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The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

GLOBAL HISTORYAND GEOGRAPHY

Thursday, June 13, 2013 — 9:15 a.m. to 12:15 p.m., only

Student Name ______________________________________________________________

School Name _______________________________________________________________

Print your name and the name of your school on the lines above. A separate answersheet for Part I has been provided to you. Follow the instructions from the proctor forcompleting the student information on your answer sheet. Then fill in the heading of eachpage of your essay booklet.

This examination has three parts. You are to answer all questions in all parts. Use blackor 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 questionsas directed on the answer sheet.

Part II contains one thematic essay question. Write your answer to this question inthe 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, enteryour 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 eachquestion in this examination booklet on the lines following that question.

Part III B contains one essay question based on the documents. Write youranswer to this question in the essay booklet, beginning on page 7.

When you have completed the examination, you must sign the declaration printed atthe end of the answer sheet, indicating that you had no unlawful knowledge of the questionsor answers prior to the examination and that you have neither given nor received assistancein answering any of the questions during the examination. Your answer sheet cannot beaccepted if you fail to sign this declaration.

The possession or use of any communications device is strictly prohibitedwhen taking this examination. If you have or use any communicationsdevice, no matter how briefly, your examination will be invalidated and no score will be calculated for you.

DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN.

REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHYREGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY

Base your answer to question 1 on the passagebelow and on your knowledge of social studies.

… Europe’s waterways were also a blessing. Itsrivers flowed gently into sheltered, navigablebays. The Rhine is a wide, slow-moving river thatcan be used as a highway for goods and people.The Mediterranean is calm, almost a lake, withmany big ports. Compare this to Africa. Despitebeing the second-largest continent, Africa has theshortest coastline, much of which is too shallow tobuild major ports. Most of its big rivers—fast-moving, dramatic, vertiginous [dizzying]—are notnavigable. Add to that the tropical heat andpropensity [tendency] for disease and foodspoilage, and you have a compelling geographicexplanation for African underdevelopment—surely not the only factor, but a significant one.…

— Fareed Zakaria, The Post-American World, W. W. Norton & Company, 2008

1 Which conclusion about the geography of thesecontinents 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.

2 Opinion and bias in written historical sourcesillustrate the need to be aware of(1) plagiarism (3) human rights(2) turning points (4) points of view

3 Which social scientists primarily study thescarcity of resources and the distribution of goodsand services?(1) anthropologists (3) economists(2) political scientists (4) historians

4 Between 500 B.C. and A.D. 1500, the migrationof the Bantu people of Africa led to the diffusionof(1) languages and metallurgical skills (2) porcelain and cannons(3) camels and Islam(4) cuneiform and galley ships

5 What was one reason for the decline of both theHan 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

7 Which statement about the early Indus Rivervalley 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.

8 The introduction of the Cyrillic alphabet andOrthodox Christianity to Russia is most closelyassociated with(1) Viking conquests(2) Byzantine missionaries(3) Alexander the Great’s armies(4) Ottoman expansion

Global Hist. & Geo. – June ’13 [2]

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 theword or expression that, of those given, best completes the statement or answers the question.

Global Hist. & Geo. – June ’13 [3] [OVER]

Base your answer to question 9 on the map below and on your knowledge of social studies.

9 Which geographic feature would have most likely hindered the expansion of the Guptasinto what is modern-day China?(1) Thar Desert (3) Himalaya Mountains(2) Deccan Plateau (4) Bay of Bengal

Andaman Is.

INDIA

Himalayas

Patna

0

Source: MSN Encarta Encyclopedia (adapted)

Godāvari

Krishna

Narmada

Kāveri

Ganges

Indus Vaisālī

Gupta Empire, end

of 4th century AD

Current political

boundaries of India

Andaman Sea

Bay ofBengal

ArabianSea

Deccan

Plateau

300 Mi

0 300 Km

Thar

Desert

10 What was one result of the European CommercialRevolution?(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

Which civilization is most directly associated withthese descriptions?(1) Axum (3) Kush(2) Benin (4) Mali

12 One way in which Martin Luther’s Ninety-fiveTheses and Henry VIII’s Act of Supremacy aresimilar 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

13 Niccolò Machiavelli wrote The Prince as a guideto success in(1) family life(2) politics(3) economic undertakings(4) scholarship

Base your answer to question 14 on the diagrambelow and on your knowledge of social studies.

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 theOttoman Empire in 1453?(1) birth of Muhammad(2) conquest of Constantinople(3) siege of Vienna(4) death of Saladin

16 The restoration of Chinese rule, the voyages ofZheng He, and the reintroduction of civil serviceexaminations are all associated with the(1) Ming dynasty (3) Songhai Empire(2) Abbassid dynasty (4) Delhi sultanate

17 Which step did Catherine the Great take that isconsistent 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

18 Which statement best describes Aztec civilizationat 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.

19 • The Americas are referred to as the “NewWorld.”

• Eastern Asia is referred to as the “Far East.”• Southwest Asia is referred to as part of the

“Middle East.”

Whose perspective is best represented by theseregional place names?(1) Chinese (3) European(2) African (4) Indian

20 Why is Catholicism a major religion practiced inLatin America?(1) Spain conquered and colonized much of

Latin America.(2) Disputes over international boundaries

within Latin America were settled by thepope.

(3) The traditional beliefs of Africans wereincorporated into the cultures of LatinAmerica.

(4) The Church provided Latin America with astrong central government.

