the British-held territories
with the more than 560 Princely States. The British-held territories by this time included
Bengal, Assam, Punjab, Sind, Bihar, Orissa, Madras, North-West Frontier Provinces, Central
Provinces, United Provinces, and Bombay. . . .
Source: Warshaw and Bromwell with A.J. Tudisco,
India Emerges: A Concise History of India from Its Origin to the Present, Benziger, 1975
7 Based on this excerpt from India Emerges, what is one way the British government maintained
control in India under the India Act of 1935?
Score of 1:
• States a way the British government maintained control in India under the India Act of 1935 based on this
excerpt from India Emerges
Examples: Viceroy retained the right to overrule provincial assemblies and administrations; the Act gave
the provincial assemblies and administrations full autonomy, but the Viceroy could overrule
them; attempted to create a federal union combining British-held territories and the many
princely states; made amendments to the Constitution
Score of 0:
• Incorrect response
Examples: provincial assemblies and administrations replaced the Viceroy; the British divided the
federal union; British-held territories and princely states were separated; gave full autonomy
• Vague response
Examples: the Act had two parts; they had rights; there were more than 560 states; overrule; retaining;
combining British-held territories
• No response
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Document 8
British Rule in India (1946)
. . .Thus India had to bear [support] the cost of her own conquest, and then of her transfer (or
sale) from the East India Company to the British crown, and for the extension of the British
empire to Burma and elsewhere, and expeditions to Africa, Persia, etc., and for her defense
against Indians themselves. She was not only used as a base for imperial purposes, without
any reimbursement for this, but she had further to pay for the training of part of the British
Army in England—“capitation” charges these were called. Indeed India was charged for all
manner of other expenses incurred [contracted] by Britain, such as the maintenance of British
diplomatic and consular establishments in China and Persia, the entire cost of the telegraph
line from England to India, part of the expenses of the British Mediterranean fleet, and even
the receptions given to the sultan of Turkey in London. . . .
Source: Jawaharlal Nehru, The Discovery of India, The John Day Company, 1946
8 According to Nehru, what is one way India had to support the costs of the British Empire?
Score of 1:
• States a way India had to support the costs of the British Empire according to Nehru
Examples: India paid for the British conquest of India; India paid for the transfer of control from the
East India Company to the British Crown; paid for the extension of the British Empire to
Burma/to other areas; paid for British expeditions to Africa/to Persia; paid for the defense of
British rule against Indians; India was used as a base for imperial purposes without
reimbursement; had to pay for the training of part of the British Army in England/had to pay
capitation charges; paid for the maintenance of British diplomatic establishments; paid for
consular establishments in China/in Persia; paid the cost of the telegraph line from England
to India; paid some expenses for the British Mediterranean fleet; paid for receptions in
London given for the sultan of Turkey; charged for all manner of British expenses
Score of 0:
• Incorrect response
Examples: India sold the East India Company to the British Crown; the line from England to India; built
telegraph lines in China or Persia; British Empire was extended
• Vague response
Examples: without reimbursement; training; maintaining; receptions were given; imperial purposes;
expenses
• No response
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Document 9
. . .During World War II, Britain made its last demands on India as its colony. It took stringent
[harsh] police measures to preserve the Raj against increasing Indian nationalism while
England used India as both a supply and operations base. Many Indians served in the British
military forces, and Indian industry was expanded to supply the war effort. While some parts
of India benefited from the increased industrial production, war-related factors combined
with lack of rain led to food shortages that resulted in 2 million deaths by starvation in Bengal
between 1942 and 1944. . . .
Source: William Goodwin, India, Lucent Books
9
According to William Goodwin, what are two ways India was asked to support Great Britain in the
1940s?
Score of 2 or 1:
• Award 1 credit (up to a maximum of 2 credits) for each different way India was asked to support Great
Britain in the 1940s, according to William Goodwin
Examples: to serve as a supply base during World War II; to be used as an operations base during World
War II; to serve in the British military forces/Indians served in the British military forces
during World War II; Indian industry was expanded to supply the war effort/increased
industrial production
Note: To receive maximum credit, two different ways India was asked to support Great Britain in the 1940s
must be stated. For example, to serve in the British military forces and Indians served in the British
military forces during World War II are the same way expressed in different words. In this and similar
cases, award only one credit for this question.
Score of 0:
• Incorrect response
Examples: British military forces suffered food shortages; to preserve nationalism; parts of India
benefited; they took stringent police measures; by increasing Indian nationalism; two million
deaths by starvation; Indians suffered food shortages
• Vague response
Examples: Britain made its last demands; measures were taken; war-related factors; supplying;
expanding; industry
• No response
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Global History and Geography
Content Specific Rubric
Document-Based Essay
January 2017
Historical Context:
During the rule of the British Crown known as the Raj (1857–1947), the British took many actions to
strengthen and maintain their rule over the Indian subcontinent. The impact of British rule on the people
and the region can be viewed from a variety of perspectives.
Task: • Discuss how actions taken by the British strengthened and/or maintained their rule over the Indian
subcontinent between 1857 and 1947
• Discuss, from different perspectives, the impact of British rule on the people and/or the region
Scoring Notes:
1. This document-based question has a minimum of four components (discussing at least two actions taken by
the British to strengthen and/or maintain their rule over the Indian subcontinent between 1857 and 1947
and discussing the impact British rule had on the people and/or the region from at least two different
perspectives.
2. The actions discussed may focus on how the British strengthened their rule over the Indian subcontinent,
how the British helped maintain their rule over the subcontinent, or a combination of how they strengthened
and maintained British control over the Indian subcontinent.
3. Actions taken by the British do not need to be specifically identified as strengthening or maintaining British
rule as long as it is implied in the discussion.
4. Some actions taken by the British may be used for both strengthening and maintaining British rule over the
Indian subcontinent, e.g., the British Army presence was increased to 65,000 men.
5. The discussion of the impact of British rule may focus on the people, the region, or on both the people and
the region.
6. The discussion of the impact of British rule may be immediate or long term.
7. The same or similar information could be used to discuss two different perspectives, e.g., the discontent
fostered by the British between Indians was seen by the British as helpful in maintaining their rule but was
seen by Indians as negative and divisive.
8. The different perspectives do not need to be specifically identified as long as they are implied in the
discussion.
9. The perspectives of the impact of British rule on India should include at least two different points of view.
The points of view could include the British perspective, the Hindu perspective, and/or the Muslim
perspective, or could include a positive perspective and a negative perspective as long as the information is
supported by accurate facts and examples.
All sample student essays in this rating guide are presented in the same cursive font while preserving
actual student work, including errors. This will ensure that the sample essays are easier for raters to
read and use as scoring aids.
Raters should continue to disregard the quality of a student’s handwriting in scoring examination
papers and focus on how well the student has accomplished the task. The content-specific rubric
should be applied holistically in determining the level of a student’s response.
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Score of 5:
• Thoroughly develops all aspects of the task evenly and in depth by discussing at least two actions taken by
the British to strengthen and/or maintain their rule over the Indian subcontinent between 1857 and 1947
and the impact British rule had on the people and/or on the region from at least two different perspectives
• Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g., connects the
transfer of authority of India to the British Crown under a system of imperialism, the improvements to
infrastructure, and political decisions designed to preserve British control to how some British leaders
viewed these changes as forms of economic and political modernization as well as humanitarian aid in
comparison to how some Indian leaders interpreted them as oppressive, exploitive, and undermining
traditional Indian values, leading to a movement for independence
• Incorporates relevant information from at least five documents (see Key Ideas Chart)
• Incorporates substantial relevant outside information related to British rule in India (see Outside Information
Chart)
• Richly supports the theme with many relevant facts, examples, and details, e.g., empress of India; Viceroy;
educated elite; policy of “divide and rule”; Gandhi; India Act of 1935; Nehru; partition; Muhammad Ali
Jinnah
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are
beyond a restatement of the theme
Score of 4:
• Develops all aspects of the task but may do so somewhat unevenly by discussing one aspect of the task less
thoroughly than the other aspects
• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g., discusses
British efforts to rule India through economic and political policies designed to control the Indian people
and prolong colonial rule as it relates to the reaction of some British leaders who saw the benefits of
modernizing Indian infrastructure, and the negative reaction of some Indians who saw these British policy
actions as exploiting Indians
• Incorporates relevant information from at least five documents
• Incorporates relevant outside information
• Supports the theme with relevant facts, examples, and details
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are
beyond a restatement of the theme
Score of 3:
• Develops all aspects of the task with little depth or develops at least 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
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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 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 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.
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Actions Taken by the British
Key Ideas from the Documents
Doc 1—Removing authority to govern British India from John Company/British East India Company and
giving to British Crown after the Indian Mutiny of 1857
Making Queen Victoria Empress of India and ruling through the Viceroy
Controlling administration of India with the India Office in London
Increasing the British Army presence in India to 65,000 men
Maintaining each garrison with at least one British regiment
Doc 2—Extending the rail network (better food distribution during famines of 1870s and 1890s)
Digging more canals for artificial irrigation
Making technical improvements (made Indians less vulnerable to nature/famine; enriched the Indians;
enriched the British government; increased taxes)
Making arid regions more fruitful with new waterways thus adding to government’s revenue
Doc 3—Starting new schools at all levels (universities included)
Using the English language in all schools of higher education
Having Indians study English ideas about democracy and nationalism
Doc 4—Keeping Indians safe from outside attack
Uniting the Indians and keeping peace/safety within India
Replacing arbitrary despotism by rule of law
Extending British subject status
Creating new courts of justice
Consolidating and codifying existing Indian laws (adapting British procedures and principles to feelings and
habits of natives)
Doc 5—Encouraging Indians to direct their discontent against other Indians rather than against British rule
Establishing elections for the central legislative council in 1909
Making Muslims a separate electoral group
Implementing a “divide and rule” policy
Doc 6—Introducing a system of progressive exploitation and an expensive military and civil administration
which impoverished them
Doc 7—Passing the India Act of 1935
Giving the provincial assemblies and administrations full autonomy with the Viceroy retaining the right to
overrule them
Attempting to establish a federal union combining British-held territories and the princely states
Doc 8—Forcing India to pay British expenses (British conquest of India; the transfer from the East India
Company to the British Crown; the extension of the British Empire to Burma and elsewhere; expeditions to
Africa and Persia; the defense against Indians)
Using India as a base for imperialism without reimbursement
Forcing India to pay for expenses incurred by British (training of the British Army in England; maintenance
of British diplomatic and consular establishments in China and Persia; entire cost of the telegraph line from
England to India; part of the expenses for the Mediterranean fleet; receptions given for the sultan of
Turkey)
Doc 9—Taking stringent police measures to preserve the Raj against increasing Indian nationalism
Using India as a supply and operations base during World War II (Indians served in military forces;
expansion of Indian industry to supply war effort)
Global Hist. & Geo. Rating Guide – Jan. ’17
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Actions Taken by the British
Relevant Outside Information
(This list is not all-inclusive.)
