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REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
GLOBAL HISTORY
AND GEOGRAPHY
Wednesday, August 12, 2015 — 12:30 to 3:30 p.m., only
Student Name ______________________________________________________________
School Name _______________________________________________________________
The possession or use of any communications device is strictly prohibited
when taking this examination. If you have or use any communications
device, no matter how 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.
6 In the practice of religion, the Ten Commandments
are to Christianity as the Eightfold Path is to
(1) Buddhism
(3) Islam
(2) Daoism
(4) Shinto
1 The Europeans referred to China as the Far East.
The Chinese referred to China as the Middle
Kingdom. What do these terms illustrate?
(1) The names of places refer to significant
physical features.
(2) Most people do not understand geography.
(3) The point of view of people influences
geographic labels.
(4) Place names sometimes commemorate
important events.
7 Mandate of Heaven, production of silk, and
reverence for ancestors are all characteristics
associated with civilizations in
(1) India
(3) Greece
(2) China
(4) West Africa
2 In which economic system does the government
make most major decisions about what to produce,
how much to produce, and for whom the goods
and services will be produced?
(1) traditional
(3) command
(2) mixed
(4) market
8 • Made advances in mathematics, science, and
medicine
• Preserved Greek and Roman learning
• Influenced Spanish architecture and literature
These achievements are most closely associated
with the
(1) Golden Age of Islam
(2) Maya Empire
(3) Gupta Empire
(4) Tang dynasty
3 Throughout history, a basic purpose of government
has been to provide
(1) equal rights for all people
(2) laws to maintain order
(3) representation for all social classes
(4) separate political and religious systems
9 Which country has acted as a cultural bridge
between China and Japan?
(1) Philippines
(3) Korea
(2) Vietnam
(4) Bangladesh
4 The Neolithic Revolution is considered a turning
point in global history because it led to
(1) increasing migrations of people in search of
food
(2) increasing use of animal skins for clothing
(3) a belief in a spiritual world
(4) the development of civilization
10 After the fall of the Mongol Empire, which city
emerged as the new political and cultural center
of Russia?
(1) Moscow
(3) Novgorod
(2) Warsaw
(4) Kiev
5 The primary reason ancient peoples of the Nile
River valley built levees, dikes, and reservoirs
was to
(1) purify sacred waters
(2) create a shorter route to distant cities
(3) defend against invaders
(4) increase agricultural production
Global Hist. & Geo. – Aug. ’15
[2]
Base your answer to question 11 on the chart below and on your knowledge of social studies.
Population of England
7
Population (millions)
6
5
4
3
2
1
0
1250
1300
1350
1400
1450
1500
1550
1600 1650
Source: William J. Bernstein, A Splendid Exchange,
Atlantic Monthly Press (adapted)
11 The population trend from 1350 to 1450 is most likely the result of the
(1) development of trade with the Americas
(2) raids by Vikings on coastal cities
(3) defeat of the Spanish Armada by England
(4) spread of the bubonic plague in England
14 What was one important result of Mansa Musa’s
pilgrimage to Mecca?
(1) creation of a large navy
(2) translation of the Qur’an from Arabic to Swahili
(3) establishment of diplomatic ties with other
Muslim states
(4) preservation of animistic traditions in the
Arabian Peninsula
12 Which characteristic was common to the cities of
the Hanseatic League in Europe and the cities of
the African kingdom of Ghana?
(1) location on key trade routes
(2) indirect control by the papacy
(3) management of local gold mines
(4) development as centers of woolen industry
13 Which leader started the Protestant Reformation
by speaking out against papal abuses and the sale
of indulgences in the Ninety-five Theses?
(1) John Calvin
(3) John Wycliffe
(2) Henry VIII
(4) Martin Luther
Global Hist. & Geo. – Aug. ’15
[3]
[OVER]
Base your answer to question 15 on the map below and on your knowledge of social studies.
HUNGARY
Aral
Sea
CRIMEA
sp
Ca
Belgrade
Black Sea
ian
Istanbul
a
Tabriz
Se
ANATOLIA
Izmir
Samarkand
Aleppo
Mediterranean Sea
Damascus
Alexandria
Baghdad
Jerusalem
Kabul
IRAQ
PERSIA
Basra
Cairo
Kandahar
Pe
ARABIA
EGYPT
an
rsi
Ottoman
Empire
Safavid
Empire
SYRIA
Medina
G ulf
Lahore
Panipat
Delhi
Fatehpur Sikri
RAJPUT
CONFEDERACY
Gwalior
Red
GUJARAT
Sea
Mecca
Arabian
Sea
Suakin
BENGAL
Mughal
Empire
DECCAN
YEMEN
Calcutta
Bay of
Bengal
VIJAYANAGAR
ETHIOPIA
N
INDIAN
OCEAN
0
1000 miles
E
S
Key
1000 kilometers
0
W
Ottoman Empire
Safavid Empire
Mughal Empire
Source: Peter N. Stearns et al., World Civilizations: The Global Experience, Pearson Longman (adapted)
15 Which statement can best be supported by the information shown on this map?
(1) The Ottoman Empire included parts of northern Africa.
(2) The Safavid Empire controlled the entire Indian subcontinent.
(3) The Mughal Empire occupied territory adjacent to the Mediterranean Sea.
(4) The Ottoman Empire conquered less territory than either the Safavid or the
Mughal Empire.
Global Hist. & Geo. – Aug. ’15
[4]
19 One way in which Suleiman the Magnificent and
Peter the Great are similar is that they both
(1) modernized their military
(2) promoted free speech
(3) isolated their people from outside influences
(4) reduced taxes levied on their people
Base your answers to questions 16 and 17 on the
speakers’ statements below and on your knowledge of
social studies.
Speaker A: It was a combination of the Protestant
wind and the island nature of our nation
that protected us. Surely, Philip must be
upset at his defeat.
Speaker B: Our archipelago and divine winds have
protected us once again. The Mongols
may have taken China, but they cannot
conquer us.
Speaker C: To support our growing population, we
must find a suitable way to farm. With
floating gardens on our lake, we should
be able to grow enough to meet our
demand.
Speaker D: We have connected highland and lowland
areas by building networks of roads and
bridges. We have also built terraces into
our mountainsides to grow crops.
20 The Magna Carta and the English Bill of Rights
both served to
(1) extend the voting privileges of commoners
(2) abolish the government’s role in levying taxes
(3) limit the power of the monarchy
(4) support the theory of the divine right of kings
21 Which individual suggested the idea that if a
government fails to protect its people’s natural
rights of life, liberty, and property, the people
have the right to overthrow it?
(1) Karl Marx
(2) John Locke
(3) Thomas Hobbes
(4) Niccolò Machiavelli
16 Which two speakers discuss how their society
modified their environment?
(1) A and B
(3) C and D
(2) B and C
(4) D and A
22 One scientific belief held by both René Descartes
and Isaac Newton is that
(1) reasoned thought is the way to discover truth
(2) new theories should be made to fit existing
traditional ideas
(3) the method by which discoveries are made is
unimportant
(4) difficult problems should be solved by reading
religious texts
17 Which speaker is most likely from 16th-century
England?
(1) A
(3) C
(2) B
(4) D
18 Which statement best describes a key aspect of
mercantilism?
(1) removing tariffs to increase free trade between
empires
(2) acquiring colonies to provide a favorable
balance of trade
(3) eliminating private ownership of the means of
production
(4) encouraging subsistence agriculture
Global Hist. & Geo. – Aug. ’15
23 Simón Bolívar, Toussaint L’Ouverture, and José de
San Martín are all associated with revolutions in
(1) Africa
(3) South Asia
(2) Europe
(4) Latin America
[5]
[OVER]
Base your answers to questions 24 and 25 on the maps below and on your knowledge of social studies.
Italian Unification
1859–1870
Italian States
1858
1.
2.
3.
4.
5.
6.
7.
8.
Switzerland
2
1
4
10
3
5
9
Savoy-Sardinia
Lombardy (Aust.)
Ve n e t i a ( A u s t . )
Parma
Au s t .
Modena Sect.
Tu s c a n y
Austria
Papal State
Kingdom of
both Sicilies
9. San Marino
10. Monaco
Savoy 1858
Switzerland
}
Gained 1859/60
Austria
Added by
Garibaldi 1860
1
Gained 1866
San
Marino
Ottoman
Empire
6
7
Ceded to
France 1859
Gained 1870
Ottoman
Empire
8
1
8
Tunis
Tunis
Map B
Map A
Source: Alexander Ganse, 2000 (adapted)
24 Which factor provided the motivation for the changes that took place between 1858 and
1870 as indicated on these maps?
(1) exploration
(3) religion
(2) appeasement
(4) nationalism
25 Which pair of individuals played a direct role in the changes that took place between
Map A and Map B?
(1) Otto Von Bismarck and Wilhelm II
(2) Klemens von Metternich and Victor Emmanuel III
(3) Camillo di Cavour and Guiseppe Mazzini
(4) Alexander II and Frederick the Great
Global Hist. & Geo. – Aug. ’15
[6]
26 In the late 1700s, the Industrial Revolution
developed in Britain because Britain
(1) possessed key factors of production
(2) excluded foreign investors
(3) suppressed the enclosure movement
(4) required a minimum wage be paid to workers
29 Which event sparked the outbreak of World
War I?
(1) attack on Pearl Harbor by Japan
(2) Germany’s invasion of Poland
(3) Bolshevik coup d’état in Russia
(4) assassination of the Austrian Archduke
Base your answers to questions 27 and 28 on
the passage below and on your knowledge of social
studies.
30 Which agreement was labeled by the Nazis as
unfair to Germany?
(1) Treaty of Versailles
(2) Soviet Nonaggression Pact
(3) Munich Pact
(4) Treaty of Brest-Litovsk
… The Opium War of 1839–42 was short and
one-sided, due to the superiority of European
weapons, which came as a complete surprise
to the Chinese. In the first skirmish alone, in July
1839, two British warships defeated twenty-nine
Chinese ships. On land, the Chinese and their
medieval weapons were no match for British
troops armed with state-of-the-art muskets. By
the middle of 1842 British troops had seized
Hong Kong, taken control of the key river deltas,
and occupied Shanghai and several other cities.
The Chinese were forced to sign a peace treaty
that granted Hong Kong to the British, opened
five ports for the free trade of all goods, and
required the payment of reparations to the British
in silver, including compensation for the opium
that had been destroyed by Commissioner Lin.…
31 Japan expanded her empire in the 1930s and
1940s to include parts of
(1) eastern Europe and the Middle East
(2) China and Southeast Asia
(3) Turkey and the Soviet Union
(4) Australia and India
32 Which geographic factor enabled the German
blitzkrieg to succeed?
(1) swift running rivers
(2) mountain ranges
(3) relatively flat terrain
(4) tropical climate
— Tom Standage
27 Which term best characterizes the events
described in this passage?
(1) industrialization
(3) containment
(2) imperialism
(4) cultural diffusion
33 Which action is most closely associated with
totalitarian governments?
(1) allowing public discussion of issues and
building consensus
(2) accepting criticism and permitting dissent
(3) engaging in censorship and propaganda
campaigns
(4) having open and transparent elections with
multiple political parties
28 What was an immediate result of the Opium War
described in this passage?
(1) signing the Treaty of Nanking
(2) forming the Guomindang
(3) beginning the Boxer Rebellion
(4) organizing the Taiping Rebellion
Global Hist. & Geo. – Aug. ’15
34 The purpose of Mohandas Gandhi’s actions such
as the Salt March and the textile boycott was to
(1) begin a cycle of armed revolution
(2) draw attention to critical issues
(3) increase the strength of the military
(4) resist the power of religious leaders
[7]
[OVER]
Base your answer to question 35 on the cartoon below and on your knowledge of social studies.
We Tried Everything but Dynamite
Source: J. N. “Ding” Darling, Des Moines Register, October 4, 1948 (adapted)
35 What is the main idea of this cartoon?
(1) The United Nations is usually successful in freeing nations from communist control.
(2) Western nations are frustrated by the strength of communist control in Eastern Europe.
(3) Nations of the West are willing to negotiate with the Soviet Union.
(4) The Soviet Union will usually cooperate with the United Nations.
37 Prior to 1947, the Indian National Congress and
the Muslim League worked together seeking
to end
(1) nonviolence
(3) foreign rule
(2) religious diversity
(4) nonalignment
36 The 38th parallel in Korea and the 17th parallel
in Vietnam were used to mark
(1) boundaries created by mountain ranges
(2) demarcation lines instituted by papal authority
(3) territorial claims disputed between ethnic
minorities
(4) political divisions established between
communist and noncommunist territories
Global Hist. & Geo. – Aug. ’15
[8]
Base your answer to question 41 on the cartoon
below and on your knowledge of social studies.
38 What was an immediate result of the Great Leap
Forward (1958)?
(1) independence of Kenya from Great Britain
(2) the breakup of the Soviet Union
(3) the relocation of Bosnian refugees
(4) increased famine in China
Base your answer to question 39 on the passage
below and on your knowledge of social studies.
… The grim statutes [laws] that I would spend
the rest of my life fighting stared back at me from
the page: the value of a woman’s life was half that
of a man (for instance, if a car hit both on the street,
the cash compensation due to the woman’s family
was half that due the man’s); a woman’s testimony
in court as a witness to a crime counted only
half as much as a man’s; a woman had to ask her
husband’s permission for divorce. The drafters of
the penal code had apparently consulted the
seventh century for legal advice. The laws, in short,
turned the clock back fourteen hundred years,
to the early days of Islam’s spread, the days when
stoning women for adultery and chopping off
the hands of thieves were considered appropriate
sentences.…
Source: Glenn McCoy, Universal Press Syndicate, May, 2008
(adapted)
41 What is the main idea of this cartoon?
(1) Many people have died as a result of
consuming ethanol.
(2) Ethanol is produced from fossils and plants.
(3) Biofuel production is contributing to the world
hunger problem.
(4) Biofuel production is the source of deadly
greenhouse gases.
— Shirin Ebadi, Iran Awakening
39 Based on this passage, which statement is a valid
conclusion about Iran following the revolution in
1979?
(1) Men were often penalized for their treatment
of women.
(2) Laws were changed to reflect Western legal
principles.
(3) The legal system discriminated against women.
(4) Legal decisions were based on economic
values.
42 “Dalit [Untouchable] Families Forbidden to Use
Public Water-Tap”
“Nepal Bans Bias Against Untouchables in Move to
End Hindu Caste System”
These headlines reflect a conflict between
(1) traditional customs and modern law
(2) child labor and industrialization
(3) national self-determination and ethnic diversity
(4) access to resources and forced migration
40 Which sequence of 20th-century Cold War
events is in the correct chronological order?
(1) fall of the Berlin Wall → Cuban missile crisis →
adoption of the Marshall Plan
(2) Cuban missile crisis → fall of the Berlin Wall →
adoption of the Marshall Plan
(3) fall of the Berlin Wall → adoption of the
Marshall Plan → Cuban missile crisis
(4) adoption of the Marshall Plan → Cuban missile
crisis → fall of the Berlin Wall
Global Hist. & Geo. – Aug. ’15
43 Which region is most closely associated with
the expansion of the Sahel and overgrazing in
the savanna regions?
(1) South America
(3) Africa
(2) China
(4) Southeast Asia
[9]
[OVER]
Base your answer to question 48 on the outline
below and on your knowledge of social studies.
44 Feudalism and manorialism played an important
role in western European society during the
(1) medieval period
(2) Pax Romana
(3) Enlightenment
(4) Age of Exploration
I. __________________________________
A. Rule of Porfirio Diaz
B. Peasant support for Francisco Pancho
Villa
C. Constitution of 1917
D.Land reform
45 Pope Urban II, Saladin, and King Richard the
Lion-Hearted are leaders associated with the
(1) Age of Charlemagne
(2) Crusades
(3) Glorious Revolution
(4) Counter Reformation
48 Which revolution best completes this partial
outline?
(1) Mexican
(3) Cuban
(2) Chinese
(4) Iranian
46 One way in which the travels of Marco Polo and
the voyages of Zheng He are similar is that both
(1) established colonial territories
(2) stimulated trade
(3) encouraged mass migrations
(4) led to discoveries in Africa
49 Some of the ethnic strife in Africa today can be
traced back to the European division of Africa
resulting from the
(1) Treaty of Tordesillas (3) Berlin Conference
(2) Congress of Vienna (4) Yalta Conference
47 Which civilization is credited with recording data
with quipu, developing an elaborate road system,
and constructing Machu Picchu?
(1) Roman
(3) Mesopotamian
(2) Egyptian
(4) Inca
Global Hist. & Geo. – Aug. ’15
50 One way in which the Armenians in the Ottoman
Empire (1915) and the Tutsis in Rwanda (1994)
are similar is that both groups
(1) sought safe haven in the Soviet Union
(2) suffered human rights violations
(3) seceded to create an independent state
(4) fled to escape a severe flood
[10]
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: Movement of People and Goods
Goods and ideas have moved from one place to another for a variety of reasons.
The changes that resulted from the movement of these goods and ideas to new
places significantly influenced groups of people, societies, and regions.
Task:
Select two goods and/or ideas that moved from one place to another and for each
• Explain how this good or idea moved from one place to another
• Discuss how the movement of this good or idea significantly influenced a group
of people, a society, and/or a region
You may use any goods or ideas from your study of global history and geography. Some
suggestions you might wish to consider include the goods silk, salt, sugar, gold, wheat, oil,
horses, and gunpowder, and the ideas of Buddhism, Christianity, Islam, and the authority of
government comes from the people.
You are not limited to these suggestions.
Do not make the United States the focus of your answer.
Guidelines:
In your essay, be sure to
• Develop all aspects of the task
• Support the theme with relevant facts, examples, and details
• Use a logical and clear plan of organization, including an introduction and a conclusion that
are beyond a restatement of the theme
Global Hist. & Geo. – Aug. ’15
[11]
[OVER]
NAME _____________________________________
SCHOOL ___________________________________
Part III
DOCUMENT-BASED QUESTION
This question is based on the accompanying documents. The question is designed to test your
ability to work with historical documents. Some of these documents have been edited for the
purposes of this question. As you analyze the documents, take into account the source of each
document and any point of view that may be presented in the document. Keep in mind that the
language used in a document may reflect the historical context of the time in which it was written.
Historical Context:
Throughout history, leaders and governments have taken actions to increase power
and to control their people. Three such leaders include Louis XIV of France,
Joseph Stalin of the Soviet Union, and Pol Pot of Cambodia. The actions taken
by these leaders and governments had a significant impact on their people and their
society.
Task: Using the information from the documents and your knowledge of global history,
answer the questions that follow each document in Part A. Your answers to the
questions will help you write the Part B essay in which you will be asked to
Choose two leaders mentioned in the historical context and for each
• Describe actions taken by the leader and his government to increase his power
and/or to control his people
• Discuss an impact the actions had on his people or society
In developing your answers to Part III, be sure to keep these general definitions in mind:
(a) describe means “to illustrate something in words or tell about it”
(b) discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail”
Global Hist. & Geo. – Aug. ’15
[12]
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
…How Louis obtained money enough to govern as he pleased.
The first need of a king who wished to rule as he pleased was money. Louis had little trouble
in raising money, for the reason that he did not need to ask for it, as the English kings did.
The institution in France which resembled the English Parliament was the Estates General.
But this body had never met frequently, and it could scarcely be said to exist any more,
since it had not been assembled for nearly fifty years. Louis was therefore free to collect taxes
and use the money as he saw fit.…
Source: Carl L. Becker, Modern History, Silver, Burdett and Company
1 According to Carl L. Becker, what was one way Louis XIV exercised power over the finances of France? [1]
Score
Global Hist. & Geo. – Aug. ’15
[13]
[OVER]
Document 2
Approximate Size of the French Military
Troops
1659
1666
1690
1710
30,000
97,000
400,000
350,000
Wars and Expansion
France vs. Spain (1667–1668)
Dutch War (1672–1678)
War of the Spanish Succession
(1701–1714)
Louis XIV
Sun King
Reigned: 1643–1715
Versailles Palace
Louis XIV insisted that
the nobles spend time at
Versailles.
Source: Images in Constans and Salmon, eds., Splendors of Versailles, 1998
2 Based on the information in this graphic organizer, identify one way the rule of Louis XIV had an impact on
France. [1]
Score
Global Hist. & Geo. – Aug. ’15
[14]
Document 3
Revocation [removal] of the Edict of Nantes
… As early as the 1660s the harrassment of the Huguenots [Protestants] began. It worsened
until by the 1680s members of the “pretendedly reformed religion,” as they were
contemptuously [scornfully] called, were threatened with the loss of their children, forced to
quarter [house] disorderly troops in their homes, and excluded from the professions and all
public offices. The persecution seemed to produce the desired result. On October 17, 1685,
Louis revoked the Edict of Nantes, with the explanation that toleration was no longer needed
since Protestantism had ceased to exist.
The aftermath of the revocation was disastrous for France. Many of those who abjured
[gave up] their Protestant religion repented of their weakness. They were unable to either
return to their old faith or become genuine Catholics. Several hundred thousand Huguenots
chose to escape to Holland, England, and Prussia. France was deprived of their considerable
talents and energy, and her enemies were enriched thereby. Other thousands of Huguenots,
their flights unsuccessful, were sentenced to the galleys [ships] where many quickly died from
beatings, starvation, and overwork. Yet, almost unanimously, Louis’ contemporaries [those
having power at the time] considered the revocation of the Edict of Nantes an admirable
deed. It would take misfortunes in which they themselves were the sufferers to change their
minds about the beneficence [charity] of the Sun King.…
Source: Martha Glaser, “Louis XIV and the Heir Presumptuous,” Mankind Magazine
3 According to Martha Glaser, what is one impact the removal of the Edict of Nantes had on French society? [1]
Score
Global Hist. & Geo. – Aug. ’15
[15]
[OVER]
Document 4a
Pravda
Communist News
The increase in literacy at the beginning of
the 20th century led to the widespread
availability of newspapers. Pravda began
publication in a very small way in 1912 but
reached a circulation of over 5 million during
the Soviet era. Although its name means
“truth,” Pravda reported only what the
Communist Party wanted the people to know,
and facts were often ignored or distorted.
The main mouthpiece [voice] of the
Communist Party, the newspaper has
survived in the new Russia but with a much
reduced circulation.
Thirty Years of the Bolshevik Party
Source: Kathleen Berton Murrell, Russia, Alfred A. Knopf (adapted)
Document 4b
y
lic
o
”P
e
l
Ru 1929 Trotsky was banished from the USSR forever.
d
Stalin removed the right-wing leader, Uglanov, from the Moscow
an
e
1928 party.
d
i
v
i
“D 1927 Trotsky and left-wing leaders were expelled from the party.
s
in’
ep
tal
Stalin and the left-wing of the party forced Trotsky to resign his post as war commissar.
S
1925 Stalin worked with the right-wing of the party to weaken the left-wing.
n
i
s
St
1924 Lenin dies.
Source: Based on information from Leonard Schapiro,
The Communist Party of the Soviet Union, 2nd ed., Vintage Books
4 Based on these documents, identify two actions Stalin took to increase his power in the Soviet Union. [2]
(1)______________________________________________________________________________________
______________________________________________________________________________________
Score
(2)______________________________________________________________________________________
______________________________________________________________________________________
Score
Global Hist. & Geo. – Aug. ’15
[16]
Document 5
… The purge began its last, and deadliest, phase in the spring of 1937. Until then it had
claimed thousands of victims from among the ruling classes. Now it began to claim millions of
ordinary citizens who had nothing to do with politics.
Stalin knew that these people, let alone their families, hadn’t committed treason and
probably never would. He also knew the Russian proverb: “Fear has big eyes.” He believed
that arresting suspects for real crimes wasn’t as useful as arresting the innocent. Arresting
someone for a crime that could be proven would allow everyone else to feel safe. And safety
bred confidence, and confidence drew people together. Fear, however, sowed suspicion.
It built walls between people, preventing them from uniting against his tyranny. And the best
way to create fear was to strike the innocent. Millions of innocent lives were, to Stalin, a small
price to pay for safeguarding his power.
Creating fear was easy. The NKVD [Soviet secret police] had blanketed the country with
informers. Like the secret police itself, informers were everywhere. An informer was
stationed in every apartment house in every street in every Soviet town. Every office, shop,
factory, and army barracks had its informers. He or she could be anyone: the janitor, the bank
teller, the nice lady across the hall—or your best friend. Informers sat in the theaters, rode
the trains, and strolled in the parks, eavesdropping on conversations. Although there is no way
of checking, it was said that one person in five was a stool pigeon [informer].…
Source: Albert Marrin, Stalin, Puffin Books, 1988
5 According to Albert Marrin, what is one impact Stalin’s policy had on the Soviet Union? [1]
Score
Global Hist. & Geo. – Aug. ’15
[17]
[OVER]
Document 6a
Pig Iron and Cattle in the Soviet Union, 1920–1940
16
14
12
10
Millions
of Tons
of
Pig Iron
8
6
4
2
0
60
50
Millions
of Cattle
40
30
1920
’22
’24
’26
’28
1930
’32
’34
’36
’38
1940
Source: Palmer and Colton, A History of the Modern World,
Alfred A. Knopf
Document 6b
PIG IRON AND CATTLE IN THE SOVIET UNION, 1920–1940
… If pig iron [cast iron] is taken as a measure of industrial activity and number of cattle as
a similar indication for agriculture, the chart reveals clearly what happened in the twenty years
after the Revolution—an enormous build-up of heavy industry at the expense of food supplies.
Iron mines and forges, in the disorganization of the Revolution and civil war, were producing
almost nothing in 1920. By the late 1920s, output of pig iron regained the pre-Revolutionary
level, but the great upsurge came with the Second Five-Year Plan. By 1940 Russia produced
more pig iron than Germany, and far more than Britain or France. Numbers of cattle grew in
the 1920s, but fell catastrophically during the collectivization of agriculture after 1929, and by
1940 hardly exceeded the figure for 1920. Since 1940 the industrial development of the Soviet
Union has been impressive, but agricultural production has continued to be a problem.…
Source: Palmer and Colton, A History of the Modern World, Alfred A. Knopf
6 According to Palmer and Colton, what was one impact of Stalin’s control of the Soviet economy? [1]
Score
Global Hist. & Geo. – Aug. ’15
[18]
Document 7
This passage recounts Teeda Butt Mam’s experience in April, 1975 when Pol Pot and the Khmer Rouge took
over Phnom Penh, the capital city of Cambodia.
Khmer Rouge soldiers were on the streets when I awakened before dawn. Four- to six-man
patrols moved through the avenues and alleys of Phnom Penh evicting everyone from homes,
shops, and shelters. No delays were permitted. No requests allowed. Troublemakers were
killed on the spot. Often, animals were slaughtered to intimidate owners.
Already, on this second day of evacuation, orphanages and monasteries, hotels and
hospitals, stood empty. Within hours of the takeover, people staying in these places had been
driven from the city at gunpoint. Doctors and staff were killed if they resisted expulsion.
Hospital patients too weak to walk were shot in their beds. Others, carrying still-attached
plasma bottles, hobbled from the wards. Hospital beds, filled with the sick and dying, were
pushed through the streets by relatives and friends.…
Source: Criddle and Mam, To Destroy You Is No Loss: The Odyssey of a Cambodian Family, Anchor Books, 1989
7 According to Teeda Butt Mam, what was one action the Khmer Rouge took to control the people of Phnom
Penh? [1]
Score
Global Hist. & Geo. – Aug. ’15
[19]
[OVER]
Document 8a
Pol Pot’s Khmer Rouge government, referred to as Angka, attempted to create an agrarian society. It
established collective farms throughout Cambodia. This passage reflects the experiences of Sopheap K. Hang
during this time period.
… When the registration of the remaining people was over, a leader of Angka [Khmer Rouge]
showed up. He stood before the people holding a microphone in one hand. He gathered
the new people [primarily city people] to listen to his speech. “I am the new leader of
Cambodia. From now on you have to address the new government as Angka. There are no
homes for you to return to. You have to work as a group from now on. No one can own
property. Everything you own belongs to Angka [the government]. No more city lifestyle.
Everyone has to dress in black uniforms.” My mother looked at my father with concern. “No
one can question Angka,” he said. “If you have courage to question Angka, you will be taken
to the reeducation learning institution.” That meant we would be executed. Everyone,
including my parents, was numb. We could not think. Our bodies were shaking and our minds
were paralyzed by the imposing speech of Angka.…
Source: Sopheap K. Hang, “Memoir of a Child’s Nightmare,” Children of Cambodia’s Killing Fields,
Yale University Press, 1997
8a According to Sopheap K. Hang, what was one action taken by Angka, Pol Pot’s government, to control
the Cambodian people? [1]
Score
Global Hist. & Geo. – Aug. ’15
[20]
Document 8b
Khmer Rouge soldiers wielding their authority
Source: Sitha Sao, illustrator, in Usha Welaratna, Beyond the Killing Fields:
Voices of Nine Cambodian Survivors in America, Stanford University Press, 1993 (adapted)
8b Based on this illustration by Sitha Sao, state one way the actions of Pol Pot’s government affected
the people. [1]
Score
Global Hist. & Geo. – Aug. ’15
[21]
[OVER]
Document 9a
Approximate Death Tolls in Democratic Kampuchea [Cambodia], 1975–1979
Total Cambodia
1975
Population
Number who
perished
Percent who
perished
7,890,000
1,671,000
21
Source: Ben Kiernan, The Pol Pot Regime, Yale University Press, 1996 (adapted)
Document 9b
… I initially estimated the DK [Democratic Kampuchea] death toll at around 1.5 million
people. This estimate was based on my own detailed interviews with 500 Cambodian
survivors, including 100 refugees in France in 1979 and nearly 400 inside Cambodia in 1980.