21 Which geographic feature presented an obstacleto Simón Bolívar’s forces?(1) Sahara Desert (3) Great Rift Valley(2) Andes Mountains (4) Strait of Malacca

22 One way in which the Industrial Revolution inGreat Britain in the 18th century and the potatoblight in Ireland in the 19th century are similar isthat 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

GENTRYWealthy landowners

Study Confucian ideasSome become civil servants

PEASANTSMost people are peasants

Farmers work the landLive in small villages

MERCHANTSSome become very rich

Lower status than peasants because their richescome from work done by other people

Some buy land and educate a son so he can join the gentry

Source: Goldberg and DuPré,Brief Review in Global History and Geography,

Prentice Hall, 2002 (adapted)


Base your answers to questions 23 and 24 on the map below and on your knowledge of social studies.

23 Based on this map of 13th-century world systems, which of these circuits was limited toone 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

Indian Ocean

III

IV

V

II

VI

VII

I

VIII

Karakorum

Peking

SamarkandBukhara

CaspianSea

Tabriz

Hormuz

Muscat Cambay

BasraCairo

Alexandria

MediterraneanSea

Red Sea

Aden ArabianSea

Bayof

BengalCalicut

Quilon

Malacca

Palembang

SouthChinaSea

ZaytunCanton

Hangchow

Black Sea

BrugesTroyes

EastChinaSea

Caffa

ConstantinopleVenice

Genoa

Baghdad

Jiddah

Source: Janet L. Abu-Lughod, Before European Hegemony: The World System A. D. 1250_1350,Oxford University Press, 1989 (adapted)

Eight Circuits of the 13th-Century World System


25 Which action did Japan take during the MeijiRestoration?(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

26 What was a major reason European nationscompeted for control of Africa during the secondhalf 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.

Base your answer to question 27 on the cartoonbelow and on your knowledge of social studies.

27 This cartoon refers to events immediately afterwhich war?(1) Franco-Prussian (3) World War I(2) Russo-Japanese (4) World War II

28 The belief that workers of the world would uniteto overthrow their oppressors is central to(1) Social Darwinism(2) Marxism(3) conservatism(4) laissez-faire capitalism

29 The terms spheres of influence, extra-territoriality, and mandates are most closelyassociated with(1) collective security (3) imperialism(2) militarism (4) self-sufficiency

30 In Europe during the 1930s, economic instabilityled to the(1) rise of fascist dictatorships(2) development of nuclear arms(3) abandonment of colonial territories(4) establishment of the League of Nations

Base your answers to questions 31 and 32 on thepassage below and on your knowledge of socialstudies.

The privilege of opening the first trial in historyfor crimes against the peace of the world imposesa grave responsibility. The wrongs which we seekto condemn and punish have been so calculated,so malignant, and so devastating, that civilizationcannot tolerate their being ignored, because itcannot survive their being repeated. That fourgreat nations, flushed with victory and stung withinjury stay [stop] the hand of vengeance andvoluntarily submit their captive enemies to thejudgment of the law is one of the most significanttributes that Power has ever paid to Reason.…

— Chief Prosecutor Robert H. Jackson, November 21, 1945, Nuremberg

31 The wrongs referred to in this passage includethe(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

32 The speaker maintains that the guiding principleof the trial will be the(1) payment of reparations(2) denial of responsibility(3) celebration of victory(4) judgment of the law

PEACE

TERMS

DIRECTIONS

HOW TO

TAKE

.........

.........

.........

......

.........

.....

PE

AC

ETE

RM

S

DIR

EC

TION

SH

OW

TO

TAK

E

.......................

.............

AUSTRIA-HUNGARY.

50,000,000PEOPLE

AUSTRIA-HUNGARY

6,000,000PEOPLE

YOU’LL FEELBETTER NOW.

Source: Ket, The Literary Digest, September 27, 1919 (adapted)



Base your answers to questions 33 and 34 on the photographs below and on your knowledge of social studies.

33 The clothes worn by Mohandas Gandhi of India and by Mustafa Kemal Atatürk ofTurkey 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

Source: Stanley Wolpert, Gandhi’s Passion:The Life and Legacy of Mahatma Gandhi,

Oxford University Press

Mohandas Gandhi

Source: Mustafa Kemal Atatürk,Compiled by İlhan Akşit, Istanbul (adapted)

Base your answer to question 35 on the map below and on your knowledge of social studies.

35 Based on the information provided by this map, how did the growth of the JapaneseEmpire 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.

INDIA

BURMA

MONGOLIA

C H I N A

FrenchIndochina

HongKong

Taiwan

Shanghai

Nanjing

Peking(Beijing)

CHOSEN(KOREA)

PACIFIC

OCEAN

U.S.S.R.

JAPANTokyo

Sea ofJapan

YellowSea

Jehol

Manchukuo

HainanBay ofBengal

Sakhalin0

0

175

250

350 Miles

500 Kms

Key

Japanese Empire 1931

N

S

W E

Japanese-dominated orconquered areas prior toPearl Harbor

Unoccupied China

Growth of the Japanese Empire, 1931–41

Source: Historical Maps on File, Revised Edition, Volume II, Facts on File (adapted)

Yangtze River

Hua

ngH

e(Y

ello

wR

iver

)


36 Which development in the history of Cubaoccurred 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.

37 The creation of the European Union (EU) and ofthe 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


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).

Which conclusion about the Middle East can bedrawn from these situations that occurred duringthe 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.

40 In which geographic region has Aung San SuuKyi labored to bring about democratic reform?(1) Southeast Asia (3) Central Asia(2) Middle East (4) West Africa

Base your answer to question 41 on the passagebelow and on your knowledge of social studies.

