global history and geography - jmap · pdf fileglobal history and geography wednesday, ......

The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

GLOBAL HISTORYAND GEOGRAPHY

Wednesday, August 17, 2016 — 12:30 to 3:30 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 answers to questions 1 and 2 on themodel below and on your knowledge of social studies.

Egyptian Model

1 The activity portrayed in this model could beused as evidence to argue that Egyptians(1) lived in settled communities(2) relied on slash-and-burn technology(3) practiced hunting(4) engaged in foraging

2 An examination of this model would suggest that(1) peasants are excluded from political activity(2) this society lacks a social class system(3) art can provide an understanding of history(4) everyday life is based on religious beliefs

3 Which field of study primarily focuses ongovernmental powers and the rights of citizens?(1) economics (3) archaeology(2) geography (4) political science

4 One explanation for the fall of the Roman Empireand of the Han dynasty is that they both(1) refused the aid of foreign mercenaries(2) grew too large to govern their territories

effectively(3) banned long-distance trade causing economic

strain(4) required devotion to a single religion

Base your answer to question 5 on the passagebelow and on your knowledge of social studies.

Some several thousand years ago there oncethrived a civilization in the Indus Valley. Locatedin what’s now Pakistan and western India, it wasthe earliest known urban culture of the Indiansubcontinent. The Indus Valley Civilization, as itis called, covered an area the size of westernEurope. It was the largest of the four ancientcivilizations of Egypt, Mesopotamia, India andChina. However, of all these civilizations the leastis known about the Indus Valley people. This isbecause the Indus script has not yet beendeciphered. There are many remnants of the scripton pottery vessels, seals, and amulets, but withouta “Rosetta Stone” linguists and archaeologistshave been unable to decipher it. . . .

— Tarini J. Carr, “The Harappan Civilization” (adapted)

5 Based on this passage, what is a valid conclusionabout civilization in the Indus Valley?(1) Lack of a Rosetta stone has hindered linguists

from deciphering Indus Valley script.(2) The absence of pottery vessels and seals from

the Indus Valley indicates limited urbandevelopment.

(3) The Indus Valley civilization controlled aterritory that extended from western Europeto China.

(4) Artifacts suggest the Indus Valley civilizationis older than the civilizations in Egypt andMesopotamia.

6 The Bantu migration is most closely associatedwith the spread of(1) bureaucratic governments(2) agricultural skills(3) the diamond trade(4) the principles of Sharia

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Global Hist. & Geo. – Aug. ’16 [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 the word or expression that, of those given, best completes the statement or answers the question.

Global Hist. & Geo. – Aug. ’16 [3] [OVER]

Base your answers to questions 7 and 8 on the map below and on your knowledge of social studies.

7 Which aspect of geography is the primary focus of this map?(1) latitude and longitude(2) climate and culture(3) humans interacting on Earth(4) humans adapting their environment

8 Based on this map, which statement is true of trade routes around A.D. 600?(1) Most trade was occurring across the Pacific Ocean.(2) Trade began in Ghana and spread down the Niger River.(3) Northern Africa was isolated from trade with Asia.(4) Trade took place over a network of land and sea routes.

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9 Which statement about the Gupta Empire is a factrather than an opinion?(1) India’s strongest leaders came from the

Gupta Empire.(2) The Gupta Empire developed advancements

in the areas of mathematics and science.(3) The achievements of the Gupta Empire

surpassed those of the Tang dynasty in China.(4) Gupta paintings found on the walls of the

Ajanta caves were superior to the artproduced during the Mauryan Empire.

10 What was a major contribution of the ByzantineEmpire?(1) adoption of democratic ideas from Russia(2) spread of humanism and secularism across

Europe(3) reunification of eastern and western

Christendom(4) preservation of Greek and Roman culture

11 Which technological innovation was essential tostimulate the expansion of the gold-salt trade inWest Africa?(1) lateen sail (3) camel caravans(2) iron cannons (4) moveable type

12 Which geographic factor of Korea most directlyinfluenced the spread of Chinese culture to Japan?(1) rivers (3) climate(2) mountains (4) location

Base your answer to question 13 on the excerptbelow and on your knowledge of social studies.

1. Japanese ships are strictly forbidden toleave for foreign countries.

2. No Japanese is permitted to go abroad. Ifthere is anyone who attempts to do sosecretly, he must be executed. The shipso involved must be impounded and itsowner arrested, and the matter must bereported to the higher authority.

3. If any Japanese returns from overseasafter residing there, he must be put todeath. . . .

— The Edict of 1635 Addressed to the Joint Bugyo– of Nagasaki

13 These rules were made by the Japanese in anattempt to(1) further cultural diffusion and strengthen

interdependence(2) limit the influence of foreigners in their

country(3) regulate prisoner exchanges with overseas

neighbors(4) reduce the power of the shogun and the

emperor

14 A major reason the Renaissance began in theItalian city-states was their(1) military success against the Seljuk Turks(2) access to goods from the Americas(3) location on the Mediterranean Sea(4) dependence on the teachings of the Catholic

Church

15 What was a consequence of the ProtestantReformation?(1) Secular rulers became more powerful.(2) Judaism dominated southern Europe.(3) The Holy Roman Empire became a republic.(4) Religious differences were peacefully settled.

16 What was one reason China ended overseasexploration after the death of Zheng He in 1433?(1) China’s fleet of ships was destroyed by

European navies.(2) Tribute payments to the Japanese shogunate

drained the Ming treasury.(3) The Ming dynasty ended the authority of

Confucian scholars.(4) The Chinese government decided to focus its

efforts on internal affairs.

17 • Use of cannons, foot soldiers, and muskets• Capture of Constantinople in 1453• Formation of the janissaries as an effective

fighting force

Which empire is associated with thesecharacteristics?(1) Austro-Hungarian (3) Spanish(2) Ottoman (4) Mughal

18 Inca farmers adapted their environment bygrowing food in(1) flooded rice paddies(2) terraced fields(3) clear-cut rain forests(4) expansive plantations

19 The policy of mercantilism was intended to(1) enrich European governments(2) end slavery in the Americas(3) promote the isolation of Asia(4) establish religious freedom in New Spain



Base your answer to question 20 on the map below and on your knowledge of social studies.

20 This map would be most useful in the study of the(1) spread of Islam (3) routes of the Middle Passage(2) pilgrimage of Mansa Musa (4) commercial connections in East Africa

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Source: Joseph C. Miller, Way of Death: Merchant Capitalism and the AngolanSlave Trade 1730–1830, The University of Wisconsin Press (adapted)

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21 Which statement would Louis XIV, Philip II, andPeter the Great most likely support?(1) “The king is entitled to unquestioning

obedience.”(2) “Parliament should represent the best interests

of the people.”(3) “People have the right to revolt against an

unjust government.”(4) “Government should be administered by

people of all beliefs.”

22 The heliocentric model of the universe developedby Copernicus and Galileo was considered heresyduring their lives because it(1) linked astronomy to the teachings of

Muhammad(2) supported the world view of the ancient Greeks(3) challenged the secular power of absolute

monarchs(4) conflicted with the official doctrine of the

Roman Catholic Church

23 Which statement about the French and LatinAmerican revolutions is accurate?(1) People in both regions were fighting for

freedom from England.(2) Strong French monarchs led revolutions in

Latin America.(3) Revolutions in both regions were based on

the idea of natural rights.(4) The French Revolution was modeled after

revolutions in Latin America.

24 • Bismarck uses “blood and iron” to unify Germany(1864–1870).

• Theodor Herzl organizes Zionist efforts (1897).

Which concept is most closely associated withthese movements?(1) assimilation (3) conservatism(2) modernization (4) nationalism

25 During the Industrial Revolution, locating factoriesnear concentrations of natural resources andtransportation routes most directly promoted(1) annexations and unequal treaties(2) migration and urbanization(3) legislative reforms and formation of unions(4) communal fields and the domestic system


. . .The bourgeoisie, during its rule of scarcely onehundred years, has created more massive and more colossal productive forces than have allpreceding generations together. Subjection [control]of Nature’s forces to man, machinery, applicationof chemistry to industry and agriculture, steam-navigation, railways, electric telegraphs, clearing ofwhole continents for cultivation, canalization[channeling] of rivers, whole populations conjured[brought up] out of the ground—what earliercentury had even a presentiment [previous notion]that such productive forces slumbered in the lapof social labor? . . .

— Karl Marx and Friedrich Engels,The Communist Manifesto

26 In this passage, Marx and Engels state that thebourgeoisie(1) implemented policies of ethnocentrism(2) expanded the manufacturing capacity(3) was controlled by natural forces(4) replaced railways with canals

27 During the 19th century, the economies in mostLatin American countries relied primarily on theexport of(1) cash crops(2) service jobs(3) hydroelectric power(4) factory-made goods


28 The poem “White Man’s Burden” is most directlyassociated with the concept of(1) neutrality (3) reparations(2) appeasement (4) imperialism

29 Why was the outcome of the Russo-Japanese Wara concern for European governments?(1) Japan was able to defeat a western power.(2) Russia had surrendered without a fight.(3) Japan had developed a superior air force.(4) The Russian monarch had been assassinated.


. . .The dispute about whether it [ArmenianMassacre] was genocide centres on the questionof premeditation—the degree to which the killingswere orchestrated.Many historians, governments and the Armenianpeople believe that they were; but a number ofscholars question this.Turkish officials accept that atrocities werecommitted but argue that there was no systematicattempt to destroy the Christian Armenianpeople. Turkey says many innocent Muslim Turksalso died in the turmoil of war. . . .

— BBC News

30 This BBC News article suggests that scholarsoften have(1) differing historical perspectives of the same

events(2) difficulty knowing the order in which events

have occurred(3) serious obstacles in bringing those responsible

for atrocities to trial(4) trouble determining the role religion plays in

events

31 In the 1930s and 1940s, Japan expanded itsempire to include parts of (1) eastern Europe and southwest Asia(2) China and southeast Asia(3) Turkey and the Soviet Union(4) Australia and Latin America

Base your answers to questions 32 and 33 on thepassage below and on your knowledge of social studies.

. . .Gas travels quickly, so you must not lose anytime; you generally have about eighteen ortwenty seconds in which to adjust your gashelmet. . . .

For a minute, pandemonium [chaos] reignedin our trench,—Tommies adjusting their helmets,bombers running here and there, and menturning out of the dugouts with fixed bayonets, toman the fire step. . . .

Our gun’s crew were busy mounting themachine gun on the parapet and bringing upextra ammunition from the dugout. . . .

— Arthur G. Empey, “Over The Top,”G. P. Putnam’s Sons

32 Which aspect of warfare is emphasized in thispassage about World War I?(1) importance of civilian support(2) impact of government propaganda(3) shortage of manpower on the battlefield(4) role of military technology

33 Which type of source does this passage bestrepresent?(1) census study(2) government decree(3) first person account(4) encyclopedia article

34 Which description best fits the Salt Marchconducted by Mohandas Gandhi?(1) an act of civil disobedience against the British(2) a statement of support for dividing India(3) a protest against the Sepoy Mutiny(4) a rally for the British during World War II

35 During its climb to power in the 1930s and 1940s,the Chinese Communist Party under Mao Zedongdeveloped a strategy that focused on(1) taking over cities (2) building peasant support(3) sponsoring nonviolent protests (4) strengthening traditional Confucian values


Base your answer to question 36 on the posters below and on your knowledge of social studies.

36 Which aspects of World War II home-front culture do these 1940s posters reflect?(1) national pride and employment opportunities(2) mobilization and draft(3) military expenditures and regulations(4) conserving resources and sacrificing

Source: Henry Bateman, �� (��&��,1939–1945 (adapted)

Source: David C. Earhart, �� : Images ofWorld War II in the Japanese Media, M.E. Sharpe

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37 After World War II, a key reason the Soviet Unionestablished satellite nations in Eastern Europewas to(1) ease tensions with the Chinese government(2) expand trade opportunities with Western

Europe(3) protect its western border from attack(4) maintain freedom of the seas

38 Which factor was a major consideration at thetime India was being partitioned?(1) creation of uniform land areas(2) equal distribution of natural resources(3) tensions between Hindus and Muslims(4) territorial disputes between Britain and

France


Base your answer to question 39 on the cartoonbelow and on your knowledge of social studies.

39 The artist uses this cartoon as a way to express(1) skepticism about the success of Castro’s

revolution(2) support for a revolution in Brazil(3) admiration for Castro’s bold plan(4) confusion about Brazil’s economic needs

40 One way in which Soviet leader Mikhail Gorbachevand Chinese leader Deng Xiaoping are similar isthat both(1) granted autonomy to satellite countries(2) promoted a multiparty political system(3) encouraged religious dissenters to seek

freedom(4) incorporated capitalist ideas into communist

societies

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

41 The primary purpose of these floating gardens is to(1) increase regional food supplies(2) provide more goods for export(3) serve as an island bridge to the mainland(4) expand recreational areas for children

42 Nelson Mandela and Aung San Suu Kyi are closelyassociated with movements to (1) establish theocratic rule(2) guarantee rights and liberties(3) introduce socialistic economic principles(4) support military juntas

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May 2011, Photograph by Jonas Bendiksen (adapted)

Source: Edmund S. Valtman, ��,August 31, 1961 (adapted)


Base your answer to question 43 on the cartoons below and on your knowledge of social studies.

43 These cartoons suggest that the government of Egypt reacted to the situation by(1) discouraging technological advances(2) suppressing dissenting points of view(3) eliminating most acts of terrorism(4) rejecting the use of foreign military aid

Source: Nick Anderson, Houston Chronicle, 8-16-13Source: Rob Rogers, Pittsburgh Post-Gazette, 2012


44 One way in which the withdrawal of Belgiancontrol in Rwanda and the fall of communism inYugoslavia are similar is that they both leddirectly to(1) ethnic conflict(2) open multiparty elections(3) membership in the EU (European Union)(4) intervention by NATO (North Atlantic Treaty

Organization)

45 “OPEC Meets To Discuss Production Restrictions”“European Union Threatens Sanctions AgainstNonmembers”

“China Granted Most Favored Nation Status byUnited States”

These headlines illustrate the economic concept of(1) interdependence (3) communism(2) imperialism (4) self-sufficiency

46 Pax Romana, the Golden Age of Islam, and theRenaissance were all periods of(1) cultural isolationism(2) censorship and regulation(3) advancements in arts and in knowledge(4) decreasing influence of religion on cultural

practices

47 Portugal’s attempt to participate directly in theglobal spice trade was a factor leading to the(1) Age of Exploration(2) formation of the Hanseatic League(3) Berlin Conference(4) creation of the Council of Trent

49 The fall of the Aztec Empire, the encomiendasystem, and the missionary work of the RomanCatholic Church are all associated with(1) ethnic tensions in the Balkans(2) oil politics in the Middle East(3) colonialism in Latin America(4) migration in sub-Saharan Africa

50 Which event in the history of Russia and the SovietUnion occurred first?(1) establishment of Joseph Stalin as dictator(2) end of the Cold War(3) introduction of Lenin’s New Economic Policy(4) crowning of Czar Nicholas II

Base your answer to question 48 on the cartoon below and on your knowledge of social studies.

48 What is the main idea of this cartoon?(1) Fences were built to prevent the spread of illness and suffering.(2) The world continues to ignore human rights violations.(3) The people of Darfur are reaching out to those suffering in Europe.(4) Poverty affects both the people of Darfur and of Europe.

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

In developing your answer to Part II, be sure to keep these general definitions in mind:

(a) describe means “to illustrate something in words or tell about it”(b) discuss means “to make observations about something using facts, reasoning, and

argument; to present in some detail”

Part II

THEMATIC ESSAY QUESTION

Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the taskbelow, and a conclusion.

Theme: Belief Systems

Task:

You may use any belief system from your study of global history and geography. Somesuggestions you might wish to consider include Buddhism, Christianity, communism,Confucianism, humanism, Islam, Judaism, legalism, and Shinto.

You are not limited to these suggestions.

Do not use the United States as the society or region influenced 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 belief systems and for each• Describe the beliefs and/or practices of this belief system• Discuss how this belief system influenced a society or region in which it was

practiced

Throughout history, belief systems and their practices have influenced societiesand regions.


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. Keep in mind that thelanguage used in a document may reflect the historical context of the time in which it was written.

Historical Context:

Throughout history, humans have created waste and pollution. Urbanization andindustrialization have contributed to the pollution of the land, water, and air. Asurbanization and industrialization have increased, humans have attempted toaddress the problems of waste and pollution through different means with varyingdegrees of success.

Task: Using the information from the documents and your knowledge of global historyand geography, answer the questions that follow each document in Part A. Youranswers to the questions will help you write the Part B essay in which you will beasked to

In developing your answers to Part III, be sure to keep these general definitions in mind:

(a) describe means “to illustrate something in words or tell about it”(b) discuss means “to make observations about something using facts, reasoning, and

argument; to present in some detail”

• Describe problems that humans face because of pollution caused byurbanization and industrialization

• Discuss attempts to address problems related to pollution and whether or notthese attempts have been successful

NAME _____________________________________ SCHOOL ___________________________________


Part AShort-Answer Questions

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

Document 1

Source: Rathje and Murphy, Rubbish! The Archaeology of Garbage, HarperCollins Publishers, 1992

1a According to Rathje and Murphy, which problem influenced cities to take responsibility for waste removal? [1]

b According to Rathje and Murphy, what is one factor that has accelerated the production of garbagein cities? [1]

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. . .It was the threat of disease, finally, that made garbage removal at least partially a publicresponsibility in Europe and the United States. One obstacle these days to a calm andmeasured approach to garbage problems is a collective memory restricted to the humanlifespan of about seventy-five years. It is difficult for anyone alive now to appreciate howappalling, as recently as a century ago, were the conditions of daily life in all of the cities ofthe Western world, even in the wealthier parts of town. “For thousands of years,” LewisMumford wrote in The City in History, “city dwellers put up with defective, often quite vile,sanitary arrangements, wallowing in rubbish and filth they certainly had the power toremove.” The stupefying level of wrack [rubbish] and rejectamenta [refuse] in one’simmediate vicinity that was accepted as normal from prehistory through the Enlightenmentwas raised horribly by the Industrial Revolution, which drew millions of people into alreadycongested cities and at the same time increased the volume of consumer goods—futurethrowaways—by many orders of magnitude. . . .


Document 2

Description of Ancient Athens

Source: William Stearns Davis, A Day in Old Athens, Allyn and Bacon (adapted)

2 As a result of poor sanitation, what was one problem faced by the city of ancient Athens according to WilliamStearns Davis? [1]

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. . .The Streets and House Fronts of Athens. — Progress is slower near the Market Placebecause of the extreme narrowness of the streets. They are only fifteen feet wide or even less, — intolerable alleys a later age would call them, — and dirty to boot. Sometimes they aremuddy, more often extremely dusty. Worse still, they are contaminated by great accumulationsof filth; for the city is without an efficient sewer system or regular scavengers. Even as the crowd elbows along, a house door will frequently open, an ill-favored slave boy show hishead, and with the yell, “Out of the way!” slap a bucket of dirty water into the street. Thereare many things to offend the nose as well as the eyes of men of a later race. It is fortunateindeed that the Athenians are otherwise a healthy folk, or they would seem liable to perpetualpestilence [disease]; even so, great plagues have in past years harried [attacked] the city. . . .


Document 3

Source: What Life Was Like in the Age of Chivalry: Medieval Europe AD 800–1500, Time-Life Books (adapted)

3a According to this excerpt from What Life Was Like in the Age of Chivalry, what was one cause of unsanitaryconditions in European medieval cities? [1]

b According to this excerpt from What Life Was Like in the Age of Chivalry, what was one attempt made toaddress the issue of municipal waste? [1]

As more and more people left the countryside andmoved into towns and cities, waste disposal and publichygiene in the increasingly congested areas becamemajor concerns. Sewage and animal cadavers werethrown into the rivers; butchers let the blood ofslaughtered animals flow into the gutters, as did dyersthe contaminated water from their vats. Fromfishmongers’ shops. . . , unsold fish were tossed into the street at the end of the day.

For the most part municipal hygiene laws did littleto prevent these practices, and those citizens who, likethe man [shown] wearing clogs to stay above the muck,tried to sweep up the accumulated refuse often had tocompete with the free-roaming pigs that rooted in the garbage. Some towns tried to restrict the activities ofporcine [pig] scavengers, imposing a fine on owners wholet their pigs run free on a Sunday—and an even higherfine if the offending animal was a sow [female pig].

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Document 4aPoem About the Thames River in London

Source: Punch, Volume 17, 1849 (adapted)

*cento: a mixture**vested int’rests: a person or group having a personal stake or financial involvement

4a According to this 1849 illustrated poem, what was one reason London’s drinking water was polluted? [1]

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Document 4b

Source: Stephanie True Peters, Epidemic! Cholera: Curse of the Nineteenth Century, Benchmark Books

*cholera: a disease spread through contaminated water

4b According to Stephanie True Peters, what was one action taken in London to reduce the number of peoplebeing affected by cholera? [1]

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. . . When cholera* returned to Europe in 1865, it found some cities less hospitable than inprevious visits. London, in particular, had moved forward. England’s largest city had workedat improving sewer systems, cleaning up drinking water supplies, and collecting and disposingof refuse.

The efforts paid off. When cholera reached the city’s shores, a few months after strikingwestern Europe, it no longer leaked from the Thames into wells and other water supplies. TheThames itself was looking and smelling cleaner than it had for generations. Although theepidemic still killed several thousand people during its stay in London, its spread was limitedonce sources of contamination were discovered. . . .


Document 5

Source: Amberly Polidor, “Ganges River,” Sacred Land Film Project online, February 1, 2004

5a According to Amberly Polidor, what is one problem pollution has created in the Ganges River region? [1]

b According to Amberly Polidor, what is one reason attempts made by the government of India to address the problems of pollution in the Ganges River region have been unsuccessful? [1]

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Winding 1,560 miles across northern India, from the Himalaya Mountains to the IndianOcean, the Ganges River is not a sacred place: it is a sacred entity [thing]. Known as Ganga Ma—Mother Ganges—the river is revered as a goddess whose purity cleanses the sinsof the faithful and aids the dead on their path toward heaven. But while her spiritual purityhas remained unchallenged for millennia, her physical purity has deteriorated as India’sbooming population imposes an ever-growing burden upon her. The river is now sick [2004]with the pollution of human and industrial waste, and water-borne illness is a terrible factorof Indian life. But the threat posed by this pollution isn’t just a matter of health—it’s a matterof faith. Veer Bhadra Mishra, a Hindu priest and civil engineer who has worked for decadesto combat pollution in the Ganges, describes the importance of protecting this sacred river:“There is a saying that the Ganges grants us salvation. This culture will end if the people stopgoing to the river, and if the culture dies the tradition dies, and the faith dies.”. . .

In 1985, the government of India launched the Ganga Action Plan, which was devised toclean up the river in selected areas by installing sewage treatment plants and threatening finesand litigation [legal action] against industries that pollute. Almost 20 years later, the plan hasbeen largely unsuccessful. The Western-style treatment plants simply did not meet the needsof the region. Such treatment facilities are designed for use in countries where the supply ofelectricity is stable, there’s no season of overwhelming monsoon rains, and the populationdoesn’t drink directly from the water source. Many Indians blame the plan’s failure onmismanagement, corruption and technological mistakes. A key criticism is that localcommunities, those most invested in the health of the river, were not included in the planningprocess. . . .


Document 6

Source: Andrew J. Milson, “Rescuing Lake Maracaibo,” Water Resources,National Geographic Learning, 2014

6 According to Andrew J. Milson, what is one indication that treatment of pollution in Lake Maracaibo,Venezuela is lacking or is not effective? [1]

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. . .Venezuela’s oil industry has crisscrossed Lake Maracaibo with about 15,000 miles ofpipelines. “We say that the lake’s practically a plate of spaghetti with the quantity of pipes there,”says local historian Pedro Estrada. Unfortunately, many of the pipes are old, rusty, and leaking.In 2010, the leaky pipes released oil that washed up on Lake Maracaibo’s shores, harming fishand birds.

Other sources of pollution are damaging the lake as well. About 500 companies dump wasteinto the lake’s tributaries, and the area’s inhabitants produce tons of sewage. Chemical runofffrom farms also flows into the lake. Only about 20 percent of this waste, runoff, and sewage is treated before it enters the lake. . . .


Document 7

Source: Geography Theme Activities, Global Insights: People and Cultures, Glencoe/McGraw-Hill

7a Based on this document, what is a major cause of pollution in Mexico City? [1]

b Based on this document, what is one action taken by the government in an attempt to address the issue ofpollution in Mexico City? [1]

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. . . Mexico City residents once viewed the forest of smokestacks and their congested highwayswith pride. They saw these developments as symbols of modernization and proof of a growingeconomy. In recent years, however, air pollution has begun to have a serious impact on theirlives. Several times during 1992, for instance, Mexico City’s ozone level climbed well over the “very dangerous” point on the official index and remained there for days. Each time the government declared an emergency. Car use was restricted, and industries were requiredto cut back operations. One result of such events is that more and more people are beginningto equate the city’s factories and cars with environmental destruction. . . .


Document 8

Source: Rylan Sekiguchi, “10,000 Shovels: China’s Urbanization and Economic Development,”Freeman Spogli Institute for International Studies, Stanford University, 2006 (adapted)

8a According to Rylan Sekiguchi, what is one environmental problem China faces as a result of burning coal? [1]

b According to Rylan Sekiguchi, what is one challenge China faces as it attempts to shift to renewable sourcesof energy? [1]

Score

Score

. . . As in most countries, coal, another nonrenewable energy source, is the chief source ofChina’s domestic energy production. Coal has traditionally been China’s main source of energy,and even in 2006, it accounted for about 70 percent of China’s energy. China is the world’slargest producer and consumer of coal. It is abundant in China and is cheap compared withother sources of energy. Unfortunately, coal is also the “dirtiest” energy source, as it producescarbon dioxide (CO2), nitrogen oxides (NOx), sulfur dioxide (SO2), and methane—gases thatcontribute to global warming, air pollution, and acid rain. Indeed, China’s abundance of coalhas contributed to its notorious air pollution: 16 of the world’s 20 most polluted cities are inChina. Coal mines are also dangerous places for workers, especially in China, where more coalminers die each year than anywhere else in the world.

The Chinese government has recognized the need to shift to renewable energy sources tosustain its energy growth and to minimize the environmental and health problems caused byrelying on nonrenewable energy sources. Its Renewable Energy Law, which took effect on 1 January 2006, aims to ensure that 15 percent of China’s energy comes from renewablesources by 2020. Renewable energy comes from dams that harness water flow, windmills thatchannel energy, and solar panels that store energy from the sun. Unfortunately, wind powerand solar power are still in the initial stages of development. They cost a lot to install, and theysupply only a small fraction of China’s energy needs. Still, China has one of the world’s greatestwind energy potentials, a fact that the government acknowledged as it set an ambitious targetof increasing wind power capacity to more than 23 times its 2005 level by the year 2020. . . .

Part BEssay

Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion.Use evidence from at least five documents in your essay. Support your response with relevant facts,examples, and details. Include additional outside information.

Historical Context:

Throughout history, humans have created waste and pollution. Urbanization andindustrialization have contributed to the pollution of the land, water, and air. Asurbanization and industrialization have increased, humans have attempted toaddress the problems of waste and pollution through different means with varyingdegrees of success.

Task: Using the information from the documents and your knowledge of global historyand geography, write an essay in which you

Guidelines:

In your essay, be sure to• Develop all aspects of the task• Incorporate information from at least five documents• Incorporate relevant outside information• Support the theme with relevant facts, examples, and details• Use a logical and clear plan of organization, including an introduction and a conclusion that


• Describe problems that humans face because of pollution caused byurbanization and industrialization

• Discuss attempts to address problems related to pollution and whether or notthese attempts have been successful


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

Printed on Recycled Paper

Copyright 2016 — The University of the State of New YorkTHE STATE EDUCATION DEPARTMENT

Albany, New York 12234

V O L U M E

1OF2MC & THEMATIC

FOR TEACHERS ONLYThe University of the State of New York


GLOBAL HISTORY AND GEOGRAPHYWednesday, August 17, 2016 — 12:30 to 3:30 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 . . . . . . 1 . . . . . . 13 . . . . . . 2 . . . . . . 26 . . . . . . 2 . . . . . . 39 . . . . . . 1 . . . . . .

2 . . . . . . 3 . . . . . . 14 . . . . . . 3 . . . . . . 27 . . . . . . 1 . . . . . . 40 . . . . . . 4 . . . . . .

3 . . . . . . 4 . . . . . . 15 . . . . . . 1 . . . . . . 28 . . . . . . 4 . . . . . . 41 . . . . . . 1 . . . . . .

4 . . . . . . 2 . . . . . . 16 . . . . . . 4 . . . . . . 29 . . . . . . 1 . . . . . . 42 . . . . . . 2 . . . . . .

5 . . . . . . 1 . . . . . . 17 . . . . . . 2 . . . . . . 30 . . . . . . 1 . . . . . . 43 . . . . . . 2 . . . . . .

6 . . . . . . 2 . . . . . . 18 . . . . . . 2 . . . . . . 31 . . . . . . 2 . . . . . . 44 . . . . . . 1 . . . . . .

7 . . . . . . 3 . . . . . . 19 . . . . . . 1 . . . . . . 32 . . . . . . 4 . . . . . . 45 . . . . . . 1 . . . . . .

8 . . . . . . 4 . . . . . . 20 . . . . . . 3 . . . . . . 33 . . . . . . 3 . . . . . . 46 . . . . . . 3 . . . . . .

9 . . . . . . 2 . . . . . . 21 . . . . . . 1 . . . . . . 34 . . . . . . 1 . . . . . . 47 . . . . . . 1 . . . . . .

10 . . . . . . 4 . . . . . . 22 . . . . . . 4 . . . . . . 35 . . . . . . 2 . . . . . . 48 . . . . . . 2 . . . . . .

11 . . . . . . 3 . . . . . . 23 . . . . . . 3 . . . . . . 36 . . . . . . 4 . . . . . . 49 . . . . . . 3 . . . . . .

12 . . . . . . 4 . . . . . . 24 . . . . . . 4 . . . . . . 37 . . . . . . 3 . . . . . . 50 . . . . . . 4 . . . . . .

