Download global history and geography

REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
GLOBAL HISTORY
AND GEOGRAPHY
Thursday, June 13, 2013 — 9:15 a.m. to 12:15 p.m., only
Student Name ______________________________________________________________
School Name _______________________________________________________________
The possession or use of any communications device is strictly prohibited
when taking this examination. If you have or use any communications
device, no matter how briefly, your examination will be invalidated and
no score will be calculated for you.
Print your name and the name of your school on the lines above. A separate answer
sheet for Part I has been provided to you. Follow the instructions from the proctor for
completing the student information on your answer sheet. Then fill in the heading of each
page of your essay booklet.
This examination has three parts. You are to answer all questions in all parts. Use black
or dark-blue ink to write your answers to Parts II, III A, and III B.
Part I contains 50 multiple-choice questions. Record your answers to these questions
as directed on the answer sheet.
Part II contains one thematic essay question. Write your answer to this question in
the essay booklet, beginning on page 1.
Part III is based on several documents:
Part III A contains the documents. When you reach this part of the test, enter
your name and the name of your school on the first page of this section.
Each document is followed by one or more questions. Write your answer to each
question in this examination booklet on the lines following that question.
Part III B contains one essay question based on the documents. Write your
answer to this question in the essay booklet, beginning on page 7.
When you have completed the examination, you must sign the declaration printed at
the end of the answer sheet, indicating that you had no unlawful knowledge of the questions
or answers prior to the examination and that you have neither given nor received assistance
in answering any of the questions during the examination. Your answer sheet cannot be
accepted if you fail to sign this declaration.
DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN.
REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY
Part I
Answer all questions in this part.
Directions (1–50): For each statement or question, record on your separate answer sheet the number of the
word or expression that, of those given, best completes the statement or answers the question.
4 Between 500 B.C. and A.D. 1500, the migration
of the Bantu people of Africa led to the diffusion
of
(1) languages and metallurgical skills
(2) porcelain and cannons
(3) camels and Islam
(4) cuneiform and galley ships
Base your answer to question 1 on the passage
below and on your knowledge of social studies.
… Europe’s waterways were also a blessing. Its
rivers flowed gently into sheltered, navigable
bays. The Rhine is a wide, slow-moving river that
can be used as a highway for goods and people.
The Mediterranean is calm, almost a lake, with
many big ports. Compare this to Africa. Despite
being the second-largest continent, Africa has the
shortest coastline, much of which is too shallow to
build major ports. Most of its big rivers—fastmoving, dramatic, vertiginous [dizzying]—are not
navigable. Add to that the tropical heat and
propensity [tendency] for disease and food
spoilage, and you have a compelling geographic
explanation for African underdevelopment—
surely not the only factor, but a significant
one.…
5 What was one reason for the decline of both the
Han dynasty and the western Roman Empire?
(1) outbreak of war between religious groups
(2) inability to force back foreign invaders
(3) efforts of the middle class to gain power
(4) lack of a common currency
6 The Ten Commandments, the Eightfold Path,
and the Five Pillars of Faith each serve to
(1) provide followers with a guide for living
(2) establish systems of justice
(3) establish distinctions between social classes
(4) provide regulations for government workers
— Fareed Zakaria, The Post-American World,
W. W. Norton & Company, 2008
1 Which conclusion about the geography of these
continents is best supported by this passage?
(1) Europe and Africa have the same climate.
(2) Europe and Africa have many deep major
ports.
(3) Waterways are a geographic blessing in both
Europe and Africa.
(4) River systems have helped development in
Europe and hindered it in Africa.
7 Which statement about the early Indus River
valley civilization is an opinion rather than a fact?
(1) Farmers grew a surplus of barley, wheat, and
dates.
(2) The Indus people developed a system of
writing.
(3) Planned cities indicated a use of technology.
(4) The Indus city-states were the most
developed of the time period.
2 Opinion and bias in written historical sources
illustrate the need to be aware of
(1) plagiarism
(3) human rights
(2) turning points
(4) points of view
8 The introduction of the Cyrillic alphabet and
Orthodox Christianity to Russia is most closely
associated with
(1) Viking conquests
(2) Byzantine missionaries
(3) Alexander the Great’s armies
(4) Ottoman expansion
3 Which social scientists primarily study the
scarcity of resources and the distribution of goods
and services?
(1) anthropologists
(3) economists
(2) political scientists
(4) historians
Global Hist. & Geo. – June ’13
[2]
Base your answer to question 9 on the map below and on your knowledge of social studies.
Himalayas
Indus
Thar
Desert
Vaisālī
Patna
INDIA
Ganges
Narmada
Arabian
Sea
Deccan
Plateau
Godāvari
Gupta Empire, end
of 4th century AD
Bay of
Bengal
Krishna
Current political
boundaries of India
0
0
Andaman Is.
300 Km
300 Mi
Kāveri
Andaman
Sea
Source: MSN Encarta Encyclopedia (adapted)
9 Which geographic feature would have most likely hindered the expansion of the Guptas
into what is modern-day China?
(1) Thar Desert
(3) Himalaya Mountains
(2) Deccan Plateau
(4) Bay of Bengal
12 One way in which Martin Luther’s Ninety-five
Theses and Henry VIII’s Act of Supremacy are
similar is that both
(1) emphasize the importance of the Bible
(2) caused the Thirty Years War
(3) challenge the authority of the Catholic Church
(4) helped to unify Christendom
10 What was one result of the European Commercial
Revolution?
(1) a decline in the spice trade
(2) the destruction of the papacy
(3) the development of capitalism
(4) an increased reliance on bartering
11 • Conquered Ghana
• Experienced a golden age under Mansa Musa
• Built mosques and schools in Timbuktu
13 Niccolò Machiavelli wrote The Prince as a guide
to success in
(1) family life
(2) politics
(3) economic undertakings
(4) scholarship
Which civilization is most directly associated with
these descriptions?
(1) Axum
(3) Kush
(2) Benin
(4) Mali
Global Hist. & Geo. – June ’13
[3]
[OVER]
18 Which statement best describes Aztec civilization
at the time of the Encounter?
(1) Small groups of nomadic clans competed for
food.
(2) Various ethnic groups had representation in a
legislative body.
(3) Absence of a social class structure created
unsettled living conditions.
(4) Advanced agricultural practices supported
large urban centers.
Base your answer to question 14 on the diagram
below and on your knowledge of social studies.
GENTRY
Wealthy landowners
Study Confucian ideas
Some become civil servants
19 • The Americas are referred to as the “New
World.”
• Eastern Asia is referred to as the “Far East.”
• Southwest Asia is referred to as part of the
“Middle East.”
PEASANTS
Most people are peasants
Farmers work the land
Live in small villages
MERCHANTS
Some become very rich
Lower status than peasants because their riches
come from work done by other people
Some buy land and educate a son so he can join the gentry
Whose perspective is best represented by these
regional place names?
(1) Chinese
(3) European
(2) African
(4) Indian
Source: Goldberg and DuPré,
Brief Review in Global History and Geography,
Prentice Hall, 2002 (adapted)
20 Why is Catholicism a major religion practiced in
Latin America?
(1) Spain conquered and colonized much of
Latin America.
(2) Disputes over international boundaries
within Latin America were settled by the
pope.
(3) The traditional beliefs of Africans were
incorporated into the cultures of Latin
America.
(4) The Church provided Latin America with a
strong central government.
14 Which concept is best illustrated by this diagram?
(1) dynastic cycle
(3) social hierarchy
(2) guild system
(4) cultural diffusion
15 Which event marked the rise in power of the
Ottoman Empire in 1453?
(1) birth of Muhammad
(2) conquest of Constantinople
(3) siege of Vienna
(4) death of Saladin
21 Which geographic feature presented an obstacle
to Simón Bolívar’s forces?
(1) Sahara Desert
(3) Great Rift Valley
(2) Andes Mountains
(4) Strait of Malacca
16 The restoration of Chinese rule, the voyages of
Zheng He, and the reintroduction of civil service
examinations are all associated with the
(1) Ming dynasty
(3) Songhai Empire
(2) Abbassid dynasty
(4) Delhi sultanate
22 One way in which the Industrial Revolution in
Great Britain in the 18th century and the potato
blight in Ireland in the 19th century are similar is
that they both led directly to
(1) significant human migrations
(2) more equitable distribution of wealth
(3) growth in the number of subsistence farmers
(4) rapid increases in food production
17 Which step did Catherine the Great take that is
consistent with Enlightenment ideas?
(1) ordering the burning of books
(2) strengthening the institution of serfdom
(3) expanding Russian territory into Ukraine
(4) considering a law code that would treat all
citizens equally
Global Hist. & Geo. – June ’13
[4]
Base your answers to questions 23 and 24 on the map below and on your knowledge of social studies.
Eight Circuits of the 13th-Century World System
Karakorum
Bruges
Troyes
Caffa
Black
Sea
I
Venice
Genoa Constantinople
Mediterranean
Sea
Caspian
Sea
III
Bukhara
II
Peking
Samarkand
Tabriz
East
China
Sea
Hangchow
Baghdad
Alexandria
Cairo
Basra
IV
Hormuz
Zaytun
Canton
Re
d
Muscat
Cambay
a
VI
Aden
VIII
Bay
of
Bengal
Se
V
Jiddah
Arabian Calicut
Sea
Quilon
South
China
Sea
VII
Malacca
Palembang
Indian Ocean
Source: Janet L. Abu-Lughod, Before European Hegemony: The World System A. D. 1250_1350,
Oxford University Press, 1989 (adapted)
23 Based on this map of 13th-century world systems, which of these circuits was limited to
one continent?
(1) I
(3) V
(2) II
(4) VI
24 The information on this map implies that trade made these regions
(1) militaristic
(3) isolationist
(2) interdependent
(4) ethnocentric
26 What was a major reason European nations
competed for control of Africa during the second
half of the 1800s?
(1) Africa had a wealth of natural resources.
(2) Slave labor was needed in the Americas.
(3) African nations offered religious and political
freedom.
(4) Europeans needed land for their excess
population.
25 Which action did Japan take during the Meiji
Restoration?
(1) established a social system to benefit the
samurai
(2) sent experts to learn from modern Western
nations
(3) allowed communist ideas to dominate its
government
(4) started an ambitious program to expel foreign
manufacturers
Global Hist. & Geo. – June ’13
[5]
[OVER]
29 The terms spheres of influence, extraterritoriality, and mandates are most closely
associated with
(1) collective security
(3) imperialism
(2) militarism
(4) self-sufficiency
Base your answer to question 27 on the cartoon
below and on your knowledge of social studies.
TP
.
.
D
PEOPLE
Y.
............... IONS
T
EC TO
IR OW E
H TAK
30 In Europe during the 1930s, economic instability
led to the
(1) rise of fascist dictatorships
(2) development of nuclear arms
(3) abandonment of colonial territories
(4) establishment of the League of Nations
USTRIA-HU
N
50,000,000 GAR
A
CE
EARMS
E..............................
Base your answers to questions 31 and 32 on the
passage below and on your knowledge of social
studies.
.............
..........
.............
DIRECTIONS
HOW TO
TAKE
PEACE
TERMS
The privilege of opening the first trial in history
for crimes against the peace of the world imposes
a grave responsibility. The wrongs which we seek
to condemn and punish have been so calculated,
so malignant, and so devastating, that civilization
cannot tolerate their being ignored, because it
cannot survive their being repeated. That four
great nations, flushed with victory and stung with
injury stay [stop] the hand of vengeance and
voluntarily submit their captive enemies to the
judgment of the law is one of the most significant
tributes that Power has ever paid to Reason.…
UNGARY
IA-H
AUSTR 00,000
6,0 PEOPLE
YOU’LL FEEL
BETTER NOW.
— Chief Prosecutor Robert H. Jackson,
November 21, 1945, Nuremberg
Source: Ket, The Literary Digest, September 27, 1919 (adapted)
31 The wrongs referred to in this passage include
the
(1) occupation of Ethiopia by Italy
(2) invasion of Afghanistan by the Soviet Union
(3) mass murder of Jews and others in
concentration camps
(4) deaths of American soldiers during the
Bataan Death March
27 This cartoon refers to events immediately after
which war?
(1) Franco-Prussian
(3) World War I
(2) Russo-Japanese
(4) World War II
28 The belief that workers of the world would unite
to overthrow their oppressors is central to
(1) Social Darwinism
(2) Marxism
(3) conservatism
(4) laissez-faire capitalism
Global Hist. & Geo. – June ’13
32 The speaker maintains that the guiding principle
of the trial will be the
(1) payment of reparations
(2) denial of responsibility
(3) celebration of victory
(4) judgment of the law
[6]
Base your answers to questions 33 and 34 on the photographs below and on your knowledge of social studies.
Mohandas Gandhi
Source: Stanley Wolpert, Gandhi’s Passion:
The Life and Legacy of Mahatma Gandhi,
Oxford University Press
Source: Mustafa Kemal Atatürk,
Compiled by İlhan Akşit, Istanbul (adapted)
33 The clothes worn by Mohandas Gandhi of India and by Mustafa Kemal Atatürk of
Turkey indicate the desire of these leaders to
(1) conform to traditional religious beliefs
(2) adapt to the cultural norms of urban life
(3) protest the oppression of communist rule
(4) make a political statement to their respective nations
34 Both leaders were known for their commitment to
(1) Islamic fundamentalism
(3) civil disobedience
(2) nationalist movements
(4) five-year plans
Global Hist. & Geo. – June ’13
[7]
[OVER]
Base your answer to question 35 on the map below and on your knowledge of social studies.
Growth of the Japanese Empire, 1931–41
N
0
0
175
250
Sakhalin
350 Miles
500 Kms
W
E
U.S.S.R.
S
Manchukuo
MONGOLIA
Hua
(Yello ng He
w Riv
er)
Jehol
C
H
I
N
Sea of
Japan
CHOSEN
(KOREA)
Peking
(Beijing)
JAPAN
Tokyo
Yellow
Sea
A
Nanjing
r
ive
ze R
t
g
Yan
Shanghai
PACIFIC
OCEAN
INDIA
Key
Taiwan
BURMA
Bay of
Bengal
Hong
Kong
French
Indochina
Hainan
Japanese Empire 1931
Japanese-dominated or
conquered areas prior to
Pearl Harbor
Unoccupied China
Source: Historical Maps on File, Revised Edition, Volume II, Facts on File (adapted)
35 Based on the information provided by this map, how did the growth of the Japanese
Empire affect China?
(1) China acquired Japanese military technology.
(2) China invaded French Indochina.
(3) China was forced to adopt Korean culture.
(4) China lost control of many of its eastern seaports.
37 The creation of the European Union (EU) and of
the North American Free Trade Agreement
(NAFTA) was intended to
(1) benefit member nations through the
reduction of tariffs
(2) implement sustainable energy policies
(3) institute a system of impartial courts
(4) establish stronger regional military alliances
36 Which development in the history of Cuba
occurred first?
(1) The United States imposed a naval
quarantine against Cuba.
(2) The Soviet Union built missile sites in Cuba.
(3) Fidel Castro forcibly took power in Cuba.
(4) The communist government in Cuba seized
foreign properties.
Global Hist. & Geo. – June ’13
[8]
Base your answer to question 38 on the cartoon below and on your knowledge of social studies.
Source: Cox & Forkum, Cox & Forkum Editorial Cartoons online,
November 21, 2004 (adapted)
38 Which issue is the focus of this 2004 cartoon?
(1) global warming
(3) ethnic tensions
(2) global migration
(4) nuclear proliferation
Base your answer to question 41 on the passage
below and on your knowledge of social studies.
39 • The United States offered aid to Turkey (1947).
• The Soviet Union helped finance the Aswan
Dam in Egypt (1956).
• A coup d’état in Iraq was supported by the
United States (1963).
… Once thought of as a model for other young
African democracies, Nigeria has buckled under
the weight of persistent enmities [hostilities]
among four major tribes—the Moslem Hausas
and Fulanis in the North, the Yorubas in the West
and the clever Ibos in the East. In January 1966,
five years after independence, a group led by
Eastern army officers toppled the Northerndominated regime of Sir Abubakar Tafawa
Balewa and exposed the raw nerves of those
ancient rivalries. Northerners countered with a
coup that installed [General Yakubu] Gowon, and
their pent-up fury exploded in the massacre of
thousands of Ibos living in the North.…
Which conclusion about the Middle East can be
drawn from these situations that occurred during
the Cold War?
(1) It served as a key ally for the Soviet Union.
(2) It developed a policy of appeasement.
(3) It became a site of strategic competition
between the superpowers.
(4) It allowed the United Nations to establish the
region’s foreign policies.
— Time, June 9, 1967
40 In which geographic region has Aung San Suu
Kyi labored to bring about democratic reform?
(1) Southeast Asia
(3) Central Asia
(2) Middle East
(4) West Africa
Global Hist. & Geo. – June ’13
41 This passage illustrates the impact ethnic loyalties
can have on
(1) maintaining colonial control
(2) sustaining nonalignment
(3) building national unity
(4) preserving traditional religions
[9]
[OVER]
Base your answers to questions 42 and 43 on the cartoon below and on your knowledge of social studies.
Source: Godfrey Mwampembwa, Nation, Nairobi, Kenya, March 5, 2005
42 A central theme of this cartoon is that those most able to assist poor countries
(1) have too many commitments
(3) offer great strength
(2) contribute little of substance
(4) agree to share the burden
43 One purpose of this cartoon is to
(1) arouse public opinion
(2) explain foreign programs
(3) justify neutrality
(4) expose environmental issues
44 One way in which Hammurabi and Justinian are
similar is that they successfully
(1) established public education systems
(2) codified the laws of their empire
(3) instituted democratic governments
(4) separated church and state
46 The Great Wall of China and the Berlin Wall
were both intended to
(1) halt the spread of communism
(2) isolate unpopular governments
(3) limit the movement of peoples
(4) keep people from smuggling illegal goods
45 One way in which the Treaty of Nanking and the
Treaty of Versailles are similar is that in both
treaties the provisions called for
(1) monarchs to be returned to their rightful
places
(2) reparations to be paid by defeated countries
(3) existing borders to be maintained
(4) peacekeeping organizations to be established
47 One way in which Miguel Hidalgo, Ho Chi Minh,
and Jomo Kenyatta are similar is that they all
were
(1) leaders of independence movements
(2) communist dictators
(3) enlightened despots
(4) advocates of liberation theology
Global Hist. & Geo. – June ’13
[10]
49 The Columbian exchange is most closely
associated with the beginnings of
(1) mercantilism
(3) mass production
(2) humanism
(4) scientific socialism
48 Which heading best completes the partial outline
below?
I. __________________________________
A. Decentralized governments
B. Widespread usage of manorialism
C. Increased power of the Roman
Catholic Church
(1)
(2)
(3)
(4)
50 Which form of government is associated with the
reigns of Suleiman the Magnificent, Akbar the
Great, and Peter the Great?
(1) constitutional monarchy
(2) direct democracy
(3) theocracy
(4) absolute monarchy
Results of the Spanish Reconquista
Characteristics of Feudal Europe
Essential Traits of the Italian City-States
Outcomes of the Glorious Revolution
Global Hist. & Geo. – June ’13
[11]
[OVER]
Answers to the essay questions are to be written in the separate essay booklet.
In developing your answer to Part II, be sure to keep these general definitions in mind:
(a) 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”
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: Change—Revolution
Throughout history, revolutions have developed in response to a variety of
conditions. These revolutions have often resulted in significant political,
economic, and social change.
Task:
Select two revolutions and for each
• Describe the historical circumstances leading to this revolution
• Discuss the political, economic, and/or social effects of this revolution
You may use any revolution from your study of global history and geography. Some
suggestions you might wish to consider include the Neolithic Revolution, French Revolution,
Haitian Revolution, Industrial Revolution, Russian Revolution, Mexican Revolution, Chinese
Cultural Revolution, and Green Revolution in Agriculture.
You are not limited to these suggestions.
Do not use a revolution from United States history in your answer.
Guidelines:
In your essay, be sure to
• Develop all aspects of the task
• Support the theme with relevant facts, examples, and details
• Use a logical and clear plan of organization, including an introduction and a conclusion that
are beyond a restatement of the theme
Global Hist. & Geo. – June ’13
[12]
NAME _____________________________________
SCHOOL ___________________________________
Part III
DOCUMENT-BASED QUESTION
This question is based on the accompanying documents. The question is designed to test your
ability to work with historical documents. Some of these documents have been edited for the
purposes of this question. As you analyze the documents, take into account the source of each
document and any point of view that may be presented in the document.
Historical Context:
Technological advancements such as the combined use of the bow and the
stirrup by the Mongols, the use of the caravel by the Spanish, and the use of
the railroad in India have affected how certain civilizations and societies have
interacted with each other. Changes have resulted from these interactions.
Task: Using the information from the documents and your knowledge of global history,
answer the questions that follow each document in Part A. Your answers to the
questions will help you write the Part B essay in which you will be asked to
Select two technological advancements mentioned in the historical context and
for each
• Explain how this technological advancement affected the interactions of a
specific civilization or society with another group
• Discuss changes that resulted from these interactions
In developing your answers to Part III, be sure to keep these general definitions in mind:
(a) explain means “make plain or understandable; to give reasons for or causes of; to
show the logical development or relationships of ”
(b) discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail”
Global Hist. & Geo. – June ’13
[13]
[OVER]
Part A
Short-Answer Questions
Directions: Analyze the documents and answer the short-answer questions that follow each document in the
space provided.
Document 1a
Document 1b
… The Mongols had developed a composite
bow made out of sinew and horn and were
skilled at shooting it while riding, which gave
them the upper hand against ordinary foot
soldiers. With a range of more than 350 yards,
the bow was superior to the contemporaneous
[co-existing] English longbow, whose range
was only 250 yards. A wood-and-leather saddle,
which was rubbed with sheep’s fat to prevent
cracking and shrinkage, allowed the horses to
bear the weight of their riders for long periods
and also permitted the riders to retain a firm
seat. Their saddlebags contained cooking pots,
dried meat, yogurt, water bottles, and other
essentials for lengthy expeditions. Finally, a
sturdy stirrup enabled horsemen to be steadier
and thus more accurate in shooting when
mounted. A Chinese chronicler recognized the
horse’s value to the Mongols, observing that
“by nature they [the Mongols] are good at
riding and shooting. Therefore they took
possession of the world through this advantage
of bow and horse.”…
Source: Mou-Sien Tseng, painting,
New Masters Gallery online (adapted)
Source: Morris Rossabi, “All the Khan’s Horses,”
Natural History, October 1994
1a Based on these documents, what advantage did the stirrup give to Mongol warriors? [1]
Score
b Based on these documents, what did the combined technology of the composite bow and the stirrup enable
the Mongols to do? [1]
Score
Global Hist. & Geo. – June ’13
[14]
Document 2
… Though much of what the Mongols wrought [brought about] on their westward march was
destructive, some benefits were reaped from their forays [raids] into Europe and conquests in
Muslim areas. By example, they taught new ways of making war and impressed on their Turkic
and European enemies the effectiveness of gunpowder.
As we have seen, Mongol conquests facilitated [aided] trade between the civilizations at each
end of Eurasia, making possible the exchange of foods, tools, and ideas on an unprecedented
scale. The revived trade routes brought great wealth to traders such as those from north Italy,
who set up outposts in the eastern Mediterranean, along the Black Sea coast, and as far east
as the Caspian Sea. Because the establishment of these trading empires by the Venetians and
Genoese provided precedents [examples] for the later drives for overseas expansion by
peoples such as the Portuguese and English, they are of special significance in global
history.…
Source: Robert Guisepi, “The Last Great Nomadic Challenges – From Chinggis Khan to Timur,”
The Mongols, International World History Project online
2 According to Robert Guisepi, what was one change that resulted from the interaction between Europeans
and Mongols? [1]
Score
Global Hist. & Geo. – June ’13
[15]
[OVER]
Document 3
… Diplomatic exchanges between Christian Europe and Mongol Asia led to the emergence
of the first Western eye-witness accounts of far-off East Asia. For the first time, Western
Europeans were exposed to the true size and scope of the Eurasian landmass; they were
exposed to different cultures, beliefs, values, attitudes, and institutions; the papacy and
Europe were thus forced out of their narrow religious-geographic perspective; they began to
realize that they had to deal with and relate to the non-Christian world with its many different
peoples, religions, and cultures. The Europeans gradually assigned the Mongols and other
Asians a permanent place in the natural order of things; they no longer tried to force all
peoples into a specific Biblical niche or role as they initially did during Europe’s narrow
Christian view of the world and all people in it. The Westerners realized that they could not
refuse to recognize and deal with the rest of the world simply because it was non-Christian
[and] that they could not ignore and pretend that all non-Christian peoples and cultures did
not exist. Thus the Mongols and Asians were incorporated into the West’s intellectual
framework in the thirteenth and fourteenth centuries.…
Source: Gregory Guzman, “Christian Europe and Mongol Asia:
First Medieval Intercultural Contact Between East and West,”
Essays in Medieval Studies, Volume 2,
Proceedings of the Illinois Medieval Association online
3 According to Gregory Guzman, what was one effect the Mongols had on the European view of the world?
[1]
Score
Global Hist. & Geo. – June ’13
[16]
Document 4a
Caravel
Source: George R. Schwarz,
Center for Maritime Archaeology and Conservation,
Texas A & M University (adapted)
Document 4b
Advantages of Caravel
•
•
•
•
Uses of Caravel
Fast
Maneuverable
Easy to sail in shallow waters
Able to sail downwind using square sails
•
•
•
•
Carrying cargo
Fighting wars
Pirating
Exploring the Americas
4 Based on these documents, what were two ways the caravel affected European interaction with other
groups? [2]
(1)__________________________________________________________________________________
__________________________________________________________________________________
Score
(2)__________________________________________________________________________________
__________________________________________________________________________________
Score
Global Hist. & Geo. – June ’13
[17]
[OVER]
Document 5
… It all began in Española [Hispaniola] with sugar, which was already a profitable plantation
crop in the Canaries and Portugal’s Atlantic islands in the fifteenth century. Columbus himself
had shipped sugar from Madeira to Genoa in 1478, and the mother of his first wife owned a
sugar estate on that island. He brought sugar cane with him to Española in 1493, and the cane
grew well in American soil. But the growth of the sugar industry was painfully slow until
Charles V intervened, ordering that sugar masters and mill technicians be recruited from the
Canaries, and authorizing loans to build sugar mills on Española. There were thirty-four mills
on the island by the late 1530s and sugar was one of the two staples of the island’s economy
(the other being cattle ranching) until the latter part of the sixteenth century.…
Source: Alfred W. Crosby Jr., The Columbian Exchange: Biological and Cultural Consequences of 1492,
Greenwood Publishing (adapted)
5 According to Alfred W. Crosby, what was one effect of Spanish colonization on the island of Española? [1]
Score
Global Hist. & Geo. – June ’13
[18]
Document 6
… Growing sugar cane became a large business. At first, Native Americans were forced to
work on sugar plantations, large estates run by an owner or overseer. They were treated
cruelly, and many died. The Spanish then brought slaves from Africa to do the work.
A new social structure developed. People born in Spain made up the highest social class.
Those of European descent born in the colonies were next. People of mixed European and
Indian or African descent were in the middle. Native Americans and people of African
descent were in the lowest classes.…
Source: Guide to the Essentials of World History, Prentice Hall
6 Based on this document, what were two changes in the Americas that resulted from interactions with the
Spanish? [2]
(1)__________________________________________________________________________________
__________________________________________________________________________________
Score
(2)__________________________________________________________________________________
__________________________________________________________________________________
Score
Global Hist. & Geo. – June ’13
[19]
[OVER]
Document 7a
Railroads
Broad Gauge
Meter Gauge and
Narrow Gauge
Borders
Delhi
Agra
Lucknow
Ahmadabad
Calcutta
Baroda
Nagpur
Bay of
Bengal
Bombay
Hyderabad
Arabian
Sea
Bangalore
Madras
0
300 Miles
Source: Ashok K. Dutt et al., India in Maps,
Kendall/Hunt Publishing Company (adapted)
Document 7b
The age of railroads played a role in and supported the growth of a new period of imperialism.
… Thus, colonial railways were part of this process of the spread of empire, its economic
patterns, its ideas and its institutions. The process was essentially the same throughout the
world: production of new commodities to feed the burgeoning [quickly growing] industries of
the West; new populations to produce them; new patterns of land ownership, often involving
the dispossession of previous inhabitants; new legal codes to make the conquered lands safe
for investment and exploitation. Such was the story everywhere empires expanded.…
Source: Robert Lee, “Potential Railway World Heritage Sites in Asia and the Pacific,”
Institute of Railway Studies and Transport History, The University of York
7 Based on these documents, what do railroads enable colonial powers to do? [1]
Score
Global Hist. & Geo. – June ’13
[20]
Document 8
This excerpt analyzes the Indian railway system from the Indian nationalist point of view between 1880 and
1905.
… A review of the existing railway policy led them [Indian nationalist leaders] to conclude that
it was not primarily regulated in the interests of the Indian people; and that it largely ignored
Indian needs, particularly industrial needs, and was mainly meant to serve British economic
and political interests. They noted that railways played an important role in imparting colonial
character to the Indian economy. They were even able to glimpse the growing connection
between railway development in a backward country and the growing power of finance in the
advanced metropolitan country and the consequent political complications.