… Once thought of as a model for other youngAfrican democracies, Nigeria has buckled underthe weight of persistent enmities [hostilities]among four major tribes—the Moslem Hausasand Fulanis in the North, the Yorubas in the Westand the clever Ibos in the East. In January 1966,five years after independence, a group led byEastern army officers toppled the Northern-dominated regime of Sir Abubakar TafawaBalewa and exposed the raw nerves of thoseancient rivalries. Northerners countered with acoup that installed [General Yakubu] Gowon, andtheir pent-up fury exploded in the massacre ofthousands of Ibos living in the North.…

— Time, June 9, 1967

41 This passage illustrates the impact ethnic loyaltiescan have on(1) maintaining colonial control(2) sustaining nonalignment(3) building national unity(4) preserving traditional religions

Base your answer to question 38 on the cartoon below and on your knowledge of social studies.

38 Which issue is the focus of this 2004 cartoon?(1) global warming (3) ethnic tensions(2) global migration (4) nuclear proliferation

Source: Cox & Forkum, Cox & Forkum Editorial Cartoons online,November 21, 2004 (adapted)


Base your answers to questions 42 and 43 on the cartoon below and on your knowledge of social studies.

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 (3) justify neutrality(2) explain foreign programs (4) expose environmental issues

Source: Godfrey Mwampembwa, Nation, Nairobi, Kenya, March 5, 2005

44 One way in which Hammurabi and Justinian aresimilar 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

45 One way in which the Treaty of Nanking and theTreaty of Versailles are similar is that in bothtreaties 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

46 The Great Wall of China and the Berlin Wallwere 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

47 One way in which Miguel Hidalgo, Ho Chi Minh,and Jomo Kenyatta are similar is that they allwere(1) leaders of independence movements(2) communist dictators(3) enlightened despots(4) advocates of liberation theology

48 Which heading best completes the partial outlinebelow?

I. __________________________________A. Decentralized governmentsB. Widespread usage of manorialismC. Increased power of the Roman

Catholic Church

(1) Results of the Spanish Reconquista(2) Characteristics of Feudal Europe(3) Essential Traits of the Italian City-States(4) Outcomes of the Glorious Revolution

49 The Columbian exchange is most closelyassociated with the beginnings of(1) mercantilism (3) mass production(2) humanism (4) scientific socialism

50 Which form of government is associated with thereigns of Suleiman the Magnificent, Akbar theGreat, and Peter the Great?(1) constitutional monarchy(2) direct democracy(3) theocracy(4) absolute monarchy


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 taskbelow, and a conclusion.

Theme: Change—Revolution

Task:

You may use any revolution from your study of global history and geography. Somesuggestions you might wish to consider include the Neolithic Revolution, French Revolution,Haitian Revolution, Industrial Revolution, Russian Revolution, Mexican Revolution, ChineseCultural 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

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

Throughout history, revolutions have developed in response to a variety ofconditions. These revolutions have often resulted in significant political,economic, and social change.


Answers to the essay questions are to be written in the separate essay booklet.

Part III

DOCUMENT-BASED QUESTION

This question is based on the accompanying documents. The question is designed to test yourability to work with historical documents. Some of these documents have been edited for thepurposes of this question. As you analyze the documents, take into account the source of eachdocument 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 thestirrup by the Mongols, the use of the caravel by the Spanish, and the use ofthe railroad in India have affected how certain civilizations and societies haveinteracted 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 thequestions will help you write the Part B essay in which you will be asked to

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, andargument; to present in some detail”

Select two technological advancements mentioned in the historical context andfor 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


NAME _____________________________________ SCHOOL ___________________________________

Part AShort-Answer Questions

Directions: Analyze the documents and answer the short-answer questions that follow each document in thespace provided.

Document 1a Document 1b

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]

b Based on these documents, what did the combined technology of the composite bow and the stirrup enablethe Mongols to do? [1]

Source: Mou-Sien Tseng, painting,New Masters Gallery online (adapted)

Score

Score

… The Mongols had developed a compositebow made out of sinew and horn and wereskilled at shooting it while riding, which gavethem the upper hand against ordinary footsoldiers. With a range of more than 350 yards,the bow was superior to the contemporaneous[co-existing] English longbow, whose rangewas only 250 yards. A wood-and-leather saddle,which was rubbed with sheep’s fat to preventcracking and shrinkage, allowed the horses tobear the weight of their riders for long periodsand also permitted the riders to retain a firmseat. Their saddlebags contained cooking pots,dried meat, yogurt, water bottles, and otheressentials for lengthy expeditions. Finally, asturdy stirrup enabled horsemen to be steadierand thus more accurate in shooting whenmounted. A Chinese chronicler recognized thehorse’s value to the Mongols, observing that“by nature they [the Mongols] are good atriding and shooting. Therefore they tookpossession of the world through this advantageof bow and horse.”…


Document 2

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 Europeansand Mongols? [1]

Score

… Though much of what the Mongols wrought [brought about] on their westward march wasdestructive, some benefits were reaped from their forays [raids] into Europe and conquests inMuslim areas. By example, they taught new ways of making war and impressed on their Turkicand European enemies the effectiveness of gunpowder.As we have seen, Mongol conquests facilitated [aided] trade between the civilizations at eachend of Eurasia, making possible the exchange of foods, tools, and ideas on an unprecedentedscale. 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 eastas the Caspian Sea. Because the establishment of these trading empires by the Venetians andGenoese provided precedents [examples] for the later drives for overseas expansion bypeoples such as the Portuguese and English, they are of special significance in globalhistory.…