It was also supported by a survey carried out among a different sample, the refugees on
the Thai-Cambodian border. In early 1980, Milton Osborne interviewed 100 Khmer refugees
in eight different camps. This group included 59 refugees of non-elite background: 42 former
farmers and fishermen and 17 former low-level urban workers. Twenty-seven of these people,
and 13 of the other 41 interviewees, had had close family members executed in the Pol Pot
period. The 100 refugees reported a total of 88 killings of their nuclear family members. 20 of
the interviewees (14 of them from the non-elite group) also reported losing forty nuclear
family members to starvation and disease during the Pol Pot period. This sample of 100 families
(around 500 people) thus lost 128 members, or about 25 percent. Projected nationally, this
points to a toll of around 1.5 million. The 39 farmers had lost 25 (of, say, 195) family members,
suggesting a toll of 13 percent among the Cambodian peasantry.…
Source: Ben Kiernan, The Pol Pot Regime, Yale University Press, 1996 (adapted)
9 According to Ben Kiernan, what was one way the actions of Pol Pot’s government affected the people of
Cambodia? [1]
Score
Global Hist. & Geo. – Aug. ’15
[22]
Part B
Essay
Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion.
Use evidence from at least four documents in your essay. Support your response with relevant facts,
examples, and details. Include additional outside information.
Historical Context:
Throughout history, leaders and governments have taken actions to increase power
and to control their people. Three such leaders include Louis XIV of France,
Joseph Stalin of the Soviet Union, and Pol Pot of Cambodia. The actions taken
by these leaders and governments had a significant impact on their people and their
society.
Task: Using the information from the documents and your knowledge of global history,
write an essay in which you
Choose two leaders mentioned in the historical context and for each
• Describe actions taken by the leader and his government to increase his power
and/or to control his people
• Discuss an impact the actions had on his people or society
Guidelines:
In your essay, be sure to
• Develop all aspects of the task
• Incorporate information from at least four documents
• Incorporate relevant outside information
• Support the theme with relevant facts, examples, and details
• Use a logical and clear plan of organization, including an introduction and a conclusion that
are beyond a restatement of the theme
Global Hist. & Geo. – Aug. ’15
[23]
REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY
Printed on Recycled Paper
REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY
FOR TEACHERS ONLY
The University of the State of New York
VOLUME
1 2
OF
REGENTS HIGH SCHOOL EXAMINATION
MC & THEMATIC
GLOBAL HISTORY AND GEOGRAPHY
Wednesday, August 12, 2015 — 12:30 to 3:30 p.m., only
SCORING KEY FOR PART I
AND RATING GUIDE FOR PART II (THEMATIC ESSAY)
Updated information regarding the rating of this examination may be posted on the
New York State Education Department’s web site during the rating period. Visit the site at:
http://www.p12.nysed.gov/assessment/ and select the link “Scoring Information” for any recently posted
information regarding this examination. This site should be checked before the rating process for this
examination begins and several times throughout the Regents Examination period.
Scoring the Part I Multiple-Choice Questions
Follow the procedures set up by the Regional Information Center, the Large City Scanning Center,
and/or the school district for scoring the multiple-choice questions. If the student’s responses for the
multiple-choice questions are being hand scored prior to being scanned, the scorer must be
careful not to make any marks on the answer sheet except to record the scores in the designated
score boxes. Any other marks on the answer sheet will interfere with the accuracy of scanning.
Multiple Choice for Part I
Allow 1 credit for each correct response.
Part I
1 ......3......
13 . . . . . . 4 . . . . . .
26 . . . . . . 1 . . . . . .
39 . . . . . . 3 . . . . . .
2 ......3......
14 . . . . . . 3 . . . . . .
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40 . . . . . . 4 . . . . . .
3 ......2......
15 . . . . . . 1 . . . . . .
28 . . . . . . 1 . . . . . .
41 . . . . . . 3 . . . . . .
4 ......4......
16 . . . . . . 3 . . . . . .
29 . . . . . . 4 . . . . . .
42 . . . . . . 1 . . . . . .
5 ......4......
17 . . . . . . 1 . . . . . .
30 . . . . . . 1 . . . . . .
43 . . . . . . 3 . . . . . .
6 ......1......
18 . . . . . . 2 . . . . . .
31 . . . . . . 2 . . . . . .
44 . . . . . . 1 . . . . . .
7 ......2......
19 . . . . . . 1 . . . . . .
32 . . . . . . 3 . . . . . .
45 . . . . . . 2 . . . . . .
8 ......1......
20 . . . . . . 3 . . . . . .
33 . . . . . . 3 . . . . . .
46 . . . . . . 2 . . . . . .
9 ......3......
21 . . . . . . 2 . . . . . .
34 . . . . . . 2 . . . . . .
47 . . . . . . 4 . . . . . .
10 . . . . . . 1 . . . . . .
22 . . . . . . 1 . . . . . .
35 . . . . . . 2 . . . . . .
48 . . . . . . 1 . . . . . .
11 . . . . . . 4 . . . . . .
23 . . . . . . 4 . . . . . .
36 . . . . . . 4 . . . . . .
49 . . . . . . 3 . . . . .
12 . . . . . . 1 . . . . . .
24 . . . . . . 4 . . . . . .
37 . . . . . . 3 . . . . . .
50 . . . . . . 2 . . . . . .
25 . . . . . . 3 . . . . . .
38 . . . . . . 4 . . . . . .
Copyright 2015 — The University of the State of New York
THE STATE EDUCATION DEPARTMENT
Albany, New York 12234
Contents of the Rating Guide
For Part I (Multiple-Choice Questions):
• Scoring Key
For Part II (thematic) essay:
• A content-specific rubric
• Prescored answer papers. Score levels 5 and 1 have two papers each, and score levels 4, 3, and 2 have
three papers each. They are ordered by score level from high to low.
• Commentary explaining the specific score awarded to each paper
• Five prescored practice papers
General:
• Test Specifications
• Web addresses for the test-specific conversion chart and teacher evaluation forms
Mechanics of Rating
The following procedures are to be used in rating essay papers for this examination. More detailed directions for the organization of the rating process and procedures for rating the examination are included in
the Information Booklet for Scoring the Regents Examination in Global History and Geography and United
States History and Government.
Rating the Essay Question
(1) Follow your school’s procedures for training raters. This process should include:
Introduction to the task—
• Raters read the task
• Raters identify the answers to the task
• Raters discuss possible answers and summarize expectations for student responses
Introduction to the rubric and anchor papers—
• Trainer leads review of specific rubric with reference to the task
• Trainer reviews procedures for assigning holistic scores, i.e., by matching evidence from the response
to the rubric
• Trainer leads review of each anchor paper and commentary
Practice scoring individually—
• Raters score a set of five papers independently without looking at the scores and commentaries
provided
• Trainer records scores and leads discussion until the raters feel confident enough to move on to
actual rating
(2) When actual rating begins, each rater should record his or her individual rating for a student’s essay on
the rating sheet provided, not directly on the student’s essay or answer sheet. The rater should not
correct the student’s work by making insertions or changes of any kind.
(3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that
differ by more than one point.
Schools are not permitted to rescore any of the open-ended questions (scaffold questions,
thematic essay, DBQ essay) on this exam after each question has been rated the required
number of times as specified in the rating guides, regardless of the final exam score. Schools are
required to ensure that the raw scores have been added correctly and that the resulting scale score
has been determined accurately. Teachers may not score their own students’ answer papers.
Global Hist. & Geo. Rating Guide – Aug. ’15
[2]
Vol. 1
Global History and Geography
Content-Specific Rubric
August 2015
Theme: Movement of People and Goods
Goods and ideas have moved from one place to another for a variety of reasons. The changes that
resulted from the movement of these goods and ideas to new places significantly influenced groups of
people, societies, and regions.
Task:
Select two goods and/or ideas that moved from one place to another and for each
• Explain how this good or idea moved from one place to another
• Discuss how the movement of this good or idea significantly influenced a group of people, a society,
and/or a region
You may use any goods or ideas from your study of global history and geography. Some suggestions you might
wish to consider include the goods silk, salt, sugar, gold, wheat, oil, horses, and gunpowder, and the ideas of
Buddhism, Christianity, Islam, and the authority of government comes from the people.
You are not limited to these suggestions.
Do not make the United States the focus of your answer.
Scoring Notes:
1. This thematic essay has a minimum of four components (for each of two goods and/or ideas,
discussing how the good or idea moved from one place to another and how the movement of the good
or idea significantly influenced at least one group of people, society and/or region).
2. The way goods and/or ideas moved from one place to another may be the same for both goods and/or
ideas, e.g., Christianity and Islam were carried from one place to another by missionaries to convert
followers. However, the explanation should differ in facts, examples, and details.
3. The influence of the movement of goods and/or ideas may be the same for both goods and/or ideas,
e.g., both horses and gunpowder influenced the conduct of warfare. However, the discussion of each
influence should differ in facts, examples, and details.
4. The group of people, society, or region influenced may be the same for both goods and/or ideas, e.g.,
salt and gold both influenced West Africa; Buddhism and opium both influenced China.
5. The influence of the movement of goods and/or ideas may be immediate or long term.
6. Only two goods and/or ideas should be chosen. If three goods and/or ideas are discussed, only the first
two goods and/or ideas discussed may be scored. However, a second good or idea may be included in
the discussion of the influence of the good or idea, e.g., the influence of the printing press on the use
of paper.
7. Influences may be discussed from a variety of perspectives as long as the position taken is supported
by accurate historical facts and examples.
Global Hist. & Geo. Rating Guide – Aug. ’15
[3]
Vol. 1
Score of 5:
• Thoroughly develops the task evenly and in depth by discussing how each of two goods and/or
ideas moved from one place to another and how the movement of each good or idea significantly
influenced a group of people, a society, and/or a region.
• Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g.,
gunpowder: connects the diffusion of gunpowder through Mongol conquests and trade along the
Silk Roads to the introduction of gunpowder weaponry in Europe, its role in the decline of
feudalism, and the rise of European states and empires; Islam: connects the spread of Islam through
trade, missionary efforts, and the growth of empire to the conversion of people in West African
kingdoms to Islam and the growth of Timbuktu as a center of learning and religion
• Richly supports the theme with relevant facts, examples, and details, e.g., gunpowder: Song
Dynasty; fireworks; weapons of siege; cannons; destruction of medieval castles; armed ships; Age
of Exploration; Spain; Portugal; Islam: Muhammad; Qur’an; Hajj; Abbasid Caliphate; mosques;
camel caravans; Mansa Musa; Mali; Songhai
• 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 the task but may do so somewhat unevenly by discussing one good or idea more
thoroughly than the second good or idea or by discussing one aspect of the task less thoroughly
than the others
• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g.,
gunpowder: discusses how the Mongol conquest allowed gunpowder to move from China to the
West and led to changes in European warfare with ensuing political consequences; Islam: discusses
the spread of Islam through trade and conquest from Arabia to West Africa and how it changed the
religious beliefs and practices of the societies of West 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 the task is thoroughly developed evenly and in depth for one good or idea and if the response
meets most of the other Level 5 criteria, the overall response may be a Level 3 paper.
Score of 2:
• Minimally develops all aspects of the task or develops at least two aspects of the task in some
depth
• Is primarily descriptive; may include faulty, weak, or isolated application or analysis
• Includes few relevant facts, examples, and details; may include some inaccuracies
• Demonstrates a general plan of organization; may lack focus; may contain digressions; may not
clearly identify which aspect of the task is being addressed; may lack an introduction and/or a
conclusion
Global Hist. & Geo. Rating Guide – Aug. ’15
[4]
Vol. 1
Score of 1:
• Minimally develops some aspects of the task
• Is descriptive; may lack understanding, application, or analysis
• Includes few relevant facts, examples, or details; may include inaccuracies
• May demonstrate a weakness in organization; may lack focus; may contain digressions; may not
clearly identify which aspect of the task is being addressed; may lack an introduction and/or a
conclusion
Score of 0:
Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant
facts, examples, or details; OR includes only the theme, task, or suggestions as copied from the test
booklet; OR is illegible; OR is a blank paper
*The term create as used by Anderson/Krathwohl, et al. in their 2001 revision of Bloom’s Taxonomy of Educational
Objectives refers to the highest level of the cognitive domain. This usage of create is similar to Bloom’s use of the term
synthesis. Creating implies an insightful reorganization of information into a new pattern or whole. While a Level 5 paper
will contain analysis and/or evaluation of information, a very strong paper may also include examples of creating
information as defined by Anderson and Krathwohl.
All sample student essays in this rating guide are presented in the same cursive font while
preserving actual student work, including errors. This will ensure that the sample essays are
easier for raters to read and use as scoring aids.
Raters should continue to disregard the quality of a student’s handwriting in scoring
examination papers and focus on how well the student has accomplished the task. The contentspecific rubric should be applied holistically in determining the level of a student’s response.
Global Hist. & Geo. Rating Guide – Aug. ’15
[5]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
Goods and ideas have circulated throughout various societies
throughout human history. These exchanges of goods and ideas have
altered and influenced the lives of many people. Two examples of such
goods and ideas are gunpowder and Christianity. Gunpowder
significantly impacted western Europe and Christianity influenced
the Roman Empire.
Gunpowder was originally invented in China. The Mongols,
nomads from the Asian steppes, came into contact with gunpowder
through their raids on Chinese villages in the 13th century. The
acquisition of gunpowder aided the Mongols in their quest to create
an empire, because it gave them an advantage over the people they
conquered, who were armed with inferior weapons. Once the Mongol
empire was united, many trade routes (specifically the silk road) were
stabilized, which allowed the knowledge of Gunpowder to spread to
other kingdoms and empires. Knowledge of gunpowder created the
gunpowder empires of the Ottomans the Mughals, and the Safavids.
Their rise to power was a result of the use of modern weaponry,
cannons and muskets, based on gunpowder. The impact of gunpowder
in western Europe hurried the end of knights in armor. As a siege
weapon, it helped end the power of nobles who took shelter in their own
fortresses and brought national monarchs to power. Europeans also
used gunpowder to colonize places like the Americas and Africa.
Conquest helped to spread gunpowder technology. In the 19th and 20th
centuries, the knowledge of gunpowder combined with new
technologies paved the way for the invention of modern weapons and
more deadly ways of delivery. These technologies were used in World
War one and World War two, devastating Europe.
Global Hist. & Geo. Rating Guide – Aug. ’15
[6]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
Christianity started in the Middle East, then part of the Roman
Empire. It was inspired by Jesus of Nazureth who derived his principles
from the Jewish Torah (which became part of the Christian Old
Testement). Christianity spread throughout the empire via the
missionary efforts of Jesus apostles, particulary Paul. Christianity
was very appealing to the poor, because Jesus preached that the meek
and destitute would have a place in heaven. The belief that salvation
was available to all inspired converts from all social classes.
Ironically, the roads that made the Roman empire famous also spread
the idea of Christianity that had been rejected by Roman authorities.
Although Christians were initially persecuted by Roman authorities,
the emperor Constantine eventially became a follower. Constantine
stopped the persecution of Christians by issuing the Edicts of Milan.
Soon after, Christianity became the official religion of the Roman
Empire. When the western Roman Empire fell, the Pope, head of the
Roman Catholic Church, took on the leadership role in western Europe.
Eventually this led to the Great Schism which was the splitting of
Christianity into the Eastern Orthodox Church and the Roman
Catholic Church. Each region was influenced by its form of
Christianity. However, in the west, the unity of the Roman Catholic
Church was weakened in the 1500’s by the Protestant Reformation. In
the east, Orthodox Christianity continued but was challenged by the
Ottoman Empire.
Ideas and goods have always been exchanged and circulated, which
has influenced the lives of many. Gunpowder spread through the
conquests and trade of the gunpowder empires, and Christianity
spread through missionary effort and government sponsorship. Today,
Christianity is one of the most widely practiced religions.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 1
Anchor Level 5-A
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing how gunpowder
moved from China, how Christianity moved within the Roman Empire, and the influence of
both on people, societies, and regions throughout the world
• Is more analytical than descriptive (gunpowder: gave Mongols advantage over people they
conquered; once the Mongol empire united, many trade routes were stabilized which allowed
knowledge of gunpowder to spread to other kingdoms and empires; knowledge of gunpowder
created the gunpowder empires of the Ottomans, the Mughals, and the Safavids; impact in
western Europe hurried the end of knights in armor and power of nobles who took shelter in
their fortresses; Europeans also used it to colonize Americas and Africa; combined with new
technologies paved the way for modern weapons and more deadly ways of delivery; new
technologies used in World War I and World War II, devastating Europe; Christianity: spread
throughout empire via missionary efforts of Jesus’ apostles; appealing to poor because Jesus
preached that the meek and destitute would have a place in heaven; belief that salvation was
available to all inspired converts from all social classes; roads that made Roman Empire famous
also spread idea of Christianity that had been rejected by Roman authorities; Constantine
stopped persecution by issuing Edict of Milan; when western Roman Empire fell, the Pope,
head of Roman Catholic Church, took on leadership role in western Europe; unity of Roman
Catholic Church weakened in 1500s by Protestant Reformation; Orthodox Christianity
continued but was challenged by Ottoman Empire)
• Richly supports the theme with relevant facts, examples, and details (gunpowder: invented in
China; raids in 13th century; Silk Road; siege weapon; national monarchs; Christianity: started
in Middle East, then part of Roman Empire; became official religion of Roman Empire; Great
Schism split Christianity into Eastern Orthodox and Roman Catholic Church)
• Demonstrates a logical and clear plan of organization; includes an introduction that restates the
theme and a conclusion that is slightly beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 5. The response demonstrates insight in
describing the spread of gunpowder as a technology with global ramifications. The response traces
the development of Christianity from a persecuted and illegal sect to a widely held belief system in
the world today. The task is well developed, and a good knowledge of subject matter is
demonstrated.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 1
Anchor Paper – Thematic Essay—Level 5 – B
The spread of new ideas and culture has shaped human society and
history for many centuries. As different cultures engaged in trade,
exploration, and even war, these cultures spread their influence and
contributed to different peoples in a process called cultural diffusion.
Two prominent examples of the spread of new ideas from one place to
another are the ideas of Renaissance humanism and natural rights
from the Enlightenment. Both of these ideas brought about great
change in the world.
The Renaissance is often considered an age of awakening in
Europe after many centuries of the limitations of the Dark Ages. After
the Crusades, increased prosperity in the Italian city states such as
Florence created a class of rich merchant patrons who supported the
arts. A revival of interest in the achievements of ancient Greece and
Rome influenced the education of artists and merchants. Out of this
came Renaissance humanism—an appreciation of human potential,
individualism, achievement, and a new world view. The Renaissance
first began in the city-states of Italy. The Medici family of Florence
sponsored artists and architects, who incorporated the realism of their
world with the wisdom of ancient Roman and Greek literature,
redefining art. For example, many artists made extremely life-like
pieces. They focused on the indivdual and promoted the ideas of
humanism. Examples include the paintings of Rafael and
Michaelangelo’s statue Pieta. Self-portraits also became important. The
Medicis invited others to marvel at the accomplishments of
Renaissance artists by investing in civic and religious buildings.
Renaissance humanism spread between the city-states in Italy and to
other parts of Europe by trade. The Hanseatic League helped spread
humanism beyond Italy. Humanism sometimes became a vehicle of
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 1
Anchor Paper – Thematic Essay—Level 5 – B
social criticism. Scholars like Erasmus employed humanism in their
efforts to question the actions of the Church and to bring about
reform. This use of humanist questioning helped lead to the Protestant
Reformation that divided Europe and changed the way people
worshiped. Artists of northern Europe like Rembrandt developed their
own style and applied humanist traits such as realism and
individualism in portraying secular scenes. These featured the values
of the burghers—merchants and civic leaders—emphasizing the
success of that group. As a result of the spread of Renaissance
humanism, Europe was led into a new age of cultural advancement.
The Enlightenment was another age of reform in Europe. New ideas
of limited government were developed by John Locke who said
government should not violate the natural rights of life, liberty and
property. He argued that if the government violated the rights of the
people it could be overthrown by the people. His ideas spread to the
Americas through trade and colonization. Locke’s idea of consent of
the governed— people formed government of their own free will to
protect their natural rights—and Montesquieu’s idea of separation of
powers in government appealed to American colonists who were
dissatisfied with British rule. The success of the America Revolution
strengthened the appeal of consent of the governed and natural rights
in France. Men like LaFayette, Franklin, and Adams carried these
ideas between the Americas and Europe. The French middle class
bought into Locke’s ideas as a way of gaining the recognition and
influence they believed they deserved. This helped lead to the French
Revolution. The early Revolution was a case study in the
implementation of Enlightenment ideas. The Declaration of the Rights
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Anchor Paper – Thematic Essay—Level 5 – B
of Man and the Citizen drew heavily on natural rights and consent of
the people. They were also an important part of the first French
constitution. Though they were sometimes betrayed by the Revolution,
these ideas lived on and spread to countries of Europe and Latin
America where they undermined the existence of absolutism.
Enlightenment ideas spread around the world, inspiring revolutions
in many countries and gaining more rights for the people.
Both humanism and natural rights were extremely influencial on
European culture. These revolutionary ideas spread throughout Europe
and influenced many societies
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Anchor Level 5-B
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing how Renaissance
humanism and John Locke’s idea of natural rights moved and the influence of these ideas on
Europe and the Americas
• Is more analytical than descriptive (Renaissance humanism: awakening after centuries of the
limitations of the Dark Ages; revival of interest in the achievements of ancient Greece and
Rome influenced the education of artists and merchants; an appreciation of human potential,
individualism, achievement, and a new world view; incorporated the realism of their world;
Medici invited others to marvel at accomplishments of Renaissance artists by investing in civic
and religious buildings; as humanism spread beyond Italy, it sometimes became vehicle of
social criticism; scholars like Erasmus employed humanism in efforts to question the Church;
artists applied traits such as realism and individualism in portraying secular scenes; featured
values of burghers, emphasizing success of that group; Locke’s idea of natural rights:
government should not violate natural rights of life, liberty, property; argued people might
overthrow government that violated natural rights; ideas spread to the Americas through trade
and colonization; people form government of their own free will to protect their natural rights;
idea appealed to American colonists who were dissatisfied with British rule; French middle
class bought into ideas as way of gaining recognition and influence; Declaration of the Rights of
Man drew heavily on natural rights and consent of the people; ideas were an important part of
first French constitution; inspired revolutions in many countries and gaining more rights for the
people)
• Richly supports the theme with relevant facts, examples, and details (Renaissance humanism:
Italian city-states; Florence; paintings of Raphael; Pieta; self-portraits; Protestant Reformation;
Rembrandt; Locke’s idea of natural rights: Enlightenment; limited government; consent of the
governed; Montesquieu’s idea of separation of powers in government; American Revolution;
French Revolution; Lafayette, Franklin, and Adams; spread to countries of Europe and Latin
America; undermined absolutism)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that are beyond a restatement of the theme
Conclusion: The response fits the criteria for Level 5. The response employs extensive knowledge
of history, strong theme development, and analysis in demonstrating the power of ideas to bring
about change. The importance of Renaissance humanism and Locke’s theory of natural rights in
shaping the culture of Europe is emphasized.
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Vol. 1
Anchor Paper – Thematic Essay—Level 4 – A
The movements of goods and ideas are a major reason for change in
society. This trading can leap societies forward and drastically change
the way they function. The movement of goods such as paper from
China to Europe and ideas such as Christianity within the Roman
Empire greatly changed the societies to which they were introduced.
The movement of paper into Europe from China greatly changed
European society. Over a course of many hundreds of years, paper
moved from Han China where it was invented along the Silk Road
through the process of cultural diffusion. Paper was helpful for
keeping track of data and prices for trade on the Silk Road. It spread
to India and the Middle East where evidence shows that Arabs used it
in banking. As Muslim culture developed in Spain, paper made
possible the preservation of knowledge accumulated during the Islamic
Golden Age. These records made possible the huge libraries of the time.
Basically the use of paper spread because it was practical and superior
to existing writing materials. When paper reached Europe, the rate and
volume of communication increased dramatically as two technologies,
paper and the printing press, came together. When combined with the
movable-type printing press, paper became a major contributor to the
Protestant Reformation. This was in part due to Martin Luther’s
Ninety-Five Theses which was printed on paper. His ideas were much
easier to spread with paper as they could be handed out to people, and
competing points of view could be expressed and posted on doors and
walls. The Protestant Reformation changed Europe from a Roman
Catholic dominated society into a divided religious area. The
Protestant Reformation is a prime example of how the movement of a
good such as paper, when combined with the moveable-type printing
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Anchor Paper – Thematic Essay—Level 4 – A
press, had the power to completely change society as it is known.
The movement of Christianity from the Middle East throughout the
Roman Empire greatly changed Roman government and society.
Christianity began with Jesus Christ around 25 C.E. His ideas of
faith and hope spread to Rome along the empire’s system of roads.
Christ’s disciples preached and gained converts. Those who chose to
follow Christ’s teachings were persecuted. Christianity’s ideas of love,
suffering, a merciful God, and the reward of eternal life in heaven
were attractive to converts, and made them willing to die for their
faith. In Rome, however, the killing of Christians was made into a
grand entertainment in the Colosseum, but even this impressed people
with the courage Christians displayed. Yet things changed when the
Edict of Milan was signed by Constantine, ending the persecution of
Christians within the empire and soon it became the official faith of
the Roman empire. This greatly changed Roman government as before
Christianity in the time of polytheism the emperor was seen as a god
himself. Christianity changed this as monotheism taught there is one
all-powerful God. This caused the emperor to lose power. With the fall of
the Roman empire, the Roman Catholic Church survived and went on
to provide unity during centuries of instability. The movement of
Christianity into Rome changed society by ending the persecution of
Christians and changed government by changing the emperors status
as a god.
The movement of goods such as paper from China to Europe and
ideas such as Christianity within the Roman Empire greatly changed
the societies to which they were introduced.
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Anchor Level 4-A
The response:
• Develops all aspects of the task but does so somewhat unevenly by discussing how paper moved
from one place to another and the impact of this movement on a region more thoroughly than
for Christianity
• Is both descriptive and analytical (paper: moved from Han China, where it was invented, along
the Silk Road; helpful for keeping track of data and prices for trade on the Silk Road; evidence
shows that Arabs used paper in banking; made possible preservation of knowledge accumulated
during Islamic Golden Age; made possible huge libraries; use of paper spread because it was
practical and superior to existing writing materials; when it reached Europe, the rate and volume
of communication increased dramatically as two technologies came together; a major
contributor to the Protestant Reformation; competing points of view could be expressed;
Reformation changed Europe from Roman Catholic dominated society into a divided religious
area; had power to change society as it is known; Christianity: movement from Middle East
throughout Roman Empire; ideas of love, suffering, a merciful God, and the reward of eternal
life in heaven were attractive to converts and made them willing to die for their faith; killing of
Christians was made into a grand entertainment, but even this impressed people with the
courage Christians displayed; when Edict of Milan signed, the persecution of Christians ended;
emperor lost power and lost status as a god)
• Supports the theme with relevant facts, examples, and details (paper: cultural diffusion; spread
to India and Middle East; movable-type printing press; Christianity: Jesus Christ; ideas of faith
and hope; Rome; Colosseum; Constantine; polytheism; monotheism)
• Demonstrates a logical and clear 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 4. The response demonstrates a good
use of facts and details throughout to support the thesis of change. More analytic statements are
provided in the discussion of paper than in the discussion of Christianity.
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Vol. 1
Anchor Paper – Thematic Essay—Level 4 – B
The spread of goods and ideas is an essential factor in connecting
the world and people in it. Sometimes the spread of goods/ideas can
have positive impacts. At other times the impacts are negative. This is
true with the spread of sugar and Christianity in latin America.
While some enjoyed power and prosperity, others lost their lives, rights,
and aspects of their culture.
For years sugar had been in demand in Europe but limited in
supply due to climate. With the importation of sugar cane to Latin
America by Spain, a new business opportunity arrived. The climate
was perfect for growing sugar cane. By the end of the sixteenth
century, the lure of profits had caused the spread of sugar cane to
colonies in the Caribbean and South America.
With the increased need for labor, came exploitation of the peoples of
West Africa. Millions were victims of tribal warfare that resulted from
the slave trade. Europeans bought enslaved Africans from tribal
leaders. The journey from Africa to the Americas brought a whole new
sequence of abuses. For example, Africans were chained in small
spaces and died of disease. Plantation life was brutal with a very short
life expectancy. Hard labor under tropical conditions and abuse by
plantation owners could result in death. Even though this booming
industry brought increased wealth to Europe it meant brutal
treatment for enslaved Africans. The spread of a good should not lead
to brutal treatment of people. This is the downside of the spread of
sugar.