25 . . . . . . 2 . . . . . . 38 . . . . . . 3 . . . . . .

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 – Aug. ’16 [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

August 2016

Theme: Belief Systems

Throughout history, belief systems and their practices have influenced societies and

regions.

Task: Select two belief systems and for each

• Describe the beliefs and/or practices of this belief system

• Discuss how this belief system influenced a society or region in which it was

practiced

You may use any belief system from your study of global history and geography. Some

suggestions you might wish to consider include Buddhism, Christianity, communism,

Confucianism, humanism, Islam, Judaism, legalism, and Shinto.

You are not limited to these suggestions.

Do not use the United States as the society or region influenced in your answer.

Scoring Notes:

1. This thematic essay has a minimum of six components (for each of two belief systems,

discussing at least two beliefs and/or practices and how each belief system influenced a

society or region in which it was practiced).

2. A belief or practice may be the same for both belief systems, e.g., reincarnation is a belief

of both Buddhism and Hinduism.

3. The same society or region may be used for both belief systems, e.g., India/South Asia was

influenced by both Buddhism and Hinduism.

4. Similar information may be used to address both elements of the task as long as the facts

and examples are specific to each aspect of the task, e.g., prayer may be used as a practice

for Islam and as a way Islam influenced societies in which businesses close or work stops at

certain times of day for prayer.

5. The discussion of the influence of the belief system need not be related to the description of

the beliefs and/or practices, e.g., Pope Urban II’s call for the Crusades is not based on

Christian monotheism.

6. The influence of the belief system may be immediate or long term.

7. A society or region need not be identified as long as it is implied in the discussion, e.g.,

policies under Stalin imply the Soviet Union.

8. The response may discuss the influence of a belief system on a society or region from a

variety of perspectives as long as the positions taken are supported by accurate facts and

examples.

9. If more than two belief systems are discussed, only the first two belief systems mentioned

may be scored.


Score of 5:

• Thoroughly develops all aspects of the task evenly and in depth for each of two belief systems by

discussing at least two beliefs and/or practices and how each belief system influenced a society or

region in which it was practiced

• Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g.,

Confucianism: connects the five relationships and the practice of filial piety as a means of attaining

harmony and stability in society to the influence these had on the value of the scholar gentry and the

creation of a Chinese bureaucracy that influenced many dynasties; Hinduism: connects the ideas of

reincarnation, dharma, karma, and moksha to the caste system in India and the role that caste has

traditionally played in social, political, and economic interactions in the past and present

• Richly supports the theme with relevant facts, examples, and details, e.g., Confucianism: Confucius;

superior to inferior; importance of family; Analects; civil service system; Mandate of Heaven; Han;

Tang; Hinduism: Brahmans; Kshatriyas; Vaisyas; Sudras; discrimination; untouchability; Gandhi;

Constitution of India

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that


Score of 4:

• Develops all aspects of the task but may do so somewhat unevenly by discussing one belief system

more thoroughly than the other or by discussing one aspect of the task less thoroughly than the other

aspects

• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g.,

Confucianism: discusses how the five relationships, filial piety, and Confucius’ teachings gave

individuals a sense of identity and a role in society and influenced educational practices and the

development of government bureaucracies throughout much of Chinese history; Hinduism: discusses

how reincarnation, dharma, moksha, and the caste system in India have influenced the power of higher

castes like Brahmans as well as limiting the social mobility of others and how groups interact with one

another based on their social positions

• Supports the theme with relevant facts, examples, and details

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that


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 have been thoroughly developed evenly and in depth for one belief

system 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


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

Societies and regions have evolved throughout history. The belief

systems and practices of a specific society can help determine how the

society progresses and develops, the political, social, and economic

decisions it makes, and its overall foreign policy. Communism in the

Soviet Union and fascism in Italy during World War II are two clear

examples of how a belief system affects society. In the Soviet Union,

communism would lead to a new and unique alternative to capitalism

whereas in Italy, fascism would give rise to a powerful, militaristic

state in Europe.

Before World War II, Italy had unified and was recognized as a

state by other countries and it was ruled by King Victor Emmanuel

III. However, numerous people including Benito Mussolini, the future

dictator of Italy, were discontent with Italy’s treatment by the victorious

Allies in World War I. They had not been given the desired territories

of Austria after World War I, like the Allied powers had promised. Italy

also faced economic problems and an increasingly aggressive

communist movement. Benito Mussolini, in response to the growing

discontent, founded and led the fascist party. Fascism was a belief

system in which nationalism was highly prized; fascists were generally

militaristic, antidemocratic, antiparliamentary, antisocialist, and

expansionist. Mussolini was able to tap into Italian discontent and

inspire nationalistic feelings in the Italian population, thus attracting

more supporters and allies who believed fascism and military conquest

would elevate Italy to superpower status. After coming to power,

Mussolini consolidated his power and became sole ruler of Italy,

outlawing other political parties and establishing fascism throughout

Italy. Fascists wanted to build an empire and saw themselves as



stopping the spread of communism and socialism. Military production

increased dramatically, thus resulting in a decrease in consumer

goods production. The economic policy of Fascism influenced the goods

produced, where capital flowed, and the rate of production. The Fascist

beliefs also influenced society on a social level; during this time period,

communism was firmly rooted in Russia and communist agitators

were trying to spread communism to the rest of the world. Italian

capitalists feared that if communism were to spread into Italy, they

would lose everything. Thus, the Fascist belief of stopping communism

seemed reasonable and in turn, many wealthy Italians supported the

Fascists for fear of communism. As mentioned before, fascism was

capitalistic – rather than nationalizing big business, it permitted

business owners and entrepreneurs to maintain private ownership of

their factories and companies. Instead of taking state control over the

factories, the government would pay the company to produce the goods

it needed. In general, fascism in Italy had a major influence on the

society, altering its political, economic, and social values. Ultimately,

the militaristic expansionist values of fascism were Italy’s undoing.

Mussolini’s Italy sided with Nazi Germany during World War II, The

war brought destruction to Italy and by war’s end, Mussolini was

dead and so was fascism.

Karl Marx, founder of communism, stated communist beliefs in

“The Communist Manifesto.” In it, he claimed that current societies,

much like history, were subject to Hegelian philosophy in which

opposing forces would play tug-of-war and eventually create a new

reality. A dominant group of people (in Marx’s case, the bourgeoisie,

who owned the means of production) would be challenged by another



group (the proletariat, a working class) and out of this class struggle

a new social order would emerge. According to Marx, capitalism was

doomed to fail because of the effects of competition in a market economy.

This competition would weed out incompetent businessmen, thus

leaving the wealth of the nation in the hands of the few. As more and

more capitalists were knocked out of the competition, the owners of the

means of production would become a smaller elite class. Meanwhile,

the proletariat class would grow in number and become increasingly

disenfranchised. The proletariat class would eventually revolt, rise up,

and overthrow the capitalists, replacing it with a temporary dictatorship

of the proletariat. Once things stabilized, the dictatorship would be

dissolved as would class division. In Russia, communists, also known

as Bolsheviks, sought this proletariat revolution. Their constant desire

for revolution and their belief in communism were a contributing

factor to revolutions in Russia, as unhappy Russians, urged on by

communists attempted to remove the tsar from power. The Bolshevik

belief that revolution was necessary in order for communism to succeed

led them to employ violence to silence their enemies. Eventually, Lenin

was able to take control of the government, and it appeared as if

communism had succeeded. True to the communist economic beliefs,

the government seized control of big business in an economic policy

known as war communism. When this did not succeed, Lenin

implemented his New Economic Policy. Communism, like fascism in

Italy, influenced the economy of the Soviet Union, directing what

goods were to be produced. Communism which stemmed from

Marxism, went on to shape Soviet policy in next several decades.

Under leaders like Stalin and Brezhnev, communist policy focused



on heavy industry and military spending, creating few consumer

goods. Stalin’s 5-year plans were aimed at increasing agricultural

and industrial output. Though his and Brezhnev’ plans succeeded in

some of those goals, the number and quality of consumer goods

declined tremendously. Under Gorbachev, a shift toward openness and

capitalism was implemented under the policies of glasnost and

perestroika, which eased censorship and restructured the economy

allowing for elements of capitalism. Gorbachev’s policies caused the

breakup of the Soviet Union and communist rule.

Communism and fascism had a major influence on the societies of

the Soviet Union and Italy respectively. Political and economic belief

systems can greatly affect those who live under these policies and

influence global interactions among nations.


Anchor Level 5-A

The response:

• Thoroughly develops all aspects of the task evenly and in depth by discussing the beliefs of

fascism and its influence on Italy and the beliefs and practices of communism and its influence

on the Soviet Union

• Is more analytical than descriptive (fascism: numerous people including Mussolini were

discontent with Italy’s treatment by the victorious Allies in World War I; Mussolini was able to

tap into Italian discontent and inspire nationalistic feelings in the Italian population thus

attracting more supporters and allies who believed fascism and military conquest would elevate

Italy to a superpower status; military production increased dramatically thus resulting in a

decrease in consumer goods production; wealthy Italians supported fascism for fear of

communism; communism: according to Karl Marx, capitalism was doomed to fail because of

the effects of competition in a market economy; the Bolshevik’s constant desire for revolution

and belief in communism led to revolutions in Russia as unhappy Russians, urged on by

communists attempted to remove the czar from power; the Bolshevik belief that revolution was

necessary for communism to succeed led them to employ violence to silence their enemies;

communism, like fascism in Italy, influenced the Russian economy, directing what goods were

to be produced)

• Richly supports the theme with relevant facts, examples, and details (fascism: World War II;

King Victor Emmanuel III; territories of Austria; antidemocratic, antiparliamentary,

antisocialist, and militaristic; private ownership; communism: Communist Manifesto; Hegelian

philosophy; proletariat; class struggle; Lenin; Stalin; Brezhnev; five-year plans; Gorbachev;

glasnost; perestroika; breakup of Soviet Union)

• Demonstrates a logical and clear plan of organization; includes an introduction that is beyond a

restatement of the theme and a brief conclusion

Conclusion: Overall, the response fits the criteria for Level 5. The response uses strong analytic

statements to connect the belief systems of communism and fascism to political and economic

influences in both the Soviet Union and Italy. Facts and details add depth to the response and

provide points of comparison between both belief systems.

Anchor Paper – Thematic Essay—Level 5 – B


Throughout history, religion and belief systems have influenced

people all around the world. From the belief in a supreme power or a

guide for living, societies have been built upon the beliefs of its

peoples. For example, Christianity influenced Europe during the

Middle Ages, and Communism influenced the Soviet Union during

the 20th century.

Christianity is a religion, and has influenced societies all around

the world, and is still prominent today. Christianity is monotheistic

religion, meaning people believe in only one god. This belief is shared

with the Jewish faith which Christianity grew out of. Christians believe

that salvation is possible through living a moral life and by believing

in Jesus Christ. The Christian’s sacred text is the Bible, containing both

the Old & New Testaments. The Old Testament tells stories of life before

Jesus, and the New Testament contains Jesus’ life and teachings. The

Bible is a key part of the Christian faith. Stories from the Bible inform

those who follow the religion on how to live their lives. Bible readings

are also used in parts of services for Christian faiths. Sacred holidays

include Christmas, the birth of Christ, and Easter weekend, starting

on Good Friday when Jesus died on the cross, and ending on Sunday

with his Resurrection. The Roman Catholic Church was very influential

during Europe’s Middle Ages. The Roman Catholic Church held the

highest authority in western Europe and taught and advised people on

everything from marriage to daily life. The Church held many roles as

the center of medieval society, providing education and social services.

This religious and social authority gave the church tremendous power.

Over time, the church began to abuse its power. Indulgences were

sometimes sold for money. The Pope and individual priests could


bestow indulgences, which are a pardon from sin. People like Martin

Luther thought this was an abuse of church power. He believed selling

indulgences was corrupt and ungodly. He responded by posting his

95 Theses which led to the Protestant Reformation. Over time, different

denominations of Christianity emerged. This influenced Europe by

giving Europeans more choices in their beliefs, and contributed to the

R.C.C. losing power and influence. The rise of new Christian

denominations included Lutheranism, Calvinism, and Anglicanism.

These churches disagreed over things like who should be able to

interpret the Bible and the role of clergy. In many nations in Europe,

especially France and Germany, these differences led to warfare

between Catholics and Protestants. This was known as the Age of

Religious Wars. Christianity has had a number of influences on

societies over time.

Communism on the other hand, is not a religion, but a belief system

that promotes equal ownership with no social classes. This was founded

by Karl Marx during the Industrial Revolution, when a gap between

the rich and the poor and exploitive working conditions brought problems

to the working class. Workers were taken advantage of by the

bourgeoisie, or middle class who increasingly controlled the means of

production. Communists believed the proletariat, or working class,

would rise up, confront, and eventually defeat the bourgeoisie. This

belief in the need for a violent revolution is what separated communism

from other worker reform movements of the time. After the proletariat

revolution, life would unconsciously settle into a classless society

where everybody would be equal and government would fade away.

Many workers and peasants were attracted to communism in the



hopes that they would benefit economically. This belief system

significantly influenced the Soviet Union, which became the world’s

first communist country in the early twientieth century. Leaders like

Vladimir Lenin and Joseph Stalin ruled as totalitarian dictators.

Instead of the government fading away like Marx had predicted, the

government became larger and more abusive than ever. The Soviet

Union’s goal was to expand communism and after World War II, it

forced the countries along its border, especially in eastern Europe, to

adopt communist governments. Communism had a long-term

influence on the Soviet Union which militarized, modernized, became

a superpower, and began competing with the United States.

Communism also influenced the rest of the world. China, North Korea,

Cuba, Vietnam, and other countries copied the Soviet model of

communism. The US vowed to contain communism whatever the cost.

The struggle between the United States and the Soviet Union caused

conflicts and crises, but in the 90’s the Soviet Union fell and nations

previously under its control rejected communism. By the end of the

20th century, only a few communist countries remained.

Since the beginning of time, beliefs have driven people, whole

societies and entire nations to act on what they believe in. The belief of

Christianity in Europe influenced the peoples’ way of living.

Communism influenced the Soviet Union and its many leaders to

both help and harm several nations, including its own.



Anchor Level 5-B

The response:

• Thoroughly develops all aspects of the task evenly and in depth by discussing the beliefs and

practices of Christianity and its influence on Europe and the beliefs and practices of

communism and its effect on the Soviet Union.

• Is more analytical than descriptive (Christianity: belief in one God is shared with the Jewish

faith which Christianity grew out of; stories from the Bible inform followers how to live their

lives; Roman Catholic Church held many roles as the center of medieval society, providing

education and social services; different denominations of Christianity emerged, which

influenced Europe by giving Europeans more choices in their beliefs and contributed to the

Roman Catholic Church losing power and influence; churches disagreed on who should be able

to interpret the Bible and the role of clergy; differences in beliefs led to warfare between

Catholics and Protestants; communism: communism promotes equal ownership with no social

classes; communism founded during the Industrial Revolution when a gap between the rich and

poor and exploitive working conditions brought problems to the working class; middle class

increasingly controlled the means of production and took advantage of the workers; belief that

workers would rise up, confront, and eventually defeat the bourgeoisie is what separates

communism from other worker reform movements of the time; many workers and peasants were

attracted to communism in the hopes that they would benefit economically; instead of

government fading away, it became larger and more abusive)

• Richly supports the theme with relevant facts, examples, and details (Christianity: monotheistic;

salvation; Bible; Old and New Testaments; Christmas, Easter, Good Friday; Resurrection;

Middle Ages; indulgences; Martin Luther; 95 Theses; Calvinism; Anglicanism; age of religious

wars; communism: Karl Marx; proletariat; Vladimir Lenin; Joseph Stalin; militarized;

superpower)

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion

that are beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 5. The response effectively analyzes the

beliefs and practices of both Christianity and communism as well as the impact of these belief

systems. Examples of causation are given and knowledge of chronology is demonstrated. Extensive

use of details demonstrates a depth of knowledge.



Belief systems are a part of many people lives. They help influence

the development and culture of a region. Throughout history, communism

and Islam have influenced many different societies and regions of the

world.

Communism is a belief system built in part upon a focus on

equality for all. All people are to communally own land and equipment,

as well as other provisions. Communism developed out of Marxism, a

theory created by Karl Marx. Marx’s ideas were never fully implemented

in a society until after his death. Leaders who wanted to implement

Marxist ideas and take immediate power did not take the necessary

steps or allow the necessary time to prepare a society for communism.

Such societies included the nations of Russia and China. Both of

these nations have been shaped by communism into what they are

today. In theory, communism says government will fade away over

time. However in practice, a central part of communism has been a

powerful central government consisting of single-party rule. This

single-party rule is typically totalitarian and often led by a strong,

cult-like dictator, who demands strong loyalty to the state. Two

examples of these types of rulers would be Stalin and Mao.

Russia is the best example of communism. Russia adopted

communism under the rule of Vladamir Lenin. Lenin, to gain

support for his communist movement, promised land to the peasants

and promised to develop better factory and farm life. With this in

mind, the Bolshevik Revolution occurred. This allowed Lenin to take

power and provide reform. As promised, land was redistributed to the

peasants, and conditions improved for factory workers. After Lenin

had passed away, one of his right hand men, Joseph Stalin took power.



To consolidate his power, he exiled and killed his opponent, Trotsky,

who many thought was an overall better candidate for ruler. In power,

Stalin fully introduced communism before it should have been,

therefore causing its failure. Peasants lived in misery. Many of them

were forced onto collective farms or were imprisoned in work camps.

Mining and logging were the major camp jobs. These camps were called

gulags, a place where people went if they were suspected of disobeying

laws or of being disloyal. Although people feared Stalin and didn’t

want him in power, no one said anything out of fear. All propaganda

had to be approved by the government, and the news/media was censored.

Through five year plans, Stalin tried to increase agricultural and

industrial production, but he was only somewhat successful. The

system of communism eventually failed in the Soviet Union. Despite

seventy years of communist rule, people suffered, the standard of

living was low, and the economy was poor. By the end of the Cold War,

communism in Russia was seen as a failure.

Islam is another belief system that has influenced a society. A

central belief of Islam is the belief in one god Allah. Like communism,

Islam teaches equality of all believers. This attracted people of all

classes. It is also a personal religion that doesn’t rely on church

authorities as much as Christianity and other faiths do. Muslims

believe they must abide by what the prophet, Muhammad, and the

supreme being, Allah, have taught as written in the Qur’an. The lives

of Muslims are guided by the Five Pillars, which include the declaration

of faith in Allah and the prophet Muhammad, five daily prayers,

charity, fasting during Ramadan, and taking the Hajj or pilgrimage

to Mecca once in a lifetime. Islam also encourages education and



Muslim societies made great discoveries in science and mathematics

that helped Europe’s Renaissance. Islam is widely practiced in Northern

African and the Middle East. Some regions in which Islam is practiced

also use Sharia law. In certain countries, such as Iran and Saudi

Arabia, the Islamic religion is the basis for the government and for

written laws. One strict interpretation of Sharia includes placing

restrictions on women. For example, in some places some women must

wear veils, cannot drive cars, and have limited opportunity to receive

an education. Not all Muslim societies follow this strict version of

Sharia, and women in early Islamic societies often had more rights

and protections than women in many other societies up until modern

times.

Belief systems have shaped the culture of regions around the world.

Both communism and Islam have had political and social effects on

the regions where they are practiced.


Anchor Level 4-A

The response:

• Develops all aspects of the task by discussing the beliefs and practices of communism and its

influence on Russia and the beliefs and practices of Islam and its influence on the Middle East

• Is both descriptive and analytical (communism: communism is built in part upon a focus on

equality for all; communism developed out of Marxism; Marx’s ideas were never fully

implemented in a society until after his death; in theory, communism says government will fade

away over time, but in practice, a central part of communism has been a powerful central

government consisting of single-party rule; dictators demand a strong loyalty to the state; Lenin

promised land to the peasants and promised to develop better factory and farm life; under Stalin,

peasants lived in misery; despite seventy years of communist rule, people suffered, the standard

of living was low, and the economy was poor; by end of the Cold War, communism in Russia

was seen as a failure; Islam: like communism, Islam teaches the equality of all believers; Islam

is a personal religion that does not rely on church authorities as much as Christianity and other

faiths do; in Iran and Saudi Arabia, Islamic religion is the basis for the government and for

written laws; women in early Islamic societies often had more rights and protections than

women in many other societies)

• Supports the theme with relevant facts, examples, and details (communism: Karl Marx;

totalitarian; cult-like dictators; Mao; Bolshevik Revolution; Trotsky; gulags; propaganda; news

censored; Islam: Allah; Qur’an; encouraged education; Europe’s Renaissance; Northern Africa;

Sharia law; restrictions on women)

• Demonstrates a logical and clear plan of organization; includes an introduction that is slightly

beyond a restatement of the theme and a brief conclusion

Conclusion: Overall, the response fits the criteria for Level 4. The response uses analysis to show

how the beliefs and practices of communism sometimes differed and how the beliefs and practices

of Islam have had an impact on women at various times in history. However, the discussion of

Islam in the Middle East is more analytical than the discussion of communism in the Soviet Union.



Throughout history, a single group’s religious beliefs and endeavors

can lead to dramatic changes in not only the region where the beliefs

emerged but in many others as well. Two such belief systems are Islam

and Confucianism. These two belief systems had impacts far beyond

the Middle East and China where they began.

The religion of Islam was started by the prophet Muhammad. Many

regions and cultures, such as Egyptian and Turkish societies have

been affected, showing that the Islamic faith has spread throughout

much of the Middle East. Those of Islamic faith, called Muslims, have

certain religious rules to follow known as the Five Pillars. After a

ritual washing, they pray five times a day facing toward Mecca.

Other pillars include the hajj or traveling to Mecca, giving alms, a

declaration of faith, and fasting during Ramadan. Islam also has

other guides for living often based on the teaching and practice of

Muhammad. For example, some Muslims practices restrict the clothing

that men and women can wear in public. Like many other religions,

Islam also has various sects, Sunni and Shiite, that disagree on certain

beliefs. During the Golden Ages of Islam, many new medical, scientific

and mathmatical innovations were developed, such as vaccines, algebra,

and even cataract removal. Those of Islamic faith also preserved Greek

and Roman works, translated various books and even used calligraphy

as an art style.

Another belief system that had a lasting impact is Confucianism.

Started in China by the philosopher Confucius, Confuciansim is a

guide that was created to promote peace and harmony between people.

Confucianism teaches Five Relationships, which state that those of

higher status, like a father, older brother, husband, and emperor, must



protect and guide those of lower status, such as a son, wife, younger

brother and peasant respectively, who in turn must respect those of

higher status. Confucianism was responsible for civil service exams in

China for those wishing to enter government jobs, as Confucianism

states that only one’s knowledge and culture sets them apart from

any other man. Just like other systems and beliefs, Confucianism

also spread to other regions such as Korea and Japan. The focus on

education in Confucianism had many positive effects on the people in

China. Civil service exams gave opportunities to people of all classes to

hold government jobs. Those people who held government jobs tended to

be more qualified. Also, in some dynasties where Confucianism was

practiced a golden age took place. In these periods, the Chinese created

many new innovations like paper, a rudder for ships and even

gunpowder.

Many religions set basic guidelines and practices for living, such

as Confucianism’s sets of order and Islam’s urge to pray. Beliefs affect

both daily living, stability and the union of a nation, and even the

region it is practiced in.


Anchor Level 4-B

The response:

• Develops all aspects of the task by discussing the beliefs and practices of Islam and its

influence in the Middle East and the beliefs and practices of Confucianism and its influence

in China

• Is both descriptive and analytical (Islam: many regions and cultures such as Egyptian and

Turkish society have been affected; those of the Islamic faith have certain rules to follow

known as the Five Pillars; Islam has other guides for living based on the teachings of

Muhammad; like many other religions, Islam also has various other sects that disagree on

certain beliefs; during the golden ages of Islam, many new medical, scientific, and

mathematical innovations were developed; those of Islamic faith also preserved Greek and

Roman works, translated books, and used calligraphy as an art style; Confucianism:

Confucianism is a guide that was created to promote peace and harmony between people;

Confucianism teaches Five Relationships, which state that those of higher status must protect

and guide those of lower status, who must respect those of higher status; Confucianism was

responsible for civil service exams in China for those wishing to enter government jobs; just

like other systems and beliefs, Confucianism also spread to other regions; focus on education

had many positive effects on the people of China; in some dynasties where Confucianism

was practiced, a golden age took place)

• Supports the theme with relevant facts, examples, and details (Islam: ritual washing; prayer

five times a day facing towards Mecca; Hajj; giving alms; declaration of faith; fasting during

Ramadan; Sunni; Shiite; vaccines; algebra; cataract removal; Confucianism: Confucius;

father, older brother, husband, and emperor; son, wife, younger brother, and peasant; Korea

and Japan; paper; rudder; gunpowder)

• Demonstrates a logical and clear plan of organization; includes an introduction and a

conclusion that are somewhat beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 4. The strength of the response is the

use of details and examples to discuss both Islam and Confucianism. However, the degree of

analysis was slightly greater in the treatment of Confucianism while the discussion of Islam is at

times more descriptive.


Anchor Paper – Thematic Essay—Level 4 – C

Religion and belief systems have been established all over the world

throughout history. Followers who believe in these systems have developed

practices and laws that support the beliefs of those systems throughout

the centuries. Both communism and Christianity exemplify belief

systems and have had many influences wether it is political or

religious.

Christianity is one of the five world religions still practiced to this

day by people in different countries. Originating in the lst century,

Christianity is a monotheistic religion that honors and glorifys one

God. Followers believe that God created the world, humanity, and all

creatures of the Earth. Stories of the creation, rules to live by, and the

life of Jesus Christ are depicted in the Bible, the holy book of Christianity.

Believers follow the laws of Christianity, or the ten commandments,

as a guideline on how to be good people of God. Christian missionaries

brought churches and Christian ideas to many areas of the world.

Christianity was not always accepted in new lands by state officials

and sometimes resulted in conflict. One example is leaders of the

Roman Empire persecuting and slaughtering Christians who spread

ideas that challenged Roman traditional polytheistic beliefs. This

threatened the stability of the empire. The Christian Church refused to

let their faith be demoralized, and the faith continued to grow despite

Roman atrocities.

Over time, the Roman Catholic Church became the most powerful

organization in Western Europe. The Church made a lot of money and

many people were loyal members. In 16th century Germany, at the

time of Martin Luther, the Church made profits by selling

indulgences, which allowed Christians to buy away their sins. Some



followers disagreed about the true nature of the religion and many

disagreed with some practices of the Church. These reformers challenged

the practices of the Church and this eventually led to division. Luther

began his own church that taught people that they could go to heaven

if they had faith in Christ alone. Later, other religious leaders like

John Calvin who believed in predestination and Henry VIII of England

also started new Protestant churches. From the viewpoint of these and

other Protestants, Catholic leaders misued the religion, and brought

tension and conflict to society, especially in Europe. For centuries,

wars between Catholics and Protestants broke out all over Europe.

While Christianity dealt with religious motives, communism was

a belief based on political and economic ideas. It was adopted in

countries as a method of reorganizing their economies. Communists

believed that workers and owners should be equal, and everybody

should share the rewards for their labor. Communists focused on

eliminating the power of the bourgiosie and giving control of resources

to the proletariat. The founder of communism Karl Marx, and later

Russian leader Joseph Stalin saw this as a way of building societies

and challenging capitalism.

Another practice of communism is to spread its ideas around the

world. This put the communist movement in confrontation with the

United States and the capitalist world. For example, in Cuba, Fidel

Castro established a communist government and portrayed himself as

someone who would redistribute wealth to the peasants and workers.

During the Cold War, the United States which is capitalist had

tensions with the Soviet Union, which is communist. During this

time, the Soviet Union placed missiles in Cuba bringing the threat of



nuclear attack closer to the United States. This almost drew Cuba, the

Soviet Union, and the United States into a war. Fortunately the

missiles were removed but Castro and communism remained. Fidel

Castro is no longer in power, but his brother is. Over the last 50 years,

the economy of Cuba has suffered. Most of the people live in poverty.

The free health system is of poor quality. Workers still receive very

little pay while the communist party leaders live in comparative

luxury. Over the years, Cubans have risked their lives to flee to the

United States.

Both communism & Christianity exemplify the development of

belief systems, wether they be political or religious in nature. In

different places not all people believed in the ideas of these belief

systems, causing conflict. However, both Christianity and

communism spread throughout the world, shaping the cultures of

countries.


Anchor Level 4-C

The response:

• Develops all aspects of the task but does so somewhat unevenly by discussing the beliefs and

practices of Christianity and its influence on Europe more thoroughly than the beliefs and

practices of communism on the Soviet Union and Cuba

• Is both descriptive and analytical (Christianity: Christianity originated in the first century;

Christianity honors and glorifies one God; stories of the creation, rules to live by, and the life

of Jesus Christ are depicted in the holy book of Christianity; believers follow the laws of

Christianity as guidelines on how to be good people of God; Christianity was not always

accepted in new lands; leaders of the Roman Empire persecuted Christians who spread ideas

that challenged Roman traditional polytheistic beliefs; threatened the stability of the empire;

the Roman Catholic Church became the most powerful organization in western Europe; in

16th-century Germany, the Church made profits by selling indulgences, which allowed

Christians to buy away their sins; reformers challenged the practices of the Church and this

eventually led to division; Catholic leaders misused the religion and brought tension and

conflict to society; communism: communism was a belief based on political and economic

ideas; adapted in many countries as a way of reorganizing their economies; communism

believes that workers and owners should be equal; communists focused on eliminating power

of the bourgeoisie and giving control of resources to the proletariat; communist leaders saw

this as a way of building societies and challenging capitalism; another goal of communism is

to spread its ideas around the world, which put the communist movement in confrontation

with the capitalist world)

• Supports the theme with relevant facts, examples, and details (Christianity: monotheistic;

Bible; Ten Commandments; missionaries; Martin Luther; faith in Christ alone; John Calvin;

predestination; Henry VIII; England; wars between Catholics and Protestants; communism:

Karl Marx; Joseph Stalin; Cuba; Fidel Castro; Cold War; missiles; free health system)

• Demonstrates a logical and clear plan of organization; includes an introduction that is slightly

beyond a restatement of the theme and a conclusion that is beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 4. A good understanding of

Christianity and communism and its influence on societies is shown through the use of details

that support some analytical statements. The response demonstrates how both belief systems

challenged traditional beliefs and systems. However, while all aspects of the task are addressed,

the treatment of Christianity is more thorough than the discussion of communism.