Putting down the Sepoy Rebellion (1857)
Reorganizing the Indian army by disbanding and punishing rebel units, forming new regiments with loyal
groups including Sikhs
Examples of British use of “divide and rule” (use of caste system for assignment of jobs and education)
Developing infrastructure in India as a way to capitalize on India’s raw materials and markets
Promising gradual development of self-governing institutions after World War I
Outlawing public protests in India with the Rowlatt Act
Shooting peaceful protesters without warning in Amritsar (1919)
Dismissal of General Dyer after the Amritsar Massacre
Arresting Gandhi for leading a mass movement of noncooperation
Beating protesters at the Dharasana Salt Works
Jailing Indians for making salt
Mass-marketing of British textiles
Conducting negotiations between Gandhi’s Congress Party and Muhammad Ali Jinnah’s Muslim League over
plans for self-rule and independence
Imprisoning Indians for anti-British activities
Arresting Gandhi and Congress Party leaders for refusing to support British efforts during World War II
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Impact of British rule on people or region from British perspective
Key Ideas from the Documents
Doc 1—Policy changes necessary to prevent another Indian rebellion
Doc 2—Indians less vulnerable to natural forces as a result of technical improvements
British enriched as a result of taxation on technical improvements
Humanitarianism always balanced by pragmatism (need to cover costs of imperial policies)
Annual assessment from Punjab district markedly improved after irrigation began (£15,000 to £24,000)
Indian lives saved by expansion of rail and canal systems (allowed for food distribution)
Doc 3—Fluency in English badge of an educated man
Leaders of Indian independence influenced by English ideas about democracy and nationalism
Attendance at schools by small minority of Indians (eventual leaders of the Indian independence movement)
Doc 4—Indians safer from outside attacks (no hostile army crossed frontier until 1942)
Indians united and at peace within the region
Countryside no longer swept by warring, aggressive people
Main highways no longer infested with bands of brigands
Life and property of villagers safer now
Replacement of arbitrary despotism with rule of law
Protection of personal rights and a measure of civil liberty acquired by millions of Indians as British subjects
Laws consolidated and codified by consulting with Indians and putting their preferences ahead of those of
Europeans
Creation of new courts of justice an almost unqualified gain (Indians’ new respect for law)
Gift of allegiance to sovereign law to bring peace and stability to the free India of the future
Doc 5—Muslim separatism fostered to maintain British authority over India (policy of “divide and rule”)
Doc 7—Provincial assemblies and administrations given full autonomy in 1937 (right to overrule Indians
retained by Viceroy)
Attempt made to establish a federal union of British-held territories and the princely states
Doc 8—Access to telegraph lines gained by India
Doc 9—Many Indians able to serve in the British military forces
Indian industry expanded to supply war effort
Some parts of India benefitted as a result of increased industrial production
Relevant Outside Information
(This list is not all-inclusive.)
India to be maintained as Jewel of the British Empire at all costs
India considered British by Britain
Belief by some that British civilization benefited Indians (Indians should appreciate British rule as a gift)
Opposition from some British groups to British rule/policies in India
Negotiations needed to prepare India for self-government before granted
Indian independence to include India’s membership in the British Commonwealth
Dismissal of General Dyer made an example of his inappropriate behavior toward Indians
Indian writing/speeches against the British or British policy considered seditious and acts of treason
Massive protests avoided by releasing Gandhi from prison when British feared he might die from fasting
Hundreds of thousands of Indian protesters who, breaking laws, needed to be arrested and jailed
Influence of “White Man’s Burden”
Application of Social Darwinism in British treatment of Indian people/society
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Impact of British rule on people or region from Indian perspective
Key Ideas from the Documents
Doc 3—Fluency in English seen as badge of an educated man
Leaders of Indian independence influenced by English ideas about democracy and nationalism
Attendance at schools by small minority of Indians (eventual leaders of the Indian independence movement)
Doc 5—Muslim trust in Indian National Congress undermined by British policies
Muslims feared Congress spoke only for Hindu interests
Muslim separatism fostered to maintain British authority over India (policy of “divide and rule”)
Safeguards and concessions gained by Muslims in return for cooperation with British
Doc 6—Indians impoverished through progressive exploitation and an expensive military and civil
administration
Indians reduced to political serfdom
Foundations of Indian culture sapped
Indians left spiritually degraded by British policy of disarmament
India reduced to a state bordering on cowardly helplessness by British policy of disarmament
Doc 7—Provincial assemblies and administrations given full autonomy in government under the India Act of
1935 but could be overruled by Viceroy
Doc 8—India forced to pay for many expenses incurred by the British (British conquest; transfer from the East
India Company to the British Crown; extension of British Empire to Burma; expeditions to Africa and Persia;
defense against Indians; training of the British Army in England; maintenance of British diplomatic and
consular establishments in China and Persia; entire cost of the telegraph line from England to India; part of
the expenses for the Mediterranean fleet; receptions given for the sultan of Turkey in London)
No reimbursement received by India for its use as a base for imperialism
Doc 9—Increased Indian nationalism by World War II
Many Indians served in British military forces
Indian industry expanded to supply the British war effort
Some parts of India benefited from increased industrial production during World War II
Food shortages as a result of war-related factors and a lack of rain (2 million deaths by starvation in Bengal
between 1942 and 1944)
Relevant Outside Information
(This list is not all-inclusive.)
Creation of Indian National Congress in 1885 to seek reforms and to oppose British rule over India
Creation of Muslim League in 1906 to protect Muslim minority rights from a Hindu-dominated society
Amritsar Massacre changing Indian goal of eventual independence to one of immediate self-government
Campaign of Gandhi, a key leader of the Indian National Congress, for a mass movement of noncooperation
based on nonviolent civil disobedience
Killing of nearly 400 peaceful protesters in Amritsar by General Dyer as punishment for violating Rowlatt Act
British profits leading to boycott of British textiles; need for Indian self-sufficiency
British salt tax and monopoly leading to protest and Salt March of 1930
Media revealing British brutality toward peaceful protesters at the March on the Dharasana Salt Works
Muhammad Ali Jinnah and Muslim League seeking a separate Muslim state
Muhammad Ali Jinnah and Muslim League supporting the British effort in World War II
Coalition of Hindus, Muslims, and Sikhs forming Unionist Party with the goal of ruling a unified Punjab when
independence granted
Sikhs’ fear that if Punjab split during independence the split would divide the Sikh religious community
Campaign of Gandhi for a unified, independent India
Emergence of Nehru as a key leader for Indian independence after World War II
Development of a radical Hindu party in reaction to British policies and to ideas of Indian National Congress
Partition of British India into India and Pakistan, resulting in a refugee crisis
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Anchor Paper – Document-Based Essay—Level 5 – A
During the rule of the British crown known as the Raj (1857-1947),
the British took many actions to strengthen and maintain their rule
over the Indian subcontinent. These actions were centralization of power
(Documents 1, 7) and the use of divide and conquer (Document 5).
The impact of British rule on the people and the region can be viewed
from a variety of perspectives. Two perspectives that were viewed at this
time were the Indian point of view and the British point of view.
There were many ways the British gained, strengthened and
maintained their power. One way was through the centralization of
power. The Sepoy Mutiny in 1857 shocked the British government and
made them fearful of another uprising occurring. Before the Sepoy
Mutiny, India was controlled by the British East India Company
which made trade agreements with different Indian princes. However,
one of the results of the Sepoy Mutiny was that the British government
made India a colony. The British government hoped to put an end to
any future uprising by placing India under the rule of the British
government (Document 1). India was the jewel in the British crown.
India’s wealth of resources and its large market allowed Britain to
become extremely rich. India’s rich resources such as tea and cotton
that Great Britain could not produce due to geographical reasons made
it an important colony.
Britain further consolidated its rule over India by setting up an
infrastructure that would help them control India. For example it built
roads, bridges and railroads throughout India to connect the different
parts of India together. This allowed Britain to control India even more
but it also allowed Indians to unify, even though that wasn’t the
purpose of these transportation systems. The British also set up a
Global Hist. & Geo. Rating Guide – Jan. ’17
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Anchor Paper – Document-Based Essay—Level 5 – A
British style education system to promote culture and ideas, however it
also gave the Indians education and in some cases led to the rise of
nationalism. The British also brought technical improvements, food
distribution and irrigation. All of these actions actually helped
Britain to increase its control of India by making India more
dependent on the British, more profitable, more taxable, and more
easily controlled (Document 2). Even when the British signed the
India Act of 1935, which gave the provincial assemblies and
administrations full autonomy (power) in government and attempted
to establish a federal union combining the British-held territories with
more than 560 Princely States (Document 7), the British still
maintained power to override any decision.
Another tactic used by the British was divide and conquer. Under
this principle, the British enticed Indians of different ethnic groups
and religions to distrust and resent each other. The British hoped this
would result in de-unification and a less likely chance of the Indians
banding together to fight for independence (Document 5). The irony
of this is that it was the benefits that the British gave India, such as a
common language and a transportation system that actually allowed
many Indians to unite and rise against the British in spite of the
hate that the British tried to inspire. With the help of people like
Mohandas Gandhi, who worked hard at uniting Hindus and
Muslims, the British efforts at preventing independence failed.
There were two perspectives of British rule over the Indians and India
itself. These two perspectives were the Indian point of view and the
British point of view. The Indian point of view on British rule was that
the British exploited the Indian people and limited their political
Global Hist. & Geo. Rating Guide – Jan. ’17
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Anchor Paper – Document-Based Essay—Level 5 – A
rights. In India, the British took advantage of the Indians by
draining India of its natural resources by making profits off of
Indian products, forcing Indians to pay expenses and taxes for their
facilities, improvements, and even for the British troops who occupied
India. This is shown in document 6, where Gandhi describes how the
British exploited millions of Indians in India and Document 8, where
Nehru talks about expenses that the Indians have to pay for the British
army, receptions for the sultan in Turkey, etc. The British also
damaged what industry and manufacturing India had. For example
India went from producing some of the world’s most valued cotton
textiles to buying cotton products from Britain. The British even
stripped the Indians of their political rights and put them in a state of
political slavery as said by Gandhi in document 6. Under the Rowlatt
Act, the Indians did not have the right of self rule or the right to speak
and gather together. This meant Indians lost the right of assembly
which influenced what happened at Amritsar.
The British, however, had a different perspective on things. They
believed that their rule did not hurt but benefitted the Indians. From
teaching them their language and democratic ideas in the schools
they established (Document 3) to constructing railways and canals
for better distribution of food to the Indians (Document 2) to giving
them the rights and benefits of being a British citizen (Document 4),
the British truely believed that they had modernized the Indians and
civilized their people.
The British used many ways to strengthen and maintain their
rule. They centralized their power and they used divide and conquer to
control the Indians. There were also different perspectives on how the
Global Hist. & Geo. Rating Guide – Jan. ’17
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Anchor Paper – Document-Based Essay—Level 5 – A
British ruled India. The Indian perspective was the British exploited
them and took away their natural rights. The British however feel they
modernized India and turned its people from living in backward
conditions to civilized ones.
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Anchor Level 5-A
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing actions taken by
the British to strengthen and maintain their rule over the Indian subcontinent and the impact of
that rule from different perspectives
• Is more analytical than descriptive (British actions: government hoped to put an end to any
future uprising by placing India under Britain; further consolidated its rule over India by setting
up infrastructure; built roads, bridges, and railroads throughout India to connect different parts
of India; set up a British-style education system to promote their culture and ideas, and in some
cases led to the rise of nationalism; made India more dependent on British, more profitable,
more taxable, and more easily controlled; British hoped use of “divide and conquer” would
result in de-unification and a less likely chance of Indians banding together to fight for
independence; British perspective: British gave Indians the rights and benefits of being a British
citizen; British believed they modernized India and civilized their people; Indian perspective:
Gandhi felt British exploited millions of Indians; Nehru felt Indians had to pay for British army
and receptions for sultan in Turkey; Gandhi felt by stripping Indians of political rights, British
put them in a state of political slavery)
• Incorporates relevant information from all of the documents
• Incorporates substantial relevant outside information (British actions: India’s wealth of
resources and its large market allowed Britain to become extremely rich; under Rowlatt Act,
Indians did not have right of self-rule or right to speak and gather together; Indians lost right to
assembly which eventually influenced what happened at Amritsar; British perspective: gave
India a common language; Indian perspective: with help of Mohandas Gandhi who worked hard
at uniting Hindus and Muslims, British efforts at preventing independence failed; British
drained India of their natural resources and made profits off their products; British damaged
what industry and manufacturing India had; India went from producing some of world’s most
valued cotton textiles to buying cotton products from Britain)
• Richly supports the theme with many relevant facts, examples, and details (British actions:
centralized power; signed India Act of 1935 which gave provincial assemblies and
administrations full autonomy in government; attempted to establish a federal union combining
British held-territories with more than 560 princely states; British perspective: they brought
technical improvements, food distribution, and irrigation to Indians; Indian perspective: British
forced them to pay expenses and taxes for their facilities and for British troops)
• Demonstrates a logical and clear plan of organization; includes an introduction that is a
restatement of the theme and a conclusion that includes a British perspective and an Indian
perspective of British rule
Conclusion: Overall, the response fits the criteria for Level 5. Relevant outside information and
supporting facts and details integrated with document information demonstrate an effective
discussion of the task. The evaluation of the British and the Indian perspective of the British rule of
India presents a thoughtful appraisal of the complexity of British rule.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – B
Throughout 1857-1947, the British exercised economic, political and
social control over India. This was during the age of imperialism when
the British Empire benefited from it’s colonies greatly. Arguably,
Britain’s most important colony was India. The British Raj used a
variety of methods to maintain and strengthen it’s control over India,
and there are multiple reactions to how this has affected India.