Similar to the spread of sugar, the spread of Christianity was
deterimental to Native American cultures. Ferdinand and Isabella felt
the “burden” and need to spread their religion to “enlighten” other
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Anchor Paper – Thematic Essay—Level 4 – B
peoples. They made this part of their mission for Columbus in the New
World. Wherever Spanish colonies were established the Church engaged
in missionary work. Often priests worked the most closely with Native
Americans through things like education. As a result, Catholicism
became the leading religion throughout Latin America.
While doing this though, they ruined Native American religious
ideas. In the process, temples and symbols of native belief systems
were destroyed. Animistic practices were discouraged. At the same
time, some priests like las Casas who were close to the people advocated
reforms that would lead to better treatment of Native Americans. He
wanted to abolish the use of the encomienda system. Native
Americans looked for ways to incorporate their beliefs and symbols
with those of the Church. Even though converting to Christianity may
have been positive for some people, a majority of conversions were forced
or pressured and meant a loss of culture to native villages.
In the world’s history, spreading and imposing one good or idea on
another place has not always been positive. In the quest to produce
sugar, whole cultures were disrupted. In the quest to spread
Christianity, religious beliefs were lost or changed.
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Anchor Level 4-B
The response:
• Develops all aspects of the task by discussing the movement and influence of sugar and of
Christianity
• Is both descriptive and analytical (sugar: had been in demand in Europe but limited in supply
due to climate; with importation to America, a new business opportunity arrived; lure of
profits caused spread; with increased need for labor came exploitation of peoples of West
Africa; millions were victims of tribal warfare resulting from slave trade; journey from
Africa to Americas brought whole new sequence of abuses; Africans were chained in small
spaces and died of disease; Christianity: Ferdinand and Isabella felt burden to enlighten other
peoples; wherever Spanish colonies were established, the Church engaged in missionary
work; temples and symbols of native belief systems destroyed; some priests advocated
reforms, better treatment of Native Americans; Catholicism became leading religion
throughout Latin America; Native Americans looked for ways to incorporate their beliefs and
symbols with those of the Church; conversions were forced or pressured and meant a loss of
culture to native villages)
• Supports the theme with relevant facts, examples, and details (sugar: Spain; 16th century;
Caribbean; South America; slave trade; plantation life brutal with short life expectancy;
tropical conditions; Christianity: Native American cultures; Columbus; New World;
animistic practices discouraged; las Casas; encomienda system
• Demonstrates a logical and clear plan of organization; includes an introduction and a
conclusion that are beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 4. Although the degree of analysis is
slightly greater in the treatment of Christianity, discussion of both topics demonstrates a good
understanding of the task. A solid working knowledge of the simultaneous influence of sugar and
Christianity in Latin America is shown in the discussion.
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Anchor Paper – Thematic Essay—Level 4 – C
Throughout history during trade and economic interactions, goods
and ideas spread from region to region. The spread of various crops
have had a substantial impact on the lives, economy, and government
of regions. China once a powerful and respected nation was forced to
accept the importation of opium by the Europeans. The sugar crop was
mass produced in the carribean and south America, causing a forced
migration of African people. Both of these crops had an unmeasurable
impact on various societies.
Europeans expierenced a period of economic prosperity and political
power during the era known as the age of imperialism. During this
time period European nations such as Britain dominated Asian and
African Empires. The sale of opium in China by Britain is a main
example of the power held by Europeans over the world. Britain had
established control in India which they called, the crown Jewel of the
British Empire. Britain promoted the production of opium in India
which was then to be sold in China. British sale of opium to China was
highly profitable because after using opium, many Chinese became
addicted and thus unable to stop the use of opium. British merchants
would sell opium grown in India to China, for silver that would go to
British merchants.
The sale of opium to the Chinese contributed to the decline of the
Qing Dynasty. The Chinese, who once controlled a well-respected and
powerful empire with the ability to chose when and where foreigners
traded was seen as an obstacle to fair trade in the eyes of the British.
After the effects of over use of the opium product were obvious, the
Chinese attempted to stop the sale of opium throughout the empire. They
chose to ban the drug by seizing and burning shipments. Britain
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Anchor Paper – Thematic Essay—Level 4 – C
responded with military force and the Opium War started. Britain
used their advanced technology to eventually dominate the Chinese.
China lost the war and signed one of the “unequal treaties.” Britain
gained control of Hong Kong and the right to trade in more Chinese
ports. All this change in China can be traced back to opium. Opium
cause social decay in China due to the long term effects of the drugs,
economic difficulty due to the money that was spent on opium, and
political turmoil because China was unable to defend its borders or
control its people.
After Columbus sailed to the Americas, sugar cane was soon
introduced to the tropical climates of the Americas. It was in great
demand in Europe and this meant great profit if it was mass
produced. The Europeans were in an age of exploration and claimed
vast lands for their economic benefit. The Spanish encomienda system
provided the forced labor used to mass produce sugar cane in the
caribbean and south America. Sugar cane led to economic prosperity
for European powers such as Spain but it resulted in hardship, abuse,
and death for those that produced the crop.
The introduction of the sugar crop to Latin America affected two
major groups; the various West African kingdoms and the Native
American population. Once the Europeans arrived, the Native
Americans were enslaved and forced to work on plantations were they
faced disease, mal-treatment, and starvation. After the decimation of
the Native American population, European’s looked for a new source of
slave labor and they turned to Africa. Over centuries, millions of
Africans were enslaved to work in sugar plantations in the Americas.
This caused the decay of African kingdoms due to the wars between
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Anchor Paper – Thematic Essay—Level 4 – C
tribes seeking slaves, an increase of violent culture because of the
introduction of firearms in exchange for slaves, the forced migration
of millions of people.
The importation of opium to China and the introduction of sugar
cane to Latin America meant wealth for Europeans and misery for
native populations.
Anchor Level 4-C
The response:
• Develops all aspects of the task but does so somewhat unevenly by discussing influence of
sugar cane and opium more thoroughly than movement of these goods
• Is both descriptive and analytical (opium: sale in China by Britain is a main example of
power held by Europeans over the world; Britain promoted production of opium in India,
which was then sold in China; opium sold for silver that would go to British merchants;
contributed to decline of Qing Dynasty; British used advanced technology to dominate the
Chinese; British gained control of Hong Kong and right to trade in more Chinese ports; sugar
cane: introduced to tropical climates of the Americas; great demand in Europe meant great
profit if mass produced; resulted in hardship, abuse, and death for those that produced crop;
introduction of crop affected two major groups, various West African kingdoms and Native
American population; after decimation of Native American population, Europeans enslaved
millions of Africans)
• Supports the theme with relevant facts, examples, and details (opium: age of imperialism;
India called Crown Jewel of British Empire; Opium War; “unequal treaties”; caused social
decay, economic difficulty, and political turmoil; sugar cane: Columbus; Age of
Exploration; encomienda system; Caribbean; South America; Latin America)
• 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 4. The presentation of most ideas is
supported with accurate facts and details that are logically connected, demonstrating a good
understanding of the task. Further analysis would have strengthened the response.
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Anchor Paper – Thematic Essay—Level 3 – A
Islam and Buddhism were able to spread throughout the world
because of cultural interaction between different groups of people.
Buddhism was founded in India and later spread throughout Asia.
Islam was founded in the Arabian Pennisula and spread to Africa.
Buddhism and Islam were able to be spread because of interactions of
war and trade and changed people’s lifestyles.
Buddhism was founded by the Budda, Siddhartha Gautama, in
India. Buddhism had an emphasis on missionaries and monastic life.
Missionares preached Buddhism and converted people to Buddhism.
India was heavily involved in Silk road trade in Asia. Buddhist
missionaries traveled to China and were successful in converting
nonbelievers. Many converts later became buddhist monks, showing
that they truely believed in Buddhism. Some thought Buddhism
threatened the long withstanding belief system of Confucianism.
During the tang dynasty buddhism and its followers were persecuted
and used as a scapegoat for the decline of the Tang dynasty. However
buddist beliefs still remained influential to society because many of
it’s teachings are combined with Confucianism and Daoism in NeoConfucianism. Neo-confucianism was adopted by the Song dynasty
as the state belief system, which most Chinese followed. Buddhism
also spread to Japan where it blended with Shinto. China, Japan, and
Tibet all were influenced by the idea of Buddhism due to trade on the
Silk Road.
Islam was founded in the Arabian Pennisula in 622 CE. The
religeous zeal and fervor of muslims gave rise to powerful kingdoms.
These theocratic kingdoms based on Islam were a result of the spread of
Islam through war and conquest. The Umayyad and Abbasid
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Anchor Paper – Thematic Essay—Level 3 – A
Caliphate, the Delhi Sultanate, the Ottoman Empire and the Mughal
empire were based on Islamic beliefs spread in part by war. Islam
moved from the Middle East to India and across north Africa to Spain.
Trans-Saharan trade spread Islam to sub-saharan Africa. Powerful
Islamic trading kingdoms emerged such as Mali in west Africa.
Islamic beliefs replaced animism or spirit worship. Islam demands its
followers to pray five times a day towards Mecca, to fast during the
Holy Month of Ramadan and to make a Hajj to Mecca. Mansa Musa,
a Mali ruler, made a Hajj to Mecca that caused an increase in trade
and intrest in Sub-Saharan Africa. Some Africans adopted policies of
covering and veiling women. Children memorised and recited parts of
the Qur’ran demonstrating Africans heartfelt belief in Islam. Africa
was seen as a part of the Dar Al-Islam or places that adopted Islam.
Islam and Buddhism spread through the world due to war and
trade. Through these interactions, cultural diffusion occurred and
peoples adopted different lifestyles. Buddhists believed in non violence
and reincarnation which caused believers to seek good Karma and
reincarnation. Islam demanded followers practice the “pillars”
including prayer five times a day towards Mecca and at least one
pilgrimage to Mecca if able. Buddhism and Islam spread throughout
the world due to trade and war, and influenced societys that converted.
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Anchor Level 3-A
The response:
• Develops all aspects of the task with little depth for Buddhism and Islam
• Is more descriptive than analytical (Buddhism: had an emphasis on missionary and monastic
life; India heavily involved in Silk Road trade; some thought Buddhism threatened belief
system of Confucianism; followers were persecuted and used as scapegoat for the decline of
Tang dynasty; many Buddhist teachings combined with Confucianism in NeoConfucianism; Neo-Confucianism adopted by Song dynasty; spread to Japan where it
blended with Shinto; believed in nonviolence and reincarnation which caused believers to
seek good karma; Islam: religious zeal and fervor of Muslims gave rise to powerful
kingdoms; theocratic kingdoms based on Islam were result of spread; spread in part by war
from Middle East to India and across North Africa to Spain; trans-Saharan trade spread Islam
to sub-Saharan Africa; Islamic beliefs replaced animism; Islam demanded followers to pray
five times a day toward Mecca, fast during holy month of Ramadan, make Hajj to Mecca;
children memorized and recited parts of the Qur’an)
• Includes some relevant facts, examples, and details (Buddhism: founded by the Buddha,
Siddhartha Gautama in India; traveled to China; successful in recruiting nonbelievers;
monks; Islam: founded in the Arabian Peninsula in 622 CE; Umayyad; Abbasid Caliphate;
Delhi Sultanate; Ottoman Empire; Mughal Empire; Mali; Mansa Musa; Hajj; Mecca; Dar AlIslam)
• Demonstrates a satisfactory plan of organization; includes an introduction that is somewhat
beyond a restatement of the theme and a conclusion that repeats information already
provided
Conclusion: Overall, the response fits the criteria for Level 3. The response demonstrates an
understanding of the task in the clear, succinct discussion that the movement and impact of
Buddhism had on China and Japan. The discussion of Islam lacks cohesion and integration.
Greater use of analysis throughout would have strengthened the effort.
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Anchor Paper – Thematic Essay—Level 3 – B
Trade spread ideas and physical goods from one continent to others
since the beginning of civilization. Cultural diffusion changed the
belief systems, traditions, or political organization in regions
accessing new information or goods. Buddhism was brought to Japan
from China with the spread of trade. Printing developed first in China,
was spread to Western Europe and influenced the Reformation.
When the Chinese visited Japan, they brought both goods and ideas
with them to trade. The Japanese began to learn about Buddhism
through this trade. While the Japanese government did not become
Buddhist, many of the Japanese people adopted Buddhism, mixing
Japanese Shinto practices with the structure, ceremony and ritual of
Buddhism. Japanese artisans began to craft Buddhist art and build
Buddhist temples. Many people in Japan also found a way to practice
both Shintoism and Buddhism by combining elements of the two into
their daily lives. The impact of Buddhism is Japan is visible in the
giant statues of Budda throughout the islands and the small figures
of the Budda in homes.
Printing was an innovative good that was also developed in China.
Large blocks of wood were carved, inked and the printed. Europeans
discovered the block printing after the Crusades, when trade with the
Islamic empires and the East increased. European traders brought
Chinese playing cards and Islamic textiles printed from designs
carved in wooden blocks to sell at markets. While block printing was
done in Europe, it was time-consuming and expensive. Gutenberg
developed a method of moveable type printing, using metal blocks
representing the Latin alphabet. Western Europeans began to print
religious and political works. The Gutenberg Bible was the first bible to
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Anchor Paper – Thematic Essay—Level 3 – B
be translated into German and distributed in German states. The
publication of literature was done more easily with the moveable type
printing press and over a shorter period of time. Documents could be
printed more efficiently than with block printing. The press also
lowered the prices of publications and increased access to new ideas.
This led many authors to begin using a more informal style of
language in their writing, known as the vernacular. The printing press
made available such works as Giovanni Boceaccio’s Decameron and
Geoffrey Chaucer’s Canterbury Tales.
The Reformation was sparked by the use of the printing press in
Western Europe. It was controversial that the public now had access to
the Bible without the interpretation of priests. Catholics argued that
only priests could interpret the Bible for others, and that they were
responsible for administering important sacraments. Pamphlets
printed with the help of the press showed that there was corruption in
the Catholic Church. Debates over Christian practices led to the creation
of new sects of Christianity. The printing of Martin Luther’s 95 Theses
introduced Protestantism; Calvinism later gained popularity in a
similar way. The Reformation may not have occurred without the
printing press.
The flow of goods and ideas continued by land and water for
centuries. New religion and sects were formed, spread to new areas
such as Japan, and altered. Culture was changed by the transfer of
technology like printing. These goods and philosophies effected
revolutions, movements and debates and continue to do so.
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Anchor Level 3-B
The response:
• Develops all aspects of the task by discussing Buddhism in little depth and printing in some
depth
• Is more descriptive than analytical (Buddhism: brought to Japan from China with the spread of
trade; Chinese brought both goods and ideas to trade; many Japanese people adopted Buddhism,
mixing Japanese Shinto practices with structure, ceremony, and ritual of Buddhism; impact of
Buddhism in Japan visible in statues of Buddha throughout the islands and small figures of the
Buddha in homes; printing: innovative good developed in China; Europeans discovered block
printing after the Crusades when trade increased; western Europe began using the press to print
religious and political works; publication of literature done more easily and over a shorter time;
increased access to new ideas; Reformation sparked by use of printing press; controversial now
that public had access to Bible without interpretation of priests; pamphlets showed there was
corruption in Catholic Church; printing of Martin Luther’s Ninety-five Theses introduced
Protestantism)
• Includes some relevant facts, examples, and details (Buddhism: Buddhist art; Buddhist temples;
printing: Islamic empires and East; Latin alphabet; Gutenberg Bible; vernacular; Giovanni
Boccaccio’s Decameron; Geoffrey Chaucer’s Canterbury Tales; Catholics; Calvinism)
• 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 movement of printing from one
empire to another and its influence is the strength of the response where knowledge of a variety of
historical circumstances is demonstrated. The brief mention of the movement of Buddhism and its
influence weakens the response.
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Anchor Paper – Thematic Essay—Level 3 – C
Over the course of history, goods & ideas have drastically changed
entire societies by moving from one place to another. Some of these
ideas have completely changed the way we live, & have affected us to
this day. Some examples of this movement of ideas are the spread of
Martin Luther’s 95 Thesis & the spread of the notion that authority of
government comes from the people.
During the Period of time around the Renaissance, people began to
question the traditional authority of the church. They started to study
science in a new way, stressing observation and experimentation. At
the same time, people were critical of some practices of the Church, like
the sale of indulgences. Many common people and princes were ready
for new ideas. This was a perfect opportunity for Martin Luther to
spread his ideas. He wrote his 95 Thesis that questioned religious
authority. Around this time, Johannes Gutenberg had improved the
printing press. This machine allowed for mass production of written
texts & writings, causing an increase in access to Luther’s ideas. His
ideas spread very quickly & soon, the Protestant Reformation was
underway. Because of the spread of ideas, changes were made who’s
effects can still be seen today. Europe has many different Christian
religions.
Another idea that was spread around the world was the concept that
authority of government comes from the people. During the Age of
Enlightenment, ideas that may have seemed revolutionary at the time
were developed. John Locke believed that men should be guaranteed the
right to life, liberty, & property, & that men have the God given right to
be free. These ideas that challenged divine right and privilege were
spread by people moving throught Europe & eventually the world
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Vol. 1
Anchor Paper – Thematic Essay—Level 3 – C
leading to many revolutions. Locke’s ideas were carried to the British
Amercan colonies where they inspired a revolution. The middle class in
France read Locke’s ideas and used the American example as they tried
to implement Locke’s ideas in their revolt against the absolute rule of
Louis XVI and the privileged nobles. Their motto became “Liberty,
Equality, and Fraternity”. Through the Declaration of the Rights of
Man and their first constitution, revolutionaries applied the ideas of
life, liberty, and property. These ideas that men deserve to have a nonoppressing government & should have a say in government has
widely become a popular form of rule in many countries, proving just
how effective the spread of ideas can be.
In many cases the spread of ideas & goods have molded & shaped the
modern world. From small beginnings of effecting communities to
eventually effecting entire societies, these ideas have drastically
changed the course of history. The idea of thinking for one’s self as
proclaimed by Martin Luther & that power in government comes from
the people have changed the entire outcome of history as we know. Who
knows what the world would be like had these ideas never come into
play, & how much would the world be changed from what we know it to
be.
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Vol. 1
Anchor Level 3-C
The response:
• Develops most aspects of the task in some depth by discussing movement of Luther’s
Ninety-five Theses and the movement and influence of the idea that authority of government
comes from the people
• Is descriptive and analytical (Ninety-five Theses: people began to question traditional
authority of the Church; many common people and princes ready for new ideas; Gutenberg’s
printing press increased access to Luther’s ideas; Europe has many different Christian
religions; authority of government comes from the people: John Locke believed that men
should be guaranteed right to life, liberty, and property; men have God-given right to be free;
ideas challenged divine right and privilege; Locke’s ideas carried to British American
colonies and inspired revolution; middle class in France used American example as they tried
to implement Locke’s ideas in revolt; revolutionaries applied ideas of life, liberty, and
property)
• Includes some relevant facts, examples, and details (Ninety-five Theses: Renaissance;
science; observation and experimentation; sale of indulgences; Protestant Reformation;
authority of government comes from the people: Age of Enlightenment; absolute rule of
Louis XVI; “Liberty, Equality, and Fraternity”; Declaration of the Rights of Man; nonoppressing government)
• 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. Some analysis is present in the
treatment of the influence of the idea that the authority of the government comes from the
people. Most aspects of the task are discussed in some detail; however, the response lacks
development of the influence of Luther’s Ninety-five Theses.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 1
Anchor Paper – Thematic Essay—Level 2 – A
Since the beginning of time, there has always been a transfer of
goods, ideas, and even people from one place to another. The transfer of
goods, ideas, etc., has always been made possible by the contact and
trade of people. Buddhism is philosopy that spread from south Asia to
east Asia and had a profound impact on the region. Opium was a drug
that was transferred from Great Britain to China which had a
significant impact on the region as well.
Buddhism, originally founded in south Asia, by Siddharta
Guatama, was a philosophy that was based on morality and aimed to
set guidelines for people by using the eight fold path and the four
noble truths. Buddhism was spread along the silk roads which at the
time spread from east Asia to western europe. Buddhism was quickly
adapted by the people of east Asia because it was a philosophy rather
than a religion, which made it more accepting by the Chinese.
Buddhism was able to coexist with Confucianism and Daoism, unlike
Christianity which was rejected by the Chinese. In the end, Buddhism
was accepted by the region of east Asia because its guidelines were
pleasing and were able to coexist with traditional beliefs present in the
region.
Opium, was a drug that was traded between the British and
Chinese, and had a severe negative impact on China. Opium was
highly addictive and British sailors imported it into Chinese harbors
aiming to addict the Chinese people to this drug in aims to trade
continously with China’s closed economy. Once the Chinese people were
addicted, the British traded in larger amounts. The Chinese
government did not approve of this which caused for the opium wars.
The opium wars were quickly won by the British and ended in
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Vol. 1
Anchor Paper – Thematic Essay—Level 2 – A
unequal treaties giving Britain more trade rights and territories such
as Hong Kong.
All in all, the transfer of goods and ideas can have a profound
impact on another region. Buddhism was spread from south Asia to
east Asia. Opium was imported into China in means to penetrate the
Chinese economy with British trade. In conclusion, the transfer of
goods and ideas can change and even shape a certain region for years
to come.
Anchor Level 2-A
The response:
• Minimally develops all aspects of the task
• Is primarily descriptive (Buddhism: philosophy based on morality and aimed to set guidelines
for people; spread along Silk Roads; able to coexist with Confucianism and Daoism; accepted
by region of east Asia because guidelines were pleasing; opium: severe negative impact on
China, British sailors imported it into Chinese harbors; Chinese government did not approve of
this; unequal treaties giving Britain more trade rights and territories)
• Includes few relevant facts, examples, and details (Buddhism: Siddhartha Gautama; Eightfold
Path; Four Noble Truths; opium: Opium Wars; unequal treaties; trade rights; Hong Kong);
includes an inaccuracy (opium: transferred from Great Britain to China)
• Demonstrates a general 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 2. The response includes details that
show a basic understanding of both topics. The strength of the response is in the discussion of
opium. The movement and influence of Buddhism lack development.
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Vol. 1
Anchor Paper – Thematic Essay—Level 2 – B
Goods and ideas have moved from one place to another. The
exchanges and interactions that resulted from this movement greatly
influenced groups of people, societies, and regions. The good of silk has
moved from China to Western Europe. While the good of sugar moved
from the Americas to Western Europe.
The good of silk is a luxury good made by the silk worm. This good
was moved from China to Western Europe by the Silk Road. This good
affected many peoples and different cultures. Silk stimulated so
much trade there was a trade route named after it. Silk was the
product that made the people of China rich. It was a very desirable for
western Europe. The people of western Europe were affected in that the
society wanted to cut out the middle man of trade on the Silk Road
they tried to sail around the world to get to China. They would end up
the Americas. They also tried to sail around Africa to get to China to
recieve the silk. Silk was a major good that affected societies of people.
The good of sugar comes from the sugar cane which is grown in
tropical area like the Carribean in the Americas. It traveled from the
Carribean to western Europe through the triangle trade. Slaves came
from Africa, manufactured goods came from Europe and plantation
crops came from the Americas. The harvesting of the sugar cane
affected the peoples who had to harvest it. To harvest sugar cane. Slaves
were brought in. The slaves could work longer and faster than the
natives and the settlers. The slaves were brought in from Africa
displacing them from their families. The slaves were also worked to
death because they were easily replaced, so the working conditions were
horrid. They were not feed and were beaten on a daily basis. The crop of
sugar cane was a cash crop. So it sold fast and made money. Sugar
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Anchor Paper – Thematic Essay—Level 2 – B
was a major good that affected many types of people.
Goods and ideas have moved from one place to another. These
exchanges have influenced groups of peoples, societies, and regions.
Silk and sugar are great examples of two goods that influenced
groups of peoples, societies, and regions equally.
Anchor Level 2-B
The response:
• Develops some aspects of the task in some depth
• Is primarily descriptive (silk: moved from China to western Europe by the Silk Road; silk
made the people of China rich; sugar: to harvest sugar cane, slaves were brought in; slaves
worked to death; sugar cane was a cash crop that made money)
• Includes few relevant facts, examples, and details (silk: luxury good; middle man; Americas;
sugar: Caribbean; Americas; triangle trade; plantation crops)
• Demonstrates a general plan of organization; includes an introduction and a conclusion
Conclusion: Overall, the response fits the criteria for Level 2. The response focuses on the
impact of the movement of silk and sugar, which are developed in some depth. The discussion
would be strengthened with more details for the movement of these goods.
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Vol. 1
Anchor Paper – Thematic Essay—Level 2 – C
Cultural diffusion, or the spreading of ideas and goods between
civilizations, influenced not only the industries of a civilization, but
its people as well. As these new technologies and ideals moved from
place to place, they left huge impacts.
Christianity, one of the world’s most widespread and acient of
religions, wasn’t always as widespread as it is today. This religion
started in Rome, but as Rome fell, it dispersed throughout much of
Western Europe as the Roman people fled the area that was Rome. After
some time, the great king, Charlemagne, began spreading
Christianity to the people he conquered, and he did so with no
tolerance, meaning they would either become Christian, or die. This
religion didn’t spread mainly because of Roman cowards, or a brutal
barbarian, it spread because it promised its followers something new to
them, a life after death. This promise, life after death, eventually
convinces the people to act a little more radically and eventually go
into wars over religion, like the Crusades. Although Christianity had
a large impact on many societies and cultures, there’s a good that
debatably had even more influence.
Gunpowder, the mixing of minerals to produce an explosive residue,
impacted the world leaving it in craters, almost literally! A Chinese
invention, it surfaced in Western Europe in the beginning of the
Renaissance. As many nations rushed to defend their borders, they
started exploring the many applications of gunpowder, wether it be for
firearms, ballistics, or just for fun with fireworks. The Europeans
started trying to make gunpowder after seeing the Chinese use it and
it just exploded from there. The impact on the societies of the nations
using gunpowder was volatile, wars became more bloody and the death
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Anchor Paper – Thematic Essay—Level 2 – C
tolls were higher than they had been in over a millenia before that
time, it was not a pretty existence.
Alas, without these technologies and religions, we may have been
centuries behind where we are today. The benefits of these goods and
ideals definitly outweigh any potential cost they may create.
Anchor Level 2-C
The response:
• Minimally develops all aspects of the task
• Is primarily descriptive (Christianity: Charlemagne spread Christianity to the people he
conquered; spread because it promised its followers something new to them, a life after death;
gunpowder: wars became more bloody and death tolls were higher);
• Includes few relevant facts, examples, and details (Christianity: Charlemagne; gunpowder:
firearms; ballistics); includes inaccuracies (Christianity: dispersed as Roman people fled the
area that was Rome; gunpowder: surfaced in western Europe in the beginning of the
Renaissance)
• Demonstrates a general plan of organization; includes an introduction and a conclusion
Conclusion: Overall, the response fits the criteria for Level 2. The response minimally develops all
aspects of the task. Generalities and exaggeration dominate. The response would have been
strengthened with more accurate facts and further development.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 1
Anchor Paper – Thematic Essay—Level 1 – A
Throughout history, ideas and goods have spread across the world
through various modes of communication and transportation. This
spread of goods and ideas had an affect on the people they spread to.
Two examples of this are the movement of Buddhism from India to
China and the movement of Gold from the Americas to Spain. Both of
these movements impacted the people they spread to.
Buddhism spread from India to China through trade routes
connecting India and China. This had an influence on the people of
China and lead them to change their religious views. Although they
were skeptical at first, they soon accepted Buddhism. Leaders who
embraced Buddhism changed the views of the people and influenced
them to also believe in Buddhism. Leaders built temples of worship
and gave a lot of respect to Buddhist religious leaders in order to
change the views of the people. Today, Buddhism is one of the main
religious in China.
Gold moved from the Americas to Spain through Christopher
Columbus’s journey to find spices in India where he came across the
Americas. The discovery of Gold in the Americas and it’s movement to
Spain affected both the indigenous people of the Americas and Spain.
The Native Americas were deprived of their own land and gold under
the rule of the Spanish. Spain, however, became powerful and wealthy
from the movement of Gold.
In conclusion, the movement of goods and/or ideas affects the
people of these areas that are involved. Buddhism and Gold are two
examples of these movements and they affected both China and Spain.
In conclusion, these movements connect very distant parts of the
world and impacts the people greatly.
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Vol. 1
Anchor Level 1-A
The response:
• Minimally develops some aspects of the task
• Is descriptive (Buddhism: spread from India to China through trade routes connecting India
and China; leaders who embraced Buddhism changed the views of the people and influenced
them to also believe in Buddhism; gold: Native Americans deprived of their own land and
gold under the rule of the Spanish; Spain became powerful and wealthy)
• Includes few relevant facts, examples, or details (Buddhism: leaders built temples of worship;
today, one of main religions in China; gold: Christopher Columbus; spices; India)
• Demonstrates a plan of organization; includes an introduction and a conclusion
Conclusion: Overall, the response fits the criteria for Level 1. While the discussion of the impact
of Buddhism might be in some depth, the discussion of the impact of the movement of gold is
minimal and how gold moved is vague.
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Vol. 1
Anchor Paper – Thematic Essay—Level 1 – B
Goods and Ideas have been moved and traded throughout all of
history. These exchanges made have a great impact on the regions.
These changes could have been both good or bad. All these changes
affected people, government, and the entire region.
