GLOBAL HISTORY AND GEOGRAPHY - JMAPjmap.org/IJMAP/GlobalHistory/0116ExamGH.pdf · · 2017-01-01REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY. ... Bay of Bengal region ... 26 Which

The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

GLOBAL HISTORYAND GEOGRAPHY

Tuesday, January 26, 2016 — 9:15 a.m. to 12:15 p.m., only

Student Name ______________________________________________________________

School Name _______________________________________________________________

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

This examination has three parts. You are to answer all questions in all parts. Use blackor dark-blue ink to write your answers to Parts II, III A, and III B.

Part I contains 50 multiple-choice questions. Record your answers to these questionsas directed on the answer sheet.

Part II contains one thematic essay question. Write your answer to this question inthe essay booklet, beginning on page 1.

Part III is based on several documents:

Part III A contains the documents. When you reach this part of the test, enteryour name and the name of your school on the first page of this section.

Each document is followed by one or more questions. Write your answer to eachquestion in this examination booklet on the lines following that question.

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

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

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

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

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

1 Which social scientists focus their studies onscarcity, resources, and profit motives?(1) archaeologists (3) economists(2) historians (4) sociologists

2 A geographer attempts to understand andinterpret patterns and processes primarily by(1) examining political theories(2) authenticating oral histories(3) studying supply and demand models(4) analyzing spatial data at different scales

3 In a parliamentary system with multiple politicalparties in which no single party gains a majority,elections usually result in(1) command economies(2) religious conflict(3) coalition governments(4) secessionist movements

4 Which factor most influenced the construction ofsemipermanent settlements during the Neolithicperiod?(1) production of surplus food(2) drawings on cave walls(3) ability to harness fire(4) introduction of fishing nets

5 Which geographic feature was central in helpingthe Romans unify their empire?(1) Alps (3) Mediterranean Sea(2) Tiber River (4) Great Rift Valley

6 Which region was the birthplace of Confucianism,Buddhism, and Hinduism?(1) Africa (3) Europe(2) Asia (4) South America

7 Which area served as a cultural bridge betweenearly China and Japan?(1) Persia (3) India (2) Russia (4) Korea

8 The role of Muslim religious leaders in Africa wasto(1) spread the Four Noble Truths(2) emphasize the importance of ancestor

worship(3) promote the caste system(4) introduce the teachings of the Qur’an (Koran)

9 The Abbasid and Ummayad empires are mostclosely associated with(1) causing the fall of the western Roman

Empire(2) creating an Islamic Golden Age(3) controlling trade in the Strait of Malacca(4) inventing the compass and gunpowder

10 The European system of manorialism is mostclosely associated with(1) promoting social mobility(2) reviving and preserving learning(3) serving the spiritual needs of society(4) maintaining economic self-sufficiency

Global Hist. & Geo. – Jan. ’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 theword or expression that, of those given, best completes the statement or answers the question.

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

Base your answers to questions 11 and 12 on the map below and on your knowledge of social studies.

11 Based on this map, in which area did Europeans locate most of their trading bases?(1) banks of the Ganges River (3) coast of the Arabian Sea(2) banks of the Indus River (4) Bay of Bengal region

12 Which conclusion about the Indian economy during the Mughal period can best besupported using the information shown on this map?(1) Cinnamon and pepper were the major products of Kashmir.(2) Most textile-related goods were produced north of the Deccan Sultanate.(3) Diamonds and gold were mined in the Bengal region.(4) Many tropical products were raised near Delhi.

Source: World History: Patterns of Interaction:In-Depth Resources, McDougal Littell, 1999 (adapted)

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

13 Which period began as a result of the actions shown in this cartoon?(1) Italian Renaissance (3) Scientific Revolution(2) Protestant Reformation (4) Glorious Revolution

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14 The kingdoms of Ghana and Mali becameprosperous and powerful because of(1) their participation in the gold and salt trade(2) the military protection provided to them by

the Egyptians(3) their dependence on legalism to enforce

social control(4) the tax revenue they collected from Christian

missionaries

15 The Chinese belief that China was the MiddleKingdom is an example of(1) extraterritoriality(2) ethnocentrism(3) filial piety(4) the Mandate of Heaven


Base your answer to question 16 on the graphic organizer below and on your knowledge of social studies.

16 Which phrase best completes this graphic organizer?(1) Building thousands of miles of roads(2) Maintenance of a large naval fleet(3) Establishment of a national library filled with hundreds of books(4) Reliance on camel caravans

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17 • Some Central Asian nomads made their livingby fostering commerce along the Silk Road.

• Central Asian nomads invaded villages andcities when climate changes affected their foodsupply.

• Some Central Asian nomads adopted Islam andsome embraced Islamic cultures.

Based on these statements, which generalization about Central Asian nomads can best besupported?

(1) They posed few challenges to settledsocieties.

(2) They allied with settled neighbors to repelcommon enemies.

(3) They interacted with settled societies.(4) They contributed little to the culture of their

settled neighbors.

18 The Ottoman Turks viewed Constantinople asbeing strategically important because it(1) was the birthplace of the Prophet Muhammad(2) would allow them to control the Vatican(3) was a crossroads between Europe and Asia(4) would provide them with access to the

Persian Gulf

19 One way in which the voyages of Zheng Heauthorized by Emperor Yongle of China and theexplorations funded by King Ferdinand andQueen Isabella of Spain are similar is that thesevoyages and explorations resulted in(1) an increasing effort to preserve the status quo(2) trade and cultural diffusion(3) the creation of colonial empires(4) naval wars between rival powers


20 Which country is located in the region known asLatin America?(1) Portugal (3) Vietnam(2) Somalia (4) Argentina

21 Which situation was an unintended consequenceof Spain’s colonization of the Americas?(1) establishment of a favorable balance of trade(2) introduction of the encomienda system(3) transmission of communicable diseases(4) exploitation of resources in new lands

22 One way in which Suleiman the Magnificent andLouis XIV are similar is that they both(1) centralized political power(2) introduced a new national religion(3) strengthened the authority of the nobility(4) freed peasants from feudal obligations

23 In the 16th and 17th centuries, the heliocentrictheory became the centerpiece for debatebetween(1) capitalism and communism(2) science and religion(3) colonialism and nationalism(4) isolationism and globalism

24 In which way did the ideas of the Enlightenmentinfluence the French Revolution?(1) Superstition and ignorance were promoted.(2) The principles of mercantilism were glorified.(3) The divine right theory of kings was

challenged.(4) Punishments for criminal acts were rooted in

vengeance.

25 In which way did the geographic diversity ofLatin America affect newly independentcountries?(1) limiting the military power of Creoles(2) forcing the Church to guarantee land reform(3) making political unity difficult(4) necessitating a reliance on Spain

26 Which statement best describes a consequence ofNapoleon’s failure to understand Russiangeography?(1) Rough waters in the Baltic Sea destroyed his

fleet.(2) A harsh winter cut off his army from needed

supplies.(3) His armies could not cross the high Ural

Mountains.(4) A long period of high temperatures and lack

of water overcame his troops.

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

. . .That in some few instances the regular hoursof work do not exceed ten, exclusive of the timeallowed for meals; sometimes they are eleven, butmore commonly twelve; and in great numbers ofinstances the employment is continued forfifteen, sixteen, and even eighteen hoursconsecutively.

That in almost every instance the Childrenwork as long as the adults; being sometimes keptat work sixteen, and even eighteen hours, withoutany intermission. . . .

— The Physical and Moral Condition of the Childrenand Young Persons Employed in

Mines and Manufactures, 1843

27 This type of evidence was used in the argumentfor(1) modifying laissez-faire practices(2) opposing the spread of communism(3) restricting voting rights(4) reforming the landholding system

Base your answer to question 28 on the passagebelow and on your knowledge of social studies.

. . .The bourgeoisie, by the rapid improvement ofall instruments of production, by the immenselyfacilitated means of communication, draws allnations, even the most barbarian, into civilisation.The cheap prices of its commodities are theheavy artillery with which it batters down allChinese walls, with which it forces thebarbarians’ intensely obstinate [persistent] hatredof foreigners to capitulate [give in]. It compels allnations, on pain of extinction, to adopt thebourgeois mode of production; it compels themto introduce what it calls civilisation into theirmidst, i.e., to become bourgeois themselves. In aword, it creates a world after its own image. . . .

— Karl Marx and Friedrich Engels

28 Which statement supports the point of viewexpressed in this passage?(1) The bourgeoisie needs to use military force to

open markets.(2) The bourgeoisie are backward compared to

the barbarians.(3) Foreigners and the bourgeoisie must work

together to end the extinction of cultures.(4) Cheap prices and industrial improvements

are tools used by the bourgeoisie to impose itsvalues.

29 • 1791—Declaration of the Rights of Womenand the Female Citizen (France)

• 1829—Prohibition of sati (India)• 1857, 1882—Married Women’s Property Acts

(Great Britain)

Which change in perception is suggested by theseinternational developments regarding women?(1) a decrease in political power for women(2) a decline in the economic status of women(3) a growing concern for the treatment of women(4) an increase in the global exploitation of women

30 The Haitian Revolution and the Sepoy Rebellionhappened in response to(1) European colonial policies(2) indigenous ethnic rivalries(3) urban development (4) religious divisions

Base your answer to question 31 on the noticebelow and on your knowledge of social studies.

NOTICE!Travelers intending to embark on the

Atlantic voyage are reminded that a stateof war exists between Germany and her allies and Great Britain and her allies;that the zone of war includes the watersadjacent to the British Isles: that, in ac-cordance with formal notice given by theImperial German Government, vessels fly-ing the flag of Great Britain, or any ofher allies, are liable to destruction inthose waters and that travelers sailing inthe war zone on ships of Great Britain orher allies do so at their own risk.

IMPERIAL GERMAN EMBASSY,Washington, D. C., April 22, 1915.

Source: New York Times, May 1, 1915 (adapted)

31 Which technological innovation of World War I ismost closely associated with this German notice?(1) tanks (3) submarines(2) airplanes (4) machine guns

32 What was the main goal of Zionism?(1) forming a representative government in China(2) establishing a Jewish homeland in the region

of Palestine(3) improving the standard of living in developing

countries(4) creating an international peacekeeping

organization to solve global conflicts

33 Which of these events that occurred in the SovietUnion was a direct cause of the other three?(1) famine in Ukraine(2) implementation of five-year plans(3) establishment of collective farms(4) development of heavy industry



Base your answer to question 34 on the map below and on your knowledge of social studies.

34 Based on this map, which region experienced the most severe drop in industrialproduction between 1929 and 1932?(1) western Europe (3) central Europe(2) northern Europe (4) southeastern Europe

FRANCE

BELGIUM

NETHERLANDS

GERMANY

LITHUANIA

LATVIA

CZECHOSLOVAKIA

AUSTRIA

SWITZERLAND

HUNGARY

YUGOSLAVIA

ROMANIA

GREECE

PORTUGAL

SPAIN

SWEDEN

NORWAY

FINLAND

IRELAND

BULGARIA

LUXEMBOURG

EASTPRUSSIA

POLAND

ITALY

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S

W E

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Over 30% fall in industrialproduction1-30% fall in industrialproduction

Increase in industrialproduction

UNITED KINGDOM

Source: World History on File, Facts on File (adapted)

DENMARK

ESTONIA

M E D I T E R RA

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S E A

BALTIC

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35 Extreme nationalism, individuals existing for thegood of the state, and unquestioning loyalty to theleader are the defining characteristics of(1) fascism (3) democracy(2) liberalism (4) theocracy

36 The Soviet Union’s response to the formation ofthe North Atlantic Treaty Organization (NATO)was to create the(1) Marshall Plan (3) Truman Doctrine(2) Warsaw Pact (4) European Union


Base your answer to question 37 on the cartoonbelow and on your knowledge of social studies.

37 Hitler’s actions as expressed by this cartoon ledStalin to(1) adopt a policy of appeasement(2) take over Germany’s industry(3) join the Allies in the fight against Germany(4) reduce the size of the Soviet army

38 Which statement about the impact of geographyon the culture and history of the Middle Eastregion in the 20th century is most accurate?(1) Deserts have prevented military invasions.(2) The uneven distribution of resources has led

to conflict.(3) The abundance of water has contributed to

agricultural self-sufficiency.(4) Mountains have halted cultural diffusion.

Base your answers to questions 39 and 40 on thesong lyrics below and on your knowledge of socialstudies.

East is RedThe east is red, the sun is rising.

China has brought forth a Mao Zedong.He amasses fortune for the people,

Hurrah, he is the people’s great savior.

Chairman Mao loves the people,He is our guide,

To build a new China,Hurrah, he leads us forward!

The Communist Party is like the sun,Wherever it shines, it is bright.

Wherever there is a Communist Party,Hurrah, there the people are liberated!

39 What is the main idea of this 1960s Chinese song?(1) The Sun will never set on Chinese communism.(2) Communist policies will liberate Mao Zedong.(3) The Chinese people will become wealthy under

communism.(4) Mao Zedong will lead the Communist Party

in building a new China.

40 This 1960s Chinese song would most likely havebeen sung during the(1) return of Hong Kong(2) Cultural Revolution(3) Boxer Rebellion(4) Tiananmen Square incident

41 During the Cold War, India’s decision to supportneither the United States nor the Soviet Unionwas based on its policy of(1) nonalignment (3) containment(2) isolationism (4) separatism

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42 • Vietcong disappeared into jungle cover.• Sandstorms halted helicopter flights in Iraq.• Afghan mountain caves sheltered Osama bin

Laden.

Which generalization can best be applied to thesesituations?(1) Advanced technology ensures victory.(2) Religious tensions often promote disagreements.(3) Most military confrontations involve biological

weapons.(4) Geography often has an influence on the

course of a conflict.

43 A major obstacle to creating policies that addressthe issue of global warming is the conflictbetween(1) migrant labor and native workers(2) socialist governments and democratic

governments(3) nations possessing nuclear weapons and those

without(4) economic development and environmental

protection

44 The practices of allowing animals to overgrazegrasses and shrubs and of clearing trees to use forfuel have caused (1) coastal pollution (3) acid rain(2) desertification (4) desalination

45 In the late 1970s, the Chinese governmentcreated the one-child policy because its leadersrealized that there is a direct relationshipbetween population growth and(1) military strength(2) economic development(3) social mobility(4) political toleration

46 One way in which the Indian leaders Asoka andAkbar the Great are similar is that they are bothbest known for promoting(1) religious toleration(2) enslavement of prisoners(3) special taxes for Hindus (4) the spread of Buddhism

47 The Russian adoption of Orthodox Christianityand of the Cyrillic alphabet demonstrates the (1) impact of Ibn Battuta’s travels(2) role of the printing press during the Reformation(3) leadership of Peter the Great(4) influence of the Byzantine Empire

48 Austria-Hungary’s ultimatum to Serbia in 1914and the United States military actions in Afghanistanbeginning in 2001 are both reactions to acts of(1) imperialism (3) communism(2) isolationism (4) terrorism

49 Which leaders are most directly associated withthe Cuban Revolution of 1959?(1) Emiliano Zapata and Francisco Villa(2) Juan Perón and Hugo Chávez(3) Fidel Castro and Che Guevara(4) Bernardo O’Higgins and Miguel Hidalgo



Base your answer to question 50 on the photographs below and on your knowledge of social studies.

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Source: İlhan Akşit, Compiler,Mustafa Kemal Atatürk, Akşit

50 The style of clothing worn by Kemal Atatürk of Turkey and Reza Pahlavi of Iran in thesephotographs indicates these leaders’ desire to(1) westernize their nation (3) enforce fundamental Islamic principles(2) support nationalist movements (4) adapt to the physical climate of their country

Source: Iran Politics Club online,Mohamad Reza Shah Pahlavi Photo Album


In developing your answer to Part II, be sure to keep this general definition in mind:

discuss means “to make observations about something using facts, reasoning, andargument; 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: Imperialism

Task:

You may use any country that engaged in imperialism since 1500 from your study of globalhistory and geography. Some suggestions you might wish to consider include Portugal, Spain,Great Britain, France, Italy, Belgium, and Japan.

You are not limited to these suggestions.

Do not use the United States as the focus of your response.

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 one country that engaged in imperialism since 1500 and• Discuss the reasons this country engaged in imperialism• Discuss the effects of imperialism from the perspective of the people or society

taken over and/or from the perspective of the conqueror

Since 1500, countries have pursued a policy of expansion known as imperialismfor a variety of reasons. The effects of this policy can be viewed from differentperspectives.

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


Part III

DOCUMENT-BASED QUESTION

This question is based on the accompanying documents. The question is designed to test yourability to work with historical documents. Some of these documents have been edited for thepurposes of this question. As you analyze the documents, take into account the source of eachdocument and any point of view that may be presented in the document. 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, governments have developed and established laws and ordersfor a variety of reasons. The laws for the warriors under the TokugawaShogunate, the Nazi orders and laws of the Third Reich, and the pass laws ofthe Republic of South Africa had many impacts on societies, regions, and groupsof people.

Task: Using the information from the documents and your knowledge of global history,answer the questions that follow each document in Part A. Your answers to thequestions will help you write the Part B essay in which you will be asked to

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

(a) explain means “to make plain or understandable; to give reasons for or causes of; toshow the logical development or relationships of”

(b) discuss means “to make observations about something using facts, reasoning, andargument; to present in some detail”

Select two sets of laws and/or orders mentioned in the historical context and foreach• Explain what the government hoped to achieve by establishing these laws

and/or orders• Discuss the impacts of these laws and/or orders on a specific society, region, or

group of people

NAME _____________________________________ SCHOOL ___________________________________

Part AShort-Answer Questions

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

Document 1

By 1603, Tokugawa Ieyasu had won the civil war and had become the supreme ruler of Japan, the Shogun.His successor, Shogun Hidetada, put forth laws for military households. These households included membersof the warrior class: the daimyo, the greater samurai, and the lesser samurai.

Laws Governing Military Households (1615), Excerpts

Source: Compiled by Ryusaku Tsunoda, et al., Sources of the Japanese Tradition,Columbia University Press (adapted)

1 Based on this document, what is one way these laws limited the actions of the warrior class? [1]

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. . . [4] Great lords (daimyo), the lesser lords, and officials should immediately expel fromtheir domains any among their retainers [vassals] or henchmen who have been charged withtreason or murder. . . .

[6] Whenever it is intended to make repairs on a castle of one of the feudal domains, the[shogunate] authorities should be notified. The construction of any new castles is to be haltedand stringently [strictly] prohibited.“Big castles are a danger to the state.” Walls and moats are the cause of great disorders.

[7] Immediate report should be made of innovations which are being planned or of factionalconspiracies [schemes by dissenting groups] being formed in neighboring domains. . . .



Document 2

The sankin kotai or hostage system was included as part of the warrior class laws.

Source: “Sankin Kotai and the Hostage System,” Nakasendo Way, Walk Japan

2 Based on this document, what is one way the daimyo were affected by the Tokugawa hostage system(alternate residence duty)? [1]

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Alternate residence duty, or sankin kotai, was a system developed in the Warring States periodand perfected by the Tokugawa shogunate. In essence, the system demanded simply thatdaimyo reside in the Tokugawa castle at Edo for periods of time, alternating with residence atthe daimyo’s own castle. When a daimyo was not residing in the Tokugawa castle, he wasrequired to leave his family at his overlord’s [shogun’s] castle town. It was, at its simplest, ahostage system which required that either the daimyo or his family (including the veryimportant heir) always be physically subject to the whim of the overlord. . . .


Document 3

Source: Chris Harman, A People’s History of the World, Verso (adapted)

3 According to Chris Harman, what is one change that occurred in Japan as a consequence of the hostagesystem and isolationist policy? [1]

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. . . These measures [the hostage system, the isolation policy, and the banning of guns]succeeded in bringing the bloody wars of the previous period to an end. But the Shogunscould not stop the society beneath them continuing to change. The concentration of the lordsand their families in Edo led to a growing trade in rice to feed them and their retainers, andto a proliferation [increase] of urban craftspeople and traders catering to their needs. Japan’scities grew to be some of the biggest in the world. The merchant class, although supposedlyof very low standing, became increasingly important, and a new urban culture of popularpoetry, plays and novels developed, different in many ways from the official culture of thestate. A relaxation of the ban on western books after 1720 led to some intellectuals showingan interest in western ideas, and a ‘School of Dutch learning’ began to undertake studies inscience, agronomy [agriculture] and Copernican astronomy. As money became increasinglyimportant, many of the samurai became poor, forced to sell their weapons and to take upagriculture or crafts in order to pay their debts. Meanwhile repeated famines hit thepeasantry—almost a million died in 1732 (out of a population of 26 million), 200,000 in 1775,and several hundred thousands in the 1780s—and there were a succession of local peasantuprisings. The Tokugawa political superstructure remained completely intact. But beneath itsocial forces were developing with some similarities to those in western Europe during theRenaissance period. . . .


Document 4a

Excerpts of the [Nazi] Party Boycott Order, 28 March 1933

Source: J. Noakes and G. Pridham, eds., Documents on Nazism, 1919–1945, The Viking Press

4a In 1933, what is one action the Nazi Party wanted the German people to take against the Jews based on thisexcerpt? [1]

Document 4b

Decree Eliminating Jews from German Economic Life, 12 November 1938


4b As a result of this Nazi decree, what is one specific economic situation faced by the Jewish people? [1]

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. . . 3. The action committees must at once popularize the boycott by means of propagandaand enlightenment. The principle is: No German must any longer buy from a Jew or let himand his backers promote their goods. The boycott must be general. It must be supported bythe whole German people and must hit Jewry in its most sensitive place. . . .

8. The boycott must be coordinated and set in motion everywhere at the same time, sothat all preparations must be carried out immediately. Orders are being sent to the SA and SSso that from the moment of the boycott the population will be warned by guards not to enterJewish shops. The start of the boycott is to be announced by posters, through the press andleaflets, etc. The boycott will commence on Saturday, 1 April on the stroke of 10 o’clock. Itwill be continued until an order comes from the Party leadership for it to stop. . . .

. . . Article 11. From 1 January 1939 the running of retail shops, mail order houses and the practice ofindependent trades are forbidden to Jews. . . .

5 Based on this photograph and passage, what are two impacts of the policy of Kristallnacht on the Jewishpopulation in Germany? [2]

(1)__________________________________________________________________________________

_____________________________________________________________________________

(2)__________________________________________________________________________________

_____________________________________________________________________________


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Document 5a Document 5b

*Herschel Grynszpan had killed a German at the Germanembassy in Paris out of anger over his parents’ deportation.This act was used by the government to justify its actions onKristallnacht.

Source: Anne Frank Guide online

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Source: Linda J. Altman, The Jewish Victims of the Holocaust,Enslow Publishers (adapted)

. . . The Nazis claimed that Kristallnacht was anuprising by ordinary Germans. Actually, it wascarefully planned. The government orderedsquads of Brownshirts into the streets. Their jobwas to destroy and terrorize. The Gestapo, orsecret police, received orders not to stop theviolence. Instead, they were to sweep throughthe burning neighborhoods, arresting Jews.

Kristallnacht was a turning point. The Nazisstepped up their efforts to “Aryanize” theGerman economy. Jews had been losing theirproperty since Hitler came to power. Now,taking it from them became an official policy.

On November 12, the government levied afine of one billion reichmarks on the GermanJewish community. This was punishment for theact of one troubled teenager.* In addition to this,Jewish victims of Kristallnacht had to pay for thedamage out of their own pockets. They could notcollect insurance to cover their losses. . . .


Document 6

Source: The Holocaust Chronicle, Publications International, 2000

*Four billion dollars during World War II had the approximate value of $65 billion in 1996.

6 Based on this information from the The Holocaust Chronicle, state one action taken in an attempt tocompensate Holocaust survivors and their heirs many years after World War II ended. [1]

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• September 1996: A report by London’s Jewish Chronicle claims that $4 billion ($65 billionin 1996 dollars*) looted by the Nazis from Jews and others during World War II was diverted toSwiss banks. The sum is about 20 times the amount previously acknowledged by the Swiss; . . .• October 29, 1996: . . .Art, coins, and other items looted by Nazis from the homes of AustrianJews are sold at a benefit auction in Vienna. It is the intent of the auction organizers to keep theitems in the Jewish community. By day’s end, the auction grosses $13.2 million, with proceedsgoing to aid Holocaust survivors and their heirs. . . .• February 12, 1997: Switzerland, stung by allegations that the wartime government acceptedand laundered [concealed the source of] funds from Nazi Germany that had been looted fromJews, agrees to create a $71 million fund for Holocaust survivors and their heirs.


Document 7a

Native Laws Amendment Act, Act No. 54 of 1952, Union of South Africa

Source: Native Laws Amendment Act, Act No. 54 of 1952, Digital Innovation South Africa online (adapted)

7a Under the Union of South Africa Act No. 54 of 1952, what could happen to a native person who washabitually unemployed? [1]

Document 7b

Natives (Abolition of Passes and Coordination of Documents) Act,Act No. 67 of 1952, Union of South Africa

Source: Leslie Rubin and Neville Rubin, This is Apartheid, Christian Action, London (adapted)

7b Under the Union of South Africa Act No. 67 of 1952, what penalty could be given to a sixteen-year-old orolder African black if he failed to produce his reference book? [1]

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. . . Any policeman may at any time call upon an African [black] who has attained the age ofsixteen years to produce his reference [pass] book. If a reference book has been issued to himbut he fails to produce it because it is not in his possession at the time, he commits a criminaloffence and is liable to a fine not exceeding ten pounds or imprisonment for a period notexceeding one month. . . .

Score

. . . 29 (1) Whenever any authorized officer has reason to believe that any native [black SouthAfrican] within an urban area or an area proclaimed in terms of section twenty-three—(a) is an idle person in that—

(i) he is habitually unemployed and has no sufficient honest means of livelihood. . . he [authorized officer] may, without warrant arrest that native or cause him to be arrested andany European police officer or officer appointed under sub-section (1) of section twenty-twomay thereupon bring such a native before a native commissioner or magistrate who shallrequire the native to give a good and satisfactory account of himself. . . .

Document 8

This excerpt is based on Peter Abrahams’s memories and his conversation with his black South African boss, Jim.