One way in which the Raj strengthed the British rule, socially, over
India was through the establishment of schools. As seen in document
three, British schools in India provided a small number of Indian’s
with schooling throughout their youth. This ranged from elementary
schools to universities. In this way, the British were able to spread their
ideas about democracy and capitalism to the Indians. They also
taught Indians about British culture while trying to “Anglicize” the
Indians. Often, educated Indians would dress, act, and do the same
things as British people. Through education the British could make
some Indians more like the British, and these Indians served as examples
of the benefits of British rule. Education strengthened British control
over the minds of Indians. One way in which some Indian people
viewed this was highly positive. Milton Jay Balesco, in document three,
declared that these schools helped lead to Indian independence movements.
This would help the Indians. On the other hand, these practices were
meant to exert even more control over Indians. The British believed that
they could control India by having a British trained, well-educated
Indian elite ruling for them. These altering views on Britains social
control of India show that different groups of people thought differently
about the impact of British control over India.
A second example of the Raj exercising it’s control over India is seen
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Anchor Paper – Document-Based Essay—Level 5 – B
in document eight. In this document, it is stated that the British were
able to strengthen their control of India by charging the Indians taxes
for the training of British soldiers even those stationed in England
and charging them for British diplomatic outposts in the far east. In
this way, the Raj was able to maintain political control over India and
other areas. Nehru’s opinion in document eight lets us know that this
cost to the Indian people was a heavy burden, and in his view what the
British were doing was wrong. Nehru was a key independence leader
and worked closely with Gandhi. He also eventually became India’s
first prime minister after independence in 1947. Gandhi too objected
to the Raj’s control over India saying in document 6 that the British
impoverished millions in a system of progressive exploitation. He also
said that the expensive civil and military administration was
making Indians increasingly poor. This certainly influenced
Gandhi’s strategies to remove British rule in India. He used civil
disobedience to try to end India’s economic dependence on Britain and
to lessen British profits. On the other hand, in document four, it is
clear that the British thought that their political control of India was
advantageous to Indians. Their lives and property were safer now than
they had ever been. The British believed in the “White Man’s Burden.”
Based on “White Man’s Burden” they believed that Indians needed the
British because they brought rule of law and impersonal justice. The
British believed that they gave India these things and therefore had the
obligation to rule them. It is clear that there were differing views on
how Britans political and economic control affected India.
A third example of Britans control over India is seen in document
five. In this document it is clearly seen that the British used the fact
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Anchor Paper – Document-Based Essay—Level 5 – B
that there were differing ethnic and religious groups to their advantage.
They pitted these groups against one another to prevent them from
challenging British rule. It is clear that by playing off the Muslim
and Hindu political parties, and by granting concessions to one
group over the other, they were able to exercise more control over India.
Although the British felt that they were giving India a better means of
government, they were effectively setting themselves up for conflict.
This short term thinking benefited the British while they were ruling
because it made it more difficult for Hindus and Muslims to trust
each other and to cooperate together to fight against the British. However,
in the long term, it created an incredibly dangerous situation in
which the historic hatred between Hindus and Muslims was made
worse and more intense. When the British granted independence in
1947, India was split into India and Pakistan. Several wars have
occured between the two countries because of the mutual distrust
between them. It is clear that there are varying ideas on how Britan’s
rule impacted India.
The British Empire used a variety of methods to control and
strengthen their influence over the Indian people and India. There are
many differing opinions on whether this rule over India was positive
or negative.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Anchor Level 5-B
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing actions taken by
the British to strengthen and maintain their rule over the Indian subcontinent and the impact of
that rule from different perspectives
• Is more analytical than descriptive (British actions: practices of British control were meant to
exert even more control over Indians; charged Indians taxes for training British soldiers and for
diplomatic outposts in the Far East; pitting Muslims and Hindus against one another because it
made it difficult for two groups to trust one another and to cooperate together to fight against
them; British perspective: British thought their political control of India advantageous to
Indians; British felt their rule made lives and property of Indians safer; British felt they gave
India a better means of government; Indian perspective: Nehru felt cost to Indian people a
heavy burden and what British were doing was wrong; Gandhi felt British impoverished
millions in a system of progressive exploitation; Gandhi said expensive civil and military
administration making Indians increasingly poor)
• Incorporates relevant information from documents 3, 4, 5, 6, and 8
• Incorporates substantial relevant outside information (British actions: British believed they
could control India by having a British-trained, well-educated Indian elite ruling for them;
setting Muslims and Hindus against one another created dangerous situation in which historic
hatred between Muslims and Hindus was made worse and more intense; when British granted
independence in 1947 India split into India and Pakistan; British perspective: British taught
Indians about British culture trying to “Anglicize” them; British believed in “White Man’s
Burden” and therefore had the obligation to rule Indians; Indian perspective: Gandhi believed
that India needed to try to end its economic dependence on Britain and to lessen British profits)
• Richly supports the theme with many relevant facts, examples, and details (British actions:
British established schools in India; British perspective: Britain provided a small number of
Indians with schooling from elementary schools to universities; Britain able to spread their ideas
about democracy and capitalism to Indians; Indian perspective: schools helped lead to Indian
independence movement)
• Demonstrates a logical and clear plan of organization; includes an introduction that states from
1857 to 1947 the British exercised economic, political, and social control over India and a
conclusion that is a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 5. The response is framed by document
information and includes relevant details integrated with outside information to demonstrate a good
understanding of the task. Document information is used to critically discuss different perspectives
on British rule of India.
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Anchor Paper – Document-Based Essay—Level 4 – A
During the rule of the British crown known as the Raj (1857-1947),
the British took many actions to strengthen and maintain their rule
over the Indian subcontinent. The impact of British rule had many
effects on the Indian people that were both positive and negative,
depending on which perspective you choose.
One way the British crown maintained and strengthened their rule
over India was increasing the British Armies presence and establishing
direct control over India. According to Charles Messenger in Document 1,
“The Indian Mutiny had come as a nasty shock, especially since
British rule by the East India Company in India had appeared so secure.”
The British East India Company seemed to be able to handle and
control the Indian people with their army of sepoys. As a result of the
Mutiny in 1857, the “British army presence was increased to 65,000
men” In order to maintain rule and prevent another rebellion. The
British government made India a colony under direct control of the
crown and replaced Indian laws with British ones.
Another way the British crown maintained and strengthened their
rule over India was through the “Divide and rule” policy. According to
Donald Johnson in Document 5, the British crown basically took
advantage of Hindu-Muslim animosities and used it to their advantage.
“The British rulers in an attempt to maintain authority over the vast
lands of India, encouraged Indians to direct discontent against other
Indians rather than against the British rule.” It was in Britain’s best
interest to promote mutual distrust to keep their hold on India. This
made tensions between Hindus and Muslims worse.
Now from the British point of view, their influence on the country
of India is positive, and for many reasons. One of these reasons is the
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Anchor Paper – Document-Based Essay—Level 4 – A
saving of many lives as a result their “humanatarianism.” According
to Lawrence James in document 2, “How the Raj treated the famines of
the 1870s and 1890s says much about its character.” As a result of
railway and canal expansion, and artificial irrigation being
introduced, many Indian lives were saved during the famines, thus
casting British occupation in a positive light. The British brought
technology, modern medicine, hospitals, schools, roads, electricity,
and bridges to India. They believed in the “White Man’s Burden” which
stated that they had the duty and responsibility to “civilize” other
societies. The British viewed the changes they made as beneficial.
Another reason the British believed their rule had a positive impact
on India was their protection of the country from outside attack and
internal conflict. They established rule of law and impersonal justice.
According to document 4, “The British Raj was stronger than any of
its predecessers, stronger even than the Mogul empire, and this enabled
it to keep India as never before, safe from attack without, and united
at peace within.” Also, this document claims the British put the
Natives interest over theirs and that the laws should be “adapted rather
to the feelings and habits of the Natives rather than the Europeans,”
although this may be overstated. This point of view also cast British
rule in a positive light, as it appears that British rule only held good
intent for the Indian people.
From the Indian point of view however, British rule has impoverished
and weakened India. According to Gandhi, in document 6, he regards
British rule as a curse because it has “impoverished the dumb millions
by a system of progressive exploitation” and by “reducing us politically
to serfdom”, “degrading us spiritually” and reducing them “to a state
Global Hist. & Geo. Rating Guide – Jan. ’17
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Anchor Paper – Document-Based Essay—Level 4 – A
bordering on cowardly helplessness.” This quote basically shows how
Britain has exploited India taking everything they have, and basically
leaving them behind instead of helping them move forward. The British
took one of the greatest civilizations that at one time participated in
trade throughout the world, and turned it into a market place for
British goods. The trade between India and Britain was one sided with
India selling raw materials to British factories. The British profited
greatly as India’s cottage industries were destroyed and its people
suffered economically.
Another reason Indians viewed Britain’s rule over India as negative
is that India had to pay for expenses to support British colonization.
According to document 8, India was used as a base to support British
imperial purposes. So Britain built infrastructure to control and profit
from India and India had to pay for it as well as other imperial costs
unrelated to India. To further support this statement, according to
document 9, during world war two Britain’s policies in India were
partly responsible for 2 million deaths in Bengal. India was used
during the war as a supply and operations base. “Many Indians
served in the British military and Indian industry was expanded to
supply the war effort.” Perhaps Indian lives might have been saved if
Britain hadn’t forced India to help the British war effort. The British
concern with fighting the Axis powers made the conditions in India
worse. This evidence shows why Indians felt the British crown used
and oppressed the Indian people for Britain’s own benefit.
Despite Britains many attempts to keep its influence over India,
after 90 years of rule by the crown, India finally gained independence.
Despite some evidence supporting Britain’s rule over India as having
a“positive” effect, there is irrefutable evidence that states otherwise.
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Anchor Level 4-A
The response:
• Develops all aspects of the task by discussing actions taken by the British to strengthen and
maintain their rule over the Indian subcontinent and the impact of that rule from different
perspectives
• Is both descriptive and analytical (British actions: made India a colony under direct control of
the Crown and replaced Indian laws with British ones; took advantage of Hindu-Muslim
animosities and used them to their advantage; encouraged Indians to direct discontent against
other Indians rather than against British rule; they promoted mutual distrust to keep their hold
on India; British perspective: saved many lives as a result of their “humanitarianism”; as a result
of railway and canal expansion and artificial irrigation being introduced, many lives were saved;
believed they protected India from attack and internal conflict; Indian perspective: Gandhi
regarded British rule as curse because it impoverished Indians with a system of exploitation and
reduced Indians politically to serfdom; used India as a base to support British imperial purposes;
lives might have been saved if Britain had not forced India to help British war effort)
• Incorporates relevant information from documents 1, 2, 4, 5, 6, 8, and 9
• Incorporates relevant outside information (British actions: brought technology, modern
medicine, hospitals, roads, electricity, and bridges to India; British perspective: believed under
“White Man’s Burden” it was their duty to “civilize” other societies; Indian perspective: British
took one of the greatest civilizations and turned it into a marketplace; British profited greatly as
India’s cottage industries were destroyed; British concerned with fighting Axis powers made
conditions in India worse)
• Supports the theme with relevant facts, examples, and details (British actions: British army
presence increased to 65,000 men; used “divide and rule” policy; during World War II Britain
used India as both a supply and operations base and many Indians served in British military;
British perspective: they brought schools to India; Indian perspective: during World War II,
British policies partially responsible for two million deaths in Bengal)
• Demonstrates a logical and clear plan of organization; includes an introduction that is a
restatement of the theme and a conclusion that states India gained independence and that British
rule had a negative effect on the country and the region
Conclusion: Overall, the response fits the criteria for Level 4. Although quotations from the
documents serve as the framework for the response, explanations of that information include good
analysis and relevant outside information demonstrating a good understanding of the task.