They wanted railways to serve national economic interest by stimulating economic
development, which was in turn seen as consisting of industrial and agricultural growth. To
them the proper railway policy was one that promoted Indian industry and a proper public
works policy one that gave priority to irrigation and agriculture. They desired railway policy to
give due weight to the state of Indian finances and Indian economy.…
Source: Bipan Chandra, “Economic Nationalism and the Railway Debate, circa 1880–1905,”
in Our Indian Railway, Foundation Books (adapted)
8 According to Bipan Chandra, what is one concern the Indian nationalist leaders had regarding British
railway policy? [1]
Score
Global Hist. & Geo. – June ’13
[21]
[OVER]
Document 9
… The railroads facilitated, linked, and coordinated a wide variety of socioeconomic processes
and cooperated with other large-scale transportation and communication systems. For
example, the railroads enabled national markets with converging prices for food grains
[to reduce the gap between prices] to emerge in the 1880s; the same railroads made it possible
for peasant villagers to undertake quick pilgrimages (within a few days or less) during their
brief respites [relief] from the demands of agriculture. The hard backbone of British colonial
rule in India, the British soldier and his weaponry, could be quartered in fewer places in the
knowledge that the railroads could transport troops rapidly to trouble spots. The publications
of what became the outpourings of many presses owned by Indians and printed in Indian
languages and in English found profitable markets. The railroads synergistically [mutually]
cooperating with the post office facilitated the inexpensive, bulk shipments of books,
magazines, and newspapers, among which many came to have nationalist orientations.…
Source: Ian J. Kerr, Engines of Change: The Railroads That Made India, Praeger
9 According to Ian Kerr, what were two changes that resulted from the British building railroads? [2]
(1)__________________________________________________________________________________
__________________________________________________________________________________
Score
(2)__________________________________________________________________________________
__________________________________________________________________________________
Score
Global Hist. & Geo. – June ’13
[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:
Technological advancements such as the combined use of the bow and the
stirrup by the Mongols, the use of the caravel by the Spanish, and the use of
the railroad in India have affected how certain civilizations and societies have
interacted with each other. Changes have resulted from these interactions.
Task: Using the information from the documents and your knowledge of global history,
write an essay in which you
Select two technological advancements mentioned in the historical context and
for each
• Explain how this technological advancement affected the interactions of a
specific civilization or society with another group
• Discuss changes that resulted from these interactions
Guidelines:
In your essay, be sure to
• Develop all aspects of the task
• Incorporate information from at least four documents
• Incorporate relevant outside information
• Support the theme with relevant facts, examples, and details
• Use a logical and clear plan of organization, including an introduction and a conclusion that
are beyond a restatement of the theme
Global Hist. & Geo. – June ’13
[23]
REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY
Printed on Recycled Paper
REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY
FOR TEACHERS ONLY
The University of the State of New York
VO L U M E
1 2
OF
REGENTS HIGH SCHOOL EXAMINATION
MC & THEMATIC
GLOBAL HISTORY AND GEOGRAPHY
Thursday, June 13, 2013 — 9:15 a.m. to 12:15 p.m., only
SCORING KEY FOR PART I
AND RATING GUIDE FOR PART II (THEMATIC ESSAY)
Updated information regarding the rating of this examination may be posted on the
New York State Education Department’s web site during the rating period. Visit the site at:
http://www.p12.nysed.gov/assessment/ and select the link “Scoring Information” for any recently posted
information regarding this examination. This site should be checked before the rating process for this
examination begins and several times throughout the Regents Examination period.
Scoring the Part I Multiple-Choice Questions
Follow the procedures set up by the Regional Information Center, the Large City Scanning Center,
and/or the school district for scoring the multiple-choice questions. If the student’s responses for the
multiple-choice questions are being hand scored prior to being scanned, the scorer must be
careful not to make any marks on the answer sheet except to record the scores in the designated
score boxes. Any other marks on the answer sheet will interfere with the accuracy of scanning.
Multiple Choice for Part I
Allow 1 credit for each correct response.
Part I
1 ......4......
13 . . . . . . 2 . . . . . .
26 . . . . . . 1 . . . . . .
39 . . . . . . 3 . . . . . .
2 ......4......
14 . . . . . . 3 . . . . . .
27 . . . . . . 3 . . . . . .
40 . . . . . . 1 . . . . . .
3 ......3......
15 . . . . . . 2 . . . . . .
28 . . . . . . 2 . . . . . .
41 . . . . . . 3 . . . . . .
4 ......1......
16 . . . . . . 1 . . . . . .
29 . . . . . . 3 . . . . . .
42 . . . . . . 2 . . . . . .
5 ......2......
17 . . . . . . 4 . . . . . .
30 . . . . . . 1 . . . . . .
43 . . . . . . 1 . . . . . .
6 ......1......
18 . . . . . . 4 . . . . . .
31 . . . . . . 3 . . . . . .
44 . . . . . . 2 . . . . . .
7 ......4......
19 . . . . . . 3 . . . . . .
32 . . . . . . 4 . . . . . .
45 . . . . . . 2 . . . . . .
8 ......2......
20 . . . . . . 1 . . . . . .
33 . . . . . . 4 . . . . . .
46 . . . . . . 3 . . . . . .
9 ......3......
21 . . . . . . 2 . . . . . .
34 . . . . . . 2 . . . . . .
47 . . . . . . 1 . . . . . .
10 . . . . . . 3 . . . . . .
22 . . . . . . 1 . . . . . .
35 . . . . . . 4 . . . . . .
48 . . . . . . 2 . . . . . .
11 . . . . . . 4 . . . . . .
23 . . . . . . 1 . . . . . .
36 . . . . . . 3 . . . . . .
49 . . . . . . 1 . . . . . .
12 . . . . . . 3 . . . . . .
24 . . . . . . 2 . . . . . .
37 . . . . . . 1 . . . . . .
50 . . . . . . 4 . . . . . .
25 . . . . . . 2 . . . . . .
38 . . . . . . 4 . . . . . .
Copyright 2013 — 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 – June ’13
[2]
Vol. 1
Global History and Geography
Content-Specific Rubric
Thematic Essay
June 2013
Theme: Change—Revolution
Throughout history, revolutions have developed in response to a variety of conditions. These
revolutions have often resulted in significant political, economic, and social change.
Task: Select two revolutions and for each
• Describe the historical circumstances leading to this revolution
• Discuss the political, economic, and/or social effects of this revolution
You may use any revolution from your study of global history and geography. Some
suggestions you might wish to consider include the Neolithic Revolution, French Revolution,
Haitian Revolution, Industrial Revolution, Russian Revolution, Mexican Revolution, Chinese
Cultural Revolution, and Green Revolution in Agriculture.
You are not limited to these suggestions.
Do not use a revolution from United States history in your answer.
Scoring Notes:
1. This thematic essay has a minimum of six components (for two revolutions, discussing the
historical circumstances that led to each revolution and at least two political, economic, and/or
social effects of each revolution).
2. The effects of the revolutions may be both political, both economic, both social, or a
combination of any two categories.
3. The classification of effects does not need to be identified as political, economic, or social as
long as it is implied in the discussion.
4. The effects of the revolution may be either immediate or long term.
5. The effects of a revolution may include events associated with the course of a revolution, e.g.,
Robespierre’s Reign of Terror as part of the French Revolution.
6. The effects of the revolution may be discussed from any perspective as long as the position
taken is supported by accurate historical facts and examples.
7. If more than two revolutions are discussed, only the first two revolutions discussed should be
scored.
Global Hist. & Geo. Rating Guide – June ’13
[3]
Vol. 1
Score of 5:
• Thoroughly develops all aspects of the task evenly and in depth by discussing two revolutions, the
historical circumstances that led to each revolution and at least two political, economic, and/or
social effects for each revolution
• Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g.,
Neolithic Revolution: connects the limitations of a nomadic lifestyle in providing for human
sustenance to the opportunities offered by domestication of plants and animals, relating the initial
revolution in production of food to subsequent changes in settlement patterns, social class, and
governance; Chinese Cultural Revolution: connects the failures of the Great Leap Forward and
accompanying decline in the stature of Mao Zedong to his efforts at reawakening the revolutionary
spirit and reasserting his authority, contrasting the increasing power of radical factions with the
increasing economic stagnation resulting from this revolution
• Richly supports the theme with relevant facts, examples, and details, e.g., Neolithic Revolution:
surplus; population growth; development of irrigation systems; specialization of labor; civilization;
Chinese Cultural Revolution: backyard furnaces; communes; famine; Red Guard; Little Red Book;
class struggle; reeducation; Gang of Four
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that are beyond a restatement of the theme
Score of 4:
• Develops all aspects of the task but may do so somewhat unevenly by discussing one revolution
more thoroughly than the other revolution 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.,
Neolithic Revolution: discusses the limitations of a nomadic lifestyle, contrasting it with the
opportunities offered by domestication of plants and animals that eventually led to the development
of cities and complex governments; Chinese Cultural Revolution: discusses Mao’s declining image
as a result of the failures of the Great Leap Forward, his desire to renew revolutionary momentum,
and how his efforts to remove and reeducate those considered capitalists resulted in political and
social chaos
• Supports the theme with relevant facts, examples, and details
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that are beyond a restatement of the theme
Score of 3:
• Develops all aspects of the task with little depth or develops at least four aspects of the task in
some depth
• Is more descriptive than analytical (applies, may analyze and/or evaluate information)
• Includes some relevant facts, examples, and details; may include some minor inaccuracies
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that
may be a restatement of the theme
Note: If all aspects of the task are thoroughly developed evenly and in depth for one revolution and if
the response meets most of the other Level 5 criteria, the overall response may be a Level 3
paper.
Global Hist. & Geo. Rating Guide – June ’13
[4]
Vol. 1
Score of 2:
• Minimally develops all aspects of the task or develops at least three aspects of the task in some
depth
• Is primarily descriptive; may include faulty, weak, or isolated application or analysis
• Includes few relevant facts, examples, and details; may include some inaccuracies
• Demonstrates a general plan of organization; may lack focus; may contain digressions; may not
clearly identify which aspect of the task is being addressed; may lack an introduction and/or a
conclusion
Score of 1:
• Minimally develops some aspects of the task
• Is descriptive; may lack understanding, application, or analysis
• Includes few relevant facts, examples, or details; may include inaccuracies
• May demonstrate a weakness in organization; may lack focus; may contain digressions; may not
clearly identify which aspect of the task is being addressed; may lack an introduction and/or a
conclusion
Score of 0:
Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant
facts, examples, or details; OR includes only the theme, task, or suggestions as copied from the test
booklet; OR is illegible; OR is a blank paper
*The term create as used by Anderson/Krathwohl, et al. in their 2001 revision of Bloom’s Taxonomy of
Educational Objectives refers to the highest level of the cognitive domain. This usage of create is similar to
Bloom’s use of the term synthesis. Creating implies an insightful reorganization of information into a new
pattern or whole. While a Level 5 paper will contain analysis and/or evaluation of information, a very strong
paper may also include examples of creating information as defined by Anderson and Krathwohl.
All sample student essays in this rating guide are presented in the same cursive font while
preserving actual student work, including errors. This will ensure that the sample essays are
easier for raters to read and use as scoring aids.
Raters should continue to disregard the quality of a student’s handwriting in scoring
examination papers and focus on how well the student has accomplished the task. The contentspecific rubric should be applied holistically in determining the level of a student’s response.
Global Hist. & Geo. Rating Guide – June ’13
[5]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
Throughout history revolutions have sprung up in various parts of
the world. In Latin America, regional revolutions made changes in
political leadership but left social and economic conditions much the
same. In Britain, sweeping technological change had dramatic social
and economic effects.
Regarding the historical circumstances that led to the Latin
American Revolutions, there were several factors that led to its rise.
Fundamentally, it came about because countries in Europe like Spain
and Portugal colonized what Europeans called the New World. Kings
made wealth and religious conversion to Christianity their goals.
Conquistadors and colonists went to the New World to gain their
fortune. Mines and plantations were established using Indian labor
and then enslaved Africans. This resulted in a racist system that
lacked respect for other peoples and abused and exploited them.
Peninsulares, those born in Europe, held all the political power in the
colonies. They were at the top of the social class system. Below the
peninsulares were the creoles who were born in the colonies. The
peninsulares were reluctant to share political power with them. Creoles
were however wealthy landowners, successful business people and very
ambitious. Creoles read the forbidden writings of Enlightenment
thinkers like Montesquieu, Voltaire, and John Locke. It was writings,
the influence of the French Revolution, and the decline of Spain
during Napoleon’s rule that caused Latin American revolutions. In
Haiti enslaved Africans were led by a freed slave and in Mexico one of
the revolts was led by a village priest. Bolivar, a creole, waged war. In
each case, they wanted to overthrow their colonial leaders.
Due to the Latin American revolutions, new countries formed in the
Global Hist. & Geo. Rating Guide – June ’13
[6]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
New World. There were some political changes, but not much changed
economically or socially. By 1824 what had been the Spanish empire
no longer existed. Some former colonies witnessed the codification of
law. In terms of politics, some countries attempted to become
democratic but this was a real struggle. Nationalists like Bolivar felt
the region was unprepared for full democracy. He favored a
constitution that had a president for life and this is the way many
countries went. Most creoles decided that they would hold onto political
power. They were supported by the army and Church and ruled over
everybody else in what is called an oligarchy.
Economically while no longer under mercantalism, Latin
American countries continued to export minerals and cash crops. This
new trade relationship was called neocolonialism, meaning that Latin
American countries were politically free but still economically
dependent.
In the 18th century, the Industrial Revolution came about in Great
Britain. It came about because those with capital decided that
investment of economic profits would be maximized if they built an
industry that met the growing demand for textiles. In addition, Great
Britain developed superb technology, especially steam power, that
would be key in running factories and transporting people and goods.
The enclosure of fields used for farming and grazing and
modernization of agriculture by people like Townshend led to a large
migration of farmers to the city. Populations in cities grew. England’s
involvement in the Scientific Revolution led to practical applications
of science and hundreds of new technologies were created. These
technologies were the driving force in the development of other
Global Hist. & Geo. Rating Guide – June ’13
[7]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
industries including iron and steel. Great Britain’s industrial
accomplishments spread to other countries. The countries that
industrialized often became world powers. Those that did not tended to
remain less developed.
Regarding social effects, the Industrial Revolution resulted in a
middle-class dominated by industrial capitalists. These capitalists
demanded that government leave business alone, claiming this
benefited everyone while conveniently increasing profits. Laissezfaire, the label given to this philosophy became the goal and model of
investors and factory owners. It should also be noted that the
Industrial Revolution brought about a class of factory workers called
the proletariat. This class is often described as the victim of child labor,
low wages, unsafe working conditions, and long hours. However, these
workers often took action, for example, destroying the machines that
displaced them. They also took political action by supporting
movements that sought increased voting rights and regulation of
working and living conditions. The fear of a radicalized working
class pressured a reluctant Parliament to address the problems caused
by laissez-faire.
Both the Latin American Revolutions and the Industrial
Revolution had a great impact. In Latin America, the impact was
primarily political. Independence from Spain was gained and creoles
ruled. In Britain, the impact of industrialization can be seen in the
successes of the middle class and contrasted with the challenges faced
by the working class.
Global Hist. & Geo. Rating Guide – June ’13
[8]
Vol. 1
Anchor Level 5-A
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing Latin American
Revolutions of the early 1800s and the Industrial Revolution in England
• Is more analytical than descriptive (Latin American Revolutions: regional revolutions made dramatic
changes in political leadership but left social and economic conditions much the same; kings made
wealth and religious conversion their goal; mines and plantations were established using Indian labor
and then enslaved Africans; resulted in racist system that lacked respect for other peoples;
peninsulares reluctant to share power; creoles were wealthy, successful, and ambitious; creoles read
the forbidden writings of Enlightenment thinkers; influence of the French Revolution and the decline
of Spain during Napoleon’s rule caused Latin American revolutions; nationalists like Bolívar felt
region was unprepared for full democracy, he favored a constitution that had a president for life; most
creoles decided to hold onto political power; new trade relationship, called neocolonialism, meant that
Latin American countries were politically free but still economically dependent; Industrial
Revolution: sweeping technological change had dramatic social and economic effects; practical
applications of science led to hundreds of new technologies being created; industrialized countries
often became world powers and those that did not tended to remain less developed; resulted in middle
class dominated by industrial capitalists; capitalists demanded government leave business alone,
claiming this benefited everyone; laissez-faire became goal and model of investors and factory
owners; fear of radicalized working class pressured reluctant Parliament to address problems caused
by laissez-faire)
• Richly supports the theme with relevant facts, examples, and details (Latin American Revolutions:
conquistadors; colonists; Spain; Portugal; New World; Montesquieu, Voltaire, John Locke; Haiti;
enslaved Africans; Mexico; codification of law; attempts to become democratic; support for creoles of
army and Church; oligarchy; Industrial Revolution: capital; investment in textile industry; steam
power; enclosure of fields; Townshend; migration of farmers to city; Scientific Revolution; iron and
steel industries; class of workers called the proletariat; child labor; regulation of working and living
conditions; voting rights)
• Demonstrates a logical and clear plan of organization; includes an introduction that sets up the themes
developed for each revolution and a conclusion that is beyond a restatement of the theme
Conclusion: The response fits the criteria for Level 5. The response features strong theme development,
arguing that Latin America’s regional revolution was largely limited to political change that mostly
benefited the creoles, while England’s Industrial Revolution brought about dramatic economic and social
change that transformed society. Substantial analysis and supporting details are integrated and applied
throughout the essay.
Global Hist. & Geo. Rating Guide – June ’13
[9]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – B
Growing tensions throughout various nation states have given
birth to revolutions in the hopes of creating better social, political and
economic conditions. Two major European revolutions took place in
France and Britain during the period between 1600–1800’s. Driven by
issues such as representation in government and the authority of the
monarch, both societies attempted to better their situation politically,
economicaly and socialy.
With James I and the Stuarts rise to power in England a concept of
monarch known as divine right came to the surface. James sought to
establish an absolute monarchy challenging traditions begun under
the Magna Carta. Seeing that his father was successful, Charles I,
James I’s son, implemented the Star Chamber instituted by Henry VII.
Charles put to trial enemies or people he was unsure about and used
this method against leaders of parliament. Charles also collected taxes
without parliament’s consent, which violated the Magna Carta. Many
opponents of Charles were Puritans who were concerned that he would
succeed in making England Catholic again. Attempts to arrest
leaders of parliament led to the Puritan Revolution, which brought
many changes to England as a whole. The effects of the Puritan
Revolution were extremely important in shaping the political character
of England. The execution of Charles and unhappiness with the
dictatorship of Cromwell amounted to a rejection of absolutism in any
form. Later Stuart rulers missed the point of these events, and the
Glorious Revolution took place confirming the rejection of a Catholic,
divine right ruler in England. Politicaly, the concept of a limited
monarchy was reinforced by William and Mary signing the English
bill of Rights. Parliament became more powerful than the monarchy.
Global Hist. & Geo. Rating Guide – June ’13
[10]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – B
Economicaly, the role of parliament in granting consent for tax
collecting was reinforced. Collectively the people of England gained
assurances against absolute power through the Bill of Rights which
greatly inhibited the power of the state over them.
With the arrival of the last few decades of the 18th century in
France, a lot of problems were evident. A major problem was that the
old tradition of Absolute Monarchy was being challenged by ideas of
the Enlightenment such as Montesquieu’s idea of separation of power
and Rousseau’s idea of a social contract. These ideas suggested that
absolutism kept many people under arbitrary rule by the monarch
while the ideal government would be held accountable for ruling in the
best interests of the people. The ranks of the Nobility and the Clergy
were a minuscule part of the population, who possessed tremendous
influence and paid few taxes. They especially angered members of the
3rd estate who wanted fairer taxes and increased representation. With
the contradictions in French society becoming obvious, famines hit
France right before the French Revolution. This did a great deal to
increase the anger of city workers as it increased the price of bread
exponentially. All these problems added up to culminate in the French
revolution. Many changes were made after the revolution. One of the
most important effects of the French Revolution was the assumption of
leadership by bourgeoisie inspired by ideas of the Enlightenment.
Their influence can be seen in the Declaration of Rights of Man and
France’s first constitution. Their efforts to create a government that
responded to the needs of and desires of the people were uneven, leading
to a series of governments. Radical leaders of the Reign of Terror, who
corrupted the Enlightenment, rose to power in support of the lower
Global Hist. & Geo. Rating Guide – June ’13
[11]
Vol. 1
Anchor Paper – Thematic Essay—Level 5 – B
classes. A demand for change led to the arrest and execution of these
Radical leaders. Napoleon eventually came to power, bringing
stability, codified laws, and military dictatorship, but not democracy.
Another important effect was the change in the status and power of
the Catholic Church. The Church and the clergy were one of the biggest
victims of the French Revolution. They had their land taken away and
they were abolished by the Reign of Terror. Under Napoleon, the Church
was revived but on his terms.
In conclusion, it is obvious that both the Puritan and the French
revolutions were attempts to resolve issues such as representation in
government and political authority. England still has a monarchy,
perhaps because it was successfully limited. In France, political
authority shifted, but the monarchy was never trusted again.
Global Hist. & Geo. Rating Guide – June ’13
[12]
Vol. 1
Anchor Level 5-B
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing the Puritan Revolution
in England and the French Revolution.
• Is more analytical than descriptive (Puritan Revolution: with James I and the Stuarts, the concept of
monarchy known as divine right surfaced; James sought to establish absolute monarchy challenging
traditions begun under the Magna Carta; many opponents of Charles were Puritans who were
concerned he would make England Catholic again; effects of revolution shaped political character of
England; execution of Charles and unhappiness with Cromwell amounted to rejection of absolutism in
any form; Glorious Revolution furthered rejected the idea of a Catholic, divine right ruler in England;
concept of limited monarchy was reinforced by William and Mary signing the English Bill of Rights;
Parliament became more powerful than the monarchy; people of England gained assurances against
absolute power; England still has a monarchy, perhaps because it was successfully limited; French
Revolution: idea of absolute monarchy was being challenged by ideas of the Enlightenment; ideas
suggested absolutism kept many people under arbitrary rule of the monarch while the ideal
government would be held accountable for ruling in best interest of people; members of Third Estate
wanted fairer taxes and increased representation; price of bread increased exponentially; assumption
of leadership by bourgeoisie inspired by ideas of the Enlightenment; leaders of the Reign of Terror
corrupted the Enlightenment; efforts to create a government that responded to the needs of and desires
of the people led to a series of governments; Napoleon brought stability, codified laws, and military
dictatorship, but not democracy; political authority shifted, but the monarchy was never trusted again)
• Richly supports the theme with relevant facts, examples, and details (Puritan Revolution:
representation in government; authority of the monarchy; Star Chamber; Henry VII; French
Revolution: authority of the monarchy; nobility and clergy; Montesquieu’s idea of separation of
power; Rousseau’s idea of a social contract; famine right before Revolution; Declaration of the Rights
of Man; Church one of biggest victims of Revolution; Church revived on Napoleon’s terms)
• Demonstrates a logical and clear plan of organization; includes an introduction that establishes a
unifying theme by tying the two revolutions to issues of representation in government and authority of
the monarchy and a conclusion that is beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 5. The response makes particularly effective
use of knowledge of subject matter in discussing how two major European revolutions dealt with similar
issues. Analysis is strong in the discussion of the concept of limited monarchy in the Puritan Revolution
and the role of Enlightenment ideas in the French Revolution.
Global Hist. & Geo. Rating Guide – June ’13
[13]
Vol. 1
Anchor Paper – Thematic Essay—Level 4 – A
Revolutions are caused by a desire for change. The Iranian
Revolution was the result of change; the Russian Revolution occurred
because change came too slowly. The Shah of Iran, Reza Pahlavi, was
returned to power in the 1950s as a result of a coup. Britain wanted to
regain control of Iran’s oil, while the United States wanted to keep Iran
from aligning with the Soviet Union. When Mossadegh, the prime
minister threatened their plans, he was removed from power. When the
Shah was restored to power, he made reforms. He gave women more
rights & modernized. He also used a secret police (the Savak) &
restricted freedoms, especially freedom of speech. Traditionalists
worried Iran was losing its culture and becoming too western,
especially in the cities. They believed the Shah was a puppet of the
United States. The Shah’s rich lifestyle contrasted with the poverty of
many of his people. The public finally made their voice heard and
protested. Increasingly large demonstrations put pressure on the Shah
to leave the country. Ayatollah Khomeni, a leader of the revolution,
took power once the Shah left.
Following the revolution, a theocracy, a government based on
religion was created. Sharia, the Islamic law, became the law of the
land. Shiite clergy interpreted these religious laws and the duties of
the people. Under the revolutionary committees, this meant women had
very few rights & were almost entirely dependant on their
husband/father. Harsher punishments were established like having a
hand cut off for stealing. Politically, Iran’s government is
unprecedented in modern day. Many believed a theocratic republic
could not survive in modern day, but Iran shows little sign of decline
even with the effects of United Nations sanctions. Iran is often in the
Global Hist. & Geo. Rating Guide – June ’13
[14]
Vol. 1
Anchor Paper – Thematic Essay—Level 4 – A
news over concerns that they are developing nuclear weapons. Their
defiance raises their standing as an anti-west power. Islam for some
has become a means of achieving freedom from western influence.
The Russian Revolution was the result of the czars not making
needed changes. Many of the people were poor & hungry. When Czar
Alexander abolished serfdom, he did not do much to improve the
situation because freed serfs had little money & no where to go.
Peasants looked to the czars to solve the land shortage. Factory workers
were also unhappy, demanding shorter hours and better wages. Czar
Nicholas II lost their support with Bloody Sunday. Nicholas II’s efforts
to appease the opposition with a powerless Duma made things worse.
Mismanagement of the war effort during World War I led many
troops to “vote for peace with their feet.” They deserted. By 1917 Russia
was paralyzed with little hope for solutions. Without an outlet for
grievances, Russia fell into revolution.
Revolutionaries split into Social Democrats & Social
Revolutionaries & further into Bolsheviks and Mensheviks. The
Bolsheviks, led by Lenin, hijacked the revolution. Lenin hoped to
create a communist society, but was interrupted by the civil war
between the Whites (anti-communists) and the Reds (Lenin’s
supporters). In the end, Lenin and the Communist Party ruled by
force and terror. Lenin postponed decisions on restructuring the
economy to communism when he introduced the N.E.P., which allowed
some capitalism that helped to stabalize the economy. Unfortunately,
Lenin died and Stalin adopted a “pure” communist economy.
In Iran, the Shah’s changes triggered a revolutionary response from
the people. In Russia, failure to respond to the need for change brought
about revolutions.
Global Hist. & Geo. Rating Guide – June ’13
[15]
Vol. 1
Anchor Level 4-A
The response:
• Develops all aspects of the task but discusses the Iranian Revolution and the circumstances leading to
the Russian Revolution more extensively than the effects of the Russian Revolution
• Is both descriptive and analytical (Iranian Revolution: Britain wanted to regain control of Iran’s oil,
while the United States wanted to keep Iran from aligning with the Soviet Union; when Shah was
restored to power, he made reforms, giving women more rights and modernized; Shah also used secret
police and restricted freedoms, especially freedom of speech; traditionalists worried Iran was losing its
culture and becoming too western; Shah’s rich lifestyle contrasted with the poverty of many of his
people; increasingly large demonstrations put pressure on the Shah to leave the country; Ayatollah
Khomeini took power; Islamic law became the law of the land; meant women had very few rights and
were almost entirely dependent on their husbands/fathers; Iran shows little sign of decline even with
United Nations sanctions; Islam for some has become a means of achieving freedom from Western
influence; Russian Revolution: result of czars not making changes; Czar Alexander abolishing
serfdom did not improve the situation; peasants looked to czar to solve land shortage; Nicholas II’s
effort to appease the opposition with a powerless Duma made things worse; mismanagement of the
war effort during World War I; by 1917, Russia was paralyzed with little hope for solutions; without
outlet for grievances, Russia fell into revolution; Lenin hoped to create communist society but was
interrupted by civil war; Lenin and the Communists ruled by force and terror; Lenin postponed
decision on restructuring the economy to communism when he introduced the N.E.P.; Stalin adopted a
“pure” communist economy)
• Supports the theme with relevant facts, examples, and details (Iranian Revolution: Reza Pahlavi;
coup; Mossadegh; Savak; theocracy; Sharia; government unprecedented in modern day; concerns over
nuclear weapons; anti-West power; Russian Revolution: Bloody Sunday; Social Democrats; Social
Revolutionaries; Bolsheviks; Mensheviks; Whites; Reds)
• Demonstrates a logical and clear plan of organization; lacks a formal introduction and has a brief
conclusion
Conclusion: Overall, the response fits the criteria for Level 4. Details demonstrate a good understanding
of circumstances that promote revolutions and the nature of revolutionary regimes. The discussion of both
revolutions features examples of insight that would be more effective with further development.
Global Hist. & Geo. Rating Guide – June ’13
[16]
Vol. 1
Anchor Paper – Thematic Essay—Level 4 – B
There have been many revolutions throughout history, two of which
are iconic — the Indian Revolution and the Industrial Revolution.
Both revolutions were firsts of their own kind. The Indian Revolution
was the first attempt at a non-violent revolution. The Industrial
Revolution was the first to change to the mass production of goods.
Both the Industrial Revolution and the Indian Revolution had
political, economic, and social effects.
The Indian Revolution had numerous causes. The Indians were
ruled by the British and grew tired of their rule, as most colonies did.
After years upon years of repressive rule, the Indian people began to
feel nationalism and a desire for self-detirmination. Politically, the
British took advantage of differences: religious, regional and social.
They basically played one group off against another by manipulating
hostilities. This has became known as divide and conquer.
Economically, many Indian industries were destroyed by imported
British manufactured goods. The big example of this was textiles.
Socially, the British forced their culture on India. For example, the
official language was English. Also, education of elite Indians
emphasized things like British history and government.
After WWI, the British promised to give India more self-rule, but
this was not done. All of these conditions would allow Gandhi, a nonviolent figure, to gain support and help win Indian Independance. He
acheived this through non-violent protest, ahisma, and civil
disobedience. After the massacre at Amritsar, Gandhi united the
Indian people in a boycott against British textiles. Later, the Salt
March brought attention to unfair taxes.
After the Indian Revolution had ended, there were many effects on
Global Hist. & Geo. Rating Guide – June ’13
[17]
Vol. 1
Anchor Paper – Thematic Essay—Level 4 – B
the nation. Through Cultural diffusion, the Indians adopted a
parliamentary-like democracy, based on that of the British. However,
not everything went perfectly. Relations between Hindus and
Muslims were sometimes tense even under British rule. Because of
this, the British decision to grant independence included the division
of the colony into two nations. The British felt the only way to ease
tensions was to create two nations: Hindu India, and Muslim
Pakistan. Gandhi had wanted a unitied India, but it became clear that
would not happen. At the time of independence, Hindu refugees fled
Pakistan and Muslim refugee fled India especially along the borders.