Document 3

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

… Diplomatic exchanges between Christian Europe and Mongol Asia led to the emergenceof the first Western eye-witness accounts of far-off East Asia. For the first time, WesternEuropeans were exposed to the true size and scope of the Eurasian landmass; they wereexposed to different cultures, beliefs, values, attitudes, and institutions; the papacy andEurope were thus forced out of their narrow religious-geographic perspective; they began torealize that they had to deal with and relate to the non-Christian world with its many differentpeoples, religions, and cultures. The Europeans gradually assigned the Mongols and otherAsians a permanent place in the natural order of things; they no longer tried to force allpeoples into a specific Biblical niche or role as they initially did during Europe’s narrowChristian view of the world and all people in it. The Westerners realized that they could notrefuse 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 didnot exist. Thus the Mongols and Asians were incorporated into the West’s intellectualframework in the thirteenth and fourteenth centuries.…


Document 4a

Document 4b

4 Based on these documents, what were two ways the caravel affected European interaction with othergroups? [2]

(1)__________________________________________________________________________________

__________________________________________________________________________________

(2)__________________________________________________________________________________

__________________________________________________________________________________

Score

Score

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

Caravel

Source: George R. Schwarz,Center for Maritime Archaeology and Conservation,

Texas A & M University (adapted)


Document 5

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

… It all began in Española [Hispaniola] with sugar, which was already a profitable plantationcrop in the Canaries and Portugal’s Atlantic islands in the fifteenth century. Columbus himselfhad shipped sugar from Madeira to Genoa in 1478, and the mother of his first wife owned asugar estate on that island. He brought sugar cane with him to Española in 1493, and the canegrew well in American soil. But the growth of the sugar industry was painfully slow untilCharles V intervened, ordering that sugar masters and mill technicians be recruited from theCanaries, and authorizing loans to build sugar mills on Española. There were thirty-four millson 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.…


Document 6

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 theSpanish? [2]

(1)__________________________________________________________________________________

__________________________________________________________________________________

(2)__________________________________________________________________________________

__________________________________________________________________________________

Score

Score

… Growing sugar cane became a large business. At first, Native Americans were forced towork on sugar plantations, large estates run by an owner or overseer. They were treatedcruelly, 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 andIndian or African descent were in the middle. Native Americans and people of Africandescent were in the lowest classes.…


Document 7a

Document 7b

The age of railroads played a role in and supported the growth of a new period of imperialism.

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]

Ahmadabad

Baroda

Hyderabad

Agra

Delhi

Calcutta

ArabianSea

Bombay

Nagpur

Bay ofBengal

Madras

0 300 Miles

Borders

Broad Gauge

Meter Gauge andNarrow Gauge

Railroads

Lucknow

Bangalore

Source: Ashok K. Dutt et al., India in Maps,Kendall/Hunt Publishing Company (adapted)

Score

… Thus, colonial railways were part of this process of the spread of empire, its economicpatterns, its ideas and its institutions. The process was essentially the same throughout theworld: production of new commodities to feed the burgeoning [quickly growing] industries ofthe West; new populations to produce them; new patterns of land ownership, often involvingthe dispossession of previous inhabitants; new legal codes to make the conquered lands safefor investment and exploitation. Such was the story everywhere empires expanded.…


Document 8

This excerpt analyzes the Indian railway system from the Indian nationalist point of view between 1880 and1905.

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 Britishrailway policy? [1]

… A review of the existing railway policy led them [Indian nationalist leaders] to conclude thatit was not primarily regulated in the interests of the Indian people; and that it largely ignoredIndian needs, particularly industrial needs, and was mainly meant to serve British economicand political interests. They noted that railways played an important role in imparting colonialcharacter to the Indian economy. They were even able to glimpse the growing connectionbetween railway development in a backward country and the growing power of finance in theadvanced metropolitan country and the consequent political complications.

They wanted railways to serve national economic interest by stimulating economicdevelopment, which was in turn seen as consisting of industrial and agricultural growth. Tothem the proper railway policy was one that promoted Indian industry and a proper publicworks policy one that gave priority to irrigation and agriculture. They desired railway policy togive due weight to the state of Indian finances and Indian economy.…

Score


Document 9

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)__________________________________________________________________________________

__________________________________________________________________________________

(2)__________________________________________________________________________________

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Score

Score

… The railroads facilitated, linked, and coordinated a wide variety of socioeconomic processesand cooperated with other large-scale transportation and communication systems. Forexample, 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 possiblefor peasant villagers to undertake quick pilgrimages (within a few days or less) during theirbrief respites [relief] from the demands of agriculture. The hard backbone of British colonialrule in India, the British soldier and his weaponry, could be quartered in fewer places in theknowledge that the railroads could transport troops rapidly to trouble spots. The publicationsof what became the outpourings of many presses owned by Indians and printed in Indianlanguages 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.…


Part BEssay

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 thestirrup by the Mongols, the use of the caravel by the Spanish, and the use ofthe railroad in India have affected how certain civilizations and societies haveinteracted 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

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


Select two technological advancements mentioned in the historical context andfor 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


REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHYREGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY

Printed on Recycled Paper

Copyright 2013 — The University of the State of New YorkTHE STATE EDUCATION DEPARTMENT

Albany, New York 12234

VO L U M E

1OF2MC & THEMATIC

FOR TEACHERS ONLYThe University of the State of New York


GLOBAL HISTORY AND GEOGRAPHYThursday, 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)

Scoring the Part I Multiple-Choice QuestionsFollow 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 themultiple-choice questions are being hand scored prior to being scanned, the scorer must becareful not to make any marks on the answer sheet except to record the scores in the designatedscore boxes. Any other marks on the answer sheet will interfere with the accuracy of scanning.