Additional details would have strengthened this response.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Anchor Paper – Document-Based Essay—Level 4 – B
The British had an empire where the sun never set. This great empire
had colonies all over the world but to the British the crown jewel was
India. This was due to the vast amount of resources India produced for
its mother country. The colonie India was so loved by the British they
couldn’t lose them. So during 1857-1947 the British took many
actions to keep control of there colony. From the British point of view
imperalism of India was positive but from the Indian point of view
nothing good was to come for the British imperlisation of India.
Many of the people native to India greatly disliked the British
presence in the nation. As a sign of India peoples displeasure there
were events like the Sepoy (or India) Muntiny of 1857. (Doc 1) In this
event the India people unsuccessfully try to rid themselves of foriegn
influences like the British East India Company. This failure to rid
themselves of the British East India Company caused greater foriegn
influence. The British removed the East India Company from power
and placed the power with the crown. Queeen Victoria became Empress
of India. (Doc 1) Her repersentive the Viceroy became leader of the
colony. The British then strengthened there rule further by increasing
there military in India. As a colonie, India supplied Britian with raw
materials and agricultural products. This at first seemed good for
India because they could benefit from the increased production. There
then came factors like lack of rain and food shortages that resulted in
many deaths. When the British needed more raw materials for there
factories they built infrastructure systems which increased
productivity.
Many Indians felt that the British rule sapped the fondation of
India culture. The British in many ways limited India culture by
Global Hist. & Geo. Rating Guide – Jan. ’17
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Anchor Paper – Document-Based Essay—Level 4 – B
forcing British laws and culture on to the Indians. They would protest
about the unfairness of the sytem where British people are the only
ones able to get top government jobs. They were displeased about the
law stating only the British could sell salt and the flooding of markets
with British goods thus putting many Indians out of bussiness.
Some Hindu practices and traditions were changed because the British
did not value them. The great leader Ghandi and others stepped up to
lead protests against the British. His protests were nonviolet acts to try
to get the British out of power. From Ghandi’s point of view the British
abused Indias economy, its political power, and its culture to control
the country so that the British could get richer.
The imperlization of India and the actions taken to maintain
British rule can be viewed very differently from the point of view of the
British. Through the British point of view the imperlization of India
was a very positive thing. British saw themselves as helping India. The
Raj aided India by providing irrigation, railway, bridges, and canals
as well as building hospitals and providing better medical care which
helped the Indian people. As a result, people had more to eat and more
people lived longer and fewer people died of starvation increasing the
population. (Doc 2). They also provide great inventions like the
telegraph as well. British also opened schools in India, they provide
lessons about English ideas like democracy and nationalism. (Doc 3)
The reason the Europeans as a whole felt it was right to colonize other
countrys was because of the White Man’s Burden. According to this
writing “civilizing” lesser people was the duty of the white man.
According to this logic Indians needed the British to bring civilization
and help those who couldn’t help themselves. Because of this the British
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Anchor Paper – Document-Based Essay—Level 4 – B
thought they had the right and the duty to control the Indians. The
British really felt as if the British presence was keeping Indians safe
from attack, as well as providing them with peace and stability. (Doc
4) They felt to control India they needed to strip them of there power,
and control the territory for the Indians own good.
The British crown was in control of India from the mid 1800’s1900’s. The point of view of the Indians was that the British were an
unwanted forienge influence that they were trying to throw out. The
British sapped the India culture and restricted there good job
opportunitys. This point of view differs when you turn to the British.
From there side they were trying to help India. They were providing
railway and telegraphs and also canals which aided India in more
ways then one. This is why they took action to take over the India
government and maintane there rule. These are the different ways the
British imperization of India can be viewed.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Anchor Level 4-B
The response:
• Develops all aspects of the task by discussing actions taken by the British to strengthen and
maintain their rule over the Indian subcontinent and the impact of that rule from different
perspectives
• Is both descriptive and analytical (British actions: the British strengthened their rule by
increasing their military in India; when the British needed more raw materials for their factories
they built infrastructure; opened schools in India and provided lessons about English ideas;
British perspective: providing better medical care helped the Indian people; British felt their
presence was keeping Indians safe from attack and providing them with peace and stability;
Indian perspective: British limited Indian culture by forcing British laws and culture on Indians;
Gandhi felt British abused India’s economy so that British could get richer)
• Incorporates relevant information from documents 1, 2, 3, 4, 6, and 9
• Incorporates relevant outside information (British actions: some Hindu practices and traditions
changed because British did not value them; British perspective: felt it was right to imperialize
other countries because “civilizing” people was duty of white man; Indian perspective:
protested unfairness of rigid class system where only British able to get top government jobs;
Gandhi used nonviolent acts to get British out of power)
• Supports the theme with relevant facts, examples, and details (British actions: Queen Victoria
became Empress of India; British restricted job opportunities; British perspective: helped India
by providing railways and canals; White Man’s Burden; Indian perspective: displeased about
law stating only British could sell salt and about flooding of markets with British goods thus
putting many Indians out of business)
• Demonstrates a logical and clear plan of organization; includes an introduction that discusses
the role of India as the crown jewel in the British Empire and a conclusion that summarizes why
Britain saw its rule as beneficial to India and why Indians saw British rule as harmful
Conclusion: Overall, the response fits the criteria for Level 4. The actions taken by the British to
strengthen and maintain their rule are framed by document information and then developed. The
treatment of both the Indian perspective and the British perspective includes good use of facts,
examples, details, and some analytic statements.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – C
During the ruling period of the Raj (British rule in India from
1857-1947) the British did many different things to maintain and
strengthen their rule over India. The impacts of British rule in India
can be viewed as positive or negative, depending on the perspective.
Through the eyes of the British, many of their actions were both
beneficial to Indians and crucial to maintaining and strengthening
British power in India. In document 1, the British strengthened the
way they ruled India. The British East India Company had indirectly
ruled India through trade agreements. After the Sepoy Mutiny, Great
Britain established a more direct rule over India. Ultimately this led to
the strengthning of the British government in India. In document 4,
Sir Reginald Coupland speaks about how the British kept India from
being attacked until 1942 and introduced what he saw as a new,
better more secure form of government. Clearly Coupland voiced the
British perspective. He did not believe Indians had a strong
government or justice system prior to British rule. He believed that
British rule of law brought peace and stability to India. The British
used economic policies to control and profit from their greatest and
most valuable colony. From India the British got many raw materials
but also an extremely large market. The British sold their textile
products for low prices driving Indians out of their own markets. The
British made many changes in India which from the British
perspective benefited both Indians and the British. Document 2 was
written by Lawrence James and shows the improvements made by the
British and tells how the construction of railways and canal
expansion helped save Indian lives. Great Britain was the first country
to go through the industrial revolution and in document two we see
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Anchor Paper – Document-Based Essay—Level 4 – C
them bring new technology into India. This technology helped Indians
with better food distribution and helped increase their food supply, but
it also helped Britain. The British were able to collect taxes as well as
obtain more raw materials. The British viewed this as beneficial to
themselves and to India. Another method the British used to control
India is seen in Document 5, where we see how the British stirred up
Hindu-Muslim animosity. Pitting Hindus against Muslims
strengthened British rule by dividing the population. The effects of
that division are still being felt today.
Through the eyes of the Indians, British rule was generally bad.
Even education that the British offered served the purpose of spreading
British values not Indian ones. In Document 3, we see Indians getting
what the British regarded as a good education provided by the British
and others. Ultimately, however, these schools would raise finely
educated Indian rebellion leaders, such as Ghandi. Ghandi was
known for his nonviolence movement and regarded British rule as a
“curse” because it made India even poorer and forced the people into
“serfdom.” Economically, the Indians were already mad due to the
British monopoly on salt and the fact that the British flooded Indian
markets with British goods. In document 6, Ghandi explains that
India was made to pay for Great Britain economically and militarily,
even when they could not afford it. Document 8, written by Jawaharlal
Nehru towards the end of Raj rule explains that India had to support
the costs of the British Empire and their longing to conquer other
places. Nehru worked closely with Ghandi to gain independence from
the British. Both leaders felt that the British abused Indian rights and
made an unfair profit off the Indian people which were two of the main
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Anchor Paper – Document-Based Essay—Level 4 – C
reasons why they wanted Indian independence. These are just a few
reasons why being imperialized by the British was not considered
positive according to the Indians.
The Raj’s rule over India was viewed both negatively and positively.
Many of the efforts of the British that benefited Indians were done to
increase the British control of the Indians and increase British profits.
What the British saw as benefits many Indians saw as harmful and
unfair.
Anchor Level 4-C
The response:
• Develops all aspects of the task by discussing actions taken by the British to strengthen their
rule over the Indian subcontinent and the impact of that rule from different perspectives
• Is both descriptive and analytical (British actions: British East India Company indirectly ruled
India through trade agreements; Britain established more direct rule over India which led to
strengthening of British government in India; British perspective: they kept India from being
attacked and introduced a new, better, and more secure form of government; Coupland did not
believe Indians had a strong government or justice system prior to British rule; Coupland
believed British rule of law brought peace and stability to India; Britain made many changes in
India which they felt benefited both Indians and British; technology helped Indians with better
food distribution but also helped Britain to collect taxes; Indians received a good education
provided by the British and others; Indian perspective: India made to pay for Great Britain
economically and militarily even when it could not afford to; Nehru felt India had to support
costs of British Empire; Gandhi and Nehru felt British abused Indian rights and made unfair
profit off Indian people; many efforts of British, while they seemed good, were done to increase
British control of Indians and increase British profits)
• Incorporates relevant information from documents 1, 2, 3, 4, 5, 6, and 8
• Incorporates relevant outside information (British actions: Britain used economic policies to
control profit from their greatest and most valuable colony; from India, British sold their textile
products for low prices driving Indians out of their own markets)
• Supports the theme with relevant facts, examples, and details (British actions: schools raised
educated Indian rebellion leaders; British perspective: construction of railways and canal
expansion saved lives; Indian perspective: Gandhi regarded British rule as a “curse”;
economically Indians were mad because of British monopoly on salt)
• Demonstrates a logical and clear 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 4. While a summary of document
information frames the response, the effort is strengthened by a discussion of how the British
perceived their actions as benefitting India while Indians saw the same actions as harmful to
Indians. Additional supporting details would have benefited the discussion.
Global Hist. & Geo. Rating Guide – Jan. ’17
[40]
Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – A
During the time between 1857 and 1947 Great Britain imposed its
rule on the Indian subcontinent. During the time they spent there, the
British made great changes to the subcontinent as a whole. After the
Sepoy Mutiny when Indian sepoys rebelled against the British East
India Company, the British Crown strengthened their control over
India by bringing a lot of their army there. The British made changes
to the government, education, and economic systems of India. The
British rule in India impacted the people of India in that it changed
their traditions and lifestyle.
Actions taken by the British strengthened their rule over the Indian
subcontinent between 1857 and 1947. After the Sepoy Mutiny the
British placed India in the hand of the Crown, the Raj, to control
Indians politically. The British did this in order to ensure that they
could benefit from their colonial possession. For example, the size of the
British army increased to 65,000 men and it helped to restore British
control in India after “the nasty shock” of the Indian Mutiny in
1857. (Doc 1) The British felt justified in increasing the size of the
army because they helped to keep the population safe from bandits and
foreign invaders. “The British Raj was stronger than any of its
predecessors – this enabled it to keep India safe from attack without
and united and at peace within,” said Sir Reginald Coupland. (Doc 4)
Due to British protection, main highways “were no longer infested by
bands of brigands” and villagers were able to go to sleep knowing they
were safe. (Doc 4) During World War II Britain had strengthened its
rule on India by taking “stringent”, harsh, police measures to preserve
the Raj against increasing Indian nationalism so that India could
act as a supply and operations base. (Doc 9) The British also took these
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Anchor Paper – Document-Based Essay—Level 3 – A
actions in attempts to prevent future public rebellions against their
rule and to maintain control. By taking action, Sir Reginald Coupland
strongly believed that the British Raj improved life for the Indians.
Coupland backs up his beliefs, in an eager to please fashion, by
stating that the British strengthened India by “planting in the Indian
mind a new respect for law as something to which even the strongest
Government must bow.” (Doc 4)
The British also made changes to Indian education to control
Indians socially. The British established new schools in India based on
their ideals on what a proper education was. “The English language was
used in all schools of higher education.” (Doc 3) Those whom attended
these schools” received a fine English education. The British saw this as
a positive. They studied English ideas about democracy and nationalism.