Since independence, relations between these countries have not been
good. They have had border conflicts over land they both claim in
Kashmir. They both have developed nuclear weapons and their tense
relations have made neighbors and other countries nervous.
The Industrial Revolution was a turning point in history. Before
this revolution, products were made individually and by hand in the
domestic system. Farms were small. Britan’s population began to
grow. The food supply could not be sustained much longer. An
Agricutural Revolution occured to keep up with the demands of a
growing population. The enclosure of farmland led to migrations to the
cities where displaced farmers would work in factories, thus fueling
the Industrial Revolution. Inventions promoted factories and city life.
These factories required natural resources, which Britan had a lot of.
Everything from Bridges to clothing could be made. Products became
mass produced in factories, unlike any time in the past. Britan was
the model of an industrialized nation.
The Industrial Revolution saw Great Britan become the “workshop
Global Hist. & Geo. Rating Guide – June ’13
[18]
Vol. 1
Anchor Paper – Thematic Essay—Level 4 – B
of the world” and other countries tried to copy them. Now many more
products could be produced, much faster. The British economy exploded.
It soon became one of the strongest trading nations of the world.
However, the price paid for growth was poor working conditions.
Workers would work outragous hours for little pay. Child labor became
an epidemic. Among other things this sparked ideas such as Marxism.
This idea was an extremist solution to exploitation. When the British
government eventually adapted reforms the threat of communism was
avoided. Workers lives were also improved because of labor unions.
Both the Indian and the Industrial Revolution were shaped by the
historical circumstances that sparked them. Both Revolutions had
internal and global consequences.
Global Hist. & Geo. Rating Guide – June ’13
[19]
Vol. 1
Anchor Level 4-B
The response:
• Develops all aspects of the task but does so somewhat unevenly by discussing the Indian Revolution
more thoroughly than the Industrial Revolution
• Is both descriptive and analytical (Indian Revolution: first attempt at a non-violent revolution; Indians
grew tired of British rule as most colonies did; after years of oppressive rule, Indian people began to
feel nationalism and desire for self-determination; British took advantage of differences: religious,
regional and social; many Indian industries were destroyed by imported British manufactured goods;
British forced culture on India; after World War I, British promised more self-rule but this was not
done; Indians adopted parliamentary-like democracy based on that of British; British felt only way to
ease tensions was to create two nations: Hindu India and Muslim Pakistan; since independence,
relations have not been good; both India and Pakistan have developed nuclear weapons and their tense
relations have made other countries nervous; Industrial Revolution: before the revolution, products
were made individually and by hand; Agricultural Revolution occurred to keep up with demands of a
growing population; enclosure of farmland led to migrations to cities; displaced farmers would work
in factories; price paid for growth was poor working conditions; sparked ideas such as Marxism, an
extremist solution to exploitation; British government eventually adopted reforms and threat of
communism was avoided)
• Supports the theme with relevant facts, examples, and details (Indian Revolution: divide and conquer;
textiles; English official language; Gandhi, a non-violent figure; ahimsa; civil disobedience;
Armritsar; boycott; Salt March; border conflicts over land both claim; Kashmir; Industrial Revolution:
domestic system; products became mass produced in factories; Britain was the model of an
industrialized nation; “workshop of the world;” more products produced much faster; labor unions)
• 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 is well developed and makes
good use of facts and details to describe the Indian and Industrial revolutions. Some analysis is used to
enhance the discussion; however, further integration of analytic statements would have strengthened the
response.
Global Hist. & Geo. Rating Guide – June ’13
[20]
Vol. 1
Anchor Paper – Thematic Essay—Level 4 – C
Throughout history, there have been many revolutions that had an
effect on a nation or even the whole world. Whether it was an economic,
political, or social impact, the course of these revolutions made this
world the way it is today. Two significant revolutions in history
include the French Revolution and the Green Revolution in
Agriculture.
The French Revolution was a response to the unpopularity of King
Louis XVI, the estates system, government bankruptcy, and the
impact of the Enlightenment. Louis ruled absolutely, without regard
for the well being of society. The estates system represented an outdated
arrangement based on privilege. Government debt meant high taxes
for all but the nobles and clergy. Enlightenment ideas were made part
of slogans like “Liberty, Equality, Fraternity”. Things blew up in
1789 when Louis was forced to ask the old lawmaking body, the
Estates General, to raise taxes. However, each estate had one vote and
usually, the First Estate and the Second Estate outvoted the Third
Estate. For that reason, the Third Estate, which consisted of the
majority of the population, was extremely dissatisfied.
The National Assembly was created after Louis XVI rejected the
demands of the Third Estate. The revolution began. The Bastille was
destroyed, land was taken away from the church, and people were
pronounced equal. France declared itself a republic and Louis XVI was
executed. The French Revolution led the people to realize and fight for
rights, and it also changed the relationship between the people and the
government. It became the basis for democracy. An immediate effect of
the revolution was the formation of a governing assembly and a
document that gave “the people” power and defined the principles of
Global Hist. & Geo. Rating Guide – June ’13
[21]
Vol. 1
Anchor Paper – Thematic Essay—Level 4 – C
government. In the long run this meant that people would not be
satisfied with absolute monarchy anymore. This idea spread to the
Americas and the rest of Europe. The legacy of the revolution also
included the idea that all people should be equal. Unfortunately in the
hands of Robespierre, equality justified arrest and wide spread
executions. In the following century, pursuit of equality took the form
of efforts to expand voting rights.
The Green Revolution in agriculture developed much later. After
World War II, developing countries were struggling to produce enough
food for their increasing populations. A country like India in south
Asia relied on the monsoons for agricultural production. The
unpredictable nature of monsoons along with use of traditional smallscale farming proved disastrous when their were floods or droughts. It
was becoming obvious that traditional farming methods weren’t
meeting the challenge of providing sufficient quantities of food.
Governments and corporations in developed countries saw a role for
themselves in solving this global problem. Therefore, a revolution
began where new methods of farming were developed to meet the
demands of the population increase. Hybrid seeds were created to
produce more crops and improved pesticides and irrigation techniques
that would increase production were introduced. Some developing
countries were finally producing sufficient food for the population
and for exports. India for example experienced production increases in
crops like wheat and rice.
Although the Green Revolution produced many advantages, it also
produced disadvantages. These new methods and materials required
government support and money. Therefore, poorer farmers couldn’t
Global Hist. & Geo. Rating Guide – June ’13
[22]
Vol. 1
Anchor Paper – Thematic Essay—Level 4 – C
invest in these farming methods. The environment also suffered.
Pesticides and fertilizers were introduced so the quality of the land
was threatened. These new methods had the potential to help the people,
but also had the ability to pollute.
The French Revolution and the Green Revolution in Agriculture
occurred for different reasons and produced different results. However,
the political, economic, and social effects they brought on nations were
significant in helping the nations develop into what they are today.
Anchor Level 4-C
The response:
• Develops all aspects of the task but does so somewhat unevenly by discussing the French Revolution
more thoroughly than the Green Revolution
• Is both descriptive and analytical (French Revolution: a response to unpopularity of Louis XVI, the
estates system, government bankruptcy, and the impact of the Enlightenment; estate system
represented an outdated arrangement based on privilege; debt meant high taxes for all but nobles and
clergy; Enlightenment ideas were made part of slogans like “Liberty, Equality, Fraternity”; France
declared a republic; Louis XVI executed; led people to fight for rights; changed the relationship
between people and government and became the basis for democracy; document gave the people
power and defined the principles of government; legacy included the idea that all people should be
equal; pursuit of equality took the form of efforts to expand voting rights; Green Revolution: India
relied on the monsoons for agricultural production; use of traditional small-scale farming proved
disastrous; governments and corporations in developed countries saw a role for themselves in solving
this global problem; new methods and materials required government support and money; poor
farmers could not invest in these farming methods; new methods had potential to help the people but
also had the ability to pollute)
• Supports the theme with relevant facts, examples, and details (French Revolution: 1789; Estates
General; First Estate; Second Estate; Third Estate; majority of population dissatisfied; National
Assembly; Bastille; land taken from Church; people pronounced equal; spread to the Americas;
Robespierre; Green Revolution: developing countries; increasing populations; new methods; hybrid
seeds; improved pesticides and irrigation techniques; exports; increases in crops like wheat and rice;
fertilizers)
• 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. While the response includes ample details
for both revolutions, the development of the French Revolution is more thorough and analytic. Aside from
considering the positive and negative effects, the discussion of the Green Revolution is mainly
descriptive.
Global Hist. & Geo. Rating Guide – June ’13
[23]
Vol. 1
Anchor Paper – Thematic Essay—Level 3 – A
Throughout history, revolutions have changed the course of the
world. Revolutions often bring about important political, economic,
and social changes. Two revolutions that have significantly impacted
history are the Industrial Revolution and the Iranian Revolution.
The Industrial Revolution started a long period of modernization
that still occurs today. The Industrial Revolution began with the
Agricultural Revolution. New farming technology was invented that
greatly increased production. Small farms were replaced with larger
farms and owners were forced off their land. Because of this, many
people moved into urban areas and cities grew. During this time,
technology was advancing and factories were being built. Many
people found work in the factory system. Unfortunately, factory
workers were significantly underpaid and were forced to work under
horrible conditions. Child labor became a serious problem during this
revolution. Children were overworked, underfed, and in most cases,
abused at work. New laws had to be passed in order to help this
problem. Although the Industrial Revolution led to mass production in
a much easier way, it also led to overpopulation of cities. Many people
lived in slums with horrible sanitary conditions. Pollution was
another problem associated with the Industrial Revolution. This serious
problem still exists today. The Industrial Revolution in Great Britain
influenced the modernization of many nations and caused great
change in the World.
Another revolution that impacted history is the Iranian Revolution
of 1979. During this time period, Iran had an abudance of oil that
Great Britain wished to have access to. Britain helped put the Shah in
power. The Shah quickly started making reforms in Iran. His goal was
Global Hist. & Geo. Rating Guide – June ’13
[24]
Vol. 1
Anchor Paper – Thematic Essay—Level 3 – A
to modernize and westernize Iran. This angered Iranians because
many of them were traditional Muslims who were against western
influence. The Shah had a secret police as well, called the Savak. The
Savak captured, tortured, & killed opponents of the Shah. While this
was occurring, Ayatollah Khomeini gained influence in Iran. He was
expelled from Iran but still managed to make his ideas heard.
Khomeini encouraged the Iranians to start riots in every major city in
Iran. As their unrest grew, the Shah, fearing for his life, fled.
Khomeini returned and set up a theocratic republic based on Islamic
fundamentalism. Islamic law become part of Iranian law. Khomeini
banned any western influences such as telivison shows and movies.
He also banned co-educational schools and forced all females to wear
veils. In addition, he took away rights that the Shah had previously
given to women. Islamic Fundamentalism as a radical force for
change continues to influence people and countries beyond Iran even
today.
Throughout history, there have been numerous revolutions that have
brought about great change. Along with change, comes positive and
negative effects. The Industrial Revolution and the Iranian Revolution
have both impacted history significantly.
Global Hist. & Geo. Rating Guide – June ’13
[25]
Vol. 1
Anchor Level 3-A
The response:
• Develops all aspects of the task in little depth
• Is more descriptive than analytical (Industrial Revolution: started a long period of modernization that
still occurs today; began with Agricultural Revolution; many people moved into urban areas and cities
grew; factory workers significantly underpaid; children were overworked, underfed, abused; Iranian
Revolution; in exchange for access to oil, Britain put the Shah in power; Shah’s goal was to
modernize and westernize Iran; Ayatollah Khomeini expelled from Iran; encouraged riots in major
cities; Shah feared for life and fled; Khomeini banned western influences; forced females to wear
veils; took away the rights the Shah had previously given women; fundamentalism continues to
influence people and countries beyond Iran even today)
• Includes some relevant facts, examples, and details (Industrial Revolution: new farming technology;
child labor; mass production; overpopulation of cities; slums; pollution; Iranian Revolution: 1979;
secret police; Savak; theocratic republic; banned television shows, movies, co-educational schools)
• 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 3. The treatment of the Industrial Revolution
shows good understanding of the topic but relies on overgeneralized statements without providing
supporting details. The discussion of the Iranian Revolution is somewhat more substantive and contains
some elements of analysis.
Global Hist. & Geo. Rating Guide – June ’13
[26]
Vol. 1
Anchor Paper – Thematic Essay—Level 3 – B
Revolutions are big changes that occur in history. They may have
an effect socially, economically, and politically. The impacts of
revolutions can be seen long after they occur. The Neolithic Revolution
and Industrial Revolution had great effects socially and
economically.
The Neolithic Revolution occured thousands of years ago, and was
the significant change from the Old Stone Age to the New Stone Age.
Before the revolution, most people lived a nomadic lifestyle, following
herds of animals. They hunted and gathered berries, nuts and fruit
wherever they were at the time. They had inefficient tools and weak
weapons made of things such as wood, rock, or bones. The people of the
old stone Age acquired only what food was needed to live. After the
Neolithic Revolution, people settled and formed civilizations. They
cultivated crops and domesticated animals for food. They made
stronger tools and weapons out of metal. Before everyone was equal.
After the revolution, society, with different classes, was developed. A
traditional economy where surplus crops and animals were traded was
also established as a result of the Neolithic Revolution. During the
New Stone Age people were more efficient and had a more stable food
supply, allowing for the population to grow. The Neolithic Revolution
resulted is significant change, economically and socially.
The Industrial Revolution in Britain also had a large impact, and
ocurred in the 1800’s. Before the Industrial Revolution occured, the
Agricultural Revolution happened. New farming equipment, such as
Jethro Tull’s seed drill, and techniques were used. As a result of the
Enclosure Acts, farming became more efficient, and less workers were
needed. The Agricultural Revolution provided the workforce, because of
Global Hist. & Geo. Rating Guide – June ’13
[27]
Vol. 1
Anchor Paper – Thematic Essay—Level 3 – B
farmers losing their jobs and an increase in population, for the
Industrial Revolution. Before the Industrial Revolution, the cottage
system was used. This was an efficient way of handmaking goods,
but not as efficient as after the Industrial Revolution, where goods
were produced by machines in factories. As a result of the Industrial
Revolution, cities grew. Urbanization occcured because people went to
cities to find jobs. Production increased due to the efficiency of
machines, allowing the economy to improve. However, socially the
Industrial Revolution had negative impacts. Children worked instead
of attending school, long hours were required with little pay, and
conditions were dangerous. The British government tried to fix these
problems by passing laws on child labor, minimum wage, and safety
regulations. The Industrial Revolution in Britain greatly affected
society in the 1800’s.
Revolutions change the course of history. The Neolithic Revolution
and Industrial Revolution had significant impacts socially and
economically. Economically, the impacts were positive. Socially, the
impacts were positive and negative our society is as advanced as it is
today because of these revolutions.
Global Hist. & Geo. Rating Guide – June ’13
[28]
Vol. 1
Anchor Level 3-B
The response:
• Develops all aspects of the task with little depth
• Is more descriptive than analytical (Neolithic Revolution: before the revolution, most people lived a
nomadic lifestyle following herds of animals; after the revolution, people settled and formed
civilizations; cultivated crops and domesticated animals; society with different classes was developed;
surplus crops and animals traded; Industrial Revolution: farming became more efficient and fewer
workers were needed; Agricultural Revolution provided work force because of farmers losing their
jobs and an increase in population; cottage industry system was an efficient way of hand-making
goods but not as efficient as after the Industrial Revolution when goods were produced by machines in
factories; British government passed laws on child labor, minimum wage, safety regulations); includes
weak application (Industrial Revolution: children worked instead of attending school)
• Includes some relevant facts, examples, and details (Neolithic Revolution: Old Stone Age; New Stone
Age; gathered berries; inefficient tools; made stronger tools and weapons of metal; traditional
economy; more stable food supply; population growth; Industrial Revolution: Britain in 1800s; Jethro
Tull’s seed drill; Enclosure Acts; urbanization; negative impacts; child labor; long hours with little
pay; dangerous conditions;)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that
are restatements of the theme
Conclusion: Overall, the response fits the criteria for Level 3. An understanding of chronology and cause
and effect are demonstrated in the discussion of both revolutions. Although the response lacks
elaboration, a good working knowledge of the history of these revolutions is shown.
Global Hist. & Geo. Rating Guide – June ’13
[29]
Vol. 1
Anchor Paper – Thematic Essay—Level 3 – C
Throughout the course of history many revolutions have occured in
the world. Each caused a change either to a nation or the world as a
whole. Every Revolution had its own causes and effects to the area
where it occured. These effects were either social, political, or economic
and changed old policies or ways of doing things.
One such revolution is the Neolithic revolution. This revolution had
a major impact because it was the transition for nomadic life to
agricultural settlements. Before we humans started farming people
would roan the land following game and pick fruits, nuts, or plants
to eat and survive. Eventually this wasn’t enough for the group of
nomads. A new form of gathering food was needed. This is when the
first farmer emerged. Nomads relized that by growing their food they
could settle and produce what they needed without moving. Another
achievement was domesticating animals to keep in the settlements
instead of chasing after game everyday. This had a major social effect
on life. Most nomads never stayed in one place to long because game
was always on the move, now they could settle down and start
communities. This was a major step torwards civilization emerging.
By producing a surplus of food, the population could grow. New
religions, political ideas, and inventions developed in these new settled
communities. Interactions between communities, something not
possible when most people lived a nomdaic way of life, increased the
spread of ideas. In these civilizations, not everyone needed to be a
farmer. People specialized in jobs such as priests, warriors, and traders.
The French Revolution was a major event in French history. Many
French were not happy with the way the king had been dealing with
the nation and its people. This angered many that felt they had a right
Global Hist. & Geo. Rating Guide – June ’13
[30]
Vol. 1
Anchor Paper – Thematic Essay—Level 3 – C
to a better life. After seeing the Americans and their revolution even
more ethusiasum emerged for change. People began demanding
reforms and when they were not met people decide it was enough and
took matters into their own hands. The storming of the Bastile was a
major event because it signled the start of the revolution. After this the
King was captured and later exacuted for trying to escape. New leaders
such as Robespierre came into power who had many new reforms some
that were very harsher or even absured. The French Revolution had
many effects on the nation politically. Politically it singnaled the
end of Monarchy rule in France and a shift towards a republic. New
laws were put in place to try and bring the country up and make the
people happy. The shift however was very violent of some points.
Robespierre for example brought what was known as the reign of terror.
This political change caused many to live in fear because people were
persecuted for going against the government and executed. Eventually
Napoleon came into power bringing new changes. Napeolean’s goals
were to expand France and build an empire a new political goal.
Yet again people feared though because opposers of the emporer were
killed and many lost their lives in Napeoleons wars to expand France.
The French Revolution was one that brough many new changes but it
would take much more to bring France to where it wanted to be.
Revolutions are known for bring a change to a group or people or a
nation. Revolutions can have both negetive or positive effects because
not every revolution is in benifit of the people or country as a whole.
Each Revolution however has had a change to make the people of that
area who they are in present day.
Global Hist. & Geo. Rating Guide – June ’13
[31]
Vol. 1
Anchor Level 3-C
The response:
• Develops all aspects of the task with little depth
• Is more descriptive than analytical: (Neolithic Revolution: major impact because it was the transition
from nomadic life to agricultural settlements; nomads realized that by growing food they could settle
and produce what they needed without moving; another achievement was domesticating animals to
keep in the settlements instead of chasing after game every day; now they could settle down and start
communities; major step towards civilization emerging; by producing a surplus of food, the
population could grow and new religions, political ideas, and inventions developed; French
Revolution: French not happy with way the king was dealing with nation and its people; many felt
they had a right to a better life; after seeing Americans and their revolution, even more enthusiasm
emerged for change; politically signaled the end of the monarchy in France and a shift toward a
republic)
• Includes some relevant facts, examples, and details (Neolithic Revolution: farming, people pick fruit,
nuts, or plants; new form of gathering food was needed; French Revolution: storming of the Bastille;
king captured and executed; Robespierre; Napoleon; shift very violent at times; Reign of Terror;
empire)
• 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 is a general narrative with
little depth and isolated pieces of analysis. Statements are accurate and applicable, but the discussion is
limited.
Global Hist. & Geo. Rating Guide – June ’13
[32]
Vol. 1
Anchor Paper – Thematic Essay—Level 2 – A
Historical societes around the world have responded to changes
around them by revolutionizing their lifestyles. Many times these
revolutions have effected political, economic, and social aspects of
society.
The Neolithic Revolution was one of the most major revolutions in
history. During the Neolithic Revolution, hunters and gathers went
from chasing food around and following animals to staying in one
spot and growing food themselves. Before this revolution tribes of
people, who lived in moveable homes like a tent, would follow herds of
animals from place to place in order to eat and live. This brought about
many problems such as inconsistant living conditions, sometimes
there may not be enough food, and if someone were to be sick and
couldn’t move the tribe would either have to leave the person or stop
following the herd of animals. During the Neolithic Revolution tribes
learned how to plant and grow their own crops and domesticate their
own animals. This allowed them to stay in one spot and build
permanent homes. With permanent homes, towns were able to be built.
In the town people could share ideas, socialize, and trade. This allowed
for a governing body to be set up to look out for the citizens of these
towns. Trade led to economic growth and a wider variety of things
such as clothes and crops being grown. The Neolithic Revolution
started modern society.
After modern society was started and towns and cities began
flourishing, people started to realize that there are better and faster
ways to produce goods. This idea led to the Industrial Revolution.
Before the Industrial Revolutions there were no factories or mass
produced goods. For that reason items were expensive and sometimes
Global Hist. & Geo. Rating Guide – June ’13
[33]
Vol. 1
Anchor Paper – Thematic Essay—Level 2 – A
hard to find. People started realizing that there was money to be made
with all this demand for goods so they needed a way to produce them
effectively and quickly. Factories and businesses started being built
with new steel and iron machinery. With all this new technology such
as the steam engine, goods were able to be produced at amazing rates,
making them much cheaper and easier to find and be available. This
made economics around the world soar. Jobs were also being created in
factories and building all this new technology. Politicaly this helped
nations become wealthier and have more power over other nations. The
Industrial Revolution sparked the world for fast pace society and
mass producing of goods.
Revolutions throughout history and around the world changed
societies forever. Starting them like the Neolithic Revolution then
making them more modern with the Industrial Revolution. Without
the need for change and the ability to adapt to different conditions
their would be no modern societies or civilizations.
Global Hist. & Geo. Rating Guide – June ’13
[34]
Vol. 1
Anchor Level 2-A
The response:
• Minimally develops all aspects of the task
• Is primarily descriptive (Neolithic Revolution: tribes of people would follow herds of animals from
place to place to live; learned how to plant and grow their own crops and domesticate animals;
allowed them to stay in one spot and build permanent homes; in towns, people could share ideas,
socialize, and trade; allowed for governing body to be set up; started modern society; Industrial
Revolution: items were expensive and hard to find; people realized there was money to be made with
demand for goods so they needed a way to produce them effectively and quickly; politically, this
helped nations become wealthier and have more power over other nations); includes faulty application
(Neolithic Revolution: clothes being grown)
• Includes few relevant facts, examples, and details (Neolithic Revolution: hunters and gatherers;
Industrial Revolution: steel; iron; steam engine)
• Demonstrates a general plan of organization; includes an introduction that restates the theme and a
conclusion that is somewhat beyond a restatement
Conclusion: Overall, the response fits the criteria for Level 2. Although the discussion of the historical
circumstances leading to the Neolithic Revolution is treated in some depth, all other aspects of the task are
minimally developed. The response relies on broad generalizations and lacks specific details to support
these claims. However, a basic understanding of cause and effect is demonstrated.
Global Hist. & Geo. Rating Guide – June ’13
[35]
Vol. 1
Anchor Paper – Thematic Essay—Level 2 – B
Through the analysis of history over the years, one may find that
Revolutions have been very impactful in molding it. A Revolution is
synonomous with any form of change. It may be brought about
through force or advancement, but it is a change none the less. When
considering the affects of the French Revolution and the Industrial
Revolution, one may clearly see that Revolution is definately
impactful.
The French Revolution was a revolution that brought about change
in France mainly through the use of force. It was brought about by
dissatisfaction of the members of the 3rd estate, who were discontent
with their lack of freedoms. The 3rd estate included most of the French
population, but the 1st and 2nd estate received much more privelages
such as job opportunities and freedom from paying taxes. Members of
the 3rd estate were also very angry with their king, Louis XVI, and his
wife, Marie Antoinette’s lavish spending. Their disregard of the welfare
of the people was too much for the French citizens, which brought them
to revolt.
The French Revolution brought about many changes in France,
good and bad. As a result of the 3rd estate’s persistance for change, the
middle class managed to gain power. Unfortunately, the deaths of
King Louis and Queen Marie Antoinette occurred during a period
known as the Reign of Terror, led by Robespiere. During this time,
Robespiere led mass killings of people or groups he deemed “counter
revolutionary.” His justification for these actions was that he was
“protecting democracy.” While the people of the 3rd estate aimed for
better condition through the removal of the monarch, life grew worse
under Robespiere and the people were terrorized.
The Industrial Revolution, in contrast with The French Revolution,
Global Hist. & Geo. Rating Guide – June ’13
[36]
Vol. 1
Anchor Paper – Thematic Essay—Level 2 – B
brought about change through development and advancement. Before
the industrial revolution in Europe occurred, manufacturing was
much less effective. It was often quite time consuming to produce a
single item, and very difficult to fix broken machinery. In addition,
workers often had long days, which created a very difficult lifestyle
for them. Labor itself was also very challenging. Goods had to be
manufactured by hand. Overall, the Industrial Revolution showed
Europe how much easier work could possibly be.
Changes brought about in the Industrial Revolution would impact
the world greatly from then on. The industrial revolution brought
about the creation of new, more efficient machinery that could produce
goods in multiples. Interchangeable parts also allowed items to be
repaired if something was broken. A main social impact of the
industrial revolution was urbanization. Since farming became more
efficient through the use of machinery, the need for farmers decreased.
Unemployed farmers migrated to the cities, in which they began to
work in factories. While the factory system helped decrease the
unemployment rates, conditions in factories were very harsh. Primary
sources of the time period often relate to how the bone structures of
women and children became deformed as a result of working with
machinery. While production became efficient, the Industrial
Revolution created plenty hardship for the people.
A revolution can be any drastic change brought about in history.
While the French Revolution was brought about by force and the
Industrial Rev. by development, they were both great changes
regardless. Clearly, life wouldn’t be the same without these revolutions.
Global Hist. & Geo. Rating Guide – June ’13
[37]
Vol. 1
Anchor Level 2-B
The response:
• Develops some aspects of the task in some depth
• Is primarily descriptive (French Revolution: brought about change through the use of force; Third
Estate was discontent with its lack of freedoms; First and Second Estates received privileges and
freedom from paying taxes; middle class managed to gain power; Robespierre led mass killings of
people he deemed counter-revolutionary; his justification was that he was protecting democracy;
people aimed for better conditions through removal of monarch but life under Robespierre grew worse
and people were terrorized; Industrial Revolution: brought change through development and
advancement; creation of new, more efficient machinery that could produce goods in multiples;
unemployed farmers migrated to the cities)
• Includes few relevant facts, examples, and details (French Revolution: Louis XVI; Marie Antoinette;
Reign of Terror; Industrial Revolution: interchangeable parts; urbanization; conditions in factories
harsh)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that are
somewhat beyond restatements of the theme
Conclusion: Overall, the response fits the criteria for Level 2. The response describes circumstances
leading to the French Revolution and discusses an effect in some depth. The description of the
circumstances leading to the Industrial Revolution lacks focus and mixes time periods, but economic and
social effects of the revolution are mentioned.
Global Hist. & Geo. Rating Guide – June ’13
[38]
Vol. 1
Anchor Paper – Thematic Essay—Level 2 – C
Through the course of history, many revolutions have taken place
for countless reasons. Revolutions generally have major social,
economic, and politic effects by the time they are finished. Two
Revolutions that had particularly far-reaching effects are the French
Revolution and the Russian Revolution.
The first thing to be examined is the causes of the Revolution. One
of the main causes of the French Revolution was the widespread unrest
due to the unfair status quo. The nobles enjoyed low taxes and huge
estates, while the peasants were taxed heavily and could barely afford
food. Likewise, the Russian Revolution started due to turmoil. The
boyars, or nobles, in control of the country were far wealthier than the
peasants, and a class struggle began. In both cases, the lower class
rose up against the nobles to start a revolt.
After the revolutions, the first thing to note was the political and
economic changes, which went hand in hand. The political result of the
French Revolution was the gain of power for the Third Estates. They
started a democratic government, and additionally reduced their own
taxes. In the Russian Revolution, though the government became
controlled by the Communist Party. This led to Lenin taking power
and enforcing a wide variety of reforms.
Finally, the social changes of the revolutions occured. In France, for
example, the lower and middle class gained respect from their peers. In
addition, the Reign of Terror occured, where many were sent to the
guillotine. With the Russian Revolution though most of the nobles
were simply executed. This mass-killing helped pave the way for the
Communist style of living.
In history, countless revolutions have developed. After each one,
Global Hist. & Geo. Rating Guide – June ’13
[39]
Vol. 1
Anchor Paper – Thematic Essay—Level 2 – C
major political, economic and social changes occured. Two Revolutions
with particularly patent aftermaths were the French Revolution in the
late 1700’s, and the Russian Revolution in the early 20th century.
Anchor Level 2-C
The response:
• Minimally develops all aspects of the task
• Is primarily descriptive (French Revolution: widespread unrest due to unfair status quo; nobles
enjoyed low taxes and huge estates; peasants taxed heavily and could barely afford food; political
result was the gain of power for Third Estate; Russian Revolution: nobles far wealthier than peasants;
government became controlled by the Communist Party; nobles executed; mass killings helped pave
way for communist style of living); includes weak application (Russian Revolution: use of term boyar;
control of government by Communist Party led to Lenin taking power)
• Includes few relevant facts, examples, and details (French Revolution: democratic government; Third
Estate reduced own taxes; Reign of Terror; guillotine; late 1700s; Russian Revolution: class struggle;
Lenin; early 20th century)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that are
restatements of the theme
Conclusion: Overall, the response fits the criteria for Level 2. The treatment of circumstances and effects
is comprised of a general narrative that outlines each topic but lacks detail. The organization of the
response devotes attention to the political/economic and then the social nature of effects of both
revolutions.