One idea spread to a region is Christianity. When Spain traveled to
South America, one of their goals was to spread Christianity to the
natives. Unfortunantly, not all natives were willing to change
religion. Many natives were forced into Christianity. This resulted in
the persecution of other religions, and a decrease in diversity of
culture.
One good traded was gold. Spains quest was also to discover gold
in the New World and take it to Spain. When they did find gold, they
made slaves work in the mines to retrieve it. Slave work became
popular, and many people lost their lives. Also, when native tribes were
unwilling to give up their gold, they were killed for it. Conquistaders
also waged war for gold for no reason but sport. Many natives were
willing to give gold, but were killed anyways.
Many exchanges in goods or ideas greatly impacted regions. Some
regions entirely changed in culture and beliefs. Entire cultures were
even destroyed due to exchange in ideas or materials. These things
greatly impacted the societies and regions within the area.
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Vol. 1
Anchor Level 1-B
The response:
• Minimally develops some aspects of the task
• Is descriptive (Christianity: when Spain traveled to South America, one of their goals was to
spread Christianity; many natives forced into Christianity; gold: Spain’s quest was to
discover gold in the New World and take it to Spain; made slaves work in mines to retrieve
gold; when native tribes were unwilling to give up their gold, they were killed for it)
• Includes few relevant facts, examples, or details (Christianity: persecution of other religions;
decrease in diversity of culture; gold: conquistadors)
• Demonstrates a general plan of organization; includes an introduction and a conclusion
Conclusion: Overall, the response fits the criteria for Level 1. The discussion of the impacts is
the strength of the response. The response does little to explain how Christianity or gold moved
from one place to another.
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Vol. 1
Thematic Essay—Practice Paper – A
Throughout the course of world history, societies have been
influenced by the movement of goods and ideas. Two of these were
Buddhism and opium. Both of these had major influences on the
region of China.
In ancient China, the dominent “religion” had been confucianism
for a very, long time. However, Siddhartha Guatama, in India, became
the first Buddha by enlightenment and Buddhism was born. Because
India and China were connected by trade on the Silk Road, their
cultures often diffused into each other. Since Buddhism did not
become popular in India like Hindusim did, Buddhism monks began
moving into China. Buddhism became very popular with many of the
people in China, but many who believed in confucianism felt very
threatened by the increasing power of the monks. Many Buddhist
temples became a major cultural influence in the new architecture and
art forms being used in them. The translation of Buddhist sacred
writings from India into Chinese is an example of its acceptance there.
Today Buddhism still stands in China even though they are a
communist nation. Ideas like Buddhism among others, were moved
from place to place, influencing many aspects of societies as they
moved.
Also in China, a major good that influenced the society was opium.
In the 18th and 19th centuries, the British were making a foothold for
themselves in the Chinese economy. In doing so, merchants began
importing illegal opium that was grown in India and selling it to the
Chinese. The drug trade expanded like wildfire. Many opium dens
(drug houses) opened along the coast. The Chinese government did not
like that because their people were under the influence of opium.
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Thematic Essay—Practice Paper – A
The British presence increased and this sparked the opium wars.
British cannons on steamships bombarded cities, killing many
Chinese. This forced the Chinese government to sign a humiliating
treaty forcing them to allow the British to continue their imports and
decreasing Chinese control in their own country. More foreign
governments took advantage of the British success and took over parts
of China further decreasing its control.
Goods and ideas from one part of the world influence other
countries and regions in other parts of the world. Many changes are
the result of the movement of those goods and ideas.
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Vol. 1
Thematic Essay—Practice Paper – B
Throughout history, ideas and goods have spread from one place to
another influencing the way we live our lives today. Just two of these
ideas that have had a lasting impact is the spread of religion and
enlightenment.
Ever since the Spanish colonized the americas, religion has played
a huge role in the region, the Spanish brough missionaries to the
americas converting indigenous peoples to cristianity. this globalized
cristianity and spread its message, which was one of the goals of the
Spanish. However some people were forced to be converted, which was a
human rights violation. The Spanish played a key role in influencing
cristianity in the region today.
The demand for more democratic rights and change was known as
the enlightenment movement. Revolution in france and philogpohes
such as locke preached for more political freedoms and basic human
rights. These rights included the right to a trial and property. The
Revolutions in Europe and demand for rights influenced revolutions
in the americas. The thirteen colonies rebelled against the British and
won more rights and freedom. Revolutions in South America and
mexico were based on enlightened principles which resulted in Spain
losing nearly all its colonies.
Overall the spread of ideas have greatly influenced our lives today.
Religion and Ideas that had started in Europe ended up around the
world. Starting a new globalized age in our history
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Thematic Essay—Practice Paper – C
The trade of goods and products from nation to nation is considered
the driving force of progress and influence in societies. Ideas can also
be “traded”, and are usually brought along with the goods. New
religions, philosophies, and concepts come with trade and can have a
bigger effect on culture and people than the goods themselves. Islam
and opium are two examples of items that have had a great influence
wherever they spread. Islam was being brought across the sub-Saharan
trade routes from Mecca to West Africa. Opium was being traded by
Britain to China, and sometimes against China’s will.
Beginning with Muhammad, Islam was spread by conquest. When
Islam spread across the Middle East, the entire area became united both
religiously and politically. This wasn’t the case before; it was mostly
small tribes and villages practicing animism. Muslims started to go
out to surrounding areas following the routes of the gold-salt trade.
This also spread their religion. So, when merchants went from the
Middle East to Africa they brought Islam there, and they brought gold
back.
One result of both the gold-salt trade and the spread of Islam was
the rise of the Empire of Mali. Within Mali, many practiced the pillars
of Islam. They prayed five times a day to their one God, Allah. They
built mosques for worship. These examples show how Islam spread to
and influenced West Africa.
During the 19th century British merchants wanted to trade with
China but unfortunately had no goods the Chinese wanted until they
turned to selling opium from India. Opium is a drug that has very
similar effects to today’s heroine. It is often smoked in a pipe, and
leaves the user feeling relaxed, or numb. When Britain developed the
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Thematic Essay—Practice Paper – C
opium trade with China, it became one of the biggest markets for
British merchants. British merchants would sell opium to the Chinese
people. The opium was raised in India and carried on British ships to
Chinese ports. As a result, many people became addicted and
dependent on the opium, and would spend most of their day in opium
dens. This obviously had a great effect on the people in China, and
labor decreased because people would not be able to work under the
influence of opium.
The Chinese government attempted to control the trade in opium,
which lead to trouble with the British because they were making a lot
of money. The Opium Wars broke out as a direct result from China
trying to stop Britain from trading opium. Thousands of Chinese died
in this war as victims of superior British weapons. More Chinese ports
were opened to foreign trade. China turned over the island of Hong
Kong. Foreigners dominated China for many years.
Sometimes, the things that come to a nation along with the trade of
goods and products can have a greater affect than the products
themselves. Islam traveled the trade routes to West Africa. Opium from
India was sold by British merchants in China. Both meant major
changes to the people there.
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Vol. 1
Thematic Essay—Practice Paper – D
Throughout history many goods and ideas have been spread many
ways. These goods and ideas have also had a major impact on many
different societies. One idea that has spread is the idea of communism
created by Karl Marx, this idea has spread to many countries such as
russia and parts of Germany. Also the use of opium grown in the
Indian colonies spread to other nations such as China.
Throughout history, many ideas have been spread through trade,
war, and reading of books. The idea of communism was created by
Karl Marx. Communism is a type of government where everyone is
equal and the government controls everything. Lenin and the
Bolsheviks in Russia adopted Marx’s ideas. Communism appealed to
people in Russia who were looking for a new form of government that
would replace the Czar and get them out of WWI. Russia became a
communist country during WWI. The Soviets fought in WWII. At the
end of the war, Eastern European counties were occupied by the Soviet
Union and forced to become communist. After WWII, many people
around the world feared communism would take over if their
governments failed. Many European countries needed help after WWII
to rebuild. The US created the marshall plan in which the US gave
millions of dollars to western Europe to rebuild to prevent the spread of
communism. Communism not only affected the countries in Eastern
Europe it also caused fear of the spread of communism in the US. This
fear of communism spreading caused the US to get into an arms race
with USSR as well as cause the USA to take drastic measures. One of
these was the Berlin Air lift which sent materials to Berlin when the
Soviets blockaded it so they would reamian a democracy. The
communist USSR and the democratic USA competed during the Cold
War which followed WWII.
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Thematic Essay—Practice Paper – D
Also throughout history many goods have been spread through
trade & imigration. One good that has been spread is opium. Opium
was grown in India and was spread to China through trade. Opium
was illegal in Britian but was traded by the British for silver in
China. Opium was grown in British India because it required warm
weather. Opium was what many Chinese wanted. Opium had a major
negative influence on China. It caused many men to stop working
and leave thier families to get high. Many Chinese quickly became
addicted and many couldn’t work anymore. People became poor
spending their money on opium. Also opium led to the opium war to
stop British merchants from bringing opium into China. But China
ended up losing and opium was still sold in China. Britian took over
some Chinese ports and caused China to lose power.
Throughout history many ideas and goods have been spread
through war, conquest, and trade. Ideas such as communism and
goods like opium had many influences on other nations such as the
US and China.
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Vol. 1
Thematic Essay—Practice Paper – E
The spread of goods and ideas along trade routes and expeditions of
conquest facilitates changes to the beliefs, government, and economy
of nations. Sugar and Buddhism are two things tha spread
throughout the world, altering the societies they encountered.
Subsequent to European conquest of the Americas, sugar began to be
cultivated, altering the social structure of the Americas, as well as
Africa. Buddhism spread along the silk roads, and eventually reached
China, Korea, and Japan.
The cultivation of sugar resulted in changes in the Americas and
Africa. Sugar was traded because the demand for sugar in Europe was
growing. To satisfy the need, Europeans set up plantations in the
recently conquered Americas. Brazil became an important center of
sugar cultivation. The cultivation of sugar stimulated European
economies. Because sugar was such a labor intensive crop to grow,
Europeans imported African slaves to the Americas. Enslaving natives
of the Americas was difficult because many died of disease brought
over by the Europeans and of harsh working conditions. The
cultivation of sugar impacted society in Africa and the Americas. In
Africa, many slaves taken were males. This caused many women in
Africa to take on roles previously held by men. Additionally, many
African groups who enslaved people and then sold them to Europeans
became very wealthy. This caused inter-tribal warfare to increase. In
the Americas, the new people, European and African, led to the
formation of new social systems. In the Spanish colonies,
peninsulares had high status. Creoles were the offspring of the
peninsulares. Further down were mestizos. At the bottom were native
Americans and Africans. The cultivation of sugar changed the social
systems, and forever altered the population of the Americas.
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Thematic Essay—Practice Paper – E
Buddhism spread, along the silk roads, and it too affected the
societies it encountered. Buddhism originated in India where it was
founded by the prince Siddartha Gautama. Buddhism was initially
rejected by many upper caste Hindus because it posed a threat to the
caste system which Buddhism rejected. However, Buddhism made some
early inroads in India under Ashoka and during the early Gupta
dynasty. Eventually, it lost the support of rulers in India and
declined. Buddhism’s emphasis on missionary activity facilitated its
spread outside of India. Monks and people making pilgrimages spread
Buddhism, causing temples and monastaries to be built in areas
along the Silk Road. It eventually found converts in China, Korea,
and Japan where it responded to individual spiritual needs through
meditation and rituals like the tea ceremony. In many places it
touched, Buddhism was blended with the native beliefs of the people
like Daoism and Shinto. Its syncretic nature is illustrated in
Mahayana Buddhism, which become popular for a time in China.
Buddhism mixed with Confucian ideals in China to form NeoConfucianism. However, for economic and other reasons, Tang and
Song scholars became suspicious of Buddhists and persecuted them.
One of the most obvious signs of Buddhist influence in Japan is Zen
Buddhists monks meditating in their pagoda temples. Buddhism
impacted the culture of the societies it reached, blending with native
ideas to form a new cultural identity for many of Asia’s inhabitants.
Buddhism and sugar represent two very different things, but each
significantly impacted culture and society. The cultivation of sugar
represents the slavery, disease, and exploitation that resulted from the
opening of the Columbian exchange. Buddhism, on the other hand,
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Thematic Essay—Practice Paper – E
represents the hope that a religion can give for awakening the soul and
enlightemnment. In the end, examining the effects of the spread of
goods and ideas provides a window into the global interaction that
created golden ages, slavery, economic prosperity for some, poverty for
many, and a changed world for all.
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Practice Paper A—Score Level 3
The response:
• Develops all aspects of the task with little depth
• Is more descriptive than analytical (Buddhism: Siddhartha Gautama became first Buddha by
enlightenment; China and India connected by trade on the Silk Road and cultures often diffused
into each other; Buddhist monks began moving into China; translation of Buddhist sacred
writings from India into Chinese is an example of acceptance; opium: in 18th and 19th
centuries, British were making a foothold in Chinese economy; merchants began importing
illegal opium that was grown in India; Chinese government forced to sign humiliating treaty;
decreased Chinese control in their own country; more foreign governments took advantage of
British success and took over parts of China)
• Includes some relevant facts, examples, and details (Buddhism: Confucianism; Buddhist
temples; major cultural influence on architecture; opium: Opium Wars; cannons on steamships
bombarded cities)
• 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 consists of a brief
descriptive narrative that is focused on the task. Treatment would be strengthened by the inclusion
of more facts, examples, and details.
Practice Paper B—Score Level 1
The response:
• Minimally develops some aspects of the task
• Is descriptive (Christianity: Spanish brought missionaries to the Americas, converting
indigenous peoples to Christianity; some people were forced to convert; Enlightenment: Locke
preached for more political freedoms; thirteen colonies rebelled against British and won more
rights and freedom; revolutions in South America and Mexico based on enlightened principles
which resulted in Spain losing nearly all its colonies)
• Includes few relevant facts, examples, or details (Christianity: human rights violation;
Enlightenment: demand for democratic rights; philosophes; right to a trial and property)
• Demonstrates a general plan of organization; includes an introduction and a conclusion
Conclusion: Overall, the response fits the criteria for Level 1. The response demonstrates a limited
understanding of the task. Both aspects for Christianity are minimally developed. The response
explains the ideas of the Enlightenment and its impact on other nations; however, the explanation of
how the ideas of the Enlightenment moved from one place to another is slighted.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 1
Practice Paper C—Score Level 3
The response:
• Develops all aspects of the task with little depth
• Is more descriptive than analytical (Islam: brought across sub-Saharan trade routes; followed
routes of gold-salt trade; one result of salt trade and spread of Islam was rise of Empire of Mali;
within Mali, many practiced pillars of Islam; opium: during the 19th century, British merchants
wanted to trade with China but had no goods China wanted until they sold opium; opium raised
in India and carried on British ships; many people became addicted and dependent on opium;
thousands died as victims of superior British weapons; more Chinese ports opened to foreign
trade; foreigners dominated China for many years)
• Includes some relevant facts, examples, and details (Islam: Mecca; West Africa; Muhammad;
animism; prayer five times a day; Allah; mosques; opium: Opium Wars; Hong Kong)
• Demonstrates a satisfactory plan of organization; includes an introduction that is beyond a
restatement of the theme and a conclusion that restates the ideas in the introduction
Conclusion: Overall, the response fits the criteria for Level 3. The strength of the response is in the
treatment of the influence of the movement of Islam and opium. Additional analysis of the details
would have strengthened the response.
Practice Paper D—Score Level 3
The response:
• Develops all aspects of the task with little depth
• Is more descriptive than analytical (communism: appealed to people in Russia who were looking
for a new form of government that would replace the czar and get them out of World War I;
Eastern European countries occupied by Soviet Union at end of World War II and forced to
become communist; after World War II, many people feared communism would take over;
United States gave millions of dollars to Western Europe; communist USSR and democratic
United States competed during Cold War; opium: opium grown in India spread to China
through trade; illegal in Britain but traded by British for silver in China; caused many to stop
working and leave their families; China lost Opium War; opium was still sold in China; Britain
took Chinese ports); includes weak analysis (communism: communism is a type of government
where everyone is equal)
• Includes some relevant facts, examples, and details (communism: Karl Marx; arms race; Berlin
airlift; Marshall Plan; opium: warm weather of India)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that
are slightly beyond restatements of the theme
Conclusion: Overall, the response fits the criteria for Level 3. The strength of the response is in the
discussion of the movement and influence of communism. The discussion of the movement and
influence of opium contains fewer details and less explanation.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 1
Practice Paper E—Score Level 4
The response:
• Develops all aspects of the task but does so somewhat unevenly by discussing how Buddhism
moved from one place to another and the impact of the movement of both sugar and Buddhism
more thoroughly than how sugar moved from one place to another
• Is both descriptive and analytical (sugar: subsequent to European conquest of the Americas,
sugar began to be cultivated; cultivation altered the social structure of the Americas as well as
Africa; demand for sugar in Europe was growing; because sugar was a labor intensive crop,
Europeans imported African slaves to Americas; many women in Africa took on roles
previously held by men; in the Americas, new people led to formation of new social systems;
Buddhism: spread along Silk Roads and eventually reached China, Korea, and Japan; initially
rejected by many upper caste Hindus because it threatened the caste system which Buddhism
rejected; made early inroads under Ashoka and early Gupta dynasty, lost support of rulers in
India, and declined; emphasis on missionary activities facilitated spread outside India; in China,
Korea, and Japan, it responded to individual spiritual needs through meditation and rituals like
tea ceremony; blended with native beliefs; syncretic nature illustrated in Mahayana Buddhism,
which became popular in China; mixed with Confucian ideals in China to form neoConfucianism; Tang and Song scholars became suspicious of Buddhists and persecuted them)
• Supports the theme with relevant facts, examples, and details (sugar: plantations; Brazil;
diseases brought by Europeans; intertribal warfare increased; peninsulares; creoles; mestizos;
Native Americans and Africans at bottom of social order; Columbian exchange; Buddhism:
originated in India; founded by prince Siddhartha Gautama; Daoism; Shinto)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that are beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 4. The response demonstrates an
understanding of the movement of Buddhism and influence of both sugar and Buddhism in a
narrative that is both analytical and descriptive. However, further development of the movement of
sugar would have strengthened the response.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 1
Global History and Geography Specifications
August 2015
Part I
Multiple Choice Questions by Standard
Standard
1—United States and New York History
2—World History
3—Geography
4—Economics
5—Civics, Citizenship, and Government
Question Numbers
N/A
4, 6, 8, 13, 14, 17, 19, 22, 25, 28, 29, 30, 37,
38, 39, 40, 42, 44, 45, 47, 48, 49, 50
1, 5, 7, 9, 10, 11, 15, 16, 23, 24, 31, 32, 35,
36, 41, 43, 46
2, 12, 18, 26, 27, 34
3, 20, 21, 33
Parts II and III by Theme and Standard
Theme
Thematic Essay
Movement of People and Goods
Standards
Standards 2, 3, 4, and 5:
World History; Geography;
Economics; Civics,
Citizenship, and Government
Document-based
Essay
Belief Systems; Change; Conflict;
Economic Systems; Human Rights;
Justice; Movement of People and
Goods; Political Systems; Power
Standards 2, 3, 4, and 5:
World History; Geography;
Economics; Civics,
Citizenship, and Government
Scoring information for Part I and Part II is found in Volume 1 of the Rating Guide.
Scoring information for Part III is found in Volume 2 of the Rating Guide.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 1
The Chart for Determining the Final Examination Score for the August 2015
Regents Examination in Global History and Geography will be posted on the
Department’s web site at: http://www.p12.nysed.gov/assessment/ on the day of
the examination. Conversion charts provided for the previous administrations
of the Global History and Geography examination must NOT be used to
determine students’ final scores for this administration.
Submitting Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the test
development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make
suggestions. Instructions for completing the evaluation form are as follows:
1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
Global Hist. & Geo. Rating Guide – Aug. ’15
[55]
Vol. 1
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
VO L U M E
2 2
OF
DBQ
GLOBAL HISTORY AND GEOGRAPHY
Wednesday, August 12, 2015 — 12:30 to 3:30 p.m., only
RATING GUIDE FOR PART III A
AND PART III B
(DOCUMENT-BASED QUESTION)
Updated information regarding the rating of this examination may be posted on the
New York State Education Department’s web site during the rating period. Visit the
site at: http://www.p12.nysed.gov/assessment/ and select the link “Scoring Information”
for any recently posted information regarding this examination. This site should be
checked before the rating process for this examination begins and several times
throughout the Regents Examination period.
Contents of the Rating Guide
For Part III A Scaffold (open-ended) questions:
• A question-specific rubric
For Part III B (DBQ) essay:
• A content-specific rubric
• Prescored answer papers. Score levels 5 and 1 have two papers each,
and score levels 4, 3, and 2 have three papers each. They are ordered
by score level from high to low.
• Commentary explaining the specific score awarded to each paper
• Five prescored practice papers
General:
• Test Specifications
• Web addresses for the test-specific conversion chart and teacher
evaluation forms
Mechanics of Rating
The procedures on page 2 are to be used in rating papers for this examination. More detailed directions
for the organization of the rating process and procedures for rating the examination are included in the
Information Booklet for Scoring the Regents Examination in Global History and Geography and
United States History and Government.
Copyright 2015
The University of the State of New York
THE STATE EDUCATION DEPARTMENT
Albany, New York 12234
GLOBAL HISTORY AND GEOGRAPHY
Rating the Essay Question
(1) Follow your school’s procedures for training raters. This process should include:
Introduction to the task—
• Raters read the task
• Raters identify the answers to the task
• Raters discuss possible answers and summarize expectations for student responses
Introduction to the rubric and anchor papers—
• Trainer leads review of specific rubric with reference to the task
• Trainer reviews procedures for assigning holistic scores, i.e., by matching evidence from the response
to the rubric
• Trainer leads review of each anchor paper and commentary
Practice scoring individually—
• Raters score a set of five papers independently without looking at the scores and commentaries
provided
• Trainer records scores and leads discussion until the raters feel confident enough to move on to
actual rating
(2) When actual rating begins, each rater should record his or her individual rating for a student’s essay on
the rating sheet provided, not directly on the student’s essay or answer sheet. The rater should not
correct the student’s work by making insertions or changes of any kind.
(3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that
differ by more than one point.
Rating the Scaffold (open-ended) Questions
(1) Follow a similar procedure for training raters.
(2) The scaffold questions are to be scored by one rater.
(3) The scores for each scaffold question must be recorded in the student’s examination booklet and on the
student’s answer sheet. The letter identifying the rater must also be recorded on the answer sheet.
(4) Record the total Part III A score if the space is provided on the student’s Part I answer sheet.
Schools are not permitted to rescore any of the open-ended questions (scaffold questions,
thematic essay, DBQ essay) on this exam after each question has been rated the required
number of times as specified in the rating guides, regardless of the final exam score. Schools are
required to ensure that the raw scores have been added correctly and that the resulting scale
score has been determined accurately. Teachers may not score their own students’ answer
papers.
The scoring coordinator will be responsible for organizing the movement of papers, calculating a final
score for each student’s essay, recording that score on the student’s Part I answer sheet, and determining
the student’s final examination score. The conversion chart for this examination is located at
http://www.p12.nysed.gov/assessment/ and must be used for determining the final examination score.
Global Hist. & Geo. Rating Guide – Aug. ’15
[2]
Vol. 2
Global History and Geography
Part A Specific Rubric
Document-Based Question
August 2015
Document 1
…How Louis obtained money enough to govern as he pleased.
The first need of a king who wished to rule as he pleased was money. Louis had little trouble
in raising money, for the reason that he did not need to ask for it, as the English kings did.
The institution in France which resembled the English Parliament was the Estates General.
But this body had never met frequently, and it could scarcely be said to exist any more,
since it had not been assembled for nearly fifty years. Louis was therefore free to collect taxes
and use the money as he saw fit.…
Source: Carl L. Becker, Modern History, Silver, Burdett and Company
1
According to Carl L. Becker, what was one way Louis XIV exercised power over the
finances of France?
Score of 1:
• States a way Louis XIV exercised power over the finances of France according to Carl L.
Becker
Examples: he was able to spend money without asking; he could increase taxes without
having to ask the Estates General; he was free to collect taxes; could use
money as he saw fit; could easily raise money; could raise funds or spend
money as he saw fit without having to ask permission like the English kings
did; he had the power to tax and spend as he saw fit; he could obtain enough
money to govern as he pleased
Score of 0:
• Incorrect response
Examples: the Estates General had to give approval; he could not collect taxes; he had
little money; he was the same as English kings; asked the English Parliament;
Parliament never met
• Vague response
Examples: he was free; he saw fit; Estates General had not met for 50 years
• No response
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Document 2
Approximate Size of the French Military
Troops
1659
1666
1690
1710
30,000
97,000
400,000
350,000
Wars and Expansion
France vs. Spain (1667–1668)
Dutch War (1672–1678)
War of the Spanish Succession
(1701–1714)
Louis XIV
Sun King
Reigned: 1643–1715
Versailles Palace
Louis XIV insisted that
the nobles spend time at
Versailles.
Source: Images in Constans and Salmon, eds., Splendors of Versailles, 1998
2 Based on the information in this graphic organizer, identify one way the rule of Louis
XIV had an impact on France.
Score of 1:
• Identifies a way the rule of Louis XIV had an impact on France based on the information in
this graphic organizer
Examples: French military increased in size/size of French military increased from
30,000 to 350,000; France was involved in several wars/war with Spain;
France was involved in a war with the Dutch; France was involved in a war of
the Spanish succession; France was involved in 3 wars; he insisted that nobles
spend time at Versailles; Louis XIV/Sun King was the center of power;
France was controlled by one ruler for 72 years
Score of 0:
• Incorrect response
Examples: the military increased in size between 1690 and 1710; nobles could not go to
Versailles; Versailles was a palace
• Vague response
Examples: the military was an approximate size; 72 years; nobles
• No response
Global Hist. & Geo. Rating Guide – Aug. ’15
[4]
Vol. 2
Document 3
Revocation [removal] of the Edict of Nantes
… As early as the 1660s the harrassment of the Huguenots [Protestants] began. It worsened
until by the 1680s members of the “pretendedly reformed religion,” as they were
contemptuously [scornfully] called, were threatened with the loss of their children, forced to
quarter [house] disorderly troops in their homes, and excluded from the professions and all
public offices. The persecution seemed to produce the desired result. On October 17, 1685,
Louis revoked the Edict of Nantes, with the explanation that toleration was no longer needed
since Protestantism had ceased to exist.
The aftermath of the revocation was disastrous for France. Many of those who abjured
[gave up] their Protestant religion repented of their weakness. They were unable to either
return to their old faith or become genuine Catholics. Several hundred thousand Huguenots
chose to escape to Holland, England, and Prussia. France was deprived of their considerable
talents and energy, and her enemies were enriched thereby. Other thousands of Huguenots,
their flights unsuccessful, were sentenced to the galleys [ships] where many quickly died from
beatings, starvation, and overwork. Yet, almost unanimously, Louis’ contemporaries [those
having power at the time] considered the revocation of the Edict of Nantes an admirable
deed. It would take misfortunes in which they themselves were the sufferers to change their
minds about the beneficence [charity] of the Sun King.…
Source: Martha Glaser, “Louis XIV and the Heir Presumptuous,” Mankind Magazine
3 According to Martha Glaser, what is one impact the removal of the Edict of Nantes had
on French society?
Score of 1:
• States an impact the removal of the Edict of Nantes had on French society according to
Martha Glaser
Examples: hundreds of thousands of Huguenots fled France; hundreds of thousands of
Huguenots escaped to Holland/escaped to England/escaped to Prussia;
Huguenots that fled unsuccessfully were sentenced to the galleys; thousands
of Huguenots died due to starvation or beatings or overwork; France was
deprived of Huguenots’ talents or energy; France’s enemies were enriched by
Huguenot refugees or with Huguenots’ considerable talents and energy;
Protestants could not return to their old faith; Protestants could not become
genuine Catholics; it was a disaster for France; Louis’ contemporaries
considered it an admirable deed
Score of 0:
• Incorrect response
Examples: Protestantism became stronger; the Huguenot population increased; there was
toleration
• Vague response
Examples: admirable deed; their flights were unsuccessful; the result was desirable; they
changed their minds
• No response
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Document 4a
Pravda
Communist News
The increase in literacy at the beginning of
the 20th century led to the widespread
availability of newspapers. Pravda began
publication in a very small way in 1912 but
reached a circulation of over 5 million during
the Soviet era. Although its name means
“truth,” Pravda reported only what the
Communist Party wanted the people to know,
and facts were often ignored or distorted.
The main mouthpiece [voice] of the
Communist Party, the newspaper has
survived in the new Russia but with a much
reduced circulation.
Thirty Years of the Bolshevik Party
Source: Kathleen Berton Murrell, Russia, Alfred A. Knopf (adapted)
Document 4b
y
lic
o
P
le” 1929 Trotsky was banished from the USSR forever.
u
R
d
Stalin removed the right-wing leader, Uglanov, from the Moscow
an
e
1928 party.
d
i
v
i
“D 1927 Trotsky and left-wing leaders were expelled from the party.
s
in’
ep
tal
Stalin and the left-wing of the party forced Trotsky to resign his post as war commissar.
S
1925 Stalin worked with the right-wing of the party to weaken the left-wing.
n
i
s
St
1924 Lenin dies.
Source: Based on information from Leonard Schapiro,
The Communist Party of the Soviet Union, 2nd ed., Vintage Books
Global Hist. & Geo. Rating Guide – Aug. ’15
[6]
Vol. 2
4 Based on these documents, identify two actions Stalin took to increase his power in the
Soviet Union.