Source: Peter Abrahams, Tell Freedom: Memories of Africa, Alfred A. Knopf

8 According to Peter Abrahams, what was one way the pass laws affected his boss, Jim? [1]

Score

. . . When Jim left his Pedi village in the northern Transvaal he had to go to the nearest policestation or Native Affairs Department. There he got a Trek Pass. This permitted him to makethe journey to Johannesburg. On reaching the city he got an Identification Pass and a Six-DaySpecial Pass. He paid two shillings each month for the Identification Pass. The Six-DaySpecial was his protection while he looked for work. He did not find work during his first sixdays in the city. He did not go to the pass office to renew his Six-Day Special. He was pickedup on the eighth day and spent two weeks in jail as a vagrant [person without residence orwork]. That taught him to go to the pass office regularly. . . .



Document 9

Source: Blauer and Lauré, South Africa, Children’s Press

9a Based on this document, what action did black South Africans take to oppose the pass laws? [1]

b Based on this document, what was the South African government’s response to the situation in Sharpevilleon March 21, 1960? [1]

Score

Score

Resistance to white domination was continuous but unsuccessful. The South African policeand the army were called out every time blacks rose up against the apartheid laws that madetheir lives so miserable. On March 21, 1960, a group of unarmed blacks made their way to thepolice station in Sharpeville (a black township) to hold a peaceful protest against the passbooklaws. No black in South Africa could travel, live, or work without a passbook. This hateddocument was the record of a person’s life as defined by the white government. Thousands ofdemonstrators left their passbooks at home, expecting to be arrested. They thought this wouldshow the government’s policy could not continue if it had to arrest thousands. But the peacefuldemonstration was met with gunfire. When it was over, sixty-nine blacks were dead, shot in theback by the police as they tried to flee when the shooting began. Their deaths sparked anationwide protest.

Part BEssay

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

Historical Context:

Throughout history, governments have developed and established laws and ordersfor a variety of reasons. The laws for the warriors under the TokugawaShogunate, the Nazi orders and laws of the Third Reich, and the pass laws ofthe Republic of South Africa had many impacts on societies, regions, and groupsof people.

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

Guidelines:

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

are beyond a restatement of the theme

Select two sets of laws and/or orders mentioned in the historical context and foreach• Explain what the government hoped to achieve by establishing these laws

and/or orders• Discuss the impacts of these laws and/or orders on a specific society, region, or

group of people


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

VO L U M E

1OF2MC & THEMATIC

FOR TEACHERS ONLYThe University of the State of New York


GLOBAL HISTORY AND GEOGRAPHYTuesday, January 26, 2016 — 9:15 a.m. to 12:15 p.m., only

SCORING KEY FOR PART I AND RATING GUIDE FOR PART II (THEMATIC ESSAY)

Scoring the Part I Multiple-Choice QuestionsFollow the procedures set up by the Regional Information Center, the Large City Scanning Center,

and/or the school district for scoring the multiple-choice questions. If the student’s responses for themultiple-choice questions are being hand scored prior to being scanned, the scorer must becareful not to make any marks on the answer sheet except to record the scores in the designatedscore boxes. Any other marks on the answer sheet will interfere with the accuracy of scanning.

Multiple Choice for Part IAllow 1 credit for each correct response.

Part I

1 . . . . . . 3 . . . . . . 13 . . . . . . 2 . . . . . . 26 . . . . . . 2 . . . . . . 39 . . . . . . 4 . . . . . .

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

3 . . . . . . 3 . . . . . . 15 . . . . . . 2 . . . . . . 28 . . . . . . 4 . . . . . . 41 . . . . . . 1 . . . . . .

4 . . . . . . 1 . . . . . . 16 . . . . . . 1 . . . . . . 29 . . . . . . 3 . . . . . . 42 . . . . . . 4 . . . . . .

5 . . . . . . 3 . . . . . . 17 . . . . . . 3 . . . . . . 30 . . . . . . 1 . . . . . . 43 . . . . . . 4 . . . . . .

6 . . . . . . 2 . . . . . . 18 . . . . . . 3 . . . . . . 31 . . . . . . 3 . . . . . . 44 . . . . . . 2 . . . . . .

7 . . . . . . 4 . . . . . . 19 . . . . . . 2 . . . . . . 32 . . . . . . 2 . . . . . . 45 . . . . . . 2 . . . . . .

8 . . . . . . 4 . . . . . . 20 . . . . . . 4 . . . . . . 33 . . . . . . 2 . . . . . . 46 . . . . . . 1 . . . . . .

9 . . . . . . 2 . . . . . . 21 . . . . . . 3 . . . . . . 34 . . . . . . 3 . . . . . . 47 . . . . . . 4 . . . . . .

10 . . . . . . 4 . . . . . . 22 . . . . . . 1 . . . . . . 35 . . . . . . 1 . . . . . . 48 . . . . . . 4 . . . . . .

11 . . . . . . 3 . . . . . . 23 . . . . . . 2 . . . . . . 36 . . . . . . 2 . . . . . . 49 . . . . . . 3 . . . . . .

12 . . . . . . 2 . . . . . . 24 . . . . . . 3 . . . . . . 37 . . . . . . 3 . . . . . . 50 . . . . . . 1 . . . . . .

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

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 – Jan. ’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

January 2016

Theme: Imperialism

Since 1500, countries have pursued a policy of expansion known as imperialism for a

variety of reasons. The effects of this policy can be viewed from different

perspectives.

Task: Select one country that engaged in imperialism since 1500 and

• Discuss the reasons this country engaged in imperialism

• Discuss the effects of imperialism from the perspective of the people or society

taken over and/or from the perspective of the conqueror

You may use any country that engaged in imperialism since 1500 from your study of

global history and geography. Some suggestions you might wish to consider include Portugal,

Spain, Great Britain, France, Italy, Belgium, and Japan.

You are not limited to these suggestions.

Do not use the United States as the focus of your response.

Scoring Notes:

1. This thematic essay has a minimum of four components (discussing at least two reasons a

country engaged in imperialism since 1500 and at least two effects of this imperialism from the

perspective of the people or society taken over and/or from the perspective of the conqueror).

2. Imperialism as practiced by one country may be discussed in relation to its effects on more

than one country or region.

3. The discussion of the effects of imperialism can be from the perspective of the people or

society taken over, the perspective of the conqueror, or both.

4. The perspective being discussed need not be identified as long as it is implied in the

discussion.

5. The reasons and effects may be discussed from any perspective as long as the position taken is

supported by accurate historical facts and examples.

6. The discussion of the reasons for imperialism and the effects of imperialism may include

similar information, but the focus should be clearly distinguishable in its usage, e.g., Spain’s

desire for new trade routes can be identified as a reason for imperialism, however, new trade

routes could also be discussed as an effect of Spanish imperialism.

7. The effects of imperialism may be discussed from the perspective of American colonists or

from the perspective of the United States depending on the time period and the country

engaged in imperialism, e.g., British imperialism in North America or Japanese imperialism

and the bombing of Pearl Harbor.

8. If more than one country pursuing a policy of imperialism since 1500 is discussed, only the

first country discussed may be rated.


Score of 5:

• Thoroughly develops all aspects of the task evenly and in depth by discussing at least two reasons

a country engaged in imperialism and at least two effects of imperialism from the perspective of

the people or society taken over and/or from the perspective of the conqueror

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

connects the desire for new sources of riches, the impulse to proselytize, the needs of Spain as a

mercantile state, and the residual crusading spirit of the Reconquista to the dominance of the social

and political systems in Latin America by Europeans and European descendants, the legacy of the

disfranchisement of Native American and African American populations, and the tradition of

authoritarian rule

• Richly supports the theme with relevant facts, examples, and details, e.g., Spain; conquistadors;

encomienda system; hacienda; cash crops; Potosi; Bartolomé de Las Casas; peninsulares; creoles;

Columbian exchange; Catholic Church

• 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 of the

task less thoroughly than the others

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

Spain: discusses how the Age of Exploration and the financial needs of the Spanish monarchy led

to the development of imperialism and how the Spanish mercantile system exploited both the labor

resources and the natural resources in the Americas

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


that are beyond a restatement of the theme

Score of 3:

• Develops all aspects of the task with little depth or develops at least three aspects of the task in

some depth

• Is more descriptive than analytical (applies, may analyze and/or evaluate information)

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

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

may be a restatement of the theme

Score of 2:

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

depth

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

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

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

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

conclusion


Score of 1:

• Minimally develops some aspects of the task

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

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

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

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

conclusion

Score of 0:

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

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

booklet; OR is illegible; OR is a blank paper

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

Objectives refers to the highest level of the cognitive domain. This usage of create is similar to Bloom’s use of the term

synthesis. Creating implies an insightful reorganization of information into a new pattern or whole. While a Level 5 paper

will contain analysis and/or evaluation of information, a very strong paper may also include examples of creating

information as defined by Anderson and Krathwohl.

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

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

easier for raters to read and use as scoring aids.

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

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

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


Anchor Paper – Thematic Essay—Level 5 – A

During the 1500s and the years that followed, ideas and learning

as well as cross-cultural interactions were spread between Europe, Asia,

Africa, and the Americas. Returning from the unsuccessful Crusades

and discovering the vibrant world of learning in the Muslim lands,

Europeans began a new era of thought and commerce and arose from

the dark times of the Middle Ages. A key nation in this new era of

European exploration was the mediteranean country of Spain.

After consolidating the states of Spanish Iberia and removing

Muslim rule in Andalusia, Spanish kings used the resources and

their ideal coastal location to commission and despatch explorers to

the west. One primary motive of Spanish exploration and the conquest

that would follow was to gain ahold of valuable trade locations for

Spanish control. The Spanish wanted to obtain the resources

themselves and bypass Muslim middlemen and the high costs of Silk

Road commodities. Spain did not find the Spice islands, but did

discover the Americas. Spain exploited the land, labor, and resources of

the Americas and continued sponsoring voyages of conquistadors

like Cortez and Pizarro. Spain followed a policy of imperialism,

laying claim to large regions of the Americas, seeking to obtain gold,

spread the word of God, and achieve glory. In the years that followed,

Spain annexed and colonized the natives’ land to achieve economic

goals. Their efforts changed the characteristics of the nation of Spain

as well as the societies of natives in the Americas. The natives were

taught Spanish customs, culture, and identity, turning parts of

the Americas into a subordinate colony under Spanish control.

In the process of Spanish colonization and expansion, Spain grew

rich economically as a result of extracting resources such as silver and



other wealth from the Americas. Spain also grew politically powerful,

making her formidable. Spain became the leading civilization and

economic power of the Europe during the first half of the 16th century,

allowing for the development of a Spanish golden age.

Culturally, native Spaniards spread their Catholic religion to

the Americas and many natives in the Americas were converted

to Christianity from their indigenous religions of polytheism.

The Spaniards also intermarried with natives, creating a unique cultural

group, mestizo. A social hierarchy that included peninsulares, creoles,

mestizos, and mulattoes developed with those born in Spain having

the most power. The Spaniards also introduced their crops and farming

methods from Europe as well as Spanish style houses and of course

spread the Spanish language in the Americas. Many of the Spanish

believed their culture was superior.

Another effect of Spanish imperialism was the death of a vast portion

of the native American population due to smallpox which was introduced

by the Europeans. Indigenous people were forced to work on sugar and

cash crop plantations as well as in the labor-intensive silver mines

to support Spain’s economy. These activities were the backbone of

New Spain’s economy and were used to support Spain. When the

native Americans died, the Spaniards imported millions of African

slaves. This further contributed to the formation of unique cultural

groups due to the mixing of European culture with those of the

Americas and Africa.

This process of colonization and imperialism, however, was highly

detrimental to the subject populations in contrast to the wealth,

resources and power it brought to Spain and Europe. From the native



perspective, Spanish colonization and imperialism was destructive.

European borne disease caused the death of millions of the indigenous

people. This had a devastating effect on their society and culture.

Spanish proselytizing and the teaching of Christian religious

doctrine destroyed the historically rich religion and customs of the

natives of the Americas. Catholic churches were built on top of

indigenous holy sites. Enslavement and imposed labor systems, like

encomienda forced the native population into misery and servitude.

Spanish sugar plantations in the Americas replaced the ancient crops

and livelihoods, changing and destroying indigenous economic

systems.

Therefore the Spanish colonization of the Americas destroyed the

native culture of the Americas and shattered their social systems

leaving servitude and chaos. Meanwhile this period of imperialism led

to a glorious expansion of Spanish dominion and culture in the New

World, as well as a highly profitable colonial empire for the traders

and nation of Spain.


Anchor Level 5-A

The response:

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

imperialism in the Americas, the reasons this country engaged in imperialism, and the effects

of imperialism from the perspective of the conqueror and from the perspective of the people

taken over

• Is more analytical than descriptive (primary motive of exploration and conquest was to gain

valuable trade locations; wanted to obtain the resources and bypass Muslim middlemen and

the high costs of commodities; exploited land, labor, and resources of the Americas; Spanish

colonized to achieve economic goals; efforts changed the characteristics of the nation of

Spain as well as the societies of natives in the Americas; introduction of natives to Spanish

customs, culture, and identity, turning parts of the Americas into a subordinate colony; Spain

became the leading civilization and economic power of Europe, allowing for a Spanish

golden age; many were converted to Christianity from their indigenous polytheism; Spanish

intermarried with the natives creating a unique cultural group, mestizo; sugar and cash-crop

plantations and silver mining were the backbone of New Spain’s economy and were used to

support Spain; importation of millions of African slaves contributed to the mixing of

cultures; imposed labor systems like encomienda)

• Richly supports the theme with relevant facts, examples, and details (consolidation of

Spanish Iberia; Silk Road; Cortez; Pizarro; peninsulares; creoles; mestizos; mulattoes;

Spanish style houses; Spanish language; smallpox)

• 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 includes political,

economic, and social effects of imperialism from the perspective of both the Spanish and the

natives. Good use of detail and analysis reflect an understanding of both the short- and long-term

global impacts of Spanish imperialism. The discussion surrounding the reasons for Spanish

imperialism recognizes the complex and changing motives of Spanish exploration and conquest.

Anchor Paper – Thematic Essay—Level 5 – B


Imperialism is when a stronger nation takes over a weaker nation

or region and dominates its economic, political, or cultural life.

Great Britian emerged as a leading imperial power seeking to extend

its influence around the world. Eventually, it was said that “the sun

never sets” on the British Empire.

Great Britian imperialized many countries. One that was especially

important is India. Two main causes of British imperialism in India

stemmed from economic motives. During the Industrial Revolution,

which began in Great Britian, there was a high demand for raw

materials and new markets. Britian’s favorable island location and

abundance of natural resources such as coal and iron made the nation

a leader of industrialization. Over time, Great Britian could not meet

the demand for resources for its industries and therefore sought

locations that could fulfill their needs. India had many resources,

including cotton, that the British desired to support their textile industry.

A second economic reason for British imperialism was its need to

acquire new global markets and trading ports for their manufactured

goods. Coastal locations were preferred to ship materials between

Great Britian and its colonies. Some of these goals were initially

accomplished by the British East India Company.

Britian’s conquest of India did have many positive and negative

impacts. From the British perspective, a positive aspect was that India

gained new technology, such as the communication and transportation

systems the British built. These systems allowed Britain to conduct

business. Britian started western style schools, and built western style

buildings. Young Indians studied British democratic ideals. Cultural

diffusion was an impact of these actions and led to an exchange of


ideas between the East and the West. Some negative impacts were

the economic exploitation of the Indian subcontinent. Indian markets

were flooded with British manufactured goods, goods that Indians once

produced for themselves. Indians labored to produce the resources for

export to Britain and the British profited. Ultimately, it led the Indians

to form an independence movement.

Another region which Britian imperialized was Africa. Britian wasn’t

the only country that took colonies in Africa. Many other European

countries at the Berlin Conference carved Africa into new colonies with

no regard for Africans. The reasons Britian and others took over Africa

also related primarily to Economic motives. Europeans tried to justify

their actions in part with what they called the White Man’s Burden.

White Man’s Burden means that Europeans felt that they needed to

help Africans and make them “better.” Like India, Africa had many

natural resources that European countries desired.

One positive effect of British imperialism in Africa was that

colonialism temporarily reduced local warfare. There were many

improvements in sanitation, technology, schools, health care and

more. One negative impact was that as a result of how European

countries carved up Africa, many tribes that didn’t like each other

were placed together, which created many problems within these

arbitrary borders. As with India, the British also exploited natural

resources of Africa as well. Even though European nations like

Britian claimed that they were helping Africans at the end of the day,

they were just exploiting their culture.

Some could argue that imperialism did improve many countries in

some ways. They changed native life styles and traditional cultures.



Imperialism can be good or bad when viewed from many different

perspectives. But imperialism is the reason why many countries are

like they are today.


Anchor Level 5-B

The response:

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

imperialism in India and Africa, the reasons Great Britain engaged in imperialism, and the

effects of imperialism from the perspective of the people taken over and from the perspective

of the conqueror

• Is more analytical than descriptive (Industrial Revolution began in Britain where there was a

high demand for raw materials and new markets; favorable island location and abundance of

resources made the nation a leader of industrialization; India gained communication and

transportation systems that allowed Britain to conduct business; cultural diffusion led to

exchange of ideas between East and West; Indian labor produced resources for export and the

British profited; led Indians to form an independence movement; reasons Britain took over

Africa related to economic motives; European countries carved Africa into colonies with no

regard for Africans; temporarily reduced local warfare in Africa; Britain claimed they were

helping Africans, but they were just exploiting their culture)

• Richly supports the theme with relevant facts, examples, and details (coal and iron; cotton;

textile industry; British East India Company; democratic ideals; Berlin Conference; arbitrary

borders; “White Man’s Burden”; improvements in sanitation, technology, and schools)


conclusion that are somewhat beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 5. Historical details are integrated

with analytical statements demonstrating a strong understanding of the task. The theme of

economic gain for Great Britain is developed and woven throughout the response.



Beginning in the 1500s, after Colombus, “discovery” of the Americas,

empires and nations around the world began a policy of imperialism

that lasted well into the twentieth century. With advanced weapons and

maritime technology these nations expanded their lands and increased

their power and wealth in the world. One of these nations was Spain,

newly unified after the expulsion of the Muslims. In order to prove

their power and expand their empire Spain imperialized the new lands

in America. While this may have led to positive effects for the Spanish

the native conquered people were left to deal with the harsher consequences,

such as disease and exploitation.

After Columbus’ successful expedition Spain acted quickly to claim

the fertile land that the Americas offered. Spanish conquistadors soon

arrived to begin the process of colonization. By 1521 Cortes had toppled

the Aztecs and by 1533 Pizarro had conquered the Incas giving Spain

a vast amount of territory to control. By imperializing the Americas

Spain also proved its strength and increased its wealth through the

production of plantation crops and silver mining. Also, colonization

allowed Spain to spread Christianity to the natives, as many

missionaries came to these new lands. The Aztecs and Incas lived on

this land, and Spain soon began to exploit them under the encomienda

system. The natives served as a workforce to benefit Spain.

Imperializing came at a cost though, for while the Spanish prospered,

the natives of the America’s did not. With the new Spanish settlers came

foreign diseases which the native population had no immunity to. As

a result, the native population quickly declined. Another reason for

the native populations drastic decline was due to their being abused,

tortured, and working in the horrible conditions imposed by the Spanish

conquerers. Another effect was the creation of a plantation economy in



the colonies which fostered the cultivation of sugar for European markets.

This resulted in the destruction of parts of the environment in Latin

America. The natives were placed at the bottom of the new social hierarchy,

with the Spanish, or peninsulares at the top. Another effect of Spanish

imperialization caused by the decrease in native population, was the

introduction of the African slaves to work on the plantations. The natives

of the Americas payed a great toll while the Spanish benefited.

Spanish imperialism through its conquest of the Americas led to

the exploitation of natives and Africans on sugar plantations and in

silver mines. The institution of slavery was used to make profits for

the Spanish. While the Spanish Empire prospered for a short period of

time, it managed to destroy native institutions in much the same way

as other aggressive imperial powers have.

Anchor Level 4-A

The response:

• Develops all aspects of the task for Spanish imperialism in the Americas, but does so

somewhat unevenly by discussing the reasons Spain engaged in imperialism less thoroughly

than the effects of imperialism from the perspective of the people taken over and from the

perspective of the conqueror

• Is both descriptive and analytical (Spanish conquistadors acted quickly to claim the fertile

land; Spain increased its wealth from silver mining and plantation crops; colonization

allowed Spain to spread Christianity; lack of immunity to foreign diseases led to rapid

decline of native populations; creation of plantation economy fostered cultivation of sugar;

creation of plantations led to destruction of environment; new social hierarchy in Spanish

colonies; native institutions were destroyed)

• Supports the theme with relevant facts, examples, and details (maritime technology;

Columbus; Aztecs; Incas; missionaries; vast amount of territory to control; African slavery;

peninsulares)



Conclusion: Overall, the response fits the criteria for Level 4. The development of the effects of

Spanish imperialism is strong and contains many details. However, the section on reasons for

imperialism is less developed. The response shows a good understanding of the task and includes

relevant examples related to Spanish imperialism.



Ever since the 1500s, many countries began expanding for a variety

of reasons. This process of colonization was known as imperialism.

The effects of imperialism can be viewed from different perspectives such

as that of mother countries and that of the colony. One country that

had pursued a policy of imperialism was Great Britain. Great Britain

had taken over parts of Africa as well as India which became known as

the “Jewel in the Crown”. Britain’s imperialism left Africa and India

with a legacy of both positive and negative effects.

Britain took over parts of Africa. Since Africa had many natural

resources, European countries carved up the continent during the Berlin

Conference. Great Britain had also come to Africa because of the notion

of Social Darwinism. Some British claimed it was the “White Man’s

Burden” to civilize the people of Africa. However in reality this contributed

to the increase in racism that often accompanied imperialism. This

racism has had a lasting impact on the development of Africa. Britain

was interested in meeting its economic and political needs, not in

meeting African needs as the Africans saw them. Some positive effects

in Africa from the British perspective were an increased literacy rate,

lifespan and the construction of hospitals, schools, and roads. Despite

these positive effects African countries struggled once they gained

their independence.

Another region that was colonized by Britain was India. India’s

location in South Asia was a favorable location for trade. This

subcontinent was surrounded on three sides by water where ports were

established to support British trade. Historically, British influence in

India relied on the recruitment of Indian soldiers who were also known

as sephoys. The Sephoy Mutiny occurred when Indian troops thought



that the British used animal fat in their rifle cartridges which

offended Indian religious beliefs. Biting off the end of the cartridge

where the soldiers would touch the fat was the issue. As the British saw

it, both India and Africa benefited from British imperialism through

the construction of roads and bridges, an increase in literacy rates, as

well as improved methods of communication and transportation. From

the Indian perspective, some negative effects included a lack of respect

for their religious beliefs, taxes imposed on the Indian people to pay for

British programs, and a dependency on cash crops by the British that

led to widespread food shortages in India and starvation for many

people. India would have to wait until 1947 to gain its Independence,

which came largely as a result of Gandhi’s movement which was spurred

by British imperialism.

The colonization of Africa and India benefited the British Empire,

however, these colonies paid a huge price by sacrificing their native

lands, labor, and natural resources. The extent to which this policy of

imperialism shaped these nations for good or bad varies depending on

the perspective considered. Clearly, there were both positive and

negative outcomes of these interactions.


Anchor Level 4-B

The response:

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

British imperialism in India and Africa more thoroughly than the reasons for British

imperialism in India and Africa.

• Is both descriptive and analytical (since Africa had many natural resources, European

countries carved up the continent; some British claimed it was the “White Man’s Burden” to

civilize the people of Africa; racism has had a lasting impact on the development of Africa;

Britain was interested in meeting its economic and political needs, not in meeting the African

needs as the Africans saw them; African countries struggled as they gained independence;

India’s location and ports supported British trade; Sepoy mutiny occurred when British

offended Indian religious beliefs; taxes imposed on Indian people to pay for British

programs, dependency on cash crops by the British led to widespread food shortages in India

and starvation for many people; British imperialism spurred Indian independence movement)

• Supports the theme with relevant facts, examples, and details (mother country; Jewel in the

Crown; Berlin Conference; Social Darwinism; increased literacy rates; construction of roads;

improved methods of communication; Indian independence in 1947; Gandhi)



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

the use of analysis to highlight similarities between British imperialism in India and in Africa.

Reasons for British imperialism as well as negative and positive effects are provided for both

regions, demonstrating a good understanding of the task.


Anchor Paper – Thematic Essay—Level 4 – C

Since 1500, countries such as Portugal, Spain, Great Britain and

France have pursued the policy of expansion known as Imperialism.

Imperialism was a policy countries used to expand their lands overseas.

One country that pursued the policy of imperialism was Great Britain.

Britain competed for colonies along with other European powers. Its

impact on those it ruled can vary depending on the point of view

considered.

British imperialism benefitted the empire throughout much of its

history. Two regions Britain sought to imperialize were Africa and

India. Great Britain obtained many natural resources from Africa.

Britain took the raw materials required to support their growing

factories. Britain tried to westernize Africa by imposing English

education and values on the native African populations. Western

political ideas, technological innovations, and Christian teachings

were established within their colonies. African practices, such as

polygamy, were outlawed. British values replaced indigenous

traditions. Imperialism helped Britain open new markets and increase

trade in their African colonies.

Many of India’s natural resources were exploited solely for the benefit

of Great Britain. British manufactured goods replaced the locally

produced goods resulting in Indians losing their jobs and livelihood.

On Indian farms, Indians were persuaded to grow cash crops instead

of food crops leading to poverty and famine. Indian rights were

sometimes violated. Indians were often treated as inferiors and employed

as servants. Many high-level jobs went to the British causing the

Indians to lack experience when they gained independence. In India,

the British often used colonial people to supplement their military forces.



From the perspective of the Indian people, many aspects of imperialism

were harmful to their culture and society.

From the British viewpoint, the Indian and African colonies

benefited from Great Britain’s policy of imperialism. Improved

irrigation systems helped farming, many roads and railroads were

built to help link parts of India and Africa, and telegraphs and postal

systems were instituted to help people communicate. Many British

schools offered Education to the native people, although learning was

based on a Western model.

Imperialism thrived for decades, largely assisting empires in

acquiring wealth and power. Britain also used its colonies to increase

its power and security, until after World War II when economic

pressure forced Great Britain to grant independence to most of its

colonies. Still, many newly independent nations were left in a state

of underdevelopment. The effects of British policy have created problems

for all parties involved.