Around the world, religion and belief systems have directly

impacted society and governance. Confucianism and Christianity

influenced China and Europe respectively.

During the period of the warring states, a scholar named Confucius

gained a large amount of followers. Needing to bring some kind of

order that China lacked during this period, Confucius established a

belief system, a philosophy. The basic principles were the 5 relationships.

These relationships stated that one must respect and follow whoever is

above them in the social hierarchy. A few of these relationships included,

father to son, husband to wife, emperor to subjects and etc. One of the

five relationships, husband to wife, greatly affected Chinese gender

roles. It added to the lack of womens rights in Chinese society. Later

female-limiting practices grew, such as foot binding. The Confucian

system stressed filial piety, duty, and respect. Confucianism heavily

influenced Chinese society. It valued occupations that directly benefited

the society. This resulted in merchants being put on the lowest rung of

the social ladder. Scholar-bureacrats held a revered position and people

who wanted to work for the government were encouraged to study

Confusianism to become more educated. Chinese society limited the

social mobility of merchants, so even a wealthy sucessful merchants

would still be at the bottom unless his children were educated, learned

Confucian beliefs and passed civil service examinations. Confucianism

also reinenforced the emperors authority and his responsibility to

provide good governance or risk being overthrown. Confucianism

differed from another philosophy, Legalism, which was enforced by

Shi Huangdi. Legalism believed that humans were inately bad, and

that their needed to be strict laws to prevent chaos. Confucianism took

a more moderate approach in believing humans were inately good.



Confucianism had an impact of the Chinese government for thousands

of years.

After the fall of Rome one of the main ideas that survived was

Christianity. Roman times were considered one of Europe’s golden

ages. Christianity originated from this time and eventually was

greatly respected. Christianity has the monotheistic belief in one god

and believes that Christ is the son of God. The Catholic Church, a type

of Christianity, had a massive amount of power during the middle

ages. Catholicism also stressed the authority of the pope. The Pope gained

even more power during this time and could declare war. Pope Urban II

declared the Crusades on the Muslims in order to gain back the holy

land. He said that in exchange for fighting in the Crusades, soldier’s

past sins could be forgiven. He also believed the Catholic Church had the

power to silence heretics who challenged Catholic beliefs. As time went

on, the Catholic Church, in order to raise money for projects, allowed

followers to buy indulgences, forgiveness for past sins. This was a

practice admonished by Martin Luther in his 95 theses. As a result of

Martin Luther’s protests, Christianity eventually divided into

different branches based on differing beliefs. For example, King

Henry the 8th developed Anglicanism which allowed him to divorce so

he could marry Anne Boyelin. Catholics and Protestants also diverged

on such ideas as to whether clergy could marry or not. Today,

Christianity is still one of the most popular religions in the world

though there are various sects people practice.

Religion and beliefs systems play a huge rule in society, affecting

governance, social classes, and political power. Both Confucianism

and Christianity had long-term impacts on societies that even those

who created them could not have forseen.


Anchor Level 3-A

The response:

• Develops all aspects of the task with some depth for Confucianism and some aspects in little

depth for Christianity

• Is more descriptive than analytical (Confucianism: needed to bring some kind of order that

China lacked; basic principles were the five relationships that stated that one must respect

and follow whoever is above them in social hierarchy; greatly effected gender roles and

added to the lack of women’s rights in Chinese society; valued occupations that directly

benefited society; resulted in merchants being put on lowest rung of social ladder; people

who wanted to work for the government were encouraged to study Confucianism to become

more educated; limited the social mobility of merchants unless his children were educated,

learned Confucian beliefs, and passed civil service examinations; reinforced the authority of

the emperor and his responsibility to provide good governance or risk being overthrown;

Confucianism differed from legalism; Christianity: one of the main ideas that survived

Roman times; the Catholic Church had a massive amount of power during the Middle Ages;

Pope gained even more power during this time and could declare war; the Catholic Church

allowed followers to buy indulgences; divided into different branches based on differing

beliefs)

• Includes some relevant facts, examples, and details (Confucianism: period of warring states;

father to son; husband to wife; emperor to subjects; foot binding; filial piety, duty, and

respect; Christianity: monotheistic; Christ is son of God; heretics; Pope Urban II; Crusades;

Muslims; Holy Land; Martin Luther; Ninety-five Theses; Anglicanism; clergy)

• Demonstrates a satisfactory plan of organization; includes an introduction that is a

restatement of the theme and a brief conclusion

Conclusion: Overall, the response fits the criteria for Level 3. The response uses accurate

information and a few analytical statements to discuss the influences of Confucianism and

Christianity, demonstrating an understanding of the task. However, the details and examples

describing the beliefs and practices of Christianity are mentioned but not developed. The

treatment of some ideas is superficial and could have been explored in more depth.



All throughout history, a major development that changed societies

and regions was religions, belief systems, and their practices. Examples

of these include Islam and Christianity which influenced many

societies and regions during different time periods.

Islam, a religion founded in the 600’s by Muhammed in the

Middle East, greatly affected many societies. The beliefs and practices

of this religion are outlined in the Five Pillars of Islam. These pillars

include Fasting, Praying, Hajj, Charity, and Shahadah (Testifying).

Muslims are told to fast during the month of Ramadan, pray 5 times

a day, make a pilgramage to Mecca at least once in their life time,

give charity out of their incomes to the poor, and to testify that there is

one God and Muhammed is his messenger. Islam and its practices

influenced the region of the Middle East and some of (Northern)

Africa greatly when it first began. Muslims conquered tremendous

areas of land and hence spread the religion to all these places, using

Islam to unify those conquered. Islam was promoted through trade. It

influenced societies connected with the Trans-Saharan trade routes

linking them to other parts of the Islamic world. Islam also significantly

aided in the development of science and math in the Middle Eastern

region and these ideas later spread into Europe through the Crusades

and contributed to the Renaissance. Islam continues to affect the

Middle East even today and sometimes is the basis for unrest. In

countries like Iraq, the struggle between Muslim sects such as Sunni’s

and Shi’as is still a big issue. Islam also influenced the region of

South Asia as it was one of the reasons why Pakistan and India

became two separate countries (the Muslims wanted a country separate

from the Hindus so they seperated and became Pakistan.)



Christianity is another religion whose beliefs and practices greatly

affected several regions and societies. Christian beliefs are similar to

Muslim ones in that they believe that there is only one God

(monothiestic). However, they believe that Jesus was the son of God and

was resurrected. Christians go by the teachings of the Bible which has

basic principles such as teaching followers not to commit adultery

and don’t kill. Christians also believe in Hell, Heaven, and Purgatery.

This belief (and the others) affected feudal Europe a lot during this

time period. Religion was a huge part of the societies of this time.

People were even willing to spend what little money they did have to

pay the Church and buy indulgences to ensure themselves and their

loved ones a quicker route to heaven. The influence of Christianity on

this region during this time period also reflected in their art which

often had religious themes. Christianity also greatly influenced the

regions of south America because spreading Christianity was a goal

many conquerors had when they came to conquer parts of South

America. Many Spanish conquistadors used the spreading of

Christianity as a justification for what they were doing.

In conclusion, religions and belief systems such as Islam and

Christianity greatly affected many societies and regions all

throughout history. Islam has affected Europe, the Middle East, and

South Asia during different time periods and continues to do so even

today. The beliefs and practices of Christianity have also done the

same thing in Europe and South America and they too continue to do

so even today.


Anchor Level 3-B

The response:

• Develops all aspects of the task with little depth for Islam and Christianity

• Is more descriptive than analytical (Islam: founded in the Middle East, greatly affected many

societies; the beliefs and practices of Islam are outlined in the Five Pillars; Muslims conquered

tremendous areas of land and spread the religion; promoted through trade; aided in the

development of science and math in the Middle Eastern region; ideas later spread into Europe

through the Crusades and contributed to the Renaissance; Islam continues to affect the Middle

East and sometimes is the basis for unrest; Christianity: beliefs are similar to Muslim ones in

that they believe that there is only one God; Christians believe Jesus was the son of God and

was resurrected; Christians go by the basic teachings of the Bible; Christian beliefs affected

feudal Europe; people were willing to spend what little money they had to pay the Church to

buy indulgences; influence of Christianity also reflected in art, which often had religious

themes; influenced the regions of South America because spreading Christianity was a goal

many conquerors had)

• Includes some relevant facts, examples, and details (Islam: Muhammad; fasting; praying; hajj;

charity; shahadah; Ramadan; Mecca; trans-Saharan trade routes; Iraq; Sunni and Shiite; Pakistan

and India; Christianity: monotheistic; adultery; do not kill; hell; heaven; Spanish conquistadors)

• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that

are slightly beyond a restatement of the theme.

Conclusion: Overall, the response fits the criteria for Level 3. The response demonstrates

knowledge of the beliefs and practices of Islam and Christianity. Numerous details associated with

the influence of these religions are mentioned. However, clear connections are not made nor are

these influences developed.



Throughout history, religion and philosophy have influenced

civilizations and societies. Confucianism, a philosophy developed in

China, made a major impact on Chinese society throughout several

dynasties. Humanism was an idea developed in Europe that changed

European societies dramatically.

Confucianism was developed by Confucious during the 6th

century BCE under the Zhou dynasty. It was a philosophy intended

to keep societies in order. It included 5 key relationships: subject to

king, wife to husband, son to father, younger brother to older, and

friend to friend. Except for the last relationship, the former were below

the latter and were expected to give respect and obedience. It also stressed

filial piety, respect to the eldest male of the household.

Confucianism was incorporated into the Chinese government under

many dynasties such as the Han, Song, and Ming dynasties. It

made up the bases of the civil service exam, a test taken by boys who

wanted to earn a government position. Because of this, the government

officials were well-versed in Confucian ideas and were highly

intellectual. The exam ensured that the officials were competant and

educated for their jobs. Confucianism influenced the social pyramid

in Chinese society. Merchants were at the bottom because their job of

selling goods others have toiled to produce. Confucianism taught that

these actions were lazy and unproductive. Women were also inferior in

Chinese society. Under the Song Dynasty, foot binding was practiced.

Young girl’s feet were wrapped in linen so that their feet would stay

small as they grew. This was practiced because small feet were seen as

beautiful. Most of their feet were disfigured. This would also contain

women in their homes since they weren’t able to walk for a long time.



Bound feet gave women a higher chance of attracting a partner for a

good marriage. Therefore, footbinding reinforced patriarchal neo-Confucian

teachings by restricting mobility of women and keeping them inferior

to males in society.

Humanism developed during the early 1300s. It became the bases

for the Renaissance. Humanism stressed what an individual could do.

This shifted the focus from faith, spirituality, and the Church to the

individual. Also, humanism emphasized a renewal in classical works

by Greeks and Romans. Partly due to humanism, the arts depicted

secular subjects as well as religious ones. Portraits, which were rarely

seen during the early Middle Ages, were painted for wealthy

merchants in cities such as Venice and Genoa. It also influenced the

Protestant Reformation and the Enlightenment. The Church was

challenged, and people started experimenting and discovering things

for themselves in Europe.

Confucianism and Humanism changed society in China and

Europe. Confucianism became the basis while humanism allowed the

people in Europe to discover a whole new field such as science.


Anchor Level 3-C

The response:

• Develops all aspects of the task in some depth for Confucianism and in little depth for

humanism

• Is more descriptive than analytical (Confucianism: philosophy intended to keep societies in

order; included five key relationships; incorporated into the Chinese government under many

dynasties; civil service exams insured that officials were competent and educated for their jobs;

Confucianism influenced the social pyramid in Chinese society; merchants at bottom; foot

binding reinforced patriarchal neo-Confucianism teachings by restricting mobility of women;

humanism: became the basis for the Renaissance; shifted focus from faith, spirituality, and the

Church to the individual; emphasized a renewal in classical works; arts depicted secular subjects

in addition to religious ones; influenced the Protestant Reformation and the Enlightenment)

• Includes some relevant facts, examples, and details (Confucianism: Zhou dynasty; subject to

king; wife to husband; son to father; filial piety; Han, Song, Ming dynasties; humanism: secular;

portraits; early Middle Ages; Venice; Genoa)

• Demonstrates a satisfactory plan of organization; includes an introduction that is a restatement

of the theme and a brief conclusion

Conclusion: Overall, the response fits the criteria for Level 3. The response addresses all aspects of

the task with relevant facts and details. However, lack of analysis and limited development weaken

the response, especially in the treatment of humanism.



Throughout world history, belief systems and their practices have

influenced the societies and regions in which they have bordered on.

Two beliefs systems, Christianity and Islam, are some belief systems

that have influenced their regions. While both Christianity and Islam

both influenced their regions by government and society, they do

share differences such as different customs and different influences

to their specific regions.

Christianity is a belief system or a religion, in which all followers

believe in one god. Followers of Christianity follow the 10 commandments,

a guide taken from Judaism, a religion based off of Christianity.

Followers of this religion read the bible, which consists of the Old and

New testament . Christianity influenced their region (Particularly in

Europe), as Christianity influenced government (Divine right) and

its society where in medieval times, people who follow Christianity

greatly influenced their way of lives (What they ate, marriage, how

they act). Christianity also influenced the art and architecture of their

regions. Examples include the Renaissance and Cathedrals.

Islam is also a belief system, similar to Christianity, in which all

followers believe in one god (Monotheism). Unlike Christianity,

Followers of Islam follow the 5 pillars of Islam, which is a guideline on

how they should live their life under Allah. Followers of this religion

read the Koran, something similar to the bible, but different in its

ways. Islam influenced their region (Middle East), as Islam created

theocratic states (Present-day Iran), and their way of lives. Like

Christianity, Islam also influenced the art and architecture of their

region. In Mosques all over the Middle East, Islam blends its arts and

architecture together to create magnificient structures. Although the



Hagia Sophia was once a Eastern Othodox Cathederal, after the fall of

the Byzantine empire in 1453, the Ottoman Empire transformed it

into a mosque, there they included the 4 pillars in the Hagia Sophia.

Christianity and Islam in world history have greatly influenced

their regions that they have encountered. From its customs to our arts

and architecture, Christianity and Islam still influence our modern

world in some areas, although it does not have the same influence as it

did during Medieval times (600-1450 C.E).

Anchor Level 2-A

The response:

• Minimally develops all aspects of the task for Christianity and Islam

• Is primarily descriptive (Christianity: all followers believe in one God; follow the Ten

Commandments, a guide taken from Judaism; Bible consists of Old and New Testament;

Christianity influenced government; influenced society in medieval times; influenced art and

architecture; Islam: Islam is similar to Christianity in that all followers believe in one God;

follow the Five Pillars; Islam created theocratic states in the Middle East; influenced their art

and architecture); includes weak application and analysis (Christianity: Christianity

influenced what they ate, marriage, how they act; Islam: Koran is similar to the Bible, but

different in its ways)

• Includes few relevant facts, examples, and details (Christianity: Europe; cathedrals; Islam:

monotheism; Allah; Koran; Iran; mosques; Hagia Sophia; Byzantine Empire; Ottoman

Empire); includes an inaccuracy (Christianity: Judaism is a religion based off of Christianity)

• Demonstrates a general plan of organization; includes an introduction that is a restatement of

the theme and a conclusion that is slightly beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 2. The strength of the response is in

the description of the beliefs and practices of Christianity and Islam. Details related to the

influence these religions had on Europe and the Middle East are listed, but are not developed.


There have been numerous belief systems created over the years.

Some of them have good qualities and effects, and others do not.

Confucianism is a belief system created by a chinese teacher named

Confucious. Hinduism is a belief system that branched off of

Buddhism. Hinduism and Confucianism still effect the world today.

Hinduism still exists today, but mostly in India. Hinduism

believes in reincarnation, where the body dies but the soul is born again.

Depending on the person’s karma, they’re born into a class. What class

they’re in depends on the good/bad things they did in their previous

life. This is called karma. There is no class mobility in Hinduism. So

if a person is dirt poor, nobody will help because the belief is that they

deserve being poor due to what they did in their previous life. So

basically if someone is healthy and rich they must of done good

things in their previous life. And if someone is sick and poor, they

most of done bad things in their previous life. The effect this has today

is that there is no class mobility, there’s no quality, and people aren’t

helping other people.

Confucianism is a belief system that still effects parts of China

today. Confucianism beliefs in the 5 – relationships, and extreme

respect to elders. Confucianism beliefs that one’s life should be built on

respect and education. This still effects china today, for when an older

person falls ill or gets injured, it is the childrens job to take care of the

parent, which can be physically and financially exhausting. Another

effect confucianism has is that women aren’t part of the 5 – relationships,

so they aren’t seen as equals.

Hinduism and Confucianism are old belief systems that have

positive and negative effects to them. Hinduism – do good things and




get rewarded, but no class mobility and no help for the poor or sick.

Confucianism – Have respect for elders and get a good education, but

not a lot of equality for women. All belief systems including

Confucianism and hinduism have positive and negative effects on the

world today

Anchor Level 2-B

The response:

• Minimally develops all aspects of the task for Hinduism in India and Confucianism in China

• Is primarily descriptive (Hinduism: Hindus believe people are born into a class which

depends on the good or bad things they did in their previous life; Confucianism: believes in

extreme respect for elders; believes one’s life should be built on respect and education; when

an older person falls ill or gets injured, it is the children’s job to take care of the parent);

includes faulty application and analysis (Confucianism: women are not part of the five

relationships so they are not seen as equals)

• Includes few relevant facts, examples, and details (Hinduism: reincarnation; karma;

Confucianism: Confucius; five relationships); includes an inaccuracy (Hinduism: a belief

system that branched off Buddhism)

• Demonstrates a general plan of organization; includes an introduction that mentions the

belief systems to be discussed and a conclusion that restates information already provided

Conclusion: Overall, the response fits the criteria for Level 2. The response shows a limited

understanding of the task in the treatment of the beliefs and practices of Hinduism and

Confucianism. Overgeneralizations, a lack of clear connections, and the blending of the past with

the present weaken the discussion of the influence of these belief systems.



For as long as people have lived there has been many different belief

systems. Each of these belief systems have influenced the way people

and societies live and interact with each other. Two of these belief

systems are Christianity and communism.

The belief system of Christianity is a monotheistic religion. People

that follow this belief system are called Christians. Christians are

supposed to follow a set of rules known as the Ten Commandments.

Christianity influenced Spain to carry out the Spanish inquisition.

People who practiced Islam and lived in Spain, were to either convert to

Christianity or leave Spain. During the Spanish inquisition inoccent

people would be arrested and tried for heresay. They would be tortured

until they admitted that they were hetericts. Then they would be put in

jail or executed for being heterict.

The belief system of communism is a way of living and a political

belief. Communism is the belief that everything is shared between

people living under this form of government. All wealth, food, and

property is spread equally across all families/people. Communism

greatly influenced Russia. Russia had a leader called Joseph Stalin

during WWII and the Cold War. Joseph Stalin had a collectivization

policy. This policy was the collecting of all food in Russia/U.S.S.R.

Collectivization led to the starving of many families in Russia.

During WWII there was also a slash-and-burn policy which made

large amounts of farm land unusable. This meant the enemy could

not take food if the needed it. However, this policy led to the starving of

millions of russians.

Christianity and communism are both belief systems that have

influenced societies and the way people live and think. They have done

both good and bad things for people who follow these belief systems.


Anchor Level 2-C

The response:

• Develops some aspects of the task in some depth for Christianity and communism

• Is primarily descriptive (Christianity: is a monotheistic belief system; Christians are

supposed to follow a set of rules known as the Ten Commandments; people who practiced

Islam and lived in Spain were to either convert to Christianity or leave Spain; innocent

people were arrested and tried for being heretics; communism: is a way of living and a

political belief; wealth, food, and property is spread equally across all people; collectivization

led to the starving of many families in Russia)

• Includes few relevant facts, examples, and details (Christianity: Spanish Inquisition; tortured;

jailed; executed; communism: Joseph Stalin); includes some inaccuracies (communism:

collectivization policy was the collecting of all food in Russia and U.S.S.R.; during World

War II, a slash-and-burn policy made large amounts of farmland unusable)

• Demonstrates a general plan of organization; includes an introduction and a conclusion that

are a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 2. The response is unevenly

developed, but some relevant details indicate a limited knowledge of the task. Although the

discussion of Christianity conveys relevant information, the influence of communism on Russia

is substantially weaker and includes some information that is not connected to the belief system.



Since acient time, the practice of belief system was a mental

comfort and people used the devine “god” to explain the problems they

could not understand. Later on, the belief system played a important

role and associate with the daily life.

The development of the religion can influence the tradtion of the

region. India where is the orgin of Buddhism and Hinduism thus

created its own culture and society structure.

Hinduism, developed from acient time, is a polytheistic religion

that the majority of the Indians are. It has a strict caste system rule

that states no social mobilities are allowed. It also believed in karma,

which is the cycle of what you did.

Buddism, emerged just before the Hinduism that did not create a

huge influence in India as Hinduism did. Instead, it seprated

throught out Asia. It emphasized on the harmony with nature and the

equal rights for everyone. Just like Hinduism, it also believed in

internal life and the cycle.

Such belifes influenced the behavior of the people who want to

acheive an internal life. It also influenced the society to adopt the idea

of social class


Anchor Level 1-A

The response:

• Minimally develops some aspects of the task for Hinduism and Buddhism

• Is descriptive (Hinduism: developed from ancient times; polytheistic religion; majority of

Indians; strict caste system; Buddhism: did not create as huge influence in India as Hinduism;

emphasized equal rights)

• Includes few relevant facts, examples, or details (Hinduism: India; karma; Buddhism: Asia);

includes an inaccuracy (Buddhism: emerged just before Hinduism)

• Demonstrates a general plan of organization; includes an introduction that refers to the theme

and a conclusion that restates the theme


understanding of the task in the treatment of the beliefs and practices of Hinduism on India.

Generalizations, lack of details, and a lack of clear connections weaken the response.



Throughout history, belief systems and their practices have

influenced societies and regions in the word. two examples are

Buddhism and humanism, this two belief system had great affects on

societies. First Buddhism, this was more of a way of life rather than a

believe system, the main goal of this believe systm is to get to nirvana

known as the “holy place” which was the highest you could be., its like

heaven to Christians. Throughout the lives of these people in society

they were always doing things to get here such as the 8 fold path,

which was pretty much a key to get to Nirvana. As long as these

things were done you were able to go to Nirvana. This was such a big

deal for everyone getting to Nirvana so everyone fold these 8 rules on

there way there. A second belief system is humanism. this was the

change from gods being responsible for everything and people always

looking to them for help, to the believe that humans are capable of

anything. This was such a big change because it resulted in

advancements in science, math and other things as humans were now

constantly trying to farther their knowledge. In conclusion throughout

history there have been several belief systems that changed the way of

life then and still to this day but these are only two.


Anchor Level 1-B

The response:

• Minimally develops some aspects of the task by mentioning the beliefs and practices of

Buddhism and humanism and by mentioning an influence of humanism

• Is descriptive (Buddhism: a way of life; main goal is to get to nirvana; humanism: belief that

humans are capable of anything; resulted in advancements; humans trying to further their

knowledge); include faulty analysis (Buddhism: nirvana is like heaven to Christians)

• Includes few relevant facts, examples, or details (Buddhism: Eightfold Path; humanism:

science and math)

• Demonstrates a weakness in organization; lacks a formal introduction and conclusion


understanding of the task and provides some information about the beliefs and practices of

Buddhism and humanism but does little to address the influences of these belief systems.


Thematic Essay—Practice Paper – A

Over the course of history belief systems have played an important

role in influencing societies, regions or cultures. Humanism and

communism are examples of two completely different belief systems

that have influenced societies and have had long lasting results that

are still present today. While humanism focused on the individual,

communism focused on the group.

Humanism is an example of a belief system that influenced people

to think differently. Humanism was a radical concept that developed

at the start of the Rennaissance in Europe. Prior to the Rennaissance

during the Middle Ages many peoples lives were fixated around the

Church. Humanism encouraged the idea that individuals could

acheive greatness if they put their mind to it; it encouraged self-worth.

Important artists and thinkers such as Leonardo Davinci, Niceolo

Machiavelli and Gallileo Galili are examples of individuals whose

achievements were promoted by the ideas of humanism. A second

aspect of humanism is the revival of ancient classical culture.

Humanist thinkers wanted to revive the glory of ancient Greece and

Rome. They studied writings from classical thinkers like Socrates and

Plato.

Humanism had life-changing affects on many people living in

Europe during the Rennaissance. For the first time since the fall of

Rome, peoples focus shifted from humility and community to individual

pride and achievement; and artists learned to express themselves

through new means of art and literature. Because humanism

encouraged the idea of self-worth, more people began reading, writing

and thinking more for themselves. While humanism in Italy was

more secular in focus, humanism in northern Europe promoted



Christian morals. When Johannes Guttenburg invented the printing

press, this allowed literature to be printed much more efficiently and

faster than before, and work was now being printed in vernacular

languages. This allowed books to become more accessible to more people,

and because of this the literacy rate drastically increased, leading to a

much more intelligent public. One northern humanist who challenged

church teachings was Martin Luther. With the help of the printing press,

Luther was able to distribute his ideas on the church, and attacked its

practice of selling indulgences. For the first time in European history,

large numbers of people started to question the authority of the church,

causing the church to lose a lot of power.

Communism was an economic system that appealed to many

people in the early 20th century. One person who was responsible for

developing the ideals of communism was Karl Marx. In Marx’s book

“the Communist Manifesto” he encouraged the proletariat to overthrow

the burgeoise, and establish their own, provisional government. He

then went on to explain that the ideal system was one which no longer

had one small group which controlled all the means of production.

Instead, there would be an egalitarian society. This is the foundation

of communism; everyone is to be equal, everyone earns the same

amount of money and the government rather than wealthy owners

controls the economy. Although Marx’s ideas from “the Communist

Manifesto” was never fully implemented, his work still succeeded in

influencing leaders in other regions. One leader was Mao Zedong,

who was influenced by Marx’s work and led his own Communist

Revolution of China. Mao Zedong and his followers succeeded in

defeating the nationalists, and established a communist government



that has been in affect for many years. During Mao’s rule, he appealed

to the peasantry and used them as his base of support. During the

Great Leap Forward, he established communes and collectivized lands.

His efforts at increasing production failed and many died of

starvation. During the Cultural Revolution, he killed many he saw as

a threat to his power and to communist control. This shows that Marx’s

beliefs must have had some impact because he was able to influence

many people in an entirely different region in the world from the

European one in which he wrote.

Communism and humanism, although completely different, have

had similar results in that they have both succeeded in influencing

and persuading people in other regions to think in different ways and

to question their lifestyle. This is true of the societies in Europe during

the Rennaissance and China under the rule of Mao Zedong.


Thematic Essay—Practice Paper – B

In history, many different beliefs have made an impact on societies

associated with them. Both Hinduism and legalism have had a major

affect on different areas. Hinduism used the caste system, which

influenced daily life in a major way. They also believed in karma,

dharma, and reincarnation. Legaism was very strict, and believed

that people needed harsh laws. India and China have been changed by

the adoption of these belief systems.

Hinduism originated in ancient times in India. One of the main

beliefs of Hinduism was the caste system. The caste system was a

religious heirarchy that molded the daily lives of Hindus. It was very

strict. At the top were the Brahmins, who were the priests. Then, there

were the Kyshatrias, who were the warriors, the vaisyas, who were the

merchants, and the sudras, who were the peasants. Considered below

the caste system were the untouchables. Hindus believe that if you do

your dharma, which is your duty, you will have good karma. If you

have good karma, you will move up a varna, or a caste, through

reincarnation until you reach moksha, which is the final resting place

for the Hindu soul. This caste system shaped the every day lives of the

Hindus.

Hinduism was extremely influencial in India throughout its

history. For example, under Hinduism caste rules governed cooking,

marriage, and employment. The untouchables, who were below the caste

system, were left to do the dirty jobs, such as garbage clean up and

disposal of dead bodies. It was considered a sin to look at them. So in

the past, when they would walk down the street, they would have to

bang sticks together to let people know they were coming. One time

period that was affected by Hinduism was the Gupta Empire. There was


Thematic Essay—Practice Paper – B

a revival of Hinduism, which took away freedoms. Purdah was

adopted, which meant there were social restrictions on women. They

were secluded and had to wear a veil in public. They could not divorce

or own property, and land-owning was a source of power. Hinduism

had an impact.

Legaism has been best known to be used in the Qin dynasty of

China. Ruler Qin Shi Huangdi was the emperor, and believed that

humans are naturally bad, and need strict laws and harsh punishments

to be good. These orders were needed to impose order and stability.

In the Qin, because of how strict legalism was many citizens lived

in fear. There were harsh laws and severe punishments for anyone who

did not abide by the laws. Also, many books were burned by Shi

Huangdi that went against his rule. Legalism molded the everyday

lives of the people of the Qin. Shi Huangdi had a huge army and used

it to watch over and intimidate his people.

Many religions and belief systems, such as Hinduism and

legalism have shaped many societies. Their beliefs and guidelines have

made the world and different societies what they are today.


Thematic Essay—Practice Paper – C

Throughout history, belief systems and their practices have

influenced societies and regions. Belief systems were a way in which

people had to live there lives a certain way. A belief system influenced

a society or region in which it was practiced.

One example of a belief system is Christianity. Christianity is the

belief in one god. They believed in Jesus and looked up to him about a

lot of things. People who believe in Christianity believe that god is the

reason why were still here today. You also have to take time and prey

and most Christians go to church every sunday to “connect” with

him. Today we still believe in Christianity and we still use it today.

Another belief system that very important is communism.

Communism is when you have no control in your beliefs. The

communist state tells you what you’re beliefs are and what you can

and cant do. When you believed in communism you tend to live a

very restricted life and you don’t really have much say in what you

can say/do.

