Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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