Anchor Level 4-C

The response:

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

British imperialism on Africa and India more thoroughly than the reasons Britain engaged in

imperialism in these regions

• Is both descriptive and analytical (Britain competed for colonies along with other European

powers; took raw materials to support growing factories; Britain tried to westernize Africa

with English education and values; British values replaced indigenous traditions; imperialism

helped open new markets and increased trade in African colonies; India’s natural resources

exploited for benefit of Great Britain; British manufactured goods replaced locally produced

goods, resulting in loss of jobs; Indians persuaded to grow primarily cash crops, leading to

poverty and famine; Indian rights were sometimes violated; Indians treated as inferiors; high-

level jobs went to British, causing Indians to lack experience when they gained

independence; colonial people used to supplement military forces; British schools offered

education based on a Western model)

• Supports the theme with relevant facts, examples, and details (Christian teachings;

polygamy; employed as servants; improved irrigation; railroads; telegraph; postal systems;

underdevelopment)


conclusion that are slightly beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 4. The response weaves reasons for

British imperialism into the discussion of the effects of imperialism, demonstrating an

understanding of the task. Further elaboration on information introduced would have

strengthened the response.



Industrialization caused many nations to engage in a policy of

imperialism to obtain natural resources. One country that engaged in

imperialism was Japan during the late 1800s and in the 1900s. After

the Meiji restoration in the 1930s and early 1940s, Japan conquered

much of East and South East Asia, primarily for resources to fuel

their industrial growth and to unify Asians.

Japan remained mostly isolated throughout the Tokugawa Shogunate

to prevent outside influence. During the 1800s, the United States forced

Japan to open its ports and to begin trading with the outside world.

Japan realized how far they were behind the other countries in terms of

advanced technology. Japan started to modernize and industrialize.

However, due to the limited natural resources and the limited amount

of arable land Japan had, they decided to conquer other countries for

their needs. One example is Japan’s takeover of Manchuria and China.

Manchuria was well known for the amount of natural resources it had

and since Japan was lacking resources, they invaded Manchuria and

claimed its resources for Japanese industry. A second reason for Japanese

imperialism was a combination of extreme nationalism and militarism.

The Japanese viewed themselves as the leader of Asia

As a result of the meiji Restoration and engaging in imperialism,

Japan started to emerge as a powerful country. They won conflicts with

China and Russia, demonstrating their growing strength. However, these

victories worried European powers. Japan expanded again in the 1930s

and early 1940s, conquering most of East and Southeast Asia.

The resources they gained from colonizing led them to increase their

industrial production, improve their technology and increase their

military power. However, the people they conquered experienced negative

results. Japan had become more aggressive, often violating the basic



human rights of the people they conquered. One example was in China.

When the Japanese troops entered China, they were responsible for

committing many atrocities. During the “Rape of Nanjing” Japanese

troops stormed the city and its surrounding villages, killing, beating,

and raping many women. Homes and lands were destroyed. When

the U.S. saw Japan expanding so rapidly, they took steps to cut off

trade in certain resources to Japan. However, this did not stop Japanese

leaders and they continued to be militaristic and aggressive in their

foreign policy. This eventually led to the attack on Pearl harbor which

soon led both countries into war.

Since 1500, countries tried to expand using a policy of imperialism.

The effects of the policy can be viewed from different perspectives. One

country that engaged in imperialism was Japan. Japan conquered most of

East and Southeast Asia because they needed the resources to modernize

and industrialize. However, their aggression and tactics especially in

the 1930s and 1940s soon led them into wars with other nations.

Anchor Level 3-A

The response:

• Develops all aspects of the task in some depth by discussing Japanese imperialism

• Is more descriptive than analytical (Japan conquered much of East and Southeast Asia for

resources to fuel industrial growth; Japan had limited natural resources and arable land;

victories in conflicts with China and Russia demonstrated the growing strength of Japan;

Japanese victories worried European powers; Japan had become more aggressive often

violating the human rights of those they conquered; Japanese troops were responsible for

committing many atrocities; United States took steps to cut off trade in certain resources to

Japan; Japanese militarism and aggression soon led to war)

• Includes some relevant facts, examples, and details (Meiji Restoration; Manchuria; Rape of

Nanjing; homes and lands destroyed; Pearl Harbor)

• 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 uses accurate

information and limited analysis to demonstrate an understanding of Japanese imperialism.

Further development of the role extreme nationalism and militarism played in Japanese

imperialism would have strengthened the response.



One country that has pursued imperialism globally was Great

Britain. It has caused many effects on many countries in the world

that are still evident today. These effects have been both positive and

negative dependent upon the perspective. One area which Britain has

effected through imperialism was Africa.

Africa is home to many different cultures, peoples, and languages.

As a result of many years of experiencing imperialism, Africa has

also been introduced to many foreign ideas, customs and beliefs.

Great Britain has had a great influence in this cultural diffusion.

One way Britain has influenced Africa is through religion. Before

the late 1800s, Africans practiced Islam or local religions based on

Animism. However, during the late 1800s, British Christian missionaries

came to places in Africa like Nigeria to introduce their religion to

the local people. To some, this effect has been negative on Africa,

tearing apart cultures. Today, Christianity is a major religion in

Africa as a result of this.

Another way Great Britain has had a lasting effect on Africa

through imperialism is through the placement of artifical borders in

Africa. In the late 1800’s, the Berlin Conference in Europe gave Britian

and other European countries control over certain areas in Africa. This

conference placed artifical borders in Africa often ignoring important

native tribal boundaries and disrupting the lives of the Africans.

These effects are still evident today as many countries continue to

deal with ethnic conflict and tribal warfare.

One major reason why Great Britain engaged in imperialism in

Africa was because of its abundance of resources such as minerals,

ores, spices, plants & animals, etc. Britain used resources gained in



Africa to produce industrial goods and make profits. This depleted

Africa of natural resources, while benefitting Britain.

Britain displayed its interest in Social Darwinism especially in

this situation. Social Darwinism is based on the idea that certain nations

have emerged as more powerful than others based on the scientific

theory of “survival of the fittest.” The British believed they had the moral

duty to civilize the natives in Africa. The British saw themselves as

providing assistance to the natives they colonized. However, their actions

often negatively impacted Africa’s peoples and cultures. Britain’s

influence in Africa will take life times to wear off.

Despite this negative impact, some British contributions to Africa

could be seen by some as beneficial. Along with Christian missionaries,

Britain brought over higher education to Africa, improving its literacy

rate. Britain also brought improved medicine and practices to Africa

improving its life expectancy rate. Last but not least, Britain provided

new jobs for Africans and trained them in certain areas. However,

some Africans saw this as exploitation.

It is truly evident that Britain left a mark on Africa through

imperialism. Many of these effects can still be seen today in Africa

and across the world. Though many of the effects Great Britain caused

were negative, Africa has gained many things from experiencing

imperialism.


Anchor Level 3-B

The response:

• Develops all aspects of the task with little depth by discussing British imperialism in Africa

• Is more descriptive than analytical (Africa is home to many different cultures, peoples, and

languages; imperialism has introduced many foreign ideas, customs, and beliefs to Africa;

British Christian missionaries introduced their religion, tearing apart Africa’s cultures; today

Christianity is a major religion in Africa; Berlin Conference placed artificial borders in

Africa, ignoring tribal boundaries; many countries continue to deal with ethnic conflict and

tribal warfare; British imperialism in Africa was because of the abundance of natural

resources; Britain used resources to produce industrial goods and make profits; British

believed they had a moral duty to civilize natives in Africa)

• Includes some relevant facts, examples, and details (Islam; cultural diffusion; animism;

Nigeria; minerals, ores, spices, plants; Social Darwinism; survival of the fittest; improved

literacy rate, medicine and practices, life expectancy; exploitation)



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

effects of British imperialism on traditional African cultures, incorporating isolated analysis.

Although reasons the British engaged in imperialism are provided, they are less developed.



Imperialism is when a larger more dominant country takes control

over a smaller country or area often for there raw materials & resources.

Many countries since the 1500’s have tried to imperialise & expand

there rule. Some countries that are known for pursueing the policy

of expansion know as imperialism are Spain, Great Britain, and

France etc. The nation that had the strongest impact on its colonies was

Great Britain.

Great Britain was a very powerful country and therefore tried to

continually expand its rule and often had the ability to do so. It

imperialised India & parts of Africa along with other countries.

Great Britain wanted to control India because of their raw materials

such as spices and cotton. They also took control of India and created

armies out of the native people. This had negative effects on the people &

their culture because they were forced to go against their beliefs. For

example, the Indian soldiers had to use gun cartridges that were greased

with animal fat & they had to use their mouths to rip them open. This

went against their religious beliefs. Overall, Great Britain had

a negative effect on India.

Another place that Great Britain colonized was Africa. They wanted

huge amounts of land which was often rich with resources like gold

and diamonds. In the 19th century, many European countries sent

representatives to the Berlin Conference to discuss the way Africa

would be “divided.” African people did not have a voice in how new

boundaries were established. Britain claimed large amounts of land as

a result of this meeting, mostly in eastern Africa where they continued

to influence trade. Britain often turned tribes against each other and

forced Africans to do hard labour. Although many Africans suffered,



some good things that came with British imperialism were

modernization & improvements in education. Africans were also

converted to Christanity. Some people may view this as a positive

outcome and others will view it as a negative.

British imperialism has effected countries all over the world. Even

though imperialism effeted a lot of places negatively, some good

came out of it too. Without imperialism, these regions would be a lot

different today.

Anchor Level 3-C

The response:

• Develops all aspects of the task with little depth by discussing British imperialism in India

and Africa

• Is more descriptive than analytical (Great Britain wanted to control India because of their raw

materials; Indian people forced to go against their religious beliefs; Britain wanted land and

resources of Africa; many European countries discussed how Africa was to be divided;

African people had no voice in new boundaries; Britain turned tribes against each other and

forced Africans to do hard labor; British imperialism in Africa included modernization and

improvements in education; Africans converted to Christianity)

• Includes some relevant facts, examples, and details (spices and cotton; gold and diamonds;

gun cartridges greased with animal fat; Berlin Conference; eastern Africa; trade)

• Demonstrates a satisfactory 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 3. Although focused on the task, the

response consists of generalizations and overgeneralizations. A lack of development regarding

the reasons and effects of British imperialism weakens the response.



Since 1500, countries have persued a policy of expansion known as

Imperialism. Imperialism is when a stronger nation dominates a

weeker nation for political, economic and social reasons. The effects of

this policy can be viewed from diffrent perspectives. The Spanish have

engaged in Imperialism many times in the past.

The Spanish engaged in imperialism in the latin Americas. They

started this because the Latin American Indians had many precious

metals like gold and silver. The Spanish realized this when Christopher

Columbus landed in present day Dominican Republic and Haiti. He

saw all the gold they had and told the spanish government. They were

also envolved to use the Indians as slaves and force them to work on

Plantations and factories for them. The grew their crops and make

some of their goods in these countries. They mainly Imperialized

Central and south America to gain money.

There were many huge effects this had on the Natives of these

countries. By coming to the Americas the Europeans brought diseases

which what out cities at a time. They also worked many of them to

dealth or just killed them while taking over. The Spanish abused many

of the Indians. This caused a major decline in their population. The

Indians today still don’t have their own homeland. They are

Independent but they will never get back their aztec or ancestors cities

that were destroyed. This also had a major effect on the culture of these

countries. Most of latin and South Americans speak spanish not what

the Indians use to speak. Very little of the people in these countries

even celebrate indian Festivals and cultural events. Many of the old

Indian cities were destroyed and even some built on top of covering up

their Art and architetore. Many of the indians don’t celebrate their



past religious beliefs as well. Some are illegal but most of the Latin

Americans are Christian because they were forced to by the Spanish.

The Spanish are one of many nations to practice imperialism.

Imperialism has a huge effect on the nations being conquered. The

Spanish left many huge Impacts on the Latin and South American

countries and cultures. They changed the way of life for many people.

Anchor Level 2-A

The response:

• Minimally develops all aspects of the task by discussing the effects of Spanish imperialism in

Latin and South America

• Is primarily descriptive (Latin American Indians had many precious metals like gold and

silver; Spanish used the Indians as slaves and forced them to work on plantations and in

factories; Europeans brought diseases which wiped out cities; they will never get back their

Aztec or ancestor’s cities that were destroyed); includes faulty analysis (when Christopher

Columbus landed in present day Dominican Republic and Haiti, he saw all the gold they had)

• Includes very few relevant facts, examples, and details (imperialized to gain money; Latin

Americans speak Spanish; Christian because they were forced to by the Spanish)

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

restates the theme

Conclusion: Overall, the response fits the criteria for Level 2. Although the reasons for

imperialism are weakly developed, several relevant details are included in the discussion of the

negative effects of Spanish imperialism, demonstrating a basic understanding of the task.

However, the repetition of facts and ideas weakens the response.


Imperialism has been used as a factor for many countries to

impliment their traditions, culture, & customs to increase trade within

their empire. Other reasons which Great Britain used Imperialism was

to expand their empire. This new thought of imperialism brought upon

in Great Britain effected regions of India & China. Imperialism was

used to increase trade, spread & contributed toward cultural diffusion.

Great Britain is a perfect example of imperialism because in China

during the Opium War, Great Britain controled the trade between them.

The reason for the Opium War was because China didn’t want Britain

selling Opium to them, but obviously Britain refused. The reason for

this was that the Chiense were getting too addicted to opium & their

“bank” account was dwindling down. Since silver was an important

currency at that time, Britain said no. After the war, Britain gained

a huge sphere of influence in which British gained a extraterritoriality

policy in the Treaty of Nanjing.

Britain also had a huge Imperalistic effect in India too. In the time

of the British East India Company, Britain imposed a new form of

government in which was a twin of Parliament back in Britain. This

government was a reason for taking over in India; it provided a broader

spectrum for India. This is what Britain thought of this. This reason

for imperialism was to establish their government on other countries.

In the view of the people being imperialised on, it might’ve not been

fair. Back to India, when the British imposed their government on

the Indians, they didn’t included a Indian representative for India. So,

it ment that India was being govern by British men not Indian men.

This of course looked horrible & made the Indians feel powerless. Same

country; when the English government implimented that the cartages




be greased with pig fat, this was a huge insult to the Muslims especially.

The Sepoy War was a rebuttal towards this implementation.

Overall, the imperialistic power of Great Britain mostly benirefited

the British & imposed “horrific” rule on thosed being imperialized on.

The British implimented the use of Imperialism to increase trade &

established other forms of government on foreign countries.

Anchor Level 2-B

The response:

• Minimally develops all aspects of the task by discussing British imperialism in China and

India

• Is primarily descriptive (imperialism was used by Britain to expand their empire; imperialism

was used to increase trade; Britain sold opium to China; British gained a sphere of influence

after the war; India was being governed by British men, not Indian men; Indians felt

powerless; Muslim soldiers insulted by cartridges greased with pig fat); includes weak

application (Chinese were getting addicted to opium and their bank account was dwindling

down)

• Includes few relevant facts, examples, and details (cultural diffusion; Opium War; silver;

British East India Company; Sepoy War); includes several inaccuracies (Great Britain

controlled trade between China and them during the Opium War; British gained an

extraterritoriality policy in the Treaty of Nanjing; Britain imposed a new form of government

in India)

• Demonstrates a general 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 2. The response demonstrates a

limited understanding of the reasons for and the effects of British imperialism. However, a lack

of chronology and development weakens the response.



Since 1500, countries have pursued a policy of expansion know as

imperialism for a variety of reasons. The effects of this policy can be

viewed from different perspectives. Many countries don’t believe

imperialism is an effective way of expansion because of issues and

problems it can lead to. Then on the other hand, many countries use

imperialism for the own countries gain.

One country that engaged in imperialism since 1500 is Japan.

Japan engaged in imperialism for the country’s benefit. Since Japan

was an isolated country and was surrounded by bodies of water, they

didn’t maintain a lot of raw materials. They used imperialism to

control and take over other countries so that they could maintain

more raw materials. Japan extended its territory during World War 2

by engaging in imperialism.

Japan was not a very industrialized country, which means that

they needed to take over other countries to gain raw materials to help

them industrialize fast. When imperialism was engaged in Japan, its

people benefitted. I would say that they benefited because with the gain

of raw materials, they probably struggled less with the need of food,

homes, and jobs. On the other hand, I believe that the society that was

taken over by Japan did not benefit. They would have had a loss in raw

materials, making low production, which means less money for the

economy and people lost their job. Another downfall for the society that

was taken over was that they were not an independent society no

more, someone was ruling them and they weren’t able to take charge.

Japan benefited from the use of imperialism. They gained land,

which meant more territories, they gained raw materials, which meant

that there was a high production rate, which also means there was a gain



in money and jobs. With more jobs, the lower class rate decrease as

people and the economy got wealthier. The conqueror, Japan, benefited

a lot when engaging with imperialism.

In conclusion, imperialism in Japan had both great and effects on

its society and the societies they took over. Japan engaged in

imperialism for its own personal gain, such as increase in territory

and raw materials for industrialization.

Anchor Level 2-C

The response:

• Minimally develops all aspects of the task by discussing Japanese imperialism

• Is primarily descriptive (used imperialism to take over other countries; Japan needed raw

materials to industrialize; society taken over lost independence; Japan gained money and

jobs); includes faulty analysis and weak application (since Japan was an isolated country and

surrounded by water, it did not maintain a lot of raw materials; society taken over had a loss

in raw materials making low production which means less money for the economy and job

loss)

• Includes few relevant facts, examples, and details (World War II; increase in territory)

• Demonstrates a general plan of organization; lacks focus; contains an introduction and

conclusion that are slightly beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 2. The treatment of Japanese

imperialism is comprised of generalizations woven into a narrative that outlines the topic, but

lacks details and development such as chronological references. Faulty conclusions further

weaken this response.



Since the 1500s countries have pursued a policy which dealt with

expansion called imperialism. These countries had a variety of reasons

to try and expand. The different effects of Imperialism are seen

differently depending on which point of view you look at it with.

South America was imperialized by both the Spanish and Portugese.

For the people who are imperializing a nation it is very beneficial, they

are able to get natural resources and money. The nation that is getting

imperialized often does not benefit. Most often the nations getting

imperialized are taken advantage of. When the Nation has been

imperialized and they are working often times they are working long

and hard and not being fairly paid.

The country that is doing the imperializing is often on the better

end. They get to exploit the Nation that they have expanded to. A lot of

times they use the natural resources from the nation they imperialized

to make products for themselves.

The Nation that has been taken over more times than not are on

the bad end of the deal. They get paid low wages for long hours of hard

work. Often times the Religion of their mother country is forced upon

them. They have no choice but to begin to follow the religion they are

told, or else they are punished. Even though they may not like the way

their lives are being changed they have to learn to deal with it.

Thinking about revolting is not an option for them because they do

not want to be punished by military force

Needless to say you would not want to be the country or nation

being imperialized.


Anchor Level 1-A

The response:

• Minimally develops some aspects of the task by mentioning reasons for and discussing

effects of imperialism from different viewpoints

• Is descriptive (South America was imperialized by the Spanish and Portuguese; nations that

are imperialized are taken advantage of; imperializing nations use natural resources from

imperialized nations to make products for themselves; religion of mother country forced on

them)

• Includes few relevant facts, examples, or details (paid low wages for long hours of hard

work; can be punished by military force)

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

the theme and a very brief conclusion

Conclusion: Overall, the response fits the criteria for Level 1. The response mentions a reason

for imperialism. Details about the effects of imperialism on South America are not well

developed; however, they demonstrate a limited understanding of the task.



Since 1500, countries including Japan have adopted an economic

policy of imperialism. The effects can either be short-term or long term

depending. Japan can be consider one of the best examples of an

imperialist nation.

There are several things that caused Japan to become an imperialist

nation. It was mainly due to the fact that Japan did and does lack

natural resources. Japan is an archipelago an it has a very mountainous

terrain, which wasn’t good for agriculture. And, unlike the middle east

or England there weren’t large deposit of oil, iron or coal. After a 200 year

period of isolation know as the Tokgaw a shogunate Japanese leaders

realized that they should import the raw materials necessary.

Imperialism was very apealing because it was a cost effective way of

gaining the natural resources that Japan lacked.

The period in which Japan practiced imperialism is now known as

the Meiji Restoration. During this time as well as being an imperial

nation Japan modernized and improved its military. There are various

was that one can say imperialism effected Japan depending on their

perspective. For example, one of the most lasting effects was cultural

diffusion. Japan’s culture would be most similar to China, North

Korea, and South Korea. These countries, even to this day have similar

languages and writing systems. Another effect of imperialism in

regards Japan was that, it gave their economy an opportunity to grow

to become what it is today. Today, Japan is one of the most advanced

countries with a very stable economy.

In conclusion, Japan was influenced by imperialism in several

ways. It allowed the economy to flourish even though they lacked

many natural resources. And, it increased cultural diffusion between

Japan and its neighboring countries.


Anchor Level 1-B

The response:

• Minimally develops some aspects of the task by discussing the reasons for Japanese

imperialism

• Is descriptive (Japan lacks natural resources; Japan is mountainous, which was not good for

agriculture; Japan modernized and improved its military; gave Japan’s economy an

opportunity to grow); includes faulty analysis (imperialism was appealing because it was a

cost-effective way of gaining natural resources; one of the lasting effects was cultural

diffusion; Japan’s culture would be most similar to China, North Korea, and South Korea)

• Includes few relevant facts, examples, or details (Tokugawa shogunate; Meiji Restoration;

oil, iron, and coal; archipelago)

• Demonstrates a general plan of organization; does not clearly identify which aspect of the

task is being addressed; includes an introduction and a conclusion that restate the theme

Conclusion: Overall, the response fits the criteria for Level 1. The response shows some

understanding of the task and provides some development of the reasons for Japanese

imperialism. However, the discussion of the effects of imperialism is faulty.


Thematic Essay—Practice Paper – A

Ever since the 1500s, countries have expanded for many reasons,

some with the goal to be more powerful and some to gain resources. This

expansion is known as imperialism. The effects could be seen as

positive or negative from different perspectives.

One country that engaged in imperialism was Spain. The Age of

Exploration resulted in Spanish exploration and “discovery” of the

Americas. Conquistadors Cortez and Pizarro were motivated to locate

and exploit vast deposits of gold and silver. This led to an increase in

European wealth at the expense of the native population. Later, Spain

established a plantation economy in the Americas growing crops like

sugar. The relationship between the mother country and colonies

supported Spain’s economic policy of mercantilism.

The people living in the Americas were greatly effected by

imperialism. They thought it was unfair how the Spanish had imposed

their Christian religion, language and ways of life in the Americas.

Later, when the American and French Revolutions occurred, the people

of Latin America saw an example of others revolting against their

colonial rulers. The people of the Americas began to do the same,

organizing revolts against the Spanish. One famous leader of Latin

American independence movement was Simon Bolivar who led

a revolution helping to end Spanish rule.

Clearly, imperialism benefits the mother country often at the expense

of the colonized. In this case the Spanish exploited the resources and

people of the Americas. The effects of this relationship ultimately

resulted in revolution. Spanish influence has stayed important in

the Americas for a long time.


Thematic Essay—Practice Paper – B

Imperialism can be connected in many ways to industrialization

and nationalism. Though mother-countries often times benefitted

economically, the effects on the nations colonized could be viewed as

both positive and negative. Many European nations were involved with

this Policy of expansion such as Great Britain, France, Spain, Italy

and Portugal. Of all these nations, Great Britain was dominant at

this European competition.

Great Britain was involved in a rapid period of colonization which

left them in control of the largest empire in history. They controlled many

regions of the world including much of Africa, the subcontinent of

India, and extensive lands in the Americas. The motivations driving

the expansion of England included, the need for raw materials as well

as the desire to outpace international competition for colonial growth.

With the Industrial Revolution in its prime, Great Britain saw the need

for increased raw materials from other nations as well as markets to sell

the goods it produced to increase the wealth of their nation. Technological

innovations such as the steam engine, factory system, and railroads

further contributed to the demand for raw materials. Some of these

advancements provided methods of transportation to ship these resources

to coastal ports. Great Britain took many raw materials from Africa

such as diamonds and Gold. Another reason Great Britain engaged

in imperialism was for the power and the glory that it desired on

the international stage. Britain justified this policy through Social

Darwinism. This idea promoted imperialism because it claimed that

stronger nations were meant to take over weaker ones based on an

argument of “survival of the fittest”. England expanded its empire for

military and naval bases which was part of the competition among

European nations.


Thematic Essay—Practice Paper – B

One effect of Imperialism on Great Britain was that there economy

flourished. They became prosperous from exporting manufactured Goods

to their colonies. They placed taxes on these products which increased

revenues.

One of many nations Great Britain had an impact on was India.

From a British perspective, they helped India become more western and

technologically advanced. A negative effect on the people of India was

that Britain established a money economy which took away many

jobs and the Indian economy suffered as a result. In addition, Britain

replaced Indian traditional goods with there own manufactured goods,

this along with imposed taxes further damaged the Indian economy.

While there were some technological improvements and beneficial ideals

brought to the subcontinent, there were also many ways imperialism

harmed India.

Imperialism for Great Britain allowed the empire to grow far beyond

its borders. This policy of expansion caused cultural diffusion in

many colonies. Great Britain grew and became one of the worlds most

Industrialized and successful empires. Unfortunately, for those who

were colonized, imperialism left its mark on their cultures and lands.

It was both a blessing and a curse.


Thematic Essay—Practice Paper – C

Since the 1500s, many countries have expanded past their borders.

These countries used imperialism to take over other countries so that

they could have them under their control. There are many reasons that

a country would want to follow a policy of imperialism. Some reasons

would include power, increased trade, and the desire for natural resources.

The effects of imperialism can be viewed as both negative and positive

depending on what perspective one looks at it from. One nation that

championed imperialism was England. It was said that the sun never

set on the British empire, as Great Britain had established colonies all

around the world. Great Britain had expanded to India, Hong Kong,

the Americas, and parts of Africa. They used imperialism to expand

their profits and power and to build an empire.

Great Britain had imperialized parts of India because India had

many natural resources, including cotton, diamonds, and spices. In

1750, the British industrial revolution increased the demand for more

natural resources. India provided raw materials to Great Britain. In

exchange, Great Britain would export manufactured goods to new

markets in India for a profit. England also expanded its empire into

places such as Hong Kong, a strategic location, which allowed them to

trade more in East Asia. By expanding into Hong Kong, England

had better access to the markets in China and Japan. England also

colonized some parts of Africa during a period known as the Scramble

for Africa. By doing this, England gained many new natural resources

and exploited indigeous people for cheap labor. This helped England’s

industries increase profits and production. In previous centuries,

England expanded into the Americas building a North American

colonial empire. England sought a favorable balance of trade with



its policies toward its colonies in the Americas. The era of mercantilism

led to British profits based in part on the triangular trade which

included the trans-Atlantic slave trade. Building wealth through both

trade and exploitation was a cornerstone of British imperialism.