Score of 2 or 1:
• Award 1 credit (up to a maximum of 2 credits) for each different action Stalin took to
increase his power in the Soviet Union based on these documents
Examples: he controlled Pravda which reported only what the Communist Party wanted
people to know; he worked with one wing of the party to weaken the other
wing/he used “divide and rule” to eliminate rivals; Trotsky and left-wing
leaders were expelled from the party; he removed right-wing leader,
Uglanov/he removed Uglanov from the Moscow party; he associated himself
in photos with Lenin; he published propaganda; he had facts distorted or
ignored; he forced Trotsky to resign his post as war commissar; he had
Trotsky banished from the USSR forever/Trotsky was forced to leave Russia
forever
Note: To receive maximum credit, two different actions Stalin took to increase his power in the
Soviet Union must be stated. For example, Trotsky was forced to leave Russia forever and
Trotsky was banished from the USSR forever is the same action expressed in different words. In
similar cases, award only one credit for this question.
Score of 0:
• Incorrect response
Examples: he ended Lenin’s support; he stopped publication of Pravda; he left the party;
he increased literacy; he survived in the new Russia
• Vague response
Examples: he took steps throughout the 1920s; he helped people to know; Pravda was
much reduced; widespread availability of newspapers; switching sides
• No response
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Document 5
… The purge began its last, and deadliest, phase in the spring of 1937. Until then it had
claimed thousands of victims from among the ruling classes. Now it began to claim millions of
ordinary citizens who had nothing to do with politics.
Stalin knew that these people, let alone their families, hadn’t committed treason and
probably never would. He also knew the Russian proverb: “Fear has big eyes.” He believed
that arresting suspects for real crimes wasn’t as useful as arresting the innocent. Arresting
someone for a crime that could be proven would allow everyone else to feel safe. And safety
bred confidence, and confidence drew people together. Fear, however, sowed suspicion.
It built walls between people, preventing them from uniting against his tyranny. And the best
way to create fear was to strike the innocent. Millions of innocent lives were, to Stalin, a small
price to pay for safeguarding his power.
Creating fear was easy. The NKVD [Soviet secret police] had blanketed the country with
informers. Like the secret police itself, informers were everywhere. An informer was
stationed in every apartment house in every street in every Soviet town. Every office, shop,
factory, and army barracks had its informers. He or she could be anyone: the janitor, the bank
teller, the nice lady across the hall—or your best friend. Informers sat in the theaters, rode
the trains, and strolled in the parks, eavesdropping on conversations. Although there is no way
of checking, it was said that one person in five was a stool pigeon [informer].…
Source: Albert Marrin, Stalin, Puffin Books, 1988
5 According to Albert Marrin, what is one impact Stalin’s policy had on the Soviet
Union?
Score of 1:
• States an impact Stalin’s policy had on the Soviet Union according to Albert Marrin
Examples: fear was created by using informers; purges claimed the lives of millions of
ordinary citizens or thousands of victims from ruling classes; millions of
innocent lives were sacrificed to safeguard Stalin’s power; fear sowed
suspicion between people; fear built walls between people; innocent people
became victims of the purges; prevented people from uniting; the country was
blanketed with informers through the use of the NKVD; informers were
everywhere; he intentionally arrested the innocent; it made stool pigeons out
of every 1 in 5 people; even your best friend could not be trusted; every office
or shop or factory or army barracks or apartment house had its informers;
fear
Score of 0:
• Incorrect response
Examples: purge ended; Stalin committed treason; everyone was an informer; safety bred
confidence; confidence drew people together; it happened in 1937
• Vague response
Examples: the spring was deadly; Stalin paid a small price; blanketed the country; built
walls
• No response
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Document 6b
Document 6a
Pig Iron and Cattle in the Soviet Union, 1920–1940
16
14
12
10
Millions
of Tons
of
Pig Iron
8
6
4
2
0
60
50
Millions
of Cattle
40
30
1920
’22
’24
’26
’28
1930
’32
’34
’36
’38
1940
Source: Palmer and Colton, A History of the Modern World,
Alfred A. Knopf
PIG IRON AND CATTLE IN THE
SOVIET UNION, 1920–1940
… If pig iron [cast iron] is taken as a measure of
industrial activity and number of cattle as a similar
indication for agriculture, the chart reveals clearly
what happened in the twenty years after the
Revolution—an enormous build-up of heavy
industry at the expense of food supplies. Iron mines
and forges, in the disorganization of the Revolution
and civil war, were producing almost nothing in
1920. By the late 1920s, output of pig iron regained
the pre-Revolutionary level, but the great upsurge
came with the Second Five-Year Plan. By 1940
Russia produced more pig iron than Germany, and
far more than Britain or France. Numbers of cattle
grew in the 1920s, but fell catastrophically during
the collectivization of agriculture after 1929, and by
1940 hardly exceeded the figure for 1920. Since
1940 the industrial development of the Soviet Union
has been impressive, but agricultural production has
continued to be a problem.…
Source: Palmer and Colton, A History of the Modern World,
Alfred A. Knopf
6 According to Palmer and Colton, what was one impact of Stalin’s control of the Soviet
economy?
Score of 1:
• Identifies an impact of Stalin’s control of the Soviet economy according to Palmer and
Colton
Examples: production of pig iron increased; by 1940, Russia produced more pig iron
than Germany or Britain or France; enormous build-up of heavy industry;
built up heavy industry at the expense of food supplies; numbers of cattle
went down in early 1930s; numbers of cattle fell catastrophically during
collectivization; numbers of cattle decreased then increased; agricultural
production suffered; agricultural production continued to be a problem; since
1940, industrial development has been impressive
Score of 0:
• Incorrect response
Examples: almost nothing was produced; there were more pigs than cattle; the civil war
was disorganized; nothing in 1920; disorganization of the revolution
• Vague response
Examples: big increases or decreases were shown; millions were produced; numbers fell;
more pig iron than cattle; was impressive
• No response
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Document 7
This passage recounts Teeda Butt Mam’s experience in April, 1975 when Pol Pot and the Khmer Rouge took
over Phnom Penh, the capital city of Cambodia.
Khmer Rouge soldiers were on the streets when I awakened before dawn. Four- to six-man
patrols moved through the avenues and alleys of Phnom Penh evicting everyone from homes,
shops, and shelters. No delays were permitted. No requests allowed. Troublemakers were
killed on the spot. Often, animals were slaughtered to intimidate owners.
Already, on this second day of evacuation, orphanages and monasteries, hotels and
hospitals, stood empty. Within hours of the takeover, people staying in these places had been
driven from the city at gunpoint. Doctors and staff were killed if they resisted expulsion.
Hospital patients too weak to walk were shot in their beds. Others, carrying still-attached
plasma bottles, hobbled from the wards. Hospital beds, filled with the sick and dying, were
pushed through the streets by relatives and friends.…
Source: Criddle and Mam, To Destroy You Is No Loss: The Odyssey of a Cambodian Family, Anchor Books, 1989
7 According to Teeda Butt Mam, what was one action the Khmer Rouge took to control
the people of Phnom Penh?
Score of 1:
• States an action the Khmer Rouge took to control the people of Phnom Penh according to
Teeda Butt Mam
Examples: placed soldiers on the streets in four- to six-man patrols; evicted everyone
from homes or shops or shelters; killed troublemakers on the spot;
slaughtered animals to intimidate owners; drove people from the city at
gunpoint; killed doctors or staff if they resisted expulsion; shot hospital
patients in their beds if they were too weak to walk; Pol Pot and the Khmer
Rouge took over Phnom Penh; evictions took place regardless of requests for
delays; forced sick and dying people into the streets still in hospital beds or
still attached to plasma bottles; they emptied orphanages or monasteries or
hotels or hospitals
Score of 0:
• Incorrect response
Examples: resisted expulsion; permitted delays; allowed requests; made Phnom Penh the
capital city; hospital beds, filled with the sick and dying, were pushed through
the streets by relatives and friends
• Vague response
Examples: drove people; they were being bad; there were troublemakers; plasma bottles
were attached; orphanages
• No response
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Document 8a
Pol Pot’s Khmer Rouge government, referred to as Angka, attempted to create an agrarian society. It
established collective farms throughout Cambodia. This passage reflects the experiences of Sopheap K. Hang
during this time period.
… When the registration of the remaining people was over, a leader of Angka [Khmer Rouge]
showed up. He stood before the people holding a microphone in one hand. He gathered
the new people [primarily city people] to listen to his speech. “I am the new leader of
Cambodia. From now on you have to address the new government as Angka. There are no
homes for you to return to. You have to work as a group from now on. No one can own
property. Everything you own belongs to Angka [the government]. No more city lifestyle.
Everyone has to dress in black uniforms.” My mother looked at my father with concern. “No
one can question Angka,” he said. “If you have courage to question Angka, you will be taken
to the reeducation learning institution.” That meant we would be executed. Everyone,
including my parents, was numb. We could not think. Our bodies were shaking and our minds
were paralyzed by the imposing speech of Angka.…
Source: Sopheap K. Hang, “Memoir of a Child’s Nightmare,” Children of Cambodia’s Killing Fields,
Yale University Press, 1997
8a According to Sopheap K. Hang, what was one action taken by Angka, Pol Pot’s
government, to control the Cambodian people?
Score of 1:
• States an action taken by Angka, Pol Pot’s government, to control the Cambodian people
according to Sopheap K. Hang
Examples: took away homes; took away city lifestyle; made people work as a group; did
not allow people to own property; made everyone dress in black uniforms;
forbade the questioning of Angka; took people to the reeducation learning
institution; reeducated people who questioned Angka; executed people; gave
imposing speeches to terrify new people; told people they had to address the
new government as Angka; told people everything they owned now belonged
to Angka; attempted to create an agrarian society; established collective farms
throughout Cambodia; registration of the people
Score of 0:
• Incorrect response
Examples: did not allow people to work in groups; took away black uniforms; made
everyone move to the cities; ended executions
• Vague response
Examples: gathered; made everyone numb; paralyzed minds; addressed Angka; black
uniforms
• No response
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Document 8b
Khmer Rouge soldiers wielding their authority
Source: Sitha Sao, illustrator, in Usha Welaratna, Beyond the Killing Fields:
Voices of Nine Cambodian Survivors in America, Stanford University Press, 1993 (adapted)
8b Based on this illustration by Sitha Sao, state one way the actions of Pol Pot’s
government affected the people.
Score of 1:
• States a way the actions of Pol Pot’s government affected the people based on this illustration
by Sitha Sao
Examples: people were told what to do; people were forced to work in the fields or to
work at gunpoint; plowing was done at gunpoint; people worked while being
watched; people were beaten; people were afraid of soldiers; people were
marched to the fields; people’s freedom or dignity was taken away;
violent/forceful tactics were used to make people work; soldiers wielded their
authority over the people; people were threatened; people were forced to wear
black clothes
Score of 0:
• Incorrect response
Examples: people were happy; people played in the fields; people/guards smoked
• Vague response
Examples: plowing; guns; there were soldiers; there were survivors
• No response
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Document 9a
Approximate Death Tolls in Democratic Kampuchea [Cambodia], 1975–1979
Total Cambodia
1975
Population
Number who
perished
Percent who
perished
7,890,000
1,671,000
21
Source: Ben Kiernan, The Pol Pot Regime, Yale University Press, 1996 (adapted)
Document 9b
… I initially estimated the DK [Democratic Kampuchea] death toll at around 1.5 million
people. This estimate was based on my own detailed interviews with 500 Cambodian
survivors, including 100 refugees in France in 1979 and nearly 400 inside Cambodia in 1980.
It was also supported by a survey carried out among a different sample, the refugees on
the Thai-Cambodian border. In early 1980, Milton Osborne interviewed 100 Khmer refugees
in eight different camps. This group included 59 refugees of non-elite background: 42 former
farmers and fishermen and 17 former low-level urban workers. Twenty-seven of these people,
and 13 of the other 41 interviewees, had had close family members executed in the Pol Pot
period. The 100 refugees reported a total of 88 killings of their nuclear family members. 20 of
the interviewees (14 of them from the non-elite group) also reported losing forty nuclear
family members to starvation and disease during the Pol Pot period. This sample of 100 families
(around 500 people) thus lost 128 members, or about 25 percent. Projected nationally, this
points to a toll of around 1.5 million. The 39 farmers had lost 25 (of, say, 195) family members,
suggesting a toll of 13 percent among the Cambodian peasantry.…
Source: Ben Kiernan, The Pol Pot Regime, Yale University Press, 1996 (adapted)
9 According to Ben Kiernan, what was one way the actions of Pol Pot’s government
affected the people of Cambodia?
Score of 1:
• States a way the actions of Pol Pot’s government affected the people of Cambodia according
to Ben Kiernan
Examples: about 1.5 million/1,671,000 people died; 21 percent of the population
perished; people became refugees; refugees fled Cambodia for the ThaiCambodian border or France; refugee camps were established; people died of
starvation and disease; nuclear family members were killed or lost to
starvation or lost to disease; 100 refugees reported a total of 88 killings of
their nuclear family members; there was a possible death toll of 13 percent
among Cambodian peasantry; different classes of people lost family
members; the population decreased
Score of 0:
• Incorrect response
Examples: Cambodian survivors were interviewed; refugees moved to Cambodia; only
farmers lost family members; in 1975 the population was 7,890,000
• Vague response
Examples: numbers were estimated; it was projected nationally; 21 percent; nuclear
family; Cambodian peasantry
• No response
Global Hist. & Geo. Rating Guide – Aug. ’15
[13]
Vol. 2
Global History & Geography
Content-Specific Rubric
Document-Based Question
August 2015
Historical Context:
Throughout history, leaders and governments have taken actions to increase power and to control
their people. Three such leaders include Louis XIV of France, Joseph Stalin of the Soviet Union,
and Pol Pot of Cambodia. The actions taken by these leaders and governments had a significant
impact on their people and their society.
Task: Choose two leaders mentioned in the historical context and for each
• Describe actions taken by the leader and his government to increase his power and/or to control
his people
• Discuss an impact the actions had on his people or society
Scoring Notes:
1. This document-based question has a minimum of six components (for each of two leaders, discussing at
least two actions taken by each leader and his government to increase his power and/or to control his
people and an impact of each leader’s actions on his people or society).
2. The actions taken by a leader and his government may be to increase his power, to control his people, or
both.
3. The action taken by each leader and his government may be similar, but the details should be specific to
each leader, e.g., both Stalin and Pol Pot used a system of informers to gather information.
4. An action taken by a leader and his government to control his people or society may also be discussed
as an impact on his people or society, e.g., Louis XIV requiring that nobles spend time at Versailles.
5. The impact of a leader’s actions on his people or society may be immediate or long term.
6. The people or society need not be specifically identified as long as it is implied in the discussion.
7. The discussion of an impact of a leader’s actions may focus on a specific group of people or society as a
whole, e.g., impact of Pol Pot’s actions on Cambodian farmers or desertion of cities.
8. The response may discuss actions taken by a leader and his government to increase his power or control
his people from a variety of perspectives as long as the position taken is supported by accurate historical
facts and examples.
9. Only two leaders should be chosen from the historical context. If three leaders are addressed, only the
first two leaders may be rated.
10. For the purposes of meeting the criteria of using at least four documents in the response, documents 4a,
4b, 6a, 6b, 8a, 8b, 9a and 9b may be considered as separate documents if the response uses specific
separate facts from each document.
All sample student essays in this rating guide are presented in the same cursive font while
preserving actual student work, including errors. This will ensure that the sample essays
are easier for raters to read and use as scoring aids.
Raters should continue to disregard the quality of a student’s handwriting in scoring
examination papers and focus on how well the student has accomplished the task. The
content-specific rubric should be applied holistically in determining the level of a
student’s response.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Score of 5:
• Thoroughly develops all aspects of the task evenly and in depth by describing at least two actions
taken by each of two leaders to increase power and/or to control people and discussing the impact of
each leader’s actions on his people or society
• Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g., Louis XIV:
connects rule by divine right through the expansion of the military, revocation of the Edict of Nantes,
and increased government spending to the tendency to go to war, the loss of Huguenot talent, and
economic decline which created a potential revolutionary force in the disaffected Third Estate; Stalin:
connects the policy of “divide and rule,” eliminating potential Party rivals, using purges, and strict
economic planning to the development of isolation, fear, and persecution of Soviet citizens that led to
resistance to collectivization, a decrease in agrarian output, and famine
• Incorporates relevant information from at least four documents (see Key Ideas Chart)
• Incorporates substantial relevant outside information (see Outside Information Chart)
• Richly supports the theme with many relevant facts, examples, and details, e.g., Louis XIV: l’état c’est
moi; Estates General; Versailles; flight of Huguenots; taxation; Stalin: replacement of Lenin’s NEP;
NKVD; persecution of Ukrainians; gulags; purges
• 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 all aspects of the
task for one leader more thoroughly than for the second leader or discussing one aspect less
thoroughly than the other aspects of the task
• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g.,
Louis XIV: discusses how the king’s ability to collect and spend tax revenues at will as a “divine
right” ruler allowed for the expansion of the French empire, the growing discontent of the Third
Estate, and rising debt; Stalin: discusses how the use of censorship and secret police fostered the
creation of a totalitarian society in the Soviet Union and how his use of purges and persecution aided
in the implementation of collectivization and brought about famine
• Incorporates relevant information from at least four documents
• Incorporates relevant outside information
• Supports the theme with relevant facts, examples, and details
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that
are beyond a restatement of the theme
Score of 3:
• Develops all aspects of the task with little depth or develops at least four aspects of the task in some
depth
• Is more descriptive than analytical (applies, may analyze and/or evaluate information)
• Incorporates some relevant information from some of the documents
• Incorporates limited relevant outside information
• Includes some relevant facts, examples, and details; may include some minor inaccuracies
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may
be a restatement of the theme
Note: If all aspects of the task have been thoroughly developed evenly and in depth for one leader, 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 – Aug. ’15
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Vol. 2
Score of 2:
• Minimally develops all aspects of the task or develops at least three aspects of the task in some depth
• Is primarily descriptive; may include faulty, weak, or isolated application or analysis
• Incorporates limited relevant information from the documents or consists primarily of relevant
information copied from the documents
• Presents little or no relevant outside information
• Includes few relevant facts, examples, and details; may include some inaccuracies
• Demonstrates a general plan of organization; may lack focus; may contain digressions; may not
clearly identify which aspect of the task is being addressed; may lack an introduction and/or a
conclusion
Score of 1:
• Minimally develops some aspects of the task
• Is descriptive; may lack understanding, application, or analysis
• Makes vague, unclear references to the documents or consists primarily of relevant and irrelevant
information copied from the documents
• Presents no relevant outside information
• Includes few relevant facts, examples, or details; may include inaccuracies
• May demonstrate a weakness in organization; may lack focus; may contain digressions; may not
clearly identify which aspect of the task is being addressed; may lack an introduction and/or a
conclusion
Score of 0:
Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts,
examples, or details; OR includes only the historical context and/or task as copied from the test booklet;
OR includes only entire documents copied from the test booklet; OR is illegible; OR is a blank paper
*The term create as used by Anderson/Krathwohl, et al. in their 2001 revision of Bloom’s Taxonomy of Educational
Objectives refers to the highest level of cognitive domain. This usage of create is similar to Bloom’s use of the term synthesis.
Creating implies an insightful reorganization of information into a new pattern or whole. While a Level 5 paper will contain
analysis and/or evaluation of information, a very strong paper may also include examples of creating information as defined by
Anderson and Krathwohl.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Louis XIV
Key Ideas from Documents 1-3
Action to Increase Power and/or Control
Doc 1—Increased taxes without asking permission
of Estates General
Used money collected from taxes as he saw fit
Governed without Estates General
Doc 2—Increased size of the French military
(30,000 in 1659 to 400,000 in 1690)
Engaged in wars (Spain, 1667–1668, Dutch War,
1672–1678, War of the Spanish Succession,
1701–1714)
Took title of Sun King
Insisted nobles spend time at Versailles
Doc 3—Harassed Huguenots beginning in 1660s
Threatened Huguenots in the 1680s (loss of
children, forced to quarter troops in homes,
excluded from professions and all public offices)
Revoked Edict of Nantes
Impact on People or Society
Doc 1—Taxation without approval by Estates
General
Doc 2—Increase in number of military troops
Nobles required to spend time at Versailles
Doc 3—Many former Protestants who gave up their
Protestant faith due to persecution unable to
return to their old faith or become genuine
Catholics
Escape of several hundred thousand Protestants
(Holland, England, Prussia)
Loss of talented people to France’s enemies
Flights of thousands of Huguenots unsuccessful,
those who failed to escape sentenced to the
galleys where many quickly died (beaten,
starved, overworked)
Relevant Outside Information
(This list is not all-inclusive.)
Action to Increase Power and/or Control
Used divine right theory
Believed “l’état c’est moi”
Transformed hunting lodge at Versailles into an
ostentatious palace
Commissioned art works to reinforce divine right
Appointed members of middle class as intendants
to become his eyes and ears in cities and towns
in French colonies
Appointed Colbert minister of finance to oversee
economy
Sent nobles who displeased him back to their
homes in disgrace
Broke his promise to allow private Protestant
worship free of persecution
Tore down churches, forbade gatherings, made
children attend Catholic mass
Improved methods of tax collection
Practiced policy of mercantilism
Expanded empire through colonization
Set up government monopolies
Reduced internal trade restrictions
Increased tariffs on imports
Global Hist. & Geo. Rating Guide – Aug. ’15
Impact on People or Society
Taxes used to build Versailles and fund a series of
wars
Debt of France increased by establishing a French
colonial empire
Loss of population due to wars
Nobles kept in debt by requiring them to spend
time and money at Versailles
Loss of nobles’ status and power
Legacy of debt basis for French Revolution
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Vol. 2
Stalin
Key Ideas from Documents 4-6
Action to Increase Power and/or Control
Impact on People or Society
Doc 4—Used Pravda (“the truth”) as main
Doc 4—People knew only what Pravda reported
mouthpiece of the Communist Party reporting
Party members forced to leave the country
only what it wanted people to know (ignored
Doc 5—Millions of ordinary citizens victims of
facts, distorted facts)
purges
Used propaganda
People prevented from uniting against Stalin’s
Used a “divide and rule” policy
tyranny by suspicion and fear
Worked with left wing of party to force Trotsky to
Informers found everywhere (apartment houses,
resign as war commissar (1925)
offices, shops, factories, army barracks)
Worked with right wing of party to weaken left
Informers could be anyone (janitors, bank tellers,
wing (1925)
neighbors, best friends)
Expelled Trotsky and left-wing leaders from party
Informers eavesdropped on conversations (theaters,
(1927)
trains, parks)
Removed right-wing leader, Uglanov, from
Doc 6—Increase in pig iron production as result of
Moscow party (1928)
Second Five-Year Plan
Banished Trotsky from USSR forever
Heavy industry built up at expense of food supplies
Doc 5—Used purges
Catastrophic fall in number of cattle during
Arrested innocent to prevent people from feeling
collectivization of agriculture
safe
Sacrificed millions of innocents to safeguard his
power
Used secret police (NKVD) and their informers to
create fear throughout country
Stationed informants in every apartment house in
every street in every Soviet town
Increased fear among innocent by arresting and
charging those who had committed no real
crimes
Doc 6—Built up heavy industry
Collectivized agriculture
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Stalin cont.
Relevant Outside Information
(This list is not all-inclusive.)
Action to Increase Power and/or Control
Replaced Lenin’s NEP (New Economic Policy)
with five-year plans
Persecuted kulaks (wealthy peasants)
Persecuted ethnic, religious minorities
Instituted policy of censorship
Sealed borders to prevent importation of food
Reorganized Lenin’s Cheka (secret police) into
NKVD
Developed “cult of personality”
Established totalitarian government
Implemented Russification
Denied appeal by Ukrainians for reduced quotas
and emergency food supplies
Used anti-religious campaigns
Extended political and military influence into
Eastern Europe
Increased role of Soviet Union in World War II
Global Hist. & Geo. Rating Guide – Aug. ’15
Impact on People or Society
Resistance to collectivization by Ukrainians
(burning homes, letting crops rot in fields,
removing tools and animals from collectives,
assassination of local Soviet authorities)
Forced famine
Exchanging wheat for technology led to starvation
Appeal by Ukrainians for reduced quotas and
emergency food supplies denied
Heavy industry applied to military equipment and
weapons at expense of consumer goods
Industrial working class expanded
New ruling class developed (nomenklatura)
Superpower status gained by Soviet Union after
World War II
Heavy losses suffered in World War II
Prisoners sent to labor in gulags
Churches unable to function (clergy sent to labor
camps)
Stalin perceived as indispensable and infallible by
some
Eventual rise of nationalism in satellite states
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Vol. 2
Pol Pot
Key Ideas from Documents 7-9
Action to Increase Power and/or Control
Doc 7—Used Khmer Rouge soldiers to take over
Phnom Penh
Evicted all Phnom Penh residents from homes,
shops, and shelters
Permitted no delays in eviction of residents
Killed troublemakers on the spot
Slaughtered animals to intimidate owners
Forced people staying in orphanages, monasteries,
hotels, and hospitals from the city at gunpoint
Killed doctors and staff if resisted expulsion
Shot hospital patients who were too weak to walk
Doc 8—Attempted to create agrarian society
Established collective farms throughout Cambodia
Forced people to address new government as
Angka
Forced people to work in groups
Threatened to take those questioning Angka to
reeducation learning institution (torture and
execution)
Ordered everyone to dress in black uniforms
Used speeches to intimidate and threaten people on
collective farms
Used armed Khmer Rouge soldiers to oversee
agricultural activities
Subjected agricultural workers to physical abuse
Created fear among agricultural workers
Global Hist. & Geo. Rating Guide – Aug. ’15
Impact on People or Society
Doc 7—People of Phnom Penh removed from city
People and animals killed
Homes and public facilities deserted (orphanages,
monasteries, hotels, hospitals)
Sick and dying pushed through streets in hospital
beds by relatives and friends
Doc 8—Work had to be done in groups
Individuals not able to own property
Everything belonged to Angka
City lifestyle eliminated
Everyone to dress in black uniforms
Agricultural workers lived in fear
Agricultural workers suffered physical injuries
Doc 9—Approximately 21% of the nearly eight
million people in Democratic Kampuchea
perished between 1975 and 1979
Refugees of Democratic Kampuchea fled to France
and the Thai-Cambodian border
Refugee camps established
Death tolls included those lost to starvation and
disease
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Vol. 2
Pol Pot cont.
Relevant Outside Information
(This list is not all-inclusive.)
Action to Increase Power and/or Control
Engaged in a coup d’état to replace Lon Nol’s
government
Used United States bombing raids and civilian
death tolls as recruiting tools for anti-Western
sentiment
Targeted those who wore glasses, spoke foreign
languages, owned books
Tortured and killed Cambodians at Tuol Sleng
Prison
Declared Year Zero
Banned religion
Ended all foreign influence in favor of extreme
form of peasant communism
Used censorship (shut down newspapers and
television stations, confiscated radios, shut
country off from outside world)
Global Hist. & Geo. Rating Guide – Aug. ’15
Impact on People and/or Society
“Killing Fields,” filled with Pol Pot’s victims,
discovered in various areas of country
Vietnam took over Cambodia leading to fall of Pol
Pot regime
Attempts made by Cambodians to bring Pol Pot to
justice for crimes against humanity
Tuol Sleng Prison became memorial for
Cambodian victims
United Nations attempted to reconstruct civil
society and hold democratic elections
Buddhist temples became prisons
Schools became Khmer Rouge headquarters
Families broken apart
Communal living established
Men and women compelled to marry partners
selected by state
Loss of educated class problem for rebuilding
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Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
Leaders are supposed to be defined as those who look out for the
well-being of their people. They are supposed to preserve order, happiness,
and safety. Unfortunately, this is not always the case. Throughout
the course of time, leaders have proven at times they have very different
motives. Once having a taste of their power, some rulers become power
hungry. They tend to wish for more control and more authority. This is
not done without some negative effects on the people that they are ruling.
Examples of this type of leader, are Josef Stalin of the Soviet Union
and Pol Pot of Cambodia.
After the Russian Revolution, a man named Vladimir Lenin came
into power on the platform of “Peace, Land, and Bread.” He quickly
pulled Russia out of the war by signing an unfavorable treaty with
Germany. Russia was recovering from the destruction of war when
Lenin died in 1924. Directly following his death there was a fight for
power. According to Document 4b, both Stalin and Trotsky wished
to be the successor to Vladimir Lenin. Though Trotsky was a powerful
military and political organizer, Stalin used a method referred to as
his “Divide and Rule” Policy. In his quest for power, Stalin divided
the ‘wings’ of the government and brought down the leaders of the left
and right wing. After Trotsky was forced into exile in 1929, Stalin
gained his much sought after title of sole ruler of the Soviet Union.
But once in his position, he was still wary of any opposition.
The Great Purge began as an attempt by Stalin to destroy his
opposition and to ensure that there wouldn’t be any future opposition.