Multiple Choice for Part IAllow 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 . . . . . .

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 postedinformation regarding this examination. This site should be checked before the rating process for thisexamination begins and several times throughout the Regents Examination period.

Global Hist. & Geo. Rating Guide – June ’13 [2] Vol. 1

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 direc-tions for the organization of the rating process and procedures for rating the examination are included inthe Information Booklet for Scoring the Regents Examination in Global History and Geography and UnitedStates 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 onthe 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 arerequired to ensure that the raw scores have been added correctly and that the resulting scale scorehas been determined accurately. Teachers may not score their own students’ answer papers.


Global History and Geography

Content-Specific Rubric

Thematic Essay

June 2013

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.

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.


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.


Score of 2:

• Minimally develops all aspects of the task or develops at least three aspects of the task in some

depth

• Is primarily descriptive; may include faulty, weak, or isolated application or analysis

• Includes few relevant facts, examples, and details; may include some inaccuracies

• Demonstrates a general plan of organization; may lack focus; may contain digressions; may not

clearly identify which aspect of the task is being addressed; may lack an introduction and/or a

conclusion

Score of 1:

• Minimally develops some aspects of the task

• Is descriptive; may lack understanding, application, or analysis

• Includes few relevant facts, examples, or details; may include inaccuracies

• May demonstrate a weakness in organization; may lack focus; may contain digressions; may not

clearly identify which aspect of the task is being addressed; may lack an introduction and/or a

conclusion

Score of 0:

Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant

facts, examples, or details; OR includes only the theme, task, or suggestions as copied from the test

booklet; OR is illegible; OR is a blank paper

*The term create as used by Anderson/Krathwohl, et al. in their 2001 revision of Bloom’s Taxonomy of

Educational Objectives refers to the highest level of the cognitive domain. This usage of create is similar to

Bloom’s use of the term synthesis. Creating implies an insightful reorganization of information into a new

pattern or whole. While a Level 5 paper will contain analysis and/or evaluation of information, a very strong

paper may also include examples of creating information as defined by Anderson and Krathwohl.

All sample student essays in this rating guide are presented in the same cursive font while

preserving actual student work, including errors. This will ensure that the sample essays are

easier for raters to read and use as scoring aids.

Raters should continue to disregard the quality of a student’s handwriting in scoring

examination papers and focus on how well the student has accomplished the task. The content-

specific rubric should be applied holistically in determining the level of a student’s response.


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



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



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. Laissez-

faire, 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.


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.


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.



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



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.


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.



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



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.


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.



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 non-

violent 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



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



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.


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


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.


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



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 small-

scale 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



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)


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.



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



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.


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)


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.



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



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.


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;)


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.



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



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.


Anchor Level 3-C

The response:


• 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.



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



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.


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.


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



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.


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.



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,



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.



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.


Anchor Level 1-A

The response:


• 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.



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



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:


• 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.


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.


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.


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.


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 non-


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 non-

violent) they all have one thing in common, they all bring about

change.


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.


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


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.


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.


Practice Paper D—Score Level 1

The response:


• 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


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.

Practice Paper C—Score Level 3

The response:


• 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)



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 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)



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 History and Geography Specifications

June 2013

Part I

Multiple Choice Questions by Standard

Standard Question Numbers

1—United States and New York History N/A

2—World History 2, 5, 6, 8, 11, 12, 14, 15, 16, 20, 25, 27, 29, 31, 32, 33, 36, 39, 42, 43, 44, 45, 47, 48

3—Geography 1, 4, 7, 9, 18, 19, 21, 22, 23, 24, 35, 38, 40, 41, 46

4—Economics 3, 10, 26, 28, 30, 37, 49

5—Civics, Citizenship, and Government 13, 17, 34, 50

Parts II and III by Theme and Standard

Theme Standards

Thematic Essay Change—Revolutions Standards 2, 3, 4, and 5:

World History; Geography; Economics, Civics, Citizenship, and Government

Document-based Essay

Science and Technology; Movement of People and Goods; Conflict; Culture and Intellectual Life; Human and Physical Geography; Change; Imperialism; Nationalism; Power; Human Rights

Standards 2, 3, 4, and 5: World History; Geography; Economics, Civics, Citizenship, and Government

Scoring information for Part I and Part II is found in Volume 1 of the Rating Guide.

Scoring information for Part III is found in Volume 2 of the Rating Guide.

Global Hist. & Geo. Rating Guide – June ’13 Vol. 1

Submitting Teacher Evaluations of the Test to the Department

Suggestions and feedback from teachers provide an important contribution to the testdevelopment process. The Department provides an online evaluation form for State assess-ments. It contains spaces for teachers to respond to several specific questions and to makesuggestions. 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.

The Chart for Determining the Final Examination Score for the June 2013Regents Examination in Global History and Geography will be posted on theDepartment’s web site at: http://www.p12.nysed.gov/assessment/ on the day ofthe examination. Conversion charts provided for the previous administrationsof the Global History and Geography examination must NOT be used to determine students’ final scores for this administration.