(Doc 5) However, the establishment of the British Raj in India was not
viewed positively by many Indians. The British according to Gandhi,
imposed their rule on the Indians and made them political serfs. (Doc 6)
He saw the British using India as a way for the British to grow cash
crops and feed the British industrial machine. They looked down on
Indian culture, traditions, and ideas. Gandhi forcefully stated that
British rule has “sapped the foundations” of Indian culture. (Doc 6)
Gandhi was offended by how his people have been “reduced to a state
bordering on cowardly helplessness”. (Doc 6) British hegemony in
India also resulted in Hindu and Muslim “animosities” towards one
another. In attempts to stay in possession of authority over India, the
“British rulers encouraged Indians to direct discontent against other
Indians rather than against British rule.” For some Hindus, Muslims
became the scape goat and vice versa for some Muslims. The India Act
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Anchor Paper – Document-Based Essay—Level 3 – A
of 1935 was an attempt to give “provincial assemblies and
administrations full autonomy in government and to establish a
federal union combining the British-held territories w/more than 560
Princely States. While this sounds like Britain loosening up on their
control of India, it really wasn’t because the viceroy still had the right
to overrule provincial assemblies and administrations. (Doc 7) As the
desire for independence grew, the British undermined the Muslim’s
trust in the Indian Nation Congress.” (Doc 5) This anger and hatred
boiled up and continued even after the British decided to partition the
subcontinent.
The British changed the lives of the Indians and also helped to make
economic improvements. The railways established by the British helped
to faciliate the distribution of food after the devestating famines of the
1870s and 1890s. (Doc 2) Many people who had witnessed the suffering
caused by the famine were appreciative to the British because they were
finally getting the help they were in desperate need of. While the
British used India for imperial purposes and took care of its people to
ensure prosperity (Doc 8), they saw what they were doing was also
helpful to the Indians. These acts of apparent kindness were not seen
that way by Jawaharla Nehru. Nehru stated how “India had to bear
(support) the cost of her own conquest, and then of her transfer from
the East India Company to the British crown.” (Doc 8) He considered
this unfair.
British authority in India both benefitted the people of India, but
also hurt them. The British helped to strengthen the Indian government
and took care of the Indians. The Indians did not always see British
rule in the same way as the British.
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Anchor Level 3-A
The response:
• Develops all aspects of the task with some depth
• Is more descriptive than analytical (British actions: in World War II, Britain strengthened its
rule by taking harsh police measures to preserve Raj against increasing Indian nationalism so
India could act as a supply and operations base; established new schools in India based on their
ideals of a proper education; encouraged Indians to direct discontent against other Indians rather
than them; as desire for independence grew, undermined Muslims’ trust in Indian National
Congress; British perspective: Coupland believed British planted new respect for law in Indian
minds; Indian perspective: Gandhi felt British reduced his people to a state bordering on
cowardly helplessness; Nehru felt India had to support cost of her own conquest)
• Incorporates some relevant information from all of the documents
• Incorporates limited relevant outside information (British actions: decided to partition subcontinent; Indian perspective: saw British as using India to grow cash crops and feed British
industrial machine; for Hindus, Muslims became the scapegoat and vice versa for Muslims)
• Includes relevant facts, examples, and details (British actions: placed India in the hands of the
British Crown; British army increased to 65,000 men; India Act of 1935 attempted to establish a
federal union; Viceroy had right to overrule provincial assemblies and administrations;
established railways to facilitate distribution of food; British perspective: British Raj could keep
population safe from attack; Indian perspective: British imposed their rule on Indians and made
them political serfs)
• Demonstrates a satisfactory plan of organization; includes an introduction that discusses the
British-made changes to the government, education, and economic systems of India and a
conclusion that states British rule of India both benefited and hurt the Indians
Conclusion: Overall, the response fits the criteria for Level 3. Document information and limited
outside information is used as evidence to explain how specific actions taken by the British first
strengthened and then helped maintain their rule over the Indian subcontinent. While both the
British and Indian perspectives of British rule are presented, the discussion would have benefited
from additional analytic statements and more supporting facts and details.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Anchor Paper – Document-Based Essay—Level 3 – B
At its peak the British empire grew to occupy land all across the
world. One of the most significant members of the Empire was India,
which Britain controlled from 1857 to 1947. During their rule, the
British took actions to strengthen their control of India, implementing
policies that had adverse and beneficial effects on the Indian people.
The British’s actions taken to strengthen their control of India
included heavy taxation and control over the Indian political system.
The British dug new canals and built rail ways and communication
systems in India. This new more modern infrastructure was built
more for the benefit of the British – to control the Indian people, move
goods and products, and allow Britain to get rich off the resources of
India. However, they also harshly taxed the Indians for these developments.
For example, After the British Viceroy Curzon’s policy of building
more irrigation canals in 1903, a punjabi district that had been
assessed for taxation at £15,000 before was rated at £24,000 afterwards
(Document 2). Additionally, the British maintained a large military
that, according to M.K. Gandhi, was too expensive for Indians to afford
(Document 6). They also had to pay taxes for the British military in
other countries (Document 8). Meanwhile, they granted the Indian
people little antonomy. Even after the India Act of 1935 (and before
it), the British Viceroy could overrule any decisions made by local
governments (Document 7). These policies had few benefits for the
Indian people, but allowed Britain to control India and profit greatly
from the Indian people.
British rule in India developed certain aspects of India, such as
technology and law, but largely inhibited the economic development of
its industry and heightened political tensions. The British built many
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Anchor Paper – Document-Based Essay—Level 3 – B
canals and railways in India. These canals allowed for artificial
irrigation which allowed food to be grown, saving many lives. The
railways allowed food to be transported during the famine, saving
even more lives. (Document 2). The British government also introduced
laws that protected the rights of Indian citizens (Document 4). The
British saw all these things as beneficial to Indians. However, in
maintaining their control of India, the British fostered anger and
caused the rise of tensions between Hindus and Muslims. For example,
the British increased Muslim mistrust of the Indian National Congress
by encouraging the idea that the Indian National Congress was
dominated by Hindus and therefore the Muslims would always be
outvoted in any kind of democratic state (Document 5). During
World War II, key members of the Indian National Congress were
jailed without trial because they did not support war, while leaders of
the Muslim League remained free. The leader of the Muslim League
wanted a separate Muslim country. These tensions grew as India
reached independence and the British were able to do little about it.
They caused many violent outbreaks along the borders between India
and Pakistan at independence.
British rule in India resulted in a few beneficial, but mostly
deterimental developments. The tensions and problems created by their
attempts to maintain control of India continue to plague Indian people
today.
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Anchor Level 3-B
The response:
• Develops all aspects of the task with some depth
• Is more descriptive than analytical (British actions: built new modern infrastructure to control
the Indian people, move goods and products, and allow Britain to get rich off resources of India;
fostered anger and caused rise of tensions between Hindus and Muslims; British Viceroy could
overrule any decisions of local government; positive perspective: canals allowed for artificial
irrigation which allowed food to be grown saving many lives; railways allowed food to be
transported during the famine, saving lives; introduced laws that protected rights of Indian
citizens beneficial to Indians; negative perspective: British rule largely inhibited economic
development of Indian industry and heightened political tensions; Gandhi thought large military
maintained by British too expensive for Indians to afford; Indian people granted little autonomy
even after India Act of 1935)
• Incorporates some relevant information from documents 2, 4, 5, 6, 7, and 8
• Incorporates limited relevant outside information (British actions: key members of Indian
National Congress jailed while leaders of Muslim League remained free; negative perspective:
tensions grew as India reached independence and the British were able to do little about it)
• Includes some relevant facts, examples, and details (British actions: taxation; control over
Indian political system; dug new canals; built railways and communication systems; positive
perspective: after British Viceroy Curzon built canals, a Punjabi district assessed at £15,000
before rated at £24,000 afterward; negative perspective: Indians had to pay taxes for British
military in other countries)
• Demonstrates a satisfactory plan of organization; includes an introduction that discusses at its
peak the British empire grew to occupy land across the world including India and a brief
conclusion
Conclusion: Overall, the response fits the criteria for Level 3. Several well-placed analytic
statements and some relevant outside information establish that British policies were mostly
detrimental for Indian people. While a satisfactory explanation of how British actions burdened
India is provided, additional information addressing the positive and negative perspectives would
have strengthened the response.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Anchor Paper – Document-Based Essay—Level 3 – C
The British utilized India as their key to success. The British took
over India in order for them to use the Indians as a resource to help
them in their efforts during the Industrial Revolution and in World
Wars I and II. There was a strong impact of British rule on the Indians.
The Indians were both strengthened by British rule as well as hurt. The
Indians were hurt culturally since their culture was being altered and
the people were being forced to accept British ways. However, the
Indians were also being kept safe, and did not have to worry about
invasions as much because the British army protected Indians from
external attacks and internal conflicts. The impact of British rule on
India can be viewed as both a positive and negative thing; although
their culture and economy were being altered significantly India was
recieving protection as well as education.
India’s economy was controlled through British rule. The British set
up an economy in which the Indians were encouraged to buy cheaper
British products and to pay British taxes. The Indian textile industry
was destroyed as a result. Britain benefited greatly from this
arrangement but they believed India also benefited by recieving
British industrial goods, products, inventions, medicines, and other
advancements that Britain had. For example in document 2, the
British Viceroy Curzon initiated in 1903 a new, ambitious policy of
digging more canals and using artificial irrigation. The construction
of waterways in arid regions saved many lives. It could be considered
a source of water for growing needed food. Education was also
controlled by the British. In document 3, Milton Jay Belasco explained
that the British started building new schools and universities. These
new schools and universities were at all levels. In these schools the
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Anchor Paper – Document-Based Essay—Level 3 – C
British taught Indians new ideas and even enlightenment ideas such
as natural rights and democracy, but the British did not include
Indian ideas, history, and accomplishments. This made some Indians
unhappy. In document 4, Sir Reginald Coupland talks about how the
British’s strong rule facilitated the Indians in terms of protection.
They were stronger than any of its predecessors, and this enabled India
to be safe from attack. Prior to British rule, Indians were worried about
being invaded. According to Coupland, “their live’s and property were
safer now than they had ever been.”
Although the Indians’ lives were impacted positively, their rule had
also imposed negative effects on them. For instance, in document 6,
Gandhi explained that this rule had hindered them from practicing
their culture, and forced them to political serfdom. The country was
forced to pay for expenses that it could not afford, and forced them to
rely on British rule. In document 8, Nehru talks about how India was
simply being used as a base for imperial purposes. India was forced to
pay many of the British expenses. For instance, the training of part of
the British army in England. In addition, they also had to pay for
maintenance of British diplomatic and consular establishments in
China and Persia, as well as the entire cost of the telegraph from
England to India. In document 9, William Goodwin speaks of how the
British wanted to use India during World War II. This imperialism
brings a significant change in India, since they are impacted
negatively. For instance, the Indians served in the British military
force and their industry was expanded to supply the war effort. These
war-related factors as well as the shortage of rain resulted in about
2 million deaths by starvation in Bengal.
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In conclusion, the impact of the British rule on India can be viewed
as both a positive and negative thing; although their culture was being
altered significantly, India was recieving protection as well as Education
and technology from Britain. India was basically supporting many
of the financial requirements the British had. For instance, the
expenses of many things that pertained to mostly their war efforts. The
Indians, although, being provided an education, inventions, products,
and other things lost some of their own culture. The region may have
been impacted in a positive way. The region was provided with
waterways that would help them grow more food. As a whole, the region
can have a positive view on this rule. However, the people individually
may not have been very happy because they could not continue
developing their own cultures and traditions.