He felt that military leaders who served in the Revolution would still
have feelings of loyalty to Trotsky. Thus they must be destroyed as
well. But although powerful people against Stalin’s policies were dead,
Global Hist. & Geo. Rating Guide – Aug. ’15
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Anchor Paper – Document-Based Essay—Level 5 – A
the Purge was not over. According to Document 5, the last and
deadliest purge began in 1937. Stalin feared that people would unite
against his tyranny. To prevent this, Stalin had innocent people
killed. He knew that fear would ensue and people would not trust each
other. Many ordinary-looking people were stool pigeons for Stalin.
They were rats that provided information to Stalin. With this
knowledge, people were naturally suspicious. Many were much to
suspicious to even consider planning any form of dissent or revolt.
His secret police looked for both innocent and guilty people to target
and openly “took care of them” to force people to behave. He especially
targeted political dissidents. Many writers, artists, and others were
sent to Siberian work camps for hard labor and “re-education.”
Meanwhile, Stalin fed propaganda and lies to the people through
state-controlled media including the Moscow newspaper “Pravda”.
These policies, control of media, random targeting of innocent people
and the use of informants very effectively limited any possibility of
dissent from the people. Stalin’s policies had negative and positive
effects on the economy of the USSR.
According to Documents 6a and 6b, Stalin’s Five Year Plans
increased the amount of industrial output of the USSR. By 1940, the
Soviet Union was contesting even Germany for the most industrial
output of any European nation. Although industry thrived,
agriculture reached a low in 1933. The collectives caused food
production to decrease and the trend of low agricultural production
continued. Similar to Stalin, Pol Pot of Cambodia attempted to control
his nation using fear.
According to Document 7, to control his people Pol Pot removed them
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Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
from their capital city. He sent troops called the Khmer Rouge to remove
everyone from their houses. If any refused to leave, they were shot.
Those too sick and in the hospital were shot in their beds. Because of
Pol Pot’s orders, every building in Phnom Penh stood empty. Pol Pot’s
goal was to create an agrarian society free of modern or foreign
influences. The emptying of the cities was just the beginning of what
was to come.
After all those who remained living were registered, a leader of
Angka’s new government spoke to them. According to Document 8a,
the people were told that all property was being turned over to the
government. They no longer had any home, belongings, or identity.
They were to work in groups wearing the same black uniforms. This
was meant to create equality. Only one idea was acceptable. Any with
the courage to speak against Angka would be killed. The people were
scared and did not know what to expect. People witnessed show trials or
no trials at all and their families and friends were killed in front of
them. No one really knows how many died because the murders
happened so often and haphazardly. Nothing could have prepared them
for what was to come in the killing fields.
The genocide in Cambodia was brutal and disastrous. Many were
forcibly marched long distances to collective farms where they were
given little food and forced to work long hours. Many died of overwork
or starvation. Others were tortured to death in places that previously
were “safe” areas such as schools and Buddhist temples. According to
Document 9, historians estimate that a jaw-dropping 21% of the
population was murdered. Almost 1.7 million people had their lives
taken away. Almost everybody had a family member who was killed.
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Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
The people were devastated by the genocide brought on by Pol Pot.
Pol Pot’s government used fear and violence to control the people.
However, he wasn’t as successful as Stalin who’s legacy of control of
the USSR was maintained long after his death in the 1950s. The
USSR didn’t fall until 1991. Pol Pot only controlled his government
and people for a few years. The Vietnamese toppled his government and
put into power a repressive but less genocidal government. Efforts have
been made to put Pol Pot and other Khmer Rouge leaders on trial for
crimes against humanity.
In the United States, the government is generally kind and they
represent the people and their views. Though this seems very ordinary,
history has shown that not all are so lucky to have a government such
as this. Josef Stalin and Pol Pot impacted their country in a great
way. They possessed complete power, used fear as a weapon, and
decreased their populations. They did indeed achieve what they wanted.
They had complete control over their people. They had power that most
cannot even imagine. And their name will live on forever.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Anchor Level 5-A
The response:
• Thoroughly develops all aspects of the task evenly and in depth for Joseph Stalin and Pol Pot
• Is more analytical than descriptive (Stalin: after Trotsky forced into exile, Stalin gained his
much sought after title of sole ruler of Soviet Union; Great Purge began as attempt to ensure no
future opposition; secret police looked for innocent and guilty people and “openly took care of
them” to force people to behave; fed propaganda and lies to people through state-controlled
media; collectives caused food production to decrease; legacy of control of USSR maintained
long after his death in 1950s; Pol Pot: people no longer had any home, belongings, or identity;
people were to work in groups wearing same black uniforms, meant to create equality; no one
really knows how many died because murders happened so often; nothing could have prepared
people for what was to come in Killing Fields; genocide in Cambodia was brutal and disastrous;
unlike Stalin, he only controlled his government and people for a few years)
• Incorporates relevant information from documents 4, 5, 6, 7, 8, and 9
• Incorporates substantial relevant outside information (Stalin: Russia was recovering from
destruction of war when Lenin died in 1924; felt that military leaders who served in Revolution
would still have feelings of loyalty to Trotsky and thus must be destroyed; targeted political
dissidents; writers, artists, and others sent to Siberian work camps for hard labor and “reeducation”; Pol Pot: goal to create an agrarian society free of modern or foreign influences;
people witnessed show trials or no trials at all; forcibly marched long distances to collective
farms; given little food and forced to work long hours; people tortured to death in previously
“safe” areas such as schools and Buddhist temples; government toppled by Vietnamese who put
into power a repressive but less genocidal government; efforts made to put Pol Pot and other
Khmer leaders on trial for crimes against humanity)
• Richly supports the theme with many relevant facts, examples, and details (Stalin: divide-andrule policy; last and deadliest purge began in 1937; Moscow newspaper Pravda; five-year plans
increased industrial output of USSR; Pol Pot: all property turned over to government; 21
percent of population murdered; almost everyone had a family member killed)
• Demonstrates a logical and clear plan of organization; includes an introduction that states some
power hungry leaders had negative effects on people and a conclusion that contrasts the
generally kind government of the United States to governments that have complete control over
their people
Conclusion: Overall, the response fits the criteria for Level 5. Document information serves as the
framework for a thorough discussion of Stalin’s and Pol Pot’s actions and their impacts. Outside
information and supporting facts and details are integrated into an effective analytic response,
demonstrating a thoughtful and critical appraisal of how Stalin and Pol Pot achieved their goals.
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Anchor Paper – Document-Based Essay—Level 5 – B
Throughout history, many leaders attempted to control their people and
increase their own power. Monarchs were good examples of such leaders. In
the case of enlightened absolutism Louis XIV known as the “Sun King”
ruled as an absolute monarch who controlled his people by increasing
the military, and collecting taxes without consent. Joseph Stalin of
Soviet Russia was a modern totalitarian dictator who murdered
millions of his own people to stay in power. These dictators/rulers often
used fear and intimidation to effectively rule the people. Often society
attempted to revolt against these rulers but were brutally suppressed.
Louis XIV of France was an absolute ruler. He exercised his power by
collecting taxes without the consent of the Estates General. Louis XIV
did not have to ask for the money. In contrast, England’s monarchy was
restricted due to the English Parliament. The legislative body in France
was the Estates General, and that body did not meet for a long time
because the King was supposed to call them into session. Louis XIV
realized that he actually didn’t have to let them meet. Because of this
Louis XIV was free to exercise any type of power that he wished. (Doc 1)
Louis XIV had Versailles built to show and exercise his power over others.
The palace was considered one of the grandest palaces in all of Europe.
Louis XIV took tax money and went into great debt to pay for its
building and all of its furnishings including solid silver benches and
priceless art. Louis XIV also insisted that his nobles spend time at
the Palace of Versailles. This was done so that Louis XIV could keep an
eye on his nobles and limit their power to gain more power for himself.
The size of the military also increased during Louis XIV’s rule which
indicates his use of the military to maintain and increase his authority.
(Doc 2) Louis XIV decided that he could not trust the nobility after
the fronde where the nobles attempted to gain power for themselves.
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The fronde was a series of civil wars against the King’s government.
After Louis XIV won he systematically attempted to limit the power of
the nobles. This is another reason Louis XIV didn’t call the Estates
General into session. The Estates General had the power not only to
agree to new taxes, help shape political policy, and give support and
power to the King but they could also stop or limit his power.
Another way that Louis XIV increased his power and control over his
people is through his pro-Catholic and anti-Huguenot policies. Louis XIV
believed that all his people should follow the same religion. The Edict of
Nantes which granted religious toleration for the Huguenots (French
Protestants) was revoked. Not only did he revoke the edict but he tried
to force Huguenots to convert by making their lives very difficult,
including threatening to take away their children (Doc 3). Many were
beaten, starved, or overworked. As a result of this hatred in France, society
declined. Many thousand Huguenots fled France and escaped to other
nations. France lost many talents this way while the other countries
obtained their intelligence. Other Huguenots who failed to escape were
killed. This created tension in society and great fear. (Doc 3) Louis XIV
exercised his power by decreasing the power of the nobles, promoting
Catholicism, and using the military to maintain authority. Louis XIV
also engaged in several wars that were very costly which led to higher
taxation. Unfair treatment of the people, the high taxes, the religious
intolerance, and new ideas from the Enlightment eventually led to
the French Revolution in 1789.
Joseph Stalin established a modern totalitarian government in
Soviet Russia. Partly because of the effects of World War I, Lenin
established his authority. Russia withdrew from World War I under
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the leadership of the Bolsheviks in the Revolution of 1917. The provisional
government overthrew the czar in March but the government became very
unpopular due to its decision to remain in the war and the lack of real
change to the lives of many Russians. Therefore, the Communist Party
gained power and following the aftermath of a short civil war, Lenin
established Soviet Russia. Lenin died in the 1920s and Joseph Stalin
and Leon Trotsky competed for power of leadership. Stalin used a series
of steps where he worked to weaken the right-wing and left–wing leaders.
Stalin worked with the left-wing of the Communist party to limit
the power of Trotsky and also worked with the right-wing to weaken
the left-wing. He then expelled the left-wing leaders and Trotsky from
the party. Stalin also expelled some right wing leaders. He banished
Trotsky from the U.S.S.R. forever which established Stalin as the sole
ruler without any possible rivals. Stalin consolidated his power by
censoring newspapers, distorting the truth, and telling the public what
he wanted them to know. Free speech was limited and those that attempted
to challenge the Stalinist party line were sent away to gulags and were
otherwise targeted. Later this policy of censorship and propaganda was
abolished under Mikhail Gorbachev who used glasnost or “openess”.
(Doc 4) Stalin also used fear and terror to govern and control the state.
He used his secret police who murdered anyone who was a threat to his
rule. The Great Purges resulted in the deaths of many Bolshevik rivals,
opponents, and even ordinary citizens. Informers kept the USSR in
check and these people instilled fear into the ordinary people. People
speaking their opinions to anyone risked losing their lives. People
couldn’t trust anyone. 1 in 5 people were informers for Stalin. This fear
forced people to behave and support Stalin’s ideas. People were too scared
to even suggest in any way any failings of the dictator. (Doc 5) Stalin
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issued the Five Year Plans or the “Revolution from above” to try to bring
back the Soviet economy from the NEP and move it toward
industrialization and collectivization. However, this also had a political
objective and increased Stalin’s power. Stalin started collectivization
which made all farms into state enterprises. Some of the Kulaks were sent
off to “education camps” where many of them died. Others especially
in the Ukraine who had tried to hinder/stop Stalin’s efforts of
collectivization were targeted and forcibly starved to death in what
became known as the Ukranian Forced Famine. Between 4 and 8
million people were killed. The collectivization process did not help Soviet
economy. However, certain industrial output did increase. The production
of pig iron greatly increased and exceeded those of other countries.
However, Soviet commercial economy was behind other nations and life
for the people was very harsh. There was a lack of consumer goods and
food production suffered at the expense of industrial production. (Doc 6)
Life in the Soviet Union for society was difficult especially during
World War II. The Soviet Union’s economy clearly suffered following
World War II when the Soviet Union needed to rebuild after their massive
losses of people and destruction in cities. The backwardness of the Soviet
economy can also be seen in the conditions faced by everyday citizens
of the USSR and in the eastern bloc countries that became satellites
after World War II. This is why many East Germans tried to defect to
West Berlin and West Germany. Years later the attempts of Gorbachev
to restructure the economy eventually led to the fall of communism in
Eastern Europe and eventually the breakup of the USSR.
Louis XIV and Joseph Stalin were both rulers who sought to centralize
their power and control their people. Louis XIV and Joseph Stalin both
used force whether by means of the military or the secret police to
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Anchor Paper – Document-Based Essay—Level 5 – B
enforce their power. They both had control over the economies and used
the money in whatever way they saw fit. This led to a society where
people lived in fear or anger at the government and wanted change.
Anchor Level 5-B
The response:
• Thoroughly develops all aspects of the task evenly and in depth for Louis XIV and Joseph Stalin
• Is more analytical than descriptive (Louis XIV: had Versailles built to show and exercise his
power; Estates General had the power not only to agree to new taxes, help shape political
policy, and give support and power to King, but could also stop or limit his power; Edict of
Nantes which granted religious toleration for Huguenots revoked; tried to force Huguenots to
convert by making their lives very difficult; as a result of hatred against Huguenots in France,
society declined; Stalin: consolidated power by censoring newspapers, distorting the truth, and
telling the public what he wanted them to know; informers kept USSR in check and instilled
fear that forced people to behave and support his ideas; collectivization process did not help
Soviet economy; commercial economy behind other nations; economy clearly suffered
following World War II when Soviet Union needed to rebuild after massive losses of people and
destruction of cities)
• Incorporates relevant information from documents 1, 2, 3, 4, 5, and 6
• Incorporates substantial relevant outside information (Louis XIV: went into great debt to pay for
building of Versailles; decided he could not trust nobility after Fronde where nobles attempted
to gain power for themselves; engaged in several costly wars that led to higher taxation; unfair
treatment of the people, religious intolerance, and new ideas from Enlightenment eventually led
to French Revolution; Stalin: free speech was limited and those that attempted to challenge
Stalinist party line sent away to gulags; policy of censorship and propaganda abolished under
Gorbachev; issued five-year plans or “Revolution from Above” to try to bring back Soviet
economy and move toward industrialization and collectivization; some kulaks sent to “education
camps”; between 4 and 8 million people killed in Ukrainian forced famine; attempts by
Gorbachev to restructure economy eventually led to fall of communism in Eastern Europe and
eventually the breakup of USSR)
• Richly supports the theme with many relevant facts, examples, and details (Louis XIV: Sun
King; absolute monarch; increased military; collected taxes without consent of Estates General;
thousands of Huguenots fled France; Stalin: totalitarian dictator; murdered millions of his own
people; right-wing and left-wing leaders; glasnost; secret police; great purges; production of pig
iron greatly increased)
• Demonstrates a logical and clear plan of organization; includes an introduction that summarizes
the rule of Louis XIV and Stalin and a conclusion that states the rule of both leaders led to a
society where people lived in fear or anger and wanted change
Conclusion: Overall, the response fits the criteria for Level 5. The response effectively analyzes
Louis XIV’s policy actions and the impact on the Huguenots, and Stalin’s collectivization policy
action and the impact on Ukrainians as well as the Soviet economy. Extensive use of historical facts
and details demonstrates a depth of knowledge about the rule of Louis XIV and Stalin and the longterm impact each had.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Anchor Paper – Document-Based Essay—Level 4 – A
Society can prosper when a strong ruler has control over the people.
With the ability to gain and maintain his power, a ruler can greatly
impact his people. This has become evident in many nations over the span
of history, and it has become a clear reason for the success or downfall
of the ruler and his nation. Two strong leaders who gained control
through their actions are Louis XIV of France, and Joseph Stalin of
the Soviet Union.
Louis XIV was known as the “Sun King” to his followers, because
of his lasting impact on France. His reign is considered a Golden Age
of France because of his policies promoting the arts and strengthening
of the monarchy and France. He increased his power by controlling
the nation’s economy. His government under the advisement of Colbert
promoted and helped French trade and businesses by increasing tariffs
so that the French people would buy French made goods and French
businesses engaged in trade would get rich. He encouraged colonization
in the Americas and places like Louisiana were named for him. These
actions strengthened the economy and increased his power. At the time
of his reign, there was a parliamentary body in France known as
the Estates General, who couldn’t interfere with Louis’ actions because
they were not called to meet. He was able to collect taxes as he felt it would
benefit France (D1). However, the high taxes imposed by Louis led to
overspending which would eventually lead to bankruptcy in the later
half of the eighteenth century as he and subsequent rulers also decided
how to spend the government’s money. But, under Louis’ rule, France
generally prospered. He transformed the hunting lodge at Versailles into
a palace to glorify his reign. Louis also focused his energy on the
nation’s army. By adding an extra 300,000 troops, he was able to be
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the victor in many of France’s early wars (D2) against the Spanish.
Not only did Louis increase France’s notoreity in Europe, he also let
European leaders know that his people and his nation were strong.
Unfortunately, later wars strained the economy and put France in debt.
One of Louis XIV’s most important actions was the revocation of
the Edict of Nantes. The Protestant Reformation was underway during
the 1500s, and France became the home of many Calvinists, known
as the Huguenots. The Edict of Nantes was a document that allowed all
Huguenots in France to practice their religion freely. One of the most
devastating acts that led to the Edict was the 1572 Saint Bartholomew’s
Day Massacre, when thousands of Huguenots were killed in the streets
of France. Then, in 1685, Louis revoked the Edict of Nantes, denying
religious freedom for the Protestants. While he thought this would unify
his nation because everyone was supposed to convert to Catholicism, it
made matters worse. Those who converted during the time of the edict
did not convert back, and many Huguenots fled France to neighboring
nations (D3), denying France their work and talents. This action had
a negative impact on France’s economy and irritated some of France’s
Protestant neighbors.
Joseph Stalin came to power in the Soviet Union between the First
and Second World Wars. He used his belief in communism to govern
the U.S.S.R. In order to spread his ideas around, he used the propaganda
newspaper, Pravda, that stretched the truth to keep people under his
control (D4). One of Stalin’s most important actions was his Five-Year
Plans, which was a series of economic reforms that would benefit
the Soviet Union. Stalin manipulated the facts to show the people of
the U.S.S.R. and the rest of the world how successful the U.S.S.R.
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was in industry by showing increases in pig iron production. Stalin
made the U.S.S.R. look like a very wealthy nation (D6). However
hidden from the public were the numbers involving agricultural
production. In order to increase agricultural production, Stalin
stripped the peasants of their independent farmland and “collected”
them together to form large, state-owned farms. This put many people,
such as kulaks, in economic turmoil. The kulaks refused to cooperate
and many were deported or killed. When crops were produced, they were
taken to feed people in the cities, leaving the peasants with nothing. In
fact, agricultural production actually decreased and many people
starved due to the failures of collectivization.
Stalin also brought about many purges. He felt that in order to gain
power and respect he would have to initiate fear amongst his people. First
attacking those from rich classes, then Stalin’s secret police began to
imprison and even kill thousands of innocent people (D5). His use of the
secret police scared people into following his policies. Through propaganda
and fear Stalin exerted and increased his power in the U.S.S.R.
In many ways, rulers can simultaneously gain power and
influence their people in a positive or negative way. Early on Louis XIV
brought prosperity to France, which gave him a greater sense of respect
and authority which lasted until the end of his reign when France was
in debt. He also hurt France’s economy with his religious policies.
Joseph Stalin used strong tactics and fear in an attempt to increase
the Soviet Union’s economy, but his plans ended up hurting his
people. While there were some positive aspects to Louis XIV’s rule on
the people of France, the impact of Stalin’s rule on his people was more
negative.
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Anchor Level 4-A
The response:
• Develops the task but discusses Louis XIV more thoroughly than Joseph Stalin
• Is both descriptive and analytical (Louis XIV: actions strengthened the economy and increased
his power; Estates General could not interfere with his actions because not called to meet;
transformed the hunting lodge at Versailles into a palace to glorify his reign; not only increased
France’s notoriety in Europe but let European leaders know his people and nation were strong;
thought revoking Edict would unify nation because everyone was supposed to convert to
Catholicism; many Huguenots fled to neighboring countries, denying France their work and
talents; Stalin: Pravda stretched truth to keep people under his control; manipulated facts to
show people of USSR and rest of world how successful USSR was; hidden from public were
numbers involving agricultural production; agricultural production actually decreased; secret
police began to imprison and kill thousands of innocent people)
• Incorporates relevant information from documents 1, 2, 3, 4, 5, and 6
• Incorporates relevant outside information (Louis XIV: reign considered a Golden Age because
of his policies promoting the arts and strengthening the monarchy and France; under advisement
of Colbert his government promoted and helped French trade and businesses by increasing
tariffs so the French people would buy French-made goods and French businesses engaged in
trade would get rich; high taxes led to overspending which eventually led to bankruptcy; during
Protestant Reformation, France became home of many Calvinists known as Huguenots; edict
had a negative impact on France’s economy and irritated some of France’s Protestant neighbors;
Stalin: came to power between first and second world wars; five-year plans, a series of
economic reforms that would benefit Soviet Union; stripped peasants of independent farmland
and “collected” them together to form large state-owned farms; collectivization put many
people, kulaks, in economic turmoil; many people starved due to failures of collectivization)
• Supports the theme with relevant facts, examples, and details (Louis XIV: Sun King; added
300,000 troops; Saint Bartholomew’s Day Massacre; Stalin: Pravda, communist newspaper;
increase in pig iron production; purges)
• Demonstrates a logical and clear plan of organization; includes an introduction that states
society can prosper when a strong ruler has control over his people and a conclusion that states
Louis XIV’s rule had some positive influences on his people while Stalin’s impact on his people
was more negative
Conclusion: Overall, the response fits the criteria for Level 4. Good relevant outside information
and document information are integrated together demonstrating an understanding of the task. The
strength of the response lies in the strong discussion of Louis XIV. Further development of the
discussion of Stalin would have enhanced it.
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Anchor Paper – Document-Based Essay—Level 4 – B
In history, leadership of countries has been absolute at some points
in time. Absolute leaders have no meaningful checks on their power.
Often, unlimited power comes with very little thought to how decisions
will effect other people, especially the common folk of their country.
An example of an absolute monarch is Louix XIV of France. A more
modern absolute dictator is Josef Stalin of the former U.S.S.R.
Louis XIV was the reigning monarch of France between 1643 and
1715. The only other group on France that could have had the slightest
potential to restrict his power was the Estates-General. This legislative
organization was never truely called to assemble unless asked for by
the monarch, therefore Louis XIV did not have to summon them to
meet. By not assembling the Estates-General Louis XIV retained his
full power as an absolute monarch, such as the unrestricted raising of
taxes to fund his own expidentures. (Document 1) Louis spent the tax
money and also increased his power by building up the French army
over time until it reached over three hundred thousand men which was
Europe’s largest standing army. Also, by having his palace of
Versailles built and insisting his nobles spend their time there, Louis
XIV demonstrated his power, wealth, and control. (Document 2). It
prevented the nobles from plotting and planning against him. Many
of the actions taken by Louis XIV as reigning monarch in France were
solely to preserve and increase his power. With his large standing army,
he fought wars in Europe and established colonies overseas increasing
the power of France. The war against Spain (1667-1668), the Dutch
War (1672-1678) and the War of Spanish Succession (1701-1714)
shifted power away from Spanish monarchs and toward France’s.
Generally, absolute monarchs do not care about the effect that their
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decisions will have on their people as long as it benefits their power. For
example, by Revoking the Edict of Nantes, Louis XIV allowed intense
persecution of the Huguenots (French Protestants) to occur. Many
Huguenots fled the country for safer lands, taking the benefit of their
skills and labor with them. Many who did not flee, were sentenced to
gallies where many died. This was deemed appropriate by his peers who
apparently shared his disregard for human life. (Document 3) He
targeted the Huguenots for two main reasons. First they lived somewhat
separately and he feared that they might rebel. Second, he believed that
if all of France was Catholic like he was, then his power and support
would increase since everyone would be religiously unified. An
immediate effect of Louis XIV’s reign was a Golden Age as France
expanded economically, militarily, politically, and artistically. Versailles
became one of the most fashionable places in Europe. A less immediate
effect of Louis XIV’s reign in France however was the French Revolution.
During the reign of his descentent, Louis XVI, the Third Estate erupted
into revolution in protest of the high taxes imposed because of the
monarch’s increasingly spendthrift ways. Louis XIV had a hand in
the cause of the revolution by increasing his expidentures and raising
taxes as well as not calling the Estates General to meet. The effects of
a monarch’s rule on his people are often both immediate and long term,
but virtually no decision made has no impact on the people governed
by the monarch.
Absolute leadership was a trend that continued into the modern
period; as an example, Joseph Stalin. Stalin controlled the U.S.S.R.
after the death of Lenin. As he came to power, Stalin alternated between
weakening the right and the left wings of the government. Eventually,
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all significant party leaders including Leon Trotsky were expelled
from the government. Stalin was the only remaining leader, and
consolidated all power into his own hands. (Document 4b) To keep and
increase his power, Stalin used different methods. One method was his
censorship of the Press. No information was given to the public except
what went through Stalin and his government. (Document 4a) Fear was
another one of Stalin’s biggest tools. Many innocents were arrested to
make others suspicious of their friends, neighbors, even their own
families. That fear would prevent people from banding together to
overthrow the government. (Document 5) Stalin also controlled
the economy, pouring effort into industrial development at the expense
of agriculture. His policies resulted in the collectivization of farms,
bringing many people to work on the cultivation of crops. (Document 6)
In theory collectivization is supposed to increase agricultural production
but because so many peasants resisted it, it actually caused a decrease
in farm production. But Stalin used this to his own benefit. This became
an opportunity to put down any people who opposed him or his policies.
Also because Stalin controlled the press and put fear into people, the
decreases in farm production did not decrease his power. Stalin is
an example of a modern leader and the steps he took to increase his
power and control his people.
Much as Louis XIV had an impact on the lives of his people, Stalin
did as well. The U.S.S.R. was a highly controlled government, and
most decisions were made by the government for their own benefit.
Stalin’s tactics of arresting innocents and planting informants in
society resulted in fear and mistrust developing among the people.
(Document 5) The development of a large industrial sector was carried
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out, but agriculture declined causing famines and death. (Document 6)
Also, the government’s control over the economy resulted in the eventual
decline and collapse of the U.S.S.R. However, this occurred almost 40
years after Stalin died. Other factors also played a role. Stalin’s
policies, most often, had a negative effect on his people & society.
Power often comes at the expense of the people, as demonstrated in
multiple periods of history. Absolute rulers strive to increase their
power and control over their subject peoples. Louis XIV and Josef Stalin
are two rulers that are good example of this idea.
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Anchor Level 4-B
The response:
• Develops all aspects of the task for Louis XIV and Joseph Stalin
• Is both descriptive and analytical (Louis XIV: Estates General was the only other group in
France who could have had slightest potential to restrict his power; Estates General not called to
assemble unless asked by monarch; spent tax money and increased power of France with large
standing army; insisted nobles stay at Versailles, which demonstrated power and wealth;
revocation of the Edict allowed intense persecution of Huguenots; Huguenots fled France for
safer lands, taking benefit of skills and labor with them; many who did not flee sentenced to
galleys where many died; Stalin: alternated between weakening right and left wings of
government; significant party leaders expelled from government; only remaining leader and
consolidated all power into own hands; innocent people arrested to make others suspicious of
friends, neighbors, families; fear prevented people from banding together to overthrow
government; poured effort into industrial development at expense of agriculture; decreases in
farm production did not decrease his power because he controlled the press and put fear into
people)
• Incorporates relevant information from documents 1, 2, 3, 4, 5, and 6
• Incorporates relevant outside information (Louis XIV: French army was Europe’s largest
standing army; targeted Huguenots because they lived somewhat separately and he feared they
might rebel; believed if all France was Catholic like himself, then power and support would
increase since everyone would be religiously unified; under his rule, France experienced a
Golden Age; effect of his rule was French Revolution as Third Estate erupted into revolution
during reign of his descendant Louis XVI; contributed to revolution by increasing expenditures
and raising taxes; Stalin: in theory, collectivization is supposed to increase agricultural
production but because so many peasants resisted, it actually caused a decrease; agriculture
declined causing famine and death; government control over economy resulted in decline and
eventual collapse of USSR)
• Supports the theme with relevant facts, examples, and details (Louis XIV: Estates General was a
legislative organization; army reached over 300,000 men; war against Spain; Dutch War; War
of Spanish Succession; French Protestants, Stalin: death of Lenin; Trotsky expelled)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that discuss effects of absolute power on people
Conclusion: Overall, the response fits the criteria for Level 4. The strength of the response is in the
outside information and analytic statements employed in the discussion of the absolute rule of Louis
XIV. While the treatment of Stalin includes well-placed outside information, the discussion is
repetitive and more descriptive than analytic.
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Pol Pot and Joseph Stalin were two leaders whose goals were to
control their people and increase their own power. In document five, it
states “millions of innocent lives were, to Stalin, a small price to pay
for safeguarding his power.” This shows the ruthlessness of Stalin and
these types of totalitarian leaders; leaders that do not use logic to
convey leadership, but use their power to strike fear in the eyes of those
they control. As illustrated by Sitha Sao in document 8b, the people of
Pol Pot’s government did not work for their government for the good of
their nation. They were forced and pushed by Angka to work for them.
If they did not do this work, they would be killed. Past and present
rulers have committed these acts of force to boost their power and terror.