Global Hist. & Geo. Rating Guide – June ’13
[40]
Vol. 1
Anchor Paper – Thematic Essay—Level 1 – A
Through history, revolutions have emerged as a response to a variety
of conditions. These radical revolutions have often resulted in
significant political, economic and social changes in society.
In order to bring change to an unpopular political system,
revolutions would break out against the government. An example of
this is the French Revolution. This was caused by France’s poor
leadership, high taxes and an unfair and uneven class system. Many
people had different beliefs on what kind of goverment and system of
laws would work best. Eventually when Napoleon came to power, he
provided a simple set of laws in order to rebuild France’s government
and economy.
Revolutions have also played a role in changing economic and
social aspects. An example of this is the Chinese Revolution in China.
After World War II the idea of a communist government began to rise
in many nations that were crippled by the war. In China a communist
government came to power in order to fix China’s economy. They
planned to do this by modernizing China completely and making it
a communist nation. The Chinese were forced to mass produce steel and
iron and build modern railroads and bridges. They were also forced to
work on government controlled farms. The Chinese Revolution became
the starting point of China’s communist government and massive
industry.
Revolutions have developed throughout history and have played a
role in bringing significant political, economic and social changes to
society.
Global Hist. & Geo. Rating Guide – June ’13
[41]
Vol. 1
Anchor Level 1-A
The response:
• Minimally develops some aspects of the task
• Is descriptive (French Revolution: caused by France’s poor leadership, high taxes, and unfair and
uneven class system; Napoleon came to power and provided a simple set of laws; Chinese Revolution:
planned to modernize China; Chinese forced to mass-produce steel and iron; forced to work on
government-controlled farms); includes faulty application (after World War II, the idea of a
communist government began to rise in many nations crippled by war)
• Includes very few relevant facts, examples, or details (Chinese Revolution: railroads; bridges)
• 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. The use of a few facts, examples, and
details frames the brief discussion. The historical circumstances leading to the French Revolution and the
Chinese Revolution and one effect of each revolution are mentioned.
Global Hist. & Geo. Rating Guide – June ’13
[42]
Vol. 1
Anchor Paper – Thematic Essay—Level 1 – B
At the earliest point in history, even then man used his mind to
create and manipulate his environment. Wether the creation of
something new was specifically thought of or merely stumbled upon
by chance, these changes lead to a new way of thinking, a Revolution.
Going back a long time ago, back to the times of hunting and
gathering as a lifestyle, a Revolution began. This Revolution is
specifically known as the Neolithic Revolution. It was the time when
one of mankinds greatest discovery was made, farming.
It just so happens that somebody noticed that the “waste” pile was
growing a plant and it set them on their way to farming. The people of
this era were able to use the feces as a fertilizer to grow crops. The
Neolithic Revolution was the time when mankind was able to turn
from their ways of hunting and gathering to now rely on farming as
a source of food, they no longer had to move. Because of this Neolithic
Revolution, men have been able to feed the minds of the inventors of
the next best Revolution.
This one was called the Industrial Revolution. This revolution was
ground breaking and lead towards technology. It paved the way for
newer advancements to be made.
The Industrial Revolution was a change in factory settings, the
workforce and even in transportation. Factories were able to make
clothes and products faster and more effeciently. The workforce was
having changes so that they had technology and ability to do many
more things. Mills with water wheels, locomotives, sowing jenny and
brigdes and railways were all inventions during this time.
As a result of revolution, changes can and will occur quickly.
Back during the Neolithic Revolution, that change that was made, we
Global Hist. & Geo. Rating Guide – June ’13
[43]
Vol. 1
Anchor Paper – Thematic Essay—Level 1 – B
have adapted to our needs today. Changes durring the Industrial
Revolution we have also used and adapted. These will be in History
forever, but we must look to these changes and revolutions as stepping
stones for future generations to come because you never know when
the next revolution will occur.
Anchor Level 1-B
The response:
• Minimally develops some aspects of the task
• Is descriptive (Neolithic Revolution: man able to turn from ways of hunting and gathering and rely on
farming as a source of food, no longer had to move; Industrial Revolution: change in factory settings,
workforce, and transportation; factories able to make clothes and products faster and more efficiently)
• Includes few relevant facts, examples, or details (Neolithic Revolution: waste pile growing a plant;
fertilizer; Industrial Revolution: ground breaking; technology; mills with waterwheels; locomotives);
includes an inaccuracy (Industrial Revolution: sowing jenny)
• Demonstrates a general plan of organization; includes an introduction that is beyond a restatement of
the theme and a conclusion that is a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 1. The response does not describe historical
circumstances leading to either revolution. Although some of the discussion of the Neolithic Revolution is
conjectural, one effect is minimally discussed. Some details address the effects of the Industrial
Revolution, but others are simply listed.
Global Hist. & Geo. Rating Guide – June ’13
[44]
Vol. 1
Thematic Essay—Practice Paper – A
A revolutionary change is a significant turning point in history
that can dramatically affect a society. Two examples of this change are
the Neolithic Revolution and the industrial Revolution.
The Neolithic Revolution was an important turning point in
history. Nomadic people were transformed into people who lived in
settlements that became the basis for early river civilizations.
Initially people moved from place to place, following and finding their
food, never actually settling down at a given location for a long
period of time. Hunting and gathering did not guarantee a sufficient
food supply, so people faced sickness and starvation. Over time, people
changed their ways, settled down, and became farmers, which was
what the Neolithic Revolution was. As a result, the Neolithic
Revolution had some significant, lasting effects. One effect, was the
domestication of animals. People had a variety of animals on their
land for purposes, such as food or labor. Another effect was there was a
surplus of food. These two developments meant permanent settlements
with larger groups of people could be supported. As a result, human
history changed forever. Settling down and working on land became
the basic structure for future societies, such as Ancient River Valley
Civilizations. Such was the case for the Nile River civilization. Here,
fertile soil and a dependable source of water demonstrated the value of
domesticated plants. Surpluses of food led to the development of
government providing law and order. Another result was the
specialization of labor. This occurred because the entire communities’
labor was not needed to produce food. The pharaoh was at the top. Below
him were merchants, artisans, and farmers. The urbanization that
accompanied these changes was the basis for civilization as we know it.
Global Hist. & Geo. Rating Guide – June ’13
[45]
Vol. 1
Thematic Essay—Practice Paper – A
The Industrial Revolution was also an important turning point in
history. England was prepared for the Industrial Revolution by an
earlier Commercial Revolution. A number of new business forms such
as joint-stock companies, stock exchanges, insurance and banking
initially were the foundation for merchant activities. The fortunes
made in trade fueled the Industrial Revolution. The Agricultural
Revolution, a plentiful supply of natural resources, water power and
the demand of a growing population for products brought about the
Industrial Revolution. Because of the Agricultural Revolution, some
farmers who were no longer needed to produce food moved to the cities.
The most striking effects of the Industrial Revolution were the
industrial cities. The machinery required for manufacturing was
located in large buildings. These new work places transformed
manufacturing towns into cities. The problems associated with the
growth of these cities were immense. At first the lack of planning
meant widespread disease, unclean water and air. Working class
families lived in crowded tenements with access to impure water
provided by a street pipe while the middle class lived in nicer
neighborhoods and homes.
The Neolithic Revolution led to a surplus of food and permanent
settlements resulting in civilizations. The Industrial Revolution
meant investment in goods made by machines in factories and the
problems in urban centers as they grew.
Global Hist. & Geo. Rating Guide – June ’13
[46]
Vol. 1
Thematic Essay—Practice Paper – B
Throughout history, revolutins have developed in response to a
variety of conditions. These revolutions have often resulted in
significant political, economic and social change. The Neolithic
Revolution has a very significant backround with how it changed
drastically. During the neolithic Revolution it was difficult to
survive, in a society where their weren’t any profitable goods, or
resources to use, many people who weren’t efficient when it came down
to building homes, clothing, nor other nessecities that were needed in
human society. Mothers, children, husbands, families struggled
economicaly, during this time period because of the lack of needed
resources such as crops, that provided vegetables, fruits, corn, grains.
Families weren’t able to trade as of yet, they couldn’t trade Gold, food,
other such goods.
Years to come, came along the Industrial revolution which is what
transformed the Neolithic revolution to become a more useful and
successful society, for all families and civilizations. During this new
and improved revoultion the social effects became a good outcome of all
this, civilization became started to form, greater technology were being
used. civilizations began building temples, homes, and growing crops.
They became more civilized with their resources, and began trading.
As trading went on cultural diffusion started to spread, the
civilization became more open with the others around the world, sooner
or later every civilization became stable or, economically and socially.
Global Hist. & Geo. Rating Guide – June ’13
[47]
Vol. 1
Thematic Essay—Practice Paper – C
Throughout the history of developing nations revolutions occured
primarily because of the nation’s political, economical and/or social
ways. There are many types of revolutions like violent or non-violent.
However, revolutions are similar in that they all usually end in a
significant change. Two important revolutions are the Scientific
Revolution and the French Revolution.
The Scientific Revolution was influenced and occured because of
the Renaissance and humanism. Humanism believed in the ability to
think and challenge things. The Renaissance brought back interest in
ancient science and ideas about the universe. These led to the
Scientific Revolution which caused a change in thought and was a
non-violent revolution. Some people involved in this revolution were
Galileo, Capernicus and Sir Issac Newton. Capernicus discovered that
the sun was the center, not the Earth. Galileo built a much better
telescope and also agreed with Capernicus’s theory and wrote a book
about it. However, the church did not like that and sent Galileo under
house arrest for life. This showed how the church still had alot of power
and how it needed to change. Sir Issac Newton discovered the law of
gravity. These are just a few examples of the great people who discovered
things during this time period. However, these men’s accomplishments
show that this made people use reason. It made people want to learn
and to thrive. People did not just want to be told, they learned to
question ideas. During The Scientific Revolution the scientific method
was created, with the steps like observation, hypothesis, experiment,
and conclusion. Not only did the Scientific Revolution cause all these
great discoveries and ways of thought, it also lead to the
Enlightenment. However, not all revolutions are intellectual and nonGlobal Hist. & Geo. Rating Guide – June ’13
[48]
Vol. 1
Thematic Essay—Practice Paper – C
violent. One revolution in particular that is very different from the
Scientific Revolution is the French Revolution.
The French Revolution came about because of the social, economical,
and political ways in France at the time. Many poor French citizens
were angry because the price of everything went up, even things like
bread. People were starving and angry. There was no political stability
because of all the chaos. There was such a distinction between the rich
and the poor and the poor French were taxed to much. The king had all
the power but did not change these taxes. There were many people who
liked new ideas about democratic government. All this caused the
French to revolt. Then people had to face rule by terror. Many French
citizens had their head cut off. Soon, France became unstable and
people were willing to give up certain rights they were fighting for to
gain stability. This then led to Napolean’s rise to power as emperor. This
changed Frances political, economical and social ways.
Revolutions all throughout history cause significant changes to
how the nation works. Every major revolution leaves an impact in
history and changes the way people live. No matter what kind of
revolution it is (whether it be political, intellectual, violent, or nonviolent) they all have one thing in common, they all bring about
change.
Global Hist. & Geo. Rating Guide – June ’13
[49]
Vol. 1
Thematic Essay—Practice Paper – D
Throughout history, revolutions have occurred because of the
objection of the country’s system of handling things. These include the
Russian Revolution and the French Revolution. In all these
revolutions, there were major social changes and some political change
as well as econiomc changes too.
In the Russian Revolution, the cause of it was that many people
didn’t like the government and how Russia still relied on serfdom.
Many people turned towards Lenin, who had socialist views, and
promise the workers that everyone would be treated equally and there
won’t be a dominant class. After he overthrew the government, he
created a communist party and freed the serfs and gave them some
land. Also, he opened up trade with the Western world and
industrialized.
The cause of the French revolution was that there was too a big of a
gap between the rich and the poor. The King, Louis XIV, lived a very
lavish life while many people lived on the streets and didn’t even had
bread to eat. Also this was the time of Enlightment so people went by
the saying “liberty, equality, and fraternity” which was an idea from
John Locke. After a bloody war, the people overthrew the monarchy and
created the Declaration of the Rights of Man, which stated that all men
were created equal. Also, it established a republic so people could vote
now for their leaders.
In all the revolutions, it was the people of the country that changed
the system because they believed if the old system continued, it would
not bring prosperity to the people or the country. In the end,
revolutions such as these made major changes that didn’t only
change the country, but also influenced countries around the world.
Global Hist. & Geo. Rating Guide – June ’13
[50]
Vol. 1
Thematic Essay—Practice Paper – E
In history there has been many revolutions, these revolutions
usually develop because of many conditions. The revolutions often
have an important impact on a countries political system, economy,
and society.
One revolution that changed a society was the Neollthic Revolution.
The Neolithic revolution came about after the Paleothic age. During the
Paleothic age tools were simpier, they were made out of wood and stone
and as time progressed and Neoithic Revolution occured tools became
more complex, being made from metal. That was one of the changes
that occured during this revolution but one of the biggest changes was
that food was being produced differently. In the Neolithic Revolution
the people who once gathered and hunted begun to come up with new
ways to get food such as domestication and farming. Now that the
food could be grown instead of having to be found the once nomadic
people began to settle. Nomads were people who had to move from place
to place. Now that they could farm and domesticare animals, they no
longer had to move. Farming gave a chance to grew crops and store
food while domestication of animals let them obtain meat without
hunting for it. Compared to the Paloethic age the people of the Neoithic
age lived longer because of changes in their diets. The Neoithic
Revolution created civilizations as well because cities were formed and
new jobs were created. Another indirect change was that social classes
developed. Usually, religious or government leaders were in the top
classes followed by farmers, artisans, and merchants. The Neollthic
Revolution brought social, political and economic change.
Another Revolution that changed history was the Industrial
revolution. The Industrial revolution was a time in which people worked
Global Hist. & Geo. Rating Guide – June ’13
[51]
Vol. 1
Thematic Essay—Practice Paper – E
in factories and lived in urban areas. England had resources that
helped to develop the Industrial revolution. Water power ran the
machines that increased the production of cloth. Lots of coal became
important when steam power was developed. Right before the Industrial
revolution the Agricultural revolution had happened. This meant fewer
people were needed to work the fields. Increased farm production made
it possible to feed factory workers. Many jobs once done at home moved
to factories in cities and began the Industrial revolution. During the
Industrial revolution these cities became very populated, almost too
populated and on top of the crowding many lived in awful conditions.
The houses had bad plumbing, small space, and was very dirty. The
factories put children into bad conditions. Many children had to work
long hours and were often hit when they were working slow. Some
children had to work underground in coal mines and that ended up
having long term consquences on their health. Later on, child labor
laws were made.
These two revolutions changed history and people. The neoithic
revolution occurred because change was needed, the industrial
revolution occured because some farmers were in search of jobs. All in
all the revolutions had a very big impact on history and on today’s
society. Buildings, factories and farming are still part of our life
today.
Global Hist. & Geo. Rating Guide – June ’13
[52]
Vol. 1
Practice Paper A—Score Level 4
The response:
• Develops all aspects of the task but does so somewhat unevenly by discussing the Industrial
Revolution less thoroughly than the Neolithic Revolution
• Is both descriptive and analytical (Neolithic Revolution: nomadic people were transformed into people
who lived in settlements that became the basis for early river civilizations; meant permanent
settlements with larger groups of people could be supported; settling down and working the land
became basic structure for future civilizations; fertile soil and a dependable source of water
demonstrated the value of domesticated plants; surpluses of food led to development of government,
providing law and order; specialization of labor occurred because the entire communities’ labor was
not needed to produce food; Industrial Revolution: England prepared for Industrial Revolution by an
earlier Commercial Revolution; new business forms such as joint-stock companies, stock exchanges,
insurance and banking were the foundation for merchant activities; fortunes made in trade fueled the
Industrial Revolution; some farmers who were no longer needed to produce food moved to the cities;
most striking effects were in industrial cities; machinery required for manufacturing located in large
buildings; workers required to go to new workplaces for jobs transforming manufacturing towns into
cities)
• Supports the theme with relevant facts, examples, and details (Neolithic Revolution: important turning
point; hunting and gathering; domestication of animals; variety of animals for food or labor; Nile
River; urbanization; pharaoh; merchants, artisans, farmers; Industrial Revolution: demand of growing
population; Agricultural Revolution; natural resources; water power; lack of planning; widespread
disease, unclean water and air; crowded tenements; middle class)
• Demonstrates a logical and clear plan of organization; includes an introduction that is a restatement of
the theme and a conclusion that is somewhat beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 4. The response meets the criteria of the task
and the level of analysis is good although limited. The introduction of the details of the Nile river valley
civilization and of the new business forms of the Commercial Revolution adds depth to the essay.
Practice Paper B—Score Level 0
The response:
Fails to develop the task
Conclusion: The response fits the criteria for Level 0. The theme is not referred to, even in a general way,
and no relevant facts, examples or details are included. The rambling narrative demonstrates no
knowledge of history.
Global Hist. & Geo. Rating Guide – June ’13
[53]
Vol. 1
Practice Paper C—Score Level 3
The response:
• Develops all aspects of the task with little depth
• Is more descriptive than analytical (Scientific Revolution: was influenced and occurred because of the
Renaissance and humanism; ability to think and challenge things; interest in ancient science and ideas
about the universe; Copernicus discovered that the sun was the center, not the Earth; showed how
Church still had a lot of power and how it needed to change; made people want to learn and thrive;
learned to question; led to the Enlightenment; French Revolution: poor citizens angry because the
price of everything went up; distinction between rich and poor; poor taxed too much; many people
liked new ideas about democratic government; France became unstable and people were willing to
give up certain rights they were fighting for to gain stability)
• Includes some relevant facts, examples, and details (Scientific Revolution: Copernicus; Sir Isaac
Newton; telescope; Galileo under house arrest for life; law of gravity; scientific method; French
Revolution: rule by terror; Napoleon; emperor)
• 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 discussion of the French Revolution
has little depth; however, some aspects of the Scientific Revolution are discussed in some depth. The
discussion of the Scientific Revolution ranges from statements of analysis to listing in narrative form.
Practice Paper D—Score Level 1
The response:
• Minimally develops some aspects of the task
• Is descriptive (Russian Revolution: people turned toward Lenin, who had socialist views and promised
workers everyone would be treated equally; French Revolution: too big a gap between rich and poor;
king lived very lavish life; people overthrew the monarchy and created the Declaration of the Rights
of Man); includes faulty application (Russian Revolution: there would not be a dominant class; Lenin
opened up trade with the Western world)
• Includes few relevant facts, examples, or details (Russian Revolution: Communist Party; French
Revolution: Enlightenment; republic); includes some inaccuracies (French Revolution: Louis XIV
instead of Louis XVI; “liberty, equality, and fraternity” was an idea taken from John Locke; Russian
Revolution: Lenin freed the serfs and gave them some land); includes an inaccuracy (Russian
Revolution: Russia still relied on serfdom)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that are a
restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 1. The discussion of circumstances leading to
the French Revolution demonstrates some depth but also some confusion. The discussion of the effects of
the French Revolution and the effects of the Russian Revolution shows an awareness of these historical
episodes, but demonstrates little understanding.
Global Hist. & Geo. Rating Guide – June ’13
[54]
Vol. 1
Practice Paper E—Score Level 3
The response:
• Develops all aspects in little depth by discussing the Neolithic Revolution and the Industrial
Revolution
• Is more descriptive than analytical: (Neolithic Revolution: food was being produced differently;
people who once gathered and hunted came up with new ways to get food; with farming and
domesticated animals, they no longer had to move; created civilizations because cities were formed
and new jobs were created; social classes developed; people lived longer because of changes in their
diet; Industrial Revolution: England had resources to develop Industrial Revolution; Agricultural
Revolution meant fewer people were needed to work the fields; increased farm production made it
possible to feed factory workers; many jobs once done at home moved to factories in cities; children
had to work long hours and were often hit when working slow; children working in coal mines had
long-term consequences on their health)
• Includes some relevant facts, examples, and details (Neolithic Revolution: Paleolithic Age; simple
tools; more complex metal tools; nomads; grew crops and stored food; Industrial Revolution: water
power; increased production of cloth; coal; steam power; crowded cities; houses had bad plumbing,
small space, dirty)
• 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 does a good job discussing
the effects of the Neolithic Revolution, but only mentions the circumstances leading to it. While urban
conditions are not developed in any depth for the Industrial Revolution, the discussion of circumstances
leading to it and of the effects of the conditions on laborers makes good use of details.
Global Hist. & Geo. Rating Guide – June ’13
[55]
Vol. 1
Global History and Geography Specifications
June 2013
Part I
Multiple Choice Questions by Standard
Standard
1—United States and New York History
2—World History
3—Geography
4—Economics
5—Civics, Citizenship, and Government
Question Numbers
N/A
2, 5, 6, 8, 11, 12, 14, 15, 16, 20, 25, 27, 29,
31, 32, 33, 36, 39, 42, 43, 44, 45, 47, 48
1, 4, 7, 9, 18, 19, 21, 22, 23, 24, 35, 38, 40,
41, 46
3, 10, 26, 28, 30, 37, 49
13, 17, 34, 50
Parts II and III by Theme and Standard
Theme
Thematic Essay
Document-based
Essay
Standards
Standards 2, 3, 4, and 5:
World History; Geography;
Economics, Civics,
Citizenship, and Government
Change—Revolutions
Science and Technology; Movement Standards 2, 3, 4, and 5:
of People and Goods; Conflict;
World History; Geography;
Culture and Intellectual Life; Human
Economics, Civics,
and Physical Geography; Change;
Citizenship, and Government
Imperialism; Nationalism; Power;
Human Rights
Scoring information for Part I and Part II is found in Volume 1 of the Rating Guide.
Scoring information for Part III is found in Volume 2 of the Rating Guide.
Global Hist. & Geo. Rating Guide – June ’13
[56]
Vol. 1
The Chart for Determining the Final Examination Score for the June 2013
Regents Examination in Global History and Geography will be posted on the
Department’s web site at: http://www.p12.nysed.gov/assessment/ on the day of
the examination. Conversion charts provided for the previous administrations
of the Global History and Geography examination must NOT be used to
determine students’ final scores for this administration.
Submitting Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the test
development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make
suggestions. Instructions for completing the evaluation form are as follows:
1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
Global Hist. & Geo. Rating Guide – June ’13
Vol. 1
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
VOLUME
2 2
OF
DBQ
GLOBAL HISTORY AND GEOGRAPHY
Thursday, June 13, 2013 — 9:15 a.m. to 12:15 p.m., only
RATING GUIDE FOR PART III A
AND PART III B
(DOCUMENT-BASED QUESTION)
Updated information regarding the rating of this examination may be posted on the
New York State Education Department’s web site during the rating period. Visit the
site at: http://www.p12.nysed.gov/assessment/ and select the link “Scoring Information”
for any recently posted information regarding this examination. This site should be
checked before the rating process for this examination begins and several times
throughout the Regents Examination period.
Contents of the Rating Guide
For Part III A Scaffold (open-ended) questions:
• A question-specific rubric
For Part III B (DBQ) essay:
• A content-specific rubric
• Prescored answer papers. Score levels 5 and 1 have two papers each,
and score levels 4, 3, and 2 have three papers each. They are ordered
by score level from high to low.
• Commentary explaining the specific score awarded to each paper
• Five prescored practice papers
General:
• Test Specifications
• Web addresses for the test-specific conversion chart and teacher
evaluation forms
Mechanics of Rating
The procedures on page 2 are to be used in rating papers for this examination. More detailed directions
for the organization of the rating process and procedures for rating the examination are included in the
Information Booklet for Scoring the Regents Examination in Global History and Geography and
United States History and Government.
Copyright 2013
The University of the State of New York
THE STATE EDUCATION DEPARTMENT
Albany, New York 12234
GLOBAL HISTORY AND GEOGRAPHY
Rating the Essay Question
(1) Follow your school’s procedures for training raters. This process should include:
Introduction to the task—
• Raters read the task
• Raters identify the answers to the task
• Raters discuss possible answers and summarize expectations for student responses
Introduction to the rubric and anchor papers—
• Trainer leads review of specific rubric with reference to the task
• Trainer reviews procedures for assigning holistic scores, i.e., by matching evidence from the response
to the rubric
• Trainer leads review of each anchor paper and commentary
Practice scoring individually—
• Raters score a set of five papers independently without looking at the scores and commentaries
provided
• Trainer records scores and leads discussion until the raters feel confident enough to move on to
actual rating
(2) When actual rating begins, each rater should record his or her individual rating for a student’s essay on
the rating sheet provided, not directly on the student’s essay or answer sheet. The rater should not
correct the student’s work by making insertions or changes of any kind.
(3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that
differ by more than one point.
Rating the Scaffold (open-ended) Questions
(1) Follow a similar procedure for training raters.
(2) The scaffold questions are to be scored by one rater.
(3) The scores for each scaffold question must be recorded in the student’s examination booklet and on the
student’s answer sheet. The letter identifying the rater must also be recorded on the answer sheet.
(4) Record the total Part III A score if the space is provided on the student’s Part I answer sheet.
Schools are not permitted to rescore any of the open-ended questions (scaffold questions,
thematic essay, DBQ essay) on this exam after each question has been rated the required
number of times as specified in the rating guides, regardless of the final exam score. Schools are
required to ensure that the raw scores have been added correctly and that the resulting scale
score has been determined accurately. Teachers may not score their own students’ answer
papers.
The scoring coordinator will be responsible for organizing the movement of papers, calculating a final
score for each student’s essay, recording that score on the student’s Part I answer sheet, and determining
the student’s final examination score. The conversion chart for this examination is located at
http://www.p12.nysed.gov/assessment/ and must be used for determining the final examination score.
Global Hist. & Geo. Rating Guide – June ’13
[2]
Vol. 2
Global History and Geography
Part A Specific Rubric
Document-Based Question
June 2013
Document 1a
Document 1b
… The Mongols had developed a composite
bow made out of sinew and horn and were
skilled at shooting it while riding, which gave
them the upper hand against ordinary foot
soldiers. With a range of more than 350 yards,
the bow was superior to the contemporaneous
[co-existing] English longbow, whose range
was only 250 yards. A wood-and-leather saddle,
which was rubbed with sheep’s fat to prevent
cracking and shrinkage, allowed the horses to
bear the weight of their riders for long periods
and also permitted the riders to retain a firm
seat. Their saddlebags contained cooking pots,
dried meat, yogurt, water bottles, and other
essentials for lengthy expeditions. Finally, a
sturdy stirrup enabled horsemen to be steadier
and thus more accurate in shooting when
mounted. A Chinese chronicler recognized the
horse’s value to the Mongols, observing that
“by nature they [the Mongols] are good at
riding and shooting. Therefore they took
possession of the world through this advantage
of bow and horse.”…
Source: Mou-Sien Tseng, painting,
New Masters Gallery online (adapted)
Rossabi,
Khan’sHorses,”
Horses,”
Source:Source:
MorrisMorris
Rossabi,
“All “All
thethe
Khan’s
Natural
History,
October1994
1994
Natural
History,
October
1a Based on these documents, what advantage did the stirrup give to Mongol warriors?
Score of 1:
• States an advantage the stirrup gave to Mongol warriors based on these documents
Examples: a stirrup enabled horsemen to be steadier/more accurate in shooting; it helped
make them better shots/shooters/archers; it allowed them to use both hands on
the bow
Score of 0:
• Incorrect response
Examples: allowed the horses to bear the weight of their riders for long periods;
permitted riders to retain a firm seat; allowed them to carry things/cooking
pots/meat/yogurt/water
• Vague response
Examples: horses were important; the Mongols developed it; it enabled
• No response
Global Hist. & Geo. Rating Guide – June ’13
[3]
Vol. 2
1b Based on these documents, what did the combined technology of the composite bow
and the stirrup enable the Mongols to do?
Score of 1:
• States what the combined technology of the composite bow and the stirrup enabled the
Mongols to do based on these documents
Examples: gave them the upper hand to defeat ordinary foot soldiers; gave them an
advantage to defeat ordinary foot soldiers; to defeat ordinary foot
soldiers/their enemies; to conquer people; to shoot further with greater
accuracy; they could conquer/take possession of/control parts of the world
Score of 0:
• Incorrect response
Examples: the bow was superior to the contemporaneous English longbow; horses could
bear the weight of riders for longer periods; to undertake lengthy expeditions
• Vague response
Examples: they took advantage; it gave them value; to take possession; they gained an
advantage
• No response
Global Hist. & Geo. Rating Guide – June ’13
[4]
Vol. 2
Document 2
… Though much of what the Mongols wrought [brought about] on their westward march was
destructive, some benefits were reaped from their forays [raids] into Europe and conquests in
Muslim areas. By example, they taught new ways of making war and impressed on their Turkic
and European enemies the effectiveness of gunpowder.
As we have seen, Mongol conquests facilitated [aided] trade between the civilizations at each
end of Eurasia, making possible the exchange of foods, tools, and ideas on an unprecedented
scale. The revived trade routes brought great wealth to traders such as those from north Italy,
who set up outposts in the eastern Mediterranean, along the Black Sea coast, and as far east
as the Caspian Sea. Because the establishment of these trading empires by the Venetians and
Genoese provided precedents [examples] for the later drives for overseas expansion by
peoples such as the Portuguese and English, they are of special significance in global
history.…
Source: Robert Guisepi, “The Last Great Nomadic Challenges – From Chinggis Khan to Timur,”
The Mongols, International World History Project online
2 According to Robert Guisepi, what was one change that resulted from the interaction
between Europeans and Mongols?