There are many types of Belief systems out there and many of

them are very different. But when choosing you’re beliefs you have

many options. But as you can see throughout history, belief systems

and their practices have influenced societies and regions still today.


Thematic Essay—Practice Paper – D

Belief systems and practices are an important factor in

determining the past and future of societies and regions. All societies

and regions are influenced by beliefs and practices. Two examples of

belief systems that have impacted certain regions and societies to a

great extent are Islam and communism. Whole countries have been

shaped by these beliefs, including the former Soviet Union and other

countries in Eastern Europe, as well as China.

Communism was formed by the ideas of Karl Marx, who wrote that

the proletariats would overthrow the rule of the bourgeousie and use

their power to create a classless society. These ideas began to appeal to

the Russian people, who had been ruled by a chain of czars. These czars

held the authority that was not shared with the majority of Russians,

who were peasants. When a new group, called the Bolshevik Party,

emerged before the Russian Revolution, they were supported by the

peasants, who felt the Bolsheviks offered all that they wanted,

including peace, land, and bread. The Bolshevik Party was able to

overthrow the czar, and started to establish a communist government.

Rather than giving power to the proletariats, they used their power to

oppress and censor the people. When Joseph Stalin emerged as the

communist government’s leader, many people were killed in purges,

and the people lived in fear, under the rule of the new Soviet Union.

Their whole society was changed by Stalin’s brand of communism.

Islam has also been an important belief system throughout history.

Muslims believe that there is one god, “Allah”, whose prophet was

Muhammed. They believe in giving charity to the poor. Muslims also

believe that at least one time in their lives they should make a trip to

the holy city of Mecca. This is know as the hajj. During the Crusades,


Thematic Essay—Practice Paper – D

there was a violent struggle between Muslims, Jews, and Christians

over possession of the holy land to which each group believes they have

rights. In modern times, Palestine has been deeply involved in these

conflicts, and there are now extreme tensions between Palestine and

Israel. Iran was another location greatly affected by Islam in recent

times. Iran’s future was determined by the beliefs of the people, who

supported Ayatollah Khomeini in overthrowing the Shah. Khomeini

created a theocracy in which people are subject to all Islamic law.

Women are especially limited by the law; they must always be

accompanied by a man in full body coverings. The development of the

Middle East has been hugely determined by Islamic beliefs.

Belief systems and practices have been a major factor throughout

history in shaping societies and regions. Places such as China,

Russia, and the Middle East were all greatly influenced by the belief

systems of the people.


Belief systems and practices have influenced societies and regions

throughout history. Christianity is a popular, monotheistic religion

that has made a big impact on many regions and communism is

another belief system that had a big influence on the societies that

practiced it.

Christianity is one of the most well known belief systems in the

world. It was first spread by a man named Jesus who was said to be the

son of God. After Jesus’ death, his disciples continued to spread ‘the

word of god’ and spread the religion. Christianity is a monotheistic

religion. Followers of this faith pray to god and worship in a church.

Followers live by the Ten Commandments, the Christian guidelines.

Christianity has influenced many societies. It was spread around the

world and adopted by different societies. The people adapt their lives to

live by the Ten Commandments. In the earlier times of the history of

Christianity, the priests were very high up on the social structures.

Many socieities were run by the Christian Church; the Church and

state ran together. Many early rulers were Christian and their faith

influenced how they ruled. Also, the regions involved in the Crusades,

the holy wars, were greatly impacted.

Communism is another belief system that has impacted many

regions. Through communism a government controlled everything.

The government told the people what to produce agriculturally and

manufacturally. Then they collected most of it to redistribute or trade.

Many communist governments practiced this, its called

collectivization. Most communist governments were unsuccessful in

the end. Many times the people in communist society died of

starvation and famine.

Thematic Essay—Practice Paper – E

Christianity and communism both had great impacts and

influence on the regions and societies that practiced them.

Christianity is still a popular religion practiced today.

Thematic Essay—Practice Paper – E


Practice Paper A—Score Level 4

The response:

• Develops all aspects of the task but does so somewhat unevenly by discussing the beliefs and

practices of humanism and its influence on Europe more thoroughly than the beliefs and

practices of communism and its influence on China

• Is both descriptive and analytical (humanism: prior to the Renaissance during the Middle Ages,

many people’s lives were fixated around the Church; humanism encouraged the idea that

individuals could achieve greatness; important artists and thinkers are examples of individuals

whose achievement was promoted by humanism; a second aspect of humanism is the revival of

ancient classical culture; for the first time since the fall of Rome, people’s focus shifted from

humility and community to individual pride and achievement; artists learned to express

themselves through new means of art and literature; people began reading, writing, and thinking

more for themselves; books became more accessible to more people which increased literacy,

leading to a much more intelligent public; large numbers of people began to question the

authority of the Church, causing the Church to lose power; communism: an economic system

that appealed to many people in the early 20th century; Marx encouraged the proletariat to

overthrow the bourgeoisie and establish their own provisional government; everyone is to be

equal, to earn the same amount of money, and the government controls the economy;

communist government established in China; Mao appealed to the peasantry and used them as

his base of support; Mao killed many he saw as a threat to his power and to communist control)

• Supports the theme with relevant facts, examples, and details (humanism: Leonardo DaVinci;

Niccolò Machiavelli; Galileo; Socrates; Plato; Gutenberg; printing press; vernacular; Martin

Luther; sale of indulgences; communism: Karl Marx; Communist Manifesto; egalitarian society;

communes; collectivized lands; Great Leap Forward; Cultural Revolution)


that are slightly beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 4. Facts, examples, and details show an

understanding of these belief systems, their spread, and their effects. The discussion of the influence

of humanism is strong and includes many details. However, the discussion of communism is less

developed.


Practice Paper B—Score Level 3

The response:

• Develops all aspects of the task with little depth for Hinduism and legalism

• Is more descriptive than analytical (Hinduism: caste system was a religious hierarchy that

influenced daily life; Hindus believed that good karma would lead to moving up a caste through

reincarnation; Moksha is the final resting place for the Hindu soul; caste rules governed

cooking, marriage, and employment; purdah meant social restrictions on women; women could

not divorce or own property; legalism: believed that people needed harsh laws to impose order

and stability; Shi Huangdi believed that humans are naturally bad and need strict laws and harsh

punishments; because of how strict legalism was, many citizens lived in fear)

• Includes some relevant facts, examples, and details (Hinduism: Brahmins–priests; Kshatriyas–

warriors; Vaisyas–merchants; Sudras–peasants; dharma; varna; dirty jobs; Gupta Empire;

seclusion; legalism: Qin dynasty; books burned; use of army to intimidate people)

• Demonstrates a satisfactory 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 3. The strength of the response is in the

discussion of Hinduism and the use of examples and details to demonstrate an understanding of the

task. The influence of legalism lacks development.

Practice Paper C—Score Level 1

The response:

• Minimally develops some aspects of the task by mentioning the beliefs and practices of

Christianity and mentioning the influence of communism

• Is descriptive (Christianity: belief in one God; go to church every Sunday; communism:

communist state tells you what your beliefs are and what you can and cannot do)

• Includes few relevant facts, examples, or details (Christianity: Jesus; communism: restricted

life)

• Demonstrates a general plan of organization; lacks focus; includes an introduction and a

conclusion that restate the theme

Conclusion: Overall, the response fits the criteria for Level 1. The response mentions the beliefs

and practices of Christianity. Details about the influence of communism are not developed. The

response demonstrates a very limited understanding of the task.


Practice Paper D—Score Level 3

The response:

• Develops all aspects of the task with little depth for communism and for Islam

• Is more descriptive than analytical (communism: formed by Karl Marx who wrote that the

proletariats would overthrow the rule of the bourgeoisie and use their power to create a classless

society; communist ideas appealed to Russian people; power not shared with the majority of

Russians, who were peasants; czar was overthrown and communist government was established;

power used to oppress and censor the people; people lived in fear under the rule of the new

Soviet Union; Islam: Muslims believe in one God whose prophet was Muhammad; during the

Crusades, there was a violent struggle between Muslims, Jews, and Christians over possession

of the Holy Land to which each group believes they have rights; theocracy created in Iran in

which all people are subject to Islamic law; women are especially limited by the law)

• Includes some relevant facts, examples, and details (communism: Bolshevik Party; Russian

Revolution; peace, land, and bread; Joseph Stalin; purges; Islam: Allah; giving charity to the

poor; Hajj; Ayatollah Khomeini; Shah); includes a minor inaccuracy (Islam: women in Iran

must always be accompanied by a man in full body coverings)



Conclusion: Overall, the response fits the criteria for Level 3. The strength of the response is in the

discussion of the beliefs and practices of communism and its influence on the Soviet Union. The

influences mentioned for Islam lack development.

Practice Paper E—Score Level 2

The response:

• Minimally develops some aspects of the task for Christianity and communism

• Is primarily descriptive (Christianity: a popular monotheistic religion; Jesus was said to be the

son of God; followers worship in a Church and live by Christian guidelines; priests were high

up in the social structure; many societies were run by the Christian Church; many early rulers

were Christian and their faith influenced how they ruled; regions involved in the Crusades were

impacted; communism: government controlled everything; government told the people what to

produce; most communist governments were unsuccessful in the end; many times, people in

communist societies died of starvation and famine); includes faulty application (Christianity:

first spread by Jesus; communism: redistribution is called collectivization)

• Includes very few relevant facts, examples, and details (Christianity: disciples; Ten

Commandments)

• Demonstrates a general plan of organization; includes an introduction and conclusion that are

restatements of the theme

Conclusion: Overall, the response fits the criteria for Level 2. The response relies on sweeping

generalizations to discuss the influences of Christianity and communism and fails to identify or

imply the society or region being influenced. Lack of development weakens the response.


Global History and Geography Specifications

August 2016

Part I

Multiple-Choice Questions by Standard

Standard Question Numbers

1—United States and New York History N/A

2—World History 2, 5, 9, 10, 13, 15, 16, 17, 22, 23, 29, 30, 32, 33, 35, 39, 40, 42, 43, 44, 46, 48, 49, 50

3—Geography 1, 4, 6, 7, 12, 14, 18, 20, 25, 28, 31, 37, 38, 41, 47

4—Economics 8, 11, 19, 26, 27, 36, 45

5—Civics, Citizenship, and Government 3, 21, 24, 34

Parts II and III by Theme and Standard

Theme Standards

Thematic Essay Belief Systems

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

Document-based Essay

Environment and Society; Science and Technology; Urbanization; Conflict; Human and Physical Geography; Movement of People and Goods


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.


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 August 2016Regents 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 2016The 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 GEOGRAPHYWednesday, August 17, 2016 — 12:30 to 3:30 p.m., only

RATING GUIDE FOR PART III A AND PART III B

(DOCUMENT-BASED QUESTION)

VO 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

August 2016

Document 1

Source: Rathje and Murphy, Rubbish! The Archaeology of Garbage, HarperCollins Publishers, 1992

. . .It was the threat of disease, finally, that made garbage removal at least partially a publicresponsibility in Europe and the United States. One obstacle these days to a calm andmeasured approach to garbage problems is a collective memory restricted to the humanlifespan of about seventy-five years. It is difficult for anyone alive now to appreciate howappalling, as recently as a century ago, were the conditions of daily life in all of the cities ofthe Western world, even in the wealthier parts of town. “For thousands of years,” LewisMumford wrote in The City in History, “city dwellers put up with defective, often quite vile,sanitary arrangements, wallowing in rubbish and filth they certainly had the power toremove.” The stupefying level of wrack [rubbish] and rejectamenta [refuse] in one’simmediate vicinity that was accepted as normal from prehistory through the Enlightenmentwas raised horribly by the Industrial Revolution, which drew millions of people into alreadycongested cities and at the same time increased the volume of consumer goods—futurethrowaways—by many orders of magnitude. . . .

1a According to Rathje and Murphy, which problem influenced cities to take responsibility for waste

removal?

Score of 1:

• States a problem that influenced cities to take responsibility for waste removal according to Rathje and

Murphy

Examples: threat of disease/disease; accumulation of enormous levels/amounts of garbage; increasing

volume of throwaway goods; defective sanitary arrangements; vile sanitary conditions;

worsening sanitary conditions as more people move to the cities; millions of people moving

to already congested cities; city dwellers wallowing in rubbish/filth that could be removed;

magnitude of the garbage problem; wallowing in rubbish and refuse; stupefying level of

wrack and rejectamenta; appalling conditions of daily life; the level of rubbish was raised by

the Industrial Revolution; disease; people getting sick

Score of 0:

• Incorrect response

Examples: lack of collective memory; garbage removal was made a public responsibility; towns had

wealthier parts; people were leaving congested cities; volume of consumer goods decreased;

accepted as normal; restricted to a lifetime of memories; people did not live beyond 75;

human lifespan; they had the power to do it; city dwellers put up with defective arrangements

• Vague response

Examples: it was an obstacle; orders of magnitude; the magnitude; conditions; wallowing; it was

appalling

• No response


1b According to Rathje and Murphy, what is one factor that has accelerated the production of garbage

in cities?

Score of 1:

• States a factor that has accelerated the production of garbage in cities according to Rathje and Murphy

Examples: industrialization; Industrial Revolution; overcrowding in cities/millions drawn to already

congested cities/congested cities; urbanization; increased volume of consumer

goods/increased production of consumer goods which leads to future throwaways

Score of 0:


Examples: disease; it was normal from prehistory throughout the Enlightenment; people were wallowing

in filth; the United States and Europe are partially responsible; the approach was calm and

measured; level of wrack and rejectamenta; the Enlightenment was raised horribly by the

Industrial Revolution; threat of disease

• Vague response

Examples: future throwaways; drew millions; city dwellers put up with it; increasing numbers;

congested; many orders of magnitude

• No response


Document 2

2 As a result of poor sanitation, what was one problem faced by the city of ancient Athens according to

William Stearns Davis?

Score of 1:

• States a problem faced by the city of ancient Athens as a result of poor sanitation according to William

Stearns Davis

Examples: great accumulations of filth contaminating the streets can lead to disease; perpetual

disease/pestilence; presence of conditions leading to disease; great plagues; many things that

could offend the nose or eyes; dirty water being thrown into the streets

Score of 0:


Examples: lack of regular scavengers; extreme narrowness of streets; streets were sometimes muddy or

dusty; intolerable alleys; no sewer system/lack of any sewer system

• Vague response

Examples: progress was slow; great accumulations; many things to offend; the city was attacked

• No response

Description of Ancient Athens

Source: William Stearns Davis, A Day in Old Athens, Allyn and Bacon (adapted)

. . .The Streets and House Fronts of Athens. — Progress is slower near the Market Placebecause of the extreme narrowness of the streets. They are only fifteen feet wide or even less, — intolerable alleys a later age would call them, — and dirty to boot. Sometimes they aremuddy, more often extremely dusty. Worse still, they are contaminated by great accumulationsof filth; for the city is without an efficient sewer system or regular scavengers. Even as the crowd elbows along, a house door will frequently open, an ill-favored slave boy show hishead, and with the yell, “Out of the way!” slap a bucket of dirty water into the street. Thereare many things to offend the nose as well as the eyes of men of a later race. It is fortunateindeed that the Athenians are otherwise a healthy folk, or they would seem liable to perpetualpestilence [disease]; even so, great plagues have in past years harried [attacked] the city. . . .


Document 3

3a According to this excerpt from What Life Was Like in the Age of Chivalry, what was one cause of

unsanitary conditions in European medieval cities?

Score of 1:

• States a cause of unsanitary conditions in European medieval cities according to this excerpt

Examples: increased congestion in the cities; sewage or animal cadavers thrown into the river; unsold

fish tossed into the street; contaminated water; blood of slaughtered animals flowing into

gutters; contaminated water from vats of dyers; municipal hygiene laws did little to prevent

unsanitary conditions/ineffective municipal hygiene laws; waste/garbage accumulating in the

streets; allowing pigs to roam the streets/allowing pigs to root in the garbage; more people

moving into towns and cities

Score of 0:


Examples: people moved to the countryside; high fines for offending animals; butchers and dyers

worked in cities; there were fishmonger shops; restricting activities of porcine scavengers;

making the pig owners pay a fine; wearing clogs to stay above the muck

• Vague response

Examples: more and more people left; it was a major concern; activities were restricted; contaminated;

disposal; rooting around; hygiene

• No response

Source: What Life Was Like in the Age of Chivalry: Medieval Europe AD 800–1500, Time-Life Books (adapted)

As more and more people left the countryside andmoved into towns and cities, waste disposal and publichygiene in the increasingly congested areas becamemajor concerns. Sewage and animal cadavers werethrown into the rivers; butchers let the blood ofslaughtered animals flow into the gutters, as did dyersthe contaminated water from their vats. Fromfishmongers’ shops. . . , unsold fish were tossed into the street at the end of the day.

For the most part municipal hygiene laws did littleto prevent these practices, and those citizens who, likethe man [shown] wearing clogs to stay above the muck,tried to sweep up the accumulated refuse often had tocompete with the free-roaming pigs that rooted in the garbage. Some towns tried to restrict the activities ofporcine [pig] scavengers, imposing a fine on owners wholet their pigs run free on a Sunday—and an even higherfine if the offending animal was a sow [female pig].


3b According to this excerpt from What Life Was Like in the Age of Chivalry, what was one attempt made

to address the issue of municipal waste?

Score of 1:

• States an attempt made to address the issue of municipal waste according to this excerpt

Examples: fines; development of municipal hygiene laws/made laws; sweeping up accumulated refuse;

restricting the activities of pigs or scavengers; imposing fines on owners who let pigs/sows

run free on Sundays; wearing clogs to stay above the muck

Score of 0:


Examples: sewage; animal cadavers were thrown into the rivers; butchers slaughtered animals; pigs

eating; laws did little; fining the pigs

• Vague response

Examples: attempts to restrict; changes; staying above it; accumulated refuse; even higher for sows

• No response


Document 4a

Poem About the Thames River in London

Source: Punch, Volume 17, 1849 (adapted)

*cento: a mixture**vested int’rests: a person or group having a personal stake or financial involvement

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4a According to this 1849 illustrated poem, what was one reason London’s drinking water was polluted?

Score of 1:

• States a reason London’s drinking water was polluted according to this 1849 illustrated poem

Examples: it came from the polluted Thames; the Thames River was filled with waste; sewer or

cesspool or sink waste or factory waste dumped into the Thames; vested interests paid off

people or officials to ignore the sewage/cesspool waste being dumped in the Thames; dead

fish floated in the Thames or in the river; dumping by vested interests; industrialization;

garbage in the water

Score of 0:


Examples: fish in the water; feeding the fish; this is the water John drinks; there is a network of sewers;

inky stream; this is the price we pay to wink; interests in the river

• Vague response

Examples: cento of stink; it is filled to the brink; Thames River is in London; sewer; smoke

• No response


Source: Stephanie True Peters, Epidemic! Cholera: Curse of the Nineteenth Century, Benchmark Books

. . . When cholera* returned to Europe in 1865, it found some cities less hospitable than inprevious visits. London, in particular, had moved forward. England’s largest city had workedat improving sewer systems, cleaning up drinking water supplies, and collecting and disposingof refuse.

The efforts paid off. When cholera reached the city’s shores, a few months after strikingwestern Europe, it no longer leaked from the Thames into wells and other water supplies. TheThames itself was looking and smelling cleaner than it had for generations. Although theepidemic still killed several thousand people during its stay in London, its spread was limitedonce sources of contamination were discovered. . . .

Document 4b

4b According to Stephanie True Peters, what was one action taken in London to reduce the number of

people being affected by cholera?

Score of 1:

• States an action taken in London to reduce the number of people being affected by cholera according to

Stephanie True Peters

Examples: improving the sewer systems; cleaned up the drinking water/cleaning up the water supply;

collecting and disposing of refuse; stopped the leaking of contaminated water from the

Thames into wells and other water supplies; discovering the sources of contamination;

cleaning up the drinking water

Score of 0:


Examples: some cities were less hospitable; Thames was looking cleaner; it struck western Europe first;

it no longer leaked from the Thames; it smelled cleaner

• Vague response

Examples: moved London forward; improved; systems; efforts paid off; water supply; refuse; cleaning

up; wells; spread limited

• No response


5a According to Amberly Polidor, what is one problem pollution has created in the Ganges River region?

Score of 1:

• States a problem that pollution has created in the Ganges River region according to Amberly Polidor

Examples: waterborne illness/illness; the potential for the end of Hindu culture if people stop going to

the river; it threatens the faith of Hindus; it threatens the health of Indians/people; drinking

water is contaminated/dirty drinking water made people sick; pollution directly threatens

cultural traditions or practices; physical purity of the Ganges has deteriorated; sewage is

ruining the sacred Ganges; the river is now sick; culture, tradition, and faith may die

Score of 0:


Examples: the river is revered; the Ganges is not a sacred place; the Ganges is a sacred entity; booming

population imposes ever-growing burdens; sins of the faithful are cleansed; human or

industrial waste; booming populations; overwhelming monsoons; corruption; technological

mistakes; a loss of faith; ruined the people’s faith; destroyed faith

• Vague response

Examples: faith/health; decades worth of work; water threatens things; protection is important; failure

• No response

Document 5

Source: Amberly Polidor, “Ganges River,” Sacred Land Film Project online, February 1, 2004

Winding 1,560 miles across northern India, from the Himalaya Mountains to the IndianOcean, the Ganges River is not a sacred place: it is a sacred entity [thing]. Known as Ganga Ma—Mother Ganges—the river is revered as a goddess whose purity cleanses the sinsof the faithful and aids the dead on their path toward heaven. But while her spiritual purityhas remained unchallenged for millennia, her physical purity has deteriorated as India’sbooming population imposes an ever-growing burden upon her. The river is now sick [2004]with the pollution of human and industrial waste, and water-borne illness is a terrible factorof Indian life. But the threat posed by this pollution isn’t just a matter of health—it’s a matterof faith. Veer Bhadra Mishra, a Hindu priest and civil engineer who has worked for decadesto combat pollution in the Ganges, describes the importance of protecting this sacred river:“There is a saying that the Ganges grants us salvation. This culture will end if the people stopgoing to the river, and if the culture dies the tradition dies, and the faith dies.”. . .

In 1985, the government of India launched the Ganga Action Plan, which was devised toclean up the river in selected areas by installing sewage treatment plants and threatening finesand litigation [legal action] against industries that pollute. Almost 20 years later, the plan hasbeen largely unsuccessful. The Western-style treatment plants simply did not meet the needsof the region. Such treatment facilities are designed for use in countries where the supply ofelectricity is stable, there’s no season of overwhelming monsoon rains, and the populationdoesn’t drink directly from the water source. Many Indians blame the plan’s failure onmismanagement, corruption and technological mistakes. A key criticism is that localcommunities, those most invested in the health of the river, were not included in the planningprocess. . . .


5b According to Amberly Polidor, what is one reason attempts made by the government of India to

address the problems of pollution in the Ganges River region have been unsuccessful?

Score of 1:

• States a reason attempts made by the government of India to address the problems of pollution in the

Ganges River region have been unsuccessful according to Amberly Polidor

Examples: western-style treatment plants did not meet the needs of the region; electricity is not stable;

monsoon rains overwhelmed the sewage treatment plants; treatment plants did not deal with

Indian conditions/didn’t address that the population drinks directly from Ganges River;

designed for use in other countries unlike India; mismanagement; corruption; technological

mistakes; local communities were not involved in the planning process; the government did

not adequately address the problem; there are still industries that pollute the river; Ganga

Action Plan was flawed

Score of 0:


Examples: fines were threatened; installed sewage treatment plants; litigation against industries that

polluted; electricity is stable; population does not drink directly from the Ganges; they took

20 years to build

• Vague response

Examples: plans were made; there are treatment facilities; it was a key criticism; installing treatment;

decades to combat; went against industries; monsoon rains; electricity

• No response


Document 6

Source: Andrew J. Milson, “Rescuing Lake Maracaibo,” Water Resources,National Geographic Learning, 2014

. . .Venezuela’s oil industry has crisscrossed Lake Maracaibo with about 15,000 miles ofpipelines. “We say that the lake’s practically a plate of spaghetti with the quantity of pipes there,”says local historian Pedro Estrada. Unfortunately, many of the pipes are old, rusty, and leaking.In 2010, the leaky pipes released oil that washed up on Lake Maracaibo’s shores, harming fishand birds.

Other sources of pollution are damaging the lake as well. About 500 companies dump wasteinto the lake’s tributaries, and the area’s inhabitants produce tons of sewage. Chemical runofffrom farms also flows into the lake. Only about 20 percent of this waste, runoff, and sewage is treated before it enters the lake. . . .

6 According to Andrew J. Milson, what is one indication that treatment of pollution in Lake

Maracaibo, Venezuela is lacking or is not effective?

Score of 1:

• States an indication that treatment of pollution in Lake Maracaibo is lacking or is not effective according to

Andrew J. Milson

Examples: leaky pipes release oil in Lake Maracaibo; about 500 companies dump waste into the lake’s

tributaries; chemical runoff from farms flows into the lake; local sewage is damaging the

lake; only 20 percent of waste or runoff or sewage is treated before it enters the lake; about

80 percent of the waste or runoff or sewage is not treated before it enters the lake; fish and

birds are being harmed/dead fish and birds; release of oil from leaky pipes is harming fish

and birds; oil is washing up on shore; other sources of pollution are damaging the lake;

old, rusty, leaky pipes/leaky pipes

Score of 0:


Examples: about 15,000 miles of pipelines cross Lake Maracaibo; waste or sewage is treated before it is

dumped into the lake; the lake is a plate of spaghetti; area’s inhabitants produce tons of

sewage

• Vague response

Examples: it is in the water; there are about 500 companies on Lake Maracaibo; there are inhabitants in

the area; there are farms on the lake; old oil pipes; rusty pipes

• No response


Document 7

Source: Geography Theme Activities, Global Insights: People and Cultures, Glencoe/McGraw-Hill

. . . Mexico City residents once viewed the forest of smokestacks and their congested highwayswith pride. They saw these developments as symbols of modernization and proof of a growingeconomy. In recent years, however, air pollution has begun to have a serious impact on theirlives. Several times during 1992, for instance, Mexico City’s ozone level climbed well over the “very dangerous” point on the official index and remained there for days. Each time the government declared an emergency. Car use was restricted, and industries were requiredto cut back operations. One result of such events is that more and more people are beginningto equate the city’s factories and cars with environmental destruction. . . .

7a Based on this document, what is a major cause of pollution in Mexico City?

Score of 1:

• States a major cause of pollution in Mexico City based on this document

Examples: congested highways; factories/industries; cars/automobiles; carbon dioxide from cars;

modernization; economic growth/economic development; industrial

smokestacks/smokestacks; urbanization; burning fossil fuels; industrial smoke or car exhaust

contributes to high ozone levels

Score of 0:


Examples: holes in the ozone layer; environmental destruction; car use was restricted; it had a serious

impact on lives; air pollution; global warming; the forest had smokestacks; industries were

required to cut back operations

• Vague response

Examples: developments are symbolic; symbols; residents with pride; it is serious; environmental

• No response


7b Based on this document, what is one action taken by the government in an attempt to address the

issue of pollution in Mexico City?

Score of 1:

• States an action taken by the government in an attempt to address the issue of pollution in Mexico City

based on this document

Examples: declared an emergency; restricted car use; required industries to cut back operations;

monitoring ozone levels

Score of 0:


Examples: ending car use; increasing city factories; equating the city’s factories and cars with

environmental destruction; modernization; it was dangerous for days

• Vague response

Examples: making declarations; requirements; car use; cutting back; restrictions; official index

• No response


Document 8

Source: Rylan Sekiguchi, “10,000 Shovels: China’s Urbanization and Economic Development,”Freeman Spogli Institute for International Studies, Stanford University, 2006 (adapted)

. . . As in most countries, coal, another nonrenewable energy source, is the chief source ofChina’s domestic energy production. Coal has traditionally been China’s main source of energy,and even in 2006, it accounted for about 70 percent of China’s energy. China is the world’slargest producer and consumer of coal. It is abundant in China and is cheap compared withother sources of energy. Unfortunately, coal is also the “dirtiest” energy source, as it producescarbon dioxide (CO2), nitrogen oxides (NOx), sulfur dioxide (SO2), and methane—gases thatcontribute to global warming, air pollution, and acid rain. Indeed, China’s abundance of coalhas contributed to its notorious air pollution: 16 of the world’s 20 most polluted cities are inChina. Coal mines are also dangerous places for workers, especially in China, where more coalminers die each year than anywhere else in the world.

The Chinese government has recognized the need to shift to renewable energy sources tosustain its energy growth and to minimize the environmental and health problems caused byrelying on nonrenewable energy sources. Its Renewable Energy Law, which took effect on 1 January 2006, aims to ensure that 15 percent of China’s energy comes from renewablesources by 2020. Renewable energy comes from dams that harness water flow, windmills thatchannel energy, and solar panels that store energy from the sun. Unfortunately, wind powerand solar power are still in the initial stages of development. They cost a lot to install, and theysupply only a small fraction of China’s energy needs. Still, China has one of the world’s greatestwind energy potentials, a fact that the government acknowledged as it set an ambitious targetof increasing wind power capacity to more than 23 times its 2005 level by the year 2020. . . .

8a According to Rylan Sekiguchi, what is one environmental problem China faces as a result of burning

coal?

Score of 1:

• States an environmental problem China faces as a result of burning coal according to Rylan Sekiguchi

Examples: production/release of carbon dioxide or nitrogen oxides or sulfur dioxide or methane;

production/release of toxic/dangerous gases contributes to global warming or air pollution or

acid rain; coal burning pollutes cities; air pollution; acid rain; global warming; polluted

cities; having 16 of the world’s 20 most polluted cities; pollution; health problems

Score of 0:


Examples: chief source of China’s domestic energy production; world’s largest producer and consumer

of coal; coal is abundant; more coal miners die each year in China than anywhere else; a lack

of energy; nonrenewable energy source

• Vague response

Examples: other sources of energy; it is a dangerous place; dirty; they are not contributing factors

• No response


8b According to Rylan Sekiguchi, what is one challenge China faces as it attempts to shift to renewable

sources of energy?