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Anchor Level 3-C
The response:
• Develops all aspects of the task with some depth
• Is more descriptive than analytical (British actions: constructed waterways in arid regions
saving many lives; forced Indians to pay for training part of British army, maintenance of
British diplomatic establishments in China and Persia, and cost of telegraph from England to
India; positive perspective: British army protected Indians from external attacks and internal
conflicts; negative perspective: Gandhi explained British rule hindered Indians from practicing
their culture and forced them into political serfdom; forced to pay British expenses that it could
not afford)
• Incorporates some relevant information from documents 2, 3, 4, 6, 8, and 9
• Incorporates limited relevant outside information (British actions: set up an economy in which
Indians were encouraged to buy cheaper British products and pay British taxes; British taught
Indians Enlightenment ideas such as natural rights and democracy; positive perspective: India
benefited by receiving British industrial goods, products, inventions, medicines, and other
advancements; negative perspective: Indians unhappy because British education did not include
many Indian ideas, history, and accomplishments)
• Includes some relevant facts, examples, and details (British actions: built schools and
universities; Indians to serve in British military; expanded Indian industry to supply war effort;
positive perspective: construction of waterways could be considered a water source for growing
needed food; negative perspective: war-related factors as well as the shortage of rain resulted in
about two million deaths)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that
discuss while India’s culture and economy were altered under British rule they were kept safe
and did not have to worry about invasions
Conclusion: Overall, the response fits the criteria for Level 3. The response is framed by document
information and is supported by some outside information demonstrating an understanding of the
task. Although some good generalizations about positive and negative perspectives are discussed,
repetition of information weakens this response.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – A
Between the years of 1857 and 1947, Britain took many actions
that helped to maintain and even strengthen their control on the Indian
subcontinent. These actions led to Indians having several different
perspectives upon whether or not Britain should rule the subcontinent.
Many of these consequent perspectives are negative, such as protests
against British rule, but some are positive, such as English speaking
Indians being highly respected.
One of the earliest actions the British took to secure control of India
was by Queen Elizabeth taking control from the British East India
Company in response to the Indian Mutiny (Document 1). Britain
also added a viceroy and increased military presence in India, this led
to a strengthened bureaucracy and allowed the region to be free from
attacks until 1942, or midway through WWII (Documents 1 and 4).
The British also improved irrigation and built schools, which led to an
overall satisfactory view of British rule by Indians (documents 3 & 2).
Although British rule did help India, many of the Indians had
mixed feelings about imperial rule. For example, M.K. Gandhi felt that
India had been pushed to poverty by the British (document 6). Also, he
felt as if Indians had no say in politics and that their culture was
being rejected and not allowed to flourish. For this reason, he led
nonviolence protests against British rule that eventually helped the
region become independent. Other people also resented British rule and
exploitation of India. This is evident in document 9 because due to
India being forced to supply British war efforts, over 2 million Indians
died from famine and drought. However, some Indians did feel as if
British rule was benefitting Indians and the region. For example,
India backing Britian’s war effort led to increased production, which
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Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – A
helped people working in factories and those that owned them
(document 9). Also, the British established schools in India for all
levels of education, and the fact that knowing English was a badge of
honor shows that some Indians did agree with Britain’s control of the
region (document 3). Finally, the British expanded irrigation and
railways, which helped to combat famines (document 2).
For these reasons, it is evident that British occupation of India and
new policies enacted by Britain helped to maintain and strengthen
imperial control of the region between 1857 and 1947. These new
policies led to mixed feelings between Indians regarding Britain’s
imperial control of the subcontinent.
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Vol. 2
Anchor Level 2-A
The response:
• Minimally develops all aspects of the task
• Is primarily descriptive (British actions: taking control from British East India Company in
response to Indian Mutiny; forced India to supply British war efforts; positive perspective:
English-speaking Indians are highly respected; expanded irrigation and railways which helped
combat famine; some Indians felt Britain’s war effort led to increased production which helped
people working in factories and those that owned them; some Indians felt knowing English was
a badge of honor; negative perspective: Gandhi felt Indians had no say in their politics; Indians
resented British rule and exploitation of India)
• Incorporates limited relevant information from documents 1, 2, 3, 4, 6, and 9
• Presents little relevant outside information (negative perspective: Gandhi felt Indian culture was
being rejected and not allowed to flourish and for this reason he led nonviolent protests against
British rule that eventually helped the region become independent)
• Includes few relevant facts, examples, and details (British actions: added Viceroy; increased
their military presence in India; established schools in India for all levels of education; positive
perspective: strengthened the bureaucracy and allowed region to be free from attacks until
1942); includes an inaccuracy (Queen Elizabeth taking over from British East India Company)
• Demonstrates a general plan of organization; includes an introduction that states many of the
consequences of British rule over the subcontinent are either positive or negative and a
conclusion that states British policies led to mixed feelings between Indians regarding Britain’s
control of the subcontinent
Conclusion: Overall, the response fits the criteria for Level 2. The discussion of positive and
negative views of British control demonstrates a basic understanding of multiple perspectives.
Although all aspects of the task are addressed, additional supporting facts and details would have
strengthened the perspective aspect of the discussion.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – B
Between the years of 1857 and 1947, Britain took both positive and
negative actions in attempts to strengthen their rule over the Indian
subcontinent. To begin, the British Crown took direct control of
governing India from the British East India company following the
Indian Mutiny of 1857. Taking direct control of the subcontinent
allowed the British rulers to increase India’s military forces to 65,000
soldiers, force each garrison to have one or more British regeimes, and
gave direct control to the British government (Document 1). In
addition, direct control allowed the British government to expand
industry through the extension of Indian canals and railroads. The
extension of these features heavily aided many Indians during times
of famine (Document 2). Additionally, the British enterprises and
missionaries helped to set up schools for all levels of education,
including upper-level universities. These schools taught Indians
English, ideas of democracy and nationalism, and gave them an
overall satisfactory education (Document 3).Lastly, the British
protected India’s borders from being attacked and kept India at peace
throughout their control (Document 4).
However, British influence over the Indian subcontinent wasn’t all
beneficial to the Indian people, as the British rulers introduced many
problems to the population of India. For instance, instead of dealing
with the Indians’ discontent for British rule directly, they encouraged
the Indian people to only direct their opinions to each other. This could
have a major cause for the deep hatred between Muslim and Hindu
peoples (Document 5). Furthermore, many Indian people viewed
British rule as a system of exploitation for the British government
(Document 6). This can be seen directly by India having to cover all of
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Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – B
or part of the costs of British projects, such as the telegraph line that
ran from England to India (Document 8). The British also used many
Indian soldiers in their troops, and used the expanding industry of
India to cover the costs of World War II (Document 9).
In conclusion, the British control over the Indian government both
benefitted and hurt the Indian population.
Anchor Level 2-B
The response:
• Minimally develops all aspects of the task
• Is primarily descriptive (British actions: increase India’s military force to 65,000 soldiers;
taught Indians English, ideas of democracy, and nationalism; encouraged the Indian people to
only direct their opinions to each other; expanding industry of India was used to cover British
costs of World War II; British perspective: extension of canals and railroads helped many
Indians during times of famine; gave Indians an overall satisfactory education; Indian
perspective: British were probably a major cause of the deep hatred between Muslims and
Hindus; viewed British rule as a system of exploitation; can be seen by having to cover cost of
British projects, such as the telegraph line that ran from England to India)
• Incorporates limited relevant information from documents 1, 2, 3, 4, 5, 6, 8, and 9
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (British actions: Crown took control of
governing India from British East India Company following Indian Mutiny of 1857; enterprises
and missionaries helped set up schools for all levels of education; protected Indian borders from
being attacked)
• Demonstrates a general plan of organization; includes a brief introduction and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 2. While all aspects of the task are
minimally addressed, the different perspectives of British rule are indirectly referenced in some
cases and lack supporting facts and details.
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Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – C
During the rule of the British crown known as the Raj, the British
took many actions to strengthen and maintain their rule over the
Indian subcontinent. The impact of the British rule on the people and
the region can be viewed from a variety of perspectives.
According to document 1, the British attempted to increase their
control over the Indian subcontinent after the Indian mutiny in
many different ways. Two ways were that the Indian army was
increased to 65,000 men, and every garrison had to contain at least
one British regiment. These examples helped to increase their control
because it was helping out the army by making it a lot stronger.
According to document 2, the Raj took many different actions to
aid the Indians and strengthen British rule. Two actions that were
taken by the Raj were they extended the rail network, and they dug
more canals. These actions helped to strengthen their rule over the
Indian subcontinent by making transportation a lot easier which
meant that communication would also be a lot easier.
According to document 3, another way that the British helped to
maintain and strengthen their rule over the Indian subcontinent was
by starting new schools. Starting new schools helped because it
increased the education system for everyone.
According to document 4, sir Reginald Coupland believes that the
British Raj helped to improve life for the Indians. The British Raj did
this by replacing arbitrary despotism by the rule of law.
According to document 9, India was asked to support Great Britain
in the 1940s. Two ways that India supported Great Britain was by
Indians serving in the British military forces, and another way was
the Indian Industry was expanded to supply the war effort.
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Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – C
The time during the British Raj, the British took many actions to
strengthen and maintain their rule over the Indian subcontinent.
They did many things to help the Indians. Many different people had
different perspectives on the impact of British rule on the people or their
region.
Anchor Level 2-C
The response:
• Minimally develops most aspects of the task
• Is primarily descriptive (British actions: Indian army increased to 65,000 men and every
garrison to contain at least one British regiment; asked India to support them in 1940s; expanded
Indian industry to supply war effort; British perspective: helping out the army made their
control much stronger; making transportation much easier meant communication would also be
easier; improved Indian life by replacing arbitrary despotism with rule of law); includes faulty
and weak application (British increased the education system for everyone)
• Incorporates limited relevant information from documents 1, 2, 3, 4, and 9
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (British actions: extended rail network; dug
more canals; started new schools)
• Demonstrates a general plan of organization; does not clearly identify which aspect of the task is
being addressed; includes a brief introduction and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 2. The response focuses on the actions
of the British using brief summary statements from the documents. Unexplained statements weaken
the response. An attempt is made to provide information about the British perspective, but the
Indian perspective is not developed.
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Vol. 2
Anchor Paper – Document-Based Essay—Level 1 – A
During the rule of the British crown known as the raj, the British
took many actions to strengthen and maintain their rule over the
Indian subcontinent. The impact of British rule on the people and the
region can be viewed from a variety of perspectives.
Britain strengthened and maintained their rule over India in
many ways, For example in document 6 Gandhi states “It has reduced
us politically to serfdom.” This quotation means that Britain took over
almost completely politically giving Indians very few rights. Therefore
strengthening their influence on India.
Britain was also influential on Indias culture. For example in
document 3 Belasco “the english language was used in all schools.”
This is important because Indians are being forced to partially adapt to
english culture therefore influencing their own in many ways.
In conclusion Britains influence in India was viewed to be good by
the British but Indians viewed it to be bad and that Britain was
interfering too much with their culture later causing a revolution.
Anchor Level 1-A
The response:
• Minimally addresses all aspects of the task
• Is descriptive (British actions: took over India politically almost completely; strengthened their
rule over India by giving Indians few rights; British perspective: viewed their influence on India
to be good; Indian perspective: felt that Britain was interfering too much with their culture);
lacks understanding and application (English language was used in all schools)
• Includes minimal information from documents 3 and 6
• Presents no relevant outside information
• Includes no additional relevant facts, examples, and details
• Demonstrates a general plan of organization; includes an introduction that is a restatement of the
theme and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 1. Accurate and inaccurate information
from documents and oversimplified explanations of that information are employed to address the
task.
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Vol. 2
Anchor Paper – Document-Based Essay—Level 1 – B
The British have taken many actions to maintain there Rule over
India subcontinent. And the Indian Rule had positive and Negative
effects on India.
Actions taken by the British have strengthened India by helping
them to have road systems, strong military, police force, economy etc. The
British rule caused India to have a better economy and for india to be
more controlled however the British police force was extremly harsh.
As you can see British kept control of India and helped the continent
be more controlled.
Anchor Level 1-B
The response:
• Minimally addresses some aspects of the task
• Is descriptive (British actions: helped India to be more controlled; strengthened India by helping
it to have a strong military; British perspective: they helped India have a better economy)
• Includes minimal information from documents 1 and 2
• Presents no relevant outside information
• Includes no additional relevant facts, examples, and details
• Demonstrates a general plan of organization; lacks focus; does not clearly identify which aspect
of the task is being addressed; includes a brief introduction and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 1. Development is minimal. Actions
taken by the British are listed in sentence form. The response demonstrates a very limited awareness
of the impact of British rule on the Indian subcontinent.