Score of 1:
• States one change that resulted from the interaction between Europeans and Mongols
according to Robert Guisepi
Examples: destruction; Turkic people/Europeans learned new ways of making
war/learned effectiveness of gunpowder; old trade routes were revived;
increased trade; foods/tools/ideas were exchanged on an unprecedented scale;
provided precedents/examples for overseas expansion; brought great wealth to
European traders
Score of 0:
• Incorrect response
Examples: decreased trade; ended contact between Europeans and Mongols; ended the
use of gunpowder
• Vague response
Examples: it had special significance; it brought a westward march; exchanges; benefits
• No response
Global Hist. & Geo. Rating Guide – June ’13
[5]
Vol. 2
Document 3
… Diplomatic exchanges between Christian Europe and Mongol Asia led to the emergence
of the first Western eye-witness accounts of far-off East Asia. For the first time, Western
Europeans were exposed to the true size and scope of the Eurasian landmass; they were
exposed to different cultures, beliefs, values, attitudes, and institutions; the papacy and
Europe were thus forced out of their narrow religious-geographic perspective; they began to
realize that they had to deal with and relate to the non-Christian world with its many different
peoples, religions, and cultures. The Europeans gradually assigned the Mongols and other
Asians a permanent place in the natural order of things; they no longer tried to force all
peoples into a specific Biblical niche or role as they initially did during Europe’s narrow
Christian view of the world and all people in it. The Westerners realized that they could not
refuse to recognize and deal with the rest of the world simply because it was non-Christian
[and] that they could not ignore and pretend that all non-Christian peoples and cultures did
not exist. Thus the Mongols and Asians were incorporated into the West’s intellectual
framework in the thirteenth and fourteenth centuries.…
Source: Gregory Guzman, “Christian Europe and Mongol Asia:
First Medieval Intercultural Contact Between East and West,”
Essays in Medieval Studies, Volume 2,
Proceedings of the Illinois Medieval Association online
3 According to Gregory Guzman, what was one effect the Mongols had on the European
view of the world?
Score of 1:
• States one effect the Mongols had on the European view of the world according to Gregory
Guzman
Examples: Europeans were exposed to the true size/scope of the Eurasian landmass; the
Europeans’ view of the world was challenged by being exposed to different
cultures/beliefs/values/attitudes/institutions; Europe was forced out of its
narrow religious-geographic perspective; Europeans began to realize that they
had to deal with/relate to the non-Christian world; Westerners realized that
they could not refuse to recognize/deal with the rest of the world simply
because it was non-Christian; Europeans could not ignore and pretend that
non-Christian peoples and cultures did not exist; Europeans no longer tried to
force peoples into a specific Biblical niche/role
Score of 0:
• Incorrect response
Examples: changed European perspectives on everyone; Europeans were able to ignore
non-Christian peoples; Westerners refused to deal with the rest of the world
• Vague response
Examples: they could not refuse to recognize; assigned the Mongols and other Asians a
permanent place; they were incorporated into the framework; different
cultures/beliefs/values/attitudes/institutions
• No response
Global Hist. & Geo. Rating Guide – June ’13
[6]
Vol. 2
Document 4a
Document 4b
Caravel
Advantages of Caravel
•
•
•
•
Fast
Maneuverable
Easy to sail in shallow waters
Able to sail downwind using square sails
Uses of Caravel
•
•
•
•
Source: George R. Schwarz,
Center for Maritime Archaeology and Conservation,
Texas A & M University (adapted)
4
Carrying cargo
Fighting wars
Pirating
Exploring the Americas
Based on these documents, what were two ways the caravel affected European
interaction with other groups?
Score of 2 or 1:
• Award 1 credit (up to a maximum of 2 credits) for each different way the caravel affected
European interaction with other groups based on these documents
Examples: improved transportation to the Americas/permitted faster travel to the
Americas/allowed people to travel to the Americas more easily; allowed
travel in shallow waters to trade/fight/pirate/explore; trade could increase
because cargo could be carried to/from the Americas; enabled them to engage
in trade with the Americas; European pirates could use these ships to attack
other Europeans/gain wealth and materials/goods; was more effective in
fighting war against other countries; pirates now had faster/more
maneuverable ships to prey on victims; it allowed Europeans to travel greater
distances to new lands; could be used to wage war/fight in wars; allowed
them to defend themselves against pirates; allowed for/increased cultural
diffusion through warfare/trade/exploration; ability to adjust sails and sail
downwind allowed for exploration
Note: To receive maximum credit, two different ways the caravel affected European interactions
with other groups must be stated. For example, improved transportation to the Americas and
permitted faster travel to the Americas is the same way expressed in different words. In this and
similar cases, award only one credit for this question.
Score of 0:
• Incorrect response
Examples: could sail downwind; use square sails; slowed trade; made exploration harder
• Vague response
Examples: maneuverable; fast; transportation; carried cargo
• No response
Global Hist. & Geo. Rating Guide – June ’13
[7]
Vol. 2
Document 5
… It all began in Española [Hispaniola] with sugar, which was already a profitable plantation
crop in the Canaries and Portugal’s Atlantic islands in the fifteenth century. Columbus himself
had shipped sugar from Madeira to Genoa in 1478, and the mother of his first wife owned a
sugar estate on that island. He brought sugar cane with him to Española in 1493, and the cane
grew well in American soil. But the growth of the sugar industry was painfully slow until
Charles V intervened, ordering that sugar masters and mill technicians be recruited from the
Canaries, and authorizing loans to build sugar mills on Española. There were thirty-four mills
on the island by the late 1530s and sugar was one of the two staples of the island’s economy
(the other being cattle ranching) until the latter part of the sixteenth century.…
Source: Alfred W. Crosby Jr., The Columbian Exchange: Biological and Cultural Consequences of 1492,
Greenwood Publishing (adapted)
5 According to Alfred W. Crosby, what was one effect of Spanish colonization on the
island of Española?
Score of 1:
• States one effect of Spanish colonization on the island of Española according to Alfred W.
Crosby
Examples: sugar mills were built; sugar/cattle ranching became a staple of the island’s
economy; sugar masters/mill technicians were brought from the Canaries;
changed the economy of Española; plantation farming was introduced;
introduction of new crops/sugar cane; introduction of livestock; cattle
ranching introduced; it had 34 mills by the late 1530s
Score of 0:
• Incorrect response
Examples: Columbus shipped sugar to Genoa; sugar mills were destroyed; Charles V
ended ranching
• Vague response
Examples: it was introduced; it all began there; they were brought from the Canaries;
painfully slow; two staples; authorization of loans; intervened
• No response
Global Hist. & Geo. Rating Guide – June ’13
[8]
Vol. 2
Document 6
… Growing sugar cane became a large business. At first, Native Americans were forced to
work on sugar plantations, large estates run by an owner or overseer. They were treated
cruelly, and many died. The Spanish then brought slaves from Africa to do the work.
A new social structure developed. People born in Spain made up the highest social class.
Those of European descent born in the colonies were next. People of mixed European and
Indian or African descent were in the middle. Native Americans and people of African
descent were in the lowest classes.…
Source: Guide to the Essentials of World History, Prentice Hall
6 Based on this document, what were two changes in the Americas that resulted from
interactions with the Spanish?
Score of 2 or 1:
• Award 1 credit (up to a maximum of 2 credits) for each different change in the Americas that
resulted from interactions with the Spanish based on this document
Examples: growing sugar cane became a large business; a new social structure/social
classes developed based on ethnicity and place of birth/people of
African/Native American descent were in the lowest classes; Native
Americans were forced to work on sugar plantations; Native Americans were
treated cruelly/many died; Spaniards brought enslaved Africans over to work
on sugar plantations/African slavery was introduced
Note: To receive maximum credit, two different changes in the Americas that resulted from
interactions with the Spanish must be stated. For example, African slavery was introduced and
Spaniards brought enslaved Africans over to work on sugar plantations are the same change
expressed in different words. In this and similar cases, award only one credit for this question.
Score of 0:
• Incorrect response
Examples: Native Americans did not work on sugar plantations; slavery was abolished;
Native Americans made up the highest social class
• Vague response
Examples: they were forced to work; a structure developed; people were born in Spain
• No response
Global Hist. & Geo. Rating Guide – June ’13
[9]
Vol. 2
Document 7a
Document 7b
Railroads
Broad Gauge
Meter Gauge and
Narrow Gauge
Borders
… Thus, colonial railways were part of
this process of the spread of empire, its
economic patterns, its ideas and its
institutions.
The
process
was
essentially the same throughout the
world: production of new commodities
to feed the burgeoning [quickly
growing] industries of the West; new
populations to produce them; new
patterns of land ownership, often
involving the dispossession of previous
inhabitants; new legal codes to make
the conquered lands safe for investment and exploitation. Such was the
story everywhere empires expanded.…
Delhi
Agra
Lucknow
Ahmadabad
Calcutta
Baroda
Nagpur
Bay of
Bengal
Bombay
Hyderabad
Arabian
Sea
Bangalore
Madras
0
The age of railroads played a role in and
supported the growth of a new period of
imperialism.
300 Miles
Source:
Ashok
K. Dutt
IndiaininMaps
Maps,,
Source:
Ashok
K. Dutt
et et
al.,al.,India
Kendall/Hunt
Publishing
Company(adapted)
(adapted)
Kendall/Hunt
Publishing
Company
Source: Robert Lee, “Potential Railway World
Heritage Sites in Asia and the Pacific,”
Institute of Railway Studies and Transport History,
The University of York
7 Based on these documents, what do railroads enable colonial powers to do?
Score of 1:
• States what railroads enabled colonial powers to do based on these documents
Examples: support the growth of imperialism/engage in the process of imperialism;
expand empires/increase territory; spread economic patterns/ideas/institutions;
reach different places within the empire; transport products/commodities; to
feed growing industries of the West; to connect interior regions/cities with
coastal regions/cities; enabled colonial powers to change land ownership
patterns; dispossess/take away the land of the previous inhabitants; spread new
legal codes within conquered territories; produce new commodities; travel
quicker/faster
Score of 0:
• Incorrect response
Examples: end imperialism; stop exploitation; stop production of new commodities
• Vague response
Examples: play a role; engage in a process; it was the story everywhere
• No response
Global Hist. & Geo. Rating Guide – June ’13
[10]
Vol. 2
Document 8
This excerpt analyzes the Indian railway system from the Indian nationalist point of view between 1880
and 1905.
… A review of the existing railway policy led them [Indian nationalist leaders] to conclude that
it was not primarily regulated in the interests of the Indian people; and that it largely ignored
Indian needs, particularly industrial needs, and was mainly meant to serve British economic
and political interests. They noted that railways played an important role in imparting colonial
character to the Indian economy. They were even able to glimpse the growing connection
between railway development in a backward country and the growing power of finance in the
advanced metropolitan country and the consequent political complications.
They wanted railways to serve national economic interest by stimulating economic
development, which was in turn seen as consisting of industrial and agricultural growth. To
them the proper railway policy was one that promoted Indian industry and a proper public
works policy one that gave priority to irrigation and agriculture. They desired railway policy to
give due weight to the state of Indian finances and Indian economy.…
Source: Bipan Chandra, “Economic Nationalism and the Railway Debate, circa 1880–1905,”
in Our Indian Railway, Foundation Books (adapted)
8 According to Bipan Chandra, what is one concern the Indian nationalist leaders had
regarding British railway policy?
Score of 1:
• States one concern the Indian nationalist leaders had regarding British railway policy
according to Bipan Chandra
Examples: the policy was not in the best interest of Indian people; it ignored Indian
needs/industrial needs; it served British economic/political interests; it served
certain needs of the British but not necessarily Indian needs; did not stimulate
the growth of Indian economic development/industry/agriculture; played an
important role in imparting colonial character to the Indian economy; British
railway policy did not give due weight to the state of Indian finances/the Indian
economy; it created political complications between India and Great Britain;
railway development created political complications due to the role of British
finance; it did not give priority to the development of irrigation/agriculture; it
advanced Great Britain at the expense of Indian development
Score of 0:
• Incorrect response
Examples: was a proper public works policy; promoted Indian industry/finances; made
them a metropolitan country; it gave priority to irrigation/agriculture
• Vague response
Examples: glimpsed a growing connection; served certain needs; growing power of
finance; it did not give due weight
• No response
Global Hist. & Geo. Rating Guide – June ’13
[11]
Vol. 2
Document 9
… The railroads facilitated, linked, and coordinated a wide variety of socioeconomic processes
and cooperated with other large-scale transportation and communication systems. For
example, the railroads enabled national markets with converging prices for food grains
[to reduce the gap between prices] to emerge in the 1880s; the same railroads made it possible
for peasant villagers to undertake quick pilgrimages (within a few days or less) during their
brief respites [relief] from the demands of agriculture. The hard backbone of British colonial
rule in India, the British soldier and his weaponry, could be quartered in fewer places in the
knowledge that the railroads could transport troops rapidly to trouble spots. The publications
of what became the outpourings of many presses owned by Indians and printed in Indian
languages and in English found profitable markets. The railroads synergistically [mutually]
cooperating with the post office facilitated the inexpensive, bulk shipments of books,
magazines, and newspapers, among which many came to have nationalist orientations.…
Source: Ian J. Kerr, Engines of Change: The Railroads That Made India, Praeger
9 According to Ian Kerr, what were two changes that resulted from the British building
railroads?
Score of 2 or 1:
• Award 1 credit (up to a maximum of 2 credits) for each different change that resulted from
the British building railroads according to Ian Kerr
Examples: they affected the price of food in India/the price of food was affected by the
emergence of national markets; made it possible for peasant villagers to
undertake quick pilgrimages; provided better transportation for villagers
throughout India/peasant villagers could move more easily from town to
town; provided better communication throughout India; railroads could
transport troops rapidly to trouble spots; British soldiers could be stationed in
fewer places; the railroads facilitated the inexpensive, bulk shipments of
books/magazines/newspapers with nationalist orientations; Indian
publications found profitable markets or could be shipped throughout the
country or could be shipped inexpensively or affected Indian society by
facilitating the spread of ideas; railroads facilitated/coordinated/linked
socioeconomic processes with other transportation/communication systems
Note: To receive maximum credit, two different changes that resulted from the British building
railroads must be stated. For example, they affected the price of food in India and the price of
food was affected by the emergence of national markets are the same change expressed in
different words. In this and similar cases, award only one credit for this question.
Score of 0:
• Incorrect response
Examples: increased the prices of publications; made pilgrimages more difficult; made
communication more difficult
• Vague response
Examples: they facilitated/linked/coordinated; processes increased
• No response
Global Hist. & Geo. Rating Guide – June ’13
[12]
Vol. 2
Global History and Geography
Content-Specific Rubric
Document-Based Essay
June 2013
Historical Context:
Task:
Technological advancements such as the combined use of the bow and
the stirrup by the Mongols, the use of the caravel by the Spanish, and
the use of the railroad in India have affected how certain civilizations
and societies have interacted with each other. Changes have resulted
from these interactions.
Select two technological advancements mentioned in the historical context and for
each
• Explain how this technological advancement affected the interactions of a specific
civilization or society with another group
• Discuss changes that resulted from these interactions
Scoring Notes:
1. This document-based question has a minimum of six components (explaining how each of
two technological advancements affected the interactions of a specific civilization or society
with another group and discussing at least two changes that resulted from these interactions).
2. Changes that resulted from the interactions of a specific civilization or society with another
group may be on the group that initiated the interaction, the group that was affected by the
interaction, or a combination of the two.
3. The changes resulting from the interactions may be immediate or long term.
4. A change that resulted from the interactions of a specific civilization or society with another
group may be the same for both technological advancements but the facts and details will
vary, e.g., negative effects of the use of the caravel and railroad on native societies.
5. Changes that resulted from the interactions of a specific civilization or society with another
group do not need to be specifically identified as a change but may be implied in a
discussion of results of the interaction.
6. The response may discuss a change resulting from an interaction from a variety of
perspectives as long as the position taken is supported by accurate facts and examples.
7. Only two technological advancements should be chosen from the historical context. If three
technological advancements are addressed, only the first two should be rated.
8. For the purposes of meeting the criteria of using at least four documents in the response,
documents 1a, 1b, 4a, 4b, 7a, and 7b may be considered as separate documents if the
response uses separate specific facts from each document.
All sample student essays in this rating guide are presented in the same cursive font while
preserving actual student work, including errors. This will ensure that the sample essays are
easier for raters to read and use as scoring aids.
Raters should continue to disregard the quality of a student’s handwriting in scoring examination
papers and focus on how well the student has accomplished the task. The content-specific rubric
should be applied holistically in determining the level of a student’s response.
Global Hist. & Geo. Rating Guide – June ’13
[13]
Vol. 2
Score of 5:
• Thoroughly develops all aspects of the task evenly and in depth by explaining how each of two
technological advancements affected the interactions of a specific civilization or society with another
group and discussing at least two changes that resulted from these interactions
• Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g., bow and
stirrup: connects the importance of this technology in Mongol conquests to the wealth generated through
revived trade routes and to the exposure of Europeans to Asian products and a more diverse world view;
railroads: connects the British building of railroad networks in India to the establishment and spread of
British imperialist policies, an increase in British wealth and power, and Indian efforts to develop a
national identity and end colonial rule
• Incorporates relevant information from at least four documents (see Key Ideas Chart)
• Incorporates substantial relevant outside information related to technological advancements (see Outside
Information Chart)
• Richly supports the theme with many relevant facts, examples, and details, e.g., bow and stirrup: greater
range and accuracy of arrows; leadership of Genghis Khan; role of Marco Polo; trade on Silk Roads;
results of Pax Mongolica; diplomacy between Christian Europe and Mongol Asia; Black Death;
railroads: English as a common language; development of national markets; Asia’s greatest rail
network; resistance by the Indian people; improved communication; easier movement of troops;
movement of cotton and tea to coastal ports
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are
beyond a restatement of the theme
Score of 4:
• Develops all aspects of the task but may do so somewhat unevenly by discussing one technological
advancement more thoroughly than the second technological advancement or by developing one aspect of
the task less thoroughly than the other aspects
• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g., bow and
stirrup: discusses how this technology aided Mongol conquests and led to revitalized Eurasian trade and
opened diplomatic exchanges between Europe and East Asia; railroads: discusses how the railroads built by
the British in India influenced the spread of British imperialist policies and affected Indian independence
efforts
• 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 technological
advancement and the response meets most of the other Level 5 criteria, the overall response may be a
Level 3 paper.
Global Hist. & Geo. Rating Guide – June ’13
[14]
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 – June ’13
[15]
Vol. 2
Bow and Stirrup
Key Ideas from Documents 1–3
Relevant Outside Information
(This list is not all-inclusive.)
How Technological Advancement Affected
How Technological Advancement Affected
Interactions
Interactions
Doc 1—Allowed Mongol warriors to shoot while
Facilitated Genghis Khan’s conquests
riding, giving them an advantage in the case of war Facilitated expansion of the empire
Gave Mongol warriors an upper hand against foot
Enabled intimidation based on cruelty and fear
soldiers
toward those resisting the Mongols
Greater range of fire allowed by Mongol bow than
Enabled use of siege warfare including flaming
the English longbow (350 yards to 250 yards)
arrows and projectiles from catapults
Horsemen had a steadier ride and more accurate
shooting with stirrup
Doc 2—Allowed for conquests facilitating trade at
each end of Eurasia
Changes Resulting from Interactions
Doc 2—Destruction as a result of invasions of
Europe and conquests in Muslim areas
Led to new ways of making war
Effectiveness of gunpowder learned by Turks and
Europeans
Foods, tools, and ideas exchanged on an
unprecedented scale
Trade routes revived and wealth brought to traders
with outposts in the eastern Mediterranean, along
Black Sea coast, and on western shore of Caspian
Sea
Trading empires established by the Venetians and
Genoese serve as examples to the Portuguese and
English
Doc 3—First eye-witness accounts of East Asia from
diplomatic exchanges between Christian Europe
and Mongol Asia
Western Europeans exposed to the size and scope of
Eurasian landmass
Western Europeans exposed to different cultures,
beliefs, values, attitudes, institutions
Papacy and Europe forced out of their narrow
religious-geographic perspective
Mongols and other Asians incorporated into the
West’s intellectual framework in 13th and 14th
centuries
Global Hist. & Geo. Rating Guide – June ’13
Changes Resulting from Interactions
Mongol Empire stretched from Poland to northern
China by 1250
Safe interregional trade and travel on the Silk Roads
a result of Mongol policies and practices (Pax
Mongolica, Marco Polo)
Stimulated Western desires and appetites for Asian
goods (spices, tea)
Spread of ideas to Europe and influence on
Renaissance and Scientific Revolution
(mathematics, anatomy, printing)
Benefit of trade to city-states in Italy (Florence,
Milan)
Increase in trade (silk and porcelain from China, wine
and olives from Europe)
Traders exposed to ambassadors, scholars,
missionaries from different Eurasian cultures
Possible spread of plague from China to the West
along trade routes
[16]
Vol. 2
Caravel
Key Ideas from Documents 4–6
How Technological Advancement Affected
Interactions
Doc 4—Expanded travel through the use of square
and triangular sails
Exploration of the Americas through increased
maneuverability and ability to sail in shallow
waters
Enabled trade/carrying of cargo
Made pirating and fighting of wars easier
Changes Resulting from Interactions
Doc 4—Wars fought, coastlines patrolled, cargo
carried; pirating increased
Doc 5—Sugar cane brought to Hispaniola
Growth of sugar industry (sugar masters and mill
technicians recruited from Canary Islands, loans
authorized for sugar mills in Hispaniola)
Sugar and cattle ranching staple economic activities
on Hispaniola until latter part of 16th century
Doc 6—Sugar cane became large business
Native Americans forced to work on sugar
plantations run by owners/overseers
Death of many Native Americans due to cruel
treatment
Enslaved Africans brought by Spanish to the
Americas to work on plantations
Development of a new social structure (highest:
people born in Spain; second: those of European
descent born in colonies; middle: people of mixed
European and Indian or African descent; lowest:
Native Americans and Africans)
Global Hist. & Geo. Rating Guide – June ’13
Relevant Outside Information
(This list is not all-inclusive.)
How Technological Advancement Affected
Interactions
Aided Spanish and Portuguese in building overseas
empires
Aided the conquests of Spanish conquistadores
(Cortes—Aztecs, Pizarro— Incas)
Aided Vasco da Gama in sailing around the Cape of
Good Hope
Aided Ferdinand Magellan in circumnavigating the
globe
Changes Resulting from Interactions
Increase in European curiosity about the outside
world
Competition of European leaders for colonies and
power
Division of the world between Spain and Portugal by
the Pope (Treaty of Tordesillas)
New foods, other products, and diseases introduced
to Europe and Americas (Columbian exchange)
Competition of British, Dutch, and French with
Spanish and Portuguese for colonial empires in
Americas
Development of trans-Atlantic slave trade
Death of Native Americans from diseases
Development of mercantilism by Europeans
Inflation in Spain as a result of imports of silver
from Peru
New maps of the world and world regions developed
Many Native Americans converted to Christianity
Encomienda system established by Spanish
Destruction of Native American cities by Europeans
and building of new ones
[17]
Vol. 2
Railroads
Key Ideas from Documents 7–9
How Technological Advancement Affected
Interactions
Doc 7—Major interior cities in India linked to
coastal regions
Influence of British empire expanded (economic
patterns, ideas, institutions)
Doc 8—British economic and political interests
promoted by railroad construction at the expense
of Indian economic development
Doc 9—Facilitated, linked, coordinated a wide
variety of socioeconomic processes
Allowed for cooperation with other large-scale
transportation and communication systems
Changes Resulting from Interactions
Doc 7—New commodities produced for industries
of the West
New workers needed to produce goods
New patterns of land ownership developed, often
involving dispossession of previous inhabitants
New legal codes developed to make newly
conquered lands safe for investment and
exploitation
Doc 8—Railways important role in imparting
colonial character to the Indian economy
Railroads wanted by Indian nationalists to serve
their national economic interests/finances
Railway policy wanted by Indian nationalists to
promote Indian industry
Public works policy wanted by Indian nationalists to
give priority to irrigation and agriculture
Doc 9—Emergence of national markets with
converging prices for food in India in the 1880s
Peasant villagers able to make quick pilgrimages
British soldiers and their weapons able to be
quartered in fewer places
British soldiers able to be moved quickly to trouble
spots
Increased profits for Indians from the selling of
publications from Indian-owned presses
Inexpensive, bulk shipments of books, magazines
and newspapers as result of cooperation between
post office and railroads
Easier circulation of Indian nationalist materials
Global Hist. & Geo. Rating Guide – June ’13
Relevant Outside Information
(This list is not all-inclusive.)
How Technological Advancement Affected
Interactions
Telegraph/telephone systems developed in areas
where the railroad was built
Changes Resulting from Interactions
New industries employed mostly Indians but top
positions held by Europeans
Early resistance by the public to the use of railroads
due to a mixing of groups (castes, religious
groups, sexes)
Use of railroads by poor people to move into cities
Spread of diseases (cholera)
Need for sewage and water systems as result of
overcrowding in cities
Use of railroad by Gandhi to learn about his country
Use of railroads and telegraph/telephone systems by
Indian nationalists to organize rallies and boycotts
(Indian National Congress, Muslim League)
Use of telegraph/telephone systems by Indian
nationalists to communicate with overseas
newspapers promoting their cause/desire for
independence
[18]
Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
Until the 12th and 13th centuries, cross-cultural interactions were
unprolonged and less in number when compared to later centuries.
However, the assimilation of much of the Eurasian landmass into the
Mongol empire as well as the later European exploration of the
Americas contributed to the creation of prolonged global connections
in which the world’s major continents were connected. Two of the most
notable developments include the caravel, which aided European
explorers in their conquest of the Americas, and the stirrup and
composite bow, which the Mongols used to conquer Eurasia and
eventually led to the Pax Mongolica. These technological developments
had major effects on both societies.
The caravel’s use in the 15th century accelerated interactions
between Native Americans and Europeans. The caravel (Doc. 4b) is an
agile and maneuverable ship intended to carry goods or weapons and
used to explore, conquer, or wage war with other peoples. It was one of
the developments in naval technology in the 15th century along with
the adaptation of the Chinese magnetic compass. It was utilized by
Portuguese sailors, such as Vasco da Gama, who found an all water
route to India and traded in the port of Calicut. The caravel ship made
it possible for the Portuguese and the Spanish to travel long distances
with speed. The caravel is often attributed to having been the
technology that helped lead to the colonization of the Americas. It was
used by Christopher Columbus who sailed for King Ferdinand and
Queen Isabella of Spain, but was of Italian birth. When he arrived in
the Americas, he unwittingly began the Columbian Exchange. In this
exchange, Columbus brought products like beads and sugarcane to the
Caribbean island he christened Hispaniola. Other products that were
Global Hist. & Geo. Rating Guide – June ’13
[19]
Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
brought from Europe to the Americas during the Columbian Exchange
included horses, other livestock, and wheat. The sugarcane eventually
became the main industry of Hispaniola in the 1530’s (Doc. 5) as well
as other Caribbean and American areas. When Columbus and others
weren’t able to find as much gold and silver as the Spanish wanted,
the Spanish turned to the growing of cash crops using the encomienda
system. However, because the Native Americans were not immune to
the diseases that were brought to the Americas during the Columbian
Exchange, millions died. These diseases such as smallpox helped kill
off the native Taino population leading to the importation of enslaved
Africans. The caravels and other square-sail ships with rudders were
also used by Spanish explorers, who were inspired by Columbus to sail
to the Americas. Hernan Córtes in the 1510’s conquered the Aztec
empire in Mesoamerica, bringing back Aztec gold on these ships that
were well-suited to carry cargo. Francisco Pizarro in the 1530’s
conquered the Incan empire in South America, and he was able to
bring back silver. He also brought back potatoes, which along with
maize was high in calories. These new foods introduced into European
diets eventually created a population boom. Some became staples in
places like Russia and Ireland. Both of these explorers as well as others
were helped by the caravel which allowed the sailors to sail against
trade winds in the Atlantic. The caravel was suited both for deep seas
and shallow waters, and was able to carry much of the sailors’ booty.
A long-term result of the huge population losses for natives in the
Americas from smallpox was the introduction of a new social
hierarchy in Latin America. In this new social structure peninsulares
(Spanish born Spaniards) ruled, creoles (American born Spaniards)
Global Hist. & Geo. Rating Guide – June ’13
[20]
Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
hoped for power, mestizos and mulattoes (mixed ethnicities) worked,
and pure natives or enslaved Africans toiled in sugar fields or the
silver mines of Potosi (Doc. 6). This system contained many
inequalities and eventually led to the independence struggles of the
early 1800’s which overthrew the king’s representatives and the
peninsulares.
The Mongolian stirrup and composite bow aided the Central Asian
steppe nomads to create the world’s largest land based empire at the
time, which resulted from and in many cross-cultural interactions.
When Genghis Khan first started in the creation of his empire, he
used his stirrup-mounted archers in units of 10 squadrons and 1000
men to invade China, where he first learned of Chinese war
technologies like catapults, gunpowder, and the use of Chinese silk as
protective clothing. He then combined all the technologies he obtained
with the use of the composite bow and stirrup. These Mongol
technologies helped horsemen to fire highly accurate shots due to the
stability the stirrup provided (Doc. 1). Genghis Khan also used
brilliant tactics that allowed him to conquer large areas quickly. After
his rule, the Mongols continued using his tactics. For example, they
flung infected corpses into cities such as the Byzantine city of Kaffa.
Using the technologies of the stirrup and the composite bow allowed
Genghis Khan and his successors to conquer and create an immense
empire. This empire eventually covered areas from China to Russia.
While destruction, terror, and intimidation were used to conquer
people, Genghis Khan also allowed for the development of a stable
government. After Genghis Khan’s death, the empire was eventually
divided among 4 of his grandsons. They continued in their use of
Global Hist. & Geo. Rating Guide – June ’13
[21]
Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
sniper-like horsemen archers, but they also expanded their use of
gunpowder, which was transmitted to Europe (Doc. 2) where Europeans
used it in muskets and cannons. Also as a result of the Mongolian
expansion, a period of peace called the Pax Mongolica bloomed in which
interactions between Europe and the Mongol empires increased and
trade along the Silk Roads was protected, making Chinese as well as
Venetian traders in Italy wealthier than before. This then helped fuel
the Renaissance in Greco-Roman art and science that was later
transmitted to Northern Europe. The peace also increased the number of
diplomatic and religious missions between Europe and especially the
Chinese area of the Mongol territory. Mongol diplomats traveled to
Europe on horseback and Europeans like Marco Polo visited Yuan
China. However, these trade connections also led to the spread of plague
from China and Mongolia to Europe, Persia, and some parts of India.