Score of 1:

• States a challenge China faces as it attempts to shift to renewable sources of energy according to Rylan

Sekiguchi

Examples: overcoming/replacing its traditional reliance on coal as its main source of energy; wind and

solar power are still in the initial stages of development; wind and solar power are not yet

fully developed for use; wind or solar power costs a lot to install; wind and solar power will

supply only a small fraction of China’s energy needs; being able to meet its renewable

energy goal by 2020; increasing wind power capacity to 23 times its 2005 level by 2020;

high costs; minimizing environmental or health problems while shifting to renewable energy;

meeting its energy needs; ensuring 15 percent of China’s energy comes from renewable

sources; building dams or windmills or solar panels to harness energy

Score of 0:


Examples: it passed the Renewable Energy Law; it contributes to global warming; dangerous gas

pollution; minimizing growth; nothing is as abundant and cheap as coal

• Vague response

Examples: it has the world’s greatest potential; energy needs are supplied; water flow is harnessed;

energy from the sun is stored; ensuring 15 percent; capacity; supply only a small fraction;

power; to harness or store energy

• No response



Content-Specific Rubric

August 2016

Historical Context:

Throughout history, humans have created waste and pollution. Urbanization and

industrialization have contributed to the pollution of the land, water, and air. As

urbanization and industrialization have increased, humans have attempted to address the

problems of waste and pollution through different means with varying degrees of success.

Task: • Describe problems that humans face because of pollution caused by urbanization and

industrialization

• Discuss attempts to address problems related to pollution and whether or not these attempts

have been successful

Scoring Notes:

1. This document-based question has a minimum of six components (discussing at least two problems

that humans face because of pollution caused by urbanization and industrialization and at least two

attempts to address problems related to pollution and whether or not each of these attempts has

been successful).

2. To incorporate the minimum number of documents, pollution may be addressed in different ways,

e.g., water pollution or air pollution; land, water and air pollution; pollution in specific separate

regions; pollution in several different time periods; comparison of pollution in the past to current

day.

3. Problems related to pollution that are not referred to in the documents may be included in the

discussion, e.g., oil spills, nuclear waste.

4. While the United States should not be the focus of the discussion on pollution it may be used as an

example to address either part of the task, e.g., the impact of large amounts of PFOA contaminating

drinking water.

5. The same or similar information could be used to discuss more than one aspect of the task, but the

details will differ, e.g., construction of dams could be used to discuss both the problem and

attempts to solve problems of pollution.

6. Attempts to address problems related to pollution may be immediate or long term.

7. Attempts to address a problem may be the same for two different problems, but the details should

be specific to each problem, e.g., legislation was passed to address pollution in European medieval

cities and legislation was passed to ensure that by 2020 much of China’s energy comes from

renewable sources.

8. Attempts to address problems related to pollution need not be related to a specific problem but may

be general in nature, e.g., holding international conventions to address environmental problems.

9. Whether or not attempts to address problems related to pollution have been successful may be

discussed from different perspectives as long as the discussion is supported with accurate historical

facts and examples.

10. For the purposes of meeting the criteria of using at least five documents in the response, documents

4a and 4b may be considered as separate documents if the response uses specific separate facts

from each document.


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

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

easier for raters to read and use as scoring aids.

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

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

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

Score of 5:

• Thoroughly develops all aspects of the task evenly and in depth by discussing at least two problems that

humans face because of pollution caused by urbanization and industrialization and at least two attempts to

address problems related to pollution and whether or not each of these attempts has been successful

• Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g., connects the

increasingly congested cities of ancient Athens and the later Middle Ages to the accumulation of refuse

in the streets and contaminated water to municipal hygiene laws and fines that did little to deter

traditional practices that contributed to pollution in those cities and the escalating air pollution in

current-day Mexico City and China as a result of expanding markets and industrial development to the

delayed and somewhat unsuccessful responses by governments to address air pollution in those

countries as a result of controversy and expense

• Incorporates relevant information from at least five documents (see Key Ideas Chart)

• Incorporates substantial relevant outside information related to problems of pollution and the success or

lack of success of attempts to address the problems of pollution (see Outside Information Chart)

• Richly supports the theme with many relevant facts, examples, and details, e.g., narrow Athens streets;

inefficient sewer system; animal cadavers in rivers of Middle Ages; municipal hygiene laws; free-

roaming pigs; use of clogs; congested highways of Mexico City; ozone levels; smokestacks of factories;

coal as China’s main source of energy; coal produces carbon dioxide, nitrogen oxides, sulfur dioxide, and

methane; global warming; acid rain; terms of Renewable Energy Law; windmills; solar panels; United

Nations sponsored climate conferences; Kyoto Protocol; role of global recessions

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are

beyond a restatement of the theme

Score of 4:

• Develops all aspects of the task but may do so somewhat unevenly by discussing one aspect less thoroughly

than the other aspects

• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g., discusses

accumulation of sewage, refuse, and contaminated water in ancient Athens and cities of the Middle Ages

and traditional practices that made municipal laws largely ineffective and increasing pollution in current-day

Mexico City and China as a result of increasing industrial production and the limited success of government

efforts to cut back emissions and shift to renewable energy

• Incorporates relevant information from at least five documents

• Incorporates relevant outside information

• Supports the theme with relevant facts, examples, and details

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are

beyond a restatement of the theme


Score of 3:

• Develops all aspects of the task with little depth or develops at least four aspects of the task in some depth

• Is more descriptive than analytical (applies, may analyze and/or evaluate information)

• Incorporates some relevant information from some of the documents

• Incorporates limited relevant outside information

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

• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may

be a restatement of the theme

Note: If all aspects of the task have been thoroughly developed evenly and in depth for one problem related to

pollution 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

• 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


Score of 1:

• Minimally develops some aspects of the task

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

• Makes vague, unclear references to the documents or consists primarily of relevant and irrelevant

information copied from the documents

• Presents no relevant outside information

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

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


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 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.


Key

Id

eas

from

th

e D

ocu

men

ts

Do

cum

ent

Poll

uti

on

Pro

ble

ms

Hu

ma

ns

Face

fro

m

Urb

an

iza

tio

n/I

nd

ust

ria

liza

tio

n

Att

emp

ts t

o A

dd

ress

Pro

ble

m

Su

cces

s/L

ack

of

Su

cces

s o

f A

ttem

pts

1

Intr

od

uct

ion

Th

reat

of

dis

ease

Enorm

ous

amounts

of

gar

bag

e/volu

mes

of

thro

waw

ay g

oods

Un

san

itar

y c

on

dit

ion

s

Wal

low

ing

in

ru

bb

ish a

nd

fil

th

Def

ecti

ve

san

itar

y a

rran

gem

ents

Gar

bag

e re

moval

bec

om

ing a

publi

c

resp

on

sib

ilit

y i

n E

uro

pe

and

th

e

Unit

ed S

tate

s

Cit

y d

wel

lers

wil

lin

g t

o p

ut

up

wit

h

def

ecti

ve

san

itar

y a

rran

gem

ents

Inab

ilit

y t

o a

pp

reci

ate

nee

d t

o a

dd

ress

gar

bag

e re

mo

val

du

e to

co

llec

tiv

e

mem

ory

of

a 7

5-y

ear

life

sp

an

Acc

epta

nce

of

huge

level

of

wra

ck a

nd

reje

ctam

enta

as

norm

al

2

Anci

ent

Ath

ens

Dir

ty w

ater

in s

tree

ts

Lac

k o

f se

wag

e sy

stem

/reg

ula

r sc

aven

ger

s

Acc

um

ula

tio

n o

f fi

lth

in s

tree

ts

Sm

elly

an

d u

nsi

gh

tly s

tree

ts

Gre

at p

lag

ues

/per

pet

ual

pes

tile

nce

3

Med

ieval

Eu

rope

AD

800–1500

Sew

age

and a

nim

al c

adav

ers

in r

iver

s

Blo

od o

f sl

aughte

red a

nim

als

in g

utt

ers

Un

sold

fis

h t

hat

wer

e to

ssed

in

to s

tree

t

Impro

per

was

te/g

arb

age

dis

posa

l

Dy

e co

nta

min

atin

g w

ater

Inte

rfer

ence

of

scav

engin

g p

igs

wit

h s

wee

pin

g

the

stre

ets

Acc

um

ula

tio

n o

f re

fuse

in

th

e st

reet

s

Res

tric

tio

ns

on

act

ivit

ies

of

pig

s

Imposi

ng f

ines

on o

wner

s w

ho l

et

pig

s ru

n f

ree

on S

unday

—hig

her

fines

fo

r so

ws

Wea

ring c

logs

whil

e at

tem

pti

ng t

o

swee

p u

p a

ccum

ula

ted r

efu

se

Dev

elopm

ent

of

munic

ipal

hygie

ne

law

s

Lim

ited

succ

ess

of

munic

ipal

hygie

ne

law

s to

pre

ven

t p

ract

ices

4

Lo

nd

on

18

49

, 1

86

5

Sew

er/c

essp

ool/

sink w

aste

in t

he

Th

ames

Riv

er

Volu

me

of

fact

ory

was

te e

nte

ring t

he

river

Pay

ing o

ther

s to

over

look t

he

dum

pin

g o

f w

aste

into

th

e ri

ver

; co

rru

pti

on

Dir

ty/s

tin

ky

/co

nta

min

ated

dri

nk

ing w

ater

Flo

atin

g f

ish

/dea

d f

ish

in

th

e T

ham

es

Chole

ra

Bla

ck,

inky w

ater

of

the

Th

ames

Impro

vin

g s

ewer

syst

ems

Cle

anin

g u

p d

rinkin

g w

ater

suppli

es

Co

llec

tin

g a

nd

dis

po

sin

g o

f re

fuse

Fix

ing

lea

ks

from

Th

ames

in

to w

ells

and o

ther

wat

er s

uppli

es

Th

ames

lookin

g a

nd s

mel

ling c

lean

er

Few

er s

ourc

es o

f co

nta

min

atio

n

Impro

vem

ents

in c

oll

ecti

ng a

nd

dis

po

sin

g o

f re

fuse

Few

er d

eath

s fr

om

chole

ra

Chole

ra n

o l

onger

lea

kin

g f

rom

Th

ames

into

wel

ls a

nd w

ater

suppli

es

Ch

ole

ra s

till

kil

lin

g s

ever

al t

ho

usa

nd

peo

ple


Key

Id

eas

(con

tin

ued

)

Do

cum

ent

Poll

uti

on

Pro

ble

ms

Hu

ma

ns

Face

fro

m

Urb

an

iza

tio

n/I

nd

ust

ria

liza

tio

n

Att

emp

ts t

o A

dd

ress

Pro

ble

m

Su

cces

s/L

ack

of

Su

cces

s o

f

Att

emp

ts

5

Gan

ges

Riv

er

Val

ley

19

85

–2

00

4

Hum

an a

nd i

ndust

rial

was

te i

n r

iver

Wat

erb

orn

e il

lnes

ses

Th

reat

to H

ind

u f

aith

/tra

dit

ion

s/cu

ltu

re

Thre

at t

o g

ener

al h

ealt

h o

f In

dia

ns

Conta

min

ated

dri

nkin

g w

ater

Det

erio

rati

on o

f physi

cal

puri

ty o

f G

anges

Lau

nch

ing G

anga

Act

ion P

lan t

o c

lean

up r

iver

in s

elec

ted a

reas

Th

reat

of

fin

es a

nd l

itig

atio

n a

gai

nst

ind

ust

ries

th

at p

oll

ute

Inst

alla

tio

n o

f se

wag

e tr

eatm

ent

pla

nts

in s

elec

t ar

eas

of

the

river

Adopti

on o

f w

este

rn-s

tyle

tre

atm

ent

pla

nts

Vee

r B

had

ra M

ish

ra’s

eff

ort

s to

co

mbat

poll

uti

on i

n t

he

Gan

ges

Inst

alla

tio

n o

f in

adeq

uat

e se

wag

e

trea

tmen

t p

lan

ts

Fai

lure

of

wes

tern

-sty

le t

reat

men

t

pla

nts

to m

eet

loca

l nee

ds

and

condit

ions

in I

ndia

bec

ause

of

lack

of

adeq

uat

e su

pply

of

elec

tric

ity

/ov

erw

hel

min

g m

on

soo

n

rain

s

Fai

lure

to d

eal

wit

h m

ism

anag

emen

t,

corr

upti

on, te

chnolo

gic

al m

ista

kes

by g

over

nm

ent

Fai

lure

to i

ncl

ud

e lo

cal

com

mu

nit

ies

6

Ven

ezuel

a

20

10

–2

01

4

Oil

lea

kin

g o

ut

of

old

ru

sty p

ipes

in

to t

he

lak

e

500 c

om

pan

ies

dum

pin

g w

aste

into

Lak

e

Mar

acai

bo’s

tri

buta

ries

Sew

age

that

was

dis

pose

d o

f in

the

lake

by

inh

abit

ants

Ch

emic

al r

un

off

fro

m f

arm

s in

to t

he

lak

e

Har

min

g o

f fi

sh a

nd b

irds

Tre

atm

ent

of

only

about

20%

of

runoff

and s

ewag

e bef

ore

ente

ring t

he

lake

Lac

k o

f tr

eatm

ent

of

most

sew

age

and r

unoff

bef

ore

ente

ring l

ake

Conti

nued

lea

kag

e of

oil

into

Lak

e

Mar

acai

bo

Conti

nued

dum

pin

g w

aste

into

lak

e

by c

om

pan

ies

Co

nti

nu

atio

n o

f ch

emic

al r

un

off

fro

m f

arm

s in

to l

ake

7

Mex

ico

Cit

y

19

92

Po

or

air

qu

alit

y

Dan

ger

ous/

dam

agin

g o

zone

level

s due

to

fact

ori

es/s

mokes

tack

s/ca

rs o

n c

onges

ted

hig

hw

ays

dam

agin

g t

he

ozo

ne

Urb

an s

mog

En

vir

on

men

tal

des

tru

ctio

n

Dec

lari

ng s

ever

al s

tate

s of

emer

gen

cy

due

to d

anger

ous

ozo

ne

level

s

Res

tric

tions

on c

ar u

se

Cu

tbac

k o

n o

per

atio

ns

in i

nd

ust

ries

du

e

to s

tate

s of

emer

gen

cy/d

anger

ous

ozo

ne

level

s

Peo

ple

beg

inn

ing

to e

qu

ate

the

city

’s

fact

ori

es a

nd c

ars

wit

h

env

iro

nm

enta

l d

estr

uct

ion


Key

Idea

s (c

on

tin

ued

)

Docu

men

t P

oll

uti

on

Pro

ble

ms

Hu

man

s F

ace

fro

m

Urb

an

izati

on

/In

du

stri

ali

zati

on

Att

emp

ts t

o A

dd

ress

Pro

ble

m

Su

cces

s/L

ack

of

Su

cces

s of

Att

emp

ts

8

Chin

a

2006

Pro

du

ctio

n o

f C

O2, N

Ox, an

d S

O2

fro

m

burn

ing c

oal

Rel

ease

of

met

han

e an

d o

ther

gas

es i

nto

the

atm

osp

her

e

Burn

ing c

oal

contr

ibute

s to

glo

bal

war

min

g

Air

po

llu

tio

n

Aci

d r

ain

Po

llu

ted

cit

ies

(16 o

f th

e w

orl

d’s

mo

st

po

llu

ted

)

Pla

n f

or

15%

of

Chin

a’s

ener

gy t

o

com

e fr

om

wat

er/w

ind

/so

lar

ener

gy

sourc

es b

y 2

020

Am

bit

ious

gover

nm

ent

targ

et o

f

incr

easi

ng w

ind p

ow

er d

ram

atic

ally

by 2

020

Pas

sage

of

renew

able

ener

gy l

aw i

n

2006

Rec

og

nit

ion

of

nee

d t

o s

hif

t

renew

able

ener

gy s

ourc

es t

o m

eet

Chin

a’s

ener

gy n

eeds

and m

inim

ize

ener

gy/h

ealt

h p

roble

ms

Curr

ent

tech

nolo

gy i

nef

fici

ent

or

not

dev

eloped

enough

Beg

inn

ing

of

dev

elo

pm

ent

for

renew

able

ener

gy t

echnolo

gy

Hig

h c

ost

of

renew

able

ener

gy

pro

du

ced b

y d

ams,

win

dm

ills

, so

lar

pan

els

to s

upply

a s

mal

l fr

acti

on o

f

nee

ds

Win

d a

nd

sola

r p

ow

er s

till

in i

nit

ial

stag

es o

f dev

elopm

ent

(2006)

Rel

evan

t O

uts

ide

Info

rma

tio

n

(Th

is l

ist

is n

ot

all-

incl

usi

ve.

)

Poll

uti

on

Pro

ble

ms

Hu

man

s F

ace

fro

m

Urb

an

izati

on

/In

du

stri

ali

zati

on

Att

emp

ts t

o A

dd

ress

Pro

ble

m

Su

cces

s/L

ack

of

Su

cces

s of

Att

emp

ts

Garb

age

More

was

te a

nd i

ncr

ease

d s

trai

n o

n d

isposa

l si

tes

and

syst

ems

from

incr

ease

s in

popula

tion/i

ncr

ease

s in

tou

rism

Lac

k o

f sa

nit

atio

n a

nd r

ecycl

ing p

rogra

ms

Spec

ific

exam

ple

s of

trad

itio

nal

cult

ura

l pra

ctic

es (

oth

er

than

those

in D

oc

5)

Per

man

ent

was

te a

ccum

ula

tion/i

ncr

ease

d p

reval

ence

of

non-b

iodeg

radab

le p

roduct

s

Air

po

llu

tio

n d

isea

ses/

illn

esse

s: a

sth

ma,

chro

nic

bro

nch

itis

, ai

rway

in

flam

mat

ion,

card

iov

ascu

lar

issu

es

Wat

er p

oll

uti

on

dis

ease

s/il

lnes

ses:

dia

rrh

ea,

par

asit

ic

dis

ease

s

Chad

wic

k-I

nq

uir

y in

to C

on

dit

ion

of

the

La

bo

uri

ng

Po

pu

lati

on

of

Gre

at

Bri

tain

(1842)

gover

nm

ent

report

about

sew

age,

dra

inag

e,

and

san

itat

ion

iss

ues

in

Bri

tain

Dev

elopm

ent

of

landfi

lls

and

tran

sfer

sta

tions

Rec

ycl

ing p

rogra

ms

Com

po

stin

g

Incr

ease

d a

war

enes

s of

envir

onm

enta

l

issu

es t

hro

ugh a

ctio

ns

of

gro

ups,

educa

tion,

med

ia, an

d d

ays

of

awar

enes

s

(Ear

th D

ay)

Sew

age

Intr

oduct

ion o

f tr

ace

elem

ents

of

dru

gs/

horm

ones

into

wat

er s

up

pli

es

Dum

pin

g o

f se

wag

e by v

esse

ls a

t se

a

Leg

isla

tio

n o

n d

isp

osa

l o

f m

edic

al,

toxic

, an

d r

adio

acti

ve

mat

eria

ls

Dr.

Snow

’s s

tudie

s on c

hole

ra

En

forc

emen

t of

leg

isla

tio

n o

n d

isp

osa

l o

f

med

ical

, to

xic

, an

d r

adio

acti

ve

mat

eria

ls

Use

of

a fu

el p

roduce

d f

rom

sew

age

in

bio

gas

car

s (S

wed

en)


Rel

evan

t O

uts

ide

Info

rma

tio

n (

con

tin

ued

)

Poll

uti

on

Pro

ble

ms

Hu

man

s F

ace

fro

m

Urb

an

izati

on

/In

du

stri

ali

zati

on

Att

emp

ts t

o A

dd

ress

Pro

ble

m

Su

cces

s/L

ack

of

Su

cces

s of

Att

emp

ts

Min

ing

Buil

du

p o

f ta

ilin

gs

Rai

n l

each

ing m

iner

als/

acid

s fr

om

tai

lings

into

gro

und/w

ater

Po

llu

ted

wat

er r

un

off

fro

m m

inin

g o

per

atio

ns

Incr

ease

d a

cidit

y i

n n

earb

y w

ater

sourc

es

Res

urf

acin

g r

equir

emen

ts f

or

stri

p

min

ing a

reas

, re

fore

stat

ion

Leg

al r

estr

icti

on

s o

n s

trip

min

ing

Enfo

rcem

ent

of

leg

al r

estr

icti

on

s o

n

stri

p m

inin

g

Air

/Sm

og

Rel

ease

of

CO

2 a

nd s

moke

from

sla

sh-a

nd-b

urn

far

min

g i

n

the

Am

azon r

ainfo

rest

to c

reat

e ra

nch

es a

nd b

uil

d

hig

hw

ays

Pro

duct

ion o

f pri

mar

y p

oll

uta

nts

—gas

eous

hydro

car

bons,

carb

on m

onoxid

e an

d l

ead p

arti

cles

by t

rain

s an

d p

lanes

Gre

enhouse

eff

ect

wit

h t

he

emis

sion o

f hea

t-tr

appin

g

gas

es i

nto

the

atm

osp

her

e fr

om

the

burn

ing o

f oil

and

nat

ura

l gas

and t

he

use

of

synth

etic

chem

ical

s

Co

ntr

ibu

tio

n o

f ac

id r

ain t

o t

he

loss

of

fert

ile

lan

d a

nd

th

e

des

truct

ion o

f m

onum

ents

and a

rchit

ectu

re (

Taj

Mah

al,

bu

ild

ing

s, t

emp

les

of

Acr

op

oli

s, s

tatu

es)

“Sav

e th

e R

ainfo

rest

” pro

ject

s fo

r

purc

has

e of

par

cels

of

land t

hat

wil

l

rem

ain u

ndev

eloped

Car

po

oli

ng

/ex

pan

sio

n o

f p

ub

lic

tran

spo

rtat

ion

Dev

elopm

ent

of

cars

that

use

fle

x

fuel

/fuel

fro

m s

ugar

can

e (B

razi

l)

Ad

op

tio

n o

f M

on

trea

l P

roto

col/

Ky

oto

Pro

toco

l/R

io d

e Ja

nei

ro C

onfe

rence

Ad

op

tio

n o

f U

nit

ed N

atio

ns

pro

toco

ls t

o

enco

ura

ge

glo

bal

cooper

atio

n

Use

of

mas

ks

to p

rote

ct l

ungs

of

Japan

ese

traf

fic

poli

ce (

1960s)

/use

of

mas

ks

by C

hin

ese

Spec

ific

s ab

out

dev

elopm

ent

of

non-

foss

il f

uel

s: w

ind a

nd s

ola

r pow

er i

n

pla

ces

oth

er t

han

Chin

a

Dev

elopm

ent

of

emis

sion s

tandar

ds

Chan

gin

g t

raff

ic p

atte

rns

Sil

ent

Sp

rin

g,

Rac

hel

Car

son

Eff

ecti

ven

ess/

lack

of

effe

ctiv

enes

s of

inte

rnat

ion

al c

on

trib

uti

on

s to

“S

ave

the

Rai

nfo

rest

” p

roje

cts

Countr

ies

acce

pti

ng/r

efusi

ng t

o

sign/e

nfo

rcin

g M

ontr

eal

Pro

toco

l/K

yo

to P

roto

col/

Rio

de

Janei

ro C

onfe

rence

Lim

its

on w

hic

h d

ays

peo

ple

can

dri

ve

(Chin

a)

Acc

epta

nce

/enfo

rcem

ent

of

Unit

ed

Nat

ions

pro

toco

ls t

o e

nco

ura

ge

glo

bal

co

op

erat

ion

Usa

ge

of/

imple

men

tati

on o

f non-f

oss

il

fuel

s in

pla

ces

oth

er t

han

Chin

a

Co

nti

nu

ing

eff

ort

s to

mo

nit

or

emis

sion s

tandar

ds

Ind

ust

ria

l W

ast

e

Mas

sive

expan

sion o

f pro

duct

ion c

apab

ilit

ies

wit

hout

adeq

uat

e pro

tect

ions

of

envir

onm

ent

Det

ails

ab

ou

t th

e in

du

stri

al r

evo

luti

on

s in

Mei

ji J

apan

,

pre

sent

day

India

, an

d o

ther

countr

ies

not

men

tioned

in

the

docu

men

ts

Hea

lth i

ssues

of

Chin

ese

work

ers

dec

onst

ruct

ing r

ecycl

ed

tech

nolo

gy (

smar

t phones

, co

mpute

rs)

Dev

elopin

g s

uper

funds—

gover

nm

ent

acco

unts

for

mea

sure

s to

cle

an-u

p

know

n t

oxic

sit

es/“

poll

ute

rs p

ay”

po

licy

Chin

a: b

asin

g f

ees

on q

uan

titi

es a

nd

conce

ntr

atio

n o

f poll

uta

nts

in f

acto

ries

mo

nit

ore

d b

y g

ov

ern

men

t

Dev

elo

pm

ent

of

Nat

ion

al P

oll

uti

on

Co

ntr

ol

Ag

ency

to

rat

e

pro

duce

rs/m

anufa

cture

rs f

rom

gold

to b

lack

(h

igh

est

to l

ow

est)

and t

o

dis

clo

se t

hes

e ra

tin

gs

to t

he

gen

eral

publi

c (I

ndones

ia)


Rel

evan

t O

uts

ide

Info

rma

tio

n (

con

tin

ued

)

Poll

uti

on

Pro

ble

ms

Hu

man

s F

ace

fro

m

Urb

an

izati

on

/In

du

stri

ali

zati

on

Att

emp

ts t

o A

dd

ress

Pro

ble

m

Su

cces

s/L

ack

of

Su

cces

s of

Att

emp

ts

Nu

clea

r W

ast

e

Eff

ects

of

nucl

ear

acci

den

ts (

Cher

nobyl,

Fukush

ima)

Impro

per

dis

posa

l of

ura

niu

m,

plu

toniu

m, or

oth

er

elem

ents

fro

m n

ucl

ear

fiss

ion

Impro

per

dis

posa

l of

radio

acti

ve

was

te f

rom

old

nucl

ear

pow

er p

lants

, dec

om

mis

sioned

nucl

ear

mis

sile

s, a

nd

nucl

ear

wea

pons

test

s

Impro

per

dis

posa

l of

low

-lev

el w

aste

fro

m m

edic

al

pro

cedure

s (x

-ray

s or

radio

acti

ve

trea

tmen

ts)

Rad

iati

on

po

iso

nin

g o

f p

lan

ts, an

imal

s, h

um

ans,

env

iro

nm

ent

Conta

min

atio

n o

f A

ral

Sea

Buil

din

g p

erm

anen

t st

ora

ge

site

s fo

r

nucl

ear

was

te

Sto

rin

g m

ater

ial

fro

m 1

0 t

o 5

0 y

ears

so

that

mo

st r

adio

acti

ve

iso

top

es a

t lo

w

lev

els

may

be

trea

ted

as

no

rmal

ref

use

Man

dat

ed u

se o

f se

cure

, ai

r-ti

ght

conta

iner

s not

loca

ted n

ear

hea

vil

y

popula

ted a

reas

Pro

test

s by p

eople

that

do n

ot

wan

t

nucl

ear

was

te d

um

ps

in t

hei

r

tow

n/r

egio

n/c

ou

ntr

y

Oce

an

/Fre

sh w

ate

r

Exxon V

aldez

oil

spil

l in

Ala

ska

(1989)

Pre

stig

e oil

spil

l—poll

uti

on o

f bea

ches

in F

rance

and

Spai

n a

nd d

estr

uct

ion o

f lo

cal

fish

ing i

ndust

ry (

Spai

n

2002)

Runoff

fro

m u

se o

f her

bic

ides

and i

nse

ctic

ides

Dan

ger

ous

runoff

into

wat

er s

ourc

es/r

iver

s/la

kes

fro

m t

he

use

of

“Gre

en R

evo

luti

on

” p

esti

cid

es,

fert

iliz

ers

(In

dia

,

Mex

ico)

BP

oil

spil

ls o

ff t

he

coas

ts o

f N

iger

ia a

nd M

exic

o

Impac

t on m

arin

e ec

osy

stem

s fr

om

oce

an g

yre

s th

at

conta

in p

last

ic a

nd o

ther

mar

ine

deb

ris

Req

uir

ing w

orl

d’s

tan

ker

fle

et t

o d

ouble

-

hu

ll a

ll s

hip

s

Const

ruct

ing w

etla

nds,

buff

er z

ones

for

stre

ams,

and s

ettl

emen

t ponds

to a

llow

conta

min

ated

runoff

to u

nder

go n

atura

l

bio

logic

al r

emed

iati

on b

efore

ente

ring

the

wat

er s

yst

em

Dev

elopm

ent

of

awar

enes

s/ed

uca

tion

cam

pai

gns

about

oce

an p

oll

uti

on

Dev

elopm

ent

of

pla

stic

coll

ecti

on

dev

ices

such

as

P-P

od

Use

of

oce

an s

wee

p b

oat

s to

coll

ect

deb

ris

in A

sian

bay

s

Imp

lem

enta

tio

n o

f G

lob

al I

nit

iati

ve

on

Mar

ine

Lit

ter

Obta

inin

g l

oan

s fr

om

Worl

d B

ank o

r

oth

er o

rgan

izat

ions

to s

upport

cle

an-u

p

effo

rts

Tig

hte

r re

quir

emen

ts f

or

lice

nsi

ng a

nd

insu

rin

g v

esse

ls

Rep

lace

men

t of

chlo

rinat

ed s

olv

ents

wit

h w

ater

-bas

ed s

olv

ents

der

ived

from

sourc

es s

uch

as

fruit

s, c

orn

,

soybea

ns,

and l

acti

c ac

id i

n o

rder

to

pre

serv

e gro

undw

ater

puri

ty

(Sw

eden

)

Ten

sion b

etw

een i

ncr

easi

ng e

conom

ic

gro

wth

and c

ost

of

enfo

rcem

ent

of

poll

uti

on c

ontr

ol

mea

sure

s


Anchor Paper – Document-Based Essay—Level 5 – A

The birth of the city has brought many benefits but also clearly has

a negative side. The clustering of human beings into a tightly packed

few square miles, housing them vertically rather than horizontal,

brings on a new realm of sanitary concerns. The growth of the city,

and spread of industrialization has raised the level of pollution,

turning cities into lands where waste accumulates and disease could

be easily spread. Water and air pollution are problems societies face

around the world.