In India, many people viewed imperialism as a negative influence

on their lives. The people of India said it was unfair to have to send

their raw materials to England only to be forced to purchase British

finished products, which sold for less than the Indian ones. Instead

Indians wanted to rebuild and develop their own industries. As a result,

Ghandi led a nonviolent campaign in hopes of achieving Indian

independence from England. Using civil-disobedience, Indians engaged

in boycotting British goods and held events like the Salt March. Gandhi

called on Indians to weave their own cloth and restore their traditional

crafts. Eventually, India was able to achieve her independence by

utilizing Gandhi’s methods. The people of India resented Imperialism

because it destroyed their traditional economy and limited their

political freedoms.

The expansion of England into Africa was also seen as negative

from the perspective of the Africans. The Africans had their own tribal

cultures and England attempted to replace them with English culture.

Africans receiving an English education were forced to give up their

tribal customs and beliefs, and instead adopt western ways.

Eventually, England was forced to give their African colonies

independence, but the effects of imperialism would plague Africa for

years to come. African leaders had limited experience running modern

countries because their economies and governments had been

controlled by England for such a long time. Great Britain’s failure to



consider tribal boundaries and cultural differences when they were

establishing colonies resulted in ethnic conflicts. Ethnic groups were

often split into different countries and sometimes enemies found

themselves inside the same country. Because of this, nationalism has

been hard to build in these independent African countries. Conflicts

in places like Nigeria have led to wars and bloodshed. The British

imperial legacy continues to have an impact on Africa.

England expanded its empire to become one of the largest in history.

The sun never did truly set on the British empire. Like many other

countries, England engaged in Imperialism for power, natural resources,

trade and sources of labor. For the people who were colonized, imperialism

was seen as a destructive policy. Yet, for Britain, Imperialism was

the method by which it acquired huge profits and international power.

The effects of imperialism change depending on what perspective one

views imperialism through.


Thematic Essay—Practice Paper – D

Since 1500, countries have pursued a policy of expansionism

known as imperialism for a variety of reasons. The effects of this

policy can be viewed from different perspectives. All over the world,

there are nations who engaged in Imperialism or nations who were

affected by it.

One nation who engaged in imperialism was England. England was

a region who tried to take over parts of Africa, especially the South.

England wanted Africas diamonds, Gold, and rubber. By over-powering

South Africa, and exploiting their goods. Great Britain became a very

powerful nation.

South Africa was not pleased by the way they were being treated.

Africa also did not have any other choice then to let Great Britain take

full advantage of their treasures. Africa was always known as

the “dark continent,” but ever since Britain exploited it, much of our

goods, such as diamonds and gold are from Africa.

Although the Africans were abused, they were still a big impact on

the global economy, even today.


Imperialism is the policy of one country often with a strong

economy taking over a weaker country, many times to obtain their

resources. For example, Great Britain engaged in imperialism by

claiming large areas of Africa after the Berlin Conference. Due to

Great Britain’s use of imperialism, the colonies under British control

in Africa experienced many long lasting negative effects.

In the 1700s, the Industrial Revolution began in Britain. This helped

the British become a world powerhouse in terms of economic strength.

This was a time when many factories were built and many people

moved to cities. As the British grew stronger, they started engaging in

imperialism in order to obtain more resources and markets for their

growing economy. The British had the desire to expand their empire

around the world often in search of resources that the British could use

to benefit themselves. They could also use the civilians in these areas

to work for them at very low wages. One area in particular where there

was a lot of British influence was in Africa. Many of the other European

countries competed for colonies in Africa, including Belgium, France,

Portugal, Spain, Germany, and Italy. These countries feared Africa

would be carved up before they got a piece of it. As a result, Germany’s

Bismarck’s hosted a meeting to discuss the ground rules for dividing

up Africa. Yet, there was one voice missing from this discussion,

the African one. This land in Africa was split in a peaceful manner,

however, there was African resistance. Each European country exploited

resources in the territories they controlled. Although, the European

countries benefitted from imperialism, the African colonies did not.

As a result of the British control in Africa, newly independent

African countries were left with very poor economies and weak and

Thematic Essay—Practice Paper – E

inexperienced governments. During the times of the British involvement

in Africa, Africans were treated horribly. There were strict requirements

and harsh racist laws backed by severe punishments. Many Africans

died as a result of the British involvement in Africa. The British policies

in Africa reflected an interest in benefitting themselves. Africans were

forced to work in mines and in fields under dangerous conditions, and

faced limited access to British education and high-level government

positions. After independence, many countries in Africa of the continent

were poor and had corrupt governments. Still today Africa is feeling

the effects of the imperialsm as it is home to some of the weakest

economies in the world. Ethnic boundaries were largely ignored when

the British and other European countries carved the continent, which

led to conflict after independence. Consequently, some African groups

went to war with one another, in some cases leading to genocide. There

were multiple negative effects because of European imperialism.

Due to Great Britain’s imperialism in Africa, colonies under

British control had many long lasting negative effects. Although

Africa contains many 3rd world countries, the question still lingers.

Would Africa be as poor as it is today if imperialism hadn’t occured?

Thematic Essay—Practice Paper – E



Practice Paper A—Score Level 3

The response:

• Develops all aspects of the task with little depth by discussing Spanish imperialism in the

Americas

• Is more descriptive than analytical (Age of Exploration resulted in Spanish “discovery” of

the Americas; conquistadors motivated to locate and exploit deposits of gold and silver; led

to an increase in European wealth at the expense of the native population; Spain established

plantation economy in the Americas; relationship between the mother country and colonies

supported Spanish economic policy; people thought the imposition of Spanish religion,

language and way of life was unfair; Spanish influence has stayed important in the Americas

for a long time)

• Includes some relevant facts, examples, and details (Cortez; Pizarro; gold and silver; sugar;

mercantilism; Christian religion; Simón Bolívar; Latin American independence )



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

understanding of Spanish imperialism in the Americas by mentioning a reason for Spanish

imperialism and stating its effects on both the Spanish and the natives. The inclusion of

additional facts and details would have strengthened the response.

Practice Paper B—Score Level 4

The response:

• Develops all aspects of the task but does so somewhat unevenly by discussing the reasons for

British imperialism in Africa and India more thoroughly than the effects of British

imperialism

• Is both descriptive and analytical (imperialism can be connected to nationalism and

industrialization; Great Britain controlled largest empire in history; motivation included need

for raw materials and desire to outpace international competition for colonial growth;

technological innovations contributed to the demand for raw materials; desire for power and

glory on international stage; justified imperialism through Social Darwinism; expanded

empire for naval and military bases; British economy prospered by exporting manufactured

goods to colonies; India became more technologically advanced; established a money

economy which took away many jobs and the Indian economy suffered)

• Supports the theme with relevant facts, examples, and details (Industrial Revolution; mother

country; steam engine; factory system; railroads; coastal ports; diamonds and gold; survival

of the fittest; taxes)


conclusion that are somewhat beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 4. The response discusses positive

and negative effects of British imperialism from the British and Indian perspective. Use of some

good analytic statements related to the political and economic reasons for imperialism

demonstrates a good understanding of the task.


Practice Paper C—Score Level 5

The response:

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

imperialism in India, East Asia, America, and Africa, the reasons Great Britain engaged in

imperialism, and the effects of imperialism from the perspective of the societies taken over

• Is more analytical than descriptive (Industrial Revolution increased the demand for natural

resources in Britain; India provided raw materials and Great Britain exported manufactured

goods for a profit; expansion of British empire into East Asia for better access to markets in

China and Japan; in Africa, England gained natural resources and exploited indigenous

people for cheap labor; England sought a favorable balance of trade in American colonies;

Africans receiving an English education were forced to give up their tribal customs and

beliefs, and adopt western ways; effects of imperialism plagued Africa for years to come;

Africans leaders had limited experience running modern countries; Great Britain’s failure to

consider cultural differences when establishing colonies has resulted in ethnic conflicts in

Africa)

• Richly supports the theme with relevant facts, examples, and details (Sun never set on the

British Empire; cotton, diamonds, and spices from India; Scramble for Africa; mercantilism,

triangular trade, transatlantic slave trade; Gandhi; nonviolent campaign; civil disobedience;

boycott; Salt March)



Conclusion: Overall, the response fits the criteria for Level 5. The discussion of the reasons for

British imperialism addresses a wide variety of regions that were colonized. The response uses

analysis to connect the reasons for the expansion of the British Empire, doing a good job of

demonstrating how British imperialism led to its rise as a world power, but also discussing how

it had long-lasting negative consequences on some of the locations involved. The strength of the

response is in the discussion of the effects of imperialism in India and Africa.

Practice Paper D—Score Level 1

The response:

• Minimally develops all aspects of the task by briefly describing Great Britain’s imperialism

in Africa

• Is primarily descriptive (England tried to take over parts of Africa; Britain exploited the

goods of Africa;); includes faulty application (Africa was always known as the dark

continent but ever since Britain exploited it, much of our goods are from Africa)

• Includes few relevant facts, examples, and details (South Africa; diamonds, gold); includes

some inaccuracies (rubber in South Africa; Africa let Great Britain take full advantage of

their treasures)

• Demonstrates a general plan of organization; lacks focus; includes an introduction that

restates the theme and a very brief conclusion

Conclusion: Overall, the response fits the criteria for Level 1. Although the response briefly

mentions all aspects of the task, the development is minimal. An awareness of relevant

information is evident, but in many instances, application is weak or inaccurate.


Practice Paper E—Score Level 3

The response:

• Develops the task but discusses the reasons Britain engaged in imperialism in Africa less

thoroughly than the effects of imperialism

• Is more descriptive than analytical (imperialism is the policy of a country with a strong

economy taking over a weaker country for resources; Industrial Revolution began in Britain

and helped it become a world powerhouse in terms of economic strength; engaged in

imperialism to obtain resources and markets for their economy; used civilians in these areas

to work for low wages; European countries competed for colonies in Africa; African voice

missing from the discussion; newly independent African countries were left with poor

economies and had corrupt governments; strict requirements and laws in colonies; British

policies reflected interest in benefiting themselves; Africans faced limited access to British

education and high-level government positions; ethnic boundaries were ignored which led to

conflict)

• Includes some relevant facts, examples, and details (Berlin Conference; Belgium, France,

Portugal, Spain, and Italy; Germany’s Bismarck; mines; war; genocide)



Conclusion: Overall, the response fits the criteria for Level 3. The focus of the response is

primarily on the effects of imperialism from an African perspective, demonstrating an

understanding of the task. The response relies on generalizations to discuss reasons for

imperialism and would have benefited from further development.


Global History and Geography Specifications January 2016

Part I

Multiple Choice Questions by Standard

Standard Question Numbers

1—United States and New York History N/A

2—World History 4, 8, 9, 13, 15, 16, 17, 21, 23, 29, 30, 31, 32, 36, 37, 39, 40, 41, 45, 46, 48, 50

3—Geography 2, 5, 6, 7, 11, 12, 18, 20, 25, 26, 34, 38, 42, 43, 44, 47

4—Economics 1, 10, 14, 19, 27, 28, 33

5—Civics, Citizenship, and Government 3, 22, 24, 35, 49

Parts II and III by Theme and Standard

Theme Standards

Thematic Essay Imperialism Standards 2, 3, 4, and 5:

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

Document-based Essay

Power; Human Rights; Justice; Citizenship; Environment and Society; Political Systems; Conflict; Diversity; Movement of People and Goods; Scarcity

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

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

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


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 January 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 GEOGRAPHYTuesday, January 26, 2016 — 9:15 a.m. to 12:15 p.m., only

RATING GUIDE FOR PART III A AND PART III B

(DOCUMENT-BASED QUESTION)

V O L U M E

2OF2DBQ

Mechanics of Rating

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


GLOBAL HISTORY AND GEOGRAPHY

Rating the Essay Question

(1) Follow your school’s procedures for training raters. This process should include:

Introduction to the task—• Raters read the task• Raters identify the answers to the task• Raters discuss possible answers and summarize expectations for student responses

Introduction to the rubric and anchor papers—• Trainer leads review of specific rubric with reference to the task• Trainer reviews procedures for assigning holistic scores, i.e., by matching evidence from the response

to the rubric• Trainer leads review of each anchor paper and commentary

Practice scoring individually—• Raters score a set of five papers independently without looking at the scores and commentaries

provided• Trainer records scores and leads discussion until the raters feel confident enough to move on to

actual rating

(2) When actual rating begins, each rater should record his or her individual rating for a student’s essay onthe rating sheet provided, not directly on the student’s essay or answer sheet. The rater should not correct the student’s work by making insertions or changes of any kind.

(3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that differ by more than one point.

Rating the Scaffold (open-ended) Questions

(1) Follow a similar procedure for training raters.(2) The scaffold questions are to be scored by one rater.(3) The scores for each scaffold question must be recorded in the student’s examination booklet and on the

student’s answer sheet. The letter identifying the rater must also be recorded on the answer sheet.(4) Record the total Part III A score if the space is provided on the student’s Part I answer sheet.

Schools are not permitted to rescore any of the open-ended questions (scaffold questions, thematic essay, DBQ essay) on this exam after each question has been rated the required number of times as specified in the rating guides, regardless of the final exam score. Schools arerequired to ensure that the raw scores have been added correctly and that the resulting scalescore has been determined accurately. Teachers may not score their own students’ answerpapers.

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



Part A Specific Rubric

Document-Based Question

January 2016

Document 1

By 1603, Tokugawa Ieyasu had won the civil war and had become the supreme ruler of Japan, the Shogun.His successor, Shogun Hidetada, put forth laws for military households. These households included membersof the warrior class: the daimyo, the greater samurai, and the lesser samurai.

Laws Governing Military Households (1615), Excerpts

Source: Compiled by Ryusaku Tsunoda, et al., Sources of the Japanese Tradition,Columbia University Press (adapted)

. . . [4] Great lords (daimyo), the lesser lords, and officials should immediately expel fromtheir domains any among their retainers [vassals] or henchmen who have been charged withtreason or murder. . . .

[6] Whenever it is intended to make repairs on a castle of one of the feudal domains, the[shogunate] authorities should be notified. The construction of any new castles is to be haltedand stringently [strictly] prohibited.“Big castles are a danger to the state.” Walls and moats are the cause of great disorders.

[7] Immediate report should be made of innovations which are being planned or of factionalconspiracies [schemes by dissenting groups] being formed in neighboring domains. . . .

1 Based on this document, what is one way these laws limited the actions of the warrior

class?

Score of 1:

• States a way these laws limited the actions of the warrior class based on this document Examples: must expel from the domain any retainer or vassal or henchmen charged with

treason or murder; authorities had to be notified if a castle was going to be repaired; warriors could only repair castles with approval; the construction of any new castles was to be halted or stringently prohibited; immediate report should be made of innovations being planned in neighboring domains; factional conspiracies or schemes by dissenting groups being formed in neighboring domains should be reported immediately; big castles cannot be built because they are a danger to the state; prohibited from building walls or moats

Score of 0:

• Incorrect response

Examples: great lords/daimyo were to be expelled; new castles were to be built; Hidetada put forth laws for military households; Tokugawa Ieyasu won the civil war; walls and moats caused great disorders; laws governing military households

• Vague response Examples: authorities should be notified; they all had rules/laws to follow; permission

was needed; daimyo, greater samurai, lesser samurai; big castles are a danger to the state

• No response


Document 2

2 Based on this document, what is one way the daimyo were affected by the Tokugawa

hostage system (alternate residence duty)?

Score of 1:

• States a way the daimyo were affected by the Tokugawa hostage system based on this document

Examples: the daimyo were required to reside in the Tokugawa castle at Edo for periods of time; when a daimyo was not residing in the Tokugawa castle, he was required to leave his family at his overlord’s/shogun’s castle town; the system required that either the daimyo or his family/heir always be physically subject to the whim of the overlord; daimyo could not live with his family at his own castle; family members were kept hostage to the overlord/shogun; daimyo’s family was held hostage

Score of 0:


Examples: system was developed in the Warring States period; system was perfected by Tokugawa shogunate; daimyo could not live at his own castle

• Vague response Examples: a hostage system; they had a very important heir; daimyo’s family; it was

subject to whim; sankin kotai; alternating residence; resided in Edo; overlord

• No response

The sankin kotai or hostage system was included as part of the warrior class laws.

Source: “Sankin Kotai and the Hostage System,” Nakasendo Way, Walk Japan

Alternate residence duty, or sankin kotai, was a system developed in the Warring States periodand perfected by the Tokugawa shogunate. In essence, the system demanded simply thatdaimyo reside in the Tokugawa castle at Edo for periods of time, alternating with residence atthe daimyo’s own castle. When a daimyo was not residing in the Tokugawa castle, he wasrequired to leave his family at his overlord’s [shogun’s] castle town. It was, at its simplest, ahostage system which required that either the daimyo or his family (including the veryimportant heir) always be physically subject to the whim of the overlord. . . .


Document 3

3 According to Chris Harman, what is one change that occurred in Japan as a

consequence of the hostage system and isolationist policy?

Score of 1:

• States a change that occurred in Japan as a consequence of the hostage system and isolationist policy according to Chris Harman

Examples: concentration of lords or families in Edo led to a growing trade in rice to feed them and their retainers; proliferation/increase of urban craftspeople; proliferation/increase of traders in Edo; Japan’s cities grew; rice trade grew; merchant class became increasingly important; a new urban culture developed; a new urban culture developed separately from the official culture; development of popular poetry/plays/novels; money became increasingly important; many samurai became poor; samurai were forced to sell their weapons; samurai took up agriculture/crafts; samurai had debts to pay; the wars of the previous period were brought to an end; ended bloody wars; repeated famines hit the peasantry; a succession of local peasant uprisings; famine caused many to die; development of social forces similar to those in Western Europe; relaxation of the ban on western books led to interest in western ideas; ‘School of Dutch learning’ began to undertake studies in science/agriculture/Copernican astronomy; intellectuals show interest in western ideas

Score of 0:


Examples: Tokugawa political structure was transformed; trade in rice decreased; samurai became increasingly important; merchants lost standing; official culture

• Vague response Examples: there was a political superstructure; it was similar to the Renaissance; society

could not be stopped; western books; bloody wars; trade; took up new things; society continued to change

• No response

. . . These measures [the hostage system, the isolation policy, and the banning of guns]succeeded in bringing the bloody wars of the previous period to an end. But the Shogunscould not stop the society beneath them continuing to change. The concentration of the lordsand their families in Edo led to a growing trade in rice to feed them and their retainers, andto a proliferation [increase] of urban craftspeople and traders catering to their needs. Japan’scities grew to be some of the biggest in the world. The merchant class, although supposedlyof very low standing, became increasingly important, and a new urban culture of popularpoetry, plays and novels developed, different in many ways from the official culture of thestate. A relaxation of the ban on western books after 1720 led to some intellectuals showingan interest in western ideas, and a ‘School of Dutch learning’ began to undertake studies inscience, agronomy [agriculture] and Copernican astronomy. As money became increasinglyimportant, many of the samurai became poor, forced to sell their weapons and to take upagriculture or crafts in order to pay their debts. Meanwhile repeated famines hit thepeasantry—almost a million died in 1732 (out of a population of 26 million), 200,000 in 1775,and several hundred thousands in the 1780s—and there were a succession of local peasantuprisings. The Tokugawa political superstructure remained completely intact. But beneath itsocial forces were developing with some similarities to those in western Europe during theRenaissance period. . . .

Source: Chris Harman, A People’s History of the World, Verso (adapted)


Document 4a

Excerpts of the [Nazi] Party Boycott Order, 28 March 1933


. . . 3. The action committees must at once popularize the boycott by means of propagandaand enlightenment. The principle is: No German must any longer buy from a Jew or let himand his backers promote their goods. The boycott must be general. It must be supported bythe whole German people and must hit Jewry in its most sensitive place. . . .

8. The boycott must be coordinated and set in motion everywhere at the same time, sothat all preparations must be carried out immediately. Orders are being sent to the SA and SSso that from the moment of the boycott the population will be warned by guards not to enterJewish shops. The start of the boycott is to be announced by posters, through the press andleaflets, etc. The boycott will commence on Saturday, 1 April on the stroke of 10 o’clock. Itwill be continued until an order comes from the Party leadership for it to stop. . . .

4a In 1933, what is one action the Nazi party wanted the German people to take against the

Jews based on this excerpt?

Score of 1:

• States an action the Nazi party wanted the German people to take against the Jews in 1933 based on this excerpt

Examples: not buying from a Jew; not letting Jews or their backers promote their goods; not to enter Jewish shops; to start the boycott on Saturday, April 1 at 10 o’clock; to boycott Jewish businesses; to continue the boycott until the Party leadership ordered it stopped; a coordinated boycott; boycott; to honor a general boycott

Score of 0:


Examples: the Jewish people used propaganda; to end the boycott on Saturday; the population will be warned by guards; to have backers promote their goods

• Vague response

Examples: to hit a sensitive place; to coordinate and prepare; to send orders; continue until an order comes to stop; not enter; stay out; announce by poster

• No response


Decree Eliminating Jews from German Economic Life, 12 November 1938


. . . Article 11. From 1 January 1939 the running of retail shops, mail order houses and the practice ofindependent trades are forbidden to Jews. . . .

Document 4b

4b As a result of this Nazi decree, what is one specific economic situation faced by the

Jewish people?

Score of 1:

• States a specific economic situation faced by the Jewish people as a result of this Nazi decree

Examples: they were forbidden to run retail shops/mail order houses; they were forbidden to practice independent trades; they were eliminated from German economic life; possibility of Jewish businesses closing

Score of 0:


Examples: they could only run retail shops; they had to practice independent trades; Jews ran shops

• Vague response

Examples: they could not practice; decree eliminated; they were forbidden

• No response


5 Based on this photograph and passage, what are two impacts of the policy of

Kristallnacht on the Jewish population in Germany?

Score of 2 or 1:

• Award 1 credit (up to the maximum of 2 credits) for each different impact of the policy of Kristallnacht on the Jewish population in Germany based on this photograph and passage

Examples: Jews were terrorized; the business property of Jews was destroyed/Jewish storefront windows were smashed; Jews were arrested; Jewish neighborhoods were burned; taking Jewish property became an official policy; the government levied a fine of one billion reichsmarks on the German Jewish community; the Jewish community was punished for the act of one troubled teenager; the Jewish victims of Kristallnacht had to pay for the damage out of their own pockets/they could not collect insurance to cover their losses; although Jews had been losing their property since Hitler came to power, now taking it became an official policy; attempted to Aryanize the German economy and harmed Jewish businesses

Note: To receive maximum credit, two different impacts of the policy of Kristallnacht on the

Jewish population must be stated. For example, Jewish victims had to pay for damage out

of their own pockets and they could not collect insurance to cover their losses is the same impact expressed in different words. In this and similar cases, award only one credit for this question.

Score of 0:


Examples: it was an uprising by ordinary Germans; the Gestapo stopped the violence; Herschel Grynszpan’s parents were deported; Jewish victims had to use insurance; Gestapo were to sweep through neighborhoods

• Vague response Examples: an uprising; it was carefully planned; it was a turning point; efforts were

stepped up; orders were received; official policy; the Gestapo did it; destroy; Night of Broken Glass

• No response

��

Source: Anne Frank Guide online

. . . The Nazis claimed that Kristallnacht was an uprising by ordinary Germans.Actually, it was carefully planned. The government ordered squads of Brownshirtsinto the streets. Their job was to destroy and terrorize. The Gestapo, or secret police,received orders not to stop the violence. Instead, they were to sweep through theburning neighborhoods, arresting Jews.

Kristallnacht was a turning point. The Nazis stepped up their efforts to“Aryanize” the German economy. Jews had been losing their property since Hitlercame to power. Now, taking it from them became an official policy.

On November 12, the government levied a fine of one billion reichmarks on theGerman Jewish community. This was punishment for the act of one troubledteenager.* In addition to this, Jewish victims of Kristallnacht had to pay for the damage out of their own pockets. They could not collect insurance to cover theirlosses. . . .

Document 5a Document 5b

Source: Linda J. Altman, The Jewish Victims of the Holocaust, Enslow Publishers (adapted)

*Herschel Grynszpan had killed a German at the German embassy in Paris out of anger over his parents’deportation. This act was used by the government to justify its actions on Kristallnacht.


Document 6

Source: The Holocaust Chronicle, Publications International, 2000

*Four billion dollars during World War II had the approximate value of $65 billion in 1996.

• September 1996: A report by London’s Jewish Chronicle claims that $4 billion ($65 billionin 1996 dollars*) looted by the Nazis from Jews and others during World War II was diverted toSwiss banks. The sum is about 20 times the amount previously acknowledged by the Swiss; . . .• October 29, 1996: . . .Art, coins, and other items looted by Nazis from the homes of AustrianJews are sold at a benefit auction in Vienna. It is the intent of the auction organizers to keep theitems in the Jewish community. By day’s end, the auction grosses $13.2 million, with proceedsgoing to aid Holocaust survivors and their heirs. . . .• February 12, 1997: Switzerland, stung by allegations that the wartime government acceptedand laundered [concealed the source of] funds from Nazi Germany that had been looted fromJews, agrees to create a $71 million fund for Holocaust survivors and their heirs.

6 Based on this information from The Holocaust Chronicle, state one action taken in an

attempt to compensate Holocaust survivors and their heirs many years after World

War II ended.

Score of 1:

• States an action taken in an attempt to compensate Holocaust survivors and their heirs many years after World War II ended based on this information from The Holocaust Chronicle

Examples: to sell art or coins or other items looted by Nazis at a benefit auction; to use auction proceeds to aid Holocaust survivors and their heirs; Switzerland created a $71 million fund for Holocaust survivors and their heirs; revealing correct figures of Jewish losses; giving auction proceeds of $13.2 million to aid survivors and heirs; attempting to keep looted items in the Jewish community

Score of 0:


Examples: to divert money looted by the Nazis from Jews to Swiss banks; Nazis sold art or coins at auctions; Nazis created a $71 million fund for survivors; accepted laundered funds; stung by allegations

• Vague response Examples: to publish a report; to make the sum twenty times more; to gross $13.2

million; keeping items around

• No response


Document 7a

Native Laws Amendment Act, Act No. 54 of 1952, Union of South Africa

Source: Native Laws Amendment Act, Act No. 54 of 1952, Digital Innovation South Africa online (adapted)

. . . 29 (1) Whenever any authorized officer has reason to believe that any native [black SouthAfrican] within an urban area or an area proclaimed in terms of section twenty-three—(a) is an idle person in that—

(i) he is habitually unemployed and has no sufficient honest means of livelihood. . . he [authorized officer] may, without warrant arrest that native or cause him to be arrested andany European police officer or officer appointed under sub-section (1) of section twenty-twomay thereupon bring such a native before a native commissioner or magistrate who shallrequire the native to give a good and satisfactory account of himself. . . .