The plague killed millions of people worldwide, including 1/3 of
Europe’s population.
Through the use of the stirrup and composite bow by the Mongolians
and the caravel by European explorers, interactions between peoples
were accelerated and societies changed for the better or for worse.
Global Hist. & Geo. Rating Guide – June ’13
[22]
Vol. 2
Anchor Level 5-A
The response:
• Thoroughly develops all aspects of the task evenly and in depth for the use of the caravel by
the Spanish and the combined use of the bow and the stirrup by the Mongols
• Is more analytical than descriptive (caravel: Spanish use in the 15th century accelerated
interactions between Native Americans and Europeans; made it possible for the Portuguese and
later the Spanish to travel long distances with great speed; is often attributed to have been the
technology that helped lead to the colonization of the Americas; bow and stirrup: it aided the
Central Asian steppe nomads to create the world’s largest land-based empire at the time which
resulted from and in many cross-cultural interactions)
• Incorporates relevant information from documents 1, 2, 4, 5, and 6
• Incorporates substantial relevant outside information (caravel: utilized by Portuguese sailors
such as Vasco da Gama; used by Columbus who unwittingly began the Columbian exchange;
when Columbus and others were not able to find as much gold and silver as the Spanish
wanted the Spanish turned to the growing of cash crops using the encomienda system; diseases
such as smallpox helped kill off the native Taino population leading to importation of enslaved
Africans; Columbus inspired Spanish explorers such as Cortés who conquered the Aztec
empire bringing back gold; Pizarro conquered the Inca empire and brought back silver; in the
new social hierarchy, peninsulares ruled, creoles hoped for power, mestizos and mulattoes
worked, and pure natives or enslaved Africans toiled in sugar fields or silver mines of Potosi;
many inequalities eventually led to independence struggles; bow and stirrup: Genghis Khan
used his stirrup-mounted archers in units of 10 squadrons and 1,000 men to invade China
where he first learned of catapults, gunpowder, and use of Chinese silk as protective clothing;
Khan’s grandsons continued their use of sniper-like horsemen archers but also expanded their
use of gunpowder which was transmitted to Europe and used in muskets and cannons; a period
of peace called Pax Mongolica bloomed in which interactions with Europe increased and trade
along the Silk Roads was protected making Chinese as well as Venetian traders in Italy
wealthy fueling the Renaissance; Mongol diplomats traveled to Europe and Europeans such as
Marco Polo visited Yuan China)
• Richly supports the theme with many relevant facts, examples, and details (caravel: agile and
maneuverable ship intended to carry goods or weapons used to explore, conquer, or wage war;
sugarcane became the main industry of Hispaniola as well as other Caribbean and American
areas; helped to create a social hierarchy in Latin America; bow and stirrup: helped horsemen
to fire accurate shots)
• Demonstrates a logical and clear plan of organization; includes an introduction that discusses
the contributions of the Mongols and European explorers to the creation of prolonged global
connections and a brief conclusion that states interactions between peoples were accelerated
and societies changed for better or worse
Conclusion: Overall, the response fits the criteria for Level 5. Accurate analytic statements and
substantial details are integrated with document information to strongly develop the thesis that use
of the bow and stirrup by the Mongols, and the caravel and other ships by the Europeans led to
cross-cultural interactions and change.
Global Hist. & Geo. Rating Guide – June ’13
[23]
Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – B
As settled communities developed over time, many expanded and
became civilizations through a surplus of food, allowing for
specialization to occur and the formation of new social classes. From
this, specialization in labor and achievements in the sciences and
mathematics emerged, ultimately resulting in many technological
advancements encouraging even further expansion of civilizations
into empires. Such advancements in technology included the use of
the caravel by the Spanish as well as the prominence of British
railroads in India. The creation of advanced technology not only
provided the various expansive empires with new found resources, but
created different types of interactions between separate societies,
cultures, and civilizations, resulting in changes in relationships and
in the civilizations themselves.
The caravel (Document 4a) was a technological advancement that
allowed for more efficient maritime trade and especially led to the
increased presence of the Spanish in the Americas. The advantages of
the caravel as compared to previously used ships are that caravels were
better suited for military ships, as they could sail in shallow waters
and were more maneuverable. These ships were used by the Spanish to
explore the Americas and conquer Native American lands. A specific
result of the caravel use was the increased efficiency of sea trade,
which in turn promoted European Exploration beginning in the time
period between 1500 CE – 1600 CE. The caravel was used by the
Portuguese to explore the coast of Africa. Prince Henry the Navigator
and his navigation school understood the benefits of this ship.
Because of the use of the caravel both Portuguese and Spanish explorers
could travel closer to the coasts, mapping out land as well as claiming
Global Hist. & Geo. Rating Guide – June ’13
[24]
Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – B
it for their monarch. This led to better maps and more territory under
the control of these colonial powers. This marked the beginning of the
age of exploration, supported and triggered by the use of the caravel
and other maritime technologies. One of the results of this age of
exploration and colonization (Document 5) was the introduction of
sugar cane and sugar plantations in the Spanish colonies in the
Americas. The 15th century had already led to the Canaries and
Portugal’s Atlantic islands having sugar plantations, but the Spanish
were able to develop their own in the Americas.
Sugar and the plantation economy changed the Americas. The
European colonial powers, especially Spain and Portugal, got rich by
growing cash crops such as sugar, but also on crops such as indigo.
This led to an increase in the use of slaves and the forced migration of
Africans to areas like Española where slavery changed life altogether.
At first, Native Americans were forced to work on plantations under
the encomienda system. However, as the Native population died from
European diseases and the demand for cash crops increased, the
colonial powers turned to enslaved Africans. Millions of Africans were
removed from their homelands, forced to endure the Middle Passage,
and sold as property to be used and abused by their owners. As
African slaves were added to the population of the colonies the social
class system changed. The lowest class consisted of African slaves and
the new highest ruling class emerged under the name of Peninsulares
– Spanish born white land owning rulers who were at the top with the
creoles, American born whites, directly underneath them. These
changes not only economically benefited the Spanish but also
socially as well. Dramatic changes resulted from European exploration
Global Hist. & Geo. Rating Guide – June ’13
[25]
Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – B
and colonization. These were due in part because of the use of caravels.
Another technological advancement that became prominent in a
developing society was the building of British railroads in India. This
was similar to the technology of caravels in that the advancement of
the technology had much to do with two civilizations – one being a
colony and the other a colonial power. After the British East India
Company imposed some control over parts of India, the British
government imposed direct rule upon them. In the 1800s before Britain
made India a direct colony railroads were being built to improve
transportation and communication. After the British East India
Company was removed from power, the British government used the
new system of efficient transportation and communication to
maintain control over the colony. Document 7a shows the expansive
railroads in India. These railways allowed the British to expand their
influence in India. Indeed, the technology allowed for the British to
impose and maintain control and direct rule over their colony by
allowing more efficient movement of the British military, the greatest
enforcers of British rule within India. Soldiers could be moved to
troubled areas and put down rebels quickly with the use of the
railroad. Document 9 discusses the creation of connections between
markets that made prices converge resulting in more economic
stability. With the connection of different markets through the use of
railroads, prices of goods became more consistent. This led to more
trade and expanding markets, particularly for the British.
However, not all results that emerged from the technological
advancements were beneficial, especially to the societies that were
colonized by the great powers and their technology. The caravels, while
Global Hist. & Geo. Rating Guide – June ’13
[26]
Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – B
it provided the Spanish with transportation that was both efficient and
useful, also aided the spread of disease pathogens that the native
Americans were not previously exposed to, such as smallpox and
measles. Surprisingly, this spread of disease during the Columbian
Exchange did more short-term damage than was done by European
technological advancements. Furthermore, while the railroads proved to
be great connections and an efficient method of transportation as well
as communication, they took away from the nationalist Indian view
of their owning of their own country, as depicted by the Indian, Bipan
Chandra (Document 8) who discusses the selfish acts of the British
government and explains that the railroads serve British purposes but
were built by the Indians. Such discontent of the native peoples in the
colonies eventually led to their nationalist revolts seeking
decolonization.
The technological advancements that were developed as civilizations
and empires grew proved to be the agents of interactions. These new
innovations were able to affect relationships between the civilizations
and empires as well as result in societal and economic changes within
these places.
Global Hist. & Geo. Rating Guide – June ’13
[27]
Vol. 2
Anchor Level 5-B
The response:
• Thoroughly develops all aspects of the task evenly and in depth for the caravel by the Spanish
and the use of the railroad in India
• Is more analytical than descriptive (caravel: it allowed for more efficient maritime trade; they
were better suited for military ships; their increased efficiency promoted European exploration;
sugar and plantation economy changed the Americas; as the Native population died from
European diseases and the demand for cash crops increased, the colonial powers turned to
enslaved Africans; railroad: it allowed for the British to impose and maintain control and
direct rule over their colony; it resulted in connections between markets that made prices of
goods more consistent leading to more trade and expanding markets; it resulted in more
economic stability; it took away from the Indian nationalist point of view, leading to discontent
among the native peoples)
• Incorporates relevant information from documents 4, 5, 6, 7, 8, and 9
• Incorporates substantial relevant outside information (caravel: it was used by the Portuguese to
explore the coast of Africa; Prince Henry the Navigator and his navigation school understood
the benefits of this ship; helped both Portuguese and Spanish explorers map out and claim
land; European colonial powers, especially Spain and Portugal, got rich by growing cash crops
such as sugar and indigo; natives were at first forced to work on plantations under the
encomienda system; millions of Africans were removed from their homelands, forced to
endure the Middle Passage, and sold as property to be used and abused by their owners;
peninsulares and creoles were at the top of the social class system; spread of disease during the
Columbian exchange did more short-term damage than was done by European technological
advancements; railroad: after the British East India Company imposed some rule on parts of
India, the British government imposed direct rule on them; it led to nationalistic revolts for
decolonization)
• Richly supports the theme with many relevant facts, examples, and details (caravel: led to
increased presence of Spanish in the Americas; could sail in shallow waters and closer to
coasts; more maneuverable; used by Spanish to explore the Americas and conquer Native
American lands; African slaves in the lowest social class; railroad: efficient transportation and
communication; helped move soldiers to troubled areas and put down rebels quickly)
• Demonstrates a logical and clear plan of organization; includes an introduction that discusses
how specialization in labor and achievements in the sciences and mathematics ultimately
resulted in many technological advances encouraging further expansion of empires and a
conclusion that is a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 5. Historical details and analytic
statements are woven together in a well-developed treatment of the task. A comparative discussion
leads to a conclusion that the caravel and the railroad affected societies in some similar ways but
also makes note of differences.
Global Hist. & Geo. Rating Guide – June ’13
[28]
Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – A
Across history, there have been many technological advancements
that have affected the interactions of different societies or
civilizations. The Mongols use of the bow and the stirrup, and the
Spaniards use of caravels ships are two examples of that idea.
The combined use of the bow and stirrups allowed the Mongols to
conquer most of Asia. As seen in document 1, the Mongol’s bow was
much more advanced than the European bow, allowing the Mongols to
fire up to 100 yards longer distances than the English long bow.
Because of this technology, the Mongols were able to overpower their
enemies quickly. Besides the bow and arrow, Genghis Khan’s tactics
allowed for the defeat of enemies and their incorporation into the
Mongol Empire. His use of scare tactics and threats as well as weapons
caused many areas simply to give up and surrender before Genghis
Khan even started to fight for fear of what he would do. This fueled the
reputation of the Mongol fighting ability. These technological
advancements affected the interaction of the Mongols and the
Europeans. One of the peoples the Mongols conquered was the
Russians. The Russians paid tribute to the Mongols but were not
under the Mongols’ direct control. Despite Mongol rule, the Russians
were able to maintain a unique identity within this large Asian
empire and practiced their Orthodox Christian faith. Through this and
other Mongol conquests, Europeans learned of new styles and
technologies of warfare. Eventually, Pax Mongolica developed allowing
for safe travel on the Silk Roads and trade between China and Europe.
Products such as silk, spices, gunpowder, weapons, and block printing
traveled along the Silk Roads to Europe. Trade and wealth increased in
Europe because the Mongols protected these important overland trade
Global Hist. & Geo. Rating Guide – June ’13
[29]
Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – A
routes from hijackers and foreign enemies. European traders such as
those from northern Italy became increasingly wealthy. They
established trading empires which would serve as examples for later
overseas expansion in the 15th and 16th centuries. The wealth gained
due to the interaction on and use of the Silk Roads helped lead to the
start of the Renaissance in northern Italy. As seen in document 3,
some historians believed that the increased interactions between the
Europeans and the Mongols led to the first understanding and
encounter of far-off East Asia. These historians believe that the true
scope of the world was revealed to the Europeans, and that this changed
the Europeans narrowminded point of view, to a less ethnocentric way
of thinking. According to them this allowed the Europeans to more
willingly accept eastern practices and culture although ethnocentric
thinking by many remained through the Age of Imperialism and
even into modern times. The knowledge of Eastern Asia would
eventually effect European colonization of that area. Europeans were
interested in East Asian products and culture at the same time that
they wanted to convert others to Christianity. The technological
advancement of the bow and arrow and the stirrup allowed for
increased contact between Europeans and the Mongols which
eventually brought about these interactions.
The use of the caravel ship by the Spanish was another technological
advancement. This advancement affected the interaction of the
Europeans and the Native Americans in the New World. The caravel
ship had many advantages, such as it being fast, maneuvarable, and
easy to sail in shallow waters as seen in document 4. One of the uses
of the caravel ship was exploring the Americas, which is where
Global Hist. & Geo. Rating Guide – June ’13
[30]
Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – A
interactions between the Europeans and Native Americans took place.
The caravel brought the Europeans to the New World where the Spanish
were looking for “God, Gold, and Glory.” The Spanish conquered these
new lands and started looking for their desire — gold. However, once
the Spanish realized that there wasn’t enough gold, they started sugar
plantations which became very important in the Americas and the
colonial economy as seen in document 5. The Spanish used their
caravel ships to bring sugar across the Atlantic and to plant it on the
island of Hispañola and other areas controlled by the Spanish in the
Americas. Discovering that sugar grew exceptionally well in the
Americas, many plantations were developed for sugar as well as other
cash crops which led to the necessity of a cheap labor source. Because
sugar cane became such a large and profitable business, Native
Americans were used to work the plantations in what was called the
encomienda system. Even though the Spanish were supposed to
Christianize and help the natives, the Native Americans were treated
cruely. They recieved little food, they were beaten, and much of the
population was eradicated. Hard work as well as diseases introduced
during the Columbian exchange had a lethal impact on the Native
Americans’ overworked and weakened immune systems. After most of
the Native Americans died off, slave ships were used to transport
Africans to the New World to work on the Spanish plantations. With
the migration of the Europeans and the forced migration of Africans
to the New World, a new social heiarchy started to develop. Native
Americans and Africans were part of the lowest class which is a
negative effect of European interaction. Peninsulares, Spanish people
born in Spain, creoles, Spanish people born in the New World,
Global Hist. & Geo. Rating Guide – June ’13
[31]
Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – A
mestizos, a mix of European and Native American, and mulatos, a
mix of European and Africans, all came before the Native Americans
and Africans in the social heiarachy. Finally, the interaction allowed
for the triangular trade to develop. Europeans brought Africans to the
New World, raw materials to Europe from the New World, and
manufactured goods to the New World and Africa. The Spaniards use
of caravel ships was a technological advancement that affected the
interaction of the Europeans, Native Americans, and Africans.
Throughout history, technological advancements have led to effects
on the interactions of different cultures and civilizations. The bow
and arrow and the stirrup, used by the Mongols, facilitated trade with
the Europeans, and may have given the Europeans a better view of the
far-off Eastern Asian world. The technological advancement of the
caravel by the Spanish had negative affects on the Native American
population of the New World. Disease killed most of the population. The
introduction of sugar plantations resulted in slavery, and the
development of a new social class structure put the native peoples and
Africans on the bottom of the social heiarchy. As seen with the
examples listed above, technological advancements can have both
negative and positive effects on other cultures or civilizations.
Global Hist. & Geo. Rating Guide – June ’13
[32]
Vol. 2
Anchor Level 4-A
The response:
• Develops all aspects of the task evenly and in depth for the combined use of the bow and the
stirrup by the Mongols and the use of the caravel by the Spanish
• Is both descriptive and analytical (bow and stirrup: helped the Mongols conquer most of
Asia; helped the Mongols to overpower their enemies quickly; fueled the fear and reputation
of the Mongol fighting ability; some historians believe it changed the Europeans’ narrowminded point of view to a less ethnocentric way of thinking allowing them to more willingly
accept eastern practices and culture; caravel: once the Spanish realized that there was not
enough gold they started sugar plantations which became very important in the colonial
economy of the Americas; the development of many plantations for sugar as well as other
cash crops led to the necessity of a cheap labor source)
• Incorporates relevant information from documents 1, 2, 3, 4, 5, and 6
• Incorporates relevant outside information (bow and stirrup: many areas simply gave up and
surrendered before Genghis Khan even started to fight for fear of what he would do;
Russians were able to maintain a unique identity within this large Asian empire; Russia not
under direct Mongol control; Pax Mongolica developed allowing for safe travel on the Silk
Roads and trade between China and Europe; Europeans were interested in East Asian
products and culture at the same time that they wanted to convert others to Christianity;
caravel: brought Europeans to the Americas to look for “God, Gold, and Glory”; Native
Americans were used to work the plantations in the encomienda system; diseases were
introduced during the Columbian exchange; peninsulares, mestizos, and mulattoes all came
before Native Americans and Africans in the new social class system; as a result of the
interaction the Triangular Trade developed which brought Africans to the Americas, raw
materials to Europe from the New World, and manufactured goods to the Americas and
Africa)
• Supports the theme with many relevant facts, examples, and details (bow and stirrup:
allowed Mongols to fire up to 100 yards longer than European long bow; caravel: fast,
maneuverable, easy to sail in shallow waters; used to bring sugar across the Atlantic to
Hispaniola and other areas of Spanish America; Native Americans treated cruelly; slave ships
used to transport Africans to the Americas to work on plantations)
• Demonstrates a logical and clear plan of organization; includes an introduction that is a
restatement of the theme and a conclusion that discusses the positive effects of the combined
use of the bow and the stirrup by the Mongols and the negative effects of the use of the
caravel by the Spanish
Conclusion: Overall, the response fits the criteria for Level 4. The discussion is formed using
document information and is supported by the integration of some analytic statements and
historical details demonstrating a good working knowledge of the task.
Global Hist. & Geo. Rating Guide – June ’13
[33]
Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – B
Technological advancement throughout time often leads to changes
in life, and changes in the lives of others. Through the use of the
caravel ships by the Spanish and the development and growing use of
the British railroad in India, certain actions were not only made more
feasible, but interactions with others grew as well. The Spanish
expanded into the Americas with these improved ships, bringing their
culture to this new land. The railroads in India not only made
transportation, communication, and traveling easier, but became a
vital resource that facilitated the spread of British and European
culture – allowing the spread of the ever-growing British Empire.
Innovation brought about changes that slowly began to touch other
societies.
With the use of caravel ships, Spain was given an upper hand
during the Age of Exploration. As compared to the bulky
contemporaries of the time, caravels were more maneuverable, and able
to pass through shallow coastal waters. (Doc. 4a and 4b) Because it
was able to sail against the wind and could sail at a much greater
speed, Columbus and other Spanish explorers were able to make the
trans-Atlantic ocean journey. After discovering the Americas,
Spanish explorers such as Balboa, could use it to travel along the coast
of the Americas claiming more land for colonial Spain. So this use of
better traveling ships led the Spanish to interact with the Native
Americans. Being able to explore the Americas and interact with its
people, the Spanish clearly and obviously brought along their own
culture which they forced upon the Native Americans. The Spanish
destroyed many native cities and religious sites and symbols, often
building Spanish buildings on the same site. The Spanish also
Global Hist. & Geo. Rating Guide – June ’13
[34]
Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – B
implemented their own social hierarchy in the New World; the
European Spanish were of the highest status, the natives of the lowest.
(Doc. 6) After the forced enslavement of the native people – which
brought about a severe decline in their population not only by the
cruel treatment, but by disease as well – the Spanish imported slaves
from Africa. The African slaves and their descendants became part of
said hierarchy and had the lowest status. (Doc 6) To spread the
Christian religion they forced conversions, as the Spanish
missionaries and others tried to rid this new land of what they
considered heresy. As quickly as the Spanish had adopted and used
the caravel to travel to the Americas, they attempted to impose their
culture and beliefs on the new people they discovered.
In the wake of these interactions, many effects became prevalent.
This new social hierarchy would later cause many nationalist
movements as those in the Americas would become detached from
European society. Many American born Spanish or creoles such as
Bolivar and San Martin saw the social hierarchy as unfair and took
up arms against the Spanish king’s representatives by the early
1800s. Revolts among what the Spanish would consider the lower and
lowest classes also would rise; mestizos and others would also become
nationalists, proposing self-determined countries. In terms of the
economy, the sugar cane that had originally been brought to the
island of Española by Columbus (Doc. 5) became a vital cash crop in
most of Latin America. Sugar stimulated the economy through its
vast growth on plantations, however it also forever stigmatized its
enslaved workers. Slaves forced to work on sugar plantations had been
transported from Africa to the Americas in what became known as the
Global Hist. & Geo. Rating Guide – June ’13
[35]
Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – B
Middle Passage. Once here they experienced little to no social mobility,
and they were often treated as low-class beings — property even — for
many, many years. Even after slavery ended, the descendants of
these people were stigmatized and often denied their basic rights.
Spanish interactions in the Americas brought knowledge of these
places and wealth to Europe, but left some people in the Americas
scarred because of harmful policies.
Along with the technological advancements of the Spanish, the
introduction of the railroad to India by the British brought huge
change. The railroad allowed anyone to travel quickly and easily,
allowed the transport of raw materials and finished goods between the
interior and the coast to help British industry, allowed for the
transportation of British troops, and was generally less expensive (in
the way of transporting certain goods). (Docs. 9 and 7b) The railroad
was very important in the development of the British colonies and
later the Indian nation. The railroads allowed Britain to get rich which
then allowed them to increase its power compared to other European
countries. It stimulated a general economic growth, not only for
Britain, but also for India, (Doc. 8) as well. After independence, the
Indians used the railroads just as the British did to transport raw
materials to other areas for either manufacturing into finished
products or for export.
With the railroad, Britain was able to further its prestige as a
colonial power. With a high concentration of railroads in northern
India, (Doc. 7a) cities such New Delhi and Agra became major centers
of people and the economy. Not unlike Spain in the Americas, Britain
transported its ideas and its culture to the cities of India using
Global Hist. & Geo. Rating Guide – June ’13
[36]
Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – B
technology. (Doc 7b) India was being used for Britain’s gain. Later
on, the Indian people used the railroad for Indian purposes. (Doc. 9)
In general, technological advancement has the chance of affecting
many cultures. With the advent of an invention in one area, new
effects may branch out, affecting many others. The Spanish caravel
sailing to the Americas and the use of British railroads in India are
examples.
Global Hist. & Geo. Rating Guide – June ’13
[37]
Vol. 2
Anchor Level 4-B
The response:
• Develops all aspects of the task for the use of the caravel by the Spanish and the use of the
railroad in India but discusses the caravel more thoroughly than the railroad
• Is both descriptive and analytical (caravel: improvements helped Spanish expand into the
Americas bringing their culture with them; as compared to the bulky contemporaries of the
time, they were more maneuverable; forced enslavement of the native people and disease
brought about a severe decline in their population; as quickly as the Spanish had adopted and
used the caravel, they attempted to impose their culture and beliefs on the new people; sugar
cane that had originally been brought to the island of Española by Columbus became a vital
cash crop; while sugar stimulated the economy, it also forever stigmatized its enslaved
workers; slaves were often treated as low class beings—property even—for many, many years;
Spanish intervention in the Americas not only brought knowledge and wealth to the Americas
but left some people in the Americas scarred because of harmful policies; railroad: it
facilitated the spread of British and European culture, allowing the spread of the ever-growing
British Empire; it stimulated general economic growth not only for Britain but also for India;
India was being used for Britain’s gain)
• Incorporates relevant information from documents 4, 5, 6, 7, 8, and 9
• Incorporates relevant outside information (caravel: it gave Spain an upper hand during the Age
of Exploration; Balboa traveled along the coast of the Americas; the Spanish destroyed native
cities and religious sites and symbols, often building Spanish buildings on the same sites; to
spread the Christian religion they forced conversions, as Spanish missionaries and others tried
to rid the new land of what they considered heresy; new social hierarchy would later cause
many nationalist movements as people in the Americas became more detached from European
society; many American born Spanish or creoles such as Bolivar and San Martin saw the social
hierarchy as unfair and took up arms against the Spanish king’s representatives; slaves were
transported from Africa to the Americas in what became known as the Middle Passage;
descendants of slaves were stigmatized and often denied their basic rights; railroad: allowed
the transport of raw materials and finished goods between the interior and the coast to help
British industry and was generally a less expensive way of transporting; after independence
Indians used the railroads as the British did to transport raw materials to other areas for either
manufacturing into finished products or for export)
• Supports the theme with relevant facts, examples, and details (caravel: could sail against the
wind and at a much greater speed; European Spanish were the highest status; led to Spanish
trade in African slaves; enslaved Africans forced to work on sugar plantations; railroad: made
transportation, communication, and traveling easier and quicker; helped transport troops; with
a high concentration of railroads in northern India cities such as New Delhi and Agra become
major centers)
• Demonstrates a logical and clear plan of organization; includes an introduction and a
conclusion that discusses how innovations brought changes that touch other groups and
societies
Conclusion: Overall, the response fits the criteria for Level 4. Analytic statements and historical
details concerning the caravel are developed in a more sophisticated way than they are for the use
of the railroads. While the overall response demonstrates a good understanding of the task,
dependence on document information and repetitiveness in the section on railroads detracts from
the effort.
Global Hist. & Geo. Rating Guide – June ’13
[38]
Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – C
During the time period from 1000 CE to 1800 CE, the world
underwent a myraid number of invasions, interactions, and
developments. During the first half of this time period, the migratory
Mongols exerted their efficient military tactics and imposed their will
on foreign societies. During the later half of this time period, the
Spanish explored and discovered foreign lands and made these lands
into their own commercial entities, usually at the expense of
indigenous populations. The Mongols conquered China while the
Spanish colonized the various societies of Mesoamerica, South
America, and the Caribbean, especially the Inca empire and the Aztec
empire.
The Mongols originated from the steppe lands of Central Asia and
were seperated in semi-nomadic clans. Ghenghis Khan united these
kinship groups and formed one cohesive Mongol unit and army. The
Mongols are famous for their military tactics. As stated in document
#1b, they used horses and composite bows to terroize and conquer
societies for needed resources. They were fast and efficient and could
run raids. Document #1a shows a Mongol shooting his bow while
mounted on horseback; a very intimadating image for opposing
forces. Using this technology, the Mongols were able to conquer China
and then they directly administrated it. This changed the traditional
way Chinese dynasties governed themselves. The Mongols minimized
the importance of Confucianism and got rid of the civil service
system. Both of these were socially and politically very important to
the Chinese. However, economically the Mongols helped facilitate trade
on the silk roads and China experienced economic growth, as shown in
document #2. After Genghis Khan’s and his son’s death, his vast
Global Hist. & Geo. Rating Guide – June ’13
[39]
Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – C
transregional empire was divided among his 4 grandsons. His
grandson Kublai Khan established the Yuan dynasty in China.
However, rebellions and revolts against his Mongol rule eventually led
to the collapse of the Yuan dynasty and the rise of the Ming dynasty.
The Spanish were able to conquer the Inca empire and colonize parts
of South and Mesoamerica due to their horses and weaponry and the
unintended introduction of smallpox to an in-immune indigenous
population. Document #4a describes how caravels were efficient and
beneficial to the Spanish. They helped facilitate trade and territorial
expansion in new territories with their improved navagational
capabilities. After the Spanish were able to conquer and colonize
indigenous populations, the Spanish used them to increase their
wealth and power. Document #6 states how indigenous populations
were worn out from coercive labor under the encomienda system. Much
of the indigenous population died from overwork and European
diseases leading to the need for a new labor force. Colonizers turned to
Africa and enslaved Africans as the new labor force. This trade in
humans would be a major factor in the Triangular Trade. Document
#5 states how the sugar industry was rising and would soon be a top
industry for European commerce in the Spanish colonies. Sugar was
not the only industry Europeans valued heavily. The Spanish had
silver mines in Peru where they mined ores, minted it into coins, and
sent it to Europe. The caravel could efficiently transport some of these
natural resources to Spain and other regions where they could become
manufactured goods. After Latin American societies became
independent they became dependent economies where they exchanged
their raw, natural resources for manufactured goods.
Global Hist. & Geo. Rating Guide – June ’13
[40]
Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – C
Both the Mongols and the Spanish influenced the societies they
conquered. The Mongols used the composite bow and stirrup to conquer
China and ruled with their own bureaucracy. The Spanish used the
caravel to facilitate maritime trade with their colonies. Both of these
technological innovations were a major factor in the Mongol and
Spanish military and economic successes.