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Vol. 2
Document-Based Essay—Practice Paper – A
Between the years 1857 and 1947, the British had a secure hold on
India. Changes made over time led to a restreghtening of British rule.
It also led to a backlash from Indians who were trying to regain
independence. British imperialism in India had lasting affects
however this occupation can be seen from varying perspectives.
The time when the British ruled directly in India was called the Raj.
Document 1, for example, explains how after the Sepoy Rebellion the
Queen aserted her dominance over India. By taking power from the
East India Company and placing the power in her hands, Britain was
able to more effectively rule India. The Queen became the empress of
India and the Mughal emperor lost all power. This led to changes.
Document 2 explains how the British dug canals for Indians. It led to
more income in India and some better jobs for people. These jobs opened
opportunities for some Indians that were previously unavailable. It also
led to the building of a railway system, a postal system, telegraph
system, and telephone system. All of these both helped the Indians and
strengthened the British power over India. Document 3 also expresses
how the British gained and maintained power during the time. In
Document 3, the writer explains how new schools were opened and
British ideals were taught. This was a tactic used by the British to
educate people in a way that benefitted their country. By teaching
students English ideas, these ideas could be spread faster. Document 4
also explains how the British maintained order. As stated in the
document, the British brought peace and safety to Indians. The
villiagers “could sleep of nights” because their belongings were safer
than before. British believed their laws, criminal justice system, and
courts would benefit India’s people. Finally document 7 shows how the
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Document-Based Essay—Practice Paper – A
British attempted to make reforms in attempt to keep people happy. The
British promised more self rule to the Indian people but in name only.
The British continued to maintain their power through the powers of the
Viceroy who could overrule Indian made decisions. These attempts,
however, still led to some uprising because the Indians had a different
point of view as shown in the other documents.
Documents 5, 6, 8 and 9 all express how the British attained
government, but from a different perspective. Document 5, explained
the hate between Hindus and Muslims that was fostered by the
British. To maintain this authority, the British turned Hindus and
Muslims against each other so they would blame each other for
problems that were partially caused by the British. This led to later
problems especially when the hatred and distrust turned violent. An
example of this is the great migration when after partition Hindus
moved to India and Muslims moved to Pakistan. During this time
hundreds of thousands of people were murdered. Document 6, from
Gandhi also expresses an Indian perspective. In this letter it is shown
that the British brought poverty upon the Indians. The British forced
India to be economically dependent upon British industry and many
traditional jobs were lost in India. The debt brought to India could not
be payed by the Indians who had little individual money. By forcing
many Indians into debt, the British furthered their monetary status
and political control. This is also shown in document 8. Document 8
explains how India had to financially support British conquest. The
debt grew larger as the British took over more countries and expected
India to pay for it. This led to many impoverished people in India. As
shown in Document 9 the British used Indians soldiers to fight in
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Document-Based Essay—Practice Paper – A
wars for them. This led to the deaths of many Indian people. By doing
this, the British caused hardship in India. Despite their intentions, the
British caused many difficulties in India.
As shown in the documents, British rule in India had both good
and bad affects. There are multiple perspectives on how the British
affected India. The colonization, according to the British did help
India. Colonization of India influenced many people and leading to
changes that benefitted India over time. However according to many
Indians, colonization made them political serfs and forced them to
lose their culture and many of their traditions.
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Vol. 2
Document-Based Essay—Practice Paper – B
The effect of British rule over is a highly debated topic: whether it
helped or hindered Indias growth. Great Britan used its colony as a
source of raw materials and exploited its colony in every possible way.
During its rule over India, Britan took many actions to remain in
power and the impact of British rule in India will last forever.
During the rule of the Raj (1857-1947), the British took many
actions to strengthen their government and remain in power. Following
the Indian Mutiny (1857) the British placed authority over India in
the hands of the crown. Then “the British presence in the country…was
increased to 65,000 men” (Document 1). The increased presence in the
country strengthened British authority. Another way the British
strengthened their rule was by modernizing India. The new railways
and canals increased productivity and in turn British revenue
“through taxation and government” (Document 2). Basically the
richer Britan’s government was the more it could spend to strengthen
itself and remain in power.
There were both positive and negative impacts of British rule: despite
the nature of Britan’s influence there is no doubt that the impacts of
its rule deeply changed India. One way the British impacted India was
by modernizing it through “railway and canal expansion” (Document 2).
It gave India the needed infrastructure to be “less vurnerable to the
wayward forces of nature” (Document 2). Another way the British
impacted India was through the building of new schools. “The English
language was used in all schools of higher education” (Document 3).
Also the people who attended the schools “studied English ideas about
democracy and nationalism” (Document 3). Basically the British
taught Indians based upon western culture and ideas both of which
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Document-Based Essay—Practice Paper – B
impacted Indian culture. A third way British rule impacted India was
through creating “Hindu-Muslim animosities” (Document 5). The
British did this by “undermining the Muslims trust in the Indian
National Congress” (Document 4). Fearing a Hindu majority, “the
Muslim league cooperated with the British,” and tensions between the
Muslims and Hindus ensued (Document 4). Gandhi best explains the
impact of British rule saying, “it has impoverished the dumb millions
through a system of progressive exploitation by a ruinously, expensive
military and civil administration…” (Document 6).
In conclusion, during their rule over India the British took many
actions to strengthen their government and remain in power: actions
such as increasing their army’s presence and modernizing. There were
both positive and negative impacts of British rule such as
modernizing India, teaching western ways and creating the HinduMuslim conflict. Although the nature of British rule is debated – it is
well known that the impacts of British rule on India will last for
centuries to come.
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Vol. 2
Document-Based Essay—Practice Paper – C
In what is today known as the “Indian Mutiny,” a group of sepoys
– Indian soldiers serving in the forces of the British East India
Company – broke out in violent protest against their imperial
overlords. This served as a major wakeup call for British authorities
who began to realize that their control over the subcontinent was not
as strong as they had hoped. Thus, the British East India Company
lost its right to control British India, and instead India came to be
directly ruled by the British crown. British imperialism in India, dating
from 1857 to 1947, led to major changes in India, both positive and
negative, depending on one’s perspective.
The British Empire wanted to ensure that they would not lose control
of the Indian subcontinent, and therefore felt the need to strengthen
their rule by increasing their presence in India and imposing Western
ideas on its people. According to author Charles Messenger, a British
viceroy and 65,000 British soldiers were sent to India as a direct result
of the Indian Mutiny (document 1). This dramatic increase in military
presence and force clearly shows that the British feared their hold over
the colony was not strong enough and were willing to use force to
protect their interests if necessary.
Additionally, the British crown consolidated and codified
preexisting Indian legal and judicial systems, replacing some of them
with their own. This new system was considered to be “a government of
laws, not men” that “replaced arbitrary despotism” and was “consolidated
and codified in accordance with the indisputable principle,” according
to British Sir Reginald Coupland who is British (document 4). The
British felt this new system was an improvement. While it can be
argued that this was done for the benefit of Indians, reconstructing
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Document-Based Essay—Practice Paper – C
India’s legal system such that it resembled Britain’s obviously put the
British, who enforced and understood the law, at a huge advantage
over their subjects whose own law codes were based on the history,
culture, and idea systems of the subcontinent.
The British further imposed Western ideas on the Indians as a
means of control through changes in education. Schools in India,
from primary to collegiate levels, were placed in the hands of British
companies, missionaries, and other authorities, as is recorded by
Milton Jay Belasco (document 3). Schooling was in English, and
focused on English ideas such as democracy. The British believed they
were offering Indians an opportunity through schooling. These changes,
while in some ways beneficial, allowed for British control in yet
another facet of Indian life. The British trained a small number of
Indians to act, dress and think like the British. Some of this elite
educated class became civil servants in the bureacracy that helped the
British rule India. The British also pitted different Indian groups
against each other in order to maintain control. For example the
British often educated members of upper castes such as the Brahmins
and used them to rule over the others. They discriminated against
Muslims and fueled mutual distrust between the Muslims and
Hindus as a way to exert control. The hatred this created allowed the
British to maintain control longer because Hindus and Muslims
wanted different things in independence. At times they fought each
other and couldn’t unite against the British. Some of the hatred can
still be seen in the policies and actions taken by India and Pakistan
today. Threats and wars are common between these two countries.
While it is clear that all of the above actions were taken by the
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Document-Based Essay—Practice Paper – C
British to – at least in some capacity – strengthen their control over
India, the impact of said actions was often multi-dimensional. For
example, Sir Reginald Coupland argues that the introduction of
British troops helped unify India and keep it safe from hostile
invading forces (document 4). This is correct, however, it is clearly
also true that the high cost of British imperialism exploited and
impoverished millions of Indians, as was stated by Indian nationalist
Mohandas Gandhi (document 6). From the Indian perspective, the
British did not act altruistically. For example, the British didn’t build
canals, roads, telegraphs, irrigation systems, and railroads just to help
Indians (even though almost everyone would admit that there is some
benefit in these technologies). They were also built to increase the profit
potential of India by being able to bring goods to ports and markets.
These technologies also were used to control India more by making it
easier for the British to move troops if there was a problem. However, the
British believed the infrastructure they built helped save Indian lives.
More evidence that the British were not simply being kind and
generous is that according to Nehru, who fought alongside Gandhi,
India paid for it all. Not only was India forced to pay for the
infrastructure that was built in India but the Indian people paid for
many other things such as expeditions to Africa, Persia, and
Southeast Asia. This abuse of the Indian people and their economy led
to the independence movement that was ultimately successful in
1947. These issues are clearly not black and white — in some ways
India benefited from British action, in some ways it was detrimental
to the subcontinent.
However, the strong divide in opinion between those enforcing the
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Document-Based Essay—Practice Paper – C
changes – the British – and those subject to it – native Indians –
clearly illustrates two distinct perspectives and makes a strong case
as to whom Indian imperalism truly benefited.
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Document-Based Essay—Practice Paper – D
Throughout history, people have been conquered and colonized by
other nations. An example of this is the British rule over India during
1857-1947. During this time, the British did many things to
strengthen and maintain their rule over India. These actions can be
seen as either good or bad depending on who is examining them.
In order to maintain control over India, the British did many
things. After the Indian Mutiny the British appointed a viceroy who
was supposed to govern India (Doc 1). This viceroy held a lot of power
in the Indian government, and even after the India Act of 1935 had
the power to overrule the Indian government (Doc 7). During the Raj,
Britain set up schools for the Indian people (Doc 3). They also built
railroads which allowed more efficient transportation of good (Doc 2).
Finally, the British defended the Indians from attacks and enforced
laws (Doc 4).
These actions both helped and hurt India. Since the viceroy had so
much power over India, the Indian government could hardly rule
themselves, and the viceroy often turned the Muslim league against
the Hindu party (Doc 5). By setting up schools for the Indians, the
British helped to increase the literacy in India, but they also had
control over the information that was spread and could say what
would make the British look good. The railroads that they built greatly
decreased the amount of starving people, but many Indians died
during its construction.
Britain’s actions to maintain power in India were both a help and a
hindrance to India. The British did many good things such as
enforcing laws and establishing schools. That being said, they still
exploited the Indians and controlled their government.
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Document-Based Essay—Practice Paper – E
The British made many demands on India as it’s colony. The
British government maintained control in India under the Indian act
of 1953 by holding territories with more than 560 princely states.
British attempted to strengthen their control over the Indian
subcontinent many times.
Railways played a big role in the 1870s and 1890s because they
distributed food. It helped even more when the railroads were expanded.
Many Indians that attended school learned the English Language.
They studied English ideas about democracy and nationalism also.
Most became the eventual leaders of the movement for Indian indepence.
The British were very strong and for the most part maintained
things when they needed to.