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 orderedby 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

Updated information regarding the rating of this examination may be posted on theNew York State Education Department’s web site during the rating period. Visit thesite at: http://www.p12.nysed.gov/assessment/ and select the link “Scoring Information”for any recently posted information regarding this examination. This site should bechecked before the rating process for this examination begins and several timesthroughout the Regents Examination period.

Copyright 2013The University of the State of New York

THE STATE EDUCATION DEPARTMENTAlbany, New York 12234

FOR TEACHERS ONLYThe University of the State of New York


GLOBAL HISTORY AND GEOGRAPHYThursday, 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)

V O L U M E

2OF2DBQ

Mechanics of Rating

The procedures on page 2 are to be used in rating papers for this examination. More detailed directionsfor the organization of the rating process and procedures for rating the examination are included in theInformation Booklet for Scoring the Regents Examination in Global History and Geography and United States History and Government.


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 onthe 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 arerequired to ensure that the raw scores have been added correctly and that the resulting scalescore has been determined accurately. Teachers may not score their own students’ answerpapers.

The scoring coordinator will be responsible for organizing the movement of papers, calculating a finalscore for each student’s essay, recording that score on the student’s Part I answer sheet, and determiningthe student’s final examination score. The conversion chart for this examination is located athttp://www.p12.nysed.gov/assessment/ and must be used for determining the final examination score.




Part A Specific Rubric

Document-Based Question

June 2013

Source: Mou-Sien Tseng, painting,New Masters Gallery online (adapted)


… The Mongols had developed a compositebow made out of sinew and horn and wereskilled at shooting it while riding, which gavethem the upper hand against ordinary footsoldiers. With a range of more than 350 yards,the bow was superior to the contemporaneous[co-existing] English longbow, whose rangewas only 250 yards. A wood-and-leather saddle,which was rubbed with sheep’s fat to preventcracking and shrinkage, allowed the horses tobear the weight of their riders for long periodsand also permitted the riders to retain a firmseat. Their saddlebags contained cooking pots,dried meat, yogurt, water bottles, and otheressentials for lengthy expeditions. Finally, asturdy stirrup enabled horsemen to be steadierand thus more accurate in shooting whenmounted. A Chinese chronicler recognized thehorse’s value to the Mongols, observing that“by nature they [the Mongols] are good atriding and shooting. Therefore they tookpossession of the world through this advantageof bow and horse.”…


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


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:


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


Document 2

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:


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

Source: Robert Guisepi, “The Last Great Nomadic Challenges – From Chinggis Khan to Timur,” The Mongols, International World History Project online

… Though much of what the Mongols wrought [brought about] on their westward march wasdestructive, some benefits were reaped from their forays [raids] into Europe and conquests inMuslim areas. By example, they taught new ways of making war and impressed on their Turkicand European enemies the effectiveness of gunpowder.As we have seen, Mongol conquests facilitated [aided] trade between the civilizations at eachend of Eurasia, making possible the exchange of foods, tools, and ideas on an unprecedentedscale. 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 eastas the Caspian Sea. Because the establishment of these trading empires by the Venetians andGenoese provided precedents [examples] for the later drives for overseas expansion bypeoples such as the Portuguese and English, they are of special significance in globalhistory.…


Document 3

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:


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

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

… Diplomatic exchanges between Christian Europe and Mongol Asia led to the emergenceof the first Western eye-witness accounts of far-off East Asia. For the first time, WesternEuropeans were exposed to the true size and scope of the Eurasian landmass; they wereexposed to different cultures, beliefs, values, attitudes, and institutions; the papacy andEurope were thus forced out of their narrow religious-geographic perspective; they began torealize that they had to deal with and relate to the non-Christian world with its many differentpeoples, religions, and cultures. The Europeans gradually assigned the Mongols and otherAsians a permanent place in the natural order of things; they no longer tried to force allpeoples into a specific Biblical niche or role as they initially did during Europe’s narrowChristian view of the world and all people in it. The Westerners realized that they could notrefuse 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 didnot exist. Thus the Mongols and Asians were incorporated into the West’s intellectualframework in the thirteenth and fourteenth centuries.…



Caravel

Source: George R. Schwarz,Center for Maritime Archaeology and Conservation,

Texas A & M University (adapted)

4 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:


Examples: could sail downwind; use square sails; slowed trade; made exploration harder

• Vague response

Examples: maneuverable; fast; transportation; carried cargo

• No response

Advantages of Caravel

• Fast• Maneuverable• Easy to sail in shallow waters• Able to sail downwind using square sails

Uses of Caravel

• Carrying cargo• Fighting wars• Pirating• Exploring the Americas


Document 5

Source: Alfred W. Crosby Jr., The Columbian Exchange: Biological and Cultural Consequences of 1492,Greenwood Publishing (adapted)

… It all began in Española [Hispaniola] with sugar, which was already a profitable plantationcrop in the Canaries and Portugal’s Atlantic islands in the fifteenth century. Columbus himselfhad shipped sugar from Madeira to Genoa in 1478, and the mother of his first wife owned asugar estate on that island. He brought sugar cane with him to Española in 1493, and the canegrew well in American soil. But the growth of the sugar industry was painfully slow untilCharles V intervened, ordering that sugar masters and mill technicians be recruited from theCanaries, and authorizing loans to build sugar mills on Española. There were thirty-four millson 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.…

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:


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


Document 6

Source: Guide to the Essentials of World History, Prentice Hall

… Growing sugar cane became a large business. At first, Native Americans were forced towork on sugar plantations, large estates run by an owner or overseer. They were treatedcruelly, 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 andIndian or African descent were in the middle. Native Americans and people of Africandescent were in the lowest classes.…

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:


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

AhmadabadBaroda

Hyderabad

AgraDelhi

Calcutta

ArabianSea

BombayNagpur

Bay ofBengal

Madras

0 300 Miles

Borders

Broad Gauge

Meter Gauge andNarrow Gauge

Railroads

Lucknow

Bangalore





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:


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

Source: Robert Lee, “Potential Railway WorldHeritage Sites in Asia and the Pacific,”

Institute of Railway Studies and Transport History,The University of York

The age of railroads played a role in andsupported the growth of a new period ofimperialism.