Global Hist. & Geo. Rating Guide – June ’13
[41]
Vol. 2
Anchor Level 4-C
The response:
• Develops all aspects of the task by discussing the combined use of the bow and the stirrup by
the Mongols and the use of the caravel by the Spanish
• Is both descriptive and analytical (bow and stirrup: migratory Mongols exerted efficient
military tactics; Mongols used horses and the composite bow to terrorize and conquer
societies for needed resources; a Mongol warrior was a very intimidating image for opposing
forces; the Mongols helped facilitate trade on the Silk Roads and China experienced
economic growth; caravel: Spanish made explored lands into their own commercial entities;
they were able to conquer and colonize parts of South America and Mesoamerica due to their
superior weaponry and the unintended introduction of smallpox to an in-immune indigenous
population; Spanish used the natives to increase their wealth and power; much of the
indigenous population died from overwork and disease leading to the need for a new labor
source; sugar industry became a top industry in European commerce in the Spanish colonies;
it could efficiently transport some of the natural resources to Spain where they could become
manufactured goods)
• Incorporates relevant information from documents 1, 2, 4, 5, and 6
• Incorporates relevant outside information (bow and stirrup: Mongols originated from the
steppes of Central Asia and were separated into semi-nomadic clans; Genghis Khan united
kinship groups and formed one cohesive Mongol unit and army; the Mongols minimized the
importance of Confucianism and got rid of the civil service system, both of which were
socially and politically very important to the Chinese; after Genghis Khan and his son’s
death, his vast trans-regional empire was divided among his four grandsons; rebellions and
revolts against Mongol rule eventually led to the collapse of the Yuan dynasty and the rise of
the Ming dynasty; caravel: Spanish conquered the Incas and the Aztecs; under the
encomienda system indigenous populations were forced to provide labor for their Spanish
colonizers; trade in humans was a major factor in the Triangular Trade; Spanish had silver
mines in Peru where they mined ores, minted it into coins, and sent it to Europe)
• Supports the theme with relevant facts, examples, and details (bow and stirrup: Mongols
conquered China; caravel: used by Spanish to explore and discover foreign lands; Spanish
colonized the various societies of Mesoamerica, South America, and the Caribbean)
• Demonstrates a logical and clear plan of organization; includes an introduction that
summarizes both parts of the task for the Mongols and the Spanish and a conclusion that
mentions how the Mongols used the composite bow and the Spanish used the caravel
Conclusion: Overall, the response fits the criteria for Level 4. Dependence on document
information is offset by concluding and analytic statements that refer to changes resulting from
Mongol and Spanish interactions. Integrated outside historical information such as the
diminished importance of Confucianism and the elimination of the civil service system in China
demonstrate a good understanding of the task but the response would have been strengthened by
including additional details.
Global Hist. & Geo. Rating Guide – June ’13
[42]
Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – A
Throughout history, technology has constantly changed, some say
for the better but others say for the worst. At first, when colonial
powers were trying to expand and conquer more areas, technology
increased drastically. Two examples of this are the use of the railroad
in India and the use of the caravel by the Spanish.
Document 4a illustrates a picture of a caravel. This piece of
technology was used by the Spanish to help expand their colonies.
When Christopher Columbus asked King Ferdinand and Queen
Isabella to fund his explorations, they finally agreed after a long time
of thinking. They provided Columbus with a crew, 2 caravels, and an
astrolabe and other navigational instruments. A caravel is a ship that
is smaller than a galleon and is faster, more maneuverable, and easier
to sail. Document 4b demonstrates an understanding of how the
caravel affected the Spanish’s interactions with other groups.
Columbus and his crew landed on the Americas. There, they came into
contact with the natives, which Columbus called Indian’s because he
was unaware that he was not in India. The caravel helped him reach the
America’s and the Spanish arrival influenced the newly conquered
lands. Almost immediately after arriving, Columbus looked for ways
to gain wealth. He did not find a lot of gold but he started thinking of
other ways to make a profit. Columbus looked for ways to change the
economy of the island of Española so that Spain could profit. In
document 5 Alfred W. Cosby explains that when Columbus colonized
Española he brought sugar plants with him. After he planted the
sugar into the soil of the Americas, Spain came to realize that it grew
very well on American soil and could be as profitable for the Americas
as it had been for the Atlantic Ocean islands, such as the Canaries.
Global Hist. & Geo. Rating Guide – June ’13
[43]
Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – A
This led to the construction of additional sugar mills on the island
generally ruining the original land of Española. It took away the
island’s true identity and economy and replaced it with the identity
of a Spanish colony providing wealth to the Spanish. The creation of
this plantation economy and the growing and refining of sugar cane
also helped lead to the establishment of the famous Triangular Trade
Routes. The caravel not only brought Columbus to the Americas but
helped the Spanish explore other areas in the Americas and around the
globe. Other Spanish explorers sailed around the tip of South America
to reach the Philippines which helped increase trade and
communication between the Spanish and other peoples.
Document 7a illustrates the railroad routes within India created by
the British. The British called India the jewel of the crown because it
was one of Britains most valuable colonies. It provided Britain with
wealth. Britain created a railroad system in India to increase its
wealth. Document 7b explains how colonial railways were a part of the
process of spreading the British empire, and its ideas, patterns, and
institutions. Like Spain, after the British colonized India, they needed
a way to profit from their colony’s resources. The railroad in India
helped move raw materials to the coast where they were exported to
Britain where they were manufactured into finished goods and sent
back to India for sale. The railroads also helped Britain spread its
culture, law, and religion throughout India. This allowed Britain to
have a stronger hold on its colony. Document 8 describes the use of the
railroad policy by the British and how this policy did not attend to the
needs and wants of the Indians, instead helping the British. To the
Britains, the proper railway policy was one that promoted a cash crop
Global Hist. & Geo. Rating Guide – June ’13
[44]
Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – A
economy in India for the purposes of the British gaining wealth and
power.
Besides affecting the colonial powers wealth, the new technology
affected the lives of the citizens in the colonies. Document 6 is a
passage that depicts how the natives of the Americas were affected by
the Spanish. One change that the America’s had to go through was the
creation of a social structure based on the birth of the people. Natives
and slaves were put at the bottom of the social structure while the
Spanish were placed on top. Some of the other groups in the social
structure were the creoles, mestizo’s, and mulatto’s. There was little
social mobility so it was difficult for people to change their social
status. Another change that the natives of the America’s had
undergone was a new interaction with African slaves brought by the
Spanish to work on the plantations. Similar to the natives in the
America’s, the native people of India had went through a drastic
change due to the creation of the railroad. Document 9 shows how
Indians lives changed after the railroad was created. It made it easier
for them to go on trips such as pilgrimages to the Ganges River where
they prayed for their wellbeing. The trip would have been very long
while walking but due to the help of the train it only took a couple of
days, to go and come back. Indian communications were made easier
and food prices went down with the ability to transport food quickly
from long distances. The Indians also changed because they had more
access to books, magazines, and newspapers. This resulted in new
ideas coming into and spreading in India.
Technology has changed and while some people now tend not to
notice, the rate of modern technology has increased. Before, people used
Global Hist. & Geo. Rating Guide – June ’13
[45]
Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – A
to go to the library and do reasearch with the help of books. But now
due to the creation of the internet, there is no need. While technology
may be good or bad it helps makes lives easier.
Anchor Level 3-A
The response:
• Develops all aspects of the task with little depth for the use of the caravel by the Spanish and
the use of the railroad in India
• Is more descriptive than analytical (caravel: Columbus realized sugar could be as profitable for
the Americas as it had been for the Atlantic islands; construction of additional sugar mills on
Española generally ruined the land, took away its true identity and economy, and replaced it
with the identity of a Spanish colony; it not only brought Columbus to the Americas but helped
Spain explore other areas; there was little social mobility as it was difficult to change social
status; railroad: it helped spread the British empire; it allowed Britain to have a stronger hold
on its colony; Britain’s railroad policy did not attend to the needs and wants of the Indians;
food prices went down with the ability to transport food quickly from long distances; it helped
spread new ideas)
• Incorporates some relevant information from documents 4, 5, 6, 7, 8, and 9
• Incorporates relevant outside information (caravel: Columbus was provided with a crew, two
caravels, and an astrolabe; it is smaller than a galleon; creation of a plantation economy helped
lead to the establishment of the Triangular Trade routes; it was used by Spanish explorers who
sailed around the tip of South America to reach the Philippines; creoles, mestizos, and
mulattoes were included in the Spanish colonial social class structure; railroad: the British
referred to India as “the jewel of the crown” because it was one of its most valuable colonies; it
helped move raw materials to the coast where they were exported to Britain, manufactured into
finished goods, and sent back to India)
• Includes some relevant facts, examples, and details (caravel: fast, maneuverable, and easy to
sail; sugar plants brought to Española; Spanish created social structure based on birth; natives
and slaves put at the bottom and Spanish at the top; African slaves brought by the Spanish to
work on plantations; railroad: made Indian communications easier; led to Indians going on
trips; gave Indians more access to books, magazines, and newspapers)
• Demonstrates a satisfactory plan of organization; includes an introduction that states
technology is constantly changing—some say for the better, others say for the worse and a
conclusion that generally addresses the concept of technology
Conclusion: Overall, the response fits the criteria for Level 3. Document information frames the
discussion, especially in relation to the railroad. Outside information is provided for both
technologies demonstrating a good understanding of the task, even though this information is not
well integrated.
Global Hist. & Geo. Rating Guide – June ’13
[46]
Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – B
Technological advancements of societies throughout history give
the respective societies the ability to dominate, economically,
politically, and militarily, other nations throughout the world. The
Mongol use of the stirrup and bow as well as the Spanish
implementation of the caravel ship both provided these nations with
enough power to construct economically thriving expansive empires.
The Mongols were a semi-nomadic group of peoples native to the
Eurasian steppes. They were pastoralists and therefore very skilled
horseman. Already being fierce warriors, the combined
implementation of the stirrup and the bow gave them an edge over
surrounding societies that enabled them to build one of the largest
land empires ever. The stirrup allowed the Mongols to maintain their
balance while they rode, giving them more ability to focus on fighting
as well as developing and using more effective strategies and tactics.
(Doc 1). Their bows could shoot over 100 yards longer than the English
longbow, giving them an unparalleled superiority against competing
weapons (Doc 1). With these technologies and under the succession of
Genghis, Ogadi, and finally Kublai Khan, the Mongols conquered
much of Asia, with the notable exception of India which was
sporadically invaded until Tamerlane was successful. They established
the Yuan dynasty in China and held Russia until Ivan the III
overthrew them in the 15th century. The Mongols resided over one of
the safest land empires ever, and because of this commerce along the
Silk Roads expanded and flourished (Doc 2). Trade with Europe and
the Middle East brought immense wealth to the Mongol Empire, as
these regions had appetites for the silk, porcelain, and spices as well as
the technology that the Mongols possessed. This, coupled with military
Global Hist. & Geo. Rating Guide – June ’13
[47]
Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – B
power, led the Mongols to be one of the largest, most powerful, and
longest-standing land empires ever.
In the 16th and 17th centuries, Spain was arguably one of the
most powerful nations in the world. They were the first country to
follow Portugal in exploration but because of Christopher Columbus’
discovery they beat Portugal to the colonization of the Americas, which
they did through the use of caravels. These ships had special sails
which allowed them to work with crosswinds to travel more easily and
quickly. With this technology, they colonized most of South America
with the exception of Brazil, which the Treaty of Tordesailles left to
Portugal. Spanish colonization of the Americas led to huge societal
changes. They Christianized South America and the rest of their
American colonies making it one of the largest Christian centers in
the modern world. They also built sugar plantations on Caribbean
islands which brought Spain immense wealth, especially when they
didn’t initially find the amounts of gold and silver that they had
hoped to find. (Doc 5). Since disease and hard labor had killed much
of the Native American population, the Spanish also increased the
slave trade, using millions of Africans as a new source of labor. In the
new social class system that developed, the Africans and Natives were
the lowest class, while the creoles and peninsulares were the highest
(Doc 6).
Technology is very important to the building of empires and
interactions between people, as can be seen with the Mongolian and
Spanish empires.
Global Hist. & Geo. Rating Guide – June ’13
[48]
Vol. 2
Anchor Level 3-B
The response:
• Develops all aspects of the task in some depth for the combined use of the bow and the
stirrup by the Mongols and the use of the caravel by the Spanish
• Is more descriptive than analytical (bow and stirrup: Mongols were fierce warriors and very
skilled horsemen; it gave Mongols the ability to focus on fighting; it helped Mongols develop
and use more effective strategies and tactics; it gave Mongols an unparalleled superiority
against competing weapons; Mongols resided over one of the safest land empires ever;
caravel: Spain built sugar plantations on Caribbean islands which brought Spain immense
wealth; Christianized South America and the rest of their American colonies making it one of
the largest Christian centers in the modern world)
• Incorporates some relevant information from documents 1, 2, 4, 5, and 6
• Incorporates relevant outside information (bow and stirrup: Mongols were a semi-nomadic
group of peoples native to the Eurasian steppes; trade with Europe and the Middle East
brought immense wealth to the Mongol Empire in silk, porcelain, and spices as well as
technology; caravel: Spain was the first country to follow Portugal in exploration but
because of Columbus’ discovery they beat Portugal in the colonization of the Americas; it
helped the Spanish colonize most of South America with the exception of Brazil; Spain did
not initially find the amounts of gold and silver that they had hoped to find)
• Includes some relevant facts, examples, and details (bow and stirrup: stirrup allowed
Mongols to maintain their balance; bows could shoot over 100 yards longer than the English
longbow; commerce along the Silk Roads expanded and flourished under the Mongols; Ivan
III; caravel: special sails helped work with crosswinds to travel more easily and quickly;
Treaty of Tordesillas; disease and hard labor killed much of the Native American population;
it led to the development of a new social class system)
• Demonstrates a satisfactory plan of organization; includes an introduction that states the use
of technology by the Mongols and the Spanish provided both with enough power to build
economically thriving expansive empires and a one sentence conclusion that states
technology is important to the building of empires
Conclusion: Overall, the response fits the criteria for Level 3. A few well placed analytic
statements as well as references to outside historical details generally support document
information and demonstrate an understanding of the task. Further elaboration would have
strengthened the effort.
Global Hist. & Geo. Rating Guide – June ’13
[49]
Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – C
Throughout history there have been many technological
advancements such as the combined use of the bow and the stirrup by
the Mongols, and the use of the caravel by the Spanish. These
technological advancements have affected the processes by which
certain civilizations and societies have interacted, with changes
resulting from these interactions. The use of the bow and stirrup by the
Mongols allowed them to shoot on horseback easier and with more
efficiency. It allowed them to perform effective invasions of other
societies throughout Eurasia and expand their own empire. The caravel
by the Spanish allowed them to explore new lands much farther than
ever before and was much faster too. It resulted in the European
discovery and colonization of the Americas.
The Mongols are a nomadic group of people who originated in the
steppes of central Asia. They introduced the technological
advancement of the combined use of the bow and stirrup. This
introduction allowed them to shoot arrows on horseback with a great
deal of efficiency and accuracy. “A sturdy stirrup enabled horsemen
to be steadier and thus more accurate in shooting when mounted.”
(Doc. 1b) This new technology affected the interactions of the Mongols
with other civilizations and societies. It affected their interactions with
Eastern (China) and Western (European and Muslim) societies. It
affected them because the Mongols used this new technology in
invasions of other societies. They used it to defeat and conquer those
areas, to expand their empire. The Mongols often times had much
superior militaries because they had this new technology and also
because they used tactics such as the spread of fear and terror and
flanking. “By example, they taught new ways of making war and
Global Hist. & Geo. Rating Guide – June ’13
[50]
Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – C
impressed on their Turkic and European enemies the effectiveness of
gunpowder.” (Doc. 2) Also as a result of the areas they conquered with
the help of this new technological advancement they were able to
interact with other societies via trade. They expanded trade along the
Silk Roads and also facilitated trade among their conquered peoples
such as Russia. In addition, Mongol leaders such as Kublai Khan
were able able to create a period of prosperity known as the Pax
Mongolia. This allowed for economic prosperity throughout the Mongol
Empire which extended across Eurasia. Also, the Mongols developed a
postal system with checkpoints across their empire in order to send
and receive messages and allowed for the exchange of information.
“The Mongols and Asians were incorporated into the West’s
intellectual framework in the thirteenth and fourteenth centuries.”
(Doc. 3). The awareness by the Europeans of the great Mongol Empire
forced Europeans to interact with, trade with, and also learn from the
Mongols.
Another technological advancement was the caravel which carried a
compass and had a rudder. The Spanish were one of the first Europeans
to begin to explore new lands with the use of ships such as the caravels.
The caravel allowed the Spanish to maneuver in shallow waters and
fight wars. Because of the caravel’s ability to adjust to cross-winds,
trade routes were easier to establish across the Atlantic Ocean. This
technological advancement affected their interactions with the native
peoples of the Americas. It enabled the conquistadors to explore and
conquer new lands. The chart in Document 4 shows that the caravels
were faster and more maneuverable, could carry cargo and could be
used to explore the Americas. Once the Spanish had explored and
Global Hist. & Geo. Rating Guide – June ’13
[51]
Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – C
discovered the Americas, they established colonies and new social
structures. This led to interactions with Africa, due to the use of slaves
in the Americas. Trade developed including the Triangular Trade
between Europe, the Americas, and Africa. This included the Middle
Passage, the trip that captured Africans made to the Americas in the
most horrible conditions. Spanish conquistadors conquered native
civilizations, such as Pizarro, who conquered the Incas, and Cortes,
who conquered the Aztecs. The changes that resulted from this
technological advancement and interactions include the Columbian
Exchange and the introduction of new goods to the areas involved in
this trade. An example is when, “[Christopher Columbus] brought
sugar cane with him to Española in 1493, and the cane grew well in
American soil.” (Doc. 5)
Technological advancements such as the bow and stirrup by the
Mongols, and caravel by the Spanish, were introduced in history, and
affected the interaction of certain civilizations. Many changes
resulted from these interactions, such as trade.
Global Hist. & Geo. Rating Guide – June ’13
[52]
Vol. 2
Anchor Level 3-C
The response:
• Develops all aspects of the task with little depth for the combined use of the bow and the
stirrup by the Mongols and the use of the caravel by the Spanish
• Is more descriptive than analytical (bow and stirrup: it allowed the Mongols to shoot on
horseback easier and with more efficiency and accuracy; it allowed Mongols to effectively
invade other societies throughout Eurasia and expand their own empire; Mongols impressed
on their Turkic and European enemies the effectiveness of gunpowder; awareness of the
Mongol Empire forced Europeans to interact with, trade with, and also learn from the
Mongols; caravel: it allowed them to explore new lands much further than ever before and
was much faster; it helped the Spanish be one of the first Europeans to explore new lands; its
ability to adjust to cross-winds made it easier to establish trade routes across the Atlantic
Ocean)
• Incorporates some relevant information from documents 1, 2, 3, 4, 5, and 6
• Incorporates relevant outside information (bow and stirrup: Mongols were a nomadic group
of people who originated in the steppes of Central Asia; Mongols also used tactics such as
the spread of fear and terror and flanking; Mongol leaders such as Kublai Khan were able to
create a period of prosperity known as the Pax Mongolica; it helped them develop a postal
system with checkpoints across the empire in order to send and receive messages; caravel:
trade developed including the Triangular Trade between Europe, the Americas, and Africa;
trade led to the Middle Passage, the trip that captured Africans made to the Americas in the
most horrible conditions; Pizarro conquered the Incas and Cortes conquered the Aztecs; it led
to the Columbian exchange and the introduction of new goods)
• Includes some relevant facts, examples, and details (bow and stirrup: Mongols expanded
trade along the Silk Roads and facilitated trade among their conquered peoples; it affected
Mongol interactions with eastern (China) and western (European and Muslim) societies;
caravel: helped Spanish maneuver in shallow waters and fight wars; affected Spanish
interactions with native peoples of the Americas; led to interactions with Africa due to use of
slaves in the Americas; led to Spanish establishing new colonies and a social structure in the
Americas; Columbus brought sugar cane with him to Española; sugar cane grew well in
American soil)
• Demonstrates a satisfactory plan of organization; includes an introduction that includes a
brief summary of the task for the Mongols and the Spanish and a conclusion that is a
restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 3. Some well placed quotations from
the documents and the accompanying descriptive explanations, which are at times repetitive,
frame the discussion and demonstrate a basic understanding of the task. The lack of
chronological sequencing in the discussion of the caravel weakens the response.
Global Hist. & Geo. Rating Guide – June ’13
[53]
Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – A
Technological advancements such as the combination of bows with
stirrups, & railroads across a colony affected how certain civilizations
& societies have interacted with each other. People like Ghengis Khan &
his Mongol soldiers would use the bows with stirrups. Meanwhile the
British would take advantages of the railroads in India. Almost like
English Prime Minister Cecil Rhodes who tried to make his “Cape to
Cairo” railroad. But, lets start of with Ghengis Khan & the Mongols
first.
Ghengis Khan & his feared Mongols were fearce warriors of the
saddle with the use of bow & arrows. The Mongols use a stirrup (wood &
leather saddle) which allowed them to be more accurate while shooting
from horseback (Doc 1a). So by using the combination of bows &
stirrups the Mongols were able to take possesion of the world (Asian)
(Doc 1b). Later on the Mongols would use gunpowder against the
Europeans (Doc 2). The Mongol conquests facilitated trade between
civilizations on each end of Eurasia (Doc 2). Eurasia would later see a
golden age called The Pax Monglia.
The use of railroads has always been important. Railroads helped to
win the Civil war by moving cargo quicker. But, the railroads in India
were used for other things as well. The railroads in India enable the
colonizing English to spread their empire quicker (Doc 7b). You could
get on a train in Delhi, ride to Bombay, Madras, and up to Calcutta
(Doc 7a). The railroads were so importan to the English. They were
mainly ment to serve British economic & political intrest (Doc 8).
Plus, they coordinated a wide variety of socieconomic processes &
cooperated with other large-scale transportation & communication
systems (Doc 9).
Global Hist. & Geo. Rating Guide – June ’13
[54]
Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – A
So things like the bow & stirrup helped Ghengis Khan & his
Mongols take over Eurasia to create the Pax Mongolia. And things
that Prime Minister Cecil Rhodes dreamed of in Africa were happening
in India. So the combination of the bow & stirrup helped get Eurasia
on the map while the railroads helped England expand its empire in
India. Both helped its civilization expand. Both helped to build an
empire.
Anchor Level 2-A
The response:
• Minimally develops all aspects of the task for the combined use of the bow and the stirrup by
the Mongols and the use of the railroad in India
• Is primarily descriptive (bow and stirrup: it made Genghis Khan and his feared Mongols fierce
warriors of the saddle; the stirrup allowed the Mongols to be more accurate from horseback; its
use allowed them to take possession of the Asian world; the Mongol conquests facilitated trade
between civilizations on each end of Eurasia; railroad: the British took advantage of the
railroads in India; they enabled the colonizing British to spread their empire quicker; they were
mainly meant to serve British economic and political interests; they coordinated a wide variety
of socioeconomic processes and cooperated with other large scale transportation and
communication systems)
• Incorporates limited relevant information from documents 1, 2, 7, 8, and 9
• Presents little relevant outside information (bow and stirrup: Eurasia would see a golden age
called Pax Mongolica; railroad: things that Cecil Rhodes dreamed about happening in Africa
were happening in India)
• Includes few relevant facts, examples, and details (bow and stirrup: Mongols used gunpowder
against the Europeans; railroad: you could get on a train in Delhi, ride to Bombay, Madras,
and up to Calcutta); includes an inaccuracy (railroad: English Prime Minister, Cecil Rhodes)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that
links Genghis Khan and his soldiers to the bow and stirrup and compares the British railroad in
India to Cecil Rhodes’ dream in Africa
Conclusion: Overall, the response fits the criteria for Level 2. Reliance on document information
results in some statements that demonstrate a basic understanding of the task. While the
comparisons used in the discussion of the railroads have the potential to be good, their execution
lacks sufficient facts and details to substantiate the comparison or make them meaningful.
Global Hist. & Geo. Rating Guide – June ’13
[55]
Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – B
Two significant technological advancements in history were the
bow and stirrup by the Mongols and the use of railroads in India. The
combined use of the bow and stirrup made it possible for the Mongols
to attack at an astonishingly fast speed. The railroads in India
mainly helped the British to transport troops and goods. Each of these
technologically advancements had a result that changed history.
Another thing these two advancements had was the increase in
cultural diffusion. The combined bow and stirrup and the railroad
affected different people and countries in both positive and negative
ways, depending on the point of view.
The combined use of the bow and stirrup helped the Mongols in a
multitude of ways. The first, and most obvious, reason is because it
enabled them to fight better, faster, and at a farther distance (Doc. 1).
It also affected the Europeans, because of the new technology being
used (Doc 2). The Mongols were very great fighters and this
technology only made them stronger. This helped to reinforce the use of
fear and terror they put in their enemies, because of the speed and
skill that were increased by the bow and stirrup. The result of the bow
and stirrup, besides the success in fighting it brought to the Mongols,
was the cultural difusion between the Mongols and the Europeans
(Doc. 3). The exchange of goods and ideas can be assossiated with this
new technology (Doc. 2). The bow and stirrup affected the European
and Mongols in a positive way, because of the interactions brought
about by this new technology.
The British building the railroad in India had a positive impact on
the British and mainly a negative impact on the Indians. The British
were able to transfer goods and even military troops quickly and
Global Hist. & Geo. Rating Guide – June ’13
[56]
Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – B
easily by the railroad. The railroad also led to the emerging of national
markets for food grains (Doc. 9). This clearly shows what a positive
technology for the British it was. This was wonderful for Britains
economy, but Indians had some concerns about the railroad being
built. Indian nationalistic leaders feared Indians needs would be
forgotten and only the needs of the British would be met. They wanted
a railroad policy that would meet their industrial needs, rather than
only Britains (Doc. 8). It can be seen the positive and negative affects
each country faced and the results from the railroad.
The technology of the bow and stirrup by the Mongols had a positive
effect on both Europeans and Mongols. On the other hand, the railroad
in India had, overall, a positive effect on the British and a negative
impact on the Indians. Both technologicly advancements impacted
different people in completely different ways, but whether it was good
or bad and whatever the outcomes became, history was altered due to
these two pieces of technology.
Global Hist. & Geo. Rating Guide – June ’13
[57]
Vol. 2
Anchor Level 2-B
The response:
• Develops some aspects of the task in some depth for the combined use of the bow and the
stirrup by the Mongols and the use of the railroad in India
• Is primarily descriptive (bow and stirrup: it enabled them to fight better, faster, and at a further
distance; the Mongols were great fighters and this technology only made them stronger; it
increased their speed and skill and helped reinforce the fear and terror they put into their
enemies; railroad: it had a positive impact on the British and mainly a negative impact on the
Indians; it helped the British transfer goods and military goods quickly and easily; Indian
nationalist leaders feared Indian needs would be forgotten and only the needs of the British
would be met; Indians wanted a railroad that would meet their industrial needs)
• Incorporates limited relevant information from documents 1, 2, 8, and 9
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (bow and stirrup: affected the Europeans;
led to exchange of goods and ideas; railroad: led to emerging markets)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that
states the use of technological advancements by the Mongols and the British resulted in
cultural diffusion and had positive and negative effects
Conclusion: Overall, the response fits the criteria for Level 2. Although a few analytic statements
are included which are typical of a higher score level, repetition, the lack of explanation, and the
lack of details undermine their effectiveness. An attempt is made to develop the positive and
negative aspects of the use of technology however, it is not developed nor does it address the
changes that resulted as a result of interactions.
Global Hist. & Geo. Rating Guide – June ’13
[58]
Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – C
Technological advancements brought about great changes in terms
of how nations interact in terms of economy and military. The
devolpment of the composite bow by the Mongols led to many military
victories. The creation of a railroad system in British colonies allowed
for rapid transport of people and goods. These two technological
advancements brought about great changes to interactions between
nations.
The Mongol’s devolpment of the composite bow increased their
military strength tremenduosly. Unlike the British longbow, which is
only accurate up to 250 yards, the composite bow was accurate up to
350 yards. This was a huge advantage for the Mongols. This
advantage helped them conquer most of Asia and establish the
Mongolian Empire. This was the biggest change brought about by the
composite bow. The military of the Mongols went from being a
formidable foe to an almost unbeatable one. Also because of the
Mongolian conquests, trade with Europe and the middle east
increased on an unprecedented scale. Food, wealth, tools, and ideas
were exchanged between these nations. The composite bow was only one
of the many great technological advancement.
The devolpment of rail systems in British Colonies like India
brought an increase in agricultural and economic output and some
easement of civil unrest. In India during times of respite from the
hard demands of agriculture farmers were allowed to take breif
pilgrimiges. This eased tension from Indian nationalist slightly. Also
if things did get out of hand British troops could be easily moved
from one place to another via the rail system. Because of these
railroads agricultural output increased due to the faster transportation
Global Hist. & Geo. Rating Guide – June ’13
[59]
Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – C
of goods. These systems built by the British brought future economic
stability to the nations they were placed in.
These two advancements in both the military and socio-economic
fields brought about great change in the countries that interacted with
its original creators and owners. Both the railroads and composite bow
led to changes in military strategy and economic policy. Both of these
inventions both helped to influence the world on how it is today.
Anchor Level 2-C
The response:
• Minimally develops all aspects of the task for the composite bow by the Mongols and
minimally develops some aspects of the task for the use of the railroad in India
• Is both descriptive and analytical (bow: the development increased their military strength
tremendously; it helped them conquer most of Asia and establish the Mongolian Empire;
Mongol military went from being a formidable foe to an almost unbeatable one; Mongol
conquests increased trade with Europe and the Middle East on an unprecedented scale;
railroad: it led to some easement of civil unrest; if things got out of hand British troops could
be easily moved from one place to another)
• Incorporates limited relevant information from documents 1, 2, 8, and 9
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (bow: food, wealth, tools, and ideas
exchanged between Mongols and Europe and the Middle East; railroad: led to faster
transportation of goods); includes inaccuracies (railroad: during times of respite from demands
of agriculture, farmers were allowed to take brief pilgrimages which eased tension of Indian
nationalists slightly; bow: referred to Europe and the Middle East as nations)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that
state that the use of the composite bow and railroad led to changes in military strategy and
economic policy
Conclusion: Overall, the response fits the criteria for Level 2. Although usage of document
information is basic and at times linkage of this information leads to misstatements, the use of that
information demonstrates a limited understanding of the task. Some conclusion statements are
provided, but they are not developed or integrated into the discussion.
Global Hist. & Geo. Rating Guide – June ’13
[60]
Vol. 2
Anchor Paper – Document-Based Essay—Level 1 – A
Advances in technology have changed civilizations greatly. The
use of the caravel by Spanish people made travel and trade easier, both
of which changed spain. India’s railroad system also made trade and
travel easier and faster.