From the beginning stages of the urban set-up, the issue of what do

do with unwanted things has been brought up. Even in early river

valley civilizations, governments paid little attention to waste because

of the relatively small size of populations and allowed people to simply

dump waste into their immediate environment. However, as

populations increased the problems caused by waste increased as well.

In Athens they had no proper sanitation, running water, or toilets, so

feces, old scraps, bloody animal parts, and pretty much any trash was

thrown out the windows as people saw fit. This led to unpleasant sights

and smells and to a rise of disease. The unpaved streets of midieval

Europe, were polluted with human and animal waste and acted as the

perfect breeding grounds for infectious diseases such as the bubonic

plague also known as the Black Death which was spread by flea

infested rats that were ever present in the polluted environment.

Sometimes the only way of conquering the gnarly alleys, was the use of

wooden clogs, which elevated the walker just above the surface (Doc #3).

But this didn’t stop the diseases from spreading. Health concerns

finally forced cities to pass hygiene laws partly because the rats and

roving pigs were a major health concern.



If you were lucky enough to live in a city which sat on a river, a lot

of pollution ended up in the water. The same water was bathed in,

drunk, used for washing, and cooked with. In the 1800’s as cities

grew, the problems with disease and other waste issues worsened

because the sheer amount of waste increased and because waste often

went directly into the water supply and contaminated it. Cities in

western Europe had periodic cholera epidemics, and thought disease

was spread by bad or smelly air. Eventually some people came to the

realization that the healthy choice was to clean their waters, and try to

prevent the spread of the disease. People like Edwin Chadwick and

Joseph Bazalgette. Chadwick wanted to find ways to fix the sanitation

problems of London. Chadwick’s work focused on public health and

eventually the Public Health Act was passed. Bazalgette helped create a

modern sewer sytem. Luckily in London, the efforts to clean up the

Thames payed off, and cholera became less of a threat. The river became

noticibly cleaner and the cholera epidemic in the 1860’s didn’t kill as

many people. If the government hadn’t taken an active role to help

clean up the environment, many more thousands of people would’ve

died.

The pollution of natural resources like water causes other issues

beyond the threat of disease. It effects cultural traditions and the

economy of places. The sub-continent of India is host to one of the

world’s greatest rivers; the Ganges. For centuries, this river has been

held as sacred, supplying India with fresh mountain water, flowing

from the Himalayas and south and then east to the Bay of Bengal.

The Hindu Religion, India’s most prominent religion, relies on the

river as a spiritual sanctuary. The river is seen as a goddess that



brings life to many in the Indo-Gangetic Plain which is where many

Indians live. Many of them depend on the river for water, jobs, and

their religion. Huge numbers of pilgrims go there to dip into the River

Ganges anually for purification of their souls as well as to dump their

dead loved one’s ashes or dead bodies in the river. These actions affect

their reincarnation and achievement of moksha. The river is important

for economic reasons as well. In the 1800’s, it’s deep waters acted as

trade routes. Since the 1900’s, industries built factories along the river

and used its water to help manufacture goods. Industrial dumping

and spills have made the situation worse. These cultural and economic

uses have caused the river to become polluted and led to some health

crisis. Many people use the river for bathing and drinking water and

have gotten sick from the river water because it isn’t adequately

treated. The Indian government and others have tried to help the

problem but the treatment of the river is an enormous project. Because

of India’s unique conditions with the monsoon season, and because

the monsoons effect energy production, plans such as the Ganga

Action Plan have been generally unsuccessful. It’s because that plan

used western-style treatment plants.

Our own Hudson River has felt the brutal side of pollution in the

past decades. Once a place people were able to swim, fish and enjoy, has

according to scientists and environmentalists, become too dirty for

public use. Industrial runoff, and a high concentration of gas-powered

ships, created a river that was far from pure. Luckily organizations

such as Clear Water as well as government efforts have forced

companies to clean up the PCB chemicals that were dumped into the

river.



Los Angeles on the other hand is widely known to be the city of

smog, and the low haze which settles above downtown, it can be seen

from any hilltop. Mexico City has a similar problem due to its use of

many automobiles and many factories. Mexico’s growing population

adds to the problem because of more cars. Because it was built between

two sets of mountains and is located at a high elevation, the

increasing levels of carbon monoxide are trapped causing major health

problems. The Mexican government has made attempts to reduce its

ozone levels when it gets to the point of being noxious, by restricting

car travel, and slowing factory production (Doc 7). Factories have been

cleaned up and moved. Tough emission standards were passed. The city

has also invested in a public transportation system which has also

helped some of these air pollution problems. Today air quality in

Mexico City is generally better than in places like India or China.

As pollution goes, the world, thanks to media and news, knows

that China tilts the scale for one of the most populated, and therefore

polluted places on earth. The string of major cities which lie on China’s

east coast, often have a sheet of haze which spreads across all of them.

The people who walk around with surgical masks on, are trying to

filter the air they breathe. The mass burning of coal, as a result of

China’s industrial might has created a toxic atmosphere above these

populated areas. To make the situation worse China, already extremely

full of people and cars, is so congested, it is hard to get around, but

China keeps buying and putting more and more cars on the road

because of the industrial growth and wealth that occurred since the

institution of the Four Modernizations and China’s economic global

involvement. In the next five years, the US could very well be buying



Chinese manufactured automobiles, like we buy many other “made in

China” products. So, the rate of China’s goods production isn’t slowing

anytime soon, which means its air pollution isn’t either. Renewable

energy sources in China, are supposed to be installed by 2020, but

meeting its energy goals is highly unlikely due to the cost involved.

(Doc #8).

It is highly unlikely that in the next generations we will have

perfectly green, eco-friendly cities, with grass rooftops, and electric

everything. We are inching towards something like that, with

renewable resources being used, wind, sun, and water to produce

electricity and the help of public transport. We can only hope for a

world where icebergs don’t melt, and waters aren’t clogged with junk

and where the air we breathe isn’t opaque. Technology and innovation

may offer ways to improve the conditions of our world.


Anchor Level 5-A

The response:

• Thoroughly develops all aspects of the task evenly and in depth for problems humans face

because of pollution

• Is more analytical than descriptive (pollution problems humans face: in Athens old scraps,

bloody animal parts, and trash thrown out windows leading to rise of diseases; polluted streets

of medieval Europe acted as perfect breeding ground for infectious disease; waste dumped into

same water used for drinking, washing, and cooking; industrial dumping and spills made

Ganges pollution worse; mass burning of coal created a toxic atmosphere above China’s

populated areas; attempts to address the problem of pollution: health concerns finally forced

cities of Middle Ages to pass hygiene laws partly because rats and roving pigs were a major

health concern; sometimes only way of conquering gnarly alleys was the use of wooden clogs;

in western European cities some came to realization that the healthy choice was to clean their

waters to prevent spread of disease; whether or not attempts have been successful: medieval

hygiene laws did not stop disease from spreading; because of monsoon season and monsoon’s

effect on energy production, Ganga Action Plan generally unsuccessful; renewable energy

sources supposed to be installed in China by 2020 but highly unlikely due to cost)

• Incorporates relevant information from documents 2, 3, 4, 5, 7, and 8

• Incorporates substantial relevant outside information (pollution problems humans face: Black

Death spread by flea-infested rats in polluted environment; pilgrimages to Ganges for

purification of souls as well as dumping ashes or dead bodies in river to help in reincarnation

and achievement of moksha; Hudson River, according to scientists and environmentalists, too

dirty for public use; Los Angeles widely known to be city of smog; China puts more cars on

road because of industrial growth and wealth since institution of Four Modernizations and

economic global involvement; attempts to address the problem of pollution: Chadwick focused

on public health and eventually Public Health Act passed; people in China who walk around

with surgical masks are trying to filter air; organizations such as Clear Water as well as

government efforts have forced companies to clean up PCB chemicals; whether or not attempts

have been successful: Mexico City invested in public transportation system which alleviated

some pollution problems)

• Richly supports the theme with many relevant facts, examples, and details (pollution problems

humans face: Athens had no proper sanitation or running water; waste often went into the water

supply; cultural and economic uses have caused Ganges to become polluted; Mexico City has a

problem with smog because of automobiles and factories; attempts to address the problem of

pollution: Ganga Action Plan in India; Mexico City restricted car travel and slowed factory

production; whether or not attempts have been successful: efforts to clean up Thames paid off

and cholera became less of a problem)

• Demonstrates a logical and clear plan of organization; includes an introduction that discusses

the effects of industrialization on cities and a conclusion that discusses pollution in today’s

world

Conclusion: Overall, the response fits the criteria for Level 5. Analytic statements, specific details,

and applicable outside information are effectively integrated in a thorough treatment of the task.

Knowledge of subject matter is demonstrated in the depth of the discussion.


Anchor Paper – Document-Based Essay—Level 5 – B

Throughout history, humans have created waste and pollution.

Urbanization and industrialization have contributed to the pollution

of the land, water, and air. As urbanization and industrialization

have increased, humans have attempted to address the problems of

waste and pollution through different means with varying degrees of

success.

During the Industrial Revolution millions of people moved into

already congested cities. (Doc 1) The Industrial Revolution brought

many factories and business. These factories polluted the rivers and

streams with chemical and industrial waste. Also during this time the

untreated sewage would run right into the rivers too. There would be

human waste floating down the river. Combined with the chemicals,

dyes, fibers, and garbage, the rivers and the cities would stink so bad.

(Doc 4) There was always the threat of disease, such as cholera and

typhoid as well as tuberculosis, and that finally made garbage

removal and environmental cleanup at least partially a public

responsibility in Europe and places like the United States. (OI)

England’s Parliament held awareness meetings and passed laws that

helped target the dumping of human and other waste directly into the

Thames river. The Great Stink of London and its overwhelming smells

led to a massive new sewer system. (OI) This system led to a decrease

in cholera cases but did not end pollution problems. (Doc 4)

In Medieval Europe as more and more people left the manors in the

countryside and moved into towns and cities, waste disposal and

public hygiene in the increasingly congested areas became major

concerns. Sewage and animal cadavers were thrown into the rivers,

butchers let the blood of slaughtered animals flow into the gutters, as



did dyers the contaminated water flow from their vats. (Doc 3) People

used the same water for bathing, cooking, and cleaning. This is one of

the causes of many people becoming sick. (OI) Townspeople were

probably unaware of the damage that they were creating. For the most

part municipal hygiene laws did little to prevent these contaminating

practices. Some people wore clogs to stay above the muck to try and

sweep up the accumulated refuse. Often people had to compete with the

free-roaming pigs that rooted in the garbage. Some towns tried to put

restrictions on the activities of the pigs. They gave fines on the owners

of the pigs who let their pigs run free on a Sunday. An even higher

fine if the offending animal was a female pig (sow). They addressed

this problem by making the owners pay fines. But these hygiene laws

were relatively ineffective. As the population increased cities became

dirtier. Some say the most effective cause that changed conditions in

medieval Europe was the Black Death. (OI) One-third of the population

of Europe died. (OI) Cities because of necessity and fear strictly

enforced laws and government actively fought the disease by

isolating the sick, burying the dead in deep pits outside the town, and

burning clothes. (OI) Ultimately with fewer people alive there was less

garbage, less pollution, and less disease. (OI)

The Ganges river in India is sick with the pollution of human and

industrial waste, and water-borne illness. This is a terrible factor of

Indian life. The Ganges river is a very sacred place. The river is revered

as a goddess whose purity cleanses the sins of the faithful and aids

the dead on their path toward heaven. When Hindu people in India die

many send the body down the river or cremate the body and scatter

the ashes in the river. This is supposed to release the soul from this life



and prepare it for the next. Offerings such as food and other funeral

related waste is left along the shores of the river. (OI) The water is

sacred to the people so they bathe in it believing it will cleanse their

soul. Not only do people bathe in the river they do their laundry, wash,

drink, clean utensils, and even brush their teeth with the water. (OI)

But the thing is, there are carcases, human waste and industrial

waste in there. They attempted to treat the river using western-style

treatment facilities but these facilities simply did not meet the needs

of the region. Such treatment facilities were designed for use in

countries where supply of electricity is stable, there’s no season of

overwhelming monsoon rains, and the population doesn’t drink

directly from the water source. (Doc 5) Therefore these treatment

facilities were not successful. Because many people consume this

dirty water people are getting sick with diseases such as cholera. Other

people may get dysentery and diarrhea which can cause dehydration

and death. (OI)

Venezuela’s, Lake Maracaibo, is crisscrossed with oil industry

pipelines. There is about 15,000 miles of pipelines under the lake. (Doc 6)

Unfortunately, many of the pipes are old, rusty, and leaking. In

2010, the leaky pipes relesed oil that washed up on Lake Maracaibo’s

shores, harming fish and birds. It is very difficult for birds to fly

when they are covered in oil. (OI) Also about 500 other companies

dump waste into the lake and only about 20% of the waste is treated

before it is dumped into the lake. This has not only caused problems for

birds and fish but also for humans who live near the lake and use it.

If they want to clean up this lake the amount of waste that is being

treated needs to increase a lot. This would require more attention from



the government and more funding.

The burning of fossil fuels is a big contributer to air pollution. As

of 2006 China was the worlds largest producer and consumer of coal.

(Doc 8) Unfortunately, coal is also the “dirtiest” energy source, as it

produces carbon dioxide, nitrogen oxides, sulfer dioxide, and methane-

gases that contribute to global warming, air pollution, and acid rain.

In fact as of 2006, 16 of the world’s 20 most polluted cities were in

China. The Chinese Government realizes the need to shift to renewable

energy sources to substain the energy growth. They have invested in

hydroelectric power by building dams like the Three Gorges Dam but

that is inadequate to meet all the needs of the Chinese people. (OI) The

problem with wind and solar power is that they are still in the initial

stages of development. Also they cost a lot to install, and they would

only supply a small fraction of China’s energy needs.

Pollution caused by urbanization and industrialization has been

a problem for centuries. Modern technology and growing populations

have made the amount of pollution worse. Every culture, every country

has pollution. The solutions they have used have lessened it out but

nobody has fixed it.


Anchor Level 5-B

The response:

• Thoroughly develops all aspects of the task evenly and in depth for problems humans face

because of pollution

Is more analytical than descriptive (pollution problems humans face: cities would stink from

combined chemicals, dyes, fibers, and garbage in rivers; bathing, cooking, and cleaning with

these waters is one of the causes of people getting sick; Ganges used to do laundry, wash, drink,

clean utensils, and even brush teeth, but there are carcasses, human waste, and industrial waste

in there; rusty, old pipes leaking oil into Lake Maracaibo harming fish and birds; coal is the

dirtiest energy source and contributes to global warming, air pollution, and acid rain; attempts to

address the problem of pollution: some people in medieval towns wore clogs to stay above the

muck; only 20 percent of the waste going into Lake Maracaibo is being treated before it is

dumped into the lake; whether or not attempts have been successful: London’s new sewer

system led to a decrease in cholera, but not an end in pollution problems; medieval municipal

hygiene laws did little to prevent contaminating practices; use of western-style treatment

facilities did not meet the needs of India)


Incorporates substantial relevant outside information (pollution problems humans face: threat of

typhoid as well as tuberculosis finally made garbage removal and environmental cleanup

partially a public responsibility in England and United States; people in India getting sick with

dysentery which can cause dehydration; attempts to address the problem of pollution: Great

Stink and overwhelming smells led to massive new sewer system; plague-stricken cities isolated

their sick, buried their dead in pits outside the town, and burned clothes; whether or not attempts

have been successful: as a result of Black Death, one third of the people died; with fewer people,

there was less garbage, less pollution, and less disease; if Lake Maracaibo is to be cleaned up,

the amount of waste treated needs to increase with more attention from government and more

funding; solutions by countries and cultures have lessened it, but nobody has fixed it; Three

Gorges Dam inadequate to meet the needs of all Chinese)

• Richly supports the theme with many relevant facts, examples, and details (pollution problems

humans face: factories polluted with chemical and industrial waste; Hindus cremate bodies and

put ashes in Ganges; 16 of the 20 world’s most polluted cities in China; attempts to address the

problem of pollution: fines for pig owners in medieval cities and towns; whether or not attempts

have been successful: wind and solar power still in initial stages of development and would

supply only fraction of China’s energy needs)

• Demonstrates a logical and clear plan of organization; includes an introduction that is a

restatement of the theme and lacks a conclusion

Conclusion: Overall, the response fits the criteria for Level 5. Document information and relevant

outside information are woven together in case studies which address all aspects of the task

demonstrating a depth of knowledge.




Urbanization and industrialization have vastly increased the

amount of waste and pollution produced and increased the impact of

this waste and pollution on the environment and human health. As

unsanitary environmental conditions grow worse, humans have been

threatened by potential exposure to disease and health issues.

Consequentially, humans have tried many ways to reduce the impact

of pollution and waste such as converting to renewable sources of

energy and improving sewage systems resulting in varying degrees

of success or failure.

Many solutions have been proposed to reduce the impact of pollution

on the health of humans, such as cleaning up sewage systems and

improving water systems and by restricting the production of and

release of waste into the environment. These methods have shown some

success. In Mexico City, a massive population increase combined with

industrial development, poor emission standards, and the overuse of

cars led to environmental and health nightmares. Mexico City’s ozone

level rose above dangerous levels many times, creating a public

danger to human health. As a result, at certain times the government

restricted industrial production, thereby limiting the amount of waste

and pollution produced. They also at certain times restricted the use of

cars as cars contribute to air pollution by emitting unhealthy green-

house gases. These restrictions often lasted until the ozone level was

lowered back under danger levels. There are many conditions in

Mexico City that have made the pollution problem difficult to fix. For

example public transport is not very popular with the growing middle

class. Traffic congestion in the city has caused some people to avoid



walking. Cars are often seen as a status symbol and many in the

upwardly mobile group do not want to give them up. Industrializing

societies two centuries before had problems also. The Industrial

Revolution in England caused the pollution of many cities and

waterways. The Thames River became foul with industrial waste,

human waste, and dead animals. The air quality was also poor

because factories ran on coal in the 1800s and soot spewed into the air.

Diseases like cholera spread because of contaminated water and lung

problems became very common because of air pollution. In document

4b, Europeans made many sanitary reforms to reduce the impact of

water pollution. By 1865, London had cleaned its water supply and

improved the efficiency of its sewage systems. Pollution and waste

such as sewage or water pollution can decrease human health by

transmitting bacteria into human drinking water (Doc 4a) or by

providing optimal conditions for diseases or bacteria to occur. Because

of London’s reforms, when cholera returned to London’s shores in

1865, it no longer leaked into wells or rivers and ultimately did not

harm as many human lives as it did in Western Europe, shown in

Doc 4b. Two hundred years ago societies faced pollution problems due

to industrialization and societies today still face pollution problems

caused by industry.

Attempts that have not been as successful have occurred as well.

Since Medieval times, societies have struggled with waste and

pollution. Document 3 describes the unhealthy conditions of cities in

Medieval Europe. Streets were littered with rotting meat, sewage and

animals. Without proper sewage systems city dwellers would simply

throw their human waste in the streets. In an attempt to clean the



streets hygiene laws were passed. A fine was imposed on anyone who

allowed their pigs to roam free on Sunday. Although this discouraged

the roaming of pigs, the pollution and sanitation of the cities

continued to remain unhealthy and dirty, without significant

improvement because people continued to dump waste in the streets. In

fact, without the pigs there was more waste because the pigs ate at least

some of the waste that was in the streets.

In Document 5, it explains the Ganges River has been polluted by

human and industrial waste and that has contributed to water-borne

illnesses in Indian life. On top of this many Hindu believers put

ashes and bodies of loved ones in the Ganges River because it is sacred

to them. People drink from this untreated or barely treated water.

Because of this pollution people could get cholera, stomach bacteria,

and other diseases from the river. In order to clean up the river, the

government in India launched the Ganga Action Plan in 1985 by

using western style sewage treatment plants. This plan has failed

however, due to a lack of a stable source of electricity. It also failed

because sometimes the summer monsoon can dump too much rain

causing flooding and overwhelming the sewage treatment plants. So,

the Ganges River continues to be polluted and cause health problems.

According to Document 8, modern day China has not been able to

convert to a dependable, large wind, water, or solar powered nation due

to the high expense of installing wind mills, hydroelectric power

plants, and solar panels. The expenses of these changes, as well as the

increasing energy demands of its large population and its increasing

industrial development have placed a burden on China’s economy.

China’s energy needs far exceed what renewable sources can currently



provide. In 2006, 16 of the world’s 20 most polluted cities were in

China and the waste from burning coal such as methane contribute to

health threats in the form of air pollution, as shown in Document 8.

The byproducts from burning coal have hurt the very young who

increasingly suffer from asthma and other lung related diseases.

Pollution and waste can be detrimental to humans in many ways.

Polluted air or water can make its way into the human body through

simply breathing in polluted air or drinking polluted water. This can

bring diseases such as cholera or harmful bacteria into the human

system. Converting to renewable or clean energy sources can help

improve health conditions by removing or lowering these health

hazards. Wind or solar power are good examples of change to provide

energy without releasing waste but they are costly. Although there

have been many attempts to control pollution, there have been varying

degrees of success.


Anchor Level 4-A

The response:

• Develops all aspects of the task for problems humans face because of pollution

• Is both descriptive and analytical (pollution problems humans face: Mexico City’s population

increase combined with industrial development, poor emission standards, and overuse of cars

led to environmental nightmares; Thames foul with industrial waste, human waste, and dead

animals; pollution and waste such as sewage can transmit bacteria into human drinking water;

human and industrial waste in Ganges contributed to water-borne illnesses in India; attempts to

address the problem of pollution: Mexico City restricted industrial production and use of cars

limiting amount of waste and pollution produced; in medieval Europe pigs discouraged from

roaming by fines; whether or not attempts have been successful: ozone levels in Mexico City

lowered because of restrictions; because of London’s reforms, when cholera returned to its

shores it no longer leaked into wells or rivers and did not harm as many lives; medieval cities

continued to remain unhealthy and dirty; modern-day China not able to convert to a dependable,

large wind, water, or solar powering nation due to high expenses of installation; China’s energy

needs far exceed what renewable sources can currently provide)

• Incorporates relevant information from documents 3, 4, 5, 7, and 8

• Incorporates relevant outside information (pollution problems humans face: air quality poor

because English factories ran on coal in 1800s and soot spewed into air; by-products from

burning coal hurt health for young Chinese who increasingly suffered from asthma; attempts to

address the problem of pollution: in Mexico City difficult to fix problem because public

transport not very popular with growing middle class; cars often seen as status symbol in

Mexico City and many do not want to give them up; whether or not attempts have been

successful: Middle Ages without roaming pigs meant more waste because pigs ate some waste;

Ganga Action Plan failed because summer monsoon can dump too much rain causing flooding

and overwhelming sewage treatment plants)

• Supports the theme with relevant facts, examples, and details (pollution problems humans face:

Mexico City’s ozone levels rose above dangerous levels; Industrial Revolution in England

caused pollution of many cities and waterways; city dwellers in Middle Ages did not have

proper sewage systems so human waste thrown into streets; attempts to address the problem of

pollution: Ganga Action Plan launched in 1985 to clean up river with help of sewage treatment

plans; whether or not attempts have been successful: by 1865 London cleaned water supply and

improved efficiency of sewage systems)


that discuss pollution can be detrimental in many ways and humans face consequences because

of pollution

Conclusion: Overall, the response fits the criteria for Level 4. Problems humans face because of

pollution are integrated into the discussion of methods used by different societies to address the

problems. Analytical statements and relevant examples demonstrate a good understanding of the

task.



As the Industrial Revolution swept across the world, and nations

began to urbanize, the rate of pollution rapidly increased, not only

taking a toll on the environment, but on humans as well.

Governments have attempted to address the human problems created

by pollution. Some attempts were widely successful, and some were not.

Humans have faced many problems that result from pollution. One

of the most major of them is disease. As Europe and the United States

wallowed in their own waste pollution, the only thing that made

garbage removal partially a public responsibility was the threat of

disease (doc 1). Man has created our own vile unsanitary conditions

through the growth of our cities and our consumer waste products.

Plastics, packaging, diapers, and disposable everything has made our

situation and the environment worse today. Likewise, in ancient

Athens, the streets were very narrow and filthy. Garbage and sewage

made the streets offensive and unhealthy. Had Athenians not been so

healthy from the start, they would have been very susceptible to

diseases. Even so, plagues often ravaged and helped weaken the city

(doc 2). Athens may have even have lost its war against Sparta, due

to a plague. One cause of disease was the contamination of water.

During the Middle Ages, waste disposal was a major concern. Sewage

and animal cadavers were thrown into rivers, and butchers allowed the

blood of slaughtered animals to flow into gutters, as well as dyers

letting contaminated water flow from their vats (doc 3). There was

little if any treatment of waste. The only thing they tried to do was

manage it by outlawing some practices, leaving the rivers dirty until

much of the pollution flowed out to sea. Similarly, in London, the

river Thames became highly polluted, which also happend to be



London’s source of drinking water. Sewers were often emptied into the

river, which contaminated it, and the people of London then used it as

their source of drinking water causing water-borne illnesses such as

cholera and typhoid fever (doc 4a). These were some of many problems

humans faced from pollution.

Due to the threat of disease created by increasing pollution

problems, governments began to try and clean the sources of

contamination. In London as the Thames became more polluted, they

made efforts to clean it, as well as other polluted sources. The efforts

were widely successful. They had improved sewer systems, cleaned up

supplies of drinking water, and collected and disposed of refuse in

“safer” locations. The efforts had been so effective, that in 1865, when

cholera reached London once again, it no longer leaked from the

Thames into the wells and other water supplies and the spread of

cholera was limited (doc 4b). Today, in China, the extensive use of coal

for energy was and is a major reason for pollution. As a result, they

tried to switch to different renewable sources such as wind, solar, and

water power. Though costly and still in development stages, China has

one of the greatest wind energy potentials (doc 8). Some of these

efforts of cleaning up pollution were very effective and others less

effective. In England laws to promote public health and improve living

conditions helped England to clean up its environment. China’s

efforts however, have been less effective. It is still one of the world’s

largest polluters and producers of greenhouse gases. Its growing

consumer society and expanded industrial development to compete in

a global marketplace have damaged its environment. Tensions between

seeking and cracking down on polluters has economic impacts.



Although some efforts were successful, many were not. India’s

pollution problems have many causes. For religious reasons people

bathe and dump ashes and dead bodies into the Ganges. Many cities

have untreated sewer systems that flowed directly into the river and

factories that dumped waste in the river causing the river to become

sick. As pollution became an increasing problem for the Ganges River

in India, the Indian Government Launched the Ganga Action Plan: a

plan devised to install sewage treatment plants in selected areas.

However, these treatment plants were designed for western regions like

Europe, and were not successful in India leaving the Ganges an

extremely polluted river. (doc 5). Also, in Venezuela, pipelines for oil

crossed Lake Maracaibo. These pipelines were old and leaky, thus

contaminating the lake causing damage to the environment, plants

and animals and anyone who depends on the lake or its tributaries

for agricultural or human use. Although there are treatment plants,

only 20% of all waste, runoff, and sewage is treated before entering

the lake (doc 6).

Pollution has taken a high toll on human life throughout history,

creating many problems. Efforts made to try to reduce these problems

are not always successful, although some have been.


Anchor Level 4-B

The response:


• Is both descriptive and analytical (pollution problems humans face: garbage and sewage made

streets of Athens offensive and unhealthy; plagues often ravaged ancient city of Athens; in

London sewers often emptied into Thames causing water-borne illnesses such as cholera and

typhoid fever; China’s use of coal energy was and is a major cause of pollution; Ganges sick

because many cities have untreated sewer systems that flowed into it and factory waste dumped

in it; attempts to address the problem of pollution: only thing done in Middle Ages was

management of waste by outlawing some practices leaving rivers dirty until much of pollution

flowed out to sea; London improved sewer systems, cleaned up supplies of drinking water, and

collected and disposed of refuse in “safer” locations; Indian government launched Ganga Action

Plan to install sewage treatment plants; whether or not attempts have been successful: efforts in

London so successful that in 1865 when cholera once again reached London it no longer leaked

from Thames into wells and other water supplies; treatment plants made for western regions like

Europe were not successful in Ganges; only 20 percent of waste, runoff, and sewage treated

before entering Lake Maracaibo)

• Incorporates relevant information from documents 1, 2, 3, 4, 5, 6, and 8

• Incorporates relevant outside information (pollution problems humans face: plastics, packaging,

diapers, and disposable everything has made our environment worse; plagues helped weaken

Athens so it lost its war against Sparta; for religious reasons people bathe, dump ashes and dead

bodies into Ganges; in China, its growing consumer society and expanded industrial

development have damaged the environment; attempts to address the problem of pollution:

tension between companies seeking profits and cracking down on polluters has economic

impacts)


in Middle Ages sewage and animal cadavers thrown into rivers, butchers allowed blood of

slaughtered animals to flow into gutters, and dyers let contaminated water flow from their vats;

in Venezuela oil pipelines that crossed Lake Maracaibo were old and leaky and polluted the

lake; attempts to address the problem of pollution: China tried to switch to renewable sources of

power like wind, solar, and water power)

• Demonstrates a logical and clear plan of organization; includes an introduction that states the

rate of pollution increased with the Industrial Revolution and a conclusion that states pollution

has taken a high toll on human life throughout history

Conclusion: Overall, the response fits the criteria for Level 4. Although the response relies on

document information to frame the discussion, a good understanding of the task is demonstrated.

While relevant outside information and analytic statements are included, stronger integration of that

information would have strengthened the effort.


Anchor Paper – Document-Based Essay—Level 4 – C

Throughout history, as civilizations grow and prosper, so does their

production of pollution. Whether it be air, water, or earth pollution,

urbanization and industrialization has caused humans to have to

deal with more and more harmful factors that come along with

progress. However, with this problem, people began to think of

solutions, such as using solar energy and wind power, though various

countries used different methods and had varying results.

Beginning with the Industrial Revolution in Europe people from

rural areas began to give up their lives as farmers, and things such as

the putting out system and cottage system became things of the past.