… Thus, colonial railways were part ofthis process of the spread of empire, itseconomic patterns, its ideas and itsinstitutions. The process was essentially the same throughout theworld: production of new commoditiesto feed the burgeoning [quickly growing] industries of the West; newpopulations to produce them; new patterns of land ownership, ofteninvolving the dispossession of previousinhabitants; new legal codes to makethe conquered lands safe for invest-ment and exploitation. Such was thestory everywhere empires expanded.…


Document 8

Source: Bipan Chandra, “Economic Nationalism and the Railway Debate, circa 1880–1905,” in Our Indian Railway, Foundation Books (adapted)

… A review of the existing railway policy led them [Indian nationalist leaders] to conclude thatit was not primarily regulated in the interests of the Indian people; and that it largely ignoredIndian needs, particularly industrial needs, and was mainly meant to serve British economicand political interests. They noted that railways played an important role in imparting colonialcharacter to the Indian economy. They were even able to glimpse the growing connectionbetween railway development in a backward country and the growing power of finance in theadvanced metropolitan country and the consequent political complications.

They wanted railways to serve national economic interest by stimulating economicdevelopment, which was in turn seen as consisting of industrial and agricultural growth. Tothem the proper railway policy was one that promoted Indian industry and a proper publicworks policy one that gave priority to irrigation and agriculture. They desired railway policy togive due weight to the state of Indian finances and Indian economy.…

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:


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

This excerpt analyzes the Indian railway system from the Indian nationalist point of view between 1880and 1905.


Document 9

Source: Ian J. Kerr, Engines of Change: The Railroads That Made India, Praeger

… The railroads facilitated, linked, and coordinated a wide variety of socioeconomic processesand cooperated with other large-scale transportation and communication systems. Forexample, 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 possiblefor peasant villagers to undertake quick pilgrimages (within a few days or less) during theirbrief respites [relief] from the demands of agriculture. The hard backbone of British colonialrule in India, the British soldier and his weaponry, could be quartered in fewer places in theknowledge that the railroads could transport troops rapidly to trouble spots. The publicationsof what became the outpourings of many presses owned by Indians and printed in Indianlanguages 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.…

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:


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



Content-Specific Rubric

Document-Based Essay

June 2013

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.

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: 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


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


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.


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:


• 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.


Bow and Stirrup

Key Ideas from Documents 1–3

Relevant Outside Information

(This list is not all-inclusive.)

How Technological Advancement Affected

Interactions


Interactions

Doc 1—Allowed Mongol warriors to shoot while

riding, giving them an advantage in the case of war

Gave Mongol warriors an upper hand against foot

soldiers

Greater range of fire allowed by Mongol bow than

the English longbow (350 yards to 250 yards)

Horsemen had a steadier ride and more accurate

shooting with stirrup

Doc 2—Allowed for conquests facilitating trade at

each end of Eurasia

Facilitated Genghis Khan’s conquests

Facilitated expansion of the empire

Enabled intimidation based on cruelty and fear

toward those resisting the Mongols

Enabled use of siege warfare including flaming

arrows and projectiles from catapults

Changes Resulting from Interactions 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

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


Caravel

Key Ideas from Documents 4–6

Relevant Outside Information



Interactions


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

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


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)

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


Railroads

Key Ideas from Documents 7–9 Relevant Outside Information



Interactions


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

Telegraph/telephone systems developed in areas

where the railroad was built


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

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

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


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)



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



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.




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.

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


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



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



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.




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.

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



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



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,



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.




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’ narrow-

minded 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 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.

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



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



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



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.




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 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.

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


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.



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.




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.

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.



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



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



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.



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.

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



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.




Anchor Level 3-B

The response:

• Develops all aspects of the task in some depth for the combined use of the bow and the


• 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.

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





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



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.


Anchor Level 3-C

The response:

• Develops all aspects of the task with little depth for the combined use of the bow and the


• 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


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.



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).



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.



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



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.


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


• 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)


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.



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



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


• 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)


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.

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.



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.


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


• 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.



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


• 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.


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



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



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.


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.

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





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.


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.


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.


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



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



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.


Practice Paper A—Score Level 3

The response:



• 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 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.


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 non-

Christian 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 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 non-

Chinese 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, Sim n 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.


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.

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 E—Score Level 3

The response:



• 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 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 History and Geography Specifications

June 2013

Part I

Multiple Choice Questions by Standard

Standard Question Numbers

1—United States and New York History N/A

2—World History 2, 5, 6, 8, 11, 12, 14, 15, 16, 20, 25, 27, 29, 31, 32, 33, 36, 39, 42, 43, 44, 45, 47, 48

3—Geography 1, 4, 7, 9, 18, 19, 21, 22, 23, 24, 35, 38, 40, 41, 46

4—Economics 3, 10, 26, 28, 30, 37, 49

5—Civics, Citizenship, and Government 13, 17, 34, 50

Parts II and III by Theme and Standard

Theme Standards

Thematic Essay Change—Revolutions Standards 2, 3, 4, and 5:

World History; Geography; Economics, Civics, Citizenship, and Government

Document-based Essay

Science and Technology; Movement of People and Goods; Conflict; Culture and Intellectual Life; Human and Physical Geography; Change; Imperialism; Nationalism; Power; Human Rights

Standards 2, 3, 4, and 5: World History; Geography; Economics, Civics, Citizenship, and Government

Scoring information for Part I and Part II is found in Volume 1 of the Rating Guide.