7a Under the Union of South Africa Act No. 54 of 1952, what could happen to a native

person who was habitually unemployed?

Score of 1:

• States what could happen to a native person who was habitually unemployed under the Union of South Africa Act No. 54 of 1952

Examples: could be arrested without a warrant/be arrested; could be brought before a native commissioner/magistrate; required to give a good and satisfactory account of himself

Score of 0:


Examples: he has no sufficient honest means of livelihood; sub-section 23/22 would be used; officers had to be authorized; is an idle person; police officers were European; the act was an amendment

• Vague response Examples: black South Africans; taken; warrant; give an account

• No response


Document 7b

Natives (Abolition of Passes and Coordination of Documents) Act,Act No. 67 of 1952, Union of South Africa

Source: Leslie Rubin and Neville Rubin, This is Apartheid, Christian Action, London (adapted)

. . . Any policeman may at any time call upon an African [black] who has attained the age ofsixteen years to produce his reference [pass] book. If a reference book has been issued to himbut he fails to produce it because it is not in his possession at the time, he commits a criminaloffence and is liable to a fine not exceeding ten pounds or imprisonment for a period notexceeding one month. . . .

7b Under the Union of South Africa Act No. 67 of 1952, what penalty could be given to a

sixteen-year-old or older African black if he failed to produce his reference book?

Score of 1:

• Identifies a penalty given to a sixteen-year-old or older African black if he failed to produce his reference book under the Union of South Africa Act No. 67 of 1952

Examples: a fine/a fine not exceeding ten pounds; imprisonment/imprisonment for a period not exceeding one month; sent to prison

Score of 0:


Examples: a criminal offense; a reference book has been issued to him; his reference book is not in his possession; a reference book must be produced; an African American will get a fine

• Vague response Examples: he is liable; a policeman may call; it cannot exceed one month

• No response


Document 8

This excerpt is based on Peter Abrahams’s memories and his conversation with his black South African boss, Jim.

Source: Peter Abrahams, Tell Freedom: Memories of Africa, Alfred A. Knopf

. . . When Jim left his Pedi village in the northern Transvaal he had to go to the nearest policestation or Native Affairs Department. There he got a Trek Pass. This permitted him to makethe journey to Johannesburg. On reaching the city he got an Identification Pass and a Six-DaySpecial Pass. He paid two shillings each month for the Identification Pass. The Six-DaySpecial was his protection while he looked for work. He did not find work during his first sixdays in the city. He did not go to the pass office to renew his Six-Day Special. He was pickedup on the eighth day and spent two weeks in jail as a vagrant [person without residence orwork]. That taught him to go to the pass office regularly. . . .

8 According to Peter Abrahams, what was one way the pass laws affected his boss, Jim?

Score of 1:

• States a way the pass laws affected his boss Jim, according to Peter Abrahams Examples: he had to go to the nearest police station/to the Native Affairs Department to

get a pass/get a Trek Pass; he had to get a pass to travel; Jim had to get a pass/Identification Pass/Six-Day Special Pass when he got to the city/got to Johannesburg; he had to pay/had to pay 2 shillings each month for the identification pass; when he did not renew his Six-Day pass, he was picked up/arrested; he spent two weeks in jail/spent two weeks in jail as a vagrant; he learned to go to the pass office regularly; the Six-Day Special Pass protected him when looking for work; without a pass he might be considered a vagrant; he could not travel safely without a pass

Score of 0:


Examples: he looked for work; he did not find work; Jim left his village; he took a journey to Johannesburg

• Vague response Examples: he was permitted; he became a boss; there was a pass office

• No response


Source: Blauer and Lauré, South Africa, Children’s Press

Resistance to white domination was continuous but unsuccessful. The South African policeand the army were called out every time blacks rose up against the apartheid laws that madetheir lives so miserable. On March 21, 1960, a group of unarmed blacks made their way to thepolice station in Sharpeville (a black township) to hold a peaceful protest against the passbooklaws. No black in South Africa could travel, live, or work without a passbook. This hateddocument was the record of a person’s life as defined by the white government. Thousands ofdemonstrators left their passbooks at home, expecting to be arrested. They thought this wouldshow the government’s policy could not continue if it had to arrest thousands. But the peacefuldemonstration was met with gunfire. When it was over, sixty-nine blacks were dead, shot in theback by the police as they tried to flee when the shooting began. Their deaths sparked anationwide protest.

Document 9

9a Based on this document, what action did black South Africans take to oppose the pass

laws?

Score of 1:

• States an action black South Africans took to oppose the pass laws based on this document Examples: demonstrated; protested; held a peaceful protest; resisted white domination;

used civil disobedience; left passbooks at home/thousands of demonstrators left their passbooks at home; on March 21, 1960, a group of unarmed blacks made their way to the police station in Sharpeville to hold a peaceful protest against the passbook laws; they offered resistance; demonstrated hoping to get arrested to show government policy could not continue; blacks rose up

Score of 0:


Examples: made their lives miserable; recorded a person’s life as defined by the white government; shot in the back by police; blacks were killed; shooting began; no black in South Africa traveled without a passbook; deaths sparked a nationwide protest

• Vague response Examples: passbooks; hated the document; it was continuous; ruthless methods; peaceful;

nationwide action

• No response


9b Based on this document, what was the South African government’s response to the

situation in Sharpeville on March 21, 1960?

Score of 1:

• States the South African government’s response to the situation in Sharpeville on March 21, 1960 based on this document

Examples: the peaceful demonstration was met with gunfire/government responded with gunfire; sixty-nine blacks were killed/blacks were shot in the back by the police; the police shot unarmed demonstrators/protestors/blacks as they tried to flee; gunfire

Score of 0:


Examples: government policy could not continue; sparked a nationwide protest; nothing; protested; demonstrated; fled when the shooting began; African Americans were shot

• Vague response Examples: could not continue; the government had a policy; dead

• No response



Content Specific Rubric

Document-Based Essay

January 2016

Scoring Notes:

1. This document-based question has a minimum of six components (for each of two sets of laws and/or orders, discussing what the government hoped to achieve and discussing at least two impacts of each set of laws and/or orders on a specific society, region, or group of people).

2. The impacts of these laws and/or orders may be immediate or long term. 3. The impacts of the laws or orders may be on a specific society, a region, a group of people, or any

combination. 4. Information that is used to explain what the government hoped to achieve may also be used to discuss

the impact of the laws or orders, e.g., destroying the Jewish economy was what the government hoped to achieve as well as the impact of the Nazi laws and orders on the Jews.

5. The response may discuss the impact of laws or orders from different perspectives as long as the discussion is supported with accurate historical facts and examples.

6. Only two sets of laws and/or orders should be chosen from the historical context. If three sets of laws and/or orders are addressed, only the first two sets of laws and/or orders may be rated.

7. For purposes of meeting the criteria of using at least four documents in the response, documents 4a, 4b, 5a, 5b, 7a, and 7b 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.

Historical Context:

Throughout history, governments have developed and established laws and orders for a variety of reasons. The laws for the warriors under the Tokugawa Shogunate, the Nazi

orders and laws of the Third Reich, and the pass laws of the Republic of South Africa had many impacts on societies, regions, and groups of people.

Task: Select two sets of laws and/or orders mentioned in the historical context and for each

• Explain what the government hoped to achieve by establishing these laws and/or orders

• Discuss the impacts of these laws and/or orders on a specific society, region, or group of people


Score of 5:

• Thoroughly develops all aspects of the task evenly and in depth for each of two sets of laws and/or orders by discussing what the government hoped to achieve and discussing at least two impacts these laws and/or orders had on a specific society, region, or group of people

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

Shogunate: connects the effort to centralize authority by controlling the residence and activities of daimyo and samurai and by reducing foreign influence in Japan to the growth of cities, the growing economic importance of the merchant class, and the development of a new urban culture; Republic of South Africa: connects the effort to control the movement and activities of black South Africans through pass laws and other apartheid policies to protests by blacks, the reactions of the government to these protests, and events leading to the eventual end of apartheid

• Incorporates relevant information from at least four documents (see Key Ideas Chart)

• Incorporates substantial relevant outside information related to sets of laws and orders (see Outside Information Chart)

• Richly supports the theme with many relevant facts, examples, and details, e.g., Tokugawa Shogunate: laws for military households; role of Bushido; castle at Edo; isolation policy; hostage system; urbanization; growing trade in rice; western books; studies in science; Dutch learning; Republic of South Africa: habitual unemployment; arrests; homelands; townships; Afrikaners; National Party; details of Sharpeville; economic sanctions; Nelson Mandela’s actions; role of F. W. de Klerk

• 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 set of laws and/or orders more thoroughly than the other set of laws and/or orders 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., Tokugawa

Shogunate: discusses how the government attempted to limit the power of the warrior class using the hostage system, resulting in increased urbanization, the growth in the importance of the merchant class, and the development of a new urban culture; Republic of South Africa: discusses how the pass system restricted the movement of black South Africans, resulting in protests by the black community, government reaction, and events leading to the end of apartheid

• Incorporates relevant information from at least four documents

• Incorporates relevant outside information

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

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme

Score of 3:

• Develops all aspects of the task with little depth or develops at least four aspects of the task in some depth

• Is more descriptive than analytical (applies, may analyze and/or evaluate information)

• Incorporates some relevant information from some of the documents

• Incorporates limited relevant outside information

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

• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a restatement of the theme

Note: If all aspects of the task have been thoroughly developed evenly and in depth for one set of laws or

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

Score of 1:

• Minimally develops some aspects of the task

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

• Makes vague, unclear references to the documents or consists primarily of relevant and irrelevant information copied from the documents

• Presents no relevant outside information

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

• May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion

Score of 0:

Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts, examples, or details; OR includes only the historical context and/or task as copied from the test booklet; OR

includes only entire documents copied from the test booklet; OR is illegible; OR is a blank paper *The term create as used by Anderson/Krathwohl, et al. in their 2001 revision of Bloom’s Taxonomy of Educational Objectives refers

to the highest level of 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.


Tokugawa Shogunate

Key Ideas from Documents 1–3

What Government Hoped to Achieve Impact

Doc 1—To require warrior class to immediately expel retainers or henchmen charged with treason or murder from their domain

To be informed of any intent to make repairs on feudal domains

To halt and prohibit construction of new castles To be made aware of planned innovations in

neighboring domains To be made aware of factional conspiracies in

neighboring domains To regulate military households of the warrior class

(daimyo, greater samurai, and lesser samurai) Doc 2—To require alternate residence duty (sankin

kotai), a hostage system, of the daimyo and his family (including the heir)

To make the daimyo physically subject to the overlord Doc 3—To end bloody wars of the previous period To concentrate lords and their families in Edo

Doc 1—Regulation of military households of warrior class including daimyo, greater samurai, and lesser samurai

Banishment of retainers or henchmen charged with treason or murder

Prohibition of daimyo from constructing castles Mandated reporting of activities in neighboring

domains Doc 2— Forcing the daimyo to reside in the

Tokugawa castle in Edo for periods of time Forcing families of the daimyo to reside in Edo when

the daimyo was not residing at the Tokugawa castle Doc 3—Restriction of designated products from

entering Japan (guns) End of bloody wars of the previous period Concentration of lords and families in Edo Increases in rice trade to feed lords and their families Increases in urban craftsmen and traders to meet needs

of lords and their families Growth of Japanese cities Increased importance of the merchant class Development of a new urban culture of popular poetry,

plays, and novels Intellectual interest in Western ideas after 1720 Study of science, agronomy, and Copernican

astronomy at ‘School of Dutch learning’ Increasing reliance on money Putting samurai in position where forced to sell their

weapons and become farmers or craftsmen to pay debts

Repeated famines among peasantry Succession of local peasant uprisings

Relevant Outside Information

(This list is not all-inclusive.)


To preserve the hierarchy of Japanese feudalism To centralize the power and authority of the Tokugawa

shogunate To have tighter control over the economy To limit the influence of merchants based on the

influence of Confucianism To expel Christian missionaries and eliminate

Christianity as a threat through the persecution of its followers

To restrict Dutch merchants to Nagasaki Harbor

Samurai becoming civil servants rather than combat warriors

Attempts by government to maintain loyalty to shogun while allowing autonomy in domains

Limits placed on European contact Restriction of foreigners to Nagasaki Harbor (Dutch,

Chinese) Details on effects of isolation policy Details on new urban culture Inflexibility of Tokugawa government by late 1700s Downfall of Tokugawa shogunate Samurai rebellions/resistance to change


Third Reich



Doc 4—To prevent German citizens from buying from Jews

To stop Jews from promoting their goods To make the boycott general To set the boycott in motion everywhere at the same

time To prevent German citizens from entering Jewish

shops To forbid the running of retail shops, mail order

houses, and the practice of independent trades by Jews

To place severe economic restrictions on the Jewish people

To eliminate Jews from German economic life Doc 5—To “Aryanize” the German economy To take Jewish property To destroy Jewish property and terrorize the Jewish

population To arrest Jews during Kristallnacht To keep the secret police from stopping violence To punish the German Jewish community

Doc 4—Boycotting of Jewish shops Preventing Jews from running retail shops, mail order

houses, or practicing independent trades Elimination of Jews from German economic life Doc 5—Destruction of Jewish shops on Kristallnacht

in Berlin Taking Jewish property in an effort to “Aryanize” the

German economy Requiring Jewish community to pay a fine of one

billion reichsmarks Requiring Jewish victims of Kristallnacht to pay for

damages out of their own pockets Refusing to allow Jews to collect insurance for losses

from Kristallnacht Doc 6—Confiscation of $4 billion from Jews that was

placed in Swiss banks Looting of art, coins, and other items from homes of

Austrian Jews during World War II that were sold at benefit auctions in Vienna in 1996

Swiss laundering of Nazi funds looted from Jews Creation of a $71 million fund for Holocaust

survivors and heirs by the Swiss




To increase power and control by Nazis To create scapegoats for the problems experienced

during and after World War I (Treaty of Versailles, war guilt, inflation)

To isolate and eventually eliminate the Jewish population of Germany and other areas controlled by the Nazis

To make anti-Semitism a permanent part of the ideology and culture of Nazi Germany

To legislate racism To encourage the emigration of Jewish population

while still taking large amounts of their property

Making anti-Semitism a permanent part of the ideology and culture of Nazi Germany

Promoting racism and Social Darwinism Forcing men, women, and children to wear the Star of

David Details of effects of Nuremberg Laws Details about Kristallnacht (Night of the Broken

Glass) Forcing Jewish populations into ghettos in many

cities, where they died of disease and starvation Authorizing genocide as the Nazi Final Solution Building extermination camps inside and outside of

Germany (Auschwitz) Death of approximately six million Jewish victims

during Holocaust Trial of leading Nazi military and political leaders for

their crimes against humanity at Nuremberg Establishment of a Jewish state in Palestine through

Zionist efforts Lawsuits to reclaim stolen Jewish property


Republic of South Africa



Doc 7—To arrest without warrant any black South

African thought to be unemployed and to bring this

person before a native commissioner or magistrate

To require black South Africans sixteen years and

older to produce a passbook upon request by any

police officer or face a fine or imprisonment

Doc 8—To limit or control the movement of black

South Africans

Doc 9—To prevent blacks in South Africa from

traveling, living, or working without a passbook

To enforce apartheid laws

Doc 7—Fining or imprisoning black South Africans

who did not produce a passbook

Doc 8—Requiring a Trek Pass for a black South

African to go to Johannesburg/to travel

Requiring a black South African to have an

Identification Pass and a Six-Day Special Pass to

remain in Johannesburg or to seek work

Punishment for failure to have a pass in Johannesburg

Doc 9—Killing of 69 blacks at Sharpeville by police

Protests by black South Africans against apartheid

and pass laws

Nationwide protest as result of deaths at Sharpeville




To increase the economic power of Afrikaners and

limit the power of black South Africans

To preserve white-minority rule in South Africa

To control all the activities of all black South Africans

Severe voting and citizenship restrictions for

nonwhites

Separation of schools, hospitals, park benches,

fountains, and other public facilities

Limitation of educational opportunities for blacks

Forced teaching of Afrikaans in South African

schools

Development of homelands for tribal groups and

recognition by the South African government as

independent nations

Declaring the African National Congress illegal

Arrest of Nelson Mandela and others

Examples of specific protests (Soweto)

Details about activities of various leaders (Steven

Biko, Desmond Tutu)

Imposition of international boycotts and divestment

Initiation of reforms by F. W. de Klerk in response to

international actions against South Africa

Legal end of apartheid in 1994 and holding of first

free election

Release from prison and election of Nelson Mandela

as President

Work of the Truth and Reconciliation Commission

Economic, social, and political problems plaguing

South Africa today

While the Nazi regime of the Third Reich was more aggressive in its

persecution of Jews, the pass laws of the Republic of South Africa in

the twentieth century aggressively restricted the rights of a specific

group of the country’s population. The Nazi regime in Germany

between 1933 and 1945 sought to “Aryanize” Germany by openly

persecuting and crushing the country’s Jewish population, while the

government of South Africa during the apartheid state created a

divide that discriminated against the black majority by separating

them from the ruling white minority which wanted to maintain power

and control.

The Nazi regime of the Third Reich in Germany between 1933 and

1945 sought to openly persecute the Jewish population. The Nazi

government of Germany believed that Jews were responsible for many

of the economic problems that were plagueing Germany at the time,

such as widespread unemployment and inflation. Because of this

Hitler and the Nazis wanted to promote a “purer, more righteous”

country by eliminating the Jews in a slow process of economic and

social discrimination. On March 28th, 1933, the Nazi party of

Germany published an order which promoted a nationwide boycott of

Jewish businesses and goods, as a way to “send a message” to both the

general population and Germany’s population of Jews; “the Jews were

the enemy of the Germans.” Hitler hated the Jews and was using the

Jews as scapegoats. The economic problems were not caused by the Jews

but Hitler blamed the Jews as a way to increase his own power and

control of Germany. His efforts disrupted Jewish businesses,

threatened their livelihood and showed the Nazi party’s strong desire to

forcefully eliminate the Jewish population by destroying the very


Anchor Paper – Document-Based Essay—Level 5 – A

fabric of their lives. (Doc 4a) This was only one law among many that

was aimed at the Jewish people. The Nuremberg laws of 1935

systematically removed the racial, political, economic, and social

rights of Jews. Jews were identified by the “yellow star of David” which

they were forced to wear. They were deprived of their German citizenship.

This was further reinforced on November 12th, 1938, in the “Decree

Eliminating Jews from German Economic Life” where the Nazi Party

ordered that the Jewish population of Germany no longer partake in

independent business or trade. The passage of this law nearly

eliminated any Jewish involvement in the economy, and was

deliberately meant to cripple the economic standing and prosperity of

the Jewish population. (Doc 4b) The German intent to destroy the

Jewish population was taken to its physical level on the night of

Kristallnacht, or the “Night of Broken Glass,” when the Nazis ordered

groups of their supporters or “Brownshirts,” to terrorize Jewish shops

and businesses. This effort was backed by the police and the

government of the Nazi Germany. This shows the direct intent by the

government to go beyond disabling the Jews economically. (Doc 5)

Kristallnacht was a turning point for both Jews and Nazi Germans.

For the Jews, the night broke their hopes and spirits. Gone was their

belief that the German people would not allow such barbarity and

violence as few Germans protested the destruction and murder. As a

result many attempted to flee Germany to places like Holland, France,

Britain, the United States, and Palestine. Unfortunately some of these

places weren’t safe either because Hitler took over the vast majority of

the European continent. Until their defeat in 1945, the Nazis rounded

up German Jews and Jews in Nazi occupied territories like cattle. They





placed them in concentration camps with the intent of having them

work to benefit the Reich, and if they were unable to work they were

put to death. The conditions in the camps were beyond imagination.

Upon arrival family members were separated and the Nazis took their

possessions, even their tooth fillings. In the end about six million Jews

died.

South Africa was originally colonized by the Dutch and later by

the British. The Dutch Boer farmers enslaved native South Africans to

work on their farms. By the 1800s the Dutch and British were in

competition. This led to conflict and wars between the Boers, the native

South Africans, and the British for control. The British won and they

allowed the European white minority to form a government. Within a

few decades, the ethnocentric policies of the white minority government

were used to create a state that separated society by race and greatly

discriminated against the black South African population. The

apartheid government of South Africa in the latter half of the 20th

century restricted the black majority population in order to maintain

white minority power and control.

In 1952, this white minority government passed the Native Laws

Amendment Act, which under Act number 54 stated that a black

person who was not employed or had no way to take care of himself

could be arrested. Furthermore, the Native Acts in the same year, Act

67 stated how any black person on reaching the age of 16 had to

carry their passbook on them at all times, or they could be arrested.

These acts demonstrate deliberate action by the South African

government to limit the freedom of the black population. (Doc 7a & 7b)

These are only two of many laws that limited the lives of black South



Africans. They did not have freedom of movement because they had to

apply for permission to travel outside of what their passbook said.(Doc 8)

Black South Africans found it difficult to get certain jobs, and to get

a quality education. Whites were given the most profitable lands and

blacks were forced to live in homelands and shantytowns. Like the

Jews, the black South Africans were removed from their lands, denied

citizenship, and treated very badly. Unlike the Jews, the black

population was the majority and they eventually fought back. In

Sharpeville in 1960 when the black population tried to peacefully show

their disdain for these laws, they were met with a violent, irrational

backlash showing the South African government’s hatred for the

black population (Doc 9). However the black population was not

deterred. For about forty years they fought the white minority.

Boycotts and increasing international pressure eventually caused the

white South African government to change their policies. In the 1990s,

President DeKlerk released Nelson Mandela from prison, apartheid was

dismantled, and free and open elections were held, resulting in Nelson

Mandela becoming the first black South African president.

The government of the Third Reich and the white minority

government of South Africa both limited the rights of a specific

demographic of their populations. These governments grew and

prospered for a time but in the end both were defeated.


Anchor Level 5-A

The response:

• Thoroughly develops all aspects of the task evenly and in depth for the Nazi orders and laws of the Third Reich and the pass laws of the Republic of South Africa

• Is more analytical than descriptive (Nazi orders and laws: Nazi regime sought to “Aryanize” Germany by openly persecuting the country’s Jewish population; strong desire to forcefully eliminate the Jewish population by destroying the fabric of their lives; for Jews Kristallnacht broke their hopes and spirits; conditions Jews experienced in camps were beyond imagination; South Africa pass laws: the ethnocentric policies of the white minority government were used to create a state that separated society by race and greatly discriminated against the black South African population; blacks did not have freedom of movement because they had to apply for permission to travel; like Jews, black South Africans were removed from lands, denied citizenship, and treated very badly; black population tried to peacefully show disdain for the laws but met with a violent backlash)

• Incorporates relevant information from documents 4, 5, 7, 8, and 9

• Incorporates substantial relevant outside information (Nazi orders and laws: government believed Jews responsible for widespread unemployment and inflation; Hitler blamed Jews for economic problems as a way to increase his own power and control of Germany; Nuremberg laws systematically removed racial, political, economic, and social rights of Jews; Jews were identified by “yellow Star of David”; some places Jews fled to were not safe because Hitler took over vast majority of European continent; about six million Jews died; South Africa pass laws:

Dutch Boers enslaved native South Africans to work on their farms; restricted the black majority population in order to maintain white minority power and control; blacks found it difficult to get a quality education; forced to live in homelands and shantytowns; boycotts and increasing international pressure caused white South African government to change their policies; Mandela released from prison, apartheid dismantled, and free and open elections held)

• Richly supports the theme with many relevant facts, examples, and details (Nazi orders and

laws: nationwide boycott of Jewish businesses and goods; Brownshirts were ordered to terrorize Jewish shops and businesses; South Africa pass laws: a black person who was not employed or had no way to take care of himself could be arrested; law stated any black person reaching age 16 had to carry passbook at all times or could be arrested)

• Demonstrates a logical and clear plan of organization; includes an introduction that states both the Nazi regime and the apartheid government of South Africa restricted the rights of a specific group and a brief conclusion

Conclusion: Overall, the response fits the criteria for Level 5. Substantial outside information supports thorough document interpretation especially in the discussion of the impact of the Nazi laws on the Jewish population and provides a strong evaluative approach to the task. The integration of good historical connections and details contributes to thoughtful analytic conclusions.

Throughout the course of history, governments have created laws

and orders. These were created by them for various reasons depending

on what kind of state they ran. For instance, their are the laws of the

Nazi Regime and the third Reich as well as the pass laws of the

Republic of South Africa. Each government while different used these

laws and orders to control the people of their respective states and to

increase their own power. These laws had negative impacts on certain

groups of people.

The ruling of the Nazi regime was influenced by Adolph Hitler’s

idea that the Jewish community and people were the cause of the

economic downfall in Germany after the first world war. He blamed

the Jews for Germany’s loss of World War I and for the massive

inflation and unemployment of the 1920s and 1930s. While more

truthfully the Jews had little to do with Germany losing World War I

and the worldwide depression, Hitler needed a scapegoat to blame for

all the problems and issues in Germany and so, he chose the Jewish

people, a minority group in the population. By issuing laws against

the Jews, Hitler meant to turn the entirety of Germany against them

and at the same time increase support for himself. He hoped to instill

the mind set that the Jewish people were far less important than the

Aryan Germans. One action taken, in particular was the boycotting

of Jewish goods, as stated in the Nazi Party Order in 1933 (Doc 4a).

The government had planned to use propaganda “enlightenment” to

get the German people to stop buying from people of the Jewish

community and to alienate the Jewish population forcing many to

give up their professions. This was taken a step further when the Jews

were no longer allowed to run/own retail shops and trade (Doc 4b).


Anchor Paper – Document-Based Essay—Level 5 – B

These things were done to isolate and hurt the Jewish Germans and

cause a sense of resentment towards them by the superior blue-eyed,

blond-haired-German Aryans. The Jewish Germans feared for their

lives.

The pass laws in the Republic of South Africa, were somewhat similar

to those laws in Nazi Germany. The government of the Republic of South

Africa hoped to isolate the black community much like Hitler wanted to

do with the Jews by creating laws that resulted in unfair treatment. The

Afrikaners or white South Africans treated the blacks as a lower class. By

dissallowing them the rights of the regular citizens they created a “social

injustice.” This visible racism towards the black, native community was

used by the white minority Afrikaner government to maintain and

increase control. Most specifically through the pass laws which required

the constant carrying of a passbook by black south Africans to travel

from place to place, as well as to get any type of job (Doc 8). The

government belittled blacks by passing other laws that included forcing

black South Africans to live in homelands. In these areas, which were

some of the worst lands in all of South Africa, blacks were not citizens of

South Africa. They could not vote or own land. They lived with no

running water or bathrooms in their individual houses. The Afrikaners

did not fund schools for blacks so many black South Africans received a

poor education. This was another way to control black South Africans.

Some who were able to get an education became important leaders in the

Anti-Apartheid movement.

The effects of laws and orders placed on a society can be both negative

and positive. In the case of the Nazi Regime, they brought many negative

impacts to the Jewish community. The German government, planned



“a uprising by ordinary Germans.” This policy was carried out on

Krisallnacht, in which German people and Brownshirts destroyed

property and terrorized Jewish people. The Gestapo were ordered not to

stop it but instead they arrested thousands of Jews. This was all apart

of the Germans/Nazis stepped up effort to “Aryanize” the German

economy. As a result of the policy, the Jewish community was fined

one billion riechmarks and in addition any Jew who fell victim of the

policy had to pay for damages out of their own pockets (Doc 5a).

Proving how the German people clearly wanted them to leave or not

exist. Jews were first removed from society by putting them into

ghettos. Then they were moved into concentration camps where they

were starved and many were worked to death. They were forced to give

up all their property and many families were separated. About 6

million Jews died during the Holocaust. The laws against the Jews were

beneficial to some Nazis who gained jobs and bought or stole Jewish

property. (Doc 6). Anti-Jewish laws increased the power of Hitler and

the Nazis and harmed the Jews.

The black Natives of South Africa faced a frontal assault due to the

implementation of “pass laws” and other laws by the government. For

example, if a black man failed to produce his “reference book” he could

face a fine not exceeding ten pounds or imprisonment for a period not

exceeding one month (Doc 7b). Another impact upon the blacks of

South Africa can be seen in the Native Laws Amendment Act,

Act No. 54 of 1952, in which it’s stated that if a black person was not

employed they could be arrested. Pass books always had to be upon

their owner. All of these laws, undermined the blacks of South Africa

and unjustly punished them. As a result black South Africans





decided to fight back. In 1960 they defied the law when they went to

the Sharpeville police station to hold a protest without their passbooks.

The Afrikaner police responded with gunfire killing 69 blacks but this

didn’t stop the blacks of South Africa (Doc. 9). Leaders like Nelson

Mandela and others fought the Afrikaner government in many ways.

Mandela was jailed for almost 30 years because of his efforts and

others were killed. Black South Africans kept fighting apartheid until

the 1990s when the white South Africans started dismantling the

unfair system. Blacks were allowed to vote and run for office and

Mandela was elected the President of South Africa. Apartheid and the

pass laws became history.

Overall laws put in place by governments have the ability to create

a new society. They impact people under them in many different

ways. These laws can either cause negative impacts upon a group of

people or positive ones. Unfortunately both the Nazis and the Afrikaners

affected some of their people negatively.


Anchor Level 5-B

The response:

• Thoroughly develops all aspects of the task evenly and in depth for the Nazi orders and laws of the Third Reich and the pass laws of the Republic of South Africa

• Is more analytical than descriptive (Nazi orders and laws: Jews had little to do with failure of World War I and worldwide depression; Hitler meant to turn Germany against Jews and increase his support; German Jews feared for their lives; for German Aryans, laws were beneficial for some Nazis who gained jobs and bought or stole Jewish property; South Africa

pass laws: government hoped to isolate the black community by creating laws that resulted in unfair treatment much like Hitler wanted to do with Jews; by disallowing blacks the rights of regular citizens, the government created a “social injustice”; this visible racism towards the black native community was used by the white minority Afrikaner government to maintain and increase control; black South Africans decided to fight back)

• Incorporates relevant information from documents 4, 5, 6, 7, 8, and 9

• Incorporates substantial relevant outside information (Nazi orders and laws: Hitler blamed Jews for Germany’s loss in World War I and massive inflation and unemployment of the 1920s and 1930s; Jews were moved into concentration camps where they were starved and worked to death; about six million Jews died during the Holocaust; South Africa pass laws: black South Africans forced into homelands; blacks were not citizens of South Africa and could not vote or own land; blacks lived with no running water or bathrooms; Afrikaners did not fund schools for blacks so many received a poor education; Mandela jailed for almost 30 years; Mandela became President of South Africa, and apartheid and pass laws became history)

• Richly supports the theme with many relevant facts, examples, and details (Nazi orders and

laws: on Kristallnacht, German people and Brownshirts destroyed property and terrorized Jewish people; Gestapo arrested thousands of Jews; Jewish community fined one billion reichsmarks; South Africa pass laws: if a black man failed to produce his reference book he could face a fine or imprisonment; blacks went to Sharpeville police station without passbooks; 69 blacks killed at Sharpeville by Afrikaner police)

• Demonstrates a logical and clear plan of organization; includes an introduction that states the Nazi laws and the pass laws of the Republic of South Africa had negative impacts on certain groups and a conclusion that discusses laws put in place by a government have the ability to create a new society

Conclusion: Overall, the response fits the criteria for Level 5. Integrated outside information supports document interpretation and analysis. The treatment of the government’s intent and the impact of both the Nazi orders and laws and the pass laws of South Africa effectively demonstrate a strong understanding of the task.

Humans are full of pride. When one ethnicity, religion, or race gets

together, oftentimes they believe they are superior to others. When this

happens, unfair governments and dictatorships form that treat certain

groups extremely unfairly. Governments in Germany and South

Africa were created that opressed one group of people and glorified the

other. Both governments set laws that benefitted only one race while

the others suffered.

The Nazi party in Germany is one of the most infamous political

parties in history. The Nazis, and the leader of the party Adolf Hitler,

believed that Germans were superior to all other races. The Nazis wanted

anyone with Aryan blood to join Hitler’s 3rd Reich and become the

most powerful nation in the world. In order for the Nazis to complete

their goal of racial unity, they needed to exterminate those who did not

fit their definition of a German and who did not have Aryan blood,

namely the Jews. Hitler spread his ideas about the Jews through his

novel Mein Keimf or My Struggles. He painted the Jews as an evil

race and blamed them for communism and other problems including

Germany’s defeat in World War I. He used the Jews as a scapegoat.

Step by step he tried to remove their rights, their jobs, their houses, and

eventually their lives. This process included the Holocaust and the

deaths of around six million Jews. In 1933, the Nazis ordered a general

boycott against Jewish shops. (Doc 4a) This was done to weaken the

Jews and cause them to lose their money. It also helped turn the German

people against the Jews. The Nazis did not want Jewish people to be

involved in the economy any longer. On November 12, 1938, a decree

was issued that stated that as of January 1, 1939, it would be illegal

for Jews to own any private businesses or practices. (Doc 4b) This was



the continuation of the Nazis process of the debilhitation of the Jews.

Because Jews could not own businesses and were not allowed to hold

certain jobs they struggled to support themselves. Many resorted to

selling their property. This was what Hitler and the Nazis wanted—to

humilate and destroy the Jewish race. The situation worsened and turned

deadly for the Jews on the “Night of Broken Glass” or Kristallnacht.

The Nazis justified Kristallnacht because a Jewish student killed a

Nazi official, and the Nazis used that as an excuse to begin destroying

and killing Jewish people. The secret police or the gestapo broke into

Jewish businesses, homes, and temples. They took the Jews property and

destroyed many of the religious areas. Some people were taken away

on that night. (Doc 5b) Historians often refer to Kristallnacht as the

start of the Holocaust because this is when the violence really began on

a large scale. After this fateful night, it became an official policy to

take away Jews land from them, the Jews were fined one billion

reichmarks by the government, and they were not given any insurance

to cover their losses (Doc 5b). The Germans continued to severly mistreat

Jews. The Holocaust was a mass genocide which killed much of the

Jewish population in the Third Reich. The reason the Nazi party set these

laws against the Jews was for political power and Aryan racial

dominance. Looking back at this time in history, one can see just how

greatly the Jews were affected. In September of 1996, it was discovered

that $4 billion had been looted from the Jews by the Nazis and was

stored away in banks in Switzerland (Doc 6). Much more money was

stolen and used for other purposes. An auction of possesions of Jewish

people that had been stolen from them were found to be worth

$13.2 million in auction money. (Doc 6) In an effort to try to compensate



for the horrible persecution to Jews, money has been given to Holocaust

survivors and the heirs. However this is such a small amount of

money compared to what the Jews lost and no amount of money can

make up for all the deaths of the Jews.

South Africa also had a racist government who favored one

ethnicity and race over the other. South Africa was ruled by the white

minority, who also had most of the nation’s wealth. Once the white

minority or Afrikaners came into power in the 1940s they put into

place a government and economy that relied on the labor of the black

majority but controlled this majority by strict, very harsh, and unfair

laws. The blacks had to deal with legal segregation and unjust laws

against them. Apartheid laws in South Africa focused on the racial

seperation of blacks and whites. The whites passed these laws so they

could dominate the blacks politically and economically and recieve

the majority of the wealth of the nation. The passbook laws were the

most notorious laws of apartheid. The passbook laws made it so that no

black could travel, work, or live without a passbook, they defined a

black person’s life. In other words blacks always had to get permission

from the white government to do almost anything. (Doc. 9) On

March 21, 1960, a peaceful protest was held by unarmed blacks. (Doc 9).

They went to the police station in Sharpeville without their passbooks.

The blacks expected that they would be arrested, but the whites shot into

the crowd and killed 69 black people (Doc 9). This event shows the power

and violence of the whites. In another case a black who was 16 or older,

and caught traveling without a passbook, could either be fined up to

10 pounds or imprisoned for up to a month (Doc 7b). Traveling for a

black person became an ordeal because of the constant need to have to





go renew their passes. A black South African, for example, traveled

and had to get a Trek pass for the journey and an identification pass

for when he arrived, as well a 6-Day Special Pass (Doc 8). After 6 days,

he did not renew his 6 Day pass and was arrested (Doc. 8). Black

people could not travel without continuously going back to the pass

office and paying for certain passes. According to the Native Laws

Amendment Act, Act No. 54 of 1952, any black South African who

lived in an urban area but did not work was subject to arrest by a

European police officer. Blacks protested the unfairness of the pass

laws and other laws. Another protest took place in the town of Soweto,

where students in the 1980s protested against a law forcing them to be

taught in Afrikaans, the language of the white Afrikaners, which

would limit their opportunities. Over 100 people were killed when white

policemen shot innocent protesters. These injustices show how racist

one ethnicity can be and also shows how certain groups believe they

are superior to others.

The Nazis from the Third Reich of Germany and the white South

Africans from South Africa both believed they were better than a

different group of people: the Jews and the blacks. They set unfair laws

that blatantly favored their own person race or political party. These

laws caused many hardships for other races of people and resulted in

the unnecessary deaths of many Jews and also in the death of peaceful

protesters in South Africa.


Anchor Level 4-A

The response:

• Develops all aspects of the task for the Nazi orders and laws of the Third Reich and the pass

laws of the Republic of South Africa

• Is both descriptive and analytical (Nazi orders and laws: weakened Jews and caused them to

lose their money; helped turn German people against Jews; because Jews could not own

businesses and were not allowed to hold certain jobs, they struggled to support themselves;

Hitler and Nazis wanted to humiliate and destroy Jewish race; to compensate for horrible

persecution of Jews, money given to Holocaust survivors and heirs; South Africa pass laws:

laws passed so whites could dominate blacks politically and economically; passbooks defined a

black person’s life; traveling for black people was an ordeal because of the constant need to

renew their passes)


• Incorporates relevant outside information (Nazi orders and laws: for Nazis to complete goal of

racial unity they needed to exterminate those who did not fit their definition of a German and

those who did not have Aryan blood, namely Jews; Hitler painted Jews as an evil race and

blamed them for communism and Germany’s defeat in World War I; Hitler used a process that

included the Holocaust and the deaths of around six million Jews; South Africa pass laws: once

the white minority or Afrikaners came into power in the 1940s, they put into place a government

and economy that relied on labor of black majority but controlled them by strict, harsh, and

unfair laws; apartheid laws focused on racial separation of blacks and whites; blacks forced to

be taught only in Afrikaans, the language of the white Africans; over 100 killed when white

policemen shot innocent protesters in Soweto)

• Supports the theme with relevant facts, examples, and details (Nazi orders and laws: Hitler

leader of Nazi Party; in 1933 Nazis ordered a general boycott against Jewish shops; Jews fined

one billion reichsmarks by government and not given insurance to cover their losses; four

billion dollars looted from the Jews by Nazis and stored in banks in Switzerland; auction of

Jewish possessions worth 13.2 million dollars; South Africa pass laws: peaceful protest held by

unarmed blacks who went to police station in Sharpeville without passbooks; whites shot into

crowd and killed 69 black people; any black South African who lived in an urban area but did

not work was subject to arrest); includes a minor inaccuracy (novel, Mein Kampf)


that discuss how both Nazis and white South Africans developed laws that treated groups

unfairly

Conclusion: Overall, the response fits the criteria for Level 4. While document information frames

the discussion, the strength of the response is in the detailed explanations and well-placed outside

information. The inclusion of additional analytic statements would have strengthened the effort,

particularly in the discussion of South Africa.

Laws have been an important part of society since the Code of

Hammurabi was created in Mesopotamia. Laws are usually created to

maintain peace and order. Sometimes they can be unjust and result

in chaos and violence. The Nazi orders and laws from the Third Reich

as well as the pass laws of the Republic of South Africa were extremelly

influential on the people of Germany and South Africa.

The Nazi orders and laws of the Third Reich were established in order

to take away power, money, and safety of the Jews. By targeting the

Jews, the Nazi government and Hitler were able to increase their power

by uniting the German people against an enemy that Hitler blamed

for the economic troubles that Germany was experiencing. The Nazis

started with laws that limited some Jewish rights. After this they tried

to hurt Jews economically as seen in Document 4a which is a passage

explaining how all non-jewish Germans must boycott Jewish businesses.

Because most of Germanys population stopped buying the Jewish

goods, many Jews lost money and their jobs. Those Jewish businesses

who maintained even a little financial security throughout the

boycott were crushed when as seen in document 4b, a decree banning

nearly all Jewish businesses was issued. Again this forced many Jews

to lose money and jobs. The Nuremberg laws made Jews second-class

citizens. Around the time of this decree, angry Germans and the

Brownshirts broke into homes, businesses, and synagogues causing

chaos and began destroying much of the Jewish property. Document 5b

describes that night which is now known as Kristallnacht. The Nazis

claimed is was started by German citizens but in fact it was a well-

organized government planned activity. The Nazis carried out this

idea to financially and physically weaken the Jews. Many consider



this night the beginning of the world’s largest act of genocide, the

Holocaust. Many tried to escape Germany. In areas that Germany

took over Jews were forced to live in apartments in Ghettos. Often

several families had to live in one tiny apartment. After this point

Jews were treated incredibly cruelly and violently. Jews were also

rounded up and put in work or death camps called concentration

camps. By the time the Holocaust ended, about six million Jews had

died. Although the laws were cruel and unjust, they ultimately

succeeded in their goal to destroy Jews.

Another set of laws that had a large impact on it’s countries people

was the South African pass laws. The pass laws were part of the

government’s policy of racial discrimination and abuse. When the

white Afrikaners gained political control in the middle of the 20th

century, a horrible racial crisis was occuring in the Republic of South

Africa. The white minority had complete power over the black majority

in South Africa. This period of the racially unjust government is

refferred to as Apartheid. The government issued the pass laws along

with other laws in order to cause harm to the black South Africans. The

goal of the pass laws and Apartheid was to maintain control of the

majority black population. The white Afrikaners systematically forced

the blacks into specific areas and low paying, low skill jobs so that the

whites could benefit as the blacks were abused. Life for a typical black

South African can be seen in documents 7a and 7b which explain

how an unemployed black native could be arrested without a warrant

because blacks needed to carry their passes all the time, everywhere

they went. These laws placed many innocent people in jail for any

small violation. This is what happened to Jim, a black South African



seen in document 8. Because of the pass laws more innocent people

ended up in prison. Another unjust law of Apartheid was that only the

white minority could vote. This ensured that their would always be a

white president, which meant Apartheid would continue. Other laws

included a rigid system of segregation where blacks and whites would

be separated by law. Blacks would have separate schools, water fountains,

and train cars and couldn’t go to the places that were reserved for whites.

Eventually all these laws resulted in protests by the black majority.

Document 9 describes the Sharpeville massacre. This was when

thousands of black natives peacefully protested by leaving their passes

at home. Peaceful protests were shown to be productive earlier in the

20th century by Gandhi who used peaceful protests such as boycotts,

the Salt March, and fasting. He was a great inspiration to the South

African natives. Unfortunately, the Sharpeville protest backfired,

simarilarily to what happened in Tianemmen square, as the government

open-fired and killed 69 South African natives. A leader of a

protesting group, the ANC, Nelson Mandela fought to end Apartheid.

He was arrested for his efforts and jailed for nearly thirty years. F.W.

deKlerk released Mandela from prison, and together they helped to end

Apartheid.The governments plan to harm and put down the South

African natives had succeeded for a while but eventually was ended.

The laws and orders of the Third Reich and the pass laws of South

Africa were very similar. Both targeted a group of people, both were

unjust, both impacted the group greatly and both ended. These two sets

of laws succeeded in their purpose and had influenced their countries

greatly.




Anchor Level 4-B

The response:



• Is both descriptive and analytical (Nazi orders and laws: established to take away power,

money, and safety of Jews; Jewish businesses that maintained even a little financial security

crushed when a decree banning Jewish businesses was issued; Nuremberg laws made Jews

second-class citizens; Jews treated cruelly and violently; South Africa pass laws: laws were part

of the government’s policy of racial discrimination and abuse; under apartheid white minority

had complete power over black majority; laws placed many innocent people in jail for any small

violation; laws resulted in protests by the black majority)


• Incorporates relevant outside information (Nazi orders and laws: by targeting Jews, Nazi

government and Hitler were able to increase power by uniting German people against an enemy

blamed for economic troubles; in areas that Germans took over, Jews were forced to live in

apartments in ghettos; many Jews tried to escape Germany; Jews rounded up and put in

concentration camps; about six million Jews died during the Holocaust; South Africa pass laws:

white Afrikaners systematically forced blacks into specific areas and low-paying, low-skill jobs;

only white minority could vote to ensure there would always be a white president; blacks would

have separate schools, water fountains, and train cars; Gandhi was a great inspiration to South

African natives because of his peaceful protests such as boycotts; Sharpeville protest backfired

similar to Tiananmen Square; Mandela, leader of African National Congress, fought to end

apartheid, was arrested for his efforts and jailed for nearly 30 years; F.W. deKlerk released

Mandela from prison and together they helped end apartheid)

• Supports the theme with relevant facts, examples, and details (Nazi orders and laws: all non-

Jewish Germans to boycott Jewish businesses; many Jews lost businesses and jobs; South Africa

pass laws: unemployed black native could be arrested without a warrant; government opened

fire at Sharpeville and killed 69 South African natives)

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

are usually created to maintain peace and order but sometimes can be unjust and result in chaos

and violence and a conclusion that mentions similarities and differences between laws of the

Third Reich and the pass laws of South Africa

Conclusion: Overall, the response fits the criteria for Level 4. Document information is used as

evidence to show how the Nazi laws and orders, the pass laws, and other laws of the Republic of

South Africa were harmful to specific groups. While outside information and some analytic

statements are included, better integration of the analytic statements and fewer repetitive statements

would have strengthened the effort.

Throughout time, government has restricted the people using laws

and orders. The German government lead by Adolf Hitler installed the

Nazi orders and laws of the Third Reich and the Republic of South

Africa led by a white minority established the pass laws to limit what

the people could do. They did this in order to maintain their power. In

both cases, the government used force to enforce these laws no matter

what the consequences were on the people.

During WWII, the people of Europe lived in fear due to the facist

government of Germany. Adolf Hitler terrorized the people trying to

acheive power for the Aryan race by installing the Nazi orders and laws

of the Third Reich. While these laws and orders dealt with more than the

Jewish people, one of the most cruelly targeted people were the Jews. Hitler

saw the Jews as the cause of many of Germany’s problems. In order for

these rules to be effective at limiting the power of the Jews, he gave the

higher German officials and the German population orders; to no longer

buy from a Jew or let him and his backers promote their goods (Doc. 4a).

By doing this, they hoped to force the Jewish population out of work so

the Aryan race could prosper in Germany again. When the Germans

forbid the Jews from owning or running any economically profitable

businesses in Germany (Doc. 4b), the Jewish population was put into a

difficult situation. Because many weren’t able to make money

anymore, many would go into debt and have to give up their

businesses. The Nazi Party also enforced their laws in clever ways

trying to get the German people to support their anti-Semitism. On the

night of Kristallnacht, or the night of broken glass, what was reported

as “ordinary Germans” destroying Jewish shops was in reality, groups

supported by the Nazi Party. The Gestapo were ordered not to stop the


Anchor Paper – Document-Based Essay—Level 4 – C

violence that occurred, and to actually arrest Jewish people in the streets

(Doc. 5b). They could tell who the Jews were because all Jews, by this time,

were forced to wear a yellow star, the star of David, on their clothing. This

event really hurt the Jewish population because it put them into even

more debt by forcing them to pay for the damage out of their own

pockets, and they had no help from the insurance companies (doc 5b).

The picture also shows how the damage didn’t affect many of the other

people of Germany, even with all of the broken glass they were walking

around like nothing happened leaving the Jews to clean up by

themselves (doc 5a.) Many tried to escape the Nazi rulers and sold or

hid many of their possessions. Others who did not escape had their

property stolen or confiscated by the Nazis. According to the Holocaust

Chronicle, $65 billion, the equivalent of 4 billion in the 1940’s worth of

property was taken from the Jews during Hitler’s rule and stored in

Swiss banks by the Nazis. As a result of this, Switzerland created a

$71 million fund to aid Holocaust families (doc. 6). Unfortunately

this compensation was often too little too late. Jews lost their identities as

Germans, their jobs, their citizenship, their businesses, their possessions,

and many lost their lives. In conclusion, all the things the Nazi Party

did effectively limited the rights of the Jews and led to depleting the

Jewish population during their rule.

The pass laws of the Republic of South Africa virtually did the same

thing as the laws of the Nazi Party; they terrorized the natives. The

native black population was at the mercy of the minority white

population at all times. Whites influenced what jobs blacks could have,

where they could live, and where they could travel as well as such things

as their education. Black natives were not considered citizens of South





Africa and were not allowed to vote or participate in government.

According to the Native Laws amendment act No. 54 of 1952, a

native person who is unemployed could be arrested with no sufficent

cause (Doc. 7a). This made it so the natives would be living in fear,

knowing they could be arrested for not having any form of work to

do. Also, Act No. 67 of 1952, the Abolition of Passes and Coordination

of documents Act, states if a man is over the age of 16 and is not

carrying his pass book, he could be imprisoned for up to a month or

fined ten pounds (Doc. 7b). This put the native black people in danger

because something as little as forgetting their pass book could cost

them a large amount of money or their freedom. The white government

made it so the blacks would be fearful of them, making an easier job

of ruling them. Another example of this is displayed through the

recalection of a story described by Peter Abrahams. His boss was

arrested two days after his Six-Day Special pass was done, a pass that

allows a person to look for work for six days (Doc. 8). Once again, the

government being strict changed his bosses life forever, making it so

he wouldn’t forget any other small things. The last document describes

how the blacks of South Africa were demonstrating at a peaceful

protest when the government shot at them (Doc. 9). This event was the

worst in South Africa, putting the people in the most fear up to that

point. It shows that the government was willing to do anything to keep

the power and wasn’t going to allow any uprisings. Black natives did

not give up. They continued to protest and use other campaigns to hurt

the government of white South Africans. Eventually apartheid ended

and native blacks were granted equal political rights. In the end the

native blacks were much more successful in fighting the white



government of South Africa than the Jews were in fighting the Nazis.

Overall, both the Nazi Party and Republic of South Africa used

force to enforce the laws they had placed on the people they were ruling,

and by no means were they going to be taken over. They struck fear

into the people, and made it so living wasn’t an enjoyable thing.

Anchor Level 4-C

The response:

• Develops all aspects of the task for the Nazi orders and laws of the Third Reich and the pass laws of the Republic of South Africa

• Is both descriptive and analytical (Nazi orders and laws: Nazi Party tried to get German people to support their anti-Semitism; Gestapo ordered to arrest Jews in the streets; Kristallnacht put Jews further into debt as they were forced to pay for damages with no help from insurance companies; compensation often too little too late; South Africa pass laws: terrorized the natives; native black population was at the mercy of minority white population; natives lived in fear knowing they could be arrested for not working; government willing to do anything to keep power; native blacks were more successful in fighting white government of South Africa than the Jews were in fighting the Nazis)


• Incorporates relevant outside information (Nazi orders and laws: Hitler hoped to force Jewish population out of work so Aryan race could prosper; Jews forced to wear Star of David on clothing; those who tried to escape sold or hid many of their possessions; Jews lost their identities as Germans, their jobs, citizenship, businesses, possessions, and many lost their lives; South Africa pass laws: whites influenced what jobs blacks could have and where they could live; black natives not considered citizens of South Africa and not allowed to vote or participate in government; continued to use protests and other campaigns to hurt white South African government; eventually apartheid ended and native blacks were granted equal political rights)

• Supports the theme with relevant facts, examples, and details (Nazi orders and laws: Jews forbidden from owning or running any economically profitable business in Germany; equivalent of four billion worth of property in the 1940s taken from Jews during Hitler’s rule and stored in Swiss banks by Nazis; $71 million fund to aid Holocaust families; South Africa pass laws: a man over the age of 16 not carrying a passbook could be imprisoned for up to a month or fined 10 pounds; South African blacks demonstrating at a peaceful protest when shot)

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that state the governments of the Third Reich and the Republic of South Africa used force to establish laws and did not care about the consequences for their people

Conclusion: Overall, the response fits the criteria for Level 4. The response relies on document information to frame the discussion. Some well-placed analytic comparative statements and outside information are used to connect information across documents and to draw conclusions demonstrating a good understanding of the task. Additional supporting details and facts to expand on conclusions would have enhanced the discussion.

Throughout history the cultural predjudice of a government has led

to the persecution of people of a certain race, religion, and nationality.

Nazi Germany and South African Apartheid are two examples of such

persecution. While the Jews were persecuted for their religion and the

Africans for their race and nationality, the persecution and predjudice

of both groups led to world-wide movements to get rid of such laws and

governments which allow such laws.

The rule of Nazi Germany began in the 1930’s when Adolf Hitler

was appointed to power as chancellor. During this period the German

economy had been plagued by reparations, due to the first World War,

and depression. Adolf used this misery of the people to gain support

and win over the German people. He then began to blame the economic

and political misfortunes of Germany on the Jewish population. He

began to use propaganda in order to stir up a deep hatred for the Jewish

people and a blame was set upon them. He said Jews were not Germans

and blamed them for the Treaty of Versailles whose terms were bad and

unfair. They were also blamed for Germany’s high unemployment rate.

The German people began to believe Adolf and followed his policies.

Laws such as “No German must any longer buy from a Jew or let him

and his backers promote their goods” were followed and this economically

damaged the Jewish people. (Doc 4) This exerpt shows the first of many

government sanctioned actions meant to force the Jewish people into

poverty. This boycott began on Saturday April 1, 1933. (Doc 4) Sadly,

this was not the last incedent of economic discrimination against the

Jews. The uprising that occured at Kristallnacht was claimed to be

caused by “ordinary Germans.” (Doc 5) It was later discovered that the

uprising was caused by “Brownshirts” that began the uprising. (Doc 5)



This uprising allowed the perfect smokescreen for the Gestapo to march

in and arrest the Jewish residents that were suspected of a variety of

“crimes.” (Doc 5) This uprising was only one of many instances of

the Nazi’s deciet. The Nazis took the wealth and property of the Jews

from their homes such as artwork and their watches and gold fillings

from the dead bodies in the concentration camps. The only way the

Nazis were stopped and Jews were helped was the fighting of the Second

World War. The Allied nations fought and eventually defeated the

Axis nations in one of the bloodiest wars in history. After the Second

World War was over and the Nazi’s had been defeated some of the

funds and property that the Nazis had stolen from the Jewish people

were discovered in Switzerland, a neutral country as well as many

other places. Nearly fifty years after the war ended a report claiming

4 billion dollars which was stolen from the Jews was discovered in

Swiss banks. (Doc 6) The money, along with many collectible items,

was eventually put up for auction. The auction raised 13.2 million

dollars for Holocaust survivors and their heirs. The Swiss created a

72 million dollar fund after being accused of laundering many

Nazi funds. (Doc 6) These actions as well as the horrific crimes

commited by the Nazis show the predjudice nature of their laws.

South Africa was at one time a British colony. Britain then released

control to the white minority. The Afrikaners, part of the “white”

minority gained control in the late 1940s and ruled for decades. The

social predjudice of the Afrikaners was reflected in their laws. One law

that truly reflected this was the pass law. This law said that no black

South African could travel without a government issued pass. The

South African Native Laws Amendment Act Number 54 declared that





any authorized officer could arrest a native African for being seen

without a pass. (Doc 7) This law meant that people, such as Jim in

document 8, could be imprisoned for two weeks for simply forgetting

or not renewing their pass. This also meant that any dark-skinned

South African native who was over the age of sixteen was required to

possess a pass and identification card at all times. In combination

with many other laws this caused the rights of black South Africans

to be severely limited, for they were not considered citizens of South

Africa and couldn’t vote. They also were forced to live separately from

Afrikaners. The protests of these laws were often met with violent action

and excessive force. In Sharpeville South Africa on March 21, 1960

sixty-nine South African natives were massacred during a peaceful

protest. (Doc 9) The protesters arrived at the police station in Sharpeville

without their passes expecting to be arrested. They believed that this

arrest would show the Afrikaners, and the world, that their laws were

unfair and could not stand. The protest however was met with a barrage

of gun fire. Sixty-nine black men and women were slaughtered that

day. Eventually the world community put pressure on the Afrikaner

government to stop these unfair laws. Over the years native South

African protests and world pressure made it unprofitable to maintain

apartheid. These racist policies were dismantled in the 1990s and

eventually Nelson Mandela, a native South African was elected

president in the first multi-racial election.

The terrible and truly horrifying acts of violence commited by the

governments of both South Africa and Nazi Germany lasted for years.

This persecution helped bring nations together to fight injustices.


Anchor Level 3-A

The response:

• Develops most aspects of the task with some depth on the impact of the Nazi orders and laws of

the Third Reich and the pass laws of the Republic of South Africa and little depth for what the

Nazis hoped to achieve by establishing the orders

• Is more descriptive than analytical (Nazi orders and laws: Hitler’s policies economically

damaged the Jewish people; Kristallnacht not caused by ordinary Germans but by Brownshirts;

Kristallnacht was the perfect smoke screen for the Gestapo to march in and arrest Jewish

residents; South Africa pass laws: rights of black South Africans severely limited; protests often

met with violent action and excessive force; native blacks believed their expected arrest would

show Afrikaners and the world that laws were unfair and could not stand; in Sharpeville 69

South African natives were massacred during peaceful protest; it became unprofitable to

maintain apartheid)

• Incorporates some relevant information from documents 4, 5, 6, 7, 8, and 9

• Incorporates relevant outside information (Nazi orders and laws: German economy plagued by

reparations from World War I and depression; Hitler said Jews were not Germans and blamed

them for unfair terms of Treaty of Versailles; blamed Jews for high unemployment rate; Nazis

took watches and gold fillings from the dead bodies in concentration camps; South Africa pass

laws: South Africa was at one time a British colony; world community put pressure on

Afrikaner government to stop unfair laws; Mandela, a native South African, elected president in

first multi-racial election)

• Includes some relevant facts, examples, and details (Nazi orders and laws: Germans could no

longer buy from Jews; report claiming four billion dollars stolen from Jews discovered in Swiss

banks; South Africa pass laws: no black South African could travel without government-issued

pass; black South Africans were not considered citizens, could not vote, and forced to live

separately from Afrikaners)

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

prejudices of governments have led to persecution of people and a brief conclusion

Conclusion: Overall, the response fits the criteria for Level 3. Document information with some

supporting outside details frames the discussion demonstrating an understanding of the task. The

treatment of both Nazi Germany and the pass laws of South Africa focus on the impacts of these

laws on the Jews and native South Africans respectively. Reasons the South African government

developed the pass laws are merely mentioned; further development would have enhanced the

response.

Throughout history, governments have passed laws and orders for

many reasons. The laws passed by the Tokugawa shogunate goverened

the warrior class and the South African pass laws goverened the natives.

These laws influenced many regions and societies in many ways.

The Tokugawa shogunate was the largest and most sucessful

shogunate in Japan. Tokugawa was able to fight off the competition of

the powerful daimyos and declared himself shogun or military

commander. He then tried to increase his power by decreasing the power

of the daimyo while he was trying to centralize government power. In

order to ensure the stability of the shogunate the Tokugawa needed to

control the daimyo so laws were passed. These laws included the hostage

system which weakened the power of the daimyo class and strengthened

the Shogun’s power. (doc 2) By limiting the daimyo’s power the

shogun could ensure that the shogun had the final say. These laws

also weakened the power of the individual Samuri. The hostage system

by bringing the daimyo’s famalies to the shogun’s town of Edo

caused the city to grow. Merchants and artisans moved to the city to

provide fine goods to the daimyos’ families. This increase in trade led

to a strain on the daimyo and samuri because they needed money to

buy these goods. (doc 3) They got their money by selling the rice they

collected in taxes to the merchants. This put pressure on the peasants

and caused peasant uprisings. The laws were generally effective at

achieving some of the shogun’s goals such as maintaining power. The

daimyo’s and samuri’s power was further weakened because the

shogun limited their movement. Roads were used for government

communication and had check points. However while these laws

strengthened the shogunate for quite some time, they also eventually





contributed to their downfall.

Similar events took place in South Africa during Apartheid. The

white controlled government in South Africa implemented a series of

laws to limit the rights of black South Africans. Some of these laws

include the pass laws. These laws made it manditory for all native

South Africans to carry passbooks. These books were described as “a

record of a person’s life as defined by the white gov’t”. (Doc 9). These

laws made identifying people easier. They also limited movement of

natives from one city or region to another. If a native was without a

pass, that native could be arrested. (Doc 8) This was only one of many

laws that tried to decrease the power and rights of black South Africans.

For example blacks were forced to live in special areas and could not

leave without their passes. The government had hoped that these passes

would help maintain order in the large native population. In reality,

these passes just angred the population. On March 21, 1960, a group of

natives marched to the police station in Sharpeville without passbooks.

This protest was started to show the uselessness of the pass laws. In

retaliation the police opened fire on the crowd. This massacre left 69 blacks

dead. (Doc 9) The pass laws and other laws inspired many protests and

uprisings over a period of 30 years. The African National Congress

and other groups pushed for freedom and fought the injustices of the

white dominated government. Eventually apartheid was ended and

South Africa elected a black South African president.

Throughout history many governments have implemented laws

and orders to maintain order, sometimes they did damage to a people.

The Tokugawa Shogunate and South African government used laws

to try and maintain order. These laws greatly influenced people.


Anchor Level 3-B

The response:

• Develops all aspects of the task with some depth for the Tokugawa laws and the effects of the

South African pass laws but with little depth for the reasons for the pass laws

• Is more descriptive than analytical (Tokugawa laws: shogun tried to increase his power by

decreasing power of daimyo; hostage system brought daimyo’s families to Edo; daimyo and

samurai selling rice collected in taxes put pressure on peasants and caused peasant uprisings;

South Africa pass laws: pass laws made identifying people easier and limited the movement of

natives from one city or region to another; government hoped passes would help maintain order

in large native population but passes just angered the population; demonstration at Sharpeville

started to show uselessness of pass laws)

• Incorporates some relevant information from documents 1, 2, 3, 8, and 9

• Incorporates relevant outside information (Tokugawa laws: Tokugawa was the largest and most

successful shogunate in Japan; Tokugawa was able to fight off competition of powerful daimyos

and declared himself shogun; shogun limited daimyo’s and samurai’s movements; roads were

used for government communication and had checkpoints; South Africa pass laws: South

African blacks forced to live in special areas; African National Congress and other groups led

protests and pushed for freedom; South Africa elected first black South African president)

• Includes some relevant facts, examples, and details (Tokugawa laws: hostage system weakened

the power of daimyo class and individual samurai; merchants and artisans moved to the city to

provide goods; South Africa pass laws: natives without a pass could be arrested; police at

Sharpeville opened fire into crowd and 69 blacks left dead)

• 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. Details from the documents and

outside information are used to frame the response showing an understanding of the task. The

Tokugawa discussion is better developed than the discussion on South Africa. The response could

have been strengthened by integrating the outside information and expanding on generalizations.

Throughout time laws have been a way for governments to control

the public and create order in society. This tatic was used by both the

Tokugawa Shogunate and the Nazi Party to reach desirable outcomes

in their regions. These laws affected the lives of people that they

governed as well as the region.

The tokugawa shogunate was a military society that was governed

by a shogun. Technically, it was governed by an emperor but the

shogun had the real power. In reality the emperor was only ceremonial

and the shogun exercised his power over everyone else including the

daimyo and samurai. The system used in Japan was to create an

orderly organized society. As previously stated control rested with the

shogun who ruled over various daimyos who pledged their loyalty.

When the Tokugawa came to power some daimyos were extremely

powerful and threatened the strength of the shogun. To decrease their

power the shogun enacted many laws. Daimyos were forbidden by the

shogun to build large castles, these were seen as a threat to the rule of

the shogun (Document 1). Another law that was created was that the

daimyos and their family must live at the capital, Edo, with the

shogun (Document 2). This was so the shogun could keep an eye on

his daimyos and to ensure that they wouldn’t overthrow him. Also by

keeping the daimyo’s family hostage the shogun could ensure the

loyalty of the Daimyo and prevent rebellions (Document 2). Kings at

different times did this as well. Most famously were kings like Louis

XIV and Peter the Great who kept their nobles close by. These laws had

big effects on the region of Japan. Cities of Japan became trade centers

(Document 3). Only the upper class could afford the rich goods that

merchants offered, so merchants would move their trade to these cities.



These areas became the centers of society and the economic, political

and cultural centers as well. In instituting laws in Japan to create

unity and decrease rebellions the Tokugawa Shogunate increased

trade, caused the growth of cities and these led to Japan’s prosperity.

After World War I Germany was crumbling. It was made to make

repartations for the war and was blamed for it by the powers of Great

Britain France and the United States. This left it financially unstable

and lacking leadership. Adolf Hilter came to power in this kind of

environment. With his fascist ideals and extreme racism he promised

to create a strong Germany again. To do so he needed to give the

Germans someone to blame for their many problems – the Jews. He

enacted many laws and government practices to increase hatred and

capitalize on the anti-semitism that existed in Germany. One of his

many policies included the boycott of Jewish run businesses

(Document 4a/4b). This resulted in millions of jews losing their

businesses and incomes leaving them destitute. He also had his

gestapo rummage through jewish residinces and steal their belongings

(Document 6). This left the jews with nothing and further alienated

them. One of his biggest programs was Kristallnacht or the Night of

Broken Glass. On this night Nazis and Germans burned and looted

jewish businesses and homes. Also, many jews were arrested

(Document 5a/5b). Jews were forced to pay for and clean up the

damages that happened during Kristallnacht. Kristallnacht increased

german mistreatment of the Jews. The many policies hitler created

resulted in widespread poverty among jews and an increased amount

of anti-semitism in Germany. Jews were also physically removed from

their homes and forced to go to concentration camps where they were





abused and killed. This treatment continued until Nazi Germany was

defeated in World War II.

Laws are used to create order in society as they did in Nazi

Germany and Tokugawa Shogunate in Japan. The Laws affected the

region as well as the people in that particular region.

Anchor Level 3-C

The response:

• Develops all aspects of the task with little depth for the laws for the warriors under the Tokugawa shogunate and the Nazi orders and laws of the Third Reich

• Is more descriptive than analytical (Tokugawa laws: used to create an orderly organized society; when shogun came to power, some daimyos were extremely powerful and threatened strength of shogun; by keeping daimyo’s family hostage, shogun could ensure loyalty of daimyos and prevent rebellions; Nazi orders and laws: Hitler enacted laws and government practices to increase hatred and capitalize on anti-Semitism in Germany; millions of Jews lost their businesses and income leaving them destitute)


• Incorporates relevant outside information (Tokugawa laws: in reality emperor was only ceremonial; kings did this at different times, most famously Louis XIV and Peter the Great; Nazi orders and laws: after World War I Germany was crumbling because it had to make reparation payments; Jews forced to go to concentration camps where they were abused and killed; continued until Nazi Germany was defeated in World War II)

• Includes some relevant facts, examples, and details (Tokugawa laws: daimyos forbidden by shogun to build large castles; daimyos and family had to live at capital Edo; cities became trade centers; Nazi orders and laws: boycott of Jewish-run businesses)

• 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. Selected document information and limited outside information are used to develop the task. Comparative statements and generalizations are included but they lack development and are not well integrated into the discussion. Additional supporting facts and details would have strengthened the effectiveness of the response.



Throughout history, governments have developed laws and orders

for a variety of reasons. Many times, these laws are imposed to

frighten citizens and to give the government control over the people.

We see this throughout the world, in countries like South Africa under

apartheid and Germany under the Nazis. These laws had many

impacts on societies, regions, and groups of people.

In Germany, the Nazis worked under Adolf Hitler. The goal of the

Nazis was ethnic cleansing, mostly against Jews. Their goal was to

rid Germany of the Jewish population. The Germans imposed many

laws to strip the Jews of their rights. One order put into place was the

boycott of Jewish goods. They were not to buy anything connected to

Jews. The Nazis ensured it was set in motion at the same time all over

Germany, to have maximum effect (Doc 4a). Another order was that

the Jews were to pay out of pocket, for the damages that occured during

Kristallnacht (Doc 5b). Kristallnacht was an organized event that

was designed to terrorize the Jews. As a result of these laws, Jews faced

much discrimination, and were completely stripped of their rights.

Many lost their lives in the Holocaust, as a result of the laws imposed

by Hitler. Once WWII and the Holocaust were over, the survivors were

left with nothing. They had little if no family and absolutely no

posessions. To help the Jews return to society, posessions that the Nazis

had stolen were sold at an auction where the proceeds went to survivors

(Doc 6). This could not repair the damage that had been done by the

Nazi laws, but was a step toward regaining their lives.

In South Africa, apartheid was imposed to completely segregated

native blacks from white settlers. Many laws were passed to ensure

that segregation took place. The government attempted to control the



blacks by passing these laws, but because of protests, it backfired. In

an attempt of protest, blacks marched to a police station without their

passes, as a result many were shot (Doc 9). The government was able to

control where the blacks could and couldn’t go, but they were not able

to control their want to end segregation. As a result of these laws,

many blacks were jailed, fined or even killed.

Throughout History governments have imposed laws on their

citizens, which greatly impacted society. The need for control and order

is one of the main factors that lead to the implication of these laws.

Anchor Level 2-A

The response:

• Minimally develops all aspects of the task

• Is primarily descriptive (Nazi orders and laws: Nazi goal was ethnic cleansing and to rid

Germany of Jewish population; Germans imposed many laws to strip Jews of their rights; laws

set into motion all over Germany at same time to have maximum effect; Kristallnacht was an

organized event designed to terrorize Jews; South Africa pass laws: apartheid imposed to

segregate native blacks from white settlers; government controlled where blacks could and

could not go but not their desire to end segregation); includes faulty and weak application (Nazi

orders and laws: to help Jews return to society, possessions Nazis had stolen were sold at

auction and proceeds went to survivors)

• Incorporates limited relevant information from documents 4, 5, and 9

• Presents little relevant outside information (Nazi orders and laws: many Jews lost their lives in

the Holocaust; survivors of World War II and Holocaust had little if no family)

• Includes few relevant facts, examples, and details (Nazi orders and laws: Nazis worked under

Hitler; Jewish goods boycotted; Jews to pay out of pocket for damages that occurred during

Kristallnacht; South Africa pass laws: blacks marched to police station without their passes;

many blacks shot in the protest)

• Demonstrates a general plan of organization; includes an introduction that discusses many times

laws are imposed to frighten citizens and give government more control over people and a brief

conclusion

Conclusion: Overall, the response fits the criteria for Level 2. Relevant, paraphrased document

information generally frames the response demonstrating an understanding of the Nazi orders and

laws. Lack of development and details for the discussion of the South African pass laws and faulty

applications regarding the Nazis weaken the response.



Over the years, governments have created laws and placed

restrictments for various reasons. These laws are meant to prevent chaos

and to allow the ruler to have his way. The laws for the warriors under

the Tokugawa Shogunate and the Nazi orders had many impacts on

societies and groups of people.

By 1603 in Japan, Tokugawa Ieyasu became the supreme ruler.

Laws were put forth for the warrior classes: the daimyo, the greater

samurai and the lesser samurai. According to Ryusaku Tsunoda is

Sources of the Japanese Tradition “the great lords. . .should immediately

expel from their domains any. . .who have been charged with treason.”

(Doc #1). The Sankin Kotai or hostage system was also used. “The

system demanded simply that daimyo reside in the Tokugawa castle

at Edo for periods of time, alternating with residence at the daimyo’s

own castle.” (Doc #2) The government established these laws to control

the people. To keep the warriors from rebelling, he kept them close. This

way, the ruler could keep an eye on his warriors without worrying that

they will attack.

The Sankin Kotai hostage system in Japan affected the warrior

class. They were required to live away from their family. If they had a

family and a daimyo wasn’t at the castle, “his family had to be left

at the overlord’s castle town” (Doc #2). This restricted what people could

say and do. The daimyo and his family would be under constant

surveillance making privacy impossible.

In Germany, the Nazi Party came to power. On March 28, 1933

they issued a decree “no German must any longer buy from a Jew or

let him and his backers promote their goods” (Doc #4a). According to

Article 1, “From 1 January 1939. . .the practice of independent trades



are forbidden to Jews” (Doc #4b). According to a picture from the Anne

Frank Guide, shops were vandalized (Doc #5a). According to

The Jewish Victims of the Holocaust, “the government ordered

Brownshirts. . . to destroy and terrorize” (Doc #5b). The German

government created these laws and restrictions to show the Jews that

the Germans were superior. Hitler wanted the Jews out and he tried to

scare them out of Germany. Hitler wanted to create the perfect Aryan

race and Jews were not a part of it.

The result of these German laws was the death of thousands of Jews.

These laws resulted in the Holocaust. Jews were descriminated at first,

causing many to flee but then violence came. The Nazis were harsh

and cruel and sent Jews to concentration camps where gas chambers

were “showers” and people were lined up and shot down. The Jews had to

live in fear of getting caught if they weren’t yet. The German laws

caused Jews to lose their freedom.

Governments create laws for many different reasons. Japan created

the sankin kotai system to keep a close eye on the warrior class.

Germany created laws to limit the Jews and to create a perfect race.

Both countries limited the peoples freedoms.


Anchor Level 2-B

The response:


• Is primarily descriptive (Tokugawa laws: enabled the ruler to keep an eye on his warriors without worrying whether they would attack; what people could say and do was restricted; daimyo and his family under constant surveillance making privacy impossible; Nazi orders and

laws: Hitler wanted to create the perfect Aryan race and Jews were not part of it; laws resulted in Holocaust; Jews lived in fear of being caught; Jews lost their freedom)

• Incorporates limited relevant information from documents 1, 2, 4, and 5

• Presents little relevant outside information (Nazi orders and laws: thousands of Jews died; discrimination of Jews forced many to flee before the violence; Nazis were harsh and cruel and sent Jews to concentration camps where gas chambers were “showers” and people were lined up and shot)

• Includes few relevant facts, examples, and details (Tokugawa laws: by 1603 Tokugawa Ieyasu became supreme ruler; sankin kotai or hostage system used; if daimyo not at the castle, his family had to be left at overlord’s castle town; Nazi orders and laws: Germans not allowed to buy from Jews; shops vandalized; Brownshirts ordered by the government to destroy and terrorize)

• Demonstrates a general plan of organization; includes an introduction that states laws are meant to prevent chaos and allow the ruler to have his way and a conclusion that states what Tokugawa Japan and Nazi Germany hoped to achieve with their laws

Conclusion: Overall, the response fits the criteria for Level 2. Excerpts of document information are strung together to accomplish the task. Relevant outside information about the concentration camps adds to the discussion of the impact of the Nazi orders and laws on the Jews; however, a lack of development and explanation weaken it.



Goverments in Japan and in Germany both developed laws and

orders limiting a certain class’s power within their domain. Japan’s

laws for the warriors under the Tokugawa Shogunate limited the power

of the warrior class. Similarly, the Nazi’s orders and laws of the Third

Reich limited Jews’ power in Germany.

In Japan, the new set of rules and laws under the Shogunate’s power

limited the power of the warrior class in different ways. In Document 1

it quotes Laws governing Military Households, which included a rule

that the warrior class could not repair a castle without the Shogunate’s

consent. Another part of the warrior class laws was the sankin kotai,

or hostage system, which set forth new laws concerning the warrior

class duties to the Shogunate. In Document 2 it talked about how

either the Daimyo himself, or his family, must always be available in

the Shogun’s town to serve his every whim.

In Germany, new Laws were set forth by the government limiting

the rights of Jews in their area. In Document 4 it quotes the excerpts of

the Nazi Party order, which said talked about how the Nazi party

wanted Germans to treat Jews. One action taken by request of the

Nazi Party was the boycotting of Jews’ goods. As a result of another

Nazi decree, Jews were forbidden to run retail shops or mail order

houses. They were also forbidden to practice any independant trade. A

photograph was shown in Document 5 showing many stores and

shops owned by Jews destroyed because of the Kristallnacht. Similary,

the German government planned an uprising against the Jews by

ordering squads to terrorize the streets, and then ordered the secret

police to allow the violence to go on. They then arrested the Jews in the

streets being terrorized.



In both Japan and Germany sets of rules and laws were enforced to

limit the power of a certain class. In Japan the rules limited the power

of the working class by making them more subordinate to the Tokugawa

Shogunate. And in Germany the Nazi Party limited the rights of Jews

by various means of force including boycotting, destroying shops, and

forcing Jews to lose property through an official policy.

Anchor Level 2-C

The response:


• Is primarily descriptive (Tokugawa laws: daimyo or his family must always be available in shogun’s town to serve his every whim; rules limited power of the working class by making them more subordinate to the Tokugawa shogunate; Nazi orders and laws: stores and shops owned by Jews destroyed because of Kristallnacht; squads ordered to terrorize and secret police ordered to allow violence to go on; Nazi Party forced Jews to lose property through an official policy)

• Incorporates limited relevant information from documents 1, 2, 4, and 5


• Includes few relevant facts, examples, and details (Tokugawa laws: laws governed military households; a castle could not be repaired without shogun’s consent; sankin kotai or hostage system set forth new laws concerning warrior class; Nazi orders and laws: limited rights of Jews in Germany; Jewish goods boycotted; Jews forbidden to run retail shops or mail order houses; Jews forbidden to practice any independent trade)

• Demonstrates a general plan of organization; includes an introduction and a conclusion that discuss governments in Japan and Germany developed laws and orders to limit the power of a certain class within their domain

Conclusion: Overall, the response fits the criteria for Level 2. Document information dominates the response and lacks explanation demonstrating a limited understanding of the task.



Throughout history, governments have developed laws and orders for

a variety of reasons. These reasons were to keep peace and fix money and

debt problems. For example the Nazi looting situation. Nazis would

boycott Jewish stores, so they would run out of business. Nazis would

also destroy and terrorize Jewish shops after looting them. After World

War II the government funded $71 million of the looted money back to

Holocaust survivers. This law ended Jewish Crisis.

Law and order also brought an issue to South African natives. If a

native was unemployed they would be arrested. A South African would

stay in Jail until one recieved good satisfactory account of himself.

Another situation was if a 16 year old African failed to produce their

reference book, they would have to pay a ten pound fine. If they could

not pay a fine they would face imprisonment for a month.

As you can see the government set laws to stop trouble. They didn’t

proceed to keep rights of equality. The Jews and Africans suffered these

problems.


Anchor Level 1-A

The response:

• Minimally addresses some aspects of the task

• Is descriptive (Nazi orders and laws: Nazis would boycott Jewish stores so they would be run out of business; South Africa pass laws: if a native was unemployed he would be arrested; failure to produce reference book would mean having to pay a 10 pound fine); lacks understanding and application (Nazi orders and laws: after World War II, $71 million of the looted money funded back to Holocaust survivors; law ended Jewish crisis; South Africa pass

laws: a South African would stay in jail until one received a good satisfactory account of himself; if the fine could not be paid they would face imprisonment for a month)

• Includes minimal information from documents 4, 5, 6, and 7


• Includes few relevant facts, examples, and details (Nazi orders and laws: Nazis would destroy and terrorize Jewish shops)

• Demonstrates a general 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 1. While an attempt is made to address all aspects of the task a minimal understanding is demonstrated. A listing of limited facts from the documents forms the basis of the discussion about Jews under Nazi rule. A misinterpretation of information from documents 6 and 7b detracts from the brief discussion of blacks in South Africa under apartheid.



The goverments of nazi germany, South Africa, and the tokugawa

shogunate all had different ideas on controling there people. The two

goverments that controlled there people the most and made there lives the

worst were the South African and Nazi germany.

The South African people needed to always keep a pass on them and

get special passes to find a job and if there pass expired they were arrested

and imprisend for a period of time. (Doc 8). The nazi germany

government took rights from jewish people.

Anchor Level 1-B

The response:

• Minimally addresses some aspects of the task

• Is descriptive (South Africa pass laws: needed a special pass to find a job; Nazi orders and laws: Nazi government took rights from Jewish people); lacks understanding and application (South

Africa pass laws: South African people instead of black or native South Africans)

• Includes minimal information from document 8


• Includes few relevant facts, examples, and details (South Africa pass laws: if your pass expired you could be arrested and imprisoned for a period of time)

• 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. The response demonstrates a minimal understanding of the task. A single statement is used to address the second aspect of the task for the South African pass system and the only information included about the Nazi government is a generalization. No explanation or development is provided.


Document-Based Essay—Practice Paper – A

Governments throughout the ages have used various tactics of

oppresion and rule to maintain power. During the 17th century the

Japanese Shogunate and 20th century apartheid laws in South

Africa, governments used various tactics to ensure their power. The

Shogunate relied on a strict hostage system as the South Africans

relied on segregation.

The Tokugawa Shogunate unified Japan after a troubled warring

period in 1603 during which many different daimyo fought each

other for power and position. Tokugawa Ieyasu’s successor, Shogun

Hidetada, made strict laws on the warrior class (Doc 1). Some of these

harsh laws included the “Governing (of) Military Households.” The

warrior class who once had immense freedom were now being told by

the shogun that they had restrictions on things such as castle building,

walls, moats, and what vassals they could keep. (Doc 1). Further

changes occured as the “Sankin Kotai” system emerged. This hostage

system required the Daimyo and his family to take alternating turns

staying in the Tokugawa Castle in Edo. (Doc 2) The government hoped

that this sytem would suppress the daimyo’s power and crush any

rebellions as they or loved ones were always in the governments

posession. However this had a different effect. The daimyo and family

needed goods, such as food, to survive. (Doc 3) The trade into Edo

increased as did merchants wealth. Cities around Japan began to grow

and the Japanese slowly began to change even though Japan had an

isolationist policy. This is especially true after 1720 when the

government relaxed its ban on western books and trade began to

strengthen. These changes led to social unrest. Peasants rebelled and

merchants wanted power their wealth could not buy. The Tokugawa


Document-Based Essay—Practice Paper – A

government eventually failed.

Similar to Japan, black South African people faced oppression.

However race played into restrictions far more. Europeans began

moving into South Africa in the 1600s. The dutch (who were known

as boers and later Afrikannas) and the british fought over the land.

The black natives were treated badly by both groups. After the Boer war

a long history of discrimination developed, and then in the mid-20th

century aparthied laws were passed. These laws created townships that

were strictly for blacks and gave blacks little freedom. The black south

africans were required to carry passbooks. If a black south african over

the age of 16 didn’t have a book, they would face up to a month in

prison or a fine of 10 pounds, which is a lot for a person in poverty.

(Doc 7b). It was illegal to not work, but a black individual was only

permitted 6 days to find a job or else be arrested if he did not renew his

pass. The jobs that were open to blacks were often poor paying, low

skilled jobs so blacks were almost always very poor. (Doc 8) The

conditions were harsh and protests usually ended in violence. For

example South African blacks once planned a peaceful protest in the

township of Sharpeville and the government police opened fire killing 69.

(Doc 9) The white South Africans ran the government and wanted to

keep segregation in place. Using apartheid gave them this power. The

black South Africans didn’t give up in the face of violence. They

continued to protest until changes occurred.

The two governments of Tokugawa Shogunate Japan and Apartheid

South Africa wanted to maintain power. They resorted to harsh laws

and punishments to oppress their people which often resulted in rebellion.


Document-Based Essay—Practice Paper – B

In history governments have passed laws that either target or affect

certain groups. These governments were trying to achieve control and

power by targeting these groups. In Germany, under the Third Reich,

the Nazis were under orders that persecuted the Jews. In South Africa,

during apartheid, native South African blacks were persecuted by the

government. These laws impacted the society and the people in the

country where they were established.

During the fascist rule of Germany the Nazis, and German people,

persecuted the Jews living in Germany and elsewhere. The Nazi

government hoped to eliminate the Jewish people and their culture. They

blamed them for Germany’s troubles and used this to build their

power. The beginnings of the Nazi persecution of Jews is shown in

Document 4a. The document states how the Nazis called for a spread of

propaganda condemning the Jews. The propaganda was to spread the

law and idea that no true German can buy from a Jew. This isolation

of Jewish business severly hurt the Jewish community’s economy in

Germany. The Nuremberg laws were passed which denied Jewish

Germans citizenship. This step socially isolated the Jews and allowed

for the segregating and dehumanizing of the Jewish people. These laws

made Jews who may have lived in Germany for generations unwanted

people. Another act of the Nazi rule was to assign a yellow patch to be

worn on the clothes of the Jewish. This star of David alerted others to

who was Jewish. The isolation of the Jewish people was part of the

government’s efforts to control them. By restricting their work they

gained control over the Jews. Later, the Nazi party began a more

openly violent approach against the Jews. This was seen in

Kristallnacht, the night of broken glass. The Nazis destroyed Jewish



stores, homes, and synagogues in an effort to cripple their economy

and their lives. As seen in Document 5b, the Nazis claimed that the

stores were damaged by average Germans, when in fact it was the

work of Nazi groups. The Gestapo, Nazi secret police, were ordered to

allow the destruction of Jewish stores. While the stores were being

destroyed, the Gestapo arrested the Jews. The government’s plan also

included the law that the Jewish people must pay for the damages. This

was another blow to the Jewish economy. The Jews weren’t able to sell to

Germans so they were suffering financially, but now their stores were

destroyed and they had to pay for the damages. The Nazis benefited

from the abuse of the Jews. They benefited not only economically

through the forced fees and stolen Jewish property as seen in Document

6, but also politically by treating Jews as public enemies which fed the

extreme nationalism of the Nazis.

In the Republic of South Africa, the majority of the people were

native, black South Africans. The white Afrikaner minority held the

power in the racist government which came to power in 1948

promoting a policy called apartheid. They wanted to be distinguished

politically and socially from black South Africans. Under apartheid

the blacks were persecuted in an effort by the whites to maintain power

and wealth. As stated in Document 7a, an unemployed black South

African can immediately be arrested. This law allows the government

to easily persecute the black South Africans based almost solely on

racism. Black South Africans were forced to live separately in

townships in the cities or homelands in the countryside. Men migrated

to the cities and the mines to find jobs which supported white business

owners and allowed these business owners to make a profit. Areas that



were not arable were set aside for blacks to live on so the good land

could be given to the whites. Document 8 shows how the government

forced blacks to pay fines for not holding identification cards when

moving to other places or for not having a job. These identification

cards or pass cards limited the blacks because they specified where they

could be which means they couldn’t move around freely. All of these

laws made it harder for blacks. The blacks weren’t able to easily achieve

rights or move up in social status. The system of apartheid created a

system where blacks couldn’t escape and that became unbearable.

Many rebelled to stop apartheid. Document 9 shows peaceful protests

such as in Sharpeville were often met with violence, but the black

South Africans fought for many years until they ended apartheid.

Both the Jews and the black South Africans were persecuted under

Nazi Germany and apartheid government respectively. The Nazi

government tried to eradicate the Jewish people and Jewish culture to

build their power. In South Africa, the white South Africans tried to

maintain control and power by racially persecuting the black South

Africans.


Document-Based Essay—Practice Paper – C


for a variety of reasons. The laws of the third reich and the Nazi orders,

and the pass laws of the republic of South Africa had many impacts

on societies, regions, and groups of people.

The Nazi orders and the laws of the third reich were established by

the government. The government and the nazi party wanted the total

sepration of class and wealth from the Jews they wanted and believed

the Jews were inferior to them and thats what they wanted the annilation

of the Jews. As stated in document 4a paragraph 1 first 4 sentences it

states “The action committees must at once popularize the boycott by

means of propaganda, and enlightenment. The principle is: No German

must any longer buy from a Jew or let him and his backers promote

their goods. The boycott must be general. It must be supported by the

whole german people and must hit Jewry in it’s most sensitive place.

They were directing strait hits for the Jews. The pushing of those laws

lead to the downfall of Jewish people. Their were orders given to secret

police or Gestapo to not stop violence of brown shirts but to go arrest

Jews through out town, as said in document 5b paragraph 1 first 3 lines.

The Jews were also losing their property since hitler became most

powerful. Now, taking their land from them was an official policy. The

government levied a fine of one billion reichmarks on the german

Jewish Community. Punishment over one teenager. In addition to this

Jewish victims of Kristallnacht had to pay for damage out their own

pockets. They couldn’t get insurance to cover losses as also stated in

Document 5b last paragraph. As many impacts the nazi orders and

the laws of the third reich had on the Jewish is how many impacts the

pass laws of the republic of South africa affected South africans.


Document-Based Essay—Practice Paper – C

The pass laws of the republic of south africa was passed through its

current government at the time. The government was trying to keep

control over the people and the systems they had, thats what they were

trying to accomplish, white domination. The pass laws had many

impacts on south africa. One impact the pass laws had on South

africans was that they couldn’t travel, live, or work without a passbook

as said in document 9 paragraph 1 sentence 4. Another way the pass

laws affected South africans was that when they tryed a peaceful

demonstration in Sharpeville it was met with gun fire that left

69 blacks dead.

There was many established laws and/or oders by the government

that hoped to achieve something. The Natzi orders and laws of the third

reich, and the pass laws of the republic of South africa had big impacts

on the people of the country that lead to the shaping of other outcomes.


Document-Based Essay—Practice Paper – D

Many different types of laws were made to control parts of the

populace (i.e. the Sankin Kotai in feudal Japan & Neumenberg laws in

Nazi Germany). These laws limited freedoms & rights of a given class

in each case.

In Feudal Japan the Sankin Kotai involved subjegating the daimyos

& their relatives to the shogun by forcing them to live within the

Shogun’s home at certain intervals to serve as hostages. This limited

the daimyo class because their relatives (& at times even themselves)

were within the shogun’s easy reach for barganing chips.

Also in Nazi Germany the Neumenberg laws restricted Jewish

people from all but the most basic necessities (& later they lost those

also). The laws put them at the mercy of an uncaring (& often times

reactive) populace which events such as Kristallnacht show were very

hateful towards the Jewish community.

In both cases a given class is limited (granted one worse than the

other but still both have restrictions to deal with.)


Document-Based Essay—Practice Paper – E


for a variety of reasons. The Nazi orders and laws of the Third Reich,

and the Pass laws of the Republic of South Africa are two examples of

laws created. These laws had many impacts on societies, regions and

groups of people. The effects of these laws were viewed as a positive for

some, but for others it was a negative effect.

Adolf Hitler was a fascist leader in Germany. During WWI, he

fought in the German military, but after the war was over, he was

enraged about the consequences Germany had to face. He slowly rose

to power and eventually became a Dictator. Hitler established the Nazi

party and the Laws (Doc #4) of the Third Reich. Hitler believed that the

Aryan race (Doc #5) was superior to all others, he wanted to eliminate

the weaker races. Hitler had a large effect on the Jews. He systematically

took away the Jew’s rights, including citizenship. He did not allow

Jews to sell goods or own businesses (Doc #4). During Kristallnacht he

authorized the destruction of Jewish property and the arrests of many

Jews (Doc #5). Eventually Hitler started forcing Jews into concentration

camps all over Germany and in other Nazi controlled areas. There, the

Jews would do hard labor, get very little to eat, and many were killed

in gas chambers. This was one of the worst examples of a genocide ever.

Hitler’s anti Jewish actions were only stopped by the Allies winning

World War II. Much damage was done to the Jews and the Holocaust

was horrifying. About 6 million Jews were killed, along with

approximately 5 million others.

In South Africa, European nations started to imperialize mostly

because of its location at the tip of Africa. In the country of South

Africa, the Dutch and the British had imperialised. They considered


Document-Based Essay—Practice Paper – E

themselves superior to the native black South Africans. They

established to Policy of “White mans Burden.” They considered the

natives to be a burden. When South Africa became independent the

whites who lived there ruled over the black majority. The whites

established the pass laws. These laws made every black native have a

passbook and they couldn’t travel without it. If they were caught

without it, the penalty could be a fine not exceeding 10 pounds or

imprisonment not exceeding one month. (Doc 7b) These laws also

stated that any black native who was unemployed could be arrested.

(Doc 7a) The whites created these laws because they thought they had

the right to, but it wasn’t even their land. These laws affected the black

natives. It wasn’t fair to the natives that they had to follow all of these

rules. So they had a peaceful protest in Sharpeville which resulted in

sixty-nine natives killed. (Doc #9) Many other protests followed.

Natives protested and didn’t give up. In the end, the native South

Africans got their rights and were able to become politically equal to

the whites.

The Nazi party and the Third Reich and the Pass laws of South

Africa are two negative examples of laws passed for a variety of reasons.

These laws were unfair and had a great impact on groups of people.

Eventually the laws were abolished, but they still had a large impact.


Practice Paper A—Score Level 3

The response:

• Develops all aspects of the task with little depth for the laws for the warriors under the Tokugawa shogunate and the pass laws of the Republic of South Africa

• Is more descriptive than analytical (Tokugawa laws: warrior class who once had immense freedom told by shogun they had restrictions on castle building; government hoped hostage system would suppress daimyo’s power and crush rebellions; daimyo and his family needed goods to survive so trade in Edo increased as did merchants’ wealth; cities around Japan began to grow; South Africa pass laws: illegal to not work but a black individual was only permitted six days to find a job or be arrested if he did not renew his pass; conditions were harsh and protests usually ended in violence; white South Africans wanted to keep segregation in place and using apartheid gave them this power; black South Africans did not give up in the face of violence)


• Incorporates limited relevant outside information (Tokugawa laws: Tokugawa unified Japan after a troubled warring period during which different daimyo fought for power; merchants wanted power their wealth could not buy; South Africa pass laws: Dutch Boers and later Afrikaners and British fought over the land; apartheid laws created townships strictly for blacks where they had little freedom)

• Includes some relevant facts, examples, and details (Tokugawa laws: Tokugawa Ieyasu’s successor Shogun Hidetada made strict laws on warrior class; hostage system required daimyo and his family take turns staying in Tokugawa Castle in Edo; after 1720 government relaxed its ban on western books; South Africa pass laws: black South Africans required to carry passbooks; black South Africans over age of 16 without a passbook could face up to a month in prison or a fine of 10 pounds; South African blacks planned a peaceful protest in Sharpeville; government police opened fire killing 69)

• Demonstrates a satisfactory plan of organization; includes an introduction that mentions governments used various tactics to ensure their power and a brief conclusion

Conclusion: Overall, the response fits the criteria for Level 3. Document information frames the discussion and the limited outside historical information enhances the effort. Additional factual support would have benefited the discussion.


Practice Paper B—Score Level 4

The response:



• Is both descriptive and analytical (Nazi orders and laws: laws allowed the segregating and

dehumanizing of Jewish people by socially isolating them; Jews who lived in Germany for

generations became unwanted people; isolation of Jewish people part of the government’s

efforts to control them; Nazis benefited economically through forced fees and stolen Jewish

property; South Africa pass laws: white minority Afrikaner government wanted to be

distinguished politically and socially from black South Africans; identification cards or pass

cards specified where blacks could be which meant they could not move around freely; blacks

were not able to easily achieve rights or move up in social status; black South Africans fought

until they ended apartheid)


• Incorporates relevant outside information (Nazi orders and laws: Nuremberg laws denied

Jewish Germans citizenship; Jews had to wear yellow patch on their clothes; Star of David

alerted to others who was Jewish; Nazis destroyed Jewish homes and synagogues on

Kristallnacht; South Africa pass laws: black South Africans forced to live separately in

townships in cities, or homelands in the countryside; black men migrated to the cities and mines

to find jobs which supported white business owners and allowed these business owners to make

a profit; areas that were not arable were set aside for blacks to live on so good land could be

given to whites; apartheid created a system blacks could not escape)

• Supports the theme with relevant facts, examples, and details (Nazi orders and laws: isolation of

Jewish business severely hurt Jewish economy in Germany; Gestapo ordered to allow

destruction of Jewish stores; Gestapo arrested Jews; Jewish people must pay for damages; South

Africa pass laws: majority of people in Republic of South Africa were native black South

Africans; white minority held the power in the racist government; unemployed black South

Africans could immediately be arrested; government forced blacks to pay fines for not having a

job or identification when moving to other places; peaceful protests such as Sharpeville met

with violence)


that state governments were trying to achieve control and power by targeting and persecuting

certain groups, Jews, and Nazis

Conclusion: Overall, the response fits the criteria for Level 4. The integration of document

information and historic details demonstrates a good working knowledge of the task. Some analytic

statements about the intentions of both the government of Nazi Germany and the apartheid

government of South Africa are included; however, further explanation and additional details would

have benefited the discussion.


Practice Paper C—Score Level 2

The response:


• Is primarily descriptive (Nazi orders and laws: government and Nazi Party wanted total separation of class and wealth from Jews; laws led to downfall of the Jewish people; secret police or Gestapo ordered not to stop the violence of the Brownshirts but to arrest Jews; South

Africa pass laws: government trying to keep control over the people and systems they had; government trying to accomplish white domination); includes faulty and weak application (South Africa pass laws: reference to South Africans instead of black or native South Africans)

• Consists primarily of relevant information copied from the documents 4, 5, and 9


• Includes few relevant facts, examples, and details (Nazi orders and laws: Germans could no longer buy from Jews; taking land from Jews was official policy; government levied a fine of one billion reichsmarks on German Jewish community; Jewish victims of Kristallnacht had to pay for damages out of their own pockets; South Africa pass laws: passbook needed to travel, live, or work; peaceful demonstration in Sharpeville met with gunfire that left 69 blacks dead)

• 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. Selected information copied from documents minimally addresses the impact of the laws and orders demonstrating a basic understanding of the task. The summary of what the Nazi and South African governments hoped to achieve with their laws and orders would have benefited from more supporting facts and details.

Practice Paper D—Score Level 1

The response:

• Minimally addresses all aspects of the task

• Is descriptive (Tokugawa laws: sankin kotai involved subjugating the daimyo and their relatives to the shogun; Nazi orders and laws: Jews restricted from all but the most basic necessities and later those also lost; put Jews at the mercy of an uncaring and often times reactive populace)

• Includes minimal information from documents 2 and 5

• Presents little relevant outside information (Nazi orders and laws: Nuremberg laws)

• Includes few relevant facts, examples, and details (Tokugawa laws: daimyos and their relatives forced to live within shogun’s home at certain intervals to serve as hostages; Nazi orders and

laws: Kristallnacht shows the populace was very hateful towards the Jewish community)

• Demonstrates a general plan of organization; includes an introduction that states different types of laws were made to control parts of the population by limiting freedoms and rights of a given class and a brief conclusion

Conclusion: Overall, the response fits the criteria for Level 1. Although some outside information concerning the Nuremberg laws is mentioned, Tokugawa Japan and Nazi Germany are each addressed with limited information selected from single documents. The overall brevity, generalizations, and lack of development indicate a limited understanding of the task.


Practice Paper E—Score Level 3

The response:

• Develops all aspects of the task with little depth for the Nazi orders and laws of the Third Reich and the pass laws of the Republic of South Africa

• Is more descriptive than analytical (Nazi orders and laws: systematically took away Jewish rights, including citizenship; South Africa pass laws: whites created these laws because they thought they had the right to but it was not their land; natives protested and did not give up)

• Incorporates some relevant information from documents 4, 5, 7, and 9

• Incorporates relevant outside information (Nazi orders and laws: Hitler was a fascist leader in Germany; Hitler believed Aryan race superior to all others; Hitler started forcing Jews into concentration camps; South Africa pass laws: Dutch and British considered themselves superior to native black South Africans; policy of “white man’s burden”; when South Africa became independent, whites who lived there ruled over black majority; in the end native South Africans got their rights and were able to become politically equal to whites)

• Includes some relevant facts, examples, and details (Nazi orders and laws: Jews not allowed to sell goods or own businesses; during Kristallnacht Jewish property destroyed and many Jews arrested; South Africa pass laws: penalty for not having a passbook could be a fine or imprisonment; any black native who was unemployed could be arrested; peaceful protest in Sharpeville resulted in 69 natives being killed)

• Demonstrates a satisfactory plan of organization; includes an introduction that states laws of the Third Reich and pass laws of South Africa are viewed as positive for some but negative for others and a brief conclusion

Conclusion: Overall, the response fits the criteria for Level 3. Document information and outside information frame a general discussion demonstrating an understanding of the task. Lack of development and limited analysis weaken the overall response.


Global History and Geography Specifications January 2016

Part I

Multiple Choice Questions by Standard

Standard Question Numbers

1—United States and New York History N/A

2—World History 4, 8, 9, 13, 15, 16, 17, 21, 23, 29, 30, 31, 32, 36, 37, 39, 40, 41, 45, 46, 48, 50

3—Geography 2, 5, 6, 7, 11, 12, 18, 20, 25, 26, 34, 38, 42, 43, 44, 47

4—Economics 1, 10, 14, 19, 27, 28, 33

5—Civics, Citizenship, and Government 3, 22, 24, 35, 49

Parts II and III by Theme and Standard

Theme Standards

Thematic Essay Imperialism Standards 2, 3, 4, and 5:

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

Document-based Essay

Power; Human Rights; Justice; Citizenship; Environment and Society; Political Systems; Conflict; Diversity; Movement of People and Goods; Scarcity

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

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

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


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 January 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 deter-mine students’ final scores for this administration.

Global History and Geography Conversion Chart - Jan. '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 5 8 11 14 18 22 26 30 34 32 37 41 45 49 53 57 61 65 68 72 751 1 3 6 9 12 16 19 23 27 31 35 33 38 42 46 50 54 58 62 66 69 73 772 2 4 7 10 13 17 21 25 29 33 37 34 39 44 48 52 55 59 63 67 71 74 783 2 5 8 11 14 18 22 26 30 34 38 35 41 45 49 53 57 61 65 68 72 75 794 3 6 9 12 16 19 23 27 31 35 39 36 42 46 50 54 58 62 66 69 73 77 805 4 7 10 13 17 21 25 29 33 37 41 37 44 48 52 55 59 63 67 71 74 78 816 5 8 11 14 18 22 26 30 34 38 42 38 45 49 53 57 61 65 68 72 75 79 837 6 9 12 16 19 23 27 31 35 39 44 39 46 50 54 58 62 66 69 73 77 80 848 7 10 13 17 21 25 29 33 37 41 45 40 48 52 55 59 63 67 71 74 78 81 859 8 11 14 18 22 26 30 34 38 42 46 41 49 53 57 61 65 68 72 75 79 83 8610 9 12 16 19 23 27 31 35 39 44 48 42 50 54 58 62 66 69 73 77 80 84 8711 10 13 17 21 25 29 33 37 41 45 49 43 52 55 59 63 67 71 74 78 81 85 8812 11 14 18 22 26 30 34 38 42 46 50 44 53 57 61 65 68 72 75 79 83 86 8913 12 16 19 23 27 31 35 39 44 48 52 45 54 58 62 66 69 73 77 80 84 87 9014 13 17 21 25 29 33 37 41 45 49 53 46 55 59 63 67 71 74 78 81 85 88 9115 14 18 22 26 30 34 38 42 46 50 54 47 57 61 65 68 72 75 79 83 86 89 9216 16 19 23 27 31 35 39 44 48 52 55 48 58 62 66 69 73 77 80 84 87 90 9317 17 21 25 29 33 37 41 45 49 53 57 49 59 63 67 71 74 78 81 85 88 91 9418 18 22 26 30 34 38 42 46 50 54 58 50 61 65 68 72 75 79 83 86 89 92 9519 19 23 27 31 35 39 44 48 52 55 59 51 62 66 69 73 77 80 84 87 90 93 9620 21 25 29 33 37 41 45 49 53 57 61 52 63 67 71 74 78 81 85 88 91 94 9621 22 26 30 34 38 42 46 50 54 58 62 53 65 68 72 75 79 83 86 89 92 95 9722 23 27 31 35 39 44 48 52 55 59 63 54 66 69 73 77 80 84 87 90 93 96 9723 25 29 33 37 41 45 49 53 57 61 65 55 67 71 74 78 81 85 88 91 94 96 9724 26 30 34 38 42 46 50 54 58 62 66 56 68 72 75 79 83 86 89 92 95 97 9825 27 31 35 39 44 48 52 55 59 63 67 57 69 73 77 80 84 87 90 93 96 97 9826 29 33 37 41 45 49 53 57 61 65 68 58 71 74 78 81 85 88 91 94 96 97 9827 30 34 38 42 46 50 54 58 62 66 69 59 72 75 79 83 86 89 92 95 97 98 9928 31 35 39 44 48 52 55 59 63 67 71 60 73 77 80 84 87 90 93 96 97 98 9929 33 37 41 45 49 53 57 61 65 68 72 61 74 78 81 85 88 91 94 96 97 98 9930 34 38 42 46 50 54 58 62 66 69 73 62 75 79 83 86 89 92 95 97 98 99 9931 35 39 44 48 52 55 59 63 67 71 74 63 77 80 84 87 90 93 96 97 98 99 100

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

Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores)Regents Examination in Global History and Geography – January 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 48 would receive a final examination score of 80.