With the Enclosure Movement and the Agricultural Revolution came

major migrations of landless peasants to urban areas due to the

increased need for unskilled laborers to work in the new industrial

factories. The growing populations of these urban areas led to an

increase in poor sanitaztion, and lack of higene (Doc 1, 2). Because

industrialization and urbanization occured so quickly these urban

areas were overwhelmed and the cities poor water supplies and

sanitation systems could not handle the flood of people. People

wallowed in their own filth. The rise of population also magnified the

problem. More people living, eating, creating waste and garbage, and

bathing caused major problems straining and contaiminating water

supplies. With these contaimated water supplies and growing failure

of the weak sanitation systems the risk of disease grew substaneally,

the average life span of the people of this time in early industrial

Europe was only about 25-40 due to the fatallity of diseases and the

poor working and living conditions that plagued these polluted

industrial areas. These diseases were often spread due to the use of a



contaiminated water pump used by a whole community. Water borne

illnesses ran rapidly through the newly industrialized streets of

urban centers, people kept dying and it was just a horrible place to

live. Diseases like typhoid and cholera continued to kill people in

massive numbers in cities in western Europe. London decided to

improve their sewer system, clean up the water supplies, and create a

better system of waste collection and disposal. These attempts worked

and the water, the streets, and the whole city became cleaner. As London

became cleaner the diseases started to subside as well. (Doc 4b).

Similar to the Thames River in London the Ganges River in India

has gotten more and more polluted as the population of the Ganges

River Valley has increased. However in India the situation was made

more complicated because of the religous use of the river. The Ganges is

the holy river that Hindus make their pilgrimages to and where many

Hindus put human ashes in to help with their loved ones dharma. Due

to the growing number of problems caused by pollutions, many people

set out to find solutions. The polluted water caused many health

problems including water borne diseases. India tried to adopt Western

water cleaning systems. However, this attempt failed due to the

countries lack of stable electricity (Doc 5). Hydroelectric power is

dependent on the monsoons which means electricity production

suffers if the monsoons are late. On a daily basis millions of Indian

people lack safe and sanitary drinking water. Also places such as

Mexico city have had problems with pollution but for them it is air

pollution. Rapid population growth, industralization, and

unrestricted use of polluting cars has made it dangerous to breathe

and live in the city. Mexico City had a hard time decreasing pollution



due to their surplus of smog producing factories and their over

populated streets. To try and reduce pollution the people of the city were

forced to reduce car use, and industries were required to cut back

operations (Doc. 7). This, however did very little to reduce pollution due

to the fact that older more polluting cars are still on the streets and

people don’t want to give them up. Because of this Mexico city is still

one of the most polluted areas in the world. However, despite these few

unsucessful attempts, countries such as Britain and Germany, have

done a much better job applying green energy to reduce pollution. The

people of Germany and Britain have started adopting forms of clean

energy other than polluting fossil fuels, thing such as solar power

and wind energy are used in daily life. Also water filtering systems

have been developed to supply the people of these countries with water

cleaned of harmful contaiminants. These sucessful attempts at using

clean energy has decrease the risks to the environment and helped

increase the lifespan of people who are effected by this benificial

changes.

It can be shown that throughout time the rapid industrialization of

the world has led to the pollution of many urban centers, the spread of

disease, and a lack of sanitazion for the people. However, as history

and people have progressed so have the peoples methods to prevent these

undesired effects. Even though some countries such as India and

Mexico have failed in their attempts toward clean energy and

unpollution, it can be shown that the countries who sucessfully

adopted these methods have become less poluted.


Anchor Level 4-C

The response:


• Is both descriptive and analytical (pollution problems humans face: because industrialization

and urbanization occurred so quickly, urban areas were overwhelmed and poor water supplies

and sanitation systems of cities could not handle the flood of people; growing failure of weak

sanitation systems contributed to substantial growth in risk of disease; water-borne illnesses

spread rapidly through newly industrialized urban centers; situation made more complicated in

India because of religious use of river; many Indians lack safe and sanitary drinking water;

Mexico City had a difficult time decreasing pollution due to surplus of smog-producing

factories and overpopulated streets; attempts to address the problem of pollution: London

decided to improve sewer system, clean up water supplies, and create a better system of waste

collection and disposal; to try and reduce pollution Mexico City forced people to reduce car use

and required industries to cut back on production; whether or not attempts have been successful:

London’s attempts worked and water, streets, and city cleaner)

• Incorporates relevant information from documents 1, 4, 5, and 7

• Incorporates relevant outside information (pollution problems humans face: with Enclosure

Movement and Agricultural Revolution came major migrations to urban areas due to increased

need for unskilled laborers in new industrial factories; average lifespan of people in early

industrial Europe only about 25 to 40 due to fatality of diseases and poor working and living

conditions; diseases such as typhoid continued to kill people in cities in western Europe; Ganges

holy river that Hindus make pilgrimages to and where many Hindus put human ashes in to help

with loved ones’ dharma; attempts to address the problem of pollution: Britain and Germany

developed water-filtering systems to supply people with water cleaned of harmful contaminants;

whether or not attempts have been successful: pollution not reduced much in Mexico City

because older, more polluting cars are still on the streets; countries such as Germany have done

a better job of applying green energy and reducing pollution by adopting solar power and wind

energy)


water supplies contaminated; Ganges in India more polluted as population in river valley

increased; Mexico City problem with air pollution; whether or not attempts have been

successful: India tried to adopt western water-cleaning systems which failed due to lack of

stable electricity)

• Demonstrates a logical and clear plan of organization; includes an introduction that states as

civilization grows and prospers so does pollution and a conclusion that states although some

countries have failed in their attempts to address pollution others have reduced pollution

Conclusion: Overall, the response fits the criteria for Level 4. Analytic statements and relevant

outside information are integrated with document information to address all aspects of the task.

Additional supporting facts and details would have strengthened the treatment of the attempts to

address problems related to pollution.



Throughout history civilizations have undergone urbanization and

industrialization. With these have come pollution of the land, water,

and air. Although people have made efforts to address pollution, it is

still a current problem for today’s generations.

One major problem humans face because of pollution is disease. The

garbage and filth that existed in peoples towns was not controlled.

People were allowed to dump their waste and garbage almost anywhere.

The germs and contagions in these filthy areas made the spread of

disease a serious possibility (Doc 1.). The plague traveled with fleas on

rats and these rats ate the filth and garbage in European cities in the

late Middle Ages. Another effect of pollution is towns filling with

garbage. The filth and rubbish piling in people’s areas would not only

have been disgusting to see every day, but the odor given off would

have been terrible to deal with as well. (Doc 2.). Furthermore, pollution

would have also caused the contamination of a population’s drinking

water since cities often developed around rivers. The disgusting waste

that made its way into the water supply contaminated and hurt the

wildlife that needed the water. The water would then be drunk by

humans who have the water as their drinking source. This also

increased the spread of water-borne illnessess. (Doc 4a). This problem

happened in many societies and at different times. It was especially a

problem in industrial London. But because London was

industrialized and had more people than other cities, the waste problem

was bigger. One of the biggest water-borne killers was cholera. Today’s

generation in many parts of the world faces problems of pollution as

well. One such problem would be global warming. The use of chemicals

and substances such as chlorofloracarbons are wearing away the



ozone layer and increasing our exposure to the sun’s uv rays. We are

facing problems like the ice caps of the Arctic melting, and the possible

extinction of the polar bear somewhere in the near future. However the

human race is also facing possible extinction because we don’t seem to

have good solutions for many of the problems we have created. In India

the sacred Ganges River is dying because of the industrial,

agricultural, and human pollution. People need this river for religious

and economic reasons and if the government doesn’t do more the

Hindu faith could be badly harmed.

However, there have been attempts to address the problems caused by

pollution over the years. For example, the high rates of pollution in

Mexico City have caused their ozone level to climb to the point of very

dangerous. In response to this the government restricted the use of cars

and the production in factories until the ozone reached a somewhat

safe ozone level. These acts, however, do not solve the problem, they only

offer temporary solutions to a long term problem (Doc 7). The

restrictions simply decreased the pollution being added into the air

with the hope that natural air, wind currents and weather patterns

would help lower the ozone levels. But it doesn’t permanently get rid of

pollution. Laws can help reduce pollution but forcing companies to

clean up the environment and car companies to produce more efficient

cars and buses is more difficult. Another example of attempted reform

is in China. The overuse of coal as an energy source in China has lead

to many public health problems. People have developed asthma and

lung diseases because of the poor air quality. To counteract the affects

of pollution, the Chinese government is trying to institute the use of

renewable resources in place of coal. However the renewable resources



are not yet in use due to high costs and the very little amount of

energy these resources can currently supply. However the plans for

using these resources are in place and hopefully in the very near

future they will be in use (Doc 8). But more needs to be done. The world

uses China to manufacture many products. The “made in China” label

seems to be everywhere. But laws and limitations need to be placed on

Chinese companies and governments around the world need to insist

cleaner energy sources be used. One step taken today in many places

is the recycling of plastics and other materials that are not broken

down in nature easily. Recycling programs and environmental

groups in many places are making the public aware of these programs

and many people are putting more effort into recycling.

In conclusion, throughout history industrialization and pollution

have brought pollution and public health problems to societies. Disease

and filth are only two of the effects pollution can have on a

civilization. In response to the dangers of pollution, many efforts have

been made to address pollution. However, many of these efforts were

not successful. Those that were successful, and those that are still

attempting to fix the problem are still trying to deal with the problems

of pollution.


Anchor Level 3-A

The response:

• Develops all aspects of the task with some depth for problems humans face because of pollution

• Is more descriptive than analytical (pollution problems humans face: pollution caused

contamination of drinking water since cities often developed around rivers; waste that made its

way into drinking water contaminated and hurt wildlife; because London industrialized and had

more people, the waste problem was bigger; human race facing possible extinction because we

do not have good solutions for problems we have created; in India, sacred Ganges is dying

because of industrial, agricultural, and human pollution; people need Ganges for religious and

economic reasons and if government does not do more Hindu faith could be badly harmed;

overuse of coal as energy source in China led to many public health problems; whether or not

attempts have been successful: solutions in Mexico City do not solve problems but only offer

temporary solutions; high cost of using renewable resources in China and the little amount of

energy they supplied caused problems)

• Incorporates some relevant information from documents 1, 2, 4, 5, 7, and 8

• Incorporates limited relevant outside information (pollution problems humans face: plague

traveled with fleas on rats and rats ate filth and garbage in European cities in late Middle Ages;

substances such as chlorofluorocarbons wearing away ozone layer and increasing exposure to

sun’s ultraviolet rays; ice caps of Arctic melting and possible extinction of polar bears; people in

China developed asthma because of poor air quality; attempts to address the problem of

pollution: laws and limitations need to be placed on Chinese companies and governments

around the world need to insist cleaner energy sources be used; one step taken today is recycling

plastics; environmental groups making public aware of recycling programs; whether or not

attempts have been successful: in Mexico City hope that natural air, wind currents, and weather

patterns would help lower ozone levels; laws can help reduce pollution but forcing companies to

produce more efficient cars and buses is more difficult)

• Includes some relevant facts, examples, and details (pollution problems humans face: water-

borne illnesses spread by dirty water; high rates of pollution in Mexico City have caused ozone

levels to reach dangerous levels; attempts to address the problem of pollution: restricted car use

and production in factories in Mexico City; Chinese government trying to institute use of

renewable resources in place of coal)



Conclusion: Overall, the response fits the criteria for Level 3. Modern-day examples are employed

in the treatment of the task demonstrating a good understanding of the ongoing effects of pollution

and efforts to address related problems. Additional details to support some of the generalizations

and a better integration of facts would have strengthened the response.



Waste and pollution have been created by humans throughout

history. The pollution of land, water, and air has been contributed to by

urbanization and industrialization. As urbanization and

industrialization have increased, many attempts to adress the

problems of waste and pollution have been made with different results

of success.

Humans have faced many problems over the years caused by

pollution, which is made worse by urbanization and

industrialization. For example, even around 2,000 years ago, the city

of Athens experienced problems as a result of poor sanitation. One

problem faced is the threat of disease. Streets in Athens were muddy,

dusty, and are contaminated by great accumulations of filth. This

filth and poor sanitation led to the development of plagues and other

diseases. (Doc. 2) As history continued, pollution and contamination

continued to effect life around the world, for example in Europe. In the

dark ages of Europe, waste disposal and public hygiene in congested

areas became major concerns. Sewage was dumped on the street,

unsold fish was tossed on the street, and sewage and animal cadavers

were thrown into rivers. Another cause of unsanitary conditions was

when the butchers let blood of slaughtered animals flow into the

gutters. (Doc. 3) The contamination of the streets in the Mideival ages

was one of the causes of the spread of the Bubonic Plauge, a widespread

disease that killed nearly one third of the people living in Europe.

Another source of the Bubonic Plague in Europe was the rise of the rat

population in waste filled cities. The rats carried the fleas that carried

the plague in these dirty cities. Another problem was the

contamination of drinking water. For example during the Industrial



Revolution London’s drinking water was polluted because factories

made water unlivable for fish, who then died in the water, so the

drinking water in London is filled with dead fish. (Doc. 4a). Dyes

and industrial waste not only hurt the fish but was harmful for

humans too. Many people who lived in London got diseases such as

cholera and typhoid. Often these diseases affected the poor working

classes who lived and worked in the dirtiest polluted areas. Humans

have faced many problems because of pollution caused by

urbanization and industrialization.

Governments have attempted to adress these problems of pollution,

and some methods have worked, while some did not reach the same

success. For example, the Indian government’s methods of depolluting

the Ganges River did not work well because the methods used were

designed for use in countries with a stable supply of electricity, no

monsoon rains, and where the population doesn’t drink directly from

the water sources. (Doc. 5) One reason the Ganges River is polluted is

the fact people scatter the ashes or put the dead bodies of relatives in the

river for religious purposes. Another reason for the pollution is that

many factories and large farms surround the river which then causes

the river to be dirty with fertilizers and chemicals. Another example of

a government’s failure to fix environmental problems is when in

1992, Mexico City’s ozone level climbed to “very dangerous” levels. It

was considered to be one of the most polluted cities in the world. So the

government had to act. Car use was restricted, and industries were

required to cut back opperations. (Doc. 7). These methods have helped

Mexico City for the short term during a state of emergency despite

their increase of industrialization. But the most important success



was that the state of emergency made people rethink about polluting

cars and factories. People became more aware of the issues and are on

the path to do even more.

Throughout history, industrialization and urbanization have been

two key causes of pollution in the world. They led to dirty streets in

Athens, plague in the Dark Ages, and the pollution of India’s holy

river. Some government methods worked like in Mexico, and some

government methods did not like Indias. Historians believe that as

urbanization and industrialization have increased, humans have

attempted to address the problems of waste and polution through

different means with varying degrees of success.


Anchor Level 3-B

The response:


• Is more descriptive than analytical (pollution problems humans face: filth and poor sanitation in

ancient Athens led to development of plagues and other diseases; in Dark Ages of Europe waste

disposal and public hygiene in congested areas were major concerns; during Industrial

Revolution London’s drinking water was polluted because factories made water unlivable for

fish who died in water; dyes and industrial waste not only hurt fish but harmful to humans as

well; often diseases such as cholera affected poor working classes who lived and worked in

dirtiest polluted areas; whether or not attempts have been successful: Indian government’s

methods of depolluting Ganges did not work well because method designed for use in countries

with stable supply of electricity; in Mexico City restrictions helped during short term state of

emergency despite increase of industrialization; attempts in Mexico City caused people to

rethink about polluting cars and factories and become more aware of issues)

• Incorporates some relevant information from documents 2, 3, 4, 5, and 7

• Incorporates limited relevant outside information (pollution problems humans face: bubonic

plague killed nearly one third of people living in Europe; another source of bubonic plague in

Europe was rise of rat population in waste-filled cities; many people who lived in London got

diseases such as typhoid; people scatter ashes or put dead bodies of relatives in Ganges for

religious purposes; many factories and large farms surround Ganges which causes river to be

dirty with fertilizers and chemicals; Mexico City considered to be one of most polluted cities in

world)

• Includes some relevant facts, examples, and details (pollution problems humans face: streets in

ancient Athens contaminated with great accumulations of filth; in Middle Ages sewage dumped

on streets, unsold fish tossed in streets, and sewage and animal cadavers thrown into rivers;

butchers let blood of slaughtered animals flow into gutters; drinking water contaminated; in

1992 Mexico City’s ozone levels climbed to dangerous high levels; attempts to address the

problem of pollution: car use restricted and industries required to cut back on operations in

Mexico City)

• Demonstrates a satisfactory plan of organization; includes an introduction that is a restatement

of the theme and a conclusion that summarizes specific examples

Conclusion: Overall, the response fits the criteria for Level 3. Document information frames the

discussion of causes of pollution and problems resulting from pollution, demonstrating an

understanding of the task. However, lack of analysis and limited development of attempts to address

pollution problems weaken the response.



Human society has been evolving since the first days mankind

walked the Earth. We have grown to become the most intelligent and

technologically advanced species on Earth. The growth of our industry

has spread worldwide. But what are the side effects of our evolution?

One of the answers is pollution. Urbanization and industrialization

have affected the word in a tedious manner, and our planet suffers

because of it.

We, as a society, also suffer from polution. Since the dawn of

cities, pollution has spread disease causing pathogens to society.

Disease often spreads much faster in crowded cities littered with

garbage and excrement (Doc 1). In cities, there was the added problem

of people migrating in who brought diseases with them and people

already living there were not immune. Without pollution, living

conditions would be much better as a whole. Even our water is now

diseased and unclean in many parts of the world. An example is

India’s Ganges River, a huge supplier of water to many millions of

people, which is polluted and can cause illness simply from drinking

it. (Doc. 5). Europe, in 1865 experienced an epidemic of cholera. A

disease that infects drinking water, cholera killed thousands (Doc. 4b).

At this time, Europe’s sewers Dumped directly into the same water that

was used for drinking. This provided perfect disease conditions. In

Ancient Athens, people often tossed waste and garbage into the streets.

(Doc. 2). It is seen throughout history how pollution makes society

much less presentable, bearable, and clean. Imagining a world with

much less polution is imagining a world with much less disease.

Around the world, countries have realized the Global epidemic of

pollution. Efforts to stop pollution from destroying the world have



been made, however, most of these efforts have been greatly

unsucessful. Mexico City, for example, has incredibly high air

pollution. The city then restricted car use as well as emissions from

factories. These efforts did not assist the problem much, only showing

the population how dangerous pollution can become (Doc 7). These

temporary fixes did not do much of anything to find a real solution

to the problem. China also looks to end pollution, by trying to move to

more renewable energy sources which would be a more permanent

solution than in Mexico City. However, these methods are still being

developed, but do not have a bright future outlook because of the costs

and the large energy needs of the country. (Doc. 8). Indian Efforts to

clean the beforehand mentioned Ganges River have also been

unsucessful, starting in 1985, and still going on largely because of

problems with corruption, the monsoon season, and lack of steady

energy sources. (Doc. 5). Pollution has become a modern issue,

literally plaguing our world and unfortunately in many places the

problems remain.

Humans face illness and uncleanliness in the world with the

strengthening of pollution. It is a modern issue that countries

internationally struggle with. Take China for example. As a byproduct

of China’s exponential economic growth each year, China becomes more

and more polluted. The breakdown of ozone has made sunlight harsh.

Air pollution in certain cities is so bad that Chinese citizens must

wear masks to go outdoors. This issue of pollution truly makes one

think twice about how we are treating the Earth.


Anchor Level 3-C

The response:

• Develops all aspects of the task with little depth for problems humans face because of pollution

• Is more descriptive than analytical (pollution problems humans face: since dawn of cities

pollution has spread disease-causing pathogens to society; disease often spreads much faster in

crowded cities littered with garbage and excrement; water diseased and unclean in many parts of

world; India’s polluted Ganges supplies water to millions of people and can cause illness simply

from drinking it; China does not have a bright future outlook because of costs and large energy

needs of country; attempts to address the problem of pollution: China looks to end pollution by

trying to move to renewable energy sources which would be a more permanent solution than in

Mexico City; whether or not attempts have been successful: efforts in Mexico City did not help

problem only showing how dangerous pollution can become; Indian efforts to clean Ganges

largely unsuccessful because of problems with corruption, monsoon season, and lack of steady

energy sources)

• Incorporates some relevant information from documents 1, 2, 3, 4, 5, 7, and 8

• Incorporates limited relevant outside information (pollution problems humans face: as a by-

product of exponential economic growth each year China becomes more and more polluted;

breakdown of ozone layer has made sunlight harsh; attempts to address the problem of

pollution: air pollution in certain cities so bad that Chinese citizens must wear masks to go

outdoors)

• Includes some relevant facts, examples, and details (pollution problems humans face: in ancient

Athens people often tossed waste and garbage into streets; in 1865 Europe experienced cholera

which killed thousands; in 1860s Europe’s sewers dumped directly into same water used for

drinking; attempts to address the problem of pollution: Mexico City restricted car use as well as

emissions from factories)

• Demonstrates a satisfactory plan of organization; includes an introduction that states pollution

has affected our evolution and our planet suffers because of it, and no formal conclusion

Conclusion: Overall, the response fits the criteria for Level 3. The response focuses on the role

cities and pollution have played in the spread of disease, demonstrating an understanding of the

task. Sweeping generalizations, unintegrated information, and lack of development weaken this

response.



One fact about humanity is that we produce a lot of waste. When

not taken care of properly, waste can pollute air and water as well as

spread diseases. Today we have the luxury of efficient sewage systems

and waste management, but for many years people were not so lucky.

From Ancient times of the Greeks to modern Industrial Revolutions,

waste removal has been an issue. These issues have caused people to

make changes with their waste removal.

During the times of the Ancient Athenians, the narrow streets of

their markets were the worst (Doc 2). People would just throw waste out

of windows and to the ground of the crowded streets (Doc. 2). Similar

troubles were faced in medieval times as well. The lack of rules

regarding sewage waste let people throw waste anywhere (Doc. 3). This

led to an abundance of waste left on the streets. In both of these cases,

the untreated waste led to spread of disease. Better sanitation was

needed.

Moving on to the times of the Industrial Revolution, large and

polluted cities of the U.S. and western Europe had waste left on streets.

Disease spread through the mucky streets of the cities in the US, with

more people coming into already congested cities (Doc 1). In places like

London, sewage was dumped into rivers, the same rivers used for

drinking water (Doc 7a). This led to the spread of cholera (Doc 4b). The

only way to stop such sever spread of this disease was better sanitation

(Doc 4b).

Countries who have started to industrialize after Europe still have

pollution problems today. In some places in Venezuela, such as Lake

Maracaibo, only 20 percent of all waste is treated before it reaches the

water (Doc 6). Mexico City has had times were pollution levels were too



high for days at a time. The only solutions were to restrict car use and

to limit Industry production (Doc 7). One issue the countries face is

instaling the right pollution treatment plants, like India. India

instaled western-style plants to clean sewage, but were not adapted to

the needs of India, thus being less effective (Doc 5).

Pollution continues to be a big issue globally. Today conditions are

much better than in the past, but are not perfect. It has been a struggle

to fully treat pollution in the past as well as today. This is an issue we

need to continue working on.

Anchor Level 2-A

The response:

• Minimally develops all aspects of the task for problems humans face because of pollution

• Is primarily descriptive (pollution problems humans face: untreated waste led to spread of

disease in Athens and medieval times; better sanitation needed; during Industrial Revolution

large and polluted cities of United States and western Europe had waste left on streets; sewage

dumped into London rivers used for drinking water which led to spread of cholera; cholera

could only be stopped by better sanitation; countries who industrialized after Europe still have

problems today; in Mexico City pollution levels too high for days at a time; attempts to address

the problem of pollution: countries face the issue of installing the right pollution treatment

plants; whether or not attempts have been successful: today we have luxury of efficient sewer

systems and waste management but for many years people not so lucky; India installed western-

style plants to clean sewage but they were not adapted to the needs of India so they were less

effective)

• Incorporates limited relevant information from documents 1, 2, 3, 4, 5, 6, and 7


• Includes few relevant facts, examples, and details (pollution problems humans face: people

would throw waste out of windows to the ground of crowded streets; attempts to address the

problem of pollution: in Mexico City car use restricted and industry production limited; whether

or not attempts have been successful: only 20 percent of waste treated before it enters Lake

Maracaibo)

• Demonstrates a general plan of organization; includes an introduction that states when waste is

not taken care of properly it can pollute air and water as well as spread diseases and a

conclusion that states the issue of pollution today is better than in the past but we need to

continue to work on the problem

Conclusion: Overall, the response fits the criteria for Level 2. Document information is strung

together and used to briefly address all aspects of the task. Lack of development and details weaken

the effort.



Throughout history, waste and pollution have covered the

environment. This is the result of industrialization and urbanization

increasing as time goes on. People may not be fully aware of it, but

they are and have been harming the environment which has many

negative effects on not only the places we live, but our own health too.

This serious problem has been confronted in several different regions

in different ways. However, these efforts ultimately failed.

Since the beginning of civilization, societies have suffered from

pollution and waste. According to William Sterns Davis, the streets of

Ancient Athens were “contaminated by great accumulations of filth;

for the city [was] without an efficient sewer system or regular

scavengers” (Doc 2). This filth that filled the streets threatened disease

to the people of Athens; it put their health on the line. Additionally, as

noted in an expert from What Life was Like in the Age of Chivalry,

“sewage and animal cadavers were thrown into the rivers; butchers let

the blood of slaughtered animals flow into the gutters, as did dyers

the contaminated water from their vats” (Doc 3). Public hygine was a

major concern and caused grotesque living conditions. Finally, in

Document 4a, conditions in London are described through pictures

shown, “the sewer, from cesspool and sink/That feeds the fish that float

in the inky stream.” Drinking water in London was dirty and

unsafe, a major health concern.

To solve the problems of pollution and waste, many steps have been

taken, but unfortunately failed. In 1985, the government of India

launched the Ganga Action Plan. However, “the western-style

treatment plans simply did not meet the needs of the region.” (Doc 5).

The plan didn’t take into account factors such as India’s unstable



electricity and monsoons. Therefore, it did not work. In China, the

government turned to renewable energy sources rather than coal, but

“wind power and solar power are still in the initial stages of

development. They cost a lot to install, and they supply only a

fraction of China’s energy needs” (Doc 8). Like India, this solution

doesn’t meet the needed criteria to be effective.

History has been filled with dirty streets, contaminated water, and

polluted air. As a result, people’s health have been put on the line.

Although many efforts have been made to solve this problem, they are

mostly unsuccessful. If we all work together, we can find a solution

that works.

Anchor Level 2-B

The response:


• Is primarily descriptive (pollution problems humans face: people of Athens threatened with

disease which put their health on the line; public hygiene a major concern; drinking water in

London was a major health concern; whether or not attempts have been successful: Ganga

Action Plan did not meet needs of region as it did not take into account India’s unstable

electricity and monsoons; government of China turned to renewable energy sources rather than

coal but wind and solar power still in initial stages of development)

• Incorporates limited relevant information from documents 2, 3, 4, 5, and 8


• Includes few relevant facts, examples, and details (pollution problems humans face: Athens did

not have efficient sewer system or regular scavengers; sewage and animal cadavers thrown into

rivers; butchers let blood of slaughtered animals flow into gutters; attempts to address the

problem of pollution: government of India adopted western-style treatment plants; whether or

not attempts have been successful: wind and solar power cost much to install and supply only a

fraction of China’s needs)

• Demonstrates a general plan of organization; includes an introduction that states while people

may not be fully aware of it they have continued to harm the environment and a brief conclusion

Conclusion: Overall, the response fits the criteria for Level 2. Quotations and statements taken

from the documents are used to minimally address all aspects of the task. Brief explanations of

document information demonstrate a basic understanding of problems humans face because of

pollution.



Humans face many problems of pollution because of urbanization

and industrialization. In the middle ages people threw all their

garbage into the streets and there was no sewage system. They were so

badly polluted that disease was common. The rats eventually started

the bubonic plague and killed thousands.

The Ganges river in India is not only a river but is regarded as a

goddess. The river is so badly polluted that sewage treatment facilities

hardly make a dent in the problem. India set up a plan to clean the

river but it failed because of a lack of stable and constant electricity.

Factories are a major cause of pollution in Mexico City and in

many other places. The pollution was destroying the ozone layer over

Mexico. Their government set out a precaution to halt the destruction of

the ozone layer by shutting down factories and limiting car usage. It

was four days before the ozone layer was restored.

Most attempts at cleansing the earth of pollution in the past have

failed. Technology someday may give us the chance to create a clean

earth. Pollution is mainly from urbanization and industrialization

so the advancement of technology could cause even more pollution.

Humanity must apply its best efforts to make sure that doesn’t happen.


Anchor Level 2-C

The response:


• Is primarily descriptive (pollution problems humans face: diseases common in Middle Ages

because of pollution; factories major cause of pollution in Mexico City and other places;

pollution destroying ozone layer over Mexico City; since pollution is mainly from urbanization

and industrialization, advancement of technology could cause even more pollution; attempts to

address the problem of pollution: Mexico tried to halt destruction of ozone layer by limiting car

usage; whether or not attempts have been successful: sewage treatment facilities hardly make a

dent in India’s problems; India’s plan to clean the Ganges failed because of lack of stable and

constant electricity; most attempts at cleansing earth of pollution in past have failed); includes

faulty and weak application (attempts to address the problem of pollution: in Mexico City four

days before ozone layer restored)

• Incorporates limited relevant information from documents 3, 5, and 7

• Presents little relevant outside information (attempts to address the problem of pollution:

technology may someday give us a chance to create a clean earth)

• Includes few relevant facts, examples, and details (pollution problems humans face: people of

Middle Ages threw their garbage into streets; no sewage system in Middle Ages)

• Demonstrates a general plan of organization; includes no formal introduction and a brief

conclusion

Conclusion: Overall, the response fits the criteria for Level 2. The response demonstrates a basic

understanding of the connection between pollution and disease as well as the hazards of relying on

technology as an effective solution to pollution problems. Reliance on overgeneralizations and

random pieces of information weaken the effort.



All throughout time people have had a problem with waste and

pollution. The growth of industrialization has helped the evergrowing risk

of pollution increase tremendously. Pollution of land, air, and water have

all been effected by this crisis. Humans have tried to keep this epidemic

under control in many ways; some succesful, others not so much.