They do it for the good of themselves.
One man that still strikes fear in the hearts of those of who he ruled
is Pol Pot. He was determined to make Cambodia into an Agrarian
society in the 1970s. His methods were brutal and the chaos that he
brought to Cambodia was tremendous. He used the ideas of Mao Zedong
and wanted to develop an ideal communist society based on the work
of rural farmers. He first emptied the urban areas and targeted those who
were influenced by foreign ideas and education. Having things like
eyeglasses, bicycles, or cars could make people a target. In document
seven, a man name Teeda Butt Mam talks about his experience through
the forced evacuation of Phnom Penh by the Khmer Rouge and Pol Pot.
He describes the Khmer Rouge as cruel and unquestioning followers
of Pol Pot’s ideas. He describes them shooting the very sick in hospital
beds because they could not evacuate quickly enough as well as shooting
doctors and staff who resisted. The Khmer Rouge killed without mercy
and with the intention to show power. Within hours, the city was
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completely evacuated. People were forced onto long marches that ended at
rural communes where they had to work for the government. In a speech
given by an Angka leader he says “There are no homes for you to
return to. You have to work as a group from now on. No one can own
property.” (D 8a). This speech shows that Pol Pot and the Khmer Rouge
literally took the homes and property of Cambodia’s people and forced
them to work for the government. Pol Pot created a communist society
where like many other communist societies the totalitarian leaders
commanded power by instilling fear in the people. The people merely
worked so that they wouldn’t be killed. Pol Pot was a leader that used
violence and a man who sought only to promote his own purpose, an ideal
agrarian society. In the end he and his government were responsible
for one of the worst genocides of the twentieth century—killing about
21-25% of Cambodia’s population.
Joseph Stalin was a man comparible to Pol Pot. Stalin was a man
who took control of the Soviet Union shortly after WWI. Stalin gained
and maintained control by only showing the people what he wanted
them to see and know. In document 4a, it shows and talks about how
Stalin and the Communist Party controlled the newspaper called
Pravda, showing the common people only what he wanted them to see.
This indicates that he does not want the people to question the tyranny
of his government. He was willing to distort or ignore facts to control
the people. Another way that Stalin controlled the people was to strike
fear in them. Stalin would send secret informants and his secret
police to ensure that no one was talking or would talk badly about his
government or himself. (D5). He felt as if the best way to strike fear
was to attack the innocent and that is what he did. If he targeted
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Anchor Paper – Document-Based Essay—Level 4 – C
the guilty “criminals” the people might feel safe and confident and it
would allow people to unite together. Targeting the innocent caused
paranoia and fear that no one – neighbors, friends, or family
members could be trusted. He felt that killing innocent people was
worth it to increase his power. He wanted to be sure people did not unite
together and rebel causing them to destroy his government and escape
Communism. Stalin’s goal was to create a strong industrial power that
would be respected by foreigners. He did that by using fear and terror.
Rulers like Stalin and Pol Pot have as their main priority
increasing and preserving their own power. They will stop at nothing
to do so, even if they have to kill millions of their own people. The
consequences of this are often destroyed societies and fearful people.
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Anchor Level 4-C
The response:
• Develops all aspects of the task but discusses Pol Pot more thoroughly than Joseph Stalin
• Is both descriptive and analytical (Pol Pot: used brutal methods and brought tremendous chaos
to Cambodia; Khmer Rouge killed without mercy and with the intention to show power; a leader
that used violence and sought to promote his own purpose, an ideal agrarian society; responsible
for one of worst genocides of the 20th century; Stalin: millions of innocent lives a small price to
pay for safeguarding his power; used his power to strike fear in eyes of those he controlled;
willing to distort or ignore facts to control the people; targeting the innocent caused paranoia
and fear that no one could be trusted; goal was to create a strong industrial power that would be
respected by foreigners by using fear and terror)
• Incorporates relevant information from documents 4, 5, 7, 8, and 9
• Incorporates relevant outside information (Pol Pot: used ideas of Mao Zedong and wanted to
develop ideal communist society based on work of rural farmers; first emptied urban areas and
targeted those influenced by foreign ideas and education; having things like eyeglasses,
bicycles, or cars could make people a target; Phnom Penh completely evacuated and people
forced on long marches that ended at rural communes; created a communist society where, like
many other communist societies, totalitarian leaders commanded power by instilling fear;
Stalin: took control of Soviet Union shortly after World War I; does not want people to question
the tyranny of his government)
• Supports the theme with relevant facts, examples, and details (Pol Pot: determined to make
Cambodia into an agrarian society in 1970s; very sick shot in hospital beds; doctors and staff
shot; killed about 21 percent to 25 percent of population; Stalin: newspaper Pravda; secret
informants; secret police)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that discuss the ruthless use of power to control people by some rulers
Conclusion: Overall, the response fits the criteria for Level 4. Relevant facts are employed to
support a document-framed discussion of both Pol Pot and Stalin demonstrating an understanding of
the task. Analytic statements in the introduction are supported in the body of the response
enhancing the effort. The discussion of Pol Pot is stronger than the discussion of Stalin.
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Anchor Paper – Document-Based Essay—Level 3 – A
Throughout the history of the world there have been many different
governments and many different leaders. Many of these have tried to
increase their power and control their people. Some of the more famous
examples of this are Louis XIV of France and Stalin of the USSR.
Both leaders abused their power, causing the deaths of people to increase
their power. Louis XIV of France and Stalin of the USSR are both
historical leaders who each took many actions to increase his power
and control his people.
Louis XIV of France tried to increase his power and control his people
economically, militarily, and religiously. First, he wanted control of
the economy of France so he could have enough money to govern as he
pleased. As shown by Carl L. Becker in Modern History, Louis could
raise as much money as he wanted, since he never called the Estates
General, the French form of Parliament. He freely collected taxes and
used this money whatever way he wanted. Louis clearly had control
over the economies of France. Not only did this make him powerful,
due to the great amount of money he could acumilate, but it gave him
control over the people, as he could collect money from them freely.
Louis XIV then spent his money as he saw fit. He had one of Europe’s
greatest palaces, Versailles built. He was also an important patron of
the arts and made the artists glorify his rule. He also held huge parties
at Versailles for the royal court, including nobles who were forced to live
at Versailles. He also did this to increase his own power. He also spent
on the military which Louis XIV controlled. In his time the military
increased from 30,000 to 400,000 as shown by the chart in document 2.
Louis also tried to expand his country through wars and expansion, one
against Spain, one against the Dutch, and then the war of the Spanish
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Succesion. Louis XIV was clearly trying to become more powerful by
expanding his lands. Increasing his power also served a second purpose
of decreasing the power of the nobility because he also outlawed private
armies run by nobles. Lastly, Louix XIV tried to gain power and
control his people religiously, with the removal of the Edict of Nantes,
as told by Martha Glaser, in “Louis XIV and the Heir Presumptous.”
The removal of this edict allowed for the persecution of the Protestant
people, who were forced to convert to become Catholic or flee the country.
Lastly, Louis XIV wanted to have control over his people’s beliefs as to
have more power over them. He believed a unified powerful France had
to have one religion, Catholicism. In conclusion, Louis XIV tried to expand
his power and control his people economically, military, and religiously.
Joseph Stalin of the USSR is another example of a ruler who tried
to expand his power and control his people, but Stalin did this
intelligently, politically, socially, and economically. Intelligently,
Stalin used propaganda and control of newspapers. He would not let
the people hear of certain facts and he would distort others. As shown
in Kathleen Berton Murrell’s “Russia”, through this, the people did not
know what was going on, so no one could find any thing bad to say
about Stalin, therefore helping him control the people and helping him
maintain power. Next, Stalin would eliminate his enemies to make it
easier for him to maintain power this can be seen in the steps in
Stalin’s “Divide and Rule” Policy, where Trotsky, a political opponent
of Stalin’s, was slowly pushed out of the communist party and
eventually expelled from the USSR. Stalin did this to increase his
political power in the USSR. All he wanted was power, and he did not
care how he did this. This is also shown by Albert Marrin in Stalin,
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Anchor Paper – Document-Based Essay—Level 3 – A
when he showed how Stalin would order the death of millions of
innocent people just to make people fearfull. People were so fearfull of
the informants in the USSR that they would not talk to each other.
This forced them to only believe what they read in Pravda and other
newspapers that were controlled by Stalin. People were so afraid, that
they would not band together to overthrow him. To Stalin, it was fine
to kill millions of people just to keep control of his power and the people.
This could also be seen in World War II. He sacrificed a huge amount
of people in battles such as Stalingrad, Leningrad, and Moscow
causing millions to be killed. He even told his citizens that they had
to fight the Germans. If they retreated they would be shot by the Red
Army. This shows that he didn’t care about his people but only about
maintaining or increasing his power. Lastly, Stalin used economies
to improve his control of the USSR. Stalin increased the industrial
activity of the USSR by increasing the amount of pig iron (cast iron)
as shown by BR Mitchell and Palmer and Colton. In 20 years, Stalin
saw the tons of pig iron go from basically 0 to around 14 million. This
was higher than Germany, Britian, or France. Moreover, doing this
decreased the overall agricultural production of the Soviet Union,
which he kept from the people. But with Stalin’s control of information
that was a problem that did not threaten his power. So once again
Stalin showed he would improve his power through industrializing,
while starving his people due to the lack of agricutural development as
a result of collectivization. He strategically targeted populations of his
enemies like the kulaks in the Ukraine that posed a threat to his goals
and as a result they starved. Clearly, people in the USSR had horrible
lives that were filled with fear and starvation all because Stalin
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Anchor Paper – Document-Based Essay—Level 3 – A
wanted power and control over his people.
In conclusion, Louis XIV of France and Stalin of the USSR were
both rulers who tried to increase their power and their control over their
people, which in turn hurt their people, ruining many of their lives
and even killing many of them. They clearly were horrible rulers for
hurting their people so much.
Anchor Level 3-A
The response:
• Develops all aspects of the task with little depth for Louis XIV and Joseph Stalin
• Is more descriptive than analytical (Louis XIV: wanted control of economy of France so he
could have enough money to govern as he pleased; never called the Estates General; tried to
become more powerful by expanding his lands; removal of Edict allowed for persecution of
Protestants who were forced to become Catholics or flee the country; Stalin: used propaganda
and control of newspapers to control his people; people did not know what was going on so they
could not say anything bad about him; eliminated his enemies to make it easier to maintain
power; ordered deaths of millions of innocent people; fear forced people to only believe what
they read in Pravda and other newspapers controlled by Stalin; increased industrial activity by
increasing amount of pig iron produced)
• Incorporates some relevant information from documents 1, 2, 3, 4, 5, and 6
• Incorporates relevant outside information (Louis XIV: had Versailles built; important patron of
the arts and made artists glorify his rule; decreased power of nobility by outlawing private
armies run by nobles; believed a unified powerful France had to have one religion, Catholicism;
Stalin: sacrificed a huge number of people in battles such as Stalingrad, Leningrad, and
Moscow; told his citizens they had to fight Germans because if they retreated they would be
shot by the Red Army; kept decrease in agricultural production of Soviet Union from people;
people starved due to a lack of agricultural development as a result of collectivization)
• Includes some relevant facts, examples, and details (Louis XIV: forced nobles to live at
Versailles; military increased from 30,000 to 400,000; war against Spain, Dutch, and Spanish
Succession; Stalin: Trotsky pushed out of party and expelled from USSR; tons of pig iron
increased; pig iron production higher than Germany, Britain, or France)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that
state both Louis XIV and Stalin abused their power and hurt their people
Conclusion: Overall, the response fits the criteria for Level 3. Document information is employed
to frame the discussion of both Louis XIV and Stalin but good evaluative statements, especially
about Stalin’s rule, strengthen the effort. Although outside information is included, further
explanation would have helped support broad generalizations woven within the response.
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Anchor Paper – Document-Based Essay—Level 3 – B
There have been many governments throughout history with much
or little control over their people. Often, drastic actions must be taken
by a government to increase and consolidate its control. Strong leaders
of these governments tend to rule with as much power as possible. One
of these leaders was King Louis XIV of France. Known as the Sun King,
he had firm control of the French economy and a great deal of influence
over religioius matters also. Another ruler who sought absolute control
over his people was Joseph Stalin of the Soviet Union. He quickly rose to
the top of the party and his policies instilled fear into the people. Both
leaders took actions that would greatly affect their people and society.
During the reign of King Louis XIV, France’s equivalent of the
British Parliament was the Estates General. Unlike its English
counterpart, this organization rarely met and had little power. The third
estate, consisting of the middle and lower class, was mostly poorly
and unfairly underrepresented. Under absolutism, Louis XIV had
complete authority and whenever he needed money, which was quite
often considering his lavish building of and lifestyle at Versailles,
he could simply collect more taxes. This practice impoverished the lower
classes and eventually would lead to the conditions under Louis XVI
and the French Revolution. Clearly, Louis XIV actions in securing
money greatly affected the people he ruled. (Doc. #1)
When the Protestant Reformation occurred, France was split between
the Catholics and Huguenots. The Edict of Nantes promised toleration
of the Huguenots’ religious beliefs but was revoked by King Louis XIV
because he believed he could increase his power by making all French
people Catholic. This would also give support to his justification of his
own rule which was divine right. Divine right was the idea that he was
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Anchor Paper – Document-Based Essay—Level 3 – B
chosen by god and was god’s reprensative on earth and his decisions
could not and should not be questioned. Many protestants, refusing
to return to Catholic practices, fled France to neighboring Protestant
nations. Those whom were caught fleeing were sentenced to work on
galley ships and often died as a result. As stated in Document #3,
France lost many talents from which its enemies benefitted. The King’s
removal of the Edict of Nantes led to a gaping hole in French society,
but like not calling the Estates General, he did it to increase his power.
(Doc. #3)
As leader of the Communist party in Soviet Russia, Stalin ruled
with an iron fist. He took actions to prevent people from revolting. One
such action was to instill fear in his people and mistrust towards each
other. He did this by arresting and executing innocent citizens, making
those who survived afraid for their lives. He also placed informers
throughout all society, creating a constant and looming threat for
those against the party. He also controlled information by controlling
newspapers such as Pravda which distorted and ignored the truths of
society. One would only find good things about Stalin’s Soviet Union.
(Doc. #4) To further control people Stalin created a “cult of personality”
and artists and authors glorified his rule. If they refused, they were
often targeted, killed, or sent to gulags. Through these actions, society
in Soviet Russia became a nightmare for its people. (Doc. #5)
In the controlled economy of Soviet Russia, there was much more
emphasis on industrial production than agrarian production. By 1940,
Stalin had brought cast iron production to greater levels than that
of Germany but his collectivization caused agriculture to fall
catacysmically. This created tough living conditions for the people of
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Anchor Paper – Document-Based Essay—Level 3 – B
the Soviet Union, but then again he didn’t really seem to care about
the people and whether they had enough food. He cared more about his
power and contro1. (Docs. 6a & 6b)
The harsh regime of Stalin and the absolute rule of King Louis XIV
had great affects on the society and the people of their respective countries.
Their actions were meant to increse their power and influence.
Anchor Level 3-B
The response:
• Develops all aspects of the task with little depth for Louis XIV and Joseph Stalin
• Is more descriptive than analytical (Louis XIV: Estates General rarely met and had little power;
because of lavish building of and lifestyle at Versailles, he collected more taxes; Edict of Nantes
promised toleration to Huguenots’ religious beliefs; could increase his power by making all
French people Catholic; many Huguenots fled to neighboring Protestant nations; France lost
many talents; revocation of Edict of Nantes led to a gaping hole in French society; Stalin: ruled
with an iron fist; instilled fear in his people and mistrust toward each other by arresting and
executing innocent citizens; controlled information by controlling newspapers such as Pravda
which distorted and ignored truths; much more emphasis on industrial production than agrarian;
by 1940, cast iron production levels exceeded Germany)
• Incorporates some relevant information from documents 1, 2, 3, 4, 5, and 6
• Incorporates relevant outside information (Louis XIV: Third Estate, consisting of middle and
lower class, underrepresented; practices impoverished lower class and led to conditions under
Louis XVI and the French Revolution; when Protestant Reformation occurred, France split
between Catholics and Huguenots; divine right idea that monarch chosen by God was his
representative on earth and his decisions could not and should not be questioned; Stalin: created
a “cult of personality” and artists and authors glorified his rule; people often targeted, killed, or
sent to gulags)
• Includes some relevant facts, examples, and details (Louis XIV: Sun King; Estates General,
equivalent of British Parliament; Protestants sentenced to work on galley ships; Stalin: leader of
Communist Party in Soviet Union; informers; controlled economy)
• Demonstrates a satisfactory plan of organization; includes an introduction that mentions the
methods of control used by Louis XIV and Stalin over their people and a conclusion that is a
restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 3. A general knowledge about Louis
XIV and Stalin is demonstrated by the use of selected document information. The response
incorporates good outside information in the discussion of Louis XIV but uses limited outside
information for Stalin. An understanding of the task is demonstrated; however, additional facts and
details particularly for Stalin would have strengthened it.
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Anchor Paper – Document-Based Essay—Level 3 – C
Over the course of the World’s history, many leaders have used
certain techniques or practiced certain styles of authority and rule to
ensure their power over their people. In many cases, some of these
leaders’ authority were obtained through corrupt or sometimes brutal
ways. They enforce laws or codes which have a major impact over
the people they rule over.
Leaders have sometimes used extremely crafty and cruel means to
assert their authority. For example, Soviet leader Joseph Stalin used
very shifty techniques to get into power. He had nearly all of his
competition eliminated by either having them accused of treason or by
having them expelled, banished or killed. In the end, since he was the
last man standing, he assumed power. Stalin was a very paranoid
and power hungry individual and was determined to enforce his
power. He utilized the use of secret police and spies to weed out any
traitors and rebels. Anyone accused of treason, whether they be guilty
or innocent, where either killed or sent to labor camps called gulags in
Siberia. Stalin literally had his people cowering in fear thanks to his
policies. The people could not think or act without being scared of
possible repercussions. When people did resist, such as in the Ukraine,
Stalin targeted and killed them in the millions. (Docs. 4A-B ,5)
In other nations, many Leaders have used brutal and vicious
actions to ensure their power. Pol Pot of Cambodia was one of these
rulers. He and his Khmer Rouge government had used violence and
brutality to achieve their goals. They came to power near the end of
the Vietnam War which was a cause for the rise of Pol Pot. Cambodia
was destabilized when the U.S.A. bombed the Ho Chi Minh trail that
went through Cambodia. Pol Pot and the Khmer Rouge eventually
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capitalized on government problems and took control of the country.
The savage acts of Pol Pot and the Khmer Rouge would wipe out nearly
21 percent of Cambodia’s population. Pol Pot ensured that if anyone
tried to speak out against or question his rule, they would be executed.
During their brutal regime, they forced survivors on marches to camps
in the countryside and forced them to work themselves to the bone and
sometimes death. Any workers caught not working or refusing to
work would either be beaten badly or even killed. Areas around these
camps are sometimes called the “killing fields” because so many
were killed there. Pol Pot’s regime was not just a sign of one man’s
iron-fisted rule, it was also a sign of one man’s total disregard for
human life. (Docs. 9A, B, 8A, B 7)
Many leaders policies do tend to show a lot in common. Whether it
be the crafty antics of Stalin or the brutal antics of Pol Pot, many of
their acts are the same. Stalin’s secret police during the Great Purge
was at times extremely violent towards the people, beating them out of
their homes. Pol Pot and the Khmer Rouge had instilled terror in the
Cambodians they brutalized. Their actions bear similar traits to each
other and show just how ruthless a leader can be.
In the end, leaders leave a mark on the people they have ruled over.
Their actions have been etched into the world history and no one will
ever forget what they have done, especially the people they have ruled
over. Many would see these leaders as monsters. Others like historians
might try and investigate as to why leaders like Stalin and Pol Pot
were so brutal. But the only thing that is on their minds when they
think of leaders like Stalin and Pol Pot was the impact they left on
their people.
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Anchor Level 3-C
The response:
• Develops all aspects of the task with little depth for Joseph Stalin and Pol Pot
• Is more descriptive than analytical (Stalin: used very shifty techniques to get into power; had
nearly all of his competition eliminated by either having them accused of treason or by having
them expelled, banished, or killed; a very paranoid and power-hungry individual who was
determined to enforce his power; people could not think or act without being scared of possible
repercussions; secret police violent toward people, beating them out of their homes; Pol Pot:
anyone who tried to speak out against or question his rule would be executed; forced survivors
on marches to camps in the countryside and forced them to work themselves to the bone;
workers caught not working would either be beaten badly or even killed; regime not just a sign
of one man’s iron-fisted rule, also a sign of one man’s total disregard for human life; he and
Khmer Rouge instilled terror in the Cambodians they brutalized)
• Incorporates some relevant information from documents 4, 5, 7, 8, and 9
• Incorporates limited relevant outside information (Stalin: traitors and rebels sent to labor camps
called gulags in Siberia; when people did resist, such as in Ukraine, targeted and killed them;
Pol Pot: Vietnam War destabilized Cambodia when United States bombed Ho Chi Minh trail
through Cambodia eventually causing him to take control; areas around the camp are sometimes
called “Killing Fields” because so many were killed there)
• Includes some relevant facts, examples, and details (Stalin: utilized secret police and spies;
Great Purge; Pol Pot: Khmer Rouge government; wiped out nearly 21 percent of population)
• Demonstrates a satisfactory plan of organization; includes an introduction that states the
authority of some leaders is obtained through corrupt and sometimes brutal ways and a
conclusion that notes historians try to investigate why leaders such as Stalin and Pol Pot were so
brutal
Conclusion: Overall, the response fits the criteria for Level 3. Good information is provided to
explain how Stalin and Pol Pot became the leaders of their respective countries. The actions and the
impact of Stalin and Pol Pot are derived primarily from selected information found in the
documents. Additional supporting facts and details would have strengthened the discussion.
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Anchor Paper – Document-Based Essay—Level 2 – A
Throughout history many leaders have inhibited the same strategy
to increase their power over their people. All these leaders share
Machiavelli’s view that it is “much better to be feared than loved.” Fear
and intimidation is an effective method of rule, as seen from Joseph
Stalin of the Soviet Union and Pol Pot of Cambodia.
Joseph Stalin was the leader of the Communist party of Russia during
the early 20th century. His rise into power was through manipulation,
yet he managed increase the Communist power by making the people
fear him. He massacred innocent people as said by Albert Marrin, “Now
it began to claim millions of ordinary citizens who had nothing to do
with politics” (5). Stalin knew that fear was a powerful weapon to wield
because it kept the people from resisting his rule. Stalin also formed
a secret police, the “NKVD”, and informers disguised as regular
citizens. It was said that “one person in five was a stool pigeon”, this
created fear because now no one could be trusted (5). With the action
of Stalin, millions of innocent Soviets were murdered in order to ensure
the stability of Stalin’s position as ruler. We can see that an efficient
way to make the people fear government, is with threats of death.
Pol Pot of Cambodia also used the technique of slaughtering millions
of people to make them fear him. In April of 1975 Pol Pot issued the
evacuation of all Cambodian peoples from their homes, hotels, and
even hospitals. A witness of the experience, Teeda But Mam recalls,
“Trouble-makers were killed on the spot.” (7). Pol Pot was successful
in his invasion of these people because he intimidated them with death.
Then after the evacuation Pol Pot put the Cambodian people into forced
labor as seen in the illustration called “Khmer Rouge soldiers
wielding their authority” by Sithia Sao (8B). Cambodian workers are
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depicted working in the fields with Pol Pot’s soldiers’ guns pointing at
them. It was estimated that from 1975 – 1979 under Pol Pot’s rule that
21% of the Cambodian population had perished (9a). Pol Pot like
Stalin, used fear and intimidation in order to remain in power over
the Cambodian people.
Joseph Stalin and Pol Pot both were able to successfully remain in
power, because of the people’s fear of them. This is seen because while
both leaders were in power, they killed hundreds of thousands of
innocent people. This itimidation was what kept the people subdued
from revolting against the government. These leaders prove correct
Machiavelli’s idea of why fear is a succesful ruling tactic.
Anchor Level 2-A
The response:
• Minimally develops all aspects of the task
• Is primarily descriptive (Stalin: rose to power through manipulation; managed to increase power
by making people fear him; millions of innocent Soviets were murdered to ensure his stability as
ruler; an efficient way to make the people fear government is with threats of death; Pol Pot:
slaughtered millions of people to make them fear him; issued evacuation of all Cambodian
people from their homes, hotels, and hospitals)
• Incorporates limited relevant information from documents 5, 7, 8, and 9
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (Stalin: leader of Communist Party of Russia;
formed NKVD; informers disguised as regular citizens; Pol Pot: forced labor; Cambodians
worked with soldiers’ guns pointing at them; 21 percent of Cambodian population perished)
• Demonstrates a general plan of organization; includes an introduction that uses Machiavelli’s
idea to demonstrate that Stalin and Pol Pot were effective rulers and a conclusion that states
Stalin and Pol Pot were able to remain in power because of people’s fear
Conclusion: Overall, the response fits the criteria for Level 2. Document information is used to
effectively support Machiavelli’s ideas that fear and intimidation were used by Stalin and Pol Pot to
remain in power. Further development, additional details, and examples would have strengthened
this response.
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Anchor Paper – Document-Based Essay—Level 2 – B
Throughout history, leaders and governments have taken actions to
increase power and to control the people. Two leaders who did such
actions include Joseph Stalin of the Soviet Union and Pol Pot of
Cambodia. The actions taken by these people and there government has
had major impacts on there people. The document explain was in which
these leaders took control of there people.
Joseph Stalin, Document 4a and 4b explain some ways in which
Stalin got control of the people of the Soviet Union. The beginning of
the 20th century had an increase in literacy. This let the newspapers be
more available to the people of Russia. During 1912, a small newspaper
called “Pravada” was publish. Though it was small then, it became a big
hit during the Soviet era. This newspaper, even though it was translated
to “truth” would only print what the government wanted people to know. It
often ignored or disorted the facts. The document also shows how Stalin
banished Trotsky from the USSR. Stalin spent six years slowly
weakening, expelling, and banishing the left and right wings of
trotsky. He did this from year 1924 to 1929. Document 5 states how
Stalin had used the NKVD, or Soviet Secret police, to take control of
his people. The NKVD was a group of police that could eavesdrop on people
and if they talked bad about the government, would arrest them. They
also had a small branch off of the NKVD, these people where informers.
They where everywhere, one was stationed in every apartment house, street
and town. The could be your janitor, bank teller, even your friend. They
where in the office, shop, bakery, and army barrackads. They rode your
train and sat with you on the bus. Stalin used these people to put fear
in the hearts of citizens. They could not talk, they where to scared.
Document 6a and 6b shows us how Stalin had helped and injured
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the Soviet union. Stalins control made industrial development of the
USSR very impressive. Russia produced more pig iron than Germany,
and far more than Britain or France. The agricultural production,
though the industrial was doing good, continued to be a problem.
Another leader much like Stalin was Pol Pot. Khmer Rouge got
control of the people of Phnom Penh by stricking fear in there heart, as
said in document 7. He evacuated everyone from home, shop, and shelter.
No delays where permited, and annyone who disagreed whas shot.
Everyone was driven out by gunpoint. Doctors and staff where killed if
they resisted explusion. The sick that where to weak to walk where killed.
Hospital bed, filled with the sick and dying where pushed through the
streets by friends and family. Pol Pots new government “Angka” stated
in document 8a, did not allow people to own land. They could not own
anything. Everything belonged to Angka. The people of Cambodia had to
dress in black uniforms. They had no freedom, and if they questioned
the government or disobayed, they would would be shot on the spot.
Document 8b shows a picture of how the people where treated at work. They
had to work at gunpoint and where scared to mess up because they would
be executed. The information in document 9 tells us how many people died
in Cambodia because of Pol Pot. The population of 1975 was 7,890,000.
The number who perished was 1,671,000. That is 21% of the people. Many
of the people in Cambodia took refuge in France and the Thai-Cambodian
boarder. Pol Pot truelly struck fear in his people to get them to obey him.
The leaders who commit such acts to get there people to listen to
them are cruel and selfish. Using guns to get people to listen to you is
never how it should be done. If these people simply did the right thing
im sure they would have gotten some respect from there people.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Anchor Level 2-B
The response:
• Minimally develops all aspects of the task
• Is primarily descriptive (Stalin: at the beginning of the 20th century, literacy increased; Pravda
would only print what the government wanted the people to know; it would often ignore or
distort facts; NKVD could eavesdrop on people and could arrest them; put fear in the hearts of
citizens, they could not talk they were too scared; made industrial development of the USSR
very impressive; agricultural production continued to be a problem; Pol Pot: anyone who
disagreed was shot; sick who were too weak to walk were killed; people could not own
anything, everything belonged to Angka; if people questioned the government or disobeyed,
they would be shot on the spot; many Cambodians took refuge in France and on the ThaiCambodian border); includes faulty application (Stalin: he spent six years slowly weakening,
expelling, and banishing the left and right wings of Trotsky)
• Incorporates limited relevant information from documents 4, 5, 6, 7, 8, and 9
• Presents no relevant outside information
• Includes some relevant facts, examples, and details (Stalin: used Soviet secret police to take
control; informers were everywhere; Russia produced more pig iron than Germany and far more
than Britain or France; Pol Pot: everyone driven out by gunpoint; black uniforms; work at
gunpoint; population in 1975 was 7,890,000; 1,671,000 perished, that is 21 percent)
• Demonstrates a general plan of organization; includes an introduction that is a restatement of the
theme and a conclusion that states these leaders were cruel and selfish
Conclusion: Overall, the response fits the criteria for Level 2. Relevant document information is
copied and strung together to address the actions taken by Stalin and Pol Pot to increase power and
control their people. The impact of those actions in each case is addressed by only a few documentrelated statements. Minimal paraphrasing of document information is provided; however, a basic
understanding of the task is demonstrated.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – C
Joseph Stalin of the Soviet Union, and Pol Pot of Cambodia both
took large actions to increase their power and to control their people.