The use of the caravel by Spain made traveling overseas quicker.
This enabled them to explore new lands and set up colonies. In these
colonies Spain could expand it’s industry. By planting sugar cane in
Española Spain was able to expand it’s sugar industry. This meant
more trade would occur.
The railroad system in India helped increase trade with Great
Britain. It also made it possible for common people to travel farther
from home more quickly. This meant people could move farther from
home and have a shorter journey than before the railway system. Trade
was much quicker because trains were faster than other transportation
devices.
These new advances in technology changed not only the country in
which they were used the most, but countries around the world. They
made it possible for new colonies, expanded trade, and farther travel at
a quicker rate. Many countries benefited from these technological
advances.
Global Hist. & Geo. Rating Guide – June ’13
[61]
Vol. 2
Anchor Level 1-A
The response:
• Minimally develops some aspects of the task for the use of the caravel by the Spanish and the
use of the railroad in India
• Is descriptive (caravel: it made traveling overseas quicker; Spain’s expansion of the sugar
industry meant more trade would occur; railroad: it helped increase Indian trade with Great
Britain; it made it possible for common people to travel farther from home more quickly; it
meant people could move farther from home and have a shorter journey; trains were faster than
other transportation)
• Includes minimal information from documents 4, 5, and 9
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (caravel: used by the Spanish; enabled
Spanish to explore new lands and set up colonies; Spain planted sugar cane in Española)
• Demonstrates a general plan of organization; includes an introduction that states the use of the
caravel by the Spanish and India’s railroad system made trade and travel easier and faster and a
conclusion that states new advances in technology changed not only the country where it was
used the most but countries around the world
Conclusion: Overall, the response fits the criteria for Level 1. Simplistic statements about
document information frame a brief discussion. Descriptive conclusions are included but little
explanation results in negligible development of the task.
Global Hist. & Geo. Rating Guide – June ’13
[62]
Vol. 2
Anchor Paper – Document-Based Essay—Level 1 – B
Technoligal advances such as the composite bow and stirrup and
the caravel have helped cultures.
The bow made it easier to kill foot soldiers. (Doc 1) The stirrups gave
the Mongol better aim while riding (Doc 1). The bow and stirrup gave
the Mongols the upper hand in battle. This made the Mongols empire
expand.
The caravel ship made traveling and trade easier. (Doc 4) The ship
made travel time quicker. The ship helped explore the americas. This
changed the americas.
This concludes my essays on inventions.
Anchor Level 1-B
The response:
• Minimally develops some aspects of the task for the combined use of the bow and the stirrup
by the Mongols and the use of the caravel by the Spanish
• Is descriptive (bow and stirrup: the bow made it easier to kill foot soldiers; they gave the
Mongols the upper hand in battle; they helped the Mongol empire expand; caravel: it made
traveling and trade easier)
• Includes minimal information from documents 1 and 4
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (bow and stirrup: the stirrup gave the
Mongol better aim while riding; caravel: it made travel time quicker; it helped the Spanish
explore the Americas)
• Demonstrates a general plan of organization; includes a one sentence introduction that states
the bow and stirrup and the caravel helped cultures and a general concluding statement
Conclusion: Overall, the response fits the criteria for Level 1. Although it is stated that the bow
and stirrup gave the Mongols the upper hand in battle, Mongol interaction with a specific
civilization or society is not mentioned. It is stated that the caravel changed the Americas;
however, changes that resulted from that interaction are not addressed.
Global Hist. & Geo. Rating Guide – June ’13
[63]
Vol. 2
Document-Based Essay—Practice Paper – A
Technological advancements throughout history have affected how
civilizations and societies interact with one another. These interactions
have resulted in many changes. The use of the bow and the stirrup by
the Mongols greatly impacted the world because they were able to
conquer large territories easier and with more speed. In addition, the
use of the caravel by the Spanish allowed them to explore much of the
unknown world, and later colonize it.
The use of bows and stirrups in the Mongol Empire had a very large
impact, not only for them, but for the rest of the world too. The use of
these technologies allowed the Mongols to spread their empire
extensively and gain control over some large trading routes,
including the Silk Roads. The stirrup allowed the Mongol wariors to
have a steadier shot with their bow and this allowed them to take over
much of the Asian world. The bow which was made of composite
materials had a range of more than 350 yards which was further than
even the English long bow (doc. 1b). Using their advanced technology,
they were able to take over much of Asia and also infiltrate parts of
Europe. By gaining control of the Silk Roads and reviving trade the
Mongols were able to create Pax Mongolia, or the Mongol Peace which
was the Golden Age that resulted from the peace, stability, and
economic success of the Mongol Empire. Under Pax Mongolia, cultural
ideas and values were able to be spread over long distances. This trade
allowed the Europeans and the Mongols to exchange food, tools and
ideas on a large scale (doc. 2). The introduction of these new products
into Europe stimulated an increase of technological activity in Europe
and allowed them to use the Mongol technology and to adapt it.
Gunpowder was incorporated into European war technology. The
Global Hist. & Geo. Rating Guide – June ’13
[64]
Vol. 2
Document-Based Essay—Practice Paper – A
Mongols also made Europeans realize that they had to learn to accept
other cultures and religions (doc. 3). The Mongol’s infusion of their
culture into Europe had many positive and negative effects on Europe
as a whole.
Another technological advancement that affected the interaction of
one society with another was the use of the caravel by the Spanish.
Their use of the caravel made oceanic voyages much easier and led to
the development of the Columbian Exchange and the Atlantic trade
routes between the Americas, Africa and Europe. The caravel was
adventageous because it was fast and maneuverable and it also made
carrying cargo and exploring the Americas much easier (doc. 4b). The
discovery of the Americas was beneficial in many ways because foods
and animals were introduced to Europe and the Americas that became
staples, such as the introduction of the potato to Ireland and the horse
to North America. However, there were also many negative impacts of
the Spanish’s intrusion into the Americas. The Columbian Exchange
also brought diseases such as measles and smallpox. At first Native
Americans were forced to work on large plantations (doc. 6). Many of
these natives died due to overwork and exposure to disease. This
system, called the encomienda system was ended partly because of
people like Bartolome de las Casas who protested against the cruelty.
Some historians claim that this led directly to the African slave trade
(doc 6). The African slaves were forced to do intensive work and were
treated horrendously, especially during their shipment here on the
Middle Passage. It also had a bad impact because the Spanish created a
completely new social structure, with them at the top and the natives
and African slaves at the bottom (doc. 6). The Spanish’s use of the
Global Hist. & Geo. Rating Guide – June ’13
[65]
Vol. 2
Document-Based Essay—Practice Paper – A
caravel had many positive impacts on the Americas, but also many
negative consequences too.
The use of the caravel by the Spanish and stirrups and bows by the
Mongols had many consequences on the civilizations that they
interacted with. These results, both negative and positive, played a
huge role in world history and changed the course of history forever.
Global Hist. & Geo. Rating Guide – June ’13
[66]
Vol. 2
Document-Based Essay—Practice Paper – B
Many societies and civilizations have achieved technological
advancements that helped shaped their empire or region. In addition,
these advancements affected how certain civilizations and societies
interacted and these interactions brought about changes. The Mongols
combined the use of the bow and the stirrup which aided them in
expanding their territories. These territories afterward changed because
of this. The Spanish used the caravel and this advancement helped with
the colonization of parts of Latin America. Colonization then resulted
in changes in both Latin America and Spain.
The Mongol empire was one of the biggest land empires in the
world’s history, but the Mongols wouldn’t have been as successful
without the help of technological advancements. The Mongols
combined the use of the bow and the stirrup to become more effective
warriors. As said in document 1a, this bow made it easier for them to
shoot while riding which gave them the upper hand against ordinary
foot soldiers. It enabled them to be steadier and have more accuracy
while shooting. It also allowed the Mongol armies to travel quicker
because they wouldn’t have to stop or slow down in order to attack and
fight their enemy. The Mongols’ weapons were superior to the weapons
in areas they attempted to conquer. It helped them expand their empire
throughout Asia and helped them conquer other groups. They were able
to win vast areas during their wars. Two of the groups that were
included in their empire were Russia and the Yuan dynasty which
they set up in China. Because of the Mongols’ conquests cultural
diffusion occurred. As said in document 2, Mongol conquests
facilitated trade between civilizations at different ends of Eurasia.
Trade increased and food, tools, and ideas were able to be exchanged.
Global Hist. & Geo. Rating Guide – June ’13
[67]
Vol. 2
Document-Based Essay—Practice Paper – B
The Mongols’ empire resulted in a Golden Age called Pax Mongolica. In
Document 3, it is said that the Mongols had an effect on the European
view of the world. Europeans were introduced to vast varieties of
cultures, religions, and ideas other than their own. Christian Europe
understood that they had to deal w/ non-Christian societies if they
wanted products from the Far East. Without the Mongols, cultures
probably wouldn’t have the variety they have as much as they have
now. The areas that the Mongols conquered also changed. The Russians
became isolated from the Byzantine Empire and started to develop a
uniquely “Russian culture.” The Chinese were also affected because
when a non-Chinese dynasty, the Yuan, ruled China, it forced
Confucian scholars to lose status.
Along with the Mongols, the Spanish also had technological
advacements that helped shape their region and others. As said in
document 4b, the caravel helped the Spanish explore other regions. They
were able to carry some cargo, fight in wars, and sail much faster and
easier than ever before. With the caravel the Spanish were able to
colonize much of Latin America. In Latin America, the Spanish
culture spread quickly throughout. As said in document 5, they were
able to create sugar plantation industries. In the island of Española,
Charles V increased mills on the island and sugar was one of the two
staples of the island’s economy. Spain’s use of the caravel lead to the
growth of the sugar plantation, but it doesn’t mean that the colonies
benefited. European countries fought each other to gain these profitable
areas. For example, France took part of Española to make the colony of
Haiti. In these colonies, natives were mistreated and forced to work
(Doc. 6). Many were forced to convert to Catholicism. A new social
Global Hist. & Geo. Rating Guide – June ’13
[68]
Vol. 2
Document-Based Essay—Practice Paper – B
structure and encomiendas emerged. Spain practiced mercantilism.
This is when a mother country uses its colonies for raw materials,
which they bring back to the main or mother country, manufacture
them into finished products, and sell them to markets in their
colonies. Revolutions emerged by the late 1700s and early 1800s.
Many individuals spoke out and encouraged people to fight for their
independence. People like Toussaint L’Ouverture, Símon Bolívar and
Father Hidalgo inspired people to rise up against the terrible conditions
and unfair colonial governments. They were eventually successful.
Also without the use of the caravel by the Spanish, Latin America
wouldn’t have the similarities it has with Spain including its
language, religion, or culture.
Technological advancement aided in the shaping of societies. These
societies were able to interact with others which led to change. The
Mongols used the combination of the stirrup and bow to facilitate their
expansion and change the cultures within their empire. The Spanish
used the caravel to travel and it led to Latin American colonization.
Changes made by technological advancements in the past are still
seen today.
Global Hist. & Geo. Rating Guide – June ’13
[69]
Vol. 2
Document-Based Essay—Practice Paper – C
There were two inventions that helped alot. These items helped us in
becoming more tecnologially advanced. The were the caravel and the
longbow. The longbow was used by foot or on horseback. The caravel
was a ship that was fast and held alot of storage.
The longbow was invented by the Mongols. This was used in wars.
and also in hunting.
The caravel was a ship invented to deliver cargo to other countries.
Global Hist. & Geo. Rating Guide – June ’13
[70]
Vol. 2
Document-Based Essay—Practice Paper – D
There was many technological advancement in history. The
Mongols one of Histories largest empires combined the bow and stirrup
to become one of histories biggest empires. In India Railroads were
made.
Railroads in India helped transport goods much faster to factories
than any other way. Railroads transported troops to troubled areas
where there needed to be justice. The Railroads spanned all over India so
you could go anywheres. They were much more efficient than by horse
or any other way.
The Mongol Empire, one of histories largest and most powerful
empires. The mongols created a way to ride on horseback during war
and be accurate with the Bow and arrow. They created the stirrup it
allowed the rider to be steadier and more accurate. It allowed the
Mongol empire to have a more powerful military and conquer more
land.
Throughout history empires and countries all had technological
Break throughs. Some Became more stronger in military. Others
Became smarter and more technology was developed. Others either
failed or succeeded.
Global Hist. & Geo. Rating Guide – June ’13
[71]
Vol. 2
Document-Based Essay—Practice Paper – E
Sometimes, technology is the main factor that determines the rise
and fall of civilizations and empires. A nation with superior
technology will indeed be able to dominate or conquer other nations or
establish colonies in those realms. Furthermore, these technologies
may also be used to facilitate cultural interactions. Examples of the
use of such technology can clearly be seen in the Mongol’s use of the
stirrup and bow, as well as the Spanish use of the caravel.
The Mongol’s use of the stirrup and the bow is considered by some to
be the main cause of their innumerable victories. The Mongols were
initially nomads from the Eurasian steppes and thus spent most of
their lives in the saddle. Hence, by adding the stirrup to their saddle
and combining its use with the bow, the Mongols archers were able to
remain quite steady even on horseback which in turn allowed them to
aim and shoot at their adversaries with far more ease. Thus, this
invention allowed archers to shoot down enemies while on the move,
which was of great use to the continuously mobile Mongol army.
Thus, technological advances such as these allowed the Mongols to
move quickly and conquer cities with little difficulty. The bow and
the stirrup was thus indirectly responsible for combining some states
of Europe and most of Asia into a single, vast Mongol Empire, which
opened up trade & cultural interactions throughout Eurasia. Because
of the Mongols the Silk Roads trade flourished resulting in economic
prosperity throughout the empire. The Mongols also connected many
different areas culturally leading to cultural diffusion not only in
the areas they conquered but also in the areas they were connected to
by trade.
On the other hand, technological advances also facilitated
Global Hist. & Geo. Rating Guide – June ’13
[72]
Vol. 2
Document-Based Essay—Practice Paper – E
imperialism not only through warfare, but also through
transportation. A striking example of this is the use of caravels by the
Spanish explorers and conquistadore. Built using a blend of European
& Arabic designs, they were speedier, lighter, and more maneuverable
than the previous designs. These features allowed the European
explorers to reach the shores of the Americas and to establish profitable
colonies there, such as the sugar plantations of Hispaniola. This helped
Spain to establish a mercantilist economy with its new colonies.
Spain took raw materials & products such as sugar from its colonies
and then sold its colonies finished products. Furthermore, the caravels
carried the horses brought to the Americas. When conquistadore
Hernando Cortez and his crew arrived on horses at the Aztec capital,
the Aztecs and their king Montezuma II were rumored to have
welcomed him as the god, Quetzalcoatl. Although some say the
Quetzalcoatl story is exaggerated, what remains true is that caravels
brought new technology, weapons, and diseases that helped defeat the
Aztecs. After this the Spanish empire-builders managed to siphon off
huge amounts of gold, land, & labor from the natives. The strength,
speed, and durability of the caravel also led to rise of Atlantic trade
routes, along which the Columbian Exchange took place and most
importantly, the Triangular trade that included the Middle Passage.
The caravel was a key transportation medium that led to Spanish
colonization. This colonization eventually led to the transportation of
African slaves on slave ships from the West African coast to the
Americas to support the booming sugar industry. These slaves, too, had
a great impact on mainstream culture in Latin America, thus
highlighting the huge role that caravels had on the cultural
Global Hist. & Geo. Rating Guide – June ’13
[73]
Vol. 2
Document-Based Essay—Practice Paper – E
interactions between the 3 areas: Europe, Africa, and Latin America.
Thus, it can clearly be seen that technology itself has a tremendous
impact on the cultural growth and interactions around the world.
Indeed, technology has come to influence many of the most important
historical events, such as the use of the atomic bomb in WWII and the
launching of the first space satellite Sputnik during the Space Race.
And even today, with the help of technology, such as the Internet, our
world has become far more globalized than ever before.
Global Hist. & Geo. Rating Guide – June ’13
[74]
Vol. 2
Practice Paper A—Score Level 3
The response:
• Develops all aspects of the task with little depth for the combined use of the bow and the
stirrup by the Mongols and the use of the caravel by the Spanish
• Is more descriptive than analytical (bow and stirrup: it helped the Mongols conquer large
territories easier and with more speed; introduction of new products stimulated an increase of
technological activity in Europe that allowed them to use Mongol technology and to adapt it;
Europeans realized that they had to learn to accept other cultures and religions; caravel: it
allowed the Spanish to explore much of the unknown world and later colonize it; there were
many negative impacts of the Spanish intrusion into the Americas)
• Incorporates some relevant information from documents 1, 2, 3, 4, and 6
• Incorporates relevant outside information (bow and stirrup: Mongols were able to create Pax
Mongolica which was the Golden Age that resulted from peace, stability, and economic
success; caravel: it led to the development of the Columbian exchange and the Atlantic trade
routes between the Americas, Africa, and Europe; discovery of Americas was beneficial
because foods and animals were introduced to Europe and the Americas that became staples,
such as the introduction of the potato to Ireland and the horse to North America; Columbian
exchange brought diseases such as measles and smallpox; encomienda system was ended
partly because of people such as de las Casas who protested against the cruelty; African slaves
were forced to do intensive work and were treated horrendously, especially during their trip on
the Middle Passage)
• Includes some relevant facts, examples, and details (bow and stirrup: helped Mongols gain
control over the Silk Roads; stirrup allowed Mongols to have a steadier shot with bow made of
composite materials; range of bow further than English long bow; Europeans and Mongols
exchanged food, tools, and ideas on large scale; gunpowder incorporated into European war
technology; caravel: fast, maneuverable, and made carrying some cargo and exploring
Americas much easier; Native Americans forced to work on large plantations; many Native
Americans died from overwork and exposure to disease; new social structure with Spanish at
top and natives and African slaves at bottom)
• Demonstrates a satisfactory plan of organization; includes an introduction that states an impact
of the use of technology by the Mongols and the Spanish and a conclusion that states use of
technology by the Mongols and the Spanish had positive and negative results
Conclusion: Overall, the response fits the criteria for Level 3. An attempt is made to develop the
thesis that conquests by both the Mongols and the Spanish resulted in positive and negative effects
on the areas each conquered and this, along with the incorporation of outside information,
strengthens the discussion. Further development of ideas would have enhanced the effort.
Global Hist. & Geo. Rating Guide – June ’13
[75]
Vol. 2
Practice Paper B—Score Level 4
The response:
• Develops all aspects of the task by discussing the combined use of the bow and the stirrup by
the Mongols and the use of the caravel by the Spanish
• Is both descriptive and analytical (bow and stirrup: Mongols would not have been as
successful without the help of technological advancements; Mongols combined the bow and
the stirrup to become more effective warriors; the bow made it easier for the Mongols to shoot
while riding; it gave them the upper hand against ordinary foot soldiers; it enabled them to be
steadier and have more accuracy while shooting; Mongol conquests facilitated trade between
different ends of Eurasia; Mongols introduced Europeans to vast varieties of cultures, religions,
and ideas that were not their own; Christian Europe understood that they had to deal with nonChristian societies if they wanted products from the Far East; caravel: it helped the Spanish to
sail much faster and easier than ever before; while it led to the growth of sugar plantations, it
does not mean the Spanish colonies benefited)
• Incorporates relevant information from documents 1, 2, 3, 4, 5, and 6
• Incorporates relevant outside information (bow and stirrup: Mongol empire was one of the
biggest land empires in world history; it allowed Mongol armies to travel quicker because they
would not have to stop or slow down in order to attack and fight their enemy; the Mongols
conquered Russia and set up the Yuan dynasty in China; Mongol conquests resulted in a
Golden Age called Pax Mongolica; Russians became isolated from the Byzantine Empire and
started to develop a uniquely “Russian culture”; Chinese were affected because when the nonChinese Yuan dynasty ruled Confucian scholars lost status; caravel: led to European countries
fighting each other to gain profitable areas; France took part of Española to make the colony of
Haiti; many natives in Spanish colonies were forced to convert to Catholicism; encomiendas
emerged; Spain practiced mercantilism meaning a mother country uses its colonies for raw
materials which are brought back to the main or mother country, manufactured, and sold to
markets in their colonies; people like Toussaint L’Ouverture, Simn Bolivar, and Father
Hidalgo inspired people to rise up against the terrible conditions and unfair colonial
governments and were eventually successful)
• Supports the theme with relevant facts, examples, and details (bow and stirrup: Mongols
increased trade and exchanged food, tools, and ideas; caravel: used by Spanish to colonize
parts of Latin America; helped the Spanish carry some cargo and fight in wars; Charles V
increased sugar cane mills on Española; sugar one of two staples of Española’s economy;
natives in Spanish colonies mistreated and forced to work)
• Demonstrates a logical and clear plan of organization; includes an introduction and a
conclusion that discusses how the Mongols and the Spanish used technological developments
Conclusion: Overall, the response fits the criteria for Level 4. A dependence on document
information to frame a logically developed discussion is enhanced by the inclusion of good
historical references and some integrated outside information. Further explanation and
development of generalizations about cultural diffusion, Pax Mongolica, and the encomienda
system would have strengthened the response.
Global Hist. & Geo. Rating Guide – June ’13
[76]
Vol. 2
Practice Paper C—Score Level 0
The response:
Fails to develop the task
Conclusion: Overall, the response fits the criteria for Level 0. Although brief statements of
information from documents 1 and 4 are used to describe the technology of the bow and the
caravel, the response only refers to the theme in a general way.
Practice Paper D—Score Level 1
The response:
• Minimally develops some aspects of the task for the use of the railroad in India and the
combined use of the bow and the stirrup by the Mongols
• Is descriptive (railroad: it helped transport goods much faster to factories; it was much more
efficient than horses; bow and stirrup: the stirrup allowed the rider to be steadier and more
accurate; they allowed the Mongol Empire to have a more powerful military and conquer more
land)
• Includes minimal information from documents 1, 7, and 9
• Presents little relevant outside information (bow and stirrup: they helped the Mongols to
become one of the largest and most powerful empires in history)
• Includes few relevant facts, examples, and details (railroad: it transported troops to troubled
areas; they spanned all over India; bow and stirrup: the stirrup helped Mongols ride on
horseback)
• Demonstrates a general plan of organization; includes an introductory sentence that states there
were many technological advancements in history and a conclusion that states technology
helped some countries become stronger and others to develop more technology while others
failed
Conclusion: Overall, the response fits the criteria for Level 1. Although an attempt is made to
address the task and a few comparative statements are included, lack of sufficient explanation
detracts from the effort. The document information that is included indicates little understanding of
changes that resulted from interactions.
Global Hist. & Geo. Rating Guide – June ’13
[77]
Vol. 2
Practice Paper E—Score Level 3
The response:
• Develops all aspects of the task with little depth for the combined use of the bow and the
stirrup by the Mongols and the use of the caravel by the Spanish
• Is more descriptive than analytical (bow and stirrup: it was considered by some to be the cause
of innumerable Mongol victories; it was indirectly responsible for helping the Mongols
combine some states of Europe and most of Asia into a single vast Mongol Empire; it resulted
in economic prosperity throughout the empire; caravel: it was speedier, lighter, and more
maneuverable than previous designs; Spanish empire builders managed to siphon off huge
amounts of gold, land, and labor from the natives)
• Incorporates some relevant information from documents 1, 2, 4, 5, and 6
• Incorporates relevant outside information (bow and stirrup: Mongols were initially nomads
from the Eurasian steppes and spent most of their life in the saddle; it helped the Mongols to
conquer cities with little difficulty; it connected many different areas culturally leading to
cultural diffusion not only in the areas the Mongols conquered but also in areas they were
connected to by trade; caravel: its use by Spanish explorers and conquistadors facilitated
imperialism not only through warfare but also through transportation; it used a blend of
European and Arabic designs; it helped Spain to establish a mercantilist economy with its new
colonies; although some say the Quetzalcoatl story is exaggerated what remains true is that
caravels brought new technology, weapons, and diseases that helped defeat the Aztecs;
Atlantic trade routes along which the Columbian exchange took place and most importantly the
Triangular trade which included the Middle Passage)
• Includes some relevant facts, examples, and details (bow and stirrup: helped Mongol archers
remain steady on horseback; allowed Mongols to shoot at enemies with more ease; caravel:
allowed European explorers to reach American shores and establish profitable colonies such as
the sugar plantations of Hispaniola)
• Demonstrates a satisfactory plan of organization; includes an introduction that states superior
technology helps a nation dominate, conquer other nations, or establish colonies and a
conclusion that mentions examples of modern technology
Conclusion: Overall, the response fits the criteria for Level 3. Although a good understanding of
the task is demonstrated, limited use of supporting facts and details result in a surface treatment of
the task. Outside historical information and some analytic statements are included; however, some
of that information is not well developed in the discussion, i.e. the impact of enslaved Americans
on the culture of Latin America.
Global Hist. & Geo. Rating Guide – June ’13
[78]
Vol. 2
Global History and Geography Specifications
June 2013
Part I
Multiple Choice Questions by Standard
Standard
1—United States and New York History
2—World History
3—Geography
4—Economics
5—Civics, Citizenship, and Government
Question Numbers
N/A
2, 5, 6, 8, 11, 12, 14, 15, 16, 20, 25, 27, 29,
31, 32, 33, 36, 39, 42, 43, 44, 45, 47, 48
1, 4, 7, 9, 18, 19, 21, 22, 23, 24, 35, 38, 40,
41, 46
3, 10, 26, 28, 30, 37, 49
13, 17, 34, 50
Parts II and III by Theme and Standard
Theme
Thematic Essay
Document-based
Essay
Standards
Standards 2, 3, 4, and 5:
World History; Geography;
Economics, Civics,
Citizenship, and Government
Change—Revolutions
Science and Technology; Movement Standards 2, 3, 4, and 5:
of People and Goods; Conflict;
World History; Geography;
Culture and Intellectual Life; Human
Economics, Civics,
and Physical Geography; Change;
Citizenship, and Government
Imperialism; Nationalism; Power;
Human Rights
Scoring information for Part I and Part II is found in Volume 1 of the Rating Guide.
Scoring information for Part III is found in Volume 2 of the Rating Guide.
Global Hist. & Geo. Rating Guide – June ’13
[79]
Vol. 2
The Chart for Determining the Final Examination Score for the June 2013
Regents Examination in Global History and Geography will be posted on the
Department’s web site at: http://www.p12.nysed.gov/assessment/ on the day of
the examination. Conversion charts provided for the previous administrations
of the Global History and Geography examination must NOT be used to determine students’ final scores for this administration.
Submitting Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the test
development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make
suggestions. Instructions for completing the evaluation form are as follows:
1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
Global Hist. & Geo. Rating Guide – June ’13
Vol. 2
The State Education Department / The University of the State of New York
Regents Examination in Global History and Geography – June 2013
Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores)
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
0
1
2
0
1
2
2
3
4
5
6
7
8
9
10
11
12
14
15
16
17
18
20
21
22
24
25
26
28
29
30
32
33
34
36
2
3
4
5
6
7
8
9
10
11
12
14
15
16
17
18
20
21
22
24
25
26
28
29
30
32
33
34
36
37
38
40
5
6
7
8
9
10
11
12
14
15
16
17
18
20
21
22
24
25
26
28
29
30
32
33
34
36
37
38
40
41
42
44
Total Essay Score
3
4
5
6
8
9
10
11
12
14
15
16
17
18
20
21
22
24
25
26
28
29
30
32
33
34
36
37
38
40
41
42
44
45
46
48
11
12
14
15
16
17
18
20
21
22
24
25
26
28
29
30
32
33
34
36
37
38
40
41
42
44
45
46
48
49
50
52
15
16
17
18
20
21
22
24
25
26
28
29
30
32
33
34
36
37
38
40
41
42
44
45
46
48
49
50
52
53
54
56
18
20
21
22
24
25
26
28
29
30
32
33
34
36
37
38
40
41
42
44
45
46
48
49
50
52
53
54
56
57
58
60
7
8
9
10
22
24
25
26
28
29
30
32
33
34
36
37
38
40
41
42
44
45
46
48
49
50
52
53
54
56
57
58
60
61
62
63
26
28
29
30
32
33
34
36
37
38
40
41
42
44
45
46
48
49
50
52
53
54
56
57
58
60
61
62
63
65
66
67
30
32
33
34
36
37
38
40
41
42
44
45
46
48
49
50
52
53
54
56
57
58
60
61
62
63
65
66
67
68
70
71
34
36
37
38
40
41
42
44
45
46
48
49
50
52
53
54
56
57
58
60
61
62
63
65
66
67
68
70
71
72
73
74
Global History and Geography Conversion Chart - June '13
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 49 would receive a final examination score of 82.
1 of 1
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
0
1
2
37
38
40
41
42
44
45
46
48
49
50
52
53
54
56
57
58
60
61
62
63
65
66
67
68
70
71
72
73
74
76
77
41
42
44
45
46
48
49
50
52
53
54
56
57
58
60
61
62
63
65
66
67
68
70
71
72
73
74
76
77
78
79
80
45
46
48
49
50
52
53
54
56
57
58
60
61
62
63
65
66
67
68
70
71
72
73
74
76
77
78
79
80
82
83
84
Total Essay Score
3
4
5
6
49
50
52
53
54
56
57
58
60
61
62
63
65
66
67
68
70
71
72
73
74
76
77
78
79
80
82
83
84
85
86
87
53
54
56
57
58
60
61
62
63
65
66
67
68
70
71
72
73
74
76
77
78
79
80
82
83
84
85
86
87
88
89
90
57
58
60
61
62
63
65
66
67
68
70
71
72
73
74
76
77
78
79
80
82
83
84
85
86
87
88
89
90
91
92
93
61
62
63
65
66
67
68
70
71
72
73
74
76
77
78
79
80
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
7
8
9
10
65
66
67
68
70
71
72
73
74
76
77
78
79
80
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
96
97
97
68
70
71
72
73
74
76
77
78
79
80
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
96
97
97
97
98
98
72
73
74
76
77
78
79
80
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
96
97
97
97
98
98
98
99
99
76
77
78
79
80
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
96
97
97
97
98
98
98
99
99
99
99
100