Scoring information for Part III is found in Volume 2 of the Rating Guide.

Global Hist. & Geo. Rating Guide – June ’13 Vol. 2

Submitting Teacher Evaluations of the Test to the Department

Suggestions and feedback from teachers provide an important contribution to the testdevelopment process. The Department provides an online evaluation form for State assess-ments. It contains spaces for teachers to respond to several specific questions and to makesuggestions. 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.

The Chart for Determining the Final Examination Score for the June 2013Regents Examination in Global History and Geography will be posted on theDepartment’s web site at: http://www.p12.nysed.gov/assessment/ on the day ofthe examination. Conversion charts provided for the previous administrationsof the Global History and Geography examination must NOT be used to deter-mine students’ final scores for this administration.

0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 100 0 2 5 8 11 15 18 22 26 30 34 32 37 41 45 49 53 57 61 65 68 72 761 1 3 6 9 12 16 20 24 28 32 36 33 38 42 46 50 54 58 62 66 70 73 772 2 4 7 10 14 17 21 25 29 33 37 34 40 44 48 52 56 60 63 67 71 74 783 2 5 8 11 15 18 22 26 30 34 38 35 41 45 49 53 57 61 65 68 72 76 794 3 6 9 12 16 20 24 28 32 36 40 36 42 46 50 54 58 62 66 70 73 77 805 4 7 10 14 17 21 25 29 33 37 41 37 44 48 52 56 60 63 67 71 74 78 826 5 8 11 15 18 22 26 30 34 38 42 38 45 49 53 57 61 65 68 72 76 79 837 6 9 12 16 20 24 28 32 36 40 44 39 46 50 54 58 62 66 70 73 77 80 848 7 10 14 17 21 25 29 33 37 41 45 40 48 52 56 60 63 67 71 74 78 82 859 8 11 15 18 22 26 30 34 38 42 46 41 49 53 57 61 65 68 72 76 79 83 8610 9 12 16 20 24 28 32 36 40 44 48 42 50 54 58 62 66 70 73 77 80 84 8711 10 14 17 21 25 29 33 37 41 45 49 43 52 56 60 63 67 71 74 78 82 85 8812 11 15 18 22 26 30 34 38 42 46 50 44 53 57 61 65 68 72 76 79 83 86 8913 12 16 20 24 28 32 36 40 44 48 52 45 54 58 62 66 70 73 77 80 84 87 9014 14 17 21 25 29 33 37 41 45 49 53 46 56 60 63 67 71 74 78 82 85 88 9115 15 18 22 26 30 34 38 42 46 50 54 47 57 61 65 68 72 76 79 83 86 89 9216 16 20 24 28 32 36 40 44 48 52 56 48 58 62 66 70 73 77 80 84 87 90 9317 17 21 25 29 33 37 41 45 49 53 57 49 60 63 67 71 74 78 82 85 88 91 9418 18 22 26 30 34 38 42 46 50 54 58 50 61 65 68 72 76 79 83 86 89 92 9519 20 24 28 32 36 40 44 48 52 56 60 51 62 66 70 73 77 80 84 87 90 93 9620 21 25 29 33 37 41 45 49 53 57 61 52 63 67 71 74 78 82 85 88 91 94 9621 22 26 30 34 38 42 46 50 54 58 62 53 65 68 72 76 79 83 86 89 92 95 9722 24 28 32 36 40 44 48 52 56 60 63 54 66 70 73 77 80 84 87 90 93 96 9723 25 29 33 37 41 45 49 53 57 61 65 55 67 71 74 78 82 85 88 91 94 96 9724 26 30 34 38 42 46 50 54 58 62 66 56 68 72 76 79 83 86 89 92 95 97 9825 28 32 36 40 44 48 52 56 60 63 67 57 70 73 77 80 84 87 90 93 96 97 9826 29 33 37 41 45 49 53 57 61 65 68 58 71 74 78 82 85 88 91 94 96 97 9827 30 34 38 42 46 50 54 58 62 66 70 59 72 76 79 83 86 89 92 95 97 98 9928 32 36 40 44 48 52 56 60 63 67 71 60 73 77 80 84 87 90 93 96 97 98 9929 33 37 41 45 49 53 57 61 65 68 72 61 74 78 82 85 88 91 94 96 97 98 9930 34 38 42 46 50 54 58 62 66 70 73 62 76 79 83 86 89 92 95 97 98 99 9931 36 40 44 48 52 56 60 63 67 71 74 63 77 80 84 87 90 93 96 97 98 99 100

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The State Education Department / The University of the State of New York

Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores)Regents Examination in Global History and Geography – June 2013

Total Essay Score Total Essay 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 scoredown the side of the chart. The point where those two scores intersect is the student’s final examination score. For example, a student receiving atotal essay score of 6 and a total Part I and Part IIIA score of 49 would receive a final examination score of 82.

Global History and Geography Conversion Chart - June '13 1 of 1