The issue of waste and pollution has caused many problems for

people since the beginning. The production of these harmful toxins

don’t go without repercussions. The number of fatal diseases that can

be transmitted because of water is through the roof. Diseases such as

cholera have been contracted simply because of a lack of sewer systems

and clean drinking water. [D4b]. This can lead to an early death

because of a lack of hygiene. That can bring down average lifespans

and just be bad for everyone. [D1]. The dilema of waste can even bring

you down economically. In the city of ancient Athens fewer people

travelled to the market place because of small, dirty, streets. [D2].

Throughout history, many different strategies have been used to try to

control this dilema, with varying success rates. In Mexico City the

government has issued industrial cut backs to lower air pollution

through their many smokestacks. This has been one of the more useful

was to cut back. [D7]. Another attempt was in the Ganges River

region of India. Their polluted religious entity could no longer be

ignored. Unfortunately for them, the land around them was not

suitable for the treatment plants that were needed. [D5].

Pollution has always been a threat to us and our planet. It has

caused disease, death, and irreversable environmental damage.

Hopefully through trial and error we can soon find the key to

redusing waste as much as possible.


Anchor Level 1-A

The response:

• Minimally addresses some aspects of the task for problems humans face because of pollution

• Is descriptive (pollution problems humans face: issue of pollution has caused many problems

for people since the beginning; production of harmful toxins did not go without repercussions;

diseases such as cholera have been contracted because of lack of sewer systems and clean

drinking water; cholera can lead to an early death); includes faulty and weak application (few

people traveled to the marketplace in ancient Athens because of the small, dirty streets; land in

India was not suitable for the treatment plants that were needed)

• Includes minimal information from documents 1, 4, and 7


• Includes few relevant facts, examples, and details (pollution problems humans face: Ganges in

India is polluted; attempts to address the problem of pollution: Mexico City has issued

industrial cutbacks to lower air pollution through many smokestacks)

• Demonstrates a general plan of organization; includes an introduction that is a restatement of the

theme and a conclusion that states pollution has been a threat to us and our planet

Conclusion: Overall, the response fits the criteria for Level 1. An attempt is made to address all

aspects of the task; however, a minimal understanding is demonstrated. While a listing of limited

facts from the documents frames the basis of the discussion, explanations and supporting facts and

details would have strengthened the effort.




Urbanization and industrialization have contributed to the pollution

of the land water and air. As this increases, humans are realizing that

they need to address these problems.

Pollution is creating many problems on a global scale. It has been

a problem for centuries, dating back to 800 AD. It caused disease to

spread (Doc 1). Athens was also filthy (Doc 2). The water that people

got from the rivers wasn’t clean (Doc 4). The government tried to

impose laws in England but weren’t successful (Doc 3). Also, attempts

made to protect the Ganges River were not successful either (Doc 5).

Anchor Level 1-B

The response:

• Minimally addresses all aspects of the task for problems humans face because of pollution

• Is descriptive (pollution problems humans face: pollution is creating problems on a global scale,

has been a problem for centuries, and caused disease to spread; water people got from rivers was

not clean; whether or not attempts have been successful: attempts to protect Ganges were not

successful); lacks understanding and application (pollution dates back to 800 A.D.)

• Includes minimal information from documents 1, 2, 4, and 5


• Includes few relevant facts, examples, and details (pollution problems humans face: Athens was

filthy)

• Demonstrates a general plan of organization; includes an introduction that is a restatement of the

theme and lacks a conclusion

Conclusion: Overall, the response fits the criteria for Level 1. All aspects of the task are minimally

addressed with single statements from selected documents. Although the response is limited in

scope and lacks development, a narrow understanding of problems humans face because of

pollution is demonstrated.


Document-Based Essay—Practice Paper – A

Throughout history, regardless of the region, civilizations have

faced the problem of pollution. This is an issue which has only grown

in response to industrialization. While governments have recognized

the growing concern of environmental issues, efforts made to address

these issues have had varying success. In many cases governments

have learned from mistakes made, but new types of pollution require

new mechanisms to fix them, so even today, it is difficult to address

these issues.

In medieval times, the greatest source of pollution was improper

waste disposal. Products not sold at markets and animal wastes were

simply thrown into the streets. People did not have flush toilets or

garbage service so people “cleaned” by literally throwing waste out the

window. This caused many problems including diseases. People lived

surrounded by waste and filth. Hygiene Laws did little to change

people’s habits because the laws weren’t enforced so people didn’t follow

them. These laws were unsuccessful at addressing the issue of waste

disposal. (Document 3).

Several hundred years later, pollution is still an issue although the

nature of the contamination changed somewhat. In the 1800’s

drinking water wasn’t purified or cleaned properly so diseases were

spread through the water. Sewer systems not much better than during

medieval times caused the Thames River to become a cesspool. Dead fish

floated in the streams from which people drank and the factories

dumped their waste making the river not very clean. (Document 4a).

But London recognized this issue and attempted to fix it. The sewer

systems were improved and drinking water sources were cleaned. These

actions taken were successful as seen by how when a cholera outbreak



reached London, it did not affect the people as much as it had during

previous outbreaks. The rivers from which drinking water was taken

was cleaner than it had been in a long time. (Document 4b.)

While 1860’s London worked to successfully clean its water, not

all countries were able to address the issue of dirty drinking water as

affectively. The Ganges River in India is a sacred river, but had become

a source for water-borne illnesses due to pollution from industrial

waste and overpopulation. The government attempted to resolve the

problem with the Ganga Action Plan. This installed treatment plants

along the river. However, thes treatment systems weren’t created to be

used in the conditions which existed in India. Rather they were built

for places with stable electricity, no monsoons and where people don’t

drink directly from the river. Because India does not have these

required characteristics, the governments plan was largely

unsuccessful. (Document 5) The big problem is that people still depend

on the river for religious and agricultural purposes. Industries also

depend on the river and dump toxic waste there. This affects peoples

lives and jobs. If the river remains polluted this will be a huge problem.

In more current times a growing pollution concern is our factories

and industries and how emissions could affect the air. In Mexico City,

people were proud of the many smokestacks and their production. But

these smokestacks emit a lot of harmful substances into the air. This

causes ozone levels to rise. To address this the government would

restrict car use and industrial operations when ozone levels got to

high and they had to declare an emergency. Not only did this allow

the government to successfully deal with the air pollution, but it also

changed the ideology of those living in Mexico city, making them



recognize the negative impacts of the smokestacks. (Document 7)

However restricting car use and cutting back hours of industrial

operation is a temporary fix for the problem. A better long term

solution needs to be found.

With pollution continuing to be a growing concern. It is important

that governments and organizations handle the problem in effective

ways that are appropriate for the setting. People, governments and

organizations need to work together to find long term solutions to

pollution.


Document-Based Essay—Practice Paper – B

Pollution hurts the world population just as much as weapons do.

Humans have created waste and pollution throughout history.

Urbanization and Industrialization have contributed to the pollution

of the land, air, and water. As urbanization and industrialization

have increased, humans have tried to address problems of waste and

pollution through different means with various degrees of success.

Due to urbanization and industrialization, humans have faced

problems related to pollution and have tried to take action to fix these

problems. Examples of problems include the threat of disease, and

global warming. Some actions taken to attempt to fix these problems

include the creation of laws and the discoveries of new technological

advances.

Pollution has been a constant threat of human kind in history.

Pollution has led to the increased threat of disease throughout the

history of humans. In ancient history, people didn’t know what to do

with their waste when they lived in big cities. An example of this is in

ancient Athens (2). Athens was a huge city without an efficient

sewer system (2), which caused people to start dumping their waste in

the city streets (2). The streets were narrow and often filled with mud,

dust, and human waste. This same problem can be found in medevial

Europe, where they actually wore special shoes to walk over the waste in

the streets (3). To create shoes to walk in the dirty streets obviously

indicates the great amount of waste that could be found. Because of

these waste problems both of these places faced the looming threat of

disease. At that point in history, medical knowledge and treatments

for disease was limited. The diseases were deadly and could potentially

kill off entire populations. Hygiene and pollution had not yet been



linked to health and so diseases, like the plague, spread throughout

cities killing large numbers of people.

An environmental issue related to pollution today is Global

Warming. Due to all of the air pollution that has happened throughout

history, it has been scientifically proven that the world is getting

warmer. This air pollution has largely been caused by the burning of

fossil fuels. This has caused the ice caps to start to melt, sea levels to

rise, and changes in the weather leading to more drought, flooding,

hurricanes, mudslides, and forest fires. In the future, with agreements

such as the Kyoto Protocol, hopefully the countries will work together

to solve these problems.

In Mexico City, there was serious problem with air pollution caused

by overpopulation, industrialization, and congested highways. The

problems with air pollution were made worse because of Mexico City’s

altitude and use of old polluting cars so the government restricted the

use of cars and required a cut-back of operations from industries (7).

This step of recovery was sort of sucessful. It did the job temporarily

and people began to associate environmental problems with the use of

cars and industries. However, long term solutions have not been

sucessfully implemented.

India also tried to take a step towards solving the pollution crisis.

The Ganges River had become incredibly polluted with human and

industrial waste so India’s government launched the Gagna Action

Plan and built western style treatment plants to clean the water (5).

In theory this should have worked but unfortunately the attempt was

unsuccessfull because India didn’t have a stable enough electricity

supply necessary to run the plants (5). The river remains polluted and



many fear that if something else isn’t done then the river will become

unusable. This could force many people, businesses, and factories to

move as well as causing Hindus’ culture and religion to be harmed.

China also has a pollution problem. China has the largest

population in the world. It is also one of the most polluted places in the

world. When China was not industrialized pollution was less of a

problem. But after Mao Zedong died and Deng Xiaoping started the

Four Modernizations pollution skyrocketed. Businesses focused on

profit just like during the Industrial Revolution and the environment

was sacrificed. Today China wants to use more newly discovered

renewable energy (8). The Chinese government put in place a

Renewable Energy Law that aims to convert China to renewable

energy (8). However these new technologies are very expensive and

cannot currently sustain China’s large energy needs, so the goal of

China to be an environmentally clean country is still a long way off.

All throughout history and to this day, steps are being taken to

solve the problem of pollution. The goal is that hopefully someday we

will have no pollution and a clean; healthy earth.


Document-Based Essay—Practice Paper – C


Urbanization and Industrialization have contributed to the pollution

of the land, water, and air. As urbanization and Industrialization

have increased, humans have attempted to address the problems of

waste and pollution through different means with varying degrees of

success. Many different solutions have been addressed to try to

decrease the rate of pollution humans have created over the spand of

human life and industrialization.

As humans produce a problem for nature, pollution, they also create

a problem for theirselves, illness and disease. An example, the Ganges

River, was massively polluted due too dumping of waste, has created

water-borne illnesses for the people of India. Another example of water-

borne illness due to pollution is when cholera, returned to Europe in

1865. Pollution was also cause in air, such as in Document 7, where,

Mexico City expirience a dangerous ozone level due to the pollution of

cars and factory Smokestacks.

During these times of pollution, humans, have also advised ways to

prevent or lessen the problem at hand. In India, the Ganges River, the

people thought a plan to add sewage plants along the river to reduce

waste production. Even though the plan was unsuccessful, they still

addressed the situation. And in Europe when drinking water was

polluted and cholera was introduced. They addressed it by cleaning

drinking water supplies to make it less dangerous. And also in

Mexico city, to reduce air pollution when ozone level was dangerous.

They would limit the use of vehicles and they would cut back factory

time to reduce smokestack emissions.

Through out history, humans have produced waste and pollution.


Document-Based Essay—Practice Paper – C

All over the world, from, India, the Ganges River, to Mexico City, with

dangerous ozone levels reached. These pollution factors were introduced

as industrialization and urbanization increased. As they grew worse

humans began to find ways to enhance the environment to lessen the

pollution. Some of the ideas addressed were successful as well as some

were not successful.


Document-Based Essay—Practice Paper – D


Having pollution and waste can cause a lot of problems as shown in

documents one, three, six, seven, and eight. After people had realized

there was a lot of pollution they made attempts to reduce it but not all

attempts have been successful.

Many things can cause pollution in many places. In document

one it states a lot of pollution was caused by the industrial revolution.

In document three it says sewage and animal cadavors were thrown

into the river, butchers let slaughtered animals blood flow into the

gutters, and unsold fish from shops were thrown in the street at the

end of each day. A lot of companies dump waste into the rivers and

chemical runoff from farms also flow into the rivers as shown in

document six. The air is also polluted by cars and factories as stated

in document seven.

Pollution can cause people problems. It can cause disease. In

document eight it also says it can cause Global warming, air

pollution, and acid rain.

There have been attempts to decrease pollution. People have become

more strict about throwing garbage everywhere. People have worked at

improving sewer systems, cleaning up drinking water supplies, and

collecting and desposing of refuse. Although that could not always be

done because there are other pollutions like chemicals from farms

running off into water.

Waste and pollution can cause disease. Many people have tried to

reduce the amount but not all have been succesful.


Document-Based Essay—Practice Paper – E

Waste and pollution have been continuously made by humans

throughout history. As urbanization and industrialization have

increased, the main contributors to land, water and air pollution,

humans have often tried to resolve the problems of waste and pollution

with many different ideas, some successful, others not so much.

Many of the problems humans face due to pollution are similar. In

Ancient Athens, alleys were covered in mud and dust and waste

water. The city lacked an efficient sewer system and lacked regular

scavengers to help decrease the issue of accumulated filth and the

spread of disease (doc. 2). Ancient Athens was a city that thrived and

experienced architectural advancements and a Golden age and wealth

and so if this was an issue in Ancient Athens other less prosperous

city states probably had it worse. (O.I.) In European medieval cities,

unsanitary conditions were caused by pollution when sewage and

animal cadavers were thrown into rivers and the blood of slaughtered

animals flowed into the gutters (Doc. 3). Cities during the Middle

Ages were not planned so they lacked sewage and garbage removal

systems. The threat of disease and illness had often been a problem in

the Middle Ages and is still a common fear and issue people face due

to pollution in modern times. In the Ganges River region, the river is

now sick with water-borne illnesses like cholera occurring (Doc. 5).

Cholera, a disease spread through contaminated water was also a

problem for many of those living in London in the 1800s (Doc. 4b).

Industrial London had overcrowding and factories, both of which led

to polluted water supplies. The same laissez-faire policies that allowed

for industrial growth in England helped cause industrial pollution

and poor living conditions in their cities. Lastly a major cause of



pollution in Mexico City is from the congested highways and a

landscape filled with smokestacks (Doc. 7). Part of the reason is

because urbanization or the movement of large groups of people to

cities is becoming common and causes overpopulation and many cars

which contributes to the air pollution.

There have been many many unsuccessful and successful efforts

related to pollution as well, that shows people are willing to try to

improve the environment and make a change. In European medieval

cities, municipal hygiene laws didn’t do much to prevent the

unhealthy practices from ocurring. Some citizens who wore clogs to

stay above the muck when they were sweeping up the refuse often had

to compete with free-roaming pigs that rooted in the garbage (Doc. 3).

During medieval times, other local laws that led to better garbage

disposal and disposal of dead bodies during the bubonic plague were

more successful (OI). In London in the 1800’1s, improvements were

made to sewer systems, drinking water supplies and the collection and

disposal of refuse all were made to help eliminate the fatal disease of

cholera (Doc 4b). These were successful attempts made by the people

and their government. However the treatment of pollution in Lake

Maracaibo, Venezuela was not successful because the pipes put in the

lake became old and rusty, and were leaking oil that washed up on the

Lake’s shore harming the environment and species living in it in the

year of 2010 (Doc 6). Lastly in India, the government tried to address

the problems of pollution in the ganges river by installing western-

style treatment plants which did not meet the needs of the region. The

ganges is known as their sacred holy river that cleanses Hindus from

their sins (they bathe in it and drink from its untreated waters) and



is crucial to their daily lives (O.I.). Also these treatment facilities are

designed to be used in countries where the supply of electricity is

stable, there is no season of intense monsoon rains and the population

doesn’t drink directly from the water source (Doc. 5).

It is made evident that pollution, whether it be land, water or air is

a severe issue that can really be a danger to both humans, the

environment and species, and should be decreasing more and more

due to the attempts by the people who therefore would like to see a change.


Practice Paper A—Score Level 3

The response:


• Is more descriptive than analytical (pollution problems humans face: in medieval times greatest

source of pollution was improper waste disposal; people did not have flush toilets or garbage

service so people “cleaned” by literally throwing waste out the window; in 1800s drinking water

not purified or cleaned properly so diseases spread through water; sewer systems not much

better than during medieval times so Thames became a cesspool; Ganges sacred river in India

became a source for water-borne illnesses due to pollution from industrial waste and

overpopulation; smokestacks in Mexico City emit harmful substances into air causing ozone

levels to rise; whether or not attempts have been successful: medieval hygiene laws did little to

change people’s habits because laws not enforced; sewer systems in London improved and

drinking water sources cleaned; attempts successful because when cholera reached London it

did not affect people as much as during previous outbreaks; efforts changed ideology in Mexico

City causing inhabitants to recognize negative impact of smokestacks; restrictions by Mexico

City are temporary fixes to problem)

• Incorporates some relevant information from documents 3, 4a, 4b, 5, and 7

• Incorporates limited relevant outside information (pollution problems humans face: big problem

in India is people still depend on river for agricultural purposes; industries dumping toxic waste

in Ganges affects people’s lives and jobs)

• Includes some relevant facts, examples, and details (pollution problems humans face: dead fish

floated in streams from which people drank; factories dumped waste into river; people in

Mexico City proud of many smokestacks and their production; attempts to address the problem

of pollution: treatment plants installed along river in Ganga Action Plan; government of Mexico

City restricted car use and industrial operations when ozone levels too high; whether or not

attempts have been successful: treatment plants built in India for places with stable electricity,

no monsoons, and places where people do not drink directly from river largely unsuccessful)

• Demonstrates a satisfactory plan of organization; includes an introduction that discusses in

many cases governments have learned from mistakes but new types of pollution require new

mechanisms to fix them and a conclusion that states with pollution continuing to be a growing

concern, it is important that government organizations handle the problems in effective ways

Conclusion: Overall, the response fits the criteria for Level 3. A chronological discussion of

specific case studies demonstrates a good understanding of the impact pollution has on many

cultures. Some scattered analytic and comparative statements and limited relevant outside

information about attempts to address pollution problems are included but lack of development

weakens the effort.


Practice Paper B—Score Level 4

The response:


• Is both descriptive and analytical (pollution problems humans face: ancient Athens a huge city

without an efficient sewer system; streets of ancient Athens narrow and often filled with mud,

dust, and human waste; Ganges incredibly polluted with human and industrial waste; people of

India still facing pollution of Ganges and many fear if something not done river will be

unusable; China one of largest populations in world and also one of most polluted places in

world; attempts to address the problem of pollution: Mexican government restricted use of cars

and required cut-back of operation from industries; whether or not attempts have been

successful: attempts by Mexico City did job temporarily and people began to associate

environmental problems with use of cars and industries; long-term solutions not successfully

implemented for Mexico City; new renewable energy technologies very expensive and cannot

currently sustain China’s large energy needs)


• Incorporates relevant outside information (pollution problems humans face: medical knowledge

and treatments for disease limited in early history; hygiene and pollution not linked to health

and so diseases, like plague, spread killing large numbers of people; scientifically proven that

world getting warmer and global warming happening; air pollution largely caused by burning of

fossil fuels causing ice caps to melt, sea levels to rise, and changes in weather; problems in

Mexico City made worse because of city’s altitude; after Deng Xiaoping started Four

Modernizations pollution skyrocketed; businesses focus on profit just like during Industrial

Revolution and environment sacrificed; attempts to address the problem of pollution: with

agreements such as Kyoto Protocol hopefully world will solve these problems)


Mexico air pollution caused by industrialization and congested highways; attempts to address

the problem of pollution: in medieval Europe people wore special shoes to walk over waste in

streets; India launched Ganga Action Plan and built western-style treatment plants to clean

water; China put in place Renewable Energy Law; whether or not attempts have been

successful: goal of China being environmentally clean still a long way off)

• Demonstrates a logical and clear plan of organization; includes an introduction that states

pollution hurts the world’s population as much as weapons do and a brief conclusion that states

hopefully someday we will have no pollution and a clean healthy earth

Conclusion: Overall, the response fits the criteria for Level 4. A good understanding of the task is

demonstrated with a presentation of ideas that are logically connected and supported with accurate

facts and details. While a few well-placed analytic statements enhance the response, additional

relevant outside information, especially concerning attempts to address problems related to

pollution, would have strengthened the response.


Practice Paper C—Score Level 2

The response:


• Is primarily descriptive (pollution problems humans face: pollution not only produces a problem

for nature but also creates a problem for humans; Ganges was massively polluted due to

dumping of waste and has led to water-borne illnesses for people of India; Mexico City

experiences dangerous ozone levels as result of pollution from cars and factory smokestacks;

attempts to address the problem of pollution: Europe cleaned drinking water supplies to make it

less dangerous; Mexico City tried to reduce air pollution when ozone levels dangerous; whether

or not attempts have been successful: in India plan to add sewage plants along Ganges to reduce

waste production was unsuccessful)

• Incorporates limited relevant information from documents 4, 5, and 7


• Includes few relevant facts, examples, and details (pollution problems humans face: illness and

disease created by pollution; cholera returned to Europe in 1865; attempts to address the

problem of pollution: in Mexico City use of vehicles was limited and factory time cut back to

reduce smokestack emissions)

• Demonstrates a general plan of organization; includes an introduction and a conclusion that are

a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 2. Single statements of relevant

document information are employed to present problems humans face because of pollution.

Although interpretation of document information for attempts to address problems related to

pollution is simplistic, it demonstrates a basic understanding of the task.


Practice Paper D—Score Level 1

The response:

• Minimally addresses some aspects of the task for problems humans face because of pollution

• Is descriptive (pollution problems humans face: many things can cause pollution in many

places; a lot of pollution was caused by the Industrial Revolution; butchers let the blood of

slaughtered animals flow into gutters; many companies dump waste into rivers; chemical runoff

from farms flows into rivers; pollution can cause disease, global warming, and acid rain;

attempts to address the problem of pollution: people have become more strict about throwing

garbage everywhere)

• Includes minimal information from documents 1, 3, 6, 7, and 8


• Includes few relevant facts, examples, and details (pollution problems humans face: sewage and

animal cadavers thrown into the river; unsold fish from shops thrown into street at end of each

day; air polluted by cars and factories; attempts to address the problem of pollution: people have

worked at improving sewer systems, cleaning up drinking water supplies, and collecting and

disposing of refuse)

• Demonstrates a general plan of organization; includes an introduction and a conclusion that are

a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 1. The response demonstrates a limited

understanding of the task. Brief statements of document information address problems humans face

because of pollution and a few simplistic generalizations refer to attempts to address problems

related to pollution.


Practice Paper E—Score Level 3

The response:

• Develops most aspects of the task with some depth for problems humans face because of

pollution

• Is more descriptive than analytical (pollution problems humans face: ancient Athens lacked

efficient sewer system and regular scavengers to decrease accumulated filth; industrial London

had overcrowding and factories that led to polluted water supplies; congested highways and a

landscape filled with smokestacks a major cause of pollution in Mexico City; urbanization

becoming common and causing overpopulation and many cars which contribute to air pollution;

attempts to address the problem of pollution: some citizens who wore clogs to stay above muck

when sweeping up refuse; in London improvements were made to sewer systems, drinking

water supplies, and collection and disposal of refuse to help eliminate cholera; whether or not

attempts have been successful: in European medieval cities municipal hygiene laws did not do

much to prevent unhealthy practices from occurring; western-style treatment plants in India did

not meet needs of region); includes faulty and weak application (treatment of pollution in Lake

Maracaibo, Venezuela not successful because pipes put in lake were old, rusty, and leaking oil)

• Incorporates some relevant information from documents 2, 3, 4, 5, and 7

• Incorporates limited relevant outside information (pollution problems humans face: cities during

Middle Ages not planned so lacked sewage and garbage removal systems; same laissez-faire

policies that allowed for industrial growth in England helped cause industrial pollution and poor

living conditions; Hindus bathe in Ganges and drink from its untreated waters; whether or not

attempts have been successful: local laws that led to better garbage disposal and disposal of dead

bodies during the bubonic plague more successful)

• Includes some relevant facts, examples, and details (pollution problems humans face: in ancient

Athens alleys covered in mud and dust as well as waste water; sewage and animal cadavers

thrown into rivers in Middle Ages; blood of slaughtered animals flowed into gutters in Middle

Ages; Ganges sick with water-borne illnesses; cholera spread through contaminated water;

attempts to address the problem of pollution: treatment facilities on Ganges designed to be used

in countries where supply of electricity stable, no season of intense monsoon rains, and

population does not drink directly from water source)



Conclusion: Overall, the response fits the criteria for Level 3. The response relies on

generalizations and descriptive statements from the documents to frame the discussion and supports

them with some outside information and a few well-placed analytic statements. Although facts,

examples, and details are accurate, lack of development and explanation weaken the effort.


Global History and Geography Specifications

August 2016

Part I

Multiple-Choice Questions by Standard

Standard Question Numbers

1—United States and New York History N/A

2—World History 2, 5, 9, 10, 13, 15, 16, 17, 22, 23, 29, 30, 32, 33, 35, 39, 40, 42, 43, 44, 46, 48, 49, 50

3—Geography 1, 4, 6, 7, 12, 14, 18, 20, 25, 28, 31, 37, 38, 41, 47

4—Economics 8, 11, 19, 26, 27, 36, 45

5—Civics, Citizenship, and Government 3, 21, 24, 34

Parts II and III by Theme and Standard

Theme Standards

Thematic Essay Belief Systems


Document-based Essay

Environment and Society; Science and Technology; Urbanization; Conflict; Human and Physical Geography; Movement of People and Goods


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.


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 assessments. It contains spaces for teachers to respond to several specific questions and tomake suggestions. Instructions for completing the evaluation form are as follows:

1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.

2. Select the test title.

3. Complete the required demographic fields.

4. Complete each evaluation question and provide comments in the space provided.

5. Click the SUBMIT button at the bottom of the page to submit the completed form.

The Chart for Determining the Final Examination Score for the August 2016Regents 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.

Global History and Geography Conversion Chart - Aug. '16 1 of 1

0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 100 0 2 4 7 10 13 16 20 24 28 31 33 35 39 44 48 52 55 59 63 67 71 751 1 3 5 8 11 14 17 21 25 29 33 34 37 41 45 49 53 57 61 65 68 72 762 1 3 6 9 12 15 19 22 26 30 34 35 38 42 46 50 54 58 62 66 70 73 773 2 4 7 10 13 16 20 24 28 31 35 36 39 44 48 52 55 59 63 67 71 75 784 3 5 8 11 14 17 21 25 29 33 37 37 41 45 49 53 57 61 65 68 72 76 805 3 6 9 12 15 19 22 26 30 34 38 38 42 46 50 54 58 62 66 70 73 77 816 4 7 10 13 16 20 24 28 31 35 39 39 44 48 52 55 59 63 67 71 75 78 827 5 8 11 14 17 21 25 29 33 37 41 40 45 49 53 57 61 65 68 72 76 80 838 6 9 12 15 19 22 26 30 34 38 42 41 46 50 54 58 62 66 70 73 77 81 849 7 10 13 16 20 24 28 31 35 39 44 42 48 52 55 59 63 67 71 75 78 82 8510 8 11 14 17 21 25 29 33 37 41 45 43 49 53 57 61 65 68 72 76 80 83 8711 9 12 15 19 22 26 30 34 38 42 46 44 50 54 58 62 66 70 73 77 81 84 8812 10 13 16 20 24 28 31 35 39 44 48 45 52 55 59 63 67 71 75 78 82 85 8913 11 14 17 21 25 29 33 37 41 45 49 46 53 57 61 65 68 72 76 80 83 87 9014 12 15 19 22 26 30 34 38 42 46 50 47 54 58 62 66 70 73 77 81 84 88 9115 13 16 20 24 28 31 35 39 44 48 52 48 55 59 63 67 71 75 78 82 85 89 9216 14 17 21 25 29 33 37 41 45 49 53 49 57 61 65 68 72 76 80 83 87 90 9317 15 19 22 26 30 34 38 42 46 50 54 50 58 62 66 70 73 77 81 84 88 91 9418 16 20 24 28 31 35 39 44 48 52 55 51 59 63 67 71 75 78 82 85 89 92 9519 17 21 25 29 33 37 41 45 49 53 57 52 61 65 68 72 76 80 83 87 90 93 9520 19 22 26 30 34 38 42 46 50 54 58 53 62 66 70 73 77 81 84 88 91 94 9621 20 24 28 31 35 39 44 48 52 55 59 54 63 67 71 75 78 82 85 89 92 95 9722 21 25 29 33 37 41 45 49 53 57 61 55 65 68 72 76 80 83 87 90 93 95 9723 22 26 30 34 38 42 46 50 54 58 62 56 66 70 73 77 81 84 88 91 94 96 9724 24 28 31 35 39 44 48 52 55 59 63 57 67 71 75 78 82 85 89 92 95 97 9825 25 29 33 37 41 45 49 53 57 61 65 58 68 72 76 80 83 87 90 93 95 97 9826 26 30 34 38 42 46 50 54 58 62 66 59 70 73 77 81 84 88 91 94 96 97 9827 28 31 35 39 44 48 52 55 59 63 67 60 71 75 78 82 85 89 92 95 97 98 9928 29 33 37 41 45 49 53 57 61 65 68 61 72 76 80 83 87 90 93 95 97 98 9929 30 34 38 42 46 50 54 58 62 66 70 62 73 77 81 84 88 91 94 96 97 98 9930 31 35 39 44 48 52 55 59 63 67 71 63 75 78 82 85 89 92 95 97 98 99 9931 33 37 41 45 49 53 57 61 65 68 72 64 76 80 83 87 90 93 95 97 98 99 10032 34 38 42 46 50 54 58 62 66 70 73

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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 – August 2016

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 studentreceiving a total essay score of 6 and a total Part I and Part IIIA score of 49 would receive a final examination score of 80.

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