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Practice Paper A—Score Level 3
The response:
• Develops some aspects of the task with some depth
• Is more descriptive than analytical (British actions: after Sepoy Rebellion, Queen asserted
dominance over India; opened new schools where British ideals taught; continued to maintain
power through Viceroy who could overrule Indian-made decisions; turned Hindus and Muslims
against each other; India had to financially support British conquest; British perspective:
villagers could sleep at night because their belongings were safer than before; felt colonization
helped Indians by leading to changes that benefitted India over time; Indian perspective: Gandhi
felt British brought poverty upon Indians; many Indians felt colonization made them political
serfs and forced them to lose their culture and many traditions)
• Incorporates some relevant information from all of the documents
• Incorporates limited relevant outside information (British actions: promised more self-rule to
Indian people but in name only; Indian perspective: British forced India to be economically
dependent on British industry; debt brought to India could not be paid by Indians who had little
individual money; by forcing many Indians into debt, British furthered their monetary status and
political control)
• Includes some relevant facts, examples, and details (British actions: Queen became Empress of
India; opened new jobs for Indians; built a railway system and telegraph system; fostered hate
between Hindus and Muslims; British perspective: jobs led to more income for Indians and for
some better jobs; Indian perspective: many traditional jobs lost in India)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that
discuss British rule over India had lasting effects
Conclusion: Overall, the response fits the criteria for Level 3. Document information frames the
discussion. A few statements of analysis and some outside information enhance the discussion of
the Raj’s rule from different perspectives demonstrating an understanding of the task. Further
development of document information and explanation of generalizations would have strengthened
the response.
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Vol. 2
Practice Paper B—Score Level 2
The response:
• Minimally develops all aspects of the task
• Is primarily descriptive (British actions: exploited its colony in every possible way; increased
productivity; positive perspective: British gave India the needed infrastructure to be less
vulnerable to wayward forces of nature; negative perspective: British undermined Muslims’
trust in Indian National Congress; has impoverished the dumb millions through progressive
exploitation)
• Incorporates limited relevant information from documents 1, 2, 3, 5, and 6
• Presents little relevant outside information (British actions: used its colony as a source of raw
materials; modernized India)
• Includes few relevant facts, examples, and details (British actions: after Indian Mutiny in 1857
authority over India placed in the hands of British Crown; presence in India was increased to
65,000 men; built new schools; used English language in all schools of higher education)
• Demonstrates a general plan of organization; includes an introduction that discusses how the
effect of British rule over the Indian subcontinent is a highly debated topic and a conclusion that
summarizes all aspects of the task and states the impact of British rule on India will last for
centuries to come
Conclusion: Overall, the response fits the criteria for Level 2. Brief summaries of document
information and selected document quotations are used to describe the actions and perspectives of
the British during the Raj. The impact of British rule from positive and negative perspectives is not
clearly identified, and lacks explanation and supporting details.
Global Hist. & Geo. Rating Guide – Jan. ’17
[73]
Vol. 2
Practice Paper C—Score Level 5
The response:
• Develops all aspects of the task by discussing actions taken by the British to strengthen and
maintain their rule over the Indian subcontinent although the Indian perspective of the impact of
that rule is more thoroughly explained than the British
• Is both descriptive and analytical (British actions: increased presence in India and imposed
Western ideas on people; schools run in English focused on English ideas such as democracy;
pitted different Indian groups against each other; British perspective: increase in military
presence showed British willing to use force to protect their interests; felt reconstructing India’s
legal system was an improvement; believed they were offering Indians an opportunity through
schooling; Indian perspective: reconstructing India’s legal system a disadvantage for Indians
who had to obey it; Gandhi felt high cost of British imperialism exploited and impoverished
millions of Indians; British built canals, roads, telegraphs, irrigation systems, and railroads to
increase profits)
• Incorporates relevant information from documents 1, 2, 3, 4, 5, and 6
• Incorporates relevant outside information (British actions: trained a small Indian class to act,
look, think, and rule like British; British law code probably not as easily understood by Indians
as their own law code based on common history, culture, and idea systems of subcontinent;
some of elite educated class helped the British rule India; some hatred created by British can
still be seen in policies and actions of India and Pakistan today; Indian perspective: abuse of
Indian people and their economy led to independence movement in 1947)
• Supports the theme with relevant facts, examples, and details (British actions: British Viceroy
and 65,000 soldiers sent to India as result of Indian Mutiny; schools in India placed in hands of
British companies and missionaries; British perspective: believed infrastructure they built
helped save Indian lives; Coupland argued introduction of British troops helped unify India and
keep it safe; Indian perspective: India forced to pay for infrastructure built in India; Indian
people paid for expeditions to Africa, Persia, and Southeast Asia)
• Demonstrates a logical and clear plan of organization; includes an introduction that discusses
the Sepoy Rebellion and a conclusion that states there is a strong divide in opinion over whom
Indian imperialism truly benefited
Conclusion: Overall, the response fits the criteria for Level 5. The actions taken by the British are
integrated with statements that reflect Indian and British perspectives on those actions. Good details
from the documents, outside information, and analytic statements support this discussion and
demonstrate a strong understanding of the task.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 2
Practice Paper D—Score Level 2
The response:
• Minimally develops all aspects of the task
• Is primarily descriptive (British actions: Viceroy held a lot of power in Indian government and
even after India Act of 1935 had the power to overrule Indian government; built railroads which
allowed more efficient transportation of goods; positive perspective: British helped to increase
literacy in India; negative perspective: British had control over information and could say what
would make the British look good)
• Incorporates limited relevant information from documents 1, 2, 3, 4, 5, and 7
• Presents little relevant outside information (negative perspective: many Indians died during
construction of the railroads)
• Includes few relevant facts, examples, and details (British actions: set up schools for Indian
people; defended Indians from attacks; enforced laws; positive perspective: railroads greatly
decreased amount of starving people; negative perspective: British exploited Indians and
controlled their government)
• Demonstrates a general plan of organization; includes an introduction that states British actions
can be seen as good or bad depending on who is examining them and a conclusion that discusses
how British actions both helped and hindered India
Conclusion: Overall, the response fits the criteria for Level 2. The response demonstrates a basic
understanding of the task but further development and explanation would have strengthened the
effort.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 2
Practice Paper E—Score Level 1
The response:
• Minimally addresses one aspect of the task
• Is descriptive (British actions: railways played a big role in the 1870s and 1890s because they
distributed food); lacks understanding and application (many Indians attended school; most
Indians who attended British schools became eventual leaders of the movement for Indian
independence; they held territories with more than 560 princely states)
• Includes minimal information from documents 2, 3, and 7
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (British actions: they maintained control in
India under the Indian Act); includes an inaccuracy (India Act of 1953)
• Demonstrates a general plan of organization; lacks focus; does not clearly identify which aspect
of the task is being addressed; includes an introductory sentence that states Britain made many
demands on India as its colony and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 1. British actions taken to maintain
control are addressed in a very limited way by taking information from a few documents.
Overgeneralizations and disconnected statements indicate no understanding of perspective.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 2
Global History and Geography Specifications
January 2017
Part I
Multiple-Choice Questions by Standard
Standard
1—United States and New York History
2—World History
3—Geography
4—Economics
5—Civics, Citizenship, and Government
Question Numbers
N/A
2, 6, 7, 9, 12, 13, 16, 18, 22, 26, 27, 32, 33,
37, 38, 40, 45, 46, 47, 48, 49, 50
1, 4, 5, 8, 10, 11, 14, 19, 20, 25, 30, 31, 35,
41, 42, 43
3, 15, 21, 23, 29, 34, 36, 44
17, 24, 28, 39
Parts II and III by Theme and Standard
Theme
Thematic Essay
Document-based
Essay
Standards
Standards 2, 3, and 4: World
History; Geography;
Economics
Needs and Wants
Imperialism; Power; Conflict; Culture Standards 2, 3, 4, and 5:
and Intellectual Life; Human Rights;
World History; Geography;
Economic Systems; Movement of
Economics; Civics,
People and Goods; Science and
Citizenship, and Government
Technology; Nationalism
Scoring information for Part I and Part II is found in Volume 1 of the Rating Guide.
Scoring information for Part III is found in Volume 2 of the Rating Guide.
Global Hist. & Geo. Rating Guide – Jan. ’17
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Vol. 2
The Chart for Determining the Final Examination Score for the January 2017
Regents Examination in Global History and Geography will be posted on the
Department’s web site at: http://www.p12.nysed.gov/assessment/ on the day of
the examination. Conversion charts provided for the previous administrations
of the Global History and Geography examination must NOT be used to determine students’ final scores for this administration.
Submitting Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the test
development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make
suggestions. Instructions for completing the evaluation form are as follows:
1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
Global Hist. & Geo. Rating Guide – Jan. ’17
Vol. 2
The State Education Department / The University of the State of New York
Regents Examination in Global History and Geography – January 2017
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
12
13
14
15
16
18
19
20
22
23
24
26
27
29
30
31
33
34
35
37
2
3
4
5
6
7
8
9
10
12
13
14
15
16
18
19
20
22
23
24
26
27
29
30
31
33
34
35
37
38
40
41
5
6
7
8
9
10
12
13
14
15
16
18
19
20
22
23
24
26
27
29
30
31
33
34
35
37
38
40
41
42
44
45
Total Essay Score
3
4
5
6
8
9
10
12
13
14
15
16
18
19
20
22
23
24
26
27
29
30
31
33
34
35
37
38
40
41
42
44
45
46
48
49
12
13
14
15
16
18
19
20
22
23
24
26
27
29
30
31
33
34
35
37
38
40
41
42
44
45
46
48
49
50
52
53
15
16
18
19
20
22
23
24
26
27
29
30
31
33
34
35
37
38
40
41
42
44
45
46
48
49
50
52
53
55
56
57
19
20
22
23
24
26
27
29
30
31
33
34
35
37
38
40
41
42
44
45
46
48
49
50
52
53
55
56
57
58
60
61
Global History and Geography Conversion Chart - Jan. '17
7
8
9
10
23
24
26
27
29
30
31
33
34
35
37
38
40
41
42
44
45
46
48
49
50
52
53
55
56
57
58
60
61
62
63
65
27
29
30
31
33
34
35
37
38
40
41
42
44
45
46
48
49
50
52
53
55
56
57
58
60
61
62
63
65
66
67
68
31
33
34
35
37
38
40
41
42
44
45
46
48
49
50
52
53
55
56
57
58
60
61
62
63
65
66
67
68
70
71
72
35
37
38
40
41
42
44
45
46
48
49
50
52
53
55
56
57
58
60
61
62
63
65
66
67
68
70
71
72
73
75
76
Total Part I and Part IIIA Score
Total Part I and Part IIIA Score
To determine the student’s final score, locate the student’s total essay score across the top of the chart and the total Part I and Part IIIA score
down the side of the chart. The point where those two scores intersect is the student’s final examination score. For example, a student receiving
a total essay score of 6 and a total Part I and Part IIIA score of 47 would receive a final examination score of 81.
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
0
1
2
38
40
41
42
44
45
46
48
49
50
52
53
55
56
57
58
60
61
62
63
65
66
67
68
70
71
72
73
75
76
77
42
44
45
46
48
49
50
52
53
55
56
57
58
60
61
62
63
65
66
67
68
70
71
72
73
75
76
77
78
79
81
46
48
49
50
52
53
55
56
57
58
60
61
62
63
65
66
67
68
70
71
72
73
75
76
77
78
79
81
82
83
84
Total Essay Score
3
4
5
6
50
52
53
55
56
57
58
60
61
62
63
65
66
67
68
70
71
72
73
75
76
77
78
79
81
82
83
84
85
86
87
55
56
57
58
60
61
62
63
65
66
67
68
70
71
72
73
75
76
77
78
79
81
82
83
84
85
86
87
88
90
91
58
60
61
62
63
65
66
67
68
70
71
72
73
75
76
77
78
79
81
82
83
84
85
86
87
88
90
91
92
93
93
62
63
65
66
67
68
70
71
72
73
75
76
77
78
79
81
82
83
84
85
86
87
88
90
91
92
93
93
94
95
96
7
8
9
10
66
67
68
70
71
72
73
75
76
77
78
79
81
82
83
84
85
86
87
88
90
91
92
93
93
94
95
96
96
97
97
70
71
72
73
75
76
77
78
79
81
82
83
84
85
86
87
88
90
91
92
93
93
94
95
96
96
97
97
98
98
98
73
75
76
77
78
79
81
82
83
84
85
86
87
88
90
91
92
93
93
94
95
96
96
97
97
98
98
98
99
99
99
77
78
79
81
82
83
84
85
86
87
88
90
91
92
93
93
94
95
96
96
97
97
98
98
98
99
99
99
99
99
100