Both of these leaders had a major impact on people and society. Some
of these impacts were bad for their land, but they did whatever it took
to keep them in power.
Joseph Stalin, according to the documents wanted very much to
stay a leader and create fear. He says that fear will prevent anyone
from standing up against him. Beginning in the spring of 1937,
Stalin’s purges began. Stalin believed that arresting or killing
innocent people would make them scatter, and feel afraid, preventing
them to stand up against him. The millions of innocent people’s lives
that he has taken was just “a small price to pay for guarding his
power.” Stalin also created fear by placing informers at every corner,
in every store and everywhere you went. Also to protect Stalin’s
leadership, he would use propaganda. The news paper only reported on
what the Communist Party wanted people to know, and left out or
distorted the truth.
Pol Pot also did almost anything to keep his leadership strong. Pot
Pol even killed almost 21% of cambodia’s population. He evacuated
everyone from their homes, shops and shelters, and made sure that
there was no trouble making, or they would be shot. Also orphanages,
hotels, and hospitals were evicted, and also anyone who would not, or
could not would be shot. After that, everything anyone owned was now
the government’s, or Angkas. They could not own property, live in
their homes, and everyone had to wear black uniforms. From then on
everyone had to work in groups and look the same. Throughout Pol
Pot’s takeover of Cambodia, about 1,671,000 people were killed.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – C
Pol Pot and Stalin were leaders who killed and hurt anything that
got in the way of their leadership. Their actions had a great impact on
the society, people, and population.
Anchor Level 2-C
The response:
• Minimally develops all aspects of the task
• Is primarily descriptive (Stalin: wanted very much to stay a leader; fear would prevent anyone
from standing up against him; placed informers in every corner and everywhere you went;
newspaper left out or distorted truth; Pol Pot: did almost anything to keep his leadership strong;
made certain there was no troublemaking or they would be shot; everything anyone owned was
now the government’s or Angka’s; people had to work in groups)
• Incorporates limited relevant information from documents 4, 5, 7, 8, and 9
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (Stalin: millions of innocent lives taken; used
propaganda; Pol Pot: almost 21 percent of Cambodia’s population killed; everyone evacuated
from homes, shops, and shelters; people had to wear black uniforms); includes an inaccuracy
(Stalin: purges began in the spring of 1937)
• Demonstrates a general plan of organization; includes an introduction that restates the theme
and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 2. The response is comprised of
document information that outlines the actions of Stalin and Pol Pot but lacks supporting details.
While the development of the impact of the actions of both leaders is limited to brief statements, a
basic understanding of the task is demonstrated.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Anchor Paper – Document-Based Essay—Level 1 – A
Throughout history, leaders and governments have taken actions
to increase power and to control their people. Three such leaders include
Louis XIV of France, Joseph Stalin of the Soviet Union and the Pol Pot
of Cambodia. The actions taken by these leaders and governments had
a significant impact on their people and their society.
Joseph Stalin was a communist leader that worked his way the top
of rule very harshly. According to documetns 4a and 4b, Stalin’s policy
of divide and rule split the left-wing and the right-wing. For example,
one action Stalin took to increase his power was to work with the
right-wing of the party to weaken the left side of the party. According
to document 5, Stalin’s policy impacted the Soviet Union. One impact
Stalin’s policy had on the Soviet Union was he created a secret police
with informers. This made the Soviet Union much stronger.
The Khmer Rouge, also know as Pol Pot, took over Cambodia. The
Cambodians began to fear them because of their control they over the
Cambodians. According to document 7, the Khmer Rouge soldiers
invaded the capital of Cambodia. They evicted everyone out of the town
with the power of a gun point. Based on document 8, Pol Pot’s
government was referred to as Angka. It established collective forms
throughout Cambodia. One action Angka took to control the
cambodians was with a threatening Speech.
Both Joseph Stalin and the Pol Pot’s government has caused major
deaths during their rise to power. Stalin stepped on one to get to the other
to control people. Pol Pot’s government split towns, homes and families
up to rise to power from fear. These two leaders and/or governments has
taken actions to rise their increase of power and to control people in
their favor.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Anchor Level 1-A
The response:
• Minimally addresses some aspects of the task
• Is descriptive (Stalin: policy of divide and rule split the left wing and the right wing; created a
secret police with informers; Pol Pot: Cambodians began to fear Khmer Rouge because of their
control; people were evicted out of the capital; Angka used a threatening speech to control the
people)
• Includes minimal information from documents 4, 5, 7, and 8
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (Stalin: a communist leader; Pol Pot: took
over Cambodia; Khmer Rouge soldiers invaded the capital; collective farms established);
includes an inaccuracy (Pol Pot: Khmer Rouge also known as Pol Pot)
• Demonstrates a general plan of organization; includes an introduction that is a restatement of the
theme and a conclusion that states the different methods used by Stalin and Pol Pot to increase
power
Conclusion: Overall, the response fits the criteria for Level 1. Simplistic interpretation of limited
document information forms the basis of the response. Although brief general statements address
the impact of both the actions of Stalin and Pol Pot, the attempt at comparison demonstrates a
minimal understanding of the theme.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Anchor Paper – Document-Based Essay—Level 1 – B
Throughout history, leaders have taken actions to increase power and
to control their people. For example Louis XIV of France and Joseph Stalin
of the Soviet Union.
Louis the XIV of France was not a very powerful leader. He spent his
money as he pleased when he pleased since he was king. (Doc 1) This
caused taxes to increase and people to go into poverty and starvation.
The peasant of France tried to make there own branch and have input on
how the money gets spend but the King would not attend the meetings.
Although since he began his reign the millitary increased from
30,000 to 350,00 troops (Doc 2).
Joseph Stalin of the Soviet Union had a different strategy. First
he used people to get to the top then got rid of them. For example he worked
with the right-wing to get rid of the lefting-wing then once in power
got rid of the leader of the right-wing (Doc 4). He also invoced fear in
there people and arrested the inocent (Doc 5). This made the people
distrust each other and unable to organize and rebel against him.
Although he did increase the economy by increasing the production of
pig iron (Doc 6).
Leaders will take devasting measures to gain power and maintain
that power. Some may use the country and be able to stimulate it but
others just bring it down.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Anchor Level 1-B
The response:
• Minimally addresses all aspects of the task
• Is descriptive (Louis XIV: spent his money as he pleased when he pleased; people went into
poverty and starvation; Stalin: used people to get to the top, then got rid of them; invoked fear in
the people; made people distrust each other so they were unable to organize and rebel against
him); lacks understanding and application (Louis XIV: peasants of France tried to make their
own branch and have input on how the money gets spent, but the King would not attend the
meetings)
• Includes minimal information from documents 1, 2, 4, 5, and 6
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (Louis XIV: taxes increased; military
increased; Stalin: worked with the right wing to get rid of the left wing; arrested the innocent;
increased the production of pig iron); includes an inaccuracy (Louis XIV: was not a very
powerful leader)
• 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 1. Simplistic generalizations include
few supporting facts; however, minimal knowledge of the actions of Louis XIV and Stalin and the
impact of their actions is indicated. A misunderstanding of the operation of the Estates General is
demonstrated. Inclusion of accurate and inaccurate document information limits the response.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Document-Based Essay—Practice Paper – A
Unethical treatment and selfish methods have, unfortunately, been
common traits of world leaders in history. Actions performed solely to
gain power or control civilians’ lives have been taken by leaders such
as Joseph Stalin in the Soviet Union and Pol Pot’s Khmer Rouge in
Cambodia. These incidents were indeed extremely dangerous to live
through and they showed exactly what power-hungry leaders can be
capable of.
The desire for total power is not one that is easily extinguished.
Oftentimes leaders will do whatever it takes to gain more authority.
Joseph Stalin controlled what the media showed his people, and also
kicked possible political opponents in his political party out after
gaining power, to make sure he faced no internal opposition (Doc 4).
In Cambodia, the Communist way of living was forced onto the people,
and anyone who dared to not agree was brutally executed (Doc 8). Pol Pot
overthrew the previous government in a coup d’état and then killed any
opposition. Anyone with any connections to the previous government
or any foreign ideas was targeted and killed. People were tortured
relentlessly and forced to evacuate their homes. In Russia, Stalin used
a secret police force to search and destroy anyone who was suspected of
treason, whether or not they were actually innocent. By doing this, these
dictatorial governments were able to keep complete control over their
suffering people at the, seemingly to them, small price of millions of
innocent lives.
Although the policies of these 2 leaders may have been hugely
beneficial to themselves and certain aspects of the economy, the sheer
disregard for their peoples’ lives and rights was inexcusable. Stalin’s
strategy was to inflict as much fear into the hearts of his people as
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Document-Based Essay—Practice Paper – A
possible to prevent them from uniting and revolting (Doc. 5). His
informers were everywhere, so no one dared to publicize or even show any
resistance. In Cambodia, a genocide took place that killed over 1.5 million
people, 21% of the population (Doc 9). Nobody could even get a chance
to think about fighting back before the Khmer Rouge tortured and
executed them. The deaths of so many innocent civilians were a worthy
price to Pol Pot, and he almost succeeded in creating his ideal
Communist agrarian nation. In the Soviet Union as a result of
Stalin’s ruthless methods, industrial output increased dramatically
and helped make the Soviet Union a world power. Much of this
industrial output was applied to the military. Stalin believed
militarism would help protect and expand the Soviet Union and
consolidate power at home. Although some of his methods were criticized
by the leaders who followed him, it was in part because of his militarism
that the Soviet Union continued to remain strong. Clearly these
leaders’ methods were successful in their own objectives, however
the negative impacts on the people as a whole cause many to consider
the methods unjustifiable.
One might ask; how could the greed of these leaders be so strong
that they would massacre millions of their own people out of a desire
for security or whatever else they wanted? Well, one might answer that
by saying the power-hungry personalities of Stalin and Pol Pot may
have been a bit inconsiderate and twisted, and not in the peoples’ best
interests, but one cannot deny that they got what they wanted.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Document-Based Essay—Practice Paper – B
The institution in France which resembled the english parliament was
the estates General. He went to Spain to fight so he can took over Spain
but he refused so he return to france. Louis revoked the edict of Nantes
and toleration was no longer needed since protestantism. Josef Stalin
was the leader of the Soviet Union. In 20th century led to the widespread
availability of newspaper that pravda began publication in a very
small ways in 1912. The main mouthpiece of the communist party,
the newspaper has survived in the new Russia but with a much
reduced circulation. Until 1991 the Soviet Union collapsed and they
declared a new country in europe and Asia. Pol Pot and the Khmer
Rouge took over Phnom Perh in Cambodia. He evicting everyone from
there homes. He wanted to make the people do all the work and the people
should not take a break or eat food until they done working but he lost
many people he had no one to work so he was not leader of Cambodia.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Document-Based Essay—Practice Paper – C
Throughout the course of history leaders and certain governments
have taken action to control their government and people. Leaders such
as Joseph Stalin of the Soviet Union and Pol Pot of Cambodia have
displayed actions in order to increase their power and control their
nation. The actions taken by these two leaders both have had a strong
impact on the people and society in which they govern.
Joseph Stalin was one of the harshest dictators in the history of
Russia and the Soviet Union. He developed methods in order to
increase his power such as publishing the Pravada (Doc 4a) that only
published what the communist party wanted people to know. Often
facts in the Pravada were not written, in order to make Stalin look
good as a leader. Stalin also developed a “Divide and Rule” policy
(Doc 4b) that was able to banish an opponent of his named Trotsky
from the USSR forever in 1929. Stalin also believed building fear
was a good way to safeguard his power in the Soviet Union (Doc 5).
His idea of building fear was striking innocent people and punishing
them for crimes in which they did not commit. He figured this would
build walls between people preventing them from uniting together to
go against him. Millions of innocent lives were affected due to this.
Pol Pot was another leader who took actions that would greatly
affect his society in order to increase his power in Cambodia. In the
capital city of Phnom Penh (Doc 7), The Khmer Rouge soldiers and Pol
Pot drove the citizens out of the city. Those who didn’t cooperate or leave
were shot and killed, animals were slaughtered, and many people were
driven out at gunpoint. Pol Pot’s Khmer Rouge government also known
as Angka used harsh policys against the Cambodian people. A leader of
Angka gave a speech to the people and declared new and dramatically
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Vol. 2
Document-Based Essay—Practice Paper – C
different laws such as no property ownership, no more city lifestyle, and
everyone has to dress in black. Anyone who questioned the Angka’s
authority would be executed, putting fear into the people of Cambodia
(Doc 8a). As a result of Pol Pot’s government the population of Cambodia
dramatically decreased due to the immense amount of people executed.
(Doc 9a). In Democratic Kampuchea, about 1.5 million people were killed
or died from starvation and disease.
Both Joseph Stalin of the Soviet Union and Pol Pot of Cambodia
used morbid methods in order to maintain power and keep control of
the people. They both established fear into the citizens of there nations
to safeguard their positions. Millions of innocent people were killed as
a result of their actions whether it was executing them for crimes they
did not commit or executing them on the spot for just not cooperating
or questioning authority. Both the Soviet Union and Cambodia were
poorly affected from these leaders but aside from the harshness both
nations become more powerful and stronger.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Document-Based Essay—Practice Paper – D
Many rulers had once had to gain power in a bad way. Some rulers
had to kill people to make their way to the top and some were born into
it. When rulers had to earn power themselves then they had to do it
the hard way most of the time.
King Louis XIV had to gain power the hard way. He had access to
taxes which were not checked lots of the time. He had raised taxes and
taken them for himself. He had raised money that way. Another thing
he did to take power was that he used propoganda. He used this to make
people think that he was a great leader.
Stalin was another leader that took power the hard way. He had
used the gov. against itself. He told them that the other side was
against them and had them removed. He then removed the leader of the
part that was left. This gave himself almost all control over the entire
country.
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Vol. 2
Document-Based Essay—Practice Paper – E
King Louis XIV of France and Joseph Stalin of the Soviet Union
used political propaganda, the assertion of fear, as well as control over
certain establishments and buildings in order to assume and
strengthen their own control. Both Louis XIV and Stalin succeeded in
their attempts to gain more control, and at some points went to great
lengths to gain power in their country.
King Louis XIV created an age of prosperity in France and is often
refered to as the “Sun King”. During the time of Louis XIV’s reign as
well as before, aristricratic and the Nobility’s influence over the people
and fear of rebellion by powerful nobles were very high. Partly as an
attempt to lessen the power of the nobles, Louis XIV had the Palace of
Versailles built and required nobles to stay their for at least part of
their year. (Document #2) This would cause the nobles to be more loyal
and want to please the King. Also if nobles were at Versailles it would
be more difficult to organize or plan possible rebellions against the king.
As the saying goes “Keep your friends close and your enemies closer.”
He also increased the size of the French military, once again
demonstrating the power he held. (Document #2) He did this to ensure
that their wouldn’t be any interior rebellions while he was fighting
wars against countries such as Spain and the Netherlands to increase
the power of France. He also increased his power by controlling France’s
economy. He increased tariffs and regulated business which
strengthened France’s economy. Louis XIV also controled the political
system by excluding the one body that could possibly prevent him
from flexing his power, the Estates General. (Document #1) The Estates
General was not called until the French Revolution Period in 1789
when France was in great financial need. The Greatest assertion of
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Document-Based Essay—Practice Paper – E
power that directly and strongly affected many of the people in France
was when Louis revoked the Edict of Nates (Doc #3). This document
previously gave rights to the French protestants or Huguenots. The power
of the Edict had already been weakened by Cardinal Richilue during
the reign of Louis XIII at la Rochelle, but Louis XIV officialy did away
with the document. This caused thousands of French Huguenots to flee
from France, causing France to loose many of its talented people and
workers. Thoes who did not leave converted to Catholism or were in danger
of being killed. Louis XIV’s rule was one of the most absolute in French
history, and despite efforts to strengthen France’s economy, Louis
policies and spending near the end of his reign left France with debt.
Joseph Stalin Ruled the Soviet Union in a much more ruthless way
than Louix XIV. Stalin used the newspaper Pravda (meaning “truth”) as
a type of political propaganda for the communist party. (Document #4a).
The paper was for the sole purpose of spreading the ideas of the communist
party, and often twisted the truth and lied about events in the country,
and around the world to benefit and glorify Stalin. Stalian also
attempted to expell all left wing and right wing leaders from the
communist party to ensure he was the one with the most power.
(Document 4b). Stalin used five year plans during the pre world war
II era as well as during the war, to greatly increase pig iron production
within the USSR. (Document 6a/b). Because Stalian produced more
pig iron than Germany, France, or Great Britian he controled a large
industry in Europe and it helped him gain power not only in his
country, but also impress the entire continent of Europe. (Document 6b)
However he was less successful at increasing agricultural production
which suffered as industrial production increased. His collectivization
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Document-Based Essay—Practice Paper – E
of farms led farmers to protest and rebel. As a result agricultural
production dropped.
Stalians greatest technique of controling his people was inflicting
fear into society. (Document #5). He did this by arresting people who
were innocent. If Stalian arrested someone for a crime that could be
proven, then people felt safe, and it brought them closer together.
(document 5). This is something that Stalin did not want to happen
so he targeted innocent people so that no one felt safe. Following the rules
couldn’t ensure safety, only helping and obeying. Another way he kept
the fear high was by using his secret police force, the NKVD, and
informers (document 5). Fear was Stalins largest means of control
over the Soviet people. This way of control worked, and Stalin increased
his power in his country.
Both Joseph Stalin and King Louis XIV took large actions to help
them gain power in their countries over their people. Louis XIV did so
by taking away the rights of protestants in his country and
controling the economy in France. He also limited Noble control and
influence in the government by making them stay at Versailles where
he could keep a close eye on them. Joseph Stalin took a more ruthless
aproach to controling his people. By using political propaganda and
eliminating his political enimes, Stalin could control the Government
easier. He also used fear to control the people by arresting and killing
innocent people and accusing them of a crime. People no longer felt
safe and secure, which is just how Stalin wanted it. Both of these
Rulers went to great lengths to gain power over their people, and
succeded in doing so.
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Vol. 2
Practice Paper A—Score Level 3
The response:
• Develops all aspects of the task with little depth for Joseph Stalin and Pol Pot
• Is more descriptive than analytical (Stalin: controlled what media showed his people; kicked
possible political opponents in his political party out to make certain he faced no internal
opposition; secret police used to search and destroy anyone who was suspected of treason;
strategy was to inflict as much fear into the hearts of his people as possible to prevent them from
uniting and revolting; no one dared to publicize or show any resistance; much of the industrial
output was applied to the military; Pol Pot: anyone who dared not agree with his rule was
executed; no one could think about fighting back before the Khmer Rouge tortured and executed
them; deaths of so many innocent civilians were a worthy price to him)
• Incorporates some relevant information from documents 4, 5, 6, 7, 8, and 9
• Incorporates limited relevant outside information (Stalin: helped make Soviet Union a world
power; believed militarism would help protect and expand the Soviet Union and consolidate
power at home; because of his militarism, the Soviet Union continued to remain strong; Pol Pot:
overthrew previous government in a coup d’état; anyone with any connections to the previous
government or any foreign ideas targeted and killed; almost succeeded in creating his ideal
communist agrarian nation)
• Includes some relevant facts, examples, and details (Stalin: informers; industrial output
increased; Pol Pot: people forced to evacuate homes; genocide; over 1.5 million people killed)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that
state unethical treatment and selfish methods have been common methods used by some world
leaders to get what they wanted
Conclusion: Overall, the response fits the criteria for Level 3. The response relies on
generalizations to demonstrate the rule of Stalin and Pol Pot as beneficial to themselves and certain
aspects of the economy while detrimental to the lives of their people. A few well-placed analytic
statements compare the rule of the two leaders, but better integration and explanation of that
information would have strengthened the discussion.
Practice Paper B—Score Level 0
The response:
Fails to develop the task
Conclusion: Overall, the response fits the criteria for Level 0. Three individuals are addressed;
however, only the first two can be rated. While information is copied from the documents, no
understanding of the documents or of the task is demonstrated.
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Vol. 2
Practice Paper C—Score Level 2
The response:
• Minimally develops all aspects of the task
• Is primarily descriptive (Stalin: one of the harshest dictators in the history of Russia and the
Soviet Union; Pravda only published what the Communist Party wanted people to know; able to
banish his opponent Trotsky from the USSR forever with his “divide and rule” policy; believed
building fear was a good way to safeguard his power; punished innocent people for crimes they
did not commit figuring this would build walls between people preventing them from uniting
against him; Pol Pot: Khmer Rouge soldiers drove citizens out of capital, Phnom Penh; people
who did not cooperate were shot and killed; a leader of Angka declared new and dramatically
different laws; fear put into the people of Cambodia by executing anyone who questioned
Angka’s authority) includes faulty analysis (Pol Pot: both nations became more powerful and
stronger)
• Incorporates limited relevant information from documents 4, 5, 7, 8, and 9
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (Stalin: developed methods to increase his
power; Pol Pot: animals slaughtered; Democratic Kampuchea; about 1.5 million people killed
or died from starvation and disease)
• Demonstrates a general 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 2. While relevant document information
is used to address actions taken by Stalin and Pol Pot, only a few brief statements refer to the impact
of each leader’s actions. A few comparative statements add to the response, but additional
development would have strengthened that element.
Practice Paper D—Score Level 1
The response:
• Minimally addresses all aspects of the task
• Is descriptive (Louis XIV: had access to taxes which was not checked; Stalin: told people the
other side was against them and had them removed)
• Includes minimal information from documents 1 and 4
• Presents no relevant outside information
• Includes very few relevant facts, examples, and details (Louis XIV: took taxes for himself;
Stalin: removed the leader of the part that was left)
• Demonstrates a general plan of organization; includes an introduction that states the premise
that rulers had to earn power the hard way and lacks a conclusion
Conclusion: Overall, the response fits the criteria for Level 1. Although the response is limited in
scope and lacks development, a minimal understanding of the actions and impact of these leaders is
indicated.
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Vol. 2
Practice Paper E—Score Level 4
The response:
• Develops all aspects of the task but discusses Louis XIV more thoroughly than Joseph Stalin
• Is both descriptive and analytical (Louis XIV: as attempt to lessen nobles’ power had Versailles
built and required nobles to stay; if nobles were at Versailles, they would be more loyal and
want to please the king; excluded Estates General, one body that could possibly prevent him
from usurping power; Edict of Nantes gave power to French Protestants; with revocation of
Edict, France lost many of its talented people and workers; Huguenots who did not leave France
converted to Catholicism or were in danger of being killed; Stalin: used newspaper Pravda as
political propaganda for Communist party; Pravda often twisted truth and lied about events to
benefit and glorify Stalin; attempted to expel left-wing and right-wing leaders from Party to
ensure Stalin was the one with most power; less successful at increasing agricultural production;
Soviet Union created more pig iron than Germany, France, or Great Britain; felt arresting people
for a crime that could be proven made people feel safe and brought them closer together;
targeted innocent people so no one would feel safe)
• Incorporates relevant information from documents 1, 2, 3, 4, 5, and 6
• Incorporates relevant outside information (Louis XIV: during his reign as well as before the
nobility’s influence over people and fear of rebellion by powerful nobles was very high; if
nobles were at Versailles, more difficult for them to organize or plan rebellions against the
King; increased military to ensure there would be no interior rebellions while fighting wars
against other countries; increasing tariffs and regulating business strengthened France’s
economy; Estates General not called until French Revolution period in 1789 when France was
in great financial need; power of Edict weakened by Cardinal Richelieu during reign of Louis
XIII at La Rochelle; Stalin: his collectivization of farms led farmers to rebel and protest
resulting in production dropping)
• Supports the theme with relevant facts, examples, and details (Louis XIV: Sun King; fought
wars against Spain and the Netherlands; thousands of Huguenots fled France; Stalin: production
of pig iron increased; industrial production increased; inflicted fear; used secret police, NKVD,
and informers)
• Demonstrates a logical and clear plan of organization; includes an introduction that states Louis
XIV and Stalin used political propaganda, assertion of fear, and control over establishments and
buildings to strengthen their control and a conclusion that summarizes how Louis XIV and
Stalin controlled the people
Conclusion: Overall, the response fits the criteria for Level 4. Relevant facts and analysis are
employed to integrated document information in the assessment of the rule of Louis XIV. Analytic
statements represent a thoughtful appraisal of the premise that Stalin’s rule was more ruthless;
however, additional supporting facts and details through the incorporation of more outside
information would have strengthened the effort.
Global Hist. & Geo. Rating Guide – Aug. ’15
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Vol. 2
Global History and Geography Specifications
August 2015
Part I
Multiple Choice Questions by Standard
Standard
1—United States and New York History
2—World History
3—Geography
4—Economics
5—Civics, Citizenship, and Government
Question Numbers
N/A
4, 6, 8, 13, 14, 17, 19, 22, 25, 28, 29, 30, 37,
38, 39, 40, 42, 44, 45, 47, 48, 49, 50
1, 5, 7, 9, 10, 11, 15, 16, 23, 24, 31, 32, 35,
36, 41, 43, 46
2, 12, 18, 26, 27, 34
3, 20, 21, 33
Parts II and III by Theme and Standard
Theme
Thematic Essay
Movement of People and Goods
Standards
Standards 2, 3, 4, and 5:
World History; Geography;
Economics; Civics,
Citizenship, and Government
Document-based
Essay
Belief Systems; Change; Conflict;
Economic Systems; Human Rights;
Justice; Movement of People and
Goods; Political Systems; Power
Standards 2, 3, 4, and 5:
World History; Geography;
Economics; Civics,
Citizenship, and Government
Scoring information for Part I and Part II is found in Volume 1 of the Rating Guide.
Scoring information for Part III is found in Volume 2 of the Rating Guide.
Global Hist. & Geo. Rating Guide – Aug. ’15
[78]
Vol. 2
The Chart for Determining the Final Examination Score for the August 2015
Regents Examination in Global History and Geography will be posted on the
Department’s web site at: http://www.p12.nysed.gov/assessment/ on the day of
the examination. Conversion charts provided for the previous administrations
of the Global History and Geography examination must NOT be used to determine students’ final scores for this administration.
Submitting Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the test
development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make
suggestions. Instructions for completing the evaluation form are as follows:
1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
Global Hist. & Geo. Rating Guide – Aug. ’15
[79]
Vol. 2
The State Education Department / The University of the State of New York
Regents Examination in Global History and Geography – August 2015
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
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32
33
2
3
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20
21
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37
5
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41
Total Essay Score
3
4
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6
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21
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43
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45
10
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21
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24
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32
33
34
36
37
38
40
41
43
44
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47
48
50
14
15
16
17
18
20
21
22
24
25
26
28
29
30
32
33
34
36
37
38
40
41
43
44
45
47
48
50
51
52
54
17
18
20
21
22
24
25
26
28
29
30
32
33
34
36
37
38
40
41
43
44
45
47
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50
51
52
54
55
56
58
7
8
9
10
21
22
24
25
26
28
29
30
32
33
34
36
37
38
40
41
43
44
45
47
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50
51
52
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58
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62
25
26
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33
34
36
37
38
40
41
43
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47
48
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51
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54
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60
62
63
65
66
29
30
32
33
34
36
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38
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41
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47
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51
52
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33
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65
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74
Global History and Geography Conversion Chart - August '15
Total Part I and Part IIIA Score
Total Part I and Part IIIA Score
To determine the student’s final score, locate the student’s total essay score across the top of the chart and the total Part I and Part IIIA score down
the side of the chart. The point where those two scores intersect is the student’s final examination score. For example, a student receiving a total
essay score of 6 and a total Part I and Part IIIA score of 47 would receive a final examination score of 80.
1 of 1
31
32
33
34
35
36
37
38
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40
41
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0
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34
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38
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Total Essay Score
3
4
5
6
47
48
50
51
52
54
55
56
58
59
60
62
63
65
66
67
69
70
71
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86
51
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58
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65
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71
72
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90
55
56
58
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65
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69
70
71
72
74
75
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80
81
83
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91
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93
59
60
62
63
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71
72
74
75
76
78
79
80
81
83
84
85
86
87
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91
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94
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95
7
8
9
10
63
65
66
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69
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72
74
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76
78
79
80
81
83
84
85
86
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67
69
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80
81
83
84
85
86
87
89
90
91
92
93
94
95
95
96
97
97
97
98
98
71
72
74
75
76
78
79
80
81
83
84
85
86
87
89
90
91
92
93
94
95
95
96
97
97
97
98
98
98
99
99
75
76
78
79
80
81
83
84
85
86
87
89
90
91
92
93
94
95
95
96
97
97
97
98
98
98
